New World Explorers Preview - Splash! Publications

New World Explorers © 2009-Revised 2017splashpublications.com i

On behalf of Splash! Publications, we would like to welcome you to New World Explorers, one of several books in our American History series. Since this curriculum was designed by teachers, we are positive that you will fi nd it to be a comprehensive program for teaching students about explorers of the New World. We would like to take a few moments to familiarize you with the program.

THE FORMATNew World Explorers is a nine lesson program. Our goal is a curriculum that you can use the very fi rst day you purchase our materials. No lessons to plan, comprehension questions to write, activities to create, or vocabulary words to defi ne. Simply open the book and start teaching.

Each of the nine lessons requires students to read about a New World Explorer and complete Reading exercises that will strengthen their comprehension of expository and informational text. In addition, each lesson includes a balanced mix of lower and higher level activities for students to complete. Vocabulary quizzes; cardinal direction and scale mapping activities; research projects utilizing primary and secondary sources and graphic organizers; expository and creative writing activities; time lines; and following written directions to practice functional text comprehension are the types of activities that will guide students through their journey of New World Explorers.

THE LESSON PLANSOn the next several pages, you will fi nd the Lesson Plans for New World Explorers. The Lesson Plans clearly outline what students must do before, during, and after each lesson. Page numbers are listed so that you will immediately know what you need to photocopy before beginning each lesson. The answers and grading rubrics to all activities, quizzes, and comprehension questions are located at the end of the Unit.

INTERACTIVE HISTORY NOTEBOOKIn addition to other higher-level activities, we have included step-by-step directions, templates, and patterns for 16 Interactive Notebook assignments and activities that students will create and glue into a History notebook. When fi nished, the History notebook will provide students with a long lasting New World Explorers reference. A composition book works well for keeping the Interactive Notebook activities.

NOTE: Printing the Interactive Notebook assignments and activities on colored paper or requiring students to add color to the Interactive Notebook templates and patterns will add variety to their History notebooks.

WELCOMEELCOME!

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THE VOCABULARYEach lesson features words in bold type. We have included a Glossary on pages 173-177 to help students pronounce and defi ne the words. Unlike a dictionary, the defi nitions in the Glossary are concise and written in context. Remember, we’re teachers! Students will be exposed to these vocabulary words in the comprehension activities. They will also be tested on the vocabulary words four times throughout their study of New World Explorers.

Students will be responsible for creating Interactive Organizers and Foldables to help them study the vocabulary words. We don’t have to tell you that incorporating these new words into your Reading and Spelling programs will save time and make the words more meaningful for students.

STANDARDS: THE “BIG IDEAS”Standards help teachers prioritize instruction and connect the “big ideas” students need to know in order to advance. As a reading-based unit, New World Explorers fosters literacy in Social Studies. At the same time that students are learning important factual content about New World Explorers, they are meeting the Standards for English Language Arts and making connections to the “big ideas” in American History. Alignment to the 3rd-5th Grade ELA Standards is clearly noted in the Lesson Plans. Below is the legend used to abbreviate the Strands:

RL = READING-LITERATURE

RI = READING INFORMATIONAL TEXT RF = READING FOUNDATIONS SKILLS

W = WRITING

SL = SPEAKING LISTENING

L = LANGUAGEPrevi

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New World Explorers © 2009-Revised 2017splashpublications.com iii

THE COPYRIGHTRevised Edition, 2017Text Copyright © 2009 by SPLASH! Publications, Glendale ArizonaIllustration Copyright © 2009 by SPLASH! Publications, Glendale ArizonaAll rights reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system without permission in written form from the authors. Pages in New World Explorers may be reproduced by the original purchaser only for use in the original purchaser’s classroom and may not be sold or used for purposes other than those specifi cally permitted by the authors.

Illustrations and cover design by Victoria J. Smith

ISBN 978-1-935255-00-0

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NEW WORLD EXPLORERS

LESSON ONE: LEIF ERIKSON

VOCABULARY BOOKLETS .........................................................................................................1

LEIF ERIKSON LESSON .............................................................................................................9

LEIF ERIKSON READING COMPREHENSION ............................................................................. 11

LEIF ERIKSON JOURNAL PAGE AND BOOKLET ......................................................................... 12

FOLLOWING DIRECTIONS: MAKE A VIKING SHIP .................................................................... 16

NEW WORLD EXPLORERS VOCABULARY QUIZ PART I ............................................................ 26

LESSON TWO: JOHN CABOT

ONE-POCKET VOCABULARY ORGANIZER ............................................................................... 28

JOHN CABOT LESSON ............................................................................................................ 36

JOHN CABOT READING COMPREHENSION .............................................................................. 39

PRIMARY AND SECONDARY SOURCES: CONSIDER THE SOURCE ................................................ 40

FAMOUS PERSON WEB AND CUBE FOLDABLE......................................................................... 41

LESSON THREE: GIOVANNI DA VERRAZANO

VOCABULARY COOTIE CATCHERS .......................................................................................... 47

GIOVANNI DA VERRAZANO LESSON ....................................................................................... 55

GIOVANNI DA VERRAZANO READING COMPREHENSION ......................................................... 57

GIOVANNI DA VERRAZANO ACCORDION FOLDABLE ............................................................... 58

NEW WORLD EXPLORERS VOCABULARY QUIZ PART II .......................................................... 66

TABLEABLE OFOF C CONTENTSONTENTS

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NEW WORLD EXPLORERS (CONTINUED)

