Bridgewater College Teacher Education Program Lesson Plan

Name: Chelsea Nelson

Subject/Grade
Level:

Lesson Title:
Impact of Exploration

Unit:
Exploration of America

History/3rd

Date or Lesson
#:
EIGHT

Virginia SOL/National Standard:

3.3 The student will study the exploration of the Americas by
a. Describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and
Christopher Newport
b. Identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the
travels on American Indians

Essential Knowledge

Impact of Exploration on American Indians

Deadly diseases were introduced
Exploration later led to settlement
The settlement led to relocation of the American Indians from their homeland

Measurable Lesson Objective(s):

The student will be able to
Identify the effects of exploration on American Indians

Materials/Technologies/Resources Needed:
Match-up entrance slip
Role player cards & scenarios cards
Tape
THINK-PAIR-WRITE worksheets

Assessment (Formative and/or Summative):

Students will be able to complete a summary explaining what the impacts were of exploration based on todays
activity.

Anticipatory Set (Hook & Agenda)

Teacher will:
Teacher will try to get students to
inquire what they are going to
learn about today.

Students will:
Students will try to figure out
what we are learning about
today.

Accommodations/D
ifferentiation:

Anticipated
Time:
1 min

State: Hm we finished all of our

explorers yesterday, huh? And, we
still have one more day until review
day, huh? (point at calendar
schedule what could we possibly be
learning about today?

Access /Review Prior Knowledge

Teacher will:

Students will:

Students will complete a matchup for a prior knowledge

exercise.

Students will complete the warm-up

exercise.

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:
3 mins

Students who
are ELL or have
trouble reading
will sit at the
back table with
me and I will
read each
description for
them.

State: I want everyone to take a

couple minutes to match up the
explorer to their description.

Go over the answers as a class

once everyone has finished.

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
Teacher will:
Teaching Process & Modeling
(Content is presented, accessed, or
built):
As a class we will think about
what some difficulties for
exploration could be and how
these would affect American
Indians.

State: I want everyone to put their

history thinking brains in gear! We
have learned about all four explorers,
but now we have to think about some
impacts that these explorers had on

Students will:

Students will follow along and

complete notes with the class while
becoming engaged trying to answer
questions.

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:
8 mins

others! Well, back then a lot of land

was taken up by American Indians.
What kinds of impact do you think all
of these new people from far away
places would have on them? (Allow
students to guess) Well, because
these explorers were more civilized
and lived other places they brought
new diseases to the Indians.. Ones
they had never heard of before or
even knew how to treat, so what
probably happened? (allow students
to answer). Also, because of new
people discovering these lands more
people were brought here creating
more homes and settlements. Finally,
because of these new settlements
what do you think the Indians had to
do since all of their land was being
taken up? (Allow students to answer)
Eventually, Indians had to move other
places and relocate because the no
long had a place to live.

During explanation, we will use a

whole brain skill and use hand
motions to remember each
impact exploration had. (I will
have these already created and
students will learn them as we
go). After the explanation, we
will go over all three motions
together then I will ask the
students to turn to a neighbor
and show one another.

Guided Practice & Checking for

Understanding
Students will be a role playing
game, Indians and Explorers.
Each students will receive a role
player card with either Indian,
Explorer, People.
State: Everyone needs to look at their

cards and see what you are, I should have

4 explorers, people and Indians! (Ask
each group to go to a different side of the

Students will try to engage and

answers questions throughout the
teaching process/modeling
Students will participate and use hand
motions for each impact

Students will turn to a partner and

repeat hand motions and impacts to
one another.

Students will play the game.

room)
Have a 4 squares taped off for each
new land to be discovered, place
Indians in each one. Explain the
rules to students.
Rules:
If you get handed a disease card you
die and are out of the game
There cannot be more than 4 people
on the land (square); if so, Indians
will have to move to another land if
they can
The people and explorers will
receive scenario cards:

Students will think with a pair then

return to their seats and write a
summary.
Students will turn in worksheet when
completed.

Move to the new land

You have a disease
Complete each land at one time.

Independent Practice
20 mins

Students will be completing a Think-PairWrite with questions on the board about

the activity from today.
State: I want you guys to really think
about todays activity and how it helped
you see what would happen to the
American Indians during this time. We
are going to be doing a Think-PairWrite so everyone can pair up with
someone and complete the first portion
of the worksheet, then I want you to
return to YOUR seat and write your own
paragraph explaining it. The questions
on the board are ones that need to be
included in your summary!
Questions

What was your role today? (Indian,

Explorer, Person)
Explain what happened when people
brought diseases from another land.
Explain what happened to the land and
Indians when the explorers came and
brought more people to the land.
1 like or dislike about today's game

Students will turn in their worksheet

when it is completed to be graded.

BGL and ELL

students act as
Indians.

Have rules on a
poster board
hanging up so that
students can refer
to it during the
game.

10 mins

Have a BGL or ELL

student pair up
with an AGL
student.

Have ELL students

work with their
teachers aid or
yourself to write
summary.

Closure:
Teacher will:

Students will:

We will go over the hand motions as a

class, then students will grab a
partner (different from before) and go
over the hand motions for the impact
of exploration.

Repeat hand motions with the

whole class, then repeat with a
partner.

Declarative Summary Statement:

Accommodatio
ns/Differentiati
on:
Pair up BGL
with an AGL
student.

Anticipated
Time:
3 mins

Today, we learned that there were three important impacts that exploration had on American Indians; new disease
were brought to them, exploration led to settlement, and these led to the Indians having to move to different
places!

Activity If Extra Time Remains or Technology Fails

Teacher will:

Students will:

Students may work on their unit tictac-toe board (extenders) if they

finish early.

Work on tic-tac-toe board

Accommodatio
ns/Differentiati
on:

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.

Anticipated
Time: