Victoria Perry

Discipline to be covered in the unit of study: Social Studies

Grade Level: 5
Unit theme: Age of Exploration
Big Idea: Discovery and Change
Desired Results
Established Goals:
New Jersey Common Core Curriculum StandardsStudents will be able to:
6.2.8.C.2.a Explain how technological advancements led to greater economic specialization,
improved weaponry, trade, and the development of a class system in ancient river valley
civilizations.
6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the
development of the political, economic, and cultural systems of each of the classical civilizations and
provided motivation for expansion.
6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the
civilizations of this period and justify which represent enduring legacies.
Common Core StandardsStudents will be able to:
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
W.5.7 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own
clearly.
SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an

understandable pace.

Understandings

Essential Questions:

Students will understand that

1. Why should we study the past?

- throughout history people are inspired to find

new trade routes in order to make money for
their countries.

2. Why do people set out to explore new

lands?

- the study of the past is the story of

communities, nations, and the world.
- the influences of social, geographic, economic,
and cultural factors on the history of local areas,
states, nations and the world
- there are key historical periods and patterns of
change within and across cultures
- the origins and influences of social, cultural,
political and economic systems are all different
- concepts such as: chronology, causality,
conflict, complexity, multiple perspectives all
determine why people move changes in Europe
during the 1600s affected North America
- changes in science and technology affect
individuals, groups, institutions, nations and the
environment

3. Why is it important to know about the

Age of Exploration?
4. What questions are important to ask
about the past?
5. What connection is there between Europe
and North America during the 1600s?
6. What can be learned from the past about
how new technologies resulted in both
planned and unanticipated changes?
7. What is an explorer?
8. What were the two countries that took the
lead during the Age of Exploration?
(Portugal and Spain)
9. What are some of the dangers of
exploration?
10. How did these explorers contribute to the
advancement of mapping and better
navigation?

Students will know:

The contributions of the following

explorers:
o Christopher Columbus
o Ferdinand Magellan
o Vasco de Gamma
o Hernan Cortes
The reasons for the use of these trade
routes
o to find new land
o to establish colonies
o to develop relationships with the
natives
o major resources found in
America, India, and the West
Indies
The countries involved in the Age of
Exploration
o Spain
o Portugal
o America
The technological and scientific
discoveries that influenced the Age of
Exploration
The difficulties that the early explorers
had to endure.
the following terms:
navigate
magnetic compass
expedition
explorer
native
vessel
voyage
equator
resource

Students will be able to: (demonstrate)

identify the important explorers of this

time
o Christopher Columbus
o Ferdinand Magellan
o Vasco de Gamma
o Hernan Cortes

identify colonies, major resources, and

new land that was found during this time.
o America, Portugal, Spain
o West indies, India,

discuss how the past shaped our world we

live in today.
list the countries involved during this
time
o Spain
o Portugal
o America
compare and contrast the different
difficulties the explorers had to face
during this time.
understand the relationships between the
explorers and the natives.
research the technological advancements
and scientific discoveries.
o venturing out to sea became more
practical
o ships became faster and more
maneuverable
o use of the magnetic compass had
become widespread
o techniques for map making and
charting the seas continually
improved

Stage 2----Assessment Evidence

Performance Assessment :

Other Assessment Evidence:

You are being asked to conduct a research

project. You will take a trip to your public
library, and take out a book on an explorer that
was discussed during this unit of study. You will
also be given a list of educational websites to
further your research. You will write a two-page
biography on the explorer of your choice. You
will be encouraged to answer questions, such as,

Formative

What were the struggles of the

expedition?
What encounters did the explorers have
with natives?
What colonies were established?
What was their form of transportation for
reaching the new land?
What was the route they took to get to
their destination?