LESSON FOUR: JACQUES CARTIER

VOCABULARY FLAPS ............................................................................................................... 68

JACQUES CARTIER LESSON ...................................................................................................... 71

JACQUES CARTIER READING COMPREHENSION ........................................................................ 74

JACQUES CARTIER INTERACTIVE TIME LINE ............................................................................. 75

LESSON FIVE: SIR FRANCIS DRAKE

VOCABULARY FOLDABLES ....................................................................................................... 81

SIR FRANCIS DRAKE LESSON .................................................................................................. 91

SIR FRANCIS DRAKE READING COMPREHENSION .................................................................... 94

MAPPING: CARDINAL AND INTERMEDIATE DIRECTIONS ........................................................... 95

NEW WORLD EXPLORERS VOCABULARY QUIZ PART III .........................................................100

LESSON SIX: SAMUEL DE CHAMPLAIN

VOCABULARY BOOKLETS .......................................................................................................102

SAMUEL DE CHAMPLAIN LESSON ...........................................................................................107

SAMUEL DE CHAMPLAIN READING COMPREHENSION .............................................................111

MAPPING: SAMUEL DE CHAMPLAIN’S VOYAGES .....................................................................112

POCKET TIME LINE ...............................................................................................................114


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NEW WORLD EXPLORERS (CONTINUED)

LESSON SEVEN: HENRY HUDSON

ONE-POCKET VOCABULARY ORGANIZER ...............................................................................121

HENRY HUDSON LESSON ......................................................................................................128

HENRY HUDSON READING COMPREHENSION ........................................................................132

SCALE MAPPING: GOING THE DISTANCE ...............................................................................133

LESSON EIGHT: ROBERT LA SALLE

VOCABULARY COOTIE CATCHERS ..........................................................................................139

ROBERT LA SALLE K•W•L•H CHART ................................................................................147

ROBERT LA SALLE LESSON ....................................................................................................150

ROBERT LA SALLE READING COMPREHENSION ......................................................................155

ROBERT LA SALLE K•W•L•H CHART QUESTIONS ..............................................................156

ROBERT LA SALLE PARAGRAPH .............................................................................................157

LESSON NINE: THE FUTURE OF NEW FRANCE

VOCABULARY FLAPS ..............................................................................................................163

THE FUTURE OF NEW FRANCE LESSON ..................................................................................165

THE FUTURE OF NEW FRANCE READING COMPREHENSION ....................................................167

FOUR-FOLD ORGANIZER .......................................................................................................168

NEW WORLD EXPLORERS VOCABULARY QUIZ PART IV .........................................................171

NEW WORLD EXPLORERS GLOSSARY .....................................................................................173

NEW WORLD EXPLORERS ANSWER PAGES .............................................................................178

NEW WORLD EXPLORERS BIBLIOGRAPHY ...............................................................................195


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1. Before reading Leif Erikson, students will: • follow directions to create Vocabulary Booklets to glue into their History notebooks for accused, A.D., archaeologists, artifacts, barren, bay, climate, coast, colonists, convinced, Europe, foreign, founded, glaciers, harbor, herds, island, livestock, longhouses, meadows, Newfoundland, New World, Norway, Viking. (pps. 1-8) After reading Leif Erikson (pps. 9-10), students will: • answer Leif Erikson Reading Comprehension Questions. (pg. 11) • use the lesson to complete a Leif Erikson Journal Page to glue into their History notebooks. (pps. 12-13) • use the Leif Erikson Journal Page to create a Leif Erikson Booklet to glue into their History notebooks. (pps. 14-15) • follow written directions to make a miniature Viking ship. (pps. 16-25) • take a Vocabulary Quiz for New World Explorers Part I. (pps. 26-27)

THE LEIF ERIKSON LESSON IS ALIGNED WITH THESE 3RD-5TH ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

2. Before reading John Cabot, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for admiral, Asia, astronomy, autobiography, biographies, confl icts, departed, expedition, investigate, mariner, merchant, monopoly, navigators, North America, ports, Portugal, profi ts, promoted, West Indies. (pps. 28-35) After reading John Cabot (pps. 36-38), students will: • answer John Cabot Reading Comprehension Questions. (pg. 39) • differentiate between primary and secondary sources. (pg. 40) • use the lesson to create a John Cabot Web and Famous Person Cube to glue into their History notebooks. (pps. 41-46)

THE JOHN CABOT LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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3. Before reading Giovanni da Verrazano, students will: • follow directions to create two Vocabulary Cootie Catchers to glue into their History notebooks for anchored, cannibals, century, conquistadors, journals, natives, raiding, sound. (pps. 47-54) After reading Giovanni da Verrazano (pps. 55-56), students will: • answer Giovanni da Verrazano Questions. (pg. 57) • follow directions to create an Accordion Foldable to glue into their History notebooks. (pps. 58-65) • take a Vocabulary Quiz for New World Explorers Part II. (pps. 66-67)

