Students develop an understanding of why European nations explored the Americas by examining the motivations that drove the Age of Exploration. They compare how the goals of Spain, France, and England shaped their actions in the New World.
Students develop an understanding of why European nations explored the Americas by examining the motivations that drove the Age of Exploration. They compare how the goals of Spain, France, and England shaped their actions in the New World.
Students are introduced to the Age of Discovery and read about the human drive to explore new frontiers, from early sea voyages to space exploration, connecting this idea to European exploration of the Americas. They review the lesson objective and respond to a word cloud prompt by sharing 1–2 word ideas about why people seek to explore new places.
Teacher MovesReview the experience overview and objective, then prompt students to consider that motivations for exploration are complex and will be examined throughout the lesson.
Students read background text about Renaissance-era changes in Europe and emerging trade routes, then watch the video Did Columbus Really Discover America? to learn about early European contact with the Americas. They answer a poll identifying which Europeans first attempted to colonize the Americas.
Teacher MovesClarify that the Vikings, led by Leif Erikson, established a colony in Newfoundland around the year 1000, and explain how stories of this “new world” spread through Europe and helped inspire later exploration.
Students study a map of early European voyages to the Americas and answer multiple-choice questions about which nations explored, which areas were most commonly explored, how Spanish exploration differed from that of other nations, and where John Cabot landed.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students read the article associated with the video Did Columbus Really Discover America? and use a three-part graphic organizer to take notes on: (1) changes in Europe that set the stage for exploration of the Americas, (2) the main nation-states involved in early exploration, and (3) reasons these nations wanted to explore the “New World.” They then post to a class wall explaining why the phrase “Gold, God, and Glory” is used to describe European motivations for exploration.
Teacher MovesUse the provided answer guidance to check that students identify key religious, political, technological, and economic changes, the major exploring nations, and their motivations. Highlight an interesting or exemplary wall response and lead a brief discussion unpacking how “Gold, God, and Glory” captures economic gain, religious motives, and the pursuit of power and territory.
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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