Unit: Native American Life and European Exploration

Lesson Plan: European Exploration Discovery Day

Subject: 5th Grade Integrated U.S. History

Teacher: Ashley Fisher

Thematic Statement
Importance
This lesson, derived from the Native American Life and European Exploration Unit, is
designed to provide students the opportunity to discover and become experts on the essential
technological advancements that made sea exploration possible for European explorers. This will
be done so in small groups pertaining to three different centers. Each center will focus on one
technology advancement that was created during the Age of Discovery for European exploration.
This information is crucial to understand because without such advances in technology the path
for European exploration could have been drastically different. There is no telling what
discoveries may not have been made, or how long they would have been prolonged, had
explorers not had this more advanced equipment to operate with. Aside from this material
aligning with the standards, this lesson also provides critical thinking towards the main goal of
this lesson: how interacting with people who are different than ourselves can alter our lives or the
way in which we do things. This issue will be analyzed from a technological standpoint,
questioning how technology influences the way in which we interact and communicate with
people. During the Age of Discovery, without these new technologies being invented, would the
explorers have been able to reach the land of the Native Americans? If they had still been able to,
would the discoveries and interactions with the Natives taken longer to occur because of a lack
of technology? In regards to the students lives today, they will analyze how technology plays a
similar role in interacting with people. For example, without cell phones and text messaging,
would we be able to interact with people as quickly and effectively? Whether this answer be yes
or no, interactions among people are also altered due to the less personable face to face
communication. These real life connections between the European Explorers and the students
own lives are essential to build in order for the material to be retained that is being taught.

This lesson is also of importance due to the fact that students will be collaborating with
their peers in small groups. Within these small groups, each student will have a specific role.
This system allows for each student to be responsible for a portion of the work, but at the same
time ideas can be bounced off each other in order to gain a better understanding and possibly
various perspectives of the material. Group work also improves communication amongst
students which is an essential skill needed in life. This lesson reaches beyond just the standards
by delving into the students lives.
In addition to the above mentioned reasons of importance, this lesson also integrates
other curriculum subjects, fulfilling the title of the course integrated U.S History. Geography
will be incorporated when students delve into the discovery of improved maps and the astrolabe,
both of which deal with the use of direction and location. Writing for historical purposes will
also be included in this lesson due to the fact that students will have to record their findings after
learning about their technology that is represented by their station. It is also important to note
that drawing and speaking will also be ways in which the students report their findings, which
caters to various learning styles that will be represented in the classroom. Civics is integral to
this lesson when discussing how people interact with each other in society; especially the ways
in which we do so and how our lives are altered when it is people who are different from our self.
It is of upmost importance that the design of this lesson incorporates all students in an engaging
way in order to best learn the material and make connections with their own lives.
Unit Plan and Michigan Standards
Unit Plan Goals:

Identify the causes and consequences of European exploration and colonization, and how
it was possible for these adventures to occur.
Incorporate geography, writing, and civics in the context of history.

Relate the knowledge of Native American and European contact to own personal lives
and the concept of good citizenship.

Michigan Standards:

U1.2.1: Explain the technological and political developments that made sea exploration
possible.

Lesson Objective
The lesson objectives were highlighted in the Thematic Statement above, but will once
again be outlined below. By the end of this lesson, students will be able to:

Identify how it was possible for European exploration and colonization to occur through
the use of technology.
Relate the knowledge of Native American and European contact, due to technology, to
own personal lives through the use of interactions and technology.
Cooperate effectively in a small group setting.
Incorporate geography, writing, and civics in the context of history.

Content and Procedure

The steps below are to be followed in order to complete this lesson:
1. Assigning Groups: Groups will already have been determined before the students begin
class. There will be six groups of 5 students per group, if no one is absent. The list of
groups will be presented on the overhead. Upon entering class, students need to sit with
their assigned group. Within each group, students will need to number themselves off 1-5
so that each student has a different number. When this has been done, the teacher will
announce what role each number is:
1: Leader- Keep everyone on task and facilitate the transition between each
assignment that is to be completed within the group. Also, if a group has less than
four people due to absences, the leader will perform the role that is missing.
2: Presenter- Present the information that their group discovers to the class.
3: Secretary- Record the information that the group discusses.
4: Artist- Draw a picture that represents the information that the group learns and
discusses.
5: Reader- Read the articles/information that will be given to each group about the
technology they are assigned.
2. Group Work Time: Students will be given the rest of class time to work in their groups.
Each group will be assigned one technology advancement that was created during the
Age of Discovery by the European explorers: mapmaking, astrolabe, or shipbuilding.
Since there are six groups, there will be two groups for each piece of technology. Within

