L3+McAfee,+Kristen

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Mrs. Tripp** Topic:** Age of Exploration: Explorers
 * Date of Lesson:**
 * Grade Level:** **7

__**Objectives**__

 * Student will understand that** the Europeans were inspired to explore and settle the Americas due, in part, to late Medieval encounters and ideas of the early Renaissance and that only some of the European countries were involved in exploration and/or settlement of the Americas
 * Student will know** how to compare and contrast the motivations and situations of European explorers.
 * Student will be able to** compare and contrast the motivations of each European explorer/ruler who conducted voyages of exploration

__**Maine Learning Results Alignment**__
//Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//


 * Rationale:** Students will be able to understand the different motivations of each prominent explorer and ruler involved in the Age of Discovery, which, in turn, will help them understand motivations and how to compare and contrast different aspects of history.

__**Assessment**__
Students will use venn diagram charts to document what they're learning and their understanding about the motivations of European rulers and explorers. These diagrams will be collected and reviewed by the teacher. Students will be asked to blog about their understanding of the role plays they viewed in class. The students will also take a quiz.
 * Formative (Assessment for Learning)**

Quiz #1: The first quiz will be over lessons 1, 2 & 3 and will assess the students' knowledge of the influences European nations had on each other which made exploration possible: What tools did they have and where did they come from? What kind of ships did they have and how were these more seaworthy? What kind of maps did they have and who from? Students will also be expected to know the motivations of each of the European nations to send explorers to investigate new waters/lands. Who wanted to expand their nation? Who wanted to find a trade route to the Indies? Who wanted riches? Who wanted to spread the word of God? Lastly students will need to know the effects of exploration on the European countries/explorers/rulers and the rest of the world. Columbus discovered America - how did that effect Spain? How did it effect other European nations? How did it effect people's vision of the world?


 * Summative (Assessment of Learning)**

[|Interactive Map (Google Earth)] (50pts) Each student will create a [|Google Earth tour] and record the information about the different explorers from the Age of Discovery. Create a pin for each explorer, tell where they were from, for whom they were sailing, where they went and why they went. You are required to one explorer from each European country. **Spain**: Christopher Columbus, Ferdiand Magellan, Hernan Cortes, Francisco Pizzaro & Hernando Desoto**.** **France:** Jaques Cartier, Giovanni da Verranzano & Samuel de Champlain**.** **England:** Sir Franscis Drake & John Cabot**. Portugal:** Prince Henry the Navigator, Bartolomeu Dias, Pedro Cabral & Vasco Da Gama. This will be your assessment over lesson #3.

__**Integration**__
Technology: Students will be using their laptops to research different explorers. They will also be using Google Earth to create a tour about the different explorers from European countries. Theater: Students will have to take on the role of their assigned explorer and act as if they are proposing the voyage they plan to take to the ruler of the country for which they wish to sail. Speech/English: Students will have to take on the role of their assigned explorer which will require them to speak convincingly as their character. Students will need to project their voice and speak clearly so other students can understand them. Students will also have to create a guided Google Earth tour about the explorers. In this tour they must speak clearly and at a moderate pace for the audience to understand.

__Groupings__
Students will break up into five groups. England, France, Spain (there will be 2 groups for Spain since they have so many explorers) & Portugal. The countries will be written on the board and the students assigned to each group will be written under them. There will be five groups of desks and there will be a piece of paper at each desk group that has either England, France, Spain 1, Spain 2, or Portugal written on it. The venn diagrams will also be at the group area. The students will go to their assigned places. They will also find the names of explorers who were interested in exploring during the Age of Discovery. They will be asked to follow the links next to the names of their explorers and they will have to research them. The group will then have to come up with a short skit that they can share with the rest of the class which includes the ruler(s) and explorer(s) from their country. All students in the group will have to participate and there might not be enough explorers or rulers to fit all group members so the groups need to be creative. Do you have a court jester? People from the town? The spouse of the ruler?

