Damali Caine and Julia Khader

Learning Experience Plan

Subject: Social studies Grade level: 7th Grade

Unit: European Age of Exploration
Length of LEP (days/periods/minutes): 3 days/ 3 periods/ 45 mins each
Topic: Culture
Content Standards:
- Many factors led to exploration and settlement in North America.
- There are differing perspectives about the arrival of Europeans in North America.
- The arrival of Europeans in North America had positive and negative effects on
European, indigenous, and African cultures.

Literacy Standards:
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources. RH 6:
Identify aspects of a text that reveal an author’s point of view, stance, or purpose (e.g.,
rhetorical language, inclusion or avoidance of particular facts, images, visuals, etc.).
RH 8: Distinguish among fact, opinion, and reasoned judgment in a text. Identify and distinguish
between a primary and secondary source on the same topic.
WHST 7: Draw evidence from informational texts to support analysis, reflection, and research.
Learning Experience Outcomes Learning Experience Assessments
(knowledge/skills) Pre-Assessment • Complete the constructed
Students will: response questions for the English Colonization
Day 1: Identify and classify issues of power, of North America Pre-Assessment
wealth, and morality in order to understand
the motivation for and effects of Columbus’ Exploration Short Quiz
migration and exploration.
Day 2: Compare and synthesize information
about the Columbian Exchange using data
tables, graphs, and texts
Day 3: Compare and synthesize information
about the Columbian Exchange using data
tables, graphs, and texts

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
Annotation: In a small group, Provide the excerpts and For groups that have completed
one of the co-teachers can conclusion for a close reading the excerpts, annotation and
pull the students and play a worksheet. close reading. We can provide
game with them to help them them with an exploration word
become familiar with Day 2: The Think-Pair-Share search .
annotating. strategy is designed to
differentiate instruction by Day 2: If the students finish the
This small group will be given
providing students time and assignment, they will work on
the same excerpts from
structure for thinking on a the Exploration Part 1
Columbus’ first-hand accounts
given topic, enabling them to Worksheet and complete the
with Jane Yolen’s Encounter
formulate individual ideas and questions that follow.
which represents what the
share these ideas with a peer.
encounter may have looked
like from the perspective of
the Taíno.
Annotation Activity: Create a
dice game where students
have to find concepts and
annotate them based on the
number they roll. For
example, 1 = Circle and define
a word you don’t know, 2 =
Underline a main character, 3
= Highlight the setting, etc.
Day 1: Christopher Columbus
and the Taino People Video:
https://www.youtube.com/w
atch?v=kOt9Z6jxX3U
Day 2 (At Home/
Afterschool) : Video:
https://www.youtube.com/w
atch?v=HQPA5oNpfM4
The Columbian Exchange:
Crash Course
Day 2 &3: Using stations
involves setting up different
spots in the classroom where
students work on various
tasks simultaneously. For ELLs
and SWDs we prepick the
stations before class so that
they can become acquainted
with the information.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
English: Concepts such as main ideas, textual evidence, and supporting arguments are a large part
of the English curriculum.
Math and Science: Deciphering statistics, data, and graphs is done frequently in both math and
science classrooms.
Materials Procedures/Strategies
Day 1
Discovery Sponge Activity (activity that will be done as students enter the room to get them
of the into the mindset of the concept to be learned)
Mississippi Display Discovery of the Mississippi by De Soto.
by DeSoto - The students will look closely at the image. After looking at the photo for
picture three minutes you will ask the students in their notebooks to describe what
they see happening in the photo. They should also list important observations
and questions that arise when studying the photo.

