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Lesson Plan by Mitchell Zuvela B. Sc., B. Ed.

Pre-Columbian Civilization / European Expansion to 1700

Pixton Lesson Plan on Pre-Columbian Civilization / European Expansion to 1700

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Pixton Lesson Plan on Pre-Columbian Civilization / European Expansion to 1700
Pixton Lesson Plan on Pre-Columbian Civilization / European Expansion to 1700
This free, printable Pixton lesson plan brings world history to life with comics and storyboards.

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Pre-Columbian Civilization / European Expansion to 1700

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Print this Teacher Guide

Teacher Guide

Pre-Columbian Civilization / European Expansion to 1700

Step 1Class discussion with students

Exploration of the New World required careful preparation and planning. Whether it was the Vikings or Spanish Conquistadors, finding the New World was a daunting task that needed strong leaders, sturdy boats, and a little luck. Each student in your class will become a great explorer who is planning a trip to the New World. Use the following directions below to plan this activity.

  • Provide each student with a large piece of paper that is split into two equal sections.
  • In the first section, students will design a sailboat that they will use to explore the New World.
  • In the second section, students will list the required supplies that they will need to survive the long journey across the Atlantic.
  • Ask your students a variety of probing questions. What will you and your shipmates eat / drink? How will you locate the New World while sailing? How will you repair the ship if it is damaged? What happens if someone gets sick or is injured?
  • Show your class pictures of ships from the period ranging from Columbus to the Vikings. Stephen Biesty's books are a great source of visuals.
  • Write a checklist on the board so that students include cannons, masts, anchors, sails, and planks on their ship.
Step 2Pixton comic-making activities
Step 3Concluding discussion with students

Explain the reasons why language, political institutions, and political principles were largely shaped by English colonists, even though other major European nations also explored the New World.

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Pixton Activity: Pre-Columbian Civilization / European Expansion to 1700 1 South American Civilizations

Instructions

Create a Storyboard or Grid comparing the Aztec, Mayan, and Inca societies.

  • Your table should identify the political and economic structures of each society.

See the rubric for grading guidelines

Rubric: South American Civilizations

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Source are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total
Print this Activity

Pixton Activity: Pre-Columbian Civilization / European Expansion to 1700 2 The Great Explorers

Intro

The great explorers of the New World made many great discoveries which helped pave the way to the first settlements in North America. Their contributions were important to the expansion of European influence, and advancements in map making.

Instructions

Create a Timeline that discusses four of the following explorers:

  • Vasco Nuñez de Balboa
  • John and Sebastian Cabot
  • Ferdinand Magellan
  • Jacques Cartier
  • Juan Ponce de Leon
  • Samuel de Champlain
  • Amerigo Vespucci
  • Christopher Columbus
  • Henry Hudson

For each explorer explain:

  • What they sought
  • When they began their journey
  • What they found
  • How their discoveries changed the image of the world, especially the maps used by explorers

Be sure to include:

  • Dates
  • Appropriate illustrations
  • A complete description for each event

See the rubric for grading guidelines.

Rubric: The Great Explorers

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Source are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total
Print this Activity

Pixton Activity: Pre-Columbian Civilization / European Expansion to 1700 3 Life in the New World

Intro

When the first explorers arrived in the New World, they were surprised at the way of life that the Aboriginal populations had. Even though it was primitive, many Aboriginal groups had developed an intricate relationship with nature that was unknown to Europe.

Instructions

Create a T-Chart comparing the way of life between the explorers and aboriginals.

Discuss the differences in:

  • Land ownership
  • Acquisition of goods / resources / materials
  • Religious beliefs

Include an appropriate illustration and a detailed description for each panel.

See the rubric for grading guidelines.

Rubric: Life in the New World

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Source are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total

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