__**Differentiated Instruction**__
__Logic__: comparing & contrasting __Interpersonal__: role playing and group work __Intrapersonal__: creating the product map on your own. __Spatial__: use of the graphic organizer and any pictures included in information packets as well as creating the interactive map. __Kinesthetic__: role playing __Linguistic__: discussion, writing on venn diagram, writing the information into the interactive map
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations Absent: An absent student will have to check the class blog for their missed graphic organizer. The skits from class groups will be video taped and posted to the blog as well and the student must watch it and fill out the graphic organizer to help them. This must be done within 24 hours of returning to school. The student must see Mrs. Tripp for other arrangements.
 * Modifications/Accommodations**

Students will be using Google Earth to create a guided tour about the prominent explorers from each European nation. This is type II technology which will aid students in communicating their knowledge through spatial (map) and verbal means (podcast/audio tour). This map can also be manipulated and the viewer will be able to feel as though he or she is sailing over the ocean which also provides a kinesthetic aspect to the technology as well.
 * Extensions**

__**Materials, Resources and Technology**__

 * Student activity sheet
 * Venn diagrams
 * Student laptops
 * Video camera
 * Quiz

__Source for Lesson Plan and Research__
SPAIN http://library.thinkquest.org/J002678F/columbus.htm - Christopher Columbus was motivated to sail from a young age and was interested in the writings of Marco Polo. He felt that he could find a route to the Indies by going across the “Sea of Darkness”. He proposed sailing for Portugal however he was never provided the opportunity because they thought he would fail. He gave up and proposed sailing for Spain and after asking a few times he was granted his wish.
 * Christopher Columbus**


 * Ferdiand Magellan** http://library.thinkquest.org/J002678F/magellan.htm - Ferdinand Magellan was motivated to sail from a young age because he was introduced to stories about explorers and sailing at a young age. He wanted to find a trade route to the Indies. Portugal didn't want him to sail for them, they were uninterested, they already had found their route. He proposed his idea to Spain and they were still intent on finding a route to the Spice Islands so they took him up on his offer. He really had to push hard to sail, however, because many sailors did not want to sail with him because he was Portuguese. This turned his voyage from a goal for the Spice Islands into a personal goal to be accepted by the Spanish crew members. He discovered the Straight of Magellan around the southern tip of South America.


 * Hernan Cortes** http://library.thinkquest.org/J002678F/cortez.htm - Cortes was motivated to sail because he was asked by Spain to go to the West Indies and conquer Cuba. Cortes was later asked to start a colony in the newly discovered Mexico. He was motivated to start this colony, however many Native Americans stood in his way. He and his men attacked the Native Americans. The Native Americans outnumbered Cortes and his men 300 to 1 but they were easily overtaken.


 * Francisco Pizzaro** http://library.thinkquest.org/J002678F/pizarro.htm - Pizzaro grew up living with his mother and her family which was quite poor. His father was a royal captain in the army. When he arrived in Hispaniola, in the New World, he stayed with his father. Pizzaro was asked to go on an expedition to explore the new lands of the Carribbean. He also helped to discover Peru and found evidence of gold. When he returned to Spain and informed the Spanish crown, they declared him governor of Peru and he went on to conquer the Incas and pilliaged their villages for their gold.


 * Hernando Desoto** http://library.thinkquest.org/J002678F/de_soto.htm - Desoto was excited about going to North America even as a young child because he heard all the stories about lands that contained gold and silver. There were rumors of "The Seven Cities of Cibola" which held much wealth. He was hired by Pizzaro to help conquer the Inca. This allowed him to travel to the Americas and get closer to his goal for gold! He was appointed governor of Cuba and with this appointment he was also able to explore and pillage the Cuban land as well as the land in the southernmost North America. He searched the North American south for much of the rest of his life searching for the fabled cities and all their gold!

FRANCE
 * Jaques Cartier** http://library.thinkquest.org/J002678F/jacques_cartier.htm - Cartier studied navigation and was much respected in the profession. He was chartered by the French to look for the Northwest Passage to the Indies. He was motivated to prove himself as a navigator as well as to find the Indies for his country. He came back to France having named the land as French land and inspired many others to join him on his next expedition. He wanted other people to see what he had found! On his second voyage he took Native American prisoners in hopes that they could tell him where to find a specific gold mine. He was apparently, also motivated to find gold. He never found his passage way but his expeditions helped to give France a foothold in the New World.


 * Giovanni da Verranzano** http://www.u-s-history.com/pages/h534.html - He was motivated to explore partially because of French rivalry with Spain for land and riches. He wanted to help find the Northwest Passage to Asia. He was also very active in maritime affairs and therefore wanted to prove himself as a mariner. He explored the coast of North America and sailed into the Hudson River, thinking it as a passage to Asia. Unfortunately, though he wanted to prove himself he was thought of as a failure as he did not find the location he was looking for.


 * Samuel de Champlain** http://library.thinkquest.org/4034/champlain.html - Champlain learned how to be a great navigator like his father. He was also a great map maker and drew very accurate maps of the places he visited. On his first voyage to the New World he was on a fur trading expedition. On his second voyage he was motivated to find a place for the French people to make a permanent settlement. He established a trading post in present day Quebec where people could trade for furs with the natives.

ENGLAND
 * John Cabot** http://www.heritage.nf.ca/exploration/cabot.html - Cabot was motivated to become an expect merchant like his father. Being a merchant meant that he traded goods for profit or different goods that were considered to be more valuable. He was very interested in the spice trade. He wanted to find a trade route to the Indies. Neither Portugal or Spain wanted him to sail for them, they had found their trade routes. He proposed his voyage to England and they accepted.


 * Francis Drake** http://library.thinkquest.org/J002678F/sir_francis_drake.htm - Was a great navigator and was contracted by England to be on a trading and slaving ship. He was captain of this ship and off the Coast of the Spanish colonies in the New World most of the crew was lost but Drake escaped. After this he sought revenge on the Spaniards, found their weakness and stole their supplies and riches in Panama. He was rich and England funded his voyage around the world through the straight of Magellan and back around. He then came back to decimate the Spanish Armada and claim victory for England.

PORTUGAL
 * Vasco Da gama** http://library.thinkquest.org/4034/dagama.html - He was chosen by the court to lead an expedition to India and follow the route discovered by Bartolomeu Dias. Da gama was motivated to complete the route as Dias had not gotten all the way to India but just around the tip of Africa. The Portuguse were the front runners in discovering a water route to India so they could trade spices and other riches from the Indies.


 * Bartolomeu Dias** http://library.thinkquest.org/C001692/english/index.php3?subject=explorers/database/show&id=9 - His goal was to aid Portugal in finding a trade route to the Indies. He was able to aid in this by finding the route around the Southern Tip of Africa which allowed later explorers like Vasco Da Gama to succeed in finding the trade route to the Indies. This route was essential to the success of Europe and that was his main motivation for his adventure.


 * Prince Henry the Navigator** http://library.thinkquest.org/J002678F/prince_henry_the_navigator.htm - He was not actually an explorer himself however he funded the establishment of a school for the study of navigation, mapmaking and shipbuilding. His goal was to find the new route to the Indies to become well established in the spice trade. He encouraged sailors to push the limits into unknown areas, further down the coast of Africa. The voyages he paid for helped to launch Portugal to the front of the race for the water route to the Indies.