THE GIOVANNI DA VERRAZANO LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

4. Before reading Jacques Cartier, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for abandoned, harsh, hostile, kidnapped, loincloths, New France, peninsula, Québec, reunited, scurvy. (pps. 68-70) After reading Jacques Cartier (pps. 71-73), students will: • answer Jacques Cartier Reading Comprehension Questions. (pg. 74) • create an Interactive Time Line to glue into their History notebooks. (pps. 75-80)

THE JACQUES CARTIER LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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5. Before reading Sir Francis Drake, students will: • follow directions to create Vocabulary Foldables to glue into their History notebooks for appointed, Armada, aviary, beheaded, bluffs, buttes, cargo, channel, defeating, elevations, endangered, English Channel, exhibits, extends, fl eet, formations, habitats, immigrants, invading, knight, petroglyphs, plundered, preserve, privateer, revenge, Strait of Magellan, vessel, western hemisphere. (pps. 81-90) After reading Sir Francis Drake (pps. 91-93), students will: • answer Sir Francis Drake Reading Comprehension Questions. (pg. 94) • use cardinal and intermediate directions to plot California points of interest on a map. (pps. 95-99) • take a Vocabulary Quiz for New World Explorers Part III. (pps. 100-101)

THE SIR FRANCIS DRAKE LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

6. Before reading Samuel de Champlain, students will: • follow directions to create Vocabulary Booklets to glue into their History notebooks for allies, conquering, fl ee, geographer, military, moat, musket, profi table, resources, smallpox, stroke, treaties. (pps. 102-106) After reading Samuel de Champlain (pps. 107-110), students will: • answer Samuel de Champlain Reading Comprehension Questions. (pg. 111) • plot islands, water resources, and Champlain’s voyages on a map. (pps. 112-113) • follow directions to create a Pocket Time Line to glue into their History notebooks. (pps. 114-120)

THE SAMUEL DE CHAMPLAIN LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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7. Before reading Henry Hudson, students will: • follow directions to create a One-Pocket Vocabulary Organizer to glue into their History notebooks for Amsterdam, captives, errands, industry, kilometers, North Pole, pods, rival, treason. (pps. 121-127) After reading Henry Hudson (pps. 128-131), students will: • answer Henry Hudson Reading Comprehension Questions. (pg. 132) • use scale rulers to measure the distance of each of Hudson’s four voyages. (pps. 133-138)

THE HENRY HUDSON LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

8. Before reading Robert La Salle, students will: • follow directions to create two Vocabulary Cootie Catchers to glue into their History notebooks for governor, Great Lakes, Jesuit, missionary, missions, nobility, vows, whirlpools. (pps. 139-146) • answer Discussion Questions about Robert La Salle and complete the fi rst part of a K•W•L•H chart. (pps. 147-149) After reading Robert La Salle (pps. 150-154), students will: • answer Robert La Salle Reading Comprehension Questions. (pg. 155) • fi nish the K•W•L•H chart and use the chart to answer Discussion Questions. (pg. 156) • use K•W•L•H chart to write an Expository Paragraph. (pps. 157-162)

THE ROBERT LA SALLE LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, W.1A, W.1B, W.7, W.8, W.9B, L.4A, L.4C, L.6

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9. Before reading The Future of New France, students will: • follow directions to create Vocabulary Flaps to glue into their History notebooks for fertile, Great Britain, militias, outnumbered, scalped. (pps. 163-164) After reading The Future of New France (pps. 165-166), students will: • answer The Future of New France Reading Comprehension Questions. (pg. 167) •use the lesson to create a Four-Fold Organizer to glue into their History notebooks. (pps. 168-170) • take a Vocabulary Quiz for New World Explorers Part IV. (pps. 171-172)

THE FUTURE OF NEW FRANCE LESSON IS ALIGNED WITH THESE 3RD-5TH GRADE ELA STANDARDS:RI.1, RI.2, RI.3, RI.4, RI.6, RI.7, RI.10, RF.3A, RF.4A, RF.4C, L.4A, L.4C, L.6

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New World Explorers © 2009-Revised 2017splashpublications.com 1

LEIFEIF E ERIKSONRIKSON

Leif Erikson was born in Iceland. Historians are not sure exactly when he was born, but most agree that it was around 970 A.D. Leif was the son of famous Viking explorer Erik the Red. The Vikings were the best ship builders in Europe. They used their ships to explore the rough waters of the Northern Atlantic Ocean.

LEIF’S EARLY YEARS Like other Viking children, Leif did not spend his early years with his family. At eight years old, Leif was sent to Norway where he learned to read, write, solve problems, and speak foreign languages. He was also taught to farm and use weapons. During his free time, Leif watched ships come into the harbor. At the age of 12, Leif was considered a man. He moved back to his family’s farm. In the four years since he had been away, the farm had grown to include several houses, herds of animals, and slaves.

