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 read an introduction to the Age of Discovery and European exploration, examine a world map of European empires and trade routes, and review the lesson objectives. They then respond on a class wall to prompts about why people in the past might have chosen to leave their homes for unknown places and what risks and rewards they imagined.
Teacher MovesPresent the overview and objectives, clarify key vocabulary such as “motivations,” and briefly orient students to the historical map. Prompt students to share thoughtful responses on the wall about reasons for exploration, highlighting the complexity of motives and preparing them for deeper investigation in later scenes before unlocking the next scene.
Students learn how advances in navigation and shipbuilding enabled long-distance sea travel by watching Navigation Tools During the Age of Exploration. As they watch, they complete a graphic organizer in which they identify three technological advancements and explain how each supported European exploration.
Teacher MovesIntroduce the focus on technology and, as students watch the video, pause at natural points to allow them to record ideas in the organizer. Afterward, select several exemplar responses to discuss as a class and guide students to compare which technologies they think were most important for supporting long-distance sea travel and why, then transition them to the next scene.
Students shift from technology to motivations for exploration. They read a brief introduction to the ideas of Gold, Glory, and God, then watch European Exploration of the Americas: Motivation while completing a graphic organizer that describes each of the three motivations in their own words.
Teacher MovesReview the term “motivations” to ensure understanding before students watch the video. Pause the video as needed so students can jot key details and write complete descriptions in the organizer. Afterward, share exemplar explanations for each motivation and facilitate a discussion in which students consider which motivation may have been the strongest driver of exploration, supporting their ideas with evidence.
Students first examine a map of European exploration routes and respond on a class wall to explain why the routes taken by Spain, France, and England differed. They then read Spain, France, and England in the Age of Exploration to identify how each country’s actions reflected the motivations of Gold, Glory, and God, completing a graphic organizer with two examples for each motivation drawn from the text.
Teacher MovesGuide students in interpreting the exploration routes map, prompting them to predict how different goals might have shaped where each country traveled. After students complete the organizer based on the article, review their entries to help them synthesize how Spain, France, and England acted on similar motivations in different ways. Lead a discussion that surfaces key similarities and differences in motivations and actions, highlighting the most important patterns students identify.
Students critically examine the term “Age of Discovery” by drawing on what they have learned and by engaging with the resources Web Originals: Did Columbus Really Discover America? and Exploration of North America. They post a response on a class wall explaining whether the name “Age of Discovery” accurately describes the period, supporting their claim with at least one piece of evidence from the sources. After posting, they read classmates’ responses and either add additional supporting evidence or pose thoughtful follow-up questions.
Teacher MovesFrame this scene as an optional extension that deepens understanding by questioning historical labels and considering multiple perspectives, including Indigenous peoples and earlier European visitors. Encourage students to ground their claims in specific evidence from the sources and prior scenes. After students post and reply to peers, highlight one or two exemplar responses for whole-class discussion, emphasizing how evidence can be used to critique or refine historical terms.
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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