 * Pedro Cabral** http://www.socialstudiesforkids.com/articles/worldhistory/pedroalvarescabral1.htm - Da Gama returned from his voyage to the Indies and around the Cape of Good Hope and Pedro Cabral was sent to do the same thing. The King wanted it done again! Da Gama suggested that the King send Cabral. Cabral and his crew were thrown off course due to the water currents and found themselves on the coast of South America. There Cabral decided to claim the area of modern day Brazil for Portugal to give Portugal a claim in the New World as Spain had claimed it for themselves.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Microscope: Students will be researching and analyzing explorers to understand their motivations. They will discuss with their group members how to organize their role play. These students will have full control over their map project.
 * Beach Ball:** Students will be role playing which gives these students flexibility to decide how to describe/become this character. They also are able to move a lot during the role play activity.
 * Clipboard:** Students are given a graphic organizer and are provided with a list of explorers and links which helps them to organize the information they receive.
 * Puppy:** Puppies can help their group members organize the role playing and are able to keep in their comfort zone during the role playing activity. Students will be encouraged to be supportive and respectful of their group members.

Rationale:** Students will be able to identify the motivations of each of different European explorers involved in the Age of Exploration. Additionally the will be able to tell who the explorers were, which country they explored for and where they went. The following explorers will be known by the students by the end of the lesson: Christopher Columbus, Ferdiand Magellan, Hernan Cortes, Francisco Pizzaro, Hernando Desoto, Jaques Cartier, Giovanni da Verranzano, Samuel de Champlain, John Cabot, Francis Drake, Vasco De gama, Prince Henry the Navigato & Pedro Cabral. //Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Students will use their computers to research the explorers and their motivations. Students will also be using Google Earth to create a virtual map tour to show which explorers went where and for whom. In this virtual map they will be able to tell about the explorers motivations as well as their travels. __Logic__: comparing & contrasting __Interpersonal__: role playing and group work __Intrapersonal__: creating the product map on your own. __Spatial__: use of the graphic organizer and any pictures included in information packets as well as creating the interactive map. __Kinesthetic__: role playing __Linguistic__: discussion, writing on venn diagram, writing the information into the interactive map
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will use venn diagram charts to document what they're learning and their understanding about the motivations of European rulers and explorers. These diagrams will be collected and reviewed by the teacher. Students will be asked to blog about their understanding of the role plays they viewed in class. The students will also take a quiz.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Quiz #1: The first quiz will be over lessons 1, 2 & 3 and will assess the students' knowledge of the influences European nations had on each other which made exploration possible: What tools did they have and where did they come from? What kind of ships did they have and how were these more seaworthy? What kind of maps did they have and who from? Students will also be expected to know the motivations of each of the European nations to send explorers to investigate new waters/lands. Who wanted to expand their nation? Who wanted to find a trade route to the Indies? Who wanted riches? Who wanted to spread the word of God? Lastly students will need to know the effects of exploration on the European countries/explorers/rulers and the rest of the world. Columbus discovered America - how did that effect Spain? How did it effect other European nations? How did it effect people's vision of the world?


 * Summative (Assessment of Learning)**

[|Interactive Map (Google Earth)] (50pts) Each student will create a [|Google Earth tour] and record the information about the different explorers from the Age of Discovery. Create a pin for each explorer, tell where they were from, for whom they were sailing, where they went and why they went. You are required to one explorer from each European country. **Spain**: Christopher Columbus, Ferdiand Magellan, Hernan Cortes, Francisco Pizzaro & Hernando Desoto**.** **France:** Jaques Cartier, Giovanni da Verranzano & Samuel de Champlain**.** **England:** Sir Franscis Drake & John Cabot**. Portugal:** Prince Henry the Navigator, Bartolomeu Dias, Pedro Cabral & Vasco Da Gama. This will be your assessment over lesson #3.

__Teaching and Learning Sequence__
Agenda The classroom seating will be arranged in five groups, one group for each country except for Spain which will have two groups. Students will find their name on the board which indicates which table group they will sit at.

