5th Grade

by Marika Forbes

Introduction

You are about to embark on a journey into the unknown, across the great expanse of ocean that is known for its ruthless storms and unpredictable conditions. You do not know what you will find or even if you will survive the journey. You are a skilled navigator and captain, yet even you are wary of the adventure that lies ahead. You are in-charge of a crew of men who trust their lives to you and your ability to keep them safe on these uncharted waters. You are putting all your faith in theories and a hunch. You do not know how long your journey will last or what obstacles you may face along the way. During your voyage you decide to keep a journal hoping that your legend will survive even if your body does not. What will you find? What problems will you face along the way? This and much more you will record in your journal so the importance of your journey will be remembered for years and years to come!

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Task

Your task is to write a journal from the perspective of one of the following European explorers:

• Erik the Red

• Leif Ericsson

• Bartholomeu Diaz

• Christopher Columbus

• Vasco da Gama

• John Cabot

• Amerigo Vespucci

• Vasco Nunez de Balboa

• Ponce de Leon

• Ferdinand Megellan

You will write at least five entries including an introduction, a conclusion and at least three paragraphs indicating three different journal entries.

In your introduction you will explain about your history and what led you to go on your voyage. You will explain what country is hosting your trip, what your reason was for taking such a journey and what you hope to find or accomplish as a result to your journey. This is also where you will explain what route you plan to take to get to your destination.

In your conclusion you will explain what happened as a result of your exploration. What did this explorer do or discover that made him famous? What are some interesting facts about his explorer?

The middle section of your essay will be the journal writing. Using made-up dates that fall in the time period of this explorer's journey, write at least three journal entries. In these journal entries you write as if you were the explorer. You will write about the main problems that you and your crew faced along the way (you can make these up). Keep in mind that these journeys were very rough and the crew often got sick or began to mistrust the captain, thinking they would never reach the place he promised. Put yourself in the boots of a captain and think about what problems you may face.

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Process

Step One: Research the explorer you choose. Remember to answer the following questions in your research:

For the introduction:

• During what time period did my explorer sail?

• What type of boat did my explorer use?

• Who sent my explorer on his journey (who paid for it)?

• Why did my explorer decide to take this trip?

• What was the route my explorer planned to take to get to his destination?

For your supporting details (the journal part of the project):

• What were some of the main problems my explorer faced while sailing?

• What would I have felt in I was in the shoes of this explorer?

• What type of animals or weather might this explorer have encountered during his journey?

• What did my explorer find when he reached his destination?

For your conclusion:

• What did your explorer do or discover that made him famous?

• What are some other interesting facts about this explorer?

• What happened in the end to this explorer?

Step Two: Using your research notes write an outline with ideas for an introduction, conclusion and at least three pieces of supporting details.

Step Three: Once you write your outline and have your teacher check it, start writing your essay. Your supporting details will be written in journal format. Remember, here is where you can be creative and put yourself in your explorers shoes. You will be writing a type of fiction based on historical fact called historical fiction.

Step Four: Exchange your essay with someone who is researching the same explorer. Have them read it over, correct it for spelling, grammar, punctuation and format.

Step Five: Once your rough draft is corrected, write out your final draft making the necessary corrections. Make sure to use your best cursive.

(As an alternative lesson the students may write their final drafts on brown paper tied together with twine to give their final draft an old, tattered look. In my class this option will only be available to those students who finish tasks 1-4 on time.)

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Resources

Erik the Red (981 A.D.)

• http://goofy313g.free.fr/calisota_online/exist/erik.html
• http://www.fva.is/~vinland/english/e_personur/e_eirikur.html

• http://www.collectionscanada.ca/explorateurs/jeunesse/h3-1211-e.html

• http://www.bbc.co.uk/schools/vikings/  A great site to learn more about how Vikings lived

Leif Ericsson (1000 A.D.)