DISCOVERING GREENLAND In 982, Erik the Red was accused of murder and forced to leave Iceland for three years. He sailed west with his wife, four children, and a few slaves. The family spent the next three years exploring an island that Erik the Red named Greenland. In 985, Erik the Red returned to Iceland. He told about his adventures and convinced a large group of people to return to Greenland with him. In the spring of 985, Erik loaded 25 ships with supplies, settlers, and livestock. The voyage was a disaster. The waves were too strong for the ships. Many were forced to turn back. Others disappeared and were never seen again. Only 350 colonists and 14 ships actually made it to Greenland. The survivors founded two colonies on the southwest coast of Greenland. The colonists found the land in this area of Greenland perfect for farming. When the weather was warm, groups of men traveled to Disko Bay to hunt for seals and beached whales.

LEIF ERIKSON

NEW WORLD EXPLORERS LESSON ONE

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There are many new vocabulary words to learn before beginning your study of Leif Erikson. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next three blank pages in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Templates, follow the directions below to create and glue Vocabulary Booklets securely into your History notebook.

1. Cut each Vocabulary Template along all bold lines.

2. Cut out each Vocabulary Word along the bold line and fold along the dotted line. Using your Glossary, open each Vocabulary Booklet and write the definition inside.

3. Glue each folded Vocabulary Booklet on top of a square on the Vocabulary Template.

4. Glue each completed Vocabulary Template onto the next three blank pages of your notebook.

stalactites

European

treaty

citizens

biographies

surplus

VOC

ABU

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WOR

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VOCABULARY

VOCABULARY

VOCABULARY

VOCABULARY BOOKLETS

3


Part IIIFollow the directions below to assemble and glue your Leif Erikson Booklet onto the blank page on the right side of your notebook.

1. Cut out the Booklet Outline along the dark solid lines. Then cut out the rectangle with the questions.

2. Fold along the dotted line so the flap covers the answers to the questions.

3. Glue the rectangle with the questions on top of the folded flap as shown above.

4. Glue the completed Booklet onto the right side of your notebook.

LEIF ERIKSON BOOKLET

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MAKE A VIKING SHIP

The Vikings were once the best ship builders in Europe. Their ships were sturdy enough to sail the rough waters of the Northern Atlantic Ocean.

In this activity, you will follow written directions to make a miniature Viking Ship like the one Leif Erikson used to discover the New World.

1. Color the Inside Ship Pattern brown.

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J JOHNOHN C CABOTABOT

FASTAST F FACTSACTS

• The Italian word Caboto means “coastal seaman” in English. Caboto was a common name given to sailors and navigators.• Mapmaking was an important skill taught in Italy. Growing up in Venice gave John an excellent education in mapmaking, navigation, astronomy, and mathematics.• In 1474, John Cabot married a girl named Mattea. The Cabots had three sons. His son Sebastian grew up to be a mapmaker and navigator just like his father.

JOHN CABOT

John Cabot was born in Genoa, Italy. Historians aren’t sure exactly when John Cabot was born, but most agree that it was around 1455. He was the son of an Italian merchant. When John was 11 years old, his family moved to the Italian city of Venice. Like his father and many other Italians, John became a merchant. He traded valuable Asian spices, silks, stones, and metals throughout the ports of the eastern Mediterranean Ocean. These items were bought from traders in Asia and sold for very high profi ts in Europe. During his travels, John became an expert mariner. In 1490, John Cabot moved to Spain. Like other explorers and navigators you will read about, Cabot wanted to become famous exploring the Atlantic Ocean and fi nding a safe water route to Asia and its riches.

FINDING A ROUTE TO ASIA Finding a water route to Asia was very important to leaders in England, France, Portugal (POR•chuw•gal), and Spain. In Asia, they could buy jewels, silk, and spices not available in Europe. Italian traders had a monopoly on trade with Asia. Italian traders purchased items in Asia and sold them at very high prices to Europeans. If England, France, Portugal, and Spain found a safe water route to Asia, they could take control of the Asian trade and buy things they wanted without paying Italian traders anything.

NEW WORLD EXPLORERS LESSON TWO

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JOHN CABOT WEB

JOHN CABOT’S FIRST VOYAGE

JOHN CABOT’S EARLY LIFE

JOHN CABOT’S SECOND VOYAGE

constantconfl ictsbetween

Cabot and his crew

sailed west toDursey Head,

Ireland

promotedto admiral

and rewardedwith money

in 1496, sailedfrom Englandwith one ship

in 1497, leftEngland withone ship and

18 crewmembers

born inGenoa, Italyaround 1455

familymoved to

the Italian city of Venice

thoughthe had

reachedAsia

son of anItalian

merchant

becamean expertmariner

ran out of food and

sailed back toEngland

sailed asfar as Icelandbut ran intobad weather

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1. Cut out the Famous Person Cube Pattern along the dark solid lines. Color the picture.

2. Fold the Famous Person Cube Pattern along the dotted lines so that the questions are on the outside.

3. Cut out the three squares with your answers to the questions on them and glue each correct answer on the underside of each question on the Famous Person Cube Pattern. Glue one of the remaining two squares to the middle and the other remaining square on the underside of the Title Square.

4. Glue the completed Famous Person Cube Foldable onto the right side of your notebook.

5. Test out your Famous Person Cube by folding the pages in to make a square. (The Title Page should be on top.) Read the first question and flip the square back to reveal the answer glued underneath.

Part IIIFollow the directions below to assemble and glue your Famous Person Cube Foldable onto the right side of your History notebook, right across from your John Cabot Web.

FAMOUS PERSON CUBE FOLDABLE

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5. Cut out the Pocket Label.

6. Glue the Pocket Label onto the front of the One-Pocket Vocabulary Organizer as shown.

7. Place your finished Vocabulary Cards in the front pocket.

8. Glue the One-Pocket Vocabulary Organizer onto the next blank page of your notebook.

4. After you have glued the tabs to the back, turn your One-Pocket Vocabulary Organizer back around.

ONE-POCKET VOCABULARY ORGANIZER

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Giovanni da Verrazano (vair•rot•SAH•no) was born in his family’s Italian castle in about 1485. Not much is known about Verrazano’s early life, but growing up in a wealthy Italian family meant that young Giovanni received an excellent education.

VERRAZANO THE PIRATE In 1507, Giovanni da Verrazano moved to France. Like others you have read about, Giovanni da Verrazano wanted to navigate the seas and fi nd a shorter route to Asia. Verrazano’s fi rst voyages were across the Mediterranean Sea to the Middle East. He spent many years as a pirate, raiding Spanish and Portuguese ships. He took nearly two million dollars worth of gold and jewels that Spanish conquistadors (con•KEE•stah•dorz) had stolen from Mexico.

SAILING FOR FRANCE King Francis I of France chose Verrazano to search for a western route that would hopefully take him through North America to the Pacifi c Ocean and on to Asia. Verrazano was given two ships for his voyage. He set sail in January of 1524.

GIOVANNI DA VERRAZANO

GIOVANNIIOVANNI DADA VERRARAZANOZANO

NEW WORLD EXPLORERS LESSON THREE

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Part IIIFollow the directions below to assemble the pages and glue your Accordion Foldable onto the blank page on the right side of your notebook.

1. Glue tab A to the back of the next page to make an accordion.

A

2. Glue tab A from the last page onto the right side of your notebook.

ACCORDION FOLDABLE

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1 What do historians know about Giovanni da Verrazano’s early life?

A The names of his friends. B The exact day and year of his birth. C The type of education he received. D He grew up in a very poor family.

2 When Giovanni da Verrazano grew up, he wanted to be a – F navigator G merchant H trader J ship builder

3 After reading about Verrazano’s days as a pirate, you get the idea that – A he only raided Spanish ships B he didn’t make very much money as a pirate C he was taking money that had been stolen from someone else D he spent most of his time raiding ships in the Atlantic Ocean

4 In what year did Verrazano fi rst reach the New World? F 1528 G 1527 H 1524 J 1507

5 When Verrazano reached Pamlico Sound in North Carolina, where did he think he was? A Asia B The Pacifi c Ocean C The Gulf of Mexico D Canada

6 It took more than a century to correct Verrazano’s error. A century is a period of – F 10 years G 50 years H 100 years J 1,000 years

7 After studying the map of Giovanni da Verrazano’s voyage, you learn that –

A he sailed to Nova Scotia fi rst B after leaving Narragansett Bay, he sailed northeast C after reaching the New York Harbor, he continued south D he reached Pamlico Sound before reaching Cape Fear

8 According to the map, the New York Harbor is located –

F north of Cape Fear G south of Pamlico Sound H northeast of Nova Scotia J southeast of Newfoundland

Directions: Read each question carefully. Darken the circle for the correct answer.

Name ___________________________________

GIOVANNI DA VERRAZANO

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There are a few new vocabulary words to learn before beginning your study of Giovanni da Verrazano. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Part IDirections: Using the Glossary provided by your teacher and the Cootie Catcher Patterns, follow the directions below and on the next page to create two Vocabulary Cootie Catchers.

VOCABULARY COOTIE CATCHERS

3. Cut out the Cootie Catcher along the outside bold lines.

4. With your completed Cootie Catcher laying face-down, fold over the lower left-hand corner up to the upper right hand corner of the Cootie Catcher as shown.

6. Unfold the Cootie Catcher. Keeping the Cootie Catcher face-down, fold over the lower right-hand corner up to the center fold of the Cootie Catcher as shown.

1. Follow the directions to define and write sentences for each of the vocabulary words on Cootie Catcher Pattern 1.

2. Use coloring pencils to color each of the four areas on the Cootie Catcher pattern a different color.

5. Unfold the Cootie Catcher. Again, with the Cootie Catcher laying face-down, fold over the lower right-hand corner up to the upper left-hand corner of the Cootie Catcher as shown.

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Use the

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Use the

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Use the

lines belo

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uses th

e word wam

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FRANCE’S FIRST NEW WORLD SETTLEMENT On May 23, 1541, Jacques Cartier left on his third voyage to the New World. This expedition had nothing to do with fi nding a passage to Asia. Cartier was given fi ve ships to fi nd Saguenay Kingdom. He was also responsible for establishing a permanent settlement along the St. Lawrence River. Three months later, Cartier arrived at the Iroquois village of Stadacona. There weren’t as many Iroquois living in the village. In addition, the Native Americans weren’t very happy to see him. Fearful for the safety of his settlers, Cartier sailed a few miles up the St. Lawrence River and built a French colony in present-day Québec (kwuh•BEK). The settlement was named Charlesbourg-Royal. The 400 colonists at Charlesbourg-Royal built a village with homes and a fort for protection. They planted cabbage, turnips, lettuce, and built a shelter for the cattle they brought with them. Men of the colony began collecting what they thought were diamonds and gold. Two ships sailed back to France loaded with these treasures. They turned out to be worthless rocks.

