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EXPLORATION UNIT
Our fifth
grade exploration unit offers great opportunities to integrate many
geographical themes and historical strands. The following SOLS
(Standards of Learning) for Virginia are presented in this theme.
In my experience, students find relating to many of the big ideas in
this theme challenging. So, I approach this historical content
from many perspectives.
STANDARDS OF LEARNING (SOLS)
| USI
4a - demonstrate knowledge of European exploration in
North America by describing the obstacles, motivations
and accomplishments of the French, English, Spanish, and
Portuguese explorers.
USI 4b -
demonstrate knowledge of European exploration in North
America and West Africa by describing the cultural
interactions between the Europeans and Native
Americans that led to conflict and cooperation.
USI 4c
demonstrate knowledge of European exploration in North
America and West Africa by identifying the location and
describing the characteristics of West African societies
(Ghana, Mali, and Songhai) and their interactions with
traders. |
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 WHERE
ARE WE GOING?
The objective in this part of the unit is for students to identify and
know the countries that explored and why they wanted to explore North
America. The "olden days", as my students refer to the
past, of exploration are far from their 21st century technological
world. To develop their understanding about the motivations,
obstacles, and accomplishments (USA 4a), I weave a story to set the
stage for understanding and bring a bit of drama (from their
teacher) into the classroom by acting out the story. The following
story is not a word-by-word account but you will get the idea. Most of
the kids have an "a-ha" moment when I finish the story. The
story begins....
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Imagine.....
no television, no maps, no Internet, only your own
country. Your contact with other people and
cultures is almost nothing. However, you know a
land exists far away and you want to find it and claim
it for your king. You live in the land called
PURPLE (I hold a large purple folder in front of
my face). All you know is purple people, language,
food, land, houses, clothes, religion, etc. You
believe that Purple is the best country and your culture
is supreme. Nothing can beat Purple. One
day, the King of Purple announces that he is seeking
brave explorers who will go to the land he calls
Yellow across the sea to find treasures, resources, and
claim the land in his name. He wants to claim more
land because claiming land will give him more
power. You are so excited since you have always
dreamed of crossing the sea and become famous to all in
the land of Purple. You do not know what to expect on
the journey or if you will find this new land.
There are no maps with routes to get you there.
You do not know how long it will take you to find this
land of great things for your King. What to
take? Who will you bring? Will your
ship hold up on the strange seas? Will there be
storms? If you find the land, how will the land
look? What will be the climate? Will there
be people on this land who will welcome you or be
hostile? Will you survive? Such questions
are running through your mind and sometimes make you
feel afraid because so much is unknown.
After loading the ship with the animals, supplies,
and materials you will need, you depart from the land of
Purple. The people cheer as you embark on this
mysterious journey. You travel for days, weeks,
and months and still do not find land. Your food
and water supply are running low. You have
survived a horrible storm at sea. However, your
crew is not well. Some have died from
disease. Some lack of food. Others fell
overboard in the storm and drown. The crew are
fighting and want to turn back. However, you, the
captain of this expedition, refuse. More days and
weeks pass and then, one early morning, you hear
the lookout yell, "LAND HO!" The
surviving crew members cheer and you feel relief,
although this mood is brief. As the ship sails
closer and closer to the land, you notice some people on
the shore watching you. Your fear builds as the
ship moves closer and closer to shore. Will these
inhabitants welcome us or will they be hostile?
Will we be able to find food? Build shelter?
Find riches for the king? More questions and no
answers.
The natives are watching you as you row your group to shore.
Since they have never seen anyone from the land of
Purple and you have never seen anyone from this land,
you cautiously watch each other. When the boat
lands, the chief steps forward. He is speaking to
you in a language you cannot understand. The
natives dress differently, too. Their homes are
made of grass and dirt. Very different from your
culture. You tell the chief that you are
from Purple and claim the land of Yellow in the name of
the King. (I put the purple folder over the yellow
one to show this point now). The people now have a
new king, can learn the language of Purple, have the
same religion, and be just like the people of Purple,
since Purple is the best culture to be.
