The topic of the lesson is Early European Exploration of North America by the Spanish, French, and English. The student will investigate the four European explorers that are required knowledge in accordance to the state standards of VA. The four explorers, Francisco Coronado, Robert LaSalle, Samuel de Champlain, and John Cabot, represent the three major European nations that decidedly settled in what is now the United States. The lesson will link the American Native unit with the Colonial America unit by describing how the Natives and Europeans interacted with one another in terms of conflict and compromise.
The learner will discover how both the Natives and Europeans use the environment to survive in North America by comparing and contrasting several primary sources that depict cultural differences and various climates explored. The learner will dissect the primary sources learning how to detect differences and similarities between the four cultures investigated and come to various conclusion of why history developed as we currently understand it.
Portugal’s success of discovering an eastern trade route to India by rounding Africa’s southern cape and returning with great wealth inspired other European nations to imitate such the accomplishment. Portugal controlled the trade routes of the eastern hemisphere leaving but one option for the European nations of Spain, France, and England, that is to journey to the orient by traveling west. The explorations to the western hemisphere lead to competition for national superiority. Each of the powers originally focused on different parts of North America to establish settlements; each of the powers met different American Natives families; each of the powers sought wealth and discovered it by different means; each of the powers had to overcome obstacles in order to succeed; each of the powers would eventually war with each other.
The discovery of North America lead to great prosperity for Spain in terms of gold from Central America (Mexico), while France found wealth in trapping and fishing the northern regions, the Great Lakes and various rivers (northeast US and Canada), and the English discovered their greatest value come from the various crops being planted, such as tobacco.
There were several similarities demonstrated by the Europeans. All three nations had comparable clothing and armor. Their technology was virtually identical in regards to farming, building, sailing, and weaponry; while stark differences can be noted in regards to use of the environment and treatment of the natives. Interesting contrasts existed concerning Christianity and the sharing of their faith with the Native tribes they each came in contact with.
Themes that highlight the time period include conflict and compromise with the Native Americans; the use and development of the land as each culture struggled to adapt to the environment; and the struggle for control of the continent that would lead to domination by their nation as an empire.
By using the various primary sources in a dynamic interactive setting the learner will use the processing skills of sourcing, close reading, contextualization, and corroboration.
The student will understand that the major European countries of Spain, France, and England were in competition to extend their power into North America and claim the land as their own.
- European Explorers: Flipchart
- European Explorers Slideshow
- Guided Primary Source Analysis: Robert de LaSalle
- John Cabot: Graphic Organizer, Image #1, Image #2, and Image #3
- Samuel de Champlain: Graphic Organizer,Image #1,Image #2, and Image #3
- Robert LaSalle: Graphic Organizer,Image #1, Image #2, and Image #3,
- Francisco Coronado: Graphic Organizer,Image #1,Image #2, and Image #3
- Hook/Preview: The teacher will remind the class of the prior lesson of “Its Mine!” and review the major talking points that were discussed at the end of the activity. The teacher will then show a short “Moviemaker” acting as a trailer for the day’s activity that will be a lead into the four explorers being discussed that day. The students will be asked what they noticed in the trailer. The teacher will use the “Guided Primary Source Analysis: Robert LaSalle” image to proceed with modeling a primary source as an example of the activity that the students will participate in.
- The students will be divided into four expert groups each assigned the task of dissecting the documents provided concerning their explorer. Each of the four expert groups will have one of the following names, John Cabot, Samuel de Champlain, Robert LaSalle, and Francisco Coronado.
- The students will gather information as a team answering inquires that are represented in the graphic organizer for each explorer. Directed historical thinking skills questions may include: Is there a leader of the expedition?, What objects do you see in the picture?, How are the people dressed?, What do the words tell us?, What kind of plant life is visible?, When did the voyage occur?, Where do you think the people are?, Do you see any symbols you recognize?
- Students will record their discoveries and present them to the other teams by use of the Promethean Board.
- The teacher will wrap up the lesson with concluding thoughts that summarize the observations and presentations of each expert group.