CARTIER RETURNS TO FRANCE On September 7, 1541, Jacques Cartier left the colony to search for Saguenay Kingdom. He reached present-day Montreal before storms forced him back. When he returned to his colony, he found that the Iroquois had killed 35 colonists. In addition, scurvy broke out, taking even more lives. Instead of leaving again to search for Saguenay Kingdom, Cartier returned to France. In 1543, Charlesbourg-Royal was abandoned. Disease, harsh weather, and hostile Native Americans forced colonists to leave France’s fi rst settlement in the New World. It would be 65 years before another famous French explorer, Samuel Champlain (sham•PLANE), would build a permanent settlement in New France.

JACQUES CARTIER

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5. Cut out the two Time Line Templates, eight Time Line Dates, and two Time Line Titles.

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6. Glue the four earliest Time Line Date pieces on the first Time Line Template from the earliest date to the most recent date.

8. Glue each Time Line Event under its correct date on the Time Line Templates.

9. Glue one Title and completed Time Line onto the left side of your notebook. Glue the other Title and completed Time Line onto the right side of your notebook.

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7. Glue the other four Time Line Date pieces on the second Time Line Template from the earliest date to the most recent date.

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INTERACTIVE TIME LINE

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There are a few new vocabulary words to learn before beginning your study of Jacques Cartier. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next blank page in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Flap Patterns, follow the directions below to create and glue two Vocabulary Flaps securely into your notebook.

VOCABULARY FLAPS

1. Cut out each Vocabulary Flap pattern along bold lines and fold along the dotted lines of each pattern.

2. Arrange five Vocabulary Flaps (one in front of the other) with the Cover Flap at the very back. Open up the Cover Flap so it can cover all the Vocabulary Flaps.

3. Staple all the Vocabulary Flaps together on the left side.

4. Glue the left side down over the staple, and fold over the Cover Flap.

6. Glue the completed Vocabulary Flap on the next blank page of your notebook.

5. Lift the flap of each word. Use the Glossary to write the word’s definition.

7. Follow the same six steps with the remaining five Vocabulary Flap patterns to create a second Vocabulary Flap. Glue the second Vocabulary Flap right below the first one in your notebook.

offshore

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NEW WORLD EXPLORERS

PART IIIDirections: Match the vocabulary word on the left with its defi nition on the right. Put the letter for the defi nition on the blank next to the vocabulary word it matches. Use each word and defi nition only once.

Name ____________________________

1. ______ vessel

2. ______ abandoned

3. ______ harsh

4. ______ hostile

5. ______ revenge

6. ______ appointed

7. ______ beheaded

8. ______ kidnapped

9. ______ loincloths

10. ______ privateer

11. ______ plundered

12. ______ New France

13. ______ peninsula

14. ______ bluffs

15. ______ petroglyphs

16. ______ knight

17. ______ invading

A. gave up completely.

B. arrangements of something.

C. a large piece of land surrounded by water on three sides.

D. cut off someone’s head.

E. pieces of cloth worn around the hips. F. took someone without permission. G. robbed. H. carvings or drawings in rocks usually made by people who lived a long time ago. I. in danger of disappearing forever. J. large boat.

K. a building where birds are kept. L. displays.

M. a long, narrow, deep part of a body of water.

N. an owner of a private ship with weapons that are licensed to attack enemy ships. O. joined back together. P. an arm of the Atlantic Ocean that forms a waterway between France and Britain.

Q. entering an area and taking it over by force.

VOCABULARY QUIZ

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Sir Francis Drake was born in England. Most historians agree that the year of his birth was probably 1540. Francis was the oldest of 12 sons. His father was a farmer who later became a preacher. At the young age of 13, Francis went to sea on a cargo ship. He taught himself navigation skills. By the time he was 20, Francis was the master of the ship.

VOYAGES TO THE NEW WORLD In the early 1560s, Francis Drake made his fi rst voyages to the New World with his cousin John Hawkins. They sailed to West Africa, captured slaves, and sold them to Spanish farmers in the West Indies. During one of their voyages, Drake and his cousin were attacked by a Spanish ship in the Gulf of Mexico. Spanish pirates took their ship and all of their slaves, but let Drake and his cousin escape with their lives. From that day forward, Drake hated the Spanish and made plans to get revenge. In 1572, Queen Elizabeth gave Drake permission to work as a privateer, attacking Spanish ships and ports. Drake left England and sailed toward the New World with two ships and more than 70 sailors. Drake successfully attacked a Spanish ship carrying tons of gold from Mexico. He sailed back to England and presented Queen Elizabeth with the treasure. For his bravery, Queen Elizabeth appointed Drake as commander of an expedition to sail around the world.

SIRIR F FRANCISRANCIS D DRAKERAKE

SIR FRANCIS DRAKE

NEW WORLD EXPLORERS LESSON FIVE

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VOCABULARY FOLDABLES

There are many new vocabulary words to learn before beginning your study of Sir Francis Drake. Your History notebook is a great place to record and store the words and defi nitions that you will need to be familiar with during this lesson.

