Students read a section from the poem “In 1492” by Jean Marzollo and reflect on the role of gold and wealth in the journey undertaken by Columbus. Then they examine the 3 Gs—gold, God, and glory—as motivation for European exploration of the Americas, and they identify the Spanish colony of St. Augustine. Next they learn about the French and early British colonies and examine the significance of Jamestown. Finally, they learn about mercantilism and explain it in their own words.
Students read background text about early human presence in the Americas and the beginning of European exploration. They then read selected lines from Jean Marzollo’s poem “In 1492” that highlight Columbus’s search for gold and respond in a shared table to explain why, according to the poem, Spain supported Columbus’s voyages.
Teacher MovesIntroduce the lesson focus on economic motivations for exploration and colonization, preview key vocabulary, and connect the poem to the idea of gold as a driving force. Use the poem to prompt discussion about the presence of Indigenous peoples in the Americas before European arrival and the consequences they faced, and clarify that students will next explore the broader “3 Gs” of European motivation.
Students examine an image titled “1492” and read an explanation of the three Gs—gold, God, and glory—as motivations for European exploration. They answer a multiple-choice question identifying examples of “gold” as a reason for exploration, then read about Spain’s conquest in Latin America and the founding of St. Augustine as the first permanent European settlement in what is now the continental United States. They answer a second multiple-choice question to determine which of the three Gs best explains Spain’s decision to establish St. Augustine.
Teacher MovesGuide students in analyzing the image to locate visual evidence of gold, God, and glory, and discuss how these motivations appear in the artwork. Clarify how competition for land and power, especially between Spain and France, influenced Spain’s decision to claim territory at St. Augustine, emphasizing glory and strategic control.
Students study a map of European colonies in 1650 and read about French and English exploration and settlement in North America, with a focus on Jamestown as the first permanent British settlement. They learn about the colony’s early struggles, John Smith’s leadership, the development of tobacco as a cash crop, the creation of the General Assembly as an early representative government, and the arrival of Africans as indentured servants. Students then post to a class wall, choosing one fact about Jamestown and explaining how it reflects at least one of the three Gs.
Teacher MovesSupport students in interpreting the map and connecting French and English activities to gold, God, and glory. Facilitate discussion of student wall responses, inviting volunteers to share how their chosen Jamestown facts illustrate specific motivations, and, as needed, draw on optional background readings about Jamestown and John Smith to deepen understanding of economic and political developments.
Students view an image and caption about tobacco as a major colonial cash crop and read an explanation of mercantilism, including how England controlled colonial trade, prices, and markets and how this system limited colonial economic development. They then respond on a wall by explaining, in their own words, what mercantilism is and how it affected the British colonies.
Teacher MovesClarify the differences between mercantilism and modern free trade or capitalism, emphasizing government control of trade and colonial dependence on England. Review student explanations, highlight a strong or insightful response for class discussion, and use it to reinforce how mercantilist policies shaped colonial economies and contributed to colonial frustration.
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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