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NAME    DATE    CLASS 

Hands–on History Chapter ProjectExploring the Americas

Project Goal To better understand early exploration of the Americas by creating an illustrated children’s story about a specific related topic. Students will research, write, and illustrate a story about an important person or event from this era.

Skills Addressed • responsibility and accountability; decision making

• historical interpretation; analyzing primary and secondary sources

• illustrating places and events in U.S. history through the use of narratives and graphic representations

Materials Needed Discovering Our Past: A History of the United States Student Edition

Access to school library and computers for research 

Drawing materials or computer software for illustrating stories

Hands-On Chapter Project Worksheets  

Duration2 independent work days and 1 class day

Project Overview

ESSENTIAL QUESTIONSHow do new ideas change the way people live?What are the consequences when cultures interact?

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NAME    DATE    CLASS 

Hands–on History Chapter ProjectExploring the Americas

Step 1: Introduce Project Tell students that for this assignment, they will create a children’s story about an important topic related to early exploration of the Americas. Each student will write and illustrate a story, conducting additional research on the topic as needed. Students will also provide a bibliography documenting their research. 

Activate Background Knowledge Review what students have learned about early exploration of the Americas. Work with students to brainstorm and record a list of story topics, such as: 

• any of Columbus’s voyages to the Americas 

• John Cabot’s voyage to North America 

• Amerigo Vespucci’s voyage to South America 

• Vasco Núñez de Balboa’s first sighting of the Pacific Ocean 

• the circumnavigation of the world by Ferdinand Magellan’s crew

• Hernán Cortés’s conquest of the Aztec empire in Mexico

• Francisco Pizarro’s conquest of the Inca empire in Peru

• Ponce de León’s arrival in Florida, or his defeat by the Calusas 

• Giovanni de Verrazano’s voyage to North America 

• the Apalachees’ defeat of Pánfilo de Narváez

• Jean Ribault’s claiming of Florida for France

• Spain’s defeat of the French in the battle for control of Florida

• Pedro Menéndez’s thanksgiving celebration with the Timucuan people 

• Bartolomé de Las Casas and the passing of the New Laws in 1542

• the English defeat of the Spanish Armada 

• Henry Hudson’s discovery of the Hudson River and Hudson Bay, or his later abandonment by his crew

Project Steps

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NAME    DATE    CLASS 

Hands–on History Chapter ProjectExploring the Americas

• Joliet and Marquette’s exploration of the Mississippi

• La Salle’s exploration of the Mississippi and claiming of the Louisiana territory

• the Dutch purchase of Manhattan Island from the Manhattoes people

Guide students to begin thinking on which topic they would like to write about. 

Step 2: Plan the Presentations1. Discuss the Project Plan

Read Worksheet 1 and review the project steps with students. 

2. Prepare to Write  •   Distribute Worksheet 2 and discuss the characteristics of an 

effective children’s story. Explain that the story should be structured as a narrative with a plot and at least one major character. Discuss plot structure. Point out that the story should be informative and factually accurate.

  •   Discuss resources where students can find information, such as:    •   Library of Congress: Exploring the Americas: http://myloc.

gov/Exhibitions/EarlyAmericas/Pages/default.aspx    •   The Mariners’ Museum: Age of Exploration: http://www.

marinersmuseum.org/education/age-exploration    •   National Museum of American History: On the Water: 

Living in the Atlantic World, 1450–1800:  http://americanhistory.si.edu/onthewater/exhibition/1_1.html

    •   Public Broadcasting Service: Conquistadors: http://www.pbs.org/conquistadors/

    •   America’s Library: America’s Story: A Spanish Expedition Established St. Augustine in Florida:  http://www.americaslibrary.gov/jb/colonial/jb_colonial_ augustin_1.html

  •   Review bibliographies and walk through Worksheet 3 with students.  

3. Discuss the Children’s Story AssessmentDistribute Worksheet 4 and review the rubric. This project will be graded based on the overall quality of writing and illustrations and the historical accuracy of the story.

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NAME    DATE    CLASS 

Hands–on History Chapter ProjectExploring the Americas

Step 3: Share PresentationsPlan how students will share their stories. If possible, arrange an opportunity for students to share their stories with younger children. Consider the following activities: 

• Have the class visit an elementary or pre-K classroom to read their stories aloud.

• Have students present their stories at a school-wide assembly where younger children are present. 

• Lend copies of the stories to an elementary or pre-K teacher to share with his or her class. Ask the teacher to have the class provide your students with feedback.

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NAME    DATE    CLASS 

Worksheet 1: Exploring the Americas

Hands–on History Chapter Project

Project Plan Name: 

Directions: Review the project steps. Begin thinking about your story. 

I am researching the following topic:

 My Task List

1. Review information in your textbook about early exploration of the Americas.

2. Conduct additional research on your topic. Cite at least two sources.

3. Use the Plot Organizer worksheet to plan your children’s story.

4. Write and illustrate your story.

5. Share your story.

Topic

_____________________________________________________

_____________________________________________________

Audience Age Group

_____________________________________________________

_____________________________________________________

Working Title

_____________________________________________________

_____________________________________________________

 Due Date

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Hands–on History Chapter ProjectWorksheet 2: Exploring the Americas

Plot OrganizerName: 

Directions: Use the organizer to plan your story from beginning to end.

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Beginning—What background information do children need to understand the story?