After five minutes, through the cold call strategy (having the students raise their
hands and just choosing one person) facilitate a discussion to address student
questions and to help students identify and compare images that might serve as
evidence of motivations for exploration.
The students must be able to describe the evidence that supports their inferences.
Examples: A student might observe that the planting of the cross in the lower right
corner is evidence of the explorers desire to plant Christianity; another student might
observe that the explorers are pictured surrounding the Native Americans in a
threatening way; or that the explorers have weapons and are more powerful.
Anticipatory Set (focus question/s that will be used to get students thinking about
the day’s lesson)
Focus Question: Identify and classify what factors contributed to European
exploration?
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)
Students will write down the following vocabulary words in their notebooks and
indicate in their notebooks how familiar they are with the words using the following
symbols:
- X if you know exactly what or who the event, person, term, or idea is and you
can describe its significance in history
- / if you know the event, person, term, or idea but cannot explain its
significance in history
- Leave the space blank if you have no idea what the event, person, term, or
idea means.
Vocabulary Words: migration, power, wealth, morality, exploration, secondary
source, primary source, encounter, trade, navigation, social, political, and stereotype.
(These words will be implemented into Day 2 and 3 which will lead to them
Document incorporating the words into their assessment assignments.)
excerpts
Direct Instruction (input, modeling, check for understanding)
(A-F)
Teacher states: “Many of the reasons for exploration that you’ve identified during
the sponge activity, can be categorized as pertaining to ‘God, Gold, and Glory.’
Historians describe God, Gold, and Glory as the motives for European exploration,
expansion, and conquests between 1400 and 1750.” (God refers to the efforts to
spread Christianity, Gold refers to the search for wealth by acquiring and selling
Asian spices, African slaves, American metals, and other resources, and Glory
indicates the competition between monarchies.)
Let’s reflect on the unit’s essential question when we began this unit last week:
- Compare how the following question, “How did issues of power, wealth, and
morality influence exploration and colonization in North America?” connects
to the peoples’ desires for God, Gold, and Glory.

Guided Practice (how students will demonstrate their grasp of new learning)
Today you will identify the encounter between Christopher Columbus and the
indigenous group known as the Taino. You will then compare excerpts from
Columbus’ first-hand accounts with Jane Yolen’s Encounter which represents what
the encounter may have looked like from the perspective of the Taíno. Columbus
was not the first explorer to venture into the Americas but that his exploration is
Close credited with opening the Western Hemisphere to other exploration and ultimately
Reading colonization.
worksheet Teacher states: “To read closely, it is often necessary to reread in order to uncover
assessmen the multiple layers of a text. Today we will learn what it is to annotate.”
t When annotating:
● Highlight main idea
● Circle connections between the passages
● Draw an exclamation mark next to the conclusions
● Draw a question mark when something is not fully understood

Teachers can model annotating excerpt Set A with students. After annotating, now
model reading excerpt Set A a second time, now comparing the connections
between the two passages, thinking aloud about the differences and similarities.
Finally the teacher will read the excerpts aloud a third time annotating ideas that
might answer the questions on the Conclusions from Close Reading worksheet .
On a sheet of chart paper be sure to post what the students should be looking for
with each reading.
Directions:
Exit Ticket 1. Highlight the main idea
slip 2. Circle all connections between the passages
3. Mark the conclusions!
 4. Mark any questions you still have

Independent Practice (what students will do to reinforce learning of the lesson)

Students will work in small groups to read excerpts from Columbus’ diary and
Encounter.
Distribute excerpt sets and the Conclusions from Reading worksheet to each group.
(The excerpts will be paired based on their common content.)
Instruct the students to complete multiple readings and annotate the text to
determine which evidence from the text illustrates Columbus’ motivations for
exploration as well as the effects it had on the Taíno.
*(Differentiation: One group with our ELLs will work closely with the co-teacher first
to participate in the annotation activity, then to receive further assistance if needed)
Columbian After each group member has completed reading and annotating, the group will
Exchange discuss and answer the questions on the Conclusions from the Close Reading sheet.
map When each group has completed the Conclusions from the Close Reading sheet,
5-3-1 assign half of the groups to chart the perspective the Taíno might have had about
worksheet Columbus while the other half of the groups chart Columbus’ perspective.
Have each group briefly describe their excerpts and share their most important
conclusions. While groups share, students should take notes on similarities and new
information learned from each other. Allow students opportunities to ask questions
and give feedback.
Students will return to their seats to complete the final segment of the lesson.
Closure (action/statement by teacher designed to bring lesson presentation to an
appropriate close)
The students will answer the following questions (in 4-5 sentences) in their
notebook:
1.) How could exploration of a new land bring power to a person? To a nation?
Textual 2.) Why might nations feel compelled to spread their religious traditions outside
document of their own borders? Is the desire for gold/wealth a personal desire or a
s (A-D)
patriotic desire? Can it be both?
3.) Did Columbus’ efforts to gain power and wealth compromise his morals?