As you explore the land of Purple you find
wonderful rivers, forests, animals, and gold. The
King of Purple will be so pleased with you. You
make new maps and bring these riches home to the
King. The King will now control this new land and
the people will be his new loyal subjects. Many
new settlements will be built and more people will come
here to live.
( you can add more to this story as the unit
progresses with the ideas of interaction, cooperation,
conflict) |
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ADDITIONAL MATERIALS
1. With each SOL unit,
my students use a pocket folder with brads. The first page of each
unit contains their learning goals. To see a copy of this page,
click on LEARNING GOALS.
2. Students also make "The Flipper" study guide, flash
cards, and fold books for all components of the unit. Pictures
will be included on this page soon. To see FLIPPER cards for the
learning activity, click on FLIPPER.
3. Flash Cards: To view some flash cards, click on FLASH
CARDS. I begin the year by making the questions for the
students. They work in groups to complete the other side of the
flash card with answers.
4. Study Guide, Note Taking, Graphic Organizers, and sort board activity
-click GRAPHIC.
5.
Sort board - motivations, obstacles, accomplishments part 2 click SORT.
HELPFUL
WEB SITE LINKS
I send
many of the QUIA sites home with students to practice SOL
activities. Here are the SOL game sites.
http://www.quia.com/jg/364433.html
http://www.quia.com/jg/364432.html
http://www.quia.com/jg/19926.html
http://www.quia.jg/65717.html
http://www.quia.com/jg/44194.html
Practice Test Sites:
http://www.quia.com/pop/34431.html
http://salem.k12.va.us.itrt/solreviews/fifthgrade/tests/USI.4.htm
http://library.thinkquest.org/4034/quiz_q1.html
WEB RESOURCES FOR TEACHERS
LEARNING LOG WRAP UP
For the first assessment, I usually include only the English, French,
and Spanish explorers. Students are then asked about their
favorite activity or to write about something that I presented to them
or a way of learning new material that was beneficial.
You can really tell the different learning styles of all of the
students. I had over 85 responses to the question and these
examples reflect the most repeated ideas.These are a few of their
responses:
THE BEST PART OF ....
| My
favorite learning was about Coronado.
I liked
to use the study guides. I already got the ideas stuck in
my head. I love history. I am so excited about
learning more about Portugal and West Africa. I am from
Ghana and it will be great to share. |
When you act out all of the explorers, Miss Froehlich, and
get so excited, it really helps me think about what happened and
just makes more sense.
I liked
learning the songs you taught us about exploration.
The
flipper makes it more fun to study and I learn a lot more. |
|
The FLIPPER board and learning how to chunk the information
really helped me remember. I even saw the explorers and
events when I was sleeping.
My
favorite part was the interactive book you showed us how
to make using two pockets for a T-chart and the strips to
put into each side as we sorted "conflict" or
"cooperation" for the interactions. It helped me
memorize things. I liked working with the group with
our study guide because it made me know what I know really good
and what I need to review. |
The
flash cards and flipper board helped me make a movie in my head
about what was happening. It really works when you told us
to picture this...
I loved
this part of social studies. What helped me the most was
doing the activities with a partner, highlighting in our
books. I know what to do when I am stuck on a question
now. |
West African Empires
Ghana, Mali, and Songhai
For this component (USI4c), I incorporate many pictures from each
area. Living in Arizona for 20-years I am familiar with the
environment. For my classroom, I spend time on developing
background information on the caravans, Sahara Desert, mosques, and
trade commodities. I use pictures from various sources especially
for salt. Most believe the salt during this time was named Morton
from the super market. To see some of the activities that we
are working on for West Africa, click on the links below:
1.
Exploration
Lesson Plans West African Empires
2. Songhai,
Mali, Ghana Sort Activity and Sort Board
 Pictures of Fold Books, Flips and
Sorts
Motivations, Obstacles,
Accomplishments Flip |
Ghana, Mali, Songhai Sort
Board |
The Flipper |
Ghana, Mali,
Songhai,
Features Sort with Strips |
Looking for
more? Coming Soon
All materials on this
page, unless otherwise credited, are the property of B.Froehlich,
Primary Teachers. Org. October, 2007, 2008, 2009.
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