Rising Action—What events lead up to the turning point in the story?

Turning Point—What is the most important or most suspenseful part of the story?

Falling Action—What happens after the turning point?

Ending—How did things turn out for the character(s)?

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NAME    DATE    CLASS 

Hands–on History Chapter ProjectWorksheet 3: Exploring the Americas

Creating a Bibliography Name: 

Directions: List all sources, including your textbook, magazines, newspapers, books, Internet sites, movies, and audio recordings. 

For books, include: Author. Title. City of publication: publisher, copyright year.

    Example:

       Appleby, Joyce et al Discovering Our Past: A History of the United States. Columbus, Ohio: The McGraw-Hill Companies, 2013. 

For Internet sites, include: Author or organization. Title of site. Date accessed. URL

    Example: 

       The Mariners' Museum. “Rene-Robert Cavelier Sieur de    La Salle." December 7, 2010. http://www.  marinersmuseum.org/education/rene-robert-cavelier-   sieur-de-la-salle

1.

2.

3.

4.

5.

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NAME    DATE    CLASS 

Hands–on History Chapter ProjectWorksheet 4: Exploring the Americas

Assessment Rubric

Points Research and Content PresentationCollaboration

and Time Management

5

Story presents extremely thorough information about topic; all important details about person or event are included; all facts presented are accurate; research is accurate and consistently based on reliable sources; bibliography lists at least 2 sources and formatted correctly

Story is tightly focused on 1 topic; plot extremely well organized, progressing logically from beginning to turning point to ending; details very effective in developing plot, character(s), or theme(s); transitions used very effectively

Writing style consistently clear, engaging, and appropriate for age group; writing contains few to no errors in grammar, usage, mechanics, or spelling; illustrations demonstrate exceptional effort and help readers better understand story

4

Story presents thorough information about topic; most important details about person or event are included; most facts presented are accurate; research is accurate and generally based on reliable sources; bibliography lists at least 2 sources and formatted correctly

Story is focused on 1 topic; plot well organized, progressing logically from beginning to turning point to ending; details effective in developing plot, character(s), or theme(s); transitions used effectively

Writing style generally clear, engaging, and appropriate for age group; writing contains few errors in grammar, usage, mechanics, or spelling; illustrations demonstrate noticeable effort and help readers better understand story

3

Story is informative but could be more thorough; important details about person or event are included; most facts presented are accurate; research is occasionally inaccurate or based on unreliable sources; bibliography lists at least 2 sources but formatting inaccurate

Story occasionally drifts off-topic; plot progresses from beginning to turning point to ending, but shows occasional problems with organization; most details effective in developing plot, character(s), or theme(s); transitions sometimes used effectively

Writing style generally effective but occasionally unclear, repetitive, or inappropriate for age group; writing contains occasional distracting errors in grammar, usage, mechanics, or spelling; illustrations demonstrate effort and appropriate to story

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Hands–on History Chapter ProjectWorksheet 4: Exploring the Americas

2

Story provides limited information about topic; some important details are omitted; some facts presented are inaccurate; research is frequently inaccurate or based on unreliable sources; bibliography cites only 1 source; formatting incorrect or incomplete

Story often drifts off-topic; plot shows some evidence of organization but frequently difficult to follow; details lacking or irrelevant to story; transitions occasionally used effectively

Writing style sometimes unclear, repetitive, or inappropriate for age group; writing contains frequent distracting errors in grammar, usage, mechanics, or spelling; illustrations minimal or inappropriate to story

1

Story provides little information about topic; many important details are omitted or presented inaccurately; research is frequently inaccurate or based on unreliable sources; bibliography is missing or incomplete 

Story is not focused on topic; plot disorganized or incomplete; details lacking or irrelevant to story; transitions not used effectively

Writing style unclear, repetitive, or inappropriate for age group; writing contains errors in grammar, usage, mechanics, or spelling that interfere with meaning; illustrations missing or inappropriate to story 

Self AssessmentTeacher Assessment

Assessment Rubric Cont.

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Project Plan: Topic 1: Audience Age Group 1: Working Title 1: Due Date: Name : BeginningWhat background information do children need to understand the story: Rising ActionWhat events lead up to the turning point in the story: Turning PointWhat is the most important or most suspenseful part of the story: Falling ActionWhat happens after the turning point: EndingHow did things turn out for the characters: 1 1: 2 1: 3 1: 4 1: 5 1: Story provides little information about topic many important details are omitted or presented inaccurately research is frequently inaccurate or based on unreliable sources bibliography is missing or incompleteSelf Assessment: Story is not focused on topic plot disorganized or incomplete details lacking or irrelevant to story transitions not used effectivelySelf Assessment: Writing style unclear repetitive or inappropriate for age group writing contains errors in grammar usage mechanics or spelling that interfere with meaning illustrations missing or inappropriate to storySelf Assessment: Story provides little information about topic many important details are omitted or presented inaccurately research is frequently inaccurate or based on unreliable sources bibliography is missing or incompleteTeacher Assessment: Story is not focused on topic plot disorganized or incomplete details lacking or irrelevant to story transitions not used effectivelyTeacher Assessment: Writing style unclear repetitive or inappropriate for age group writing contains errors in grammar usage mechanics or spelling that interfere with meaning illustrations missing or inappropriate to storyTeacher Assessment: NAME : DATE : CLASS: