Voyages of Columbus

Curriculum Area

Key Stage 3 History – National Curriculum for England

• Theme: The development of Church, state and society in Medieval Britain (1509-1745)
• Focus: The impact of exploration, including Christopher Columbus and his voyages, and their consequences on the indigenous peoples of the Americas

Lesson Objective

By the end of the lesson, students will:

• Understand who Christopher Columbus was and why he is significant.
• Explore the motivations behind his voyages.
• Analyse the impact of his arrival on indigenous peoples.
• Consider different perspectives on Columbus – hero or villain?

SEN Considerations

• Visual Aids: Images, maps, and videos to support comprehension.
• Structured Activities: Step-by-step tasks with clear instructions.
• Multi-Sensory Learning: Incorporate movement, discussion, and creative tasks.
• Scaffolded Language: Support with key vocabulary and sentence starters.
• Extra Time for Processing: Slow pacing with opportunity for reflection.

---

Lesson Breakdown (60 minutes)

1. Starter Activity (10 minutes) – 'Mystery Object'

Method:

• Present an old-fashioned ship model or image of Columbus’ ship.
• Ask: "What do you think this is?" "Who might have used this?"
• Encourage guesses and introduce Christopher Columbus.

SEN Adaptation:

• Provide sentence starters: "I think this is…"
• Use large, clear images with labels.

Expected Outcome:
Students engage curiosity and begin thinking about exploration.

---

2. Introducing Columbus (15 minutes) – 'Fact Detective'

Method:

• Provide students with a simple fact sheet on Columbus.
• Read aloud together, stopping for understanding checks.
• Use bolding and images to highlight key points.
• Short video clip (2–3 mins) on Columbus' journey.

Key Points Covered:

• Columbus was born in 1451.
• He wanted to find a new route to Asia.
• In 1492, he set sail with three ships.
• He landed in the Caribbean, not India as he thought.
• His discovery led to major changes for both Europe and the indigenous people.

SEN Adaptation:

• Highlight key words in colour.
• Provide a simplified summary sheet for support.
• Allow students to use a highlighter to identify important information.

Expected Outcome:
Students understand who Columbus was and why he travelled.

---

3. Interactive Task (15 minutes) – 'Journey to the New World'

Method:

• Role-play activity:
  • Divide class into groups – 'Sailors', 'Indigenous People', 'King and Queen of Spain'.
  • Each group gets a scenario describing their experience.
  • Discuss: What were the emotions and reactions of each group?

Example Prompts:

• Sailors: "We have been sailing for weeks. Will we ever find land?"
• Indigenous People: "Who are these strangers? What do they want?"
• King and Queen: "If Columbus succeeds, we could become very wealthy."

SEN Adaptation:

• Use picture cards to support understanding.
• Simple role descriptions with sentence starters.
• Allow students to act without speaking if needed.

Expected Outcome:
Students empathise with different perspectives on Columbus.

---

4. Class Discussion (10 minutes) – 'Hero or Villain?'

Method:

• Present two viewpoints:
  • Some say Columbus was a brave explorer.
  • Others say he harmed indigenous peoples.
• Ask students to move to one side of the room if they think Columbus was a hero, and the other if they think he was a villain.
• Discuss reasoning in small groups.

SEN Adaptation:

• Provide sentence starters:
  • “I think Columbus was a hero because…”
  • “I think Columbus was a villain because…”
• Use a visual scale (smiley face = hero, sad face = villain).

Expected Outcome:
Students critically evaluate historical narratives and form opinions.

---

5. Plenary (10 minutes) – 'Exit Ticket'

Method:

• Give each student a sticky note.
• Ask: “Write one thing you learned today.”
• Collect and read anonymously to the class.

SEN Adaptation:

• Offer picture-based answers for those who struggle with writing.
• Allow verbal responses if needed.

Expected Outcome:
Students reflect on their learning and consolidate key ideas.

---

Assessment Opportunities

• Observation during role-play (engagement, contribution).
• Class discussion input.
• Exit ticket responses.

Resources Needed

• Picture of Columbus' ships.
• Fact sheet with bold key points.
• Short video clip.
• Role-play prompt cards.
• Sticky notes or mini whiteboards.

---

Extension Activity (For Fast Finishers)

• Research an indigenous perspective: What did the people of the Caribbean think of Columbus' arrival?
• Create a poster or comic strip showing Columbus’ journey in five steps.

Teacher Reflection

• Were students engaged in role-play?
• Did they express opinions in the discussion?
• What misconceptions need addressing next lesson?

---

Final Thought

This lesson plan brings Columbus’ voyages to life through visuals, role-play, and debate, ensuring SEN students remain engaged in a structured yet creative way.