Students learn about navigational tools used by the European explorers. Then they examine the 3 Gs—gold, God, and glory—that motivated the Europeans. Finally they interpret a map of the Americas drawn by a Spanish cartographer in 1590.
Students learn about navigational tools used by the European explorers. Then they examine the 3 Gs—gold, God, and glory—that motivated the Europeans. Finally they interpret a map of the Americas drawn by a Spanish cartographer in 1590.
Students are introduced to European exploration and the lesson objective, view a historical map detail, and respond to a word cloud prompt by naming tools (other than ships) that may have helped explorers on their trips. They may also explore linked resources such as Tools of Exploration and Can you name 10 tools we used to navigate the seas before ECDIS? to see examples of early navigation tools.
Teacher MovesPresent the overview and vocabulary, highlight the lesson objective, and briefly contextualize the historical map. Encourage students to brainstorm navigation tools and, if available, connect the activity to leveled readers or a science lesson demonstrating how these tools aided navigation.
Students examine an image depicting early European exploration and read about the three Gs—gold, God, and glory—as key motivations for European exploration of the Americas. They then answer a multiple-choice question identifying examples of economic opportunity (gold) as a reason for exploration.
Teacher MovesGuide students in analyzing how gold, God, and glory are represented in the scene image, and clarify each motivation with concrete examples. Review student responses to the question and summarize the three Gs to ensure understanding, noting that these ideas will connect to later lessons on Texas exploration and settlement.
Students view an image of the Spanish fort Castillo de San Marcos at St. Augustine and read about Spain’s efforts to claim land and expand its empire in the Americas. They answer a multiple-choice question identifying which of the three Gs motivated Spain to establish St. Augustine, then post a written explanation on a class wall about how the quest for glory and expansion led to competition between Spain and France.
Teacher MovesExplain the rivalry between Spain and France and how competition for land and glory drove Spanish settlement at St. Augustine. Review student wall posts, highlight an exemplary response for class discussion, and reinforce how imperial competition in this period would later influence the exploration and settlement of Texas.
Students closely examine a historical map based on Diego Ribero’s 1529 map of the Americas. They record at least one observation about the map in a shared table and then respond on a collaborative wall to explain what the map reveals about Spanish exploration of the Americas.
Teacher MovesPrompt students to notice key map features, such as the focus on Atlantic coasts, limited interior detail, and relative accuracy, and model or point out important observations if they do not arise. Guide discussion about what the map suggests regarding where the Spanish explored and emphasize that it reflects exploration rather than settlement.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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