Directions: Choose the next four blank pages in your History notebook. Using the Glossary provided by your teacher and the Vocabulary Templates, follow the directions on the next two pages to create and glue four Vocabulary Foldables securely into your History notebook.

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1. Cut each Vocabulary Template along all bold lines and fold along the dotted line.

2. Glue one Vocabulary Template onto the blank notebook page on the left and one on the blank facing page on the right. Do the same on the next two blank pages of your notebook.

VOCABULARY

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Geography is the study of the Earth. It includes the Earth’s land, water, weather, animal life, and plant life. Geographers are people who study geography. Sir Francis Drake was a famous geographer who sailed around the world and claimed a large part of California for England. You can think of yourself as a geographer because you will be learning about important places in present-day California.

Location is important to the study of geography. It is almost impossible to fi gure out your location or fi nd your way around if you do not know the four main, or cardinal directions. North, south, east, and west are the cardinal directions. On a map these directions are labeled N, S, E, and W.

Between the four main directions are the intermediate directions. Northeast, or NE, is the direction between north and east. Southeast, or SE, is the direction between south and east. Southwest, or SW, is the direction between south and west. Northwest, or NW, is the direction between north and west.

A reference point is also important for fi nding your location. A reference point is simply a starting point. It’s diffi cult, for example, to travel east if you don’t have a starting point.

Example: Channel Islands National Park provides underwater diving and protects habitats of many sea creatures. This includes the world’s largest animal, the blue whale. Channel Islands National Park is located southwest of Sequoia (suh•KOY•yuh) National Park.

This example gives you some very important information. It tells you that your reference point, or starting point, will be Sequoia National Park. Locate Sequoia National Park on your California map. Put your fi nger on Sequoia National Park and slide it southwest. You should see a picture of Channel Islands National Park already placed there for you.

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COMPASS ROSE

MAPPING: CARDINAL AND INTERMEDIATE DIRECTIONS

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Channel Islands National Park

Lassen Volcanic National Park

Angel IslandState Park

Yosemite National Park

SequoiaNational Park

Name ___________________________________

COMPASS ROSE

CALIFORNIA MAP

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1834 1835 18361845

1842

6. Glue the completed Pocket Time Line onto the next blank page of your notebook. 7. Glue the Title above the Time Line.

1834

5. Squeeze the sides of the Envelope. One at a time, slide in each of the five completed Time Line Events with the dates showing, from the earliest date to the most recent date.

4. You will need your five completed Time Line Events to finish assembling your Pocket Time Line. Make sure each Event has been folded in half along the dotted lines so the words are on the outside.

POCKET TIME LINE

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Henry Hudson completed three voyages for England and one voyage for the Dutch. In all, he sailed more than 20,000 miles or 32,000 kilometers. A map helps us track Henry Hudson’s voyages by giving us a small view of a big place. It would be impossible to show 20,000 miles or 32,000 kilometers on a map that sits on your desk or fi ts on this piece of paper. Map makers use scale rulers to measure the long distances from place to place.

The scale ruler below can be used to measure the miles traveled by Henry Hudson. Then, with some quick multiplication, we can fi nd out how many kilometers he traveled.

Each line on the ruler represents 30 miles traveled by Henry Hudson. Every ten lines on the ruler represents 300 miles. The 300-mile lines on the ruler have been clearly labeled. Laying the ruler along Henry Hudson’s route drawn on a map will show you the distance that he sailed without ever leaving your classroom!

MEASURING USING A SCALE RULER:

The route is 990 miles long! How many kilometers is this? Every mile is equal to 1.61 kilometers. So, multiply 990 X 1.61 to fi nd out how many kilometers were traveled.

300 600 900 1200

• To measure the route using the scale ruler, place the ruler on the route as shown above.• Make sure you line up the end of the ruler with the end of the route.• Since we are measuring in miles, and each small line equals 30 miles, this part of the voyage measures 540 miles.

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• Turn the ruler so you can measure the next part of the route. Again, place the ruler as shown above.• This part of the voyage measures 450 miles.• Add both measurements to fi nd the entire length of the voyage.• 540 miles + 450 miles equals 990 miles.

990x 1.61

990+ 59400 99000 1 ,593.90 ki lometers

SCALE MAPPING: GOING THE DISTANCE

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VOYAGE ONE MILES TRAVELED VOYAGE ONE KILOMETERS TRAVELED

IRELAND

ENGLANDWALES

SCOTLAND

ICELAND

FINLAND

NORWAY

SWEDEN

ATLANTICOCEAN

GREENLANDSEA

GREENLAND

SPITZBERGENISLAND

NOVA ZEMBLA

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NORTH POLE

DENMARK

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BALTICSEA

ARCTIC CIRCLE

VOYAGE ONE

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Part IVDirections: Use your fi nished Robert La Salle K•W•L•H Chart to write a paragraph about the famous explorer. A good paragraph includes a topic sentence, four or fi ve supporting sentences, and a closing sentence.

Write a topic sentence clearly stating what your paragraph will be about. A topic sentence starts a paragraph. Below is an example of a topic sentence for a paragraph about Louis Joliet and Jacques Marquette.

