Materials

• Chart “Characteristics of Early Exploration and Settlements in the New World” (Attachment A)
• Overhead projector
• Overhead showing chart on next page
• Outline map of the New World for each student

Instructional Activities

1. Briefly review the previous session’s activity, as needed.
   
   
2. Display the following prompt on the board or overhead:
   
   European exploration and colonization resulted in the redistribution of the world’s population.
   
   Instruct students to explain the statement. Ask them questions such as the following:
   • Where was the majority of the world population located prior to 1500?
   • Where did civilization originate?
   • What was the population of the Americas prior to 1500?
   Encourage students to consider what impact this early redistribution had on the current world situation. Allow about five minutes for discussion about this issue.
   
   
3. Display the following prompt on the board or overhead:
   
   Exploration and colonization initiated worldwide commercial expansion as agricultural products were exchanged between the Americas and Europe.” Instruct students to explain the statement. Ask what products were being exchanged.
   
   
4. Display the following prompt on the board or overhead:
   
   Colonization led to ideas of representative government and religious toleration that over several centuries would inspire similar transformations in other parts of the world.
   
   Ask students to explain the statement. Then ask questions such as the following:
   • What did other countries find attractive about the United States experience?
   • What countries have adopted a similar style of government?
   • Was the United States government unique? Why or why not?
   • What facets of our governmental system might countries find unappealing?
   Explain that the students’ study of United States history throughout the year will answer these questions. During the discussion, turn attention to the British heritage in colonial America (e.g., the Glorious Revolution, the political philosophy of John Locke). Further explain the role of colonial isolation in the rise of self-government (e.g., the difficulty the British encountered in managing the far-away colonies).
   
   
5. Remind students of previous class discussions related to moving to the New World. Instruct students to recall the reasons why the class felt individuals moved to the New World. Guide responses to mention communication delays caused by time for transatlantic crossings and how this necessitated a degree of local autonomy in the colonies. Include a discussion of the length of time necessary for a transatlantic crossing in those days.
   
   
6. Select entries from the following list to provide a brief review of early exploration of the New World. Provide outline maps for students to identify and annotate the location of the selected entries. Remind students that the first humans migrated to North America during the pre-historic period of approximately 23,000–13,000 b.c., and that several theories exist on the route these first “Americans” took.
   
   
   
   NOTE: Information provided in this chart that is not included in the Virginia and United States History curriculum framework will not be assessed on the Virginia and United States History Standards of Learning test.
   
   
7. Place the chart found on Attachment A on the overhead or provide as a handout. Instruct students to use their text or Internet sources to complete the chart. Encourage students to include information on who sponsored exploration and why they did so. Information may include what the British, French, and Spanish monarchies wanted out of these voyages.