European Explorers: Why They Came to the Americas English and Spanish version A first lesson in a developmental sequence that teaches students how to use and answer Document Based Questions Developed for the SHIPS Teaching American History project Written by Vickie McCoy and Linda Nieman th 5 Grade Teachers, Cypress Elementary, Leander ISD Translated by Janette Cotrino 5th grade Teacher, Austin ISD European Explorers: Why They Came to the Americas Exercise A. Analyzing Sources Directions: Answer the questions that follow each set of documents. Los Exploradores Europeos: Por qué Vinieron a las Américas Ejercicio A. Analizando los Fuentes de Información Direcciones: Responde a las preguntas que siguen cada grupo de documentos. 1. Considering the materiales from which these artifacts are made, why would Europeans be interested in these items? Considerando los materials de que están hechos estos artefactos, ¿por que estarían interesados los europeos en estos objetos? European Explorers SHIPS TAH project Page 2 of 14 Landing of Columbus/El Desembarco de Colón Cartier Landing El Desembarco de Cartier 2. Why did Columbus and Cartier display symbols of their countries as they landed in the New World? ¿Por qué exhibían Colombo y Cartier símbolos de sus países cuando llegaron al Nuevo Mundo? European Explorers SHIPS TAH project Page 3 of 14 3A. What do the two artifacts above have in common? What do they tell you about the beliefs of European explorers who carried these items to the New World? 3A. ¿Qué tienen en común los dos artefactos de arriba? ¿Qué te indican sobre las creencias de los exploradores europeos que traían estos objetos al Nuevo Mundo? European Explorers SHIPS TAH project Page 4 of 14 “. . . Your Highnesses, as Catholic Christians and princes who love and promote the holy Christian faith, and are enemies of the doctrine of Mahomet, and of all idolotry and heresy, determined to send me, Christopher Columbus, to the above-mentioned countries of India, to see the said princes, people, and territories, and to learn their disposition and the proper method of converting them to our holy faith . . .” Christopher Columbus’ Journal of his first voyage “Sus Altezas, como cristianos y príncipes católicos que aman y promueven la fé santa Cristiana, y que son enemigos de la doctrina de Mahomet, y de toda idolatría y herejía, determinaron mandarme a mí, Cristóbal Colón, a los países de India, para ver estos príncipes, gentes, y territorios, y para conocer su disposición y el método correcto de convertirles a nuestra fé sagrada…” El Diario de Cristóbal Colón de su primer víaje 3B. Who was Columbus determined to see in “India” and what did he want to do with them? 3B. ¿Quién quería Colombo ver en la “India” y qué quería hacer con ellos? European Explorers SHIPS TAH project Page 5 of 14 “Three days after I captured this city, some of the Indians who lived here came to offer to make peace. They brought me some turquoises and poor mantles, and I received them in His Majesty’s name with as good a speech as I could, making them understand the purpose of my coming to this country, which is, in the name of His Majesty and by the commands of Your Lordship, that they and all others in this province should become Christians and should know the true God for their Lord . . .” Coronado’s Report to Viceroy Mendoza – August 3, 1540 “Tres días después de capturer esta ciudad, algunos do los indigenes que vivían aquí vinieron para ofrecer la paz. Me trajeron turquesas y manteles, y los acepté en el nombre de su Majestad con el mejor discurso que podia, para que comprendan el propósito de mi llegada a este país, el cual es, en el nombre de su Majestad y por sus órdenes, que ellos y todos los demás en esta provincial lleguen a ser cristianos y que conozcan el Dios verdadero como su Señor...” El Reporte de Coronado al Vicerrey Mendoza-3 de agosto 3C. According to Coronado’s Report, what was the purpose of his coming to North America? 3C. Basando en este reporte de Coronado, ¿cuál era el propósito de su llegada a la América del Norte? European Explorers SHIPS TAH project Page 6 of 14 3. Using documents 3A, 3B, 3C and the answers above, what was the third primary motive for European exploration of the New World? Usando los documentos 3a, 3B, 3C y las respuestas anteriores, ¿cuál era el tercer motivo primario para la exploración Europea del Nuevo Mundo? European Explorers SHIPS TAH project Page 7 of 14 Exercise B. Writing About Related Sources Directions: Write a paragraph in response to The Big Question below. Be sure to include in your answer details from the documents on the previous pages to justify your answer. Reviewing your responses to the scaffolding questions will help you to answer The Big Question well. The Big Question: Of the three primary motivations for European exploration, which do you think was the most important, the second most important, and the least important? Explain your reasons for each. Exercicio B. Escribiendo sobre los Fuentes Relacionados Direcciones: Escribe un párrafo para responder a la Gran Pregunta de abajo. Asegura de incluir en tu respuesta los detalles de los documentos en las páginas previas para justificar tu respuesta. Repasando tus respuestas a las preguntas previas te ayudará responder bien a la Gran Pregunta. The Big Question: Of the three primary motivations for European exploration, which do you think was the most important, the second most important, and the least important? Explain your reasons for each. La Gran Pregunta: De los tres motivos primarios para la exploración europea, ¿cuál crees que es el más importante, el segundo más importante, y el menos importante? Explica tus razones para cada uno. European Explorers SHIPS TAH project Page 8 of 14 European Explorers SHIPS TAH project Page 9 of 14 