First Nations People & European Explorers

First Nations People & European Explorers

3. 
   Identify the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys (e.g., the early-fifteenth-century blockade of overland trade routes and the resulting search for new routes to the Far East; the fishing industry; the fur trade; the search for gold; population growth in Europe leading to the search for new areas for settlement)
   
4. 
   Identify technological developments and cultural factors that assisted and promoted the exploration of North America (e.g., caravel ships, improved navigational instruments, the quest for new lands)
   

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  Teacher will observe students during assigned work periods and will use rubrics for both written work (BLM5) and the oral presentation (BLM6). Students will also complete group and peer assessments as part of the assignment.
  

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  Groups will be pre-arranged to balance strengths and weaknesses among students
  
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  Teacher will provide additional support for lower level students
  

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  Project booklet, pencil and paper, notepaper, textbooks and other research resources
  

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  Project booklets to hand out (BLM4), collection of additional texts and other research resources for students to use, student web chart
  

2. Ask students if they are able to name any other explorers who came to North America. Have students refer to the web chart

developed in the previous class if necessary.

3. Ask students to offer suggestions as to why people might explore (new lands, new travel routes, new resources, etc.).

4. Explain to students that European nations began exploring in 1275 with the adventures of Marco Polo, and continued through to

the 16^th and 17^th centuries.

5. Explain that the early explorers did not have complete world maps and most set out to hoping to find Asia. Instead they bumped

into North America and discovered a ‘new’ continent that started an age of exploration in the 16^th and 17^th centuries.

2. Divide students into pre-assigned groups of four (4).

3. Each group will draw one name of an explorer from a hat.

4. Each student will receive a booklet detailing their assignment (BLM4). Have students read silently through the assignment

once before reading it aloud. Review each requirement in detail to ensure all students understand. The assignment will include:

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  A profile of the explorer detailing his personal information, skills, voyages, accomplishments, method of travel, technology used and any other interesting facts.
  
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  A map showing the route taken by the explorer
  
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  A timeline of important events
  
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  An oral presentation
  
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  A one-page handout for the class about the explorer including the reasons for the explorers travels, and challenges they faced.
  
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  A poster with a slogan and an illustration relevant to their topic
  

equal contribution to the project.

2. Teacher will provide research resources including textbooks, additional books, and internet websites.

3. Teacher will monitor group work and have brief conferences with each group to ensure students are on task

2. Peers will evaluate the presentations using a rating scale prepared by the teacher.

3. Following the presentation, each group will hand in their written work.

4. Once all groups have presented, the teacher will direct a class discussion of the ‘glows’ and ‘grows’ for the presentations.

5. Students will be expected to study the group handouts in preparation for a class review in the following lesson, as well as their notes

about the Vikings.

THE AGE OF

EXPLORATION

Grade Six Social Studies

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  A detailed profile of the explorer you work for including his personal information, his skills, his accomplishments, the impact he had on exploration, and two other interesting facts
  
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  The reasons for your explorer’s travels
  
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  Challenges that your explorer faced on his voyages and explorations
  
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  Information about the methods of travel used on your journey
  
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  Information about where you went on your journey, what you did there, and who you met
  
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  A timeline that shows the major events of your journey (minimum of 5)
  
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  A map that shows the routes you took on your voyage to the New World (and the relevant dates if there is more than one voyage!)
  
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  A one-page handout to give to the court summarizing the important information about your explorer and his travels
  
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  A poster that promotes your voyage with a slogan and an illustration or photo
  

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  All written work (both rough and good) including the profile and your handout
  
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  A copy of your timeline and your map
  
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  A bibliography that shows all of the resources your group used
  
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  Your completed group assessment (each student will hand in one form)
  

Choose your explorer from the bag of names (the teacher has this!).

The roles are described on the next page of the booklet.

Use your textbook and the list other books and internet websites relevant to your topic to help you.

will use these for your presentation.

group members.

copies of your profile and your handout, a copy of your timeline, a copy of your map, and a bibliography.

work.
Step Ten: Ask the teacher if you need any help!

JOHN CABOT

JACQUES CARTIER

MARTIN FROBISHER

JOHN DAVIS

SAMUEL DE CHAMPLAIN

HENRY HUDSON

CHRISTOPHER COLUMBUS

HENRY KELSEY

Chosen your explorer?	
Assigned your group roles?	
Used your textbook, other books and the internet for research?	
Completed your explorer profile?	
Completed your timeline and your map?	
Written a draft version of your handout?	
Revised and edited your handout?	
Designed and completed your poster?	
Planned and practiced your presentation?	
Prepared a bibliography to hand in to the teacher?	
Completed your group assessment sheet to hand in?