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School Name

Cibola High School, Yuma, Arizona

Teacher Name

Mr. Shawn Capes

Grade

Ninth

Unit Name

European Exploration and Colonization

Lesson Name

Learning About European Exploration

Lesson Number

Chapter 18 in text

Focus of the Lesson

Students will learn about the lives of European Explorers, the events which led to their voyages of discovery, and the efforts of Juan Bautista de Anza to lead a colonizing expediton into what is now California.

Objectives

Unit Objectives: Students will be able to explain the reasons behind European exploration of the New World.

1. Students will understand the advances in technology which allowed the major European powers to undertake voyages of exploration.
2. Students will understand the major European Explorers and the areas they visited.
3. Students will be able to locate major new world land areas claimed by the major European powers.

 Lesson Objectives

1. Students will be able to explain the reasons behind Spanish Exploration and Colonization.
2. Students will understand the basic structure of Spanish Colonial government.
3. Students will understand the purpose behind the explorations of Juan Bautista de Anza.
4. Students will understand the routes followed and hardships faced by Anza and settlers.
5. Students will be able to explain the influence of religion in Spanish Exploration.

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Projected Time Needed

Three Weeks

Materials/Technology Needed

1. HyperStudsio 3.3 software
2. Computer lab of 18 computers
3. Projection system
4. Web de Anza/Internet access
5. Camera and copy stand
6. Color slides

Use of Web de Anza

Web de Anza will provide a much needed source of research material for sutdents to use. In groups, students will design a presentation using the hypercard/hyperstudio computer software. The presentations will be evaluated by the teacher as to their overall quality based upon set criteria. Each class will have the opportunity to vote by secret ballot as to the one presentation they believe to be the best. All five classes will select one presentation which will be judged by teachers on the freshman block. The best presentation out of the five classes will then be placed on the Web de Anza site.

 

Use of Scholars-Consultants (optional)

Teacher Activities

Students will be prepared for the project by completing textbook activities as well as participating in slide-base lectures. With teacher assistance, in groups of two or three, students will use HyperStudio computer software program to create a computer based multimedia presentation. Teacher directions to students should meet the basic Anza lesson objectives outline above.

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Student Activities

Students need to become familiar with terms and concepts as they are used within the the teaching Unit on European Explorers. Students will use the Web de Anza Internet site as a primary research tool in choosing a topic and planning a presentation. In addition, students need to turn in; 1, background statements outlining the purpose of the project. 2, A completed Story board to literally plan their multimedia project. 3, Grading criteria form for evaluation of student -project. Students need to find information using the Internet generally and specifically using the Web de Anza site. Students will create a Hyperstudio multimedia presentation using information gained from course text, school library, as well as the Internet.

 

Evaluation of Student Learning

Students will be evaluated by both standard testing format with essay as well as group performance on the presentation of their multimedia project.

Evaluation of Lesson 

1. How well were students able to complete their required research.
2. How well did students understand and use technology in their presentations.
3. How well did students demonstrate an understanding of historical terms and concepts in European Exploration.
4. Feedback from students on their view of the lesson.

Content Standards (Note: Links below go to listed National Council for the Social Studies curriculum standard reflected in this lesson ) .

High School Performance Expectations

Culture I- (b)

Time, Continuity, and Change II- (d) (e)

People, Places, and Environment III- (a) (b) (h) (i)

Individual Deveplopment and Identity IV- (a) (h)

Individuals, Groups, and Institutions V- (h)

Power, Authority, and Governance VI- (d)

Global Connections IX- (a) (b)

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Other

Time Line of Week One Introductory Lesson Activities

Day 1: Begin library research on Anza. Students choose an acceptable topic for their multimedia presentation and begin to gather materials. Students should focus on writing text for placement in Hyperstudio screens in the form of note cards which aid in presentation organization. Students begin to locate appropriate images from library books and Internet for their multimedia presentation.

Day 2: Students begin to photograph images to be placed within projects using camera and copy stand provided. Images can be located on Internet. Storyboards should be completed by end of class period.

Day 3: Using Storyboards, students should begin work on HyperStudio portion of project. Students add text to computer screens, identify colors and backgrounds, work with sound, pictures, and interactive screen linkage with navigation buttons.

Day 4: Continue work on Hyperstudio project.

Day 5: Add developed pictures from class "Kodak Picture CD" for individual multimedia projects. Complete Hyperstudio computer portion of project.

 

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