Teaching Guide European Explorers: Why They Came to the Americas It is to be noted that this lesson is meant to be the first in a developmental sequence that teaches young, fifth grade, students how to use and answer Document Based Questions. For our purposes, it is assumed that students have had no previous experience with DBQs, so these are “baby steps”. DAY 1 Hook: As a preview activity, have students respond to the following prompt in their Interactive Student Notebooks: Draw and label three things that an astronaut might find on another planet. Have an anticipatory discussion about what motives astronomers and the American Government would have for them to explore a new planet. You might use some of these guiding questions. What might explorers find on a new planet? Possible answers: New minerals, new beings, a new land for human occupancy. How could these things benefit the astronaut personally and/or the country he/she comes from? Possible answers: Fame, glory, and riches for the astronaut; improvements in science and technology. Would America and Americans want to lay claim to this new planet? Why? Possible answer: To keep the resources for ourselves so that we might become more powerful. The teacher should try to draw from the responses that owning land and resources is power. What would we do on the new planet that might show others that we arrived there first and have a claim to it. Possible answer: Leave our flag or another symbol of our country there. What if we came across other intelligent beings on the planet? How should they be treated? Should we try to make them more like us? In what ways would it be more advantageous to us to have other beings “act” more like us? Possible answer: Answers will vary. Teacher should try to draw from students that people who act similarly to each other, have the same culture, same religion, and the same value system have a better chance of getting along and understanding each other. European Explorers SHIPS TAH project Page 10 of 14 Background Knowledge Make sure the students have a background knowledge of what was going on in Europe during the AGE OF EXPLORATION. Teacher should bring out key points on the following topics: 1. Marco Polo/ European trade with the East - Europeans had desire for silk and spices from Far East - Land caravans were rife with dangers 2. Prince Henry the Navigator - 1488 established school for mariners - Developed the caravel, ship that could travel with the wind and against 3. European conflicts in the 1400s - Spain launched a successful campaign to rid themselves of Muslim control - Treasuries needed to be replenished 4. Emerging navigational technology - Development of the compass to determine direction when neither the coastline nor sun was available. - Astrolabe and quadrant also used to find location when far from visible land DAY 2 Line: Exercise A: Analyzing Sources As a whole-class activity, guide students through an analysis of each of the documents. Elicit student ideas and model writing responses to the corresponding scaffolding questions. DAY 3 Sinker: Exercise B: Writing About Related Sources Have the students write the answer to the DBQ Big Question independently. Remind students to look back and gather the information for their answer from the scaffolding questions. Tell them it is important to organize thoughts, give details and examples, and to be thorough. In groups of 3 or 4 have students share their DBQ’s Have a discussion of those items that students saw in each others’ answers that they found to be of high quality European Explorers SHIPS TAH project Page 11 of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uropean Explorers SHIPS TAH project Page 12 of 14 Answer Key Exercise A: Analyzing Sources 1. Considering the materials from which these artifacts are made, why would Europeans be interested in these items? items seem to be made of silver and gold, offering potential riches 2. Why did Columbus and Cartier display symbols of their countries as they landed in the New World? to show pride in their country, to claim land for their country, for fame and glory 3A. What do the two artifacts above have in common? What do they tell you about the beliefs of European explorers who carried these items to the New World? both are related to Christianity; Christian faith must have been important to explorers 3B. Who was Columbus determined to see in “India,” and what did he want to do with them? He wanted to see princes and people of India; he wanted to convert them to his faith (Christianity) 3C. According to Coronado’s Report, what was the purpose of his coming to North America? To make sure that Indians in the area became Christians 3. Using documents 3A, 3B, 3C, and the answers above, what was the third primary motive for European exploration of the New World? To convert the Indians to Christianity European Explorers SHIPS TAH project Page 13 of 14 Exercise B: Writing About Related Sources The Big Question: Of the three primary motivations for European exploration, which do you think was the most important, the second most important, and the least important? Explain your reasons for each. Answers will vary, but should include: Gold: increasing wealth of the explorer and his country; fund potential future explorations; (new information could include replenishing treasuries depleted by recent wars) Glory: explorers’ quest for fame; claiming of foreign lands; national pride (new information could include details about specific explorers’ lives and accomplishments) God: importance of Christianity to European nations and to explorers individually; intent to convert Indians (new information could include Biblical references to evangelism; Spanish conquest of the Moors, etc.) European Explorers SHIPS TAH project Page 14 of 14