Exit Ticket: How does the desire for power and wealth connect to or conflict with the
desire for morality?
Day 2
Sponge Activity (activity that will be done as students enter the room to get them
into the mindset of the concept to be learned)
The Students will have two minutes in their notebook to try to define the word
“exchange”. After they are finished, ask them to define what they think the phrase
“Columbian Exchange” might mean.
Exit Ticket
Anticipatory Set (focus question/s that will be used to get students thinking about
Slip
the day’s lesson)
How have different cultures experienced European exploration and settlement?
 Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)
The teacher will ask students if they know how the horse became such an important
part of the American landscape. (Students will likely not know that the horse is not
an animal that is indigenous to the Americas.)
Since the term Columbian Exchange refers to a period of cultural and biological
exchanges between the New and Old Worlds, such as exchanges of plants, animals,
diseases, and technology—the horse is but one example of this exchange that
transformed European and Native American ways of life.
Direct Instruction (input, modeling, check for understanding)
Columbian Teacher will project on the promethean board, the Columbian Exchange Map. The
Exchange students will be given the opportunity to describe what they see.
Map Teacher states: “Images, such as the map shown in The Columbian Exchange, can be
powerful visual representations of information, data, or knowledge. Today we will
Statistical learn a new activity. It is called the 5-3-1 protocol. Let’s use excerpt Set A from
document yesterday’s class. We will use excerpt Set A from Columbus’ Diary from The
s (A-D) Encounter: Columbus and the Taíno lesson.
Let’s read the excerpt, then identify the top five most important understandings we
see. OK pay close attention to our worksheet, 5-3-1 Document Analysis worksheet
that is displayed on the promethean board.
1. After we have our five important ideas we will put them in the column that
says ‘Top 5.’
2. OK after you’ve found your top five turn to the person next to you. This is
your partner. Work within this group to narrow down your top five to the top
three most important ideas and write in the column that says ‘Top 3.’
3. Now turn to the pair of students in front of you and as a group, take your top
three and narrow it down to the MOST IMPORTANT IDEA and write it in the
column that says ‘Top 1.’”

Guided Practice (how students will demonstrate their grasp of new learning)
Distribute one text (A, B, C, or D) and the 5-3-1 Document Analysis worksheet to each
group of two students in the group of four students.
For instance, at one table there will be four students and they will each have four
copies of the same text and four copies of the 5-3-1 document analysis worksheet.
Important to Note: Text/Data pairs and topics can be assigned in advance of the
lesson to support differentiated learning goals.
Independent Practice (what students will do to reinforce learning of the lesson)
Teachers will circulate during the 5-3-1 protocol to monitor student comprehension.
Probe student understanding by asking questions such as:
- Why did you select this particular detail as important?
- What does it show you about the topic?
- Can any of these ideas combine into a new idea or understanding?
Exit Ticket
slip - Why did you select this as the Big Idea?
followed
by short Closure (action/statement by teacher designed to bring lesson presentation to an
quiz appropriate close)
Exit Ticket: From what you’ve gathered so far, What is most important to know about
the Columbian Exchange and why?
Day 3 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them
into the mindset of the concept to be learned)
Teacher ask the students to write the answer to the following question in their
notebooks:
- Based on the 5-3-1 protocol, why do you think the answer you and your
partner chose is the most important idea?

Anticipatory Set (focus question/s that will be used to get students thinking about
the day’s lesson)
Focus Question: How have different cultures experienced European exploration and
settlement?
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience)
Teacher asks students to take out notes from yesterday's class.
Direct Instruction (input, modeling, check for understanding)
Teacher states: In order to complete today’s assignment, “Let’s look at the
Columbian exchange map one more time. Maps such as this can be a powerful visual
representation of information, data, and/or knowledge.
Today we will learn how to interpret data from charts and graphs.”
Look at the Taino population changes graph and chart that is projected on the
promethean board. There are different elements of graphs and charts. Teacher
explains: title, x &y axes, key, labels, etc.
Based on the graph and chart being presented, teacher ask students the following
questions:
- What does the graph show? How is this information conveyed?
- How is the data table different and similar to the graph?
- Which is better at conveying information about the Taíno? Why?

