![]() ![]() After two minutes, have students pass their butcher paper in a clockwise direction to the next table. What places would you like to explore outside of your country? Why?Īt the teacher’s signal, each group brainstorms while the scribe captures the ideas.What places would you like to explore in your home country? Why?.What places would you like to explore in or near your city or town? Why?.What places have you explored? What did you learn?.Give each group a marker and a sheet of butcher paper with one of these questions on each paper: Group 3-5 students at each table, and have them choose a scribe. Use a round robin approach to generate students’ ideas about exploration. In this activity students will investigate why people explore and consider places they would like to explore. Next, ask: Who do you think of when you hear the word “explorer”? Explain that although explorers like Marco Polo or Christopher Columbus typically come to mind, there are many present-day explorers and anyone can be an explorer. Michal LeVasseur, Ph.D.Ask students how they define “exploration,” writing all ideas on the board. Gersmehl, Co-Coordinator of the New York Geographic Alliance, Associate Director of the New York Center for Geographic Learning in the Geography Department at Hunter College, CUNY Cahill, Middle School Science Coordinator, The Potomac School, McLean, VAĬarol A. The Rights Holder for media is the person or group credited.Īlice Manning, National Geographic Society The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit. Have each student tell the class about the explorer they selected. Ask students to use yarn or markers and attach index cards with photos or interesting information about their explorer or any findings along the way. Have each student plot their explorer’s route on one of the Americas Mega Map from the Americas MapMaker Kit. Have students map their explorers' routes on the Americas Mega Map and then present their findings. ![]() Ask students to include a map showing the explorer’s routes.ĥ. Questions have been provided on the handout to guide students’ writing. Have students write one or more journal entries about their explorer’s experiences and motivations. Have students write journal entries from the explorer's point of view. Have students select an explorer, and then use the Internet or library resources to research him or her and take notes.Ĥ. Provide each student with a copy of the handout Explorers of the Americas. Distribute the handout and have students research an explorer. Discuss issues such as the effects of cultural differences and misunderstandings, the introduction of new animals, plants, tools, weapons, and disease to indigenous cultures, and the discovery of precious resources. Have a whole-class discussion about the consequences of some of these early explorations.ĭraw a T-Chart on the board and add the labels "Pros" and "Cons." Discuss the pros and cons of these explorations in terms of the greatly expanded knowledge about the Americas versus the negative effects on the cultures and landscapes that were discovered. Prompt students to include factors such as curiosity, the desire for valuable trade routes, a mission to convert people to a certain religion, hunger for land or for precious goods such as gold and spices, and the thirst for scientific knowledge.Ģ. ![]() Have students brainstorm the motivations that prompted early explorers to go to the Americas.Īsk students to brainstorm different motivating factors that may have prompted early explorers to go to the Americas. ![]()
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