Day 1 Assignment: You have had a chance to research some of your country's explorers. Use Google Earth to locate where they sailed from and where they went. This will help you to get ahead on your final assignment. If you can, work on your role play with your group members. At least 1 group will go next class!
 * Students enter and sit with their table groups. (5 minutes)
 * Class discussion about personal motivations - tie in to explorer motivations (20 minutes)
 * Students are given instruction about the graphic organizer and links they are to follow (5 minutes)
 * Students research their explorers and rulers (20 minutes)
 * discuss with their groups how they want to create their role play (15 minutes )
 * Students are told about their final assignment for the lesson and are instructed about Google Earth. The students are allowed to play around with it and ask questions for the rest of the class period. (15 minutes)

Day 2 Assignment: If your group has not gone you are to work on your role play with your group. You will go next class period. Add what information you know to your Google Earth project. Write a blog about the role play performed today in class - who were the explorers and what were their motivations for exploration? How did the performing group portray this?
 * Students enter and sit with their table groups and they are reminded of the role playing task (10 minutes)
 * Students work on their role play (40 minutes)
 * Teacher prepares students for role play activity (12 minutes)
 * 1st group performs role play other groups record information on graphic organizers (10 minutes)
 * Classmates ask questions about the explorers (8 minutes)

Day 3 Assignment: Work on Google Earth project - you'll be able to view the video of your class performances on the blog to help you remember who went where and from where. Also, view venn diagrams from other groups on the class blog. These will help you with your final project for this lesson. Blog about the class role plays - who were the explorers and what were their motivations for exploration? How did the performing group portray this?
 * Students enter and are reminded about quiz next class (8 minutes)
 * 2nd group performs role play other groups record information on graphic organizers (10 minutes)
 * Classmates ask questions about the explorers (8 minutes)
 * 3rd group performs role play other groups record information on graphic organizers (10 minutes)
 * classmates ask questions about the explorers (8 minutes)
 * 4th group performs role play other groups record information on graphic organizers (10 minutes)
 * classmates ask questions about the explorers (8 minutes)
 * 5th group performs role play other groups record information on graphic organizers (10 minutes)
 * Classmates ask questions about the explorers & teacher collects graphic organizers (8 minutes)

Day 4 Assignment: Work on Google earth project
 * Students enter and sit with their table groups (5 minutes)
 * Teacher gives feedback about role plays (10 minutes)
 * Teacher returns graphic organizers and conducts lecture and discussion about the explorers and rulers portrayed in the role plays (30 minutes)
 * Students are reminded about quiz - quick review (15 minutes)
 * Students work on Google Earth products (20 minutes)

Day 5
 * Students enter and sit (5 minutes)
 * Teacher gives a little refresher lecture before the quiz (15 minutes)
 * Quiz (35 minutes)
 * Students post links to their Google Earth project on the class blog (10 minutes)
 * Students evaluate themselves on their blogs - how did they do with their project and how well do they think they understand explorers/rulers and their motivations (15 minutes)

Students will understand that the Europeans were inspired to explore and settle the Americas due, in part, to late Medieval encounters and ideas of the early Renaissance and that only some of the European countries were involved in exploration and/or settlement of the Americas. Students will need to know how to compare and contrast motivations and situations as they will need this skill to make tough decisions in life. The choices aren't always clear and students need to learn how to weigh the issues. //MLR// Students must understand major eras, major enduring themes and historic influences in the history of Maine, the United States and various regions of the world. You will be graded on your knowledge of the European reasons of exploration. Students will enter the first day and the teacher will ask them what they want to do the next weekend or ever break. The students will list off different things they want to do. If there are any students who have things they want to do in common the teacher will ask them why they want to do these things. Students have different motivations. People have different motivations. What are the motivations the explorers had to explore? These motivations are not always the same as the motivations each country wanted to conduct voyages of exploration. Some explorers wanted to proove themselves, or gain recognition for their country, some of them were curious and stubborn. We have different reasons for doing the same things. **Where Why What Hook** **Tailors:** Verbal, interpersonal, intrapersonal