Throughout the entire week four students and/or

groups will be asked to share their research with
the class. You will create either a PowerPoint
presentation, create a music video, write a rap
song, or make a poster about your explorer and
the information you have found. When sharing
your presentation with the class, you will be
encouraged to dress up as the explorer you
picked acting as if you are that explorer and you
are sharing your autobiography to the class.
Students who have decided to research the same
explorer may work in groups of three or four and
put together a play about your explorer, a TV
production, or any of the other options listed
above. (If anyone has any other ideas as to how
they would like to share your explorers
adventures, please feel free to ask.)

o
o
o
o
o
o

class discussions
teacher observation
group discussions
daily homework assignments
writing assignments
in class work

Summative
o end of unit test
o performance assessment

Daily Objectives for Ten Lessons

Day 1
Learning: Students will be able to understand the reasons and opportunities of exploring
Behavior: by creating a list as a class on the SMARTboard as an introduction to the unit
Condition: After reading two chapters from the book The Story of Exploration by Anna Claybourne
and working in groups of three to four.
Day 2
Learning: Students will be able to see the timeframe in which Spanish and Portuguese explorers
took the lead during the Age of Exploration
Behavior: by creating a timeline and listing facts about the explorers underneath their name and
exploration date
Condition: after reading the article Renaissance: Age of Exploration and Discovery written by
Ducksters.
Day 3
Learning: Students will be able to visualize the trade routes of Spanish and Portuguese explorers
Behavior: by creating a map labeling each route
Condition: after reading chapter eight of The Story of Exploration by Anna Claybourne, while using
an interactive map that displays each explorers trade route
Day 4
Learning: Students will be able to visualize Christopher Columbus exploration
Behavior: by reliving the voyage using Google Earth
Condition: after the teacher reads Follow your Dream, The Story of Christopher Columbus by
Peter Sis
Day 5
Learning: Students will be able to understand the positive and negative effects on the interactions
between the Europeans and the Native Americans
Behavior: by making a Venn Diagram

Condition: after reading selected passages from the article Columbus Controversy written by
History.com, as well as watching a BrainPOP video entitled Christopher Columbus.
Day 6
Learning: Students will be able to describe what a colony is
Behavior: by getting into groups of three to four to research a colony established by the Spanish, or
the Portuguese during this time
Condition: after the class takes out their map that they worked on during the Day 2 lesson and will
be asked to label the colonies that came about as a result of the 15th and 16th century exploration
Day 7
Learning: Students will be able to comprehend the dangers of the Spanish expedition to the East
Indies
Behavior: by writing a letter to a family member as if they were Ferdinand Magellan
Condition: after the teacher explains the geography of his expedition to the East Indies by using
Google Earth
Day 8
Learning: Students will be able to identify the significance of the goods found on the expeditions of
European explorers
Behavior: by making a before and after chart of how the goods were used during the Columbian
Exchange and how they are used today
Condition: after the class reads the article The Columbian Exchange written by Alfred Crosby and
reviews the trade routes of America and Europe and what was found as a result
Day 9
Learning: Students will be able to see the development of technology and science
Behavior: by making a timeline showing the advancements from the early 15th century up until the
late 18th century
Condition: after discussing tools used throughout this period of time from a museum website and
introducing new vocabulary
Day 10
Learning: Students will be able to learn more in depth about different explorers

Behavior: by listening to their classmates read their biographies

Condition: after showing a YouTube clip highlighting the key concepts of this unit
Technological Applications Applied to Unit of Study
The use of the SMARTboard will be present throughout the unit.
The students will rely on using different website for their research.
YouTube clips will be shown.
The class will brainstorm all together by making lists and writing them on the SMARTboard.
The class will visit a museum website in order to view the different types of navigational tools
developed during the Age of Exploration.

Rubric

Teacher Resources:
BooksFollow your Dream, The Story of Christopher Columbus by Peter Sis
The Story of Exploration by Anna Claybourne

Timeline
http://templatescollect.com/time-line-template-2.html

Video Clips
https://www.youtube.com/watch?v=uvo2Dvjujxg
https://www.youtube.com/watch?v=bOajfi_95Vs
http://glencoe.com/sites/common_assets/socialstudies/in_motion_09/taj/09taj_p044.swf
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u2/index.html

https://www.brainpop.com/socialstudies/famoushistoricalfigures/christophercolumbus/preview.weml

Websites and Articles

http://www.outline-world-map.com/blank-world-map-with-white-areas-b3a
http://www.ducksters.com/history/renaissance/age_of_exploration_and_discovery.php
http://ageofex.marinersmuseum.org/index.php?page=tools
http://www.history.com/topics/exploration/columbus-controversy
http://thecolumbianexchange.weebly.com/

Printables
http://www.irc.vbschools.com/fortheweb/charts_graphs/pages/venn%20diagram_jpg.htm
http://mrnussbaum.com/age-of-exploration-printable/