Teacher will instruct students to assemble into their groups from the day before to
interpret the tables, charts, and graphs that relate to the Big idea they just wrote
about. While in groups the students will work together to answer the text-dependent
questions that accompany the data sets.
*Differentiation: For groups needed additional support some of the data sets can be
reduced or eliminated.
Teacher will distribute corresponding data sets (A,B,C,D) to the student groups.
Guided Practice (how students will demonstrate their grasp of new learning)
Students will work in their group to interpret the tables, charts, and graphs that
 relate to the Big Idea they just read about. Student groups will work together to
answer the text-dependent questions that accompany the data sets.
Teacher will circulate and confer with groups that are struggling with analyzing data
sets and offer some of the following input:
- Remind students to use the titles and labels to analyze the chart or graph.
- Prompt students to note the similarities and differences between the types of
documents.
- Review 5-3-1 Document Analysis worksheet and data set analyses.

Independent Practice (what students will do to reinforce learning of the lesson)

For the past three days we have learned about analyzing primary/secondary source
texts ( excerpts from Columbus’ first-hand accounts with Jane Yolen’s Encounter,
Excerpts for the 5-3-1 analysis) vs. statistical documents (charts/graphs/tables).
Based on what you’ve learned in class and your prior knowledge answer the
following questions in your notebook:
1.) What is different when studying the text versus studying the data sets?
2.) How is the information the same? How is the information different?
3.) Do you get more information from the text or the data? Why?
4.) Which kinds of sources are difficult to study? Why?
5.) Does one type of document tell the complete story on its own?

Closure (action/statement by teacher designed to bring lesson presentation to an

appropriate close)
Exit Ticket/ Assessment:
On a sheet of paper to be handed in, answer the following question:
- Explain how exploration impacted the Native Americas back then, and what
might its effects be on us today?

References: (e.g. Book, course packet, pg #, complete web address URL)

Our lesson plan references:
- Case Study 1 with Diverse Student Populations about Ms. Finnegan’s class by
incorporating some of the lessons learned and conclusions reached in class discussion.
The teacher will address the cultural aspect of this lesson by having students reflect on
their own relationship with their culture to understand the importance of understanding
Indigenous culture. Teacher will keep vigilant for any harmful stereotypical comments or
derogatory remarks about Indigenous people with the Code of Conduct in mind. Also, by
incorporating a number of different group activities student engagement in content
relating to fact and opinion can be fostered and maintained.

- Damali’s experience as a teacher in the real classroom by acknowledging differentiating

students need a plethora of materials that extend to outside the traditional “lesson
 plan”. This means having materials on hand and ready to distribute for “just in-case”
scenarios such as if a group finishes early or if a student is struggling and needs some
extra reinforcement prior to and following the conclusion of the lesson.

- Grade 7 NYC DOE Passport to Social Studies Lesson Plans

Damali Caine and Julia Khader

EDUC 360 – Language and Literacy

Similarities and Differences Lesson Plan MATERIALS

Below, in order, are all the materials required in this lesson plan. Refer to the plan and
the day listed for explicit instructions on their implementation.

Following the last material required for the final day of lesson planning are the
differentiation additional materials for students at varying levels as detailed in the plan.

Day 1:

Discovery of the Mississippi by Desoto

Textual Excerpts comparing the perspectives of Christopher Columbus and Jane Yolen.
Day 2:

Columbian Exchange Map

5-3-1 Worksheet DOCUMENTS

(Document C cont.)
(Document D cont.)
Day 3:

Statistical Documents
(beginning on the next page are the additional differentiation materials)
Name: Date:

Instructions: Find the words in the word search below. 

 Exploration & Colonization Day 1 and/or Day 2

AMERICAS ARMADA ASIA

ATLANTIC AZTECS COLONIZATION
COLUMBIAN COLUMBUS CONQUISTADORS
CORTES CROPS DISEASE
ENGLAND EUROPE GOLD
HOSTILITY INDIANS MONTEZUMA
NINA PINTA PORTUGAL
SLAVERY SMALL POX SPAIN
TORDESILLAS WARS

Name: Date:

Content Reading/Annotation Practice: Exploration Part 1 (Print for your students to read)
 In 1492, Columbus left Spain in search of a new trade route through the Atlantic Ocean
to Asia. In October of 1492, his ships, the Nina, Pinta, and Santa Maria, reached land.
Columbus initially believed he had reached islands near Asia and called the people he
encountered Indians. Columbus and his crew were not in Asia. They had reached the
Americas. Columbus landed in the Bahamas Islands and explored areas such as modern day
Cuba. There, they encountered the Native America people group known as the Taino (Ti’noh).
Spain was thrilled with the expedition and longed to colonize the area. 