Students will research their explorers by following the links they have been provided by the teacher. The students will also be provided with venn diagrams that will help them to compare and contrast the explorers motivations with that of the host country's motivations for exploration. While students are reading, the teacher will be going around and talking to groups about their explorers. Students will then discuss the explorers with their group members and plan their role play. **Equip Explore Tailors** Verbal, intrapersonal, spatial, interpersonal

Students will discuss the explorers with their group members and talk about the different motivations they have read about. Students will find that the explorers may have had the same goal but different reasons for doing so. Students will also find that explorers had different motivations to explore than did their host or home country. Students will assign group members to act, write, or narrate the role play activity. While the students are talking about the role play the teacher will go around and answer student questions or listen to observations made by students. The teacher will also ask students to share their role play ideas and scripts to make sure that there are no offensive remarks or stereotypes included. Students will perform their role plays and teach the students in the rest of the class about their explorers. Students who are not performing will take notes on the motivations of the other group's explorers. This will help them compare and contrast the different motivations of the explorers from different nations. Following each role play the performing group will take questions and either the group or teacher will help to answer questions to the class. After all role plays have been completed the teacher will follow up with a lecture and class discussion about explorers and their motivations. Students, through discussion can solidify their ideas about explorers motivations. All groups will be asked to publish a copy of their group's venn diagram to share with the rest of the class. Students will be asked to examine these for homework. **Experience, Rethink, Revise, Refine, Tailors** Verbal, interpersonal, spatial, logical, kinesthetic

Students will self assess by writing a blog entry at the end of the lesson to explain how well they think they understand the explorers and their motivations. In the same entry they will also be asked to write about how they think their Google Earth project turned out. For their final product for the lesson students will turn in a Google Earth tour which will allow them to verbally describe where explorers came from, where they went and why they were motivated to go. **Evaluate, Tailors** verbal, intrapersonal, spatial, kinesthetic, logical


 * Content Notes**

SPAIN [] - Christopher Columbus was motivated to sail from a young age and was interested in the writings of Marco Polo. He felt that he could find a route to the Indies by going across the “Sea of Darkness”. He proposed sailing for Portugal however he was never provided the opportunity because they thought he would fail. He gave up and proposed sailing for Spain and after asking a few times he was granted his wish.
 * Christopher Columbus**


 * Ferdiand Magellan** [] - Ferdinand Magellan was motivated to sail from a young age because he was introduced to stories about explorers and sailing at a young age. He wanted to find a trade route to the Indies. Portugal didn't want him to sail for them, they were uninterested, they already had found their route. He proposed his idea to Spain and they were still intent on finding a route to the Spice Islands so they took him up on his offer. He really had to push hard to sail, however, because many sailors did not want to sail with him because he was Portuguese. This turned his voyage from a goal for the Spice Islands into a personal goal to be accepted by the Spanish crew members. He discovered the Straight of Magellan around the southern tip of South America.


 * Hernan Cortes** [] - Cortes was motivated to sail because he was asked by Spain to go to the West Indies and conquer Cuba. Cortes was later asked to start a colony in the newly discovered Mexico. He was motivated to start this colony, however many Native Americans stood in his way. He and his men attacked the Native Americans. The Native Americans outnumbered Cortes and his men 300 to 1 but they were easily overtaken.


 * Francisco Pizzaro** [] - Pizzaro grew up living with his mother and her family which was quite poor. His father was a royal captain in the army. When he arrived in Hispaniola, in the New World, he stayed with his father. Pizzaro was asked to go on an expedition to explore the new lands of the Carribbean. He also helped to discover Peru and found evidence of gold. When he returned to Spain and informed the Spanish crown, they declared him governor of Peru and he went on to conquer the Incas and pilliaged their villages for their gold.


 * Hernando Desoto** [] - Desoto was excited about going to North America even as a young child because he heard all the stories about lands that contained gold and silver. There were rumors of "The Seven Cities of Cibola" which held much wealth. He was hired by Pizzaro to help conquer the Inca. This allowed him to travel to the Americas and get closer to his goal for gold! He was appointed governor of Cuba and with this appointment he was also able to explore and pillage the Cuban land as well as the land in the southernmost North America. He searched the North American south for much of the rest of his life searching for the fabled cities and all their gold!