Example: Louis Joliet and Jacques Marquette were adventurous explorers sent to search for the mysterious river connecting the Pacifi c Ocean to Asia.

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TOPIC SENTENCE

ROBERT LA SALLE PARAGRAPH

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LAKE ONTARIO

LAKE ERIE

LAKE HURON

LAKE MICHIGAN

LAKE SUPERIOR

GULF OF MEXICO

ATLANTIC OCEAN

ENGLISH COLONIES

NEW SPAIN

NEW FRANCE

OHIO RIVER

MISSISSIPPI R

IVER

By 1689, England had established most of its 13 original colonies along the Atlantic Coast. France controlled Canada, Louisiana, and most of the land in the Great Lakes region. Both countries claimed the Ohio River Valley.

THE OHIO RIVER VALLEY The Ohio River Valley was rich in natural resources that included fertile farm land and plenty of water. Most importantly, the Ohio River Valley was full of beaver. The Iroquois (EAR•uh•kwoy), who controlled the beaver hunting territories in the Ohio River Valley, permitted some English colonists to settle there. This made the French very angry. The French believed that they controlled the fur trade with the Iroquois. To strengthen their claims on the area, both countries began building forts in the Ohio River Valley. Soldiers were trained. French and English colonists were ready to protect their land. During the next 70 years, French and English colonists battled for complete control of the Ohio River Valley. The last battle between France and England started in 1754. It was known as the French and Indian War.

NEWEW F FRANCERANCETHEHE F FUTUREUTURE OFOF

NEW WORLD EXPLORERS LESSON NINE

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In this activity, you will use what you have learned about the Future of New France to make aFour-Fold Organizer that will tuck securely into your History notebook.

Using the patterns on the next two pages, follow the directions below to create and assemble your Four-Fold Organizer.

1. Cut out along all bold lines of the Four-Fold Organizer Pattern, Title, and Questions.

2. Fold the Four-Fold Organizer Pattern along the dotted lines so that the lines for writing are on the inside.

3. Glue each of the four Questions on the front side of the folded flaps of the Four-Fold Organizer Pattern.

5. Glue the completed Four-Fold Organizer onto the next blank page in your History notebook. Glue the Title above the Organizer.

4. Fold back each flap and write the answer to each question. Use proper capitalization, spelling, grammar, and punctuation.

FOUR-FOLD ORGANIZER

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A.D. the period in history after the birth of Jesus Christ.

a•ban•doned gave up completely.

ac•cused blamed or charged with a crime.

ad•mi•ral a naval offi cer of the highest rank.

al•lies groups of people who come together to help one another in times of trouble.

Am•ster•dam the capital of the Netherlands.

an•chored secured a boat so it wouldn’t fl oat away.

ap•point•ed chosen or selected.

ar•chae•ol•o•gists scientists who study past human life by looking at prehistoric fossils and tools.

Ar•ma•da large group of Spanish warships defeated by the English Navy in 1588.

ar•ti•facts objects and tools used by early humans for eating, cooking, and hunting.

A•sia the world’s largest continent with more than half of the Earth’s population.

as•tron•o•my the study of the stars and planets.

au•to•bi•og•ra•phy the story of your life written by you.

a•vi•ar•y a building where birds are kept.

bar•ren empty; unable to produce any crops.

bay a body of water surrounded by land that opens to the sea.

be•head•ed cut off someone’s head.

bi•og•ra•phies stories of a person’s life written by someone else.

bluffs steep riverbanks or cliffs.

buttes mounds of earth, much like mountains.

can•ni•bals human beings who eat the fl esh of other human beings.

cap•tives prisoners who have been taken by force without permission.

car•go freight carried by a ship.

GLOSSARYLOSSARY

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ACCORDION FOLDABLE GRADING CHART

ANSWERSNSWERS

Cut and glued all information strips into their proper places on Graphic Organizer. Glued into notebook. 3

2 1

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ORGANIZER

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ORGANIZERPAGES

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capitalization, spelling, punctuation

Cut and glued more than half of the information strips into their proper places on GraphicOrganizer. Glued into notebook.

Cut and glued at least half of the information strips into their proper places on Graphic Organizer OR glued into notebook.

Didn’t attempt to completeGraphic Organizer or glue into notebook.

Cut, folded, and correctly wrotedescriptions under Heading Titles for each AccordionOrganizer page.

Cut, folded, and correctly wrotedescriptions under Heading Titles for more than half of theAccordion Organizer pages.

Cut, folded, and correctly wrotedescriptions under Heading Titles for at least half of theAccordion Organizer pages.

Didn’t attempt to cut, fold, orwrite descriptions under Heading Titles for any of theAccordion Organizer pages.

Followed directions to correctly assemble and glueAccordion Foldable into notebook.

Followed directions to correctly assemble OR glueAccordion Foldable into notebook.

Assembled and glued Accordion Foldable into notebook but clearly did not follow directions.

Didn’t attempt to assemble or glue Accordion Foldableinto notebook.

Had less than 6 conventionerrors in Acccordion Foldable.

Had 6 - 10 convention errors in Acccordion Foldable.

Had 11-15 convention errors in Acccordion Foldable.

Had more than 15 convention errors in Acccordion Foldable.

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