• http://www.viking.no/e/people/leif/index.html

• http://www.bbc.co.uk/history/historic_figures/erikson_leif.shtml

• http://www.mnc.net/norway/ericson.htm

• http://www.mnc.net/norway/LeifErikson.htm

• http://www.viking.no/e/people/leif/e-leiv.htm

Bartholomeu Diaz (1487-1488)

• http://www.sahistory.org.za/pages/people/dias-b.htm

• http://www.d23.org/sullivan/travis/Explorer%20Book/Diaz.htm

• http://www.hexthorpe.doncaster.sch.uk/powerpoints/gurpreet/Bartholomew%20Diaz%20by%20Heather_files/frame.htm

Christopher Columbus (1492)

• http://www.mariner.org//educationalad/ageofex/columbus.php

• http://www.geocities.com/Athens/7012/columbus.html

• http://www.cdli.ca/CITE/excolumbus.htm

• http://www.kidport.com/RefLib/UsaHistory/Columbus/Columbus.htm

Vasco da Gama (1497-1488)

• http://www.mariner.org//educationalad/ageofex/portuguese_exp.php
• http://www.fordham.edu/halsall/mod/1497degama.html
• http://campus.northpark.edu/history/WebChron/WestEurope/DaGama.html
• http://www.enchantedlearning.com/explorers/page/d/dagama.shtml

John Cabot (1497)

• http://www.mariner.org//educationalad/ageofex/cabot.php

• http://www.geocities.com/Athens/7012/cabotjohn.html

• http://www.heritage.nf.ca/exploration/cabot.html

• http://www.heritage.nf.ca/exploration/navigate.html    Navigation methods in John Cabot’s time         

• http://www.cdli.ca/CITE/kiexp.htm

Amerigo Vespucci (1499)

• http://www.studyworld.com/Amerigo_Vespucci.htm
• http://www.esd.k12.ca.us/Matsumoto/TM30/history/Explorers/vesp.html
• http://www.bartleby.com/43/3.html
• http://www.u-s-history.com/pages/h1123.html

Vasco Nunez de Balboa (1513)

• http://coloquio.com/famosos/balboa.html

• http://www.win.tue.nl/~engels/discovery/balboa.html

• http://www.geocities.com/Athens/7012/balboa.html

Ponce de Leon (1513)

• http://www.enchantedlearning.com/explorers/page/d/deleon.shtml
• http://www.socialstudiesforkids.com/articles/worldhistory/juanponcedeleon1.htm
• http://www.aetv.com/class/bioproject/ponce_bio.html

Ferdinand Magellan (1519)

• http://www.mariner.org//educationalad/ageofex/magellan.php#
• http://www.cdli.ca/CITE/exmagellan.htm
• http://www.esd.k12.ca.us/Matsumoto/TM30/history/Explorers/fmag.html

Ships of the Late 1400s

• http://web.calstatela.edu/faculty/eviau/edit557/vespucci/sharron/edit557.htm
• http://www1.minn.net/~keithp/   Navigation

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Evaluation

Using the following grading rubric I will be grading based on inclusion of historical fact, spelling, conventions, and proper journal form

Rubric for Explorer “Journal” Essay                                                                          

4 - Exemplary competency

• Details include: year(s) sailed, reason for sailing, country represented, financed by ___, route taken (include a map), discoveries, reason he is well known (legacy), and other facts.

• Must use the “journal” format, written as if you were the explorer

• Assertion, conclusion and at least three different dates with details of some of the main problems encountered during the journey

• Cover illustration

• 200-500 words

• Strong grammar use

• Strong vocabulary

• Complete details

• Edited punctuation and spelling

• Indentation, penmanship

• Use margins

• Strong topic sentences for each paragraph

• Good organization

• Neatness

• Strong title

3 - Most evidence from #4 * Proficient level of competency

2 - Some evidence from #4 * Basic level of competency

1 - Little of the evidence from #4 * Far below competency       

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Conclusion

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Marika Forbes 2004