Student answers will vary, but they may use examples from

P R E V I E W

© Teachers’ Curriculum Institute Routes of Exploration to the New World 1

Discuss the saying “first come, first served” with your partner. Write notes below.

What do you think the saying means? Students may answer that this saying means that the first people to arrive at a location will be able to choose from the best selections.

Describe a situation in which you experienced this. Were you the one who was helped or hurt?Student answers will vary, but they may use examples from school or family experiences.

How did your experience make you feel? How do you think others felt about the experience?Student answers will vary, but they should write clearly and honestly about their feelings during their experience.

ANSWER KEY

© Teachers’ Curriculum Institute

R E A D I N G N O T E S

2 Routes of Exploration to the New World

Read about each explorer in your Student Text and complete the matrix.

claimed lands for a European

nation

provided new information for maps spread disease

established a settlement

mistreated or killed American Indians




2. John Cabot1. Christopher Columbus

3. Juan Ponce de León 4. Hernán Cortés

5. Jacques Cartier 6. Francisco Coronado

7. Henry Hudson 8. Robert de La Salle

Explorer

Personal Background

Sponsor

Motives

Dates

Route ofExploration

Impact

to spread Christianity

to find a route to Asia

to find gold and silver

17001490 1550 1600 1650

year explorationbegan

year explorationended

nobleman sailor soldier merchant




17001490 1550 1600 1650





nation

Write a question you would like to ask Columbus.

Write a question you would like to ask Cabot.

1. Christopher Columbus 2. John Cabot

Questions will vary, but should show understanding of Columbus’s expedition.

Questions will vary, but should show understanding of Cabot’s expedition.

1492 14971506 1498




nation











Explorer

Personal Background

Sponsor

Motives

Dates

Route ofExploration

Impact




17001490 1550 1600 1650







17001490 1550 1600 1650





nation


Write a question you would like to ask Ponce de León.

Write a question you would like to ask Cortés.

Questions will vary, but should show understanding of León’s expedition.

Questions will vary, but should show understanding of Cortés’s expedition.

1506 15191521 1521





nation











Explorer

Personal Background

Sponsor

Motives

Dates

Route ofExploration

Impact




17001490 1550 1600 1650







17001490 1550 1600 1650





nation

Write a question you would like to ask Cartier.

Write a question you would like to ask Coronado.


1534 15401542 1542

Questions will vary, but should show understanding of Cartier’s expedition.

Questions will vary, but should show understanding of Coronado’s expedition.




nation











Explorer

Personal Background

Sponsor

Motives

Dates

Route ofExploration

Impact




17001490 1550 1600 1650







17001490 1550 1600 1650





nation


Write a question you would like to ask Hudson.

Write a question you would like to ask La Salle.

1609 16661610 1684

Questions will vary, but should show understanding of Hudson’s expedition.

Questions will vary, but should show understanding of La Salle’s expedition.


R E A D & D O


Write a brief news report describing the struggle between Spain and France for control of Florida. You may present the point of view of either a French or a Spanish reporter. Explain events in a way that will catch your reader’s attention. Include a headline, and be sure to orient the reader by establishing the situation and introducing a narrator and/or characters. Organize an event sequence that unfolds naturally. Use narrative techniques such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations.

News reports will vary, but information students present should be consistent with the point of view from which they are writing. Writing should also be clear, accurate, and free from spelling or grammar errors.

P R O C E S S I N G


Trace each route on the map below with your finger. Note where the route begins and where it travels to in the Americas. Then, next to the number of each route, write on the line the name of the explorer who took that route.

1. 4. 7.

2. 5. 8.

3. 6.

Using a Map Scale

Using a ruler and the scale on the map above, answer the questions below.

1. Which route is about 2,000 kilometers long?

2. Which routes are about 4,000 miles long?

15°W60˚W75˚W 15˚ E90˚W 0˚30˚W

45˚N

105˚W120˚W

0 1,000 2,000 kilometers

0 1,000 2,000 miles

N

S

EW15˚N

30˚N

45˚N

60˚N

0˚ 15˚ E30˚W45˚W 15°W60˚W75˚W90˚W105˚W120˚W

A T L A N T I CO C E A N

PACIFICOCEAN

Caribbean Sea

HudsonBay

N O R T HA M E R I C A

E U R O P E

A F R I C A

1

2

34

5

6

7

8

SSA5_ISN_5.3Black Cyan Magenta Yellow Third ProofTCI14 41

Columbus

Cabot

Ponce de León

Cortés

Cartier

Coronado

Hudson

La Salle

Route 4, Cortés

Route 2, Cabot, and Route 5, Cartier

P R O C E S S I N G

8 Routes of Exploration to the New World © Teachers’ Curriculum Institute

Answers may vary, but students should clearly and accurately support their placement of each explorer along the spectrum.

Use what you have learned about the explorers in this lesson. Think about how their actions caused changes in the history of North America. Write the name of each explorer on the spectrum below, placing each one based on what you predict his impact on history was. For each explorer, write a two-sentence explanation about why you placed him where you did on the spectrum. You may use additional sheets of paper if you need more space. Be sure to link opinion and reasons using words, phrases, and clauses like consequently and specifically.

Least Impact on History Greatest Impact on History

Documents

Student answers will vary, but they may use examples from