| Instructional Day |
Description |
Day 1
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1. Begin with the inquiry question. Pass out the papers and allow a few minutes for the students to respond.
2. Pass out the boxes of words. (Excel)
3. Students cut out the boxes of words.
4. Students need to categorize the words and to rearrange the words in the order that they believe will create the story of what they will soon be learning about. Have the students work in teams to brainstorm a story.
5. After they have brainstormed their story, they need to use “How big are my footsteps?” template and write and draw their version of the story. |
Day 2
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1. Pass out the article “Marco Polo and His Travels”
2. Divide the article into sections, give each group one section to jigsaw, and read it.
3. Regroup the students so that each new group has one representative from each jigsaw group. Have them share their piece and fill in the graphic organizer for the rest of the information. |
Day 3
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Complete the 2 Web activities on Marco Polo: Marco Polo Intro and Marco Polo 2
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Day 4
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1. Read to the class “Emperor's New Clothes” by Hans Christian Anderson.
2. Discuss what drove the King to want new things. Tie together Marco Polo's reasons and the Emperor's reasons.
3. Read in text: Marco Polo (p. 102-103) and take notes.
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| Day 5 |
1. Examine Marco Polo's Journals. (Worksheet and Primary Source Book on Explorers)
2. Video: Marco Polo
3. Worksheet Activity from “Hands on History: Explorers”
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Day 6
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1. Read to the class “Yo, Vikings” by Judith Byron Schachner.
2. As you read the book have the students write down questions that they have on sticky notes about the story. Discuss reasons for exploring.
3. Read in text: Vikings (p. 110-111) |
| Day 7 |
1. Complete the web activity on “Viking Sagas”
2. Determine reasons for exploring.
3. Viking Map from Explorer Primary Source Workbook |
Day 8
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1. Complete a 4-station activity on Navigation.
2. Mythical Treasure Map Activity |
Day 9
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1. Read in text pages 112-114
2. Use T-Chart notes |
Day 10
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1. Prince Henry/Martin Behaim Map Activity, “Map Makers”
2. Video: Henry Hudson
3. Emphasize reasons for exploring. |
Day 11
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Jigsaw Map activity
1. Print out the Historical Maps (Publisher)
2. Laminate
3. Cut into large puzzle pieces
4. Pass out the “puzzles” and have the students put them back together
5. Use the Historical Map worksheet from:
http://www.archives.gov/digital_classroom/lessons/
6. Discuss the importance of Longitude/Latitude in finding places and how it has changed over time. |
Day 12
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1. Read text pages 134-139 and take T-Chart notes.
2. Video: Cortes & Pizarro |
Day 13
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Complete the activity for Christopher Columbus and use one of digital worksheets from Day 11. |
Day 14
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1. Look at John Glenn's transcripts from http://www.ourdocuments.gov/doc.php?doc=93 Use the digital worksheet.
2. Review the article “Minute by Minute Story from the Flight” (Time 1962).
http://www.life.com/Life/space/giantleap/sec3/g_story1.html
3. Compare and Contrast John Glenn's memories with Marco Polo, Viking Sagas, and Christopher Columbus's journals. Look for common threads about why people explore and discuss them. |
| Day 15 |
1. Read from text pages 141 – 150 and fill in the Explorer Note Chart. (Excel)
2. Worksheet on Comparing Explorers- Worksheet Activity from “Hands on History: Explorers” |
Day 16
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Activity: “Sing a Song” Create a song about the reasons for exploration. |
Day 17
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1. Examine the “Bill of Rights” documents from Http://www.ourdocuments.gov and use a digital worksheet to evaluate
2. Jigsaw: This is a wonderful way for the class to learn about all ten amendments without being so overwhelmed.
The class is divided into four groups of six students (if you have a class of 24). When students are in their group explain to the class that this will be their "home" group. Explain that they are going to learn about all ten amendments. Encourage everyone that they will become familiar with each amendment through this activity. Remember to give some time for team building so students feel comfortable with the members of their group.
Have the students in each home group number off from one to six. Explain that this number will then put them in what is called an "expert group." The expert group will consist of four students that will learn about "their" amendment(s) together. Explain to the class before they break off into their expert groups that they will be responsible for teaching the rest of their home group about their amendment(s) and that knowing the amendments will be important for later activities, as well as a "amendment check" at the end of the jigsaw activity. (This holds everyone accountable.) The amendments could be divided as follows:
Amendment 1 - (Group A)
Amendment 2 and 10 - (Group B)
Amendment 3 and 4 - (Group C)
Amendment 5 - (Group D)
Amendment 6 - (Group E)
Amendment 7, 8 and 9 - (Group F)
Each member of the expert group will receive a copy of "their" amendment(s). They are to read it, and decide what it means, and rewrite it in their own words. Groups may be provided with a copy of a translation/explanation of their amendment. Have each expert group create a memory trick to help the rest of their class members remember their amendment and which number it corresponds with.
After sufficient time is given in the expert groups, have each student return to their home group and present their information. The other students should be taking notes.
Don't forget the processing part to this jigsaw activity. Talk with the class about what happened that made their group work well or not so well.
3. Have each student write an Acrostic Poem on the “Bill Of Rights”
4. Complete an acrostic poem about the Bill of Rights. |
Day 18
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Differentiation Activities: Trailblazers-Mapping, Journaling, News Article, Test, Game |