The student will demonstrate mastery of understanding of the key concepts and questions presented in the lesson by answering an essay question regarding the material learned. The assessment will be graded on a four point formative rubric scale (see below) that will measure mastery preparing the student for summative assessments by means of quizzes and a exam in Sol format.
4-points: The student demonstrates understanding in an essay by accurately providing no less than four facts that specifically relate to the primary sources supporting the information outlined from the Sol 4a and 4b.
3-points: The student demonstrates understanding in an essay by accurately providing no less than three facts that specifically relate to the primary sources supporting the information outlined from the Sol 4a and 4b. 4-points: The student demonstrates understanding in an essay by accurately providing no less than four facts that specifically relate to the primary sources supporting the information outlined from the Sol 4a and 4b.
2-points: The student demonstrates understanding in an essay by accurately providing no less than two facts that specifically relate to the primary sources supporting the information outlined from the Sol 4a and 4b.
1-point: The student demonstrates understanding in an essay by accurately providing no less than one fact that specifically relates to the primary sources supporting the information outlined from the Sol 4a and 4b.
0-points: The student cannot demonstrate understanding in an essay accurately using primary sources supporting the information outlined from the Sol 4a and 4b.
Uintah Basin Teaching American History Project. http://www.uintahbasintah.org/ushistory/use32.jpg (accessed November 1, 2011).
Encyclopedia Britannica Online, s.v. “Earth Exploration: Cabot Landing on the shores of Labrador.” http://www.britannica.com/EBchecked/media/94254/John-Cabot-landing-on-the-shores-of-Labrador-coloured-engraving (accessed November 1, 2011).
Skelton, Percival. “John Cabot in London, n.d.” From Joseph Hatton and M. Harvey, Newfoundland, the Oldest British Colony. London: Chapman and Hall, 1883, p. 10. Available online at http://www.heritage.nf.ca/exploration/cabot_london.html (accessed November 3, 2011).
Samuel de Champlain
“Deffaite des Yroquois au lac Champlain.” Sketch. Quebec: G.E. Desbarats, 1870. From Archives of Ontario Library, 971.011CHB. http://www.archives.gov.on.ca/english/on-line-exhibits/franco-ontarian/war.aspx (accessed November 2, 2011).
“Portrait Painting of Samuel de Champlain, 1945.” Painting. From Archives of Ontario, l0014666. http://archives.gov.on/ca/english/on-line-exhibits/franco-ontarian/index.aspx (accessed November 2, 2011).
Jefferys, Charles. “Champlain Trading with the Indians.” Library and Archives Canada, 1911. http://www.civilization.ca/cmc/exhibitions/his/biography/biographi202e.shtml (accessed November 3, 2011)
“Robert La Salle.” Clipart ETC: En Online Service of Florida’s Educational Technology Clearinghouse. http://www.etc.usf.edu/clipart/600/680/salle_1.htm (accessed November 2, 2011).
Grandon, Pierre. “Cavelier De La Salle 1640-1687.” Black and white engraving and etching. George Glazer Gallery: Antiquarian Globes, Maps & Prints. http://georgeglazer.com/prints/portraits/lasalle.html (accessed November 2, 2011).
Pyle, Howard. “La Salle Christening the Country ‘Louisiana’.” Painting. The Athenaeum. http://www.the-athenaeum.org/art/full.php?ID=17834 (accessed November 2, 2011).
“Robert de La Salle.” Fungloves blogspot, entry posted May 2011, http://fungloves.blogspot.com/2011/05/famous-explorers.html (accessed November 4, 2011).
“Francisco Vazquez de Coronado.” PBS: New Perspectives on the West. http://www.pbs.org/weta/thewest/people/a_c/coronado.htm (accessed November 1, 2011)
Remington, Frederic. “Coronado Sets Out to the North.” Painting. The New World Encyclopedia. http://newworldencyclopedia.org/entry/Francisco_Vasquez_de_Coronado (accessed November 1, 2011)
“Coronado Sets Out.” Postcard. Kansas Historical Society and Kansas Historical Foundation. http://www.kansasmemory.org/item/737 (accessed November 1, 2011).