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Alternate Activities:
1. Have students create
a want ad from Columbus seeking financial backers for his trip. Ask students
to have their ads explain why Columbus thought the journey was possible.
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This page is meant to be
used by teachers using this unit for teaching United States history. The
textbook to be followed is Call to Freedom copyright 2000 by Holt
Rinehart and Winston. All the following activities can be used with the
Explorers unit. Feel free to add more if you wish.
Alternate Activities:
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| 2. Ask students to imagine
that they have been selected to board a time machine that will take them
back to Spain in the year 1493. Explain that their task is to cover the
story of Christopher Columbus’s voyage of discovery. He and his crew have
just returned from their exploration, and the king and queen are hosting
a welcoming celebration to honor this feat. Allow students to report on
this historic voyage in a way they think will best capture the event at
that time. (Could be done as a newspaper or magazine article, interview
for news report.)
3. Have students create a crossword puzzle using he terms and names. Students should provide descriptions or explanations of the terms and names as clues for the puzzle. When students have finished, have them exchange puzzles, complete them, and return them to their creators for grading. 4. Have students imagine that they are members of Magellan’s crew, attempting to circumnavigate he world. Ask each student to create a log that describes life aboard the ship. Encourage them to write so their logs illustrate both the good times and and the difficult times during the three-year journey. Ask volunteers to share their logs with the class. 5. Have students locate and read accounts of the voyages led by one European explorer. Then ask students to write critiques of the explorers leadership skills. reviews should be based on the accounts of the journey’s. 6. Have students use the library or other resources to research either the Aztec or Inca Empire. Ask students to gather more information about each population, its territory, lifestyle, and contributions to society. Have students make brochures detailing facts about one of those empires. 7. Have students create time lines that highlight significant events covered in this unit. Next to each event on their time lines, have students write a brief description of what occurred. |
Last update: December
26, 2000
Pages created March 2000