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    North West Passage Lesson - Jonathan Randall

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    Explain why Europeans began to explore the eastern coast of North America STANDARDS: 5 - U1.2. - Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas.

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    North West Passage Lesson - Jonathan Randall

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    Explain why Europeans began to explore the eastern coast of North America STANDARDS: 5 - U1.2. - Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas.

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    Explain why Europeans began to explore the eastern coast of North America STANDARDS: 5 - U1.2. - Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    304 views3 pages

    North West Passage Lesson - Jonathan Randall

    Uploaded by

    api-215370190
    Explain why Europeans began to explore the eastern coast of North America STANDARDS: 5 - U1.2. - Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas.

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    Northwest Passage Chapter 5 Lesson #1 Jonathan Randall

    Subject Topic: Social Studies Grade: 5th Grade Students: 28

    OBJECTIVES: Explain why Europeans began to explore the eastern coast of North America

    STANDARDS:
    5 U1.2.2 - Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious). (National Geography Standard 13, p. 169, C, E)

    MATERIALS: Textbooks Arrow sheets Lost Colony Booklet

    INSTRUCTION: Preparation While students are at lunch, place outline of lesson on the white board. Place question sheets on students desk.

    Introduction As students come in, have them settle down by doing some brain gym activities. After doing the brain gym activities, transition students. Ask students to pull out their social text.

    Anticipatory Set: Once the students have settled down in their desks outline the days lesson. Ask the students about the current situation in Europe? Listen and discuss students responses. Have students pull out white boards and write down review answers. I then will walk around and check each students individual answer. If students are not responding correctly, constantly reflect and discuss review questions. Pull down the classroom map and discuss with the students the difference in distance when comparing the northwest passage and the search for the west indies. When finished with review have students read pages 132-134

    Direct Instruction: After the students have read, discuss the reasons for the search for a faster route to Asia. Talk about the expense of travel, and the importance of finding a faster route. Introduce the Northwest passage Once you have discussed the importance of finding a faster route reiterate the information from the explorers song from teacher tube. http://www.teachertube.com/viewVideo.php?video_id=208470 After discussing the importance of the search for the northwest passage introduce some key figures from Europe, John Cabot, and the DEIC

    CLOSING: Give students about 5- 10 minutes to answer question from their daily lesson. 2-3 complete sentences.

    TRANSITIONS: To transition into the next subject the students will need to hand me their answer for the daily lesson. Students will then clear off desks and wait for the next set of instructions

    ASSESSMENT: Informal Assessment To assess students understanding of the todays lesson listen to students responses during lecture.

    Formal Assessment By looking at answers on students critical thinking question, I will be able to assess students understanding of todays Social Studies lesson.

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