The “new” land began to be claimed by European countries. This process is called
colonization, when a more powerful Nation controls another area of the world.  This meant they
could grow crops, bring back resources like silver and gold, and expand their territorial control of
the world. Colonization was meant to make European nations more wealthy and powerful. Yet,
this also led to hostility between the nations of Europe. Eventually, wars developed to control
the new world territories. 

There were various impacts on Native Americans. The Europeans wanted to use forced
labor and foreign resources to fuel their own economies.  Armed with superior weapons, such
as guns, they easily defeated Native American opposition to colonization. Europeans brought
diseases with them, such as small pox. The Europeans had immunities to these diseases; yet,
the Native Americans did not, because they had never been exposed to the diseases before.
Therefore, the impact on Native Americans was harsh and drastic.

Due to the decline of the Native American labor, Europe looked elsewhere for slave
labor. The Africans had the immunities of many European diseases and were taken as slaves.
Native Americans also knew the land and escaped more easily than the Africans. This cruel
practice of slavery devastated many African societies, particularly in West Africa. By the 1800s,
millions of Africans had been forced into slavery. Slavery became heredity as well so that the
descendants of slaves were also trapped in the system. 

Name: Date:

Exploration Part 1 
Instructions: Find the term that matches the description in the right box.  Put the letter for the
term by the description.

A. Columbus ______ Set off on a voyage from Spain in 1492.

B. Colonization  ______ This country sponsored Columbus’ voyage in hopes that he
C. Native could find a new route to Asia.
Americans ______ This people group were the original inhabitants of the
D. Asia Americas. 
E. Bahamas ______ Many nations on this continent began colonizing the
Islands Americas in the late 1400s and early 1500s.
F. Europe ______ Columbus originally landed in this area. 
G. Spain ______ Many Native Americans caught small pox because they
H. Immunities  lacked these. 
______ Columbus was trying to reach this area. 
______ When a larger nation tried to take over an area outside of
their borders to gain more wealth and resources.  

Instructions:  If the statement is true, circle true. If it is false, circle false and explain why it is
false. 

1.) Columbus was trying to find a new route to America in his first voyage during 1492. (True /
False) 

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2.) Many Native Americans died from smallpox when exploration and colonization began.
(True / False) 

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3.) Columbus originally landed in modern day New England on his initial voyage. (True / False)

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

ANSWERS

Exploration Part 1 
Instructions: Find the term that matches the description in the right box.  Put the letter for the
term by the description.

A. Columbus ___A___ Set off on a voyage from Spain in 1492.

B. Colonization  ___G___ This country sponsored Columbus’ voyage in hopes that
C. Native he could find a new route to Asia.
Americans ___C__ This people group were the original inhabitants of the
D. Asia Americas. 
E. Bahamas ___F___ Many nations on this continent began colonizing the
Islands Americas in the late 1400s and early 1500s.
F. Europe ___E___ Columbus originally landed in this area. 
G. Spain ___H___ Many Native Americans caught small pox because they
H. Immunities  lacked these. 
___D___ Columbus was trying to reach this area. 
___B__ When a larger nation tried to take over an area outside of
their borders to gain more wealth and resources.  

Instructions:  If the statement is true, circle true. If it is false, circle false and explain why it is
false. 

4. Columbus was trying to find a new route to America in his first voyage during 1492.
(True / False) 

Columbus was trying to find a route to Asia. His discovery of the Americas was an
accident. 

5. Many Native Americans died from small pox when exploration and colonization began.
(True / False) 

6. Columbus originally landed in modern day New England on his initial voyage. (True /
False)

Columbus landed in the modern day Bahamas and explored places such as modern
day Cuba. 

Damali Caine and Julia Khader

EDUC 360 – Language and Literacy

Similarities and Differences Lesson Plan ASSESSMENTS

Outline:

Day 1: Close reading conclusions worksheet, exit ticket (How does the desire for power and
wealth connect to or conflict with the desire for morality?)