each group the students have their assigned roles and are to fulfill the duties of these
roles. To complete the group work efficiently, suggest to students that they complete the
work in this order:
Leader starts by getting everyone on task and prepared for the work to be done,
making sure that everyone knows their role.
Reader will then begin by reading the material out loud to their group that
discusses the piece of technology they have been assigned.
As the Reader is reading, the Secretary is recording key facts that can be pulled
from the reading material and discussion amongst the group.
Once discussion of the material has taken place, the group will work with the
Artist to design a picture (on a white piece of computer paper) that represents
their piece of technology and the information they learned about it.
When all this work is completed, the group will discuss how they want to present
their information. The next day, the first half of class will be spent presenting each
groups work. The Presenter will present their groups information and picture.
The rest of the group is permitted to help in presenting the material, but the
presenter will begin the presentation and facilitate it. They are to tell the class the
following information:
-What their piece of technology is.
-Who it was created by and for what purpose?
-Who used this piece of technology?
-What ways did it contribute to exploration?
-How did this technological advancement contribute to the interaction
amongst Europeans and Native Americans?
-In regards to your everyday life, how does technology influence how you
communicate with people? Provide a specific example.
3. Presentations: The next day, during the first half of class, each group will present their
information to the entire class. Each group will have around 5-6 minutes for this
presentation.

Assessment
The assessment for this lesson will be the group work and presentation. Each student will
get an overall grade for this project. The grade will be composed of various parts:
o How well the student cooperated within their group.
o The quality of work they did within their group.

o How well the information is presented to the rest of the class (effort,
neatness, clarity).
The hope in this type of assessment is that students work well with their peers and gain a
greater understanding of the material by collaborating amongst each other.

Materials

Create groups based upon # of people in class

A copy of the description of each persons job for each group
A copy of the suggested order in which to complete the activity
A copy of the information that needs to be presented in each presentation
Packet of information for each of the three pieces of technology
White computer paper for the Artist

Group Roles

1: Leader- Keep everyone on task and facilitate the transition between each assignment that is to
be completed within the group. Also, if a group has less than four people due to absences, the
leader will perform the role that is missing.

2: Presenter- Present the information that their group discovers to the class.

3: Secretary- Record the information that the group discusses.

4: Artist- Draw a picture that represents the information that the group learns and discusses.

5: Reader- Read the articles/information that will be given to each group about the technology
they are assigned.

Suggested Order to Complete Work

*This is just a suggestion, does not have to be completed this way*

Leader starts by getting everyone on task and prepared for the work to be done, making sure that
everyone knows their role.

Reader will then begin by reading the material out loud to their group that discusses the piece of
technology they have been assigned.

As the Reader is reading, the Secretary is recording key facts that can be pulled from the reading
material and discussion amongst the group.

Once discussion of the material has taken place, the group will work with the Artist to design a
picture (on a white piece of computer paper) that represents their piece of technology and the
information they learned about it.

When all this work is completed, the group will discuss how they want to present their
information. The next day, the first half of class will be spent presenting each groups work. The
Presenter will present their groups information and picture. The rest of the group is permitted to
help in presenting the material, but the presenter will begin the presentation and facilitate it.

Information to be presented in each Presentation

-What the piece of technology is.

-Who it was created by and for what purpose?
-Who used this piece of technology?
-What ways did it contribute to exploration?
-How did this technological advancement contribute to the interaction amongst Europeans and
Native Americans?
-In regards to your everyday life, how does technology influence how you communicate with
people? Provide a specific example.

Information Packets for each Technology

Astrolabe:
http://www.astrolabes.org/
http://www.astrolabes.org/pages/history.htm
http://www.learner.org/interactives/renaissance/exploration.html
http://www.elizabethan-era.org.uk/elizabethan-age-of-exploration.htm
Maps:
http://www.learner.org/interactives/renaissance/exploration.html
http://www.elizabethan-era.org.uk/elizabethan-age-of-exploration.htm
http://info.teachtci.com/resources/ha/AgeofExploration.pdf
Shipbuilding:
http://www.learner.org/interactives/renaissance/exploration.html
http://www.elizabethan-era.org.uk/elizabethan-age-of-exploration.htm
http://www.ucalgary.ca/applied_history/tutor/eurvoya/ship.html