FRANCE
 * Jaques Cartier** [] - Cartier studied navigation and was much respected in the profession. He was chartered by the French to look for the Northwest Passage to the Indies. He was motivated to prove himself as a navigator as well as to find the Indies for his country. He came back to France having named the land as French land and inspired many others to join him on his next expedition. He wanted other people to see what he had found! On his second voyage he took Native American prisoners in hopes that they could tell him where to find a specific gold mine. He was apparently, also motivated to find gold. He never found his passage way but his expeditions helped to give France a foothold in the New World.


 * Giovanni da Verranzano** [] - He was motivated to explore partially because of French rivalry with Spain for land and riches. He wanted to help find the Northwest Passage to Asia. He was also very active in maritime affairs and therefore wanted to prove himself as a mariner. He explored the coast of North America and sailed into the Hudson River, thinking it as a passage to Asia. Unfortunately, though he wanted to prove himself he was thought of as a failure as he did not find the location he was looking for.


 * Samuel de Champlain** [] - Champlain learned how to be a great navigator like his father. He was also a great map maker and drew very accurate maps of the places he visited. On his first voyage to the New World he was on a fur trading expedition. On his second voyage he was motivated to find a place for the French people to make a permanent settlement. He established a trading post in present day Quebec where people could trade for furs with the natives.

ENGLAND
 * John Cabot** [] - Cabot was motivated to become an expect merchant like his father. Being a merchant meant that he traded goods for profit or different goods that were considered to be more valuable. He was very interested in the spice trade. He wanted to find a trade route to the Indies. Neither Portugal or Spain wanted him to sail for them, they had found their trade routes. He proposed his voyage to England and they accepted.


 * Francis Drake** [] - Was a great navigator and was contracted by England to be on a trading and slaving ship. He was captain of this ship and off the Coast of the Spanish colonies in the New World most of the crew was lost but Drake escaped. After this he sought revenge on the Spaniards, found their weakness and stole their supplies and riches in Panama. He was rich and England funded his voyage around the world through the straight of Magellan and back around. He then came back to decimate the Spanish Armada and claim victory for England.

PORTUGAL
 * Vasco Da gama** [] - He was chosen by the court to lead an expedition to India and follow the route discovered by Bartolomeu Dias. Da gama was motivated to complete the route as Dias had not gotten all the way to India but just around the tip of Africa. The Portuguse were the front runners in discovering a water route to India so they could trade spices and other riches from the Indies.


 * Bartolomeu Dias** [] - His goal was to aid Portugal in finding a trade route to the Indies. He was able to aid in this by finding the route around the Southern Tip of Africa which allowed later explorers like Vasco Da Gama to succeed in finding the trade route to the Indies. This route was essential to the success of Europe and that was his main motivation for his adventure.


 * Prince Henry the Navigator** [] - He was not actually an explorer himself however he funded the establishment of a school for the study of navigation, mapmaking and shipbuilding. His goal was to find the new route to the Indies to become well established in the spice trade. He encouraged sailors to push the limits into unknown areas, further down the coast of Africa. The voyages he paid for helped to launch Portugal to the front of the race for the water route to the Indies.


 * Pedro Cabral** [] - Da Gama returned from his voyage to the Indies and around the Cape of Good Hope and Pedro Cabral was sent to do the same thing. The King wanted it done again! Da Gama suggested that the King send Cabral. Cabral and his crew were thrown off course due to the water currents and found themselves on the coast of South America. There Cabral decided to claim the area of modern day Brazil for Portugal to give Portugal a claim in the New World as Spain had claimed it for themselves.

Venn Diagrams - 4 for each person (attached) Link List, 1 for each group (attached)
 * Handouts**