Day 2: 5-3-1 handout, exit ticket (From what you’ve gathered so far, what is most important to
know about the Columbian Exchange and why?)

Day 3: Exit ticket (Explain how exploration impacted the Native Americas back then, and what
might its effects be on us today?)

*Attached below, in order of usage as dictated by the outline, are all the assessment materials.

Name: Date:

Conclusions from Close Reading Worksheet

Directions: Use the excerpt from Columbus’ diary to answer question 1. Use the excerpt from
Encounter to answer question 2. Use a combination of both sources to answer question 3. Be
sure to include text evidence in your answers.

1. Based on the excerpt from Columbus’ diary, what was Columbus’ motivation for exploration?

What evidence from the text shows this motivation? (List words or phrases from the
text.)

2. Based on the excerpt from Encounter, what can be inferred about the impact of Columbus’
arrival on the Taíno?

What evidence from the text supports this inference? (List words or phrases from the
text.)
3. Based on evidence from both Encounter and Columbus’ diaries, do you think Jane Yolen
provides a mostly accurate account in her work of fiction? Reference, aspects of Indigenous
cultures that we learned about in analyzing different tribes and De Soto.

Name: Date:
 Exit Ticket #1

Question: How does the desire for power and wealth connect to or conflict with the desire for
morality?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Name: Date:

5-3-1 Document Analysis Worksheet

Topic: European Colonization
Question: What ways can you see European colonization expressed throughout the
documents?

On your own, write five ideas you have about this question or topic:

1.______________________________________________________________

2.______________________________________________________________

3.______________________________________________________________

4.______________________________________________________________

5.______________________________________________________________

Pair with a partner. Which 3 ideas were the BEST? List them:

1.______________________________________________________________

2.______________________________________________________________

3.______________________________________________________________

Join another pair to create a group of four. Review everyone’s ideas and determine which one
is the most important answer. One of you will share this idea with the rest of the class. Write the
BEST answer here, remembering that each member of the group has to AGREE!
____________________________________________________________________________
____________________________________________________________________________
Name: Date:

Exit Ticket #2

Question: From what you’ve gathered so far, What is most important to know about the
Columbian Exchange and why?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Name: Date:
 Exit Ticket #3

Question: Explain how exploration impacted the Native Americas back then, and what might its
effects be on us today?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Name: Date:

Exploration Short Quiz

Instructions: (Part A Matching): Circle the answer that best completes the question. 

1. Why was Columbus pursing his voyage in 1492? 

a. In order to prove the world was flat
b. To find a new passage to the Americas
c. To find a new passage to Asia
d. To prove you could travel the world in 80 days 

2. Why did Columbus call the people he encountered Indians? 

a. That is what they called themselves
b. That is what Marco Polo originally called them
c. He thought he was in India
d. None of the above 

3. What is the best definition for “colonization” below?

a. When a nation needs new resources
b. When a larger nation takes over weaker areas
c. When a nation removes its king
d. When a nation seeks religious freedom. 

Instructions: (Part B: Short Answer): Answer the questions below.

1. Explain how exploration impacted the Native Americas.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Why would any nation want to pursue colonization? Explain. 

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Answers:

Instructions: (Part A Matching): Circle the answer the best completes the question. 

1. Why was Columbus pursing his voyage in 1492? 

a. In order to prove the world was flat
 b. To find a new passage to the Americas
c. To find a new passage to Asia
d. To prove you could travel the world in 80 days 

2. Why did Columbus name the people he encountered Indians? 

a. That is what they called themselves
b. That is what Marco Polo originally called them
c. He thought he was in India
d. None of the above 

3. What is the best definition for “colonization” below?

a. When a nation needs new resources
b. When a larger nation takes over weaker areas
c. When a nation removes its king
d. When a nation seeks religious freedom. 

Instructions: (Part B: Short Answer): Answer the questions below.

1. Explain how exploration impacted the Native Americas.

The Native Americans were often pushed out of the land and had hostilities with the
Europeans.  They also contracted diseases, such as small pox. 

2. Why would any nation want to pursue colonization? Explain. 

There are many reasons for pursuing colonization.  First, there is an abundance of resources. 
Second, there is more land.  Third, it could make the nation wealthier.  Fourth, some individuals
were motivated to pursue religious freedom or to spread their religion.

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