European Explorers: Why They Came to the Americas English and

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?
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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?
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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?
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“. . . 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?
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“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?
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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?
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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.
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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.
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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
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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
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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.)
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