Why Explore the Unknown?

Overview

In the first lesson of the eight-part unit Mapping the Age of Exploration, students use an opening excerpt from Pedro’s Journal to imagine the excitement and uncertainty of leaving home. They learn that explorers and sponsoring countries were often motivated by three goals—Gold, God, and Glory—and use evidence to form and support an opinion about joining Columbus’s voyage.

Learning intentions

Students will be able to:

• Identify and explain the motivations of Gold, God, and Glory.
• Use details from a historical journal excerpt to discuss an idea.
• State an opinion about joining Columbus’s voyage.
• Support an opinion with a reason and evidence.

Success criteria

• I can name Gold, God, and Glory.
• I can explain what each motivation means.
• I can share my ideas and build on a partner’s thinking.
• I can support my opinion with a reason from the text or lesson.

Curriculum links

• Opinion writing: introduce a topic, state an opinion, and group related ideas.
• Opinion writing: support a point of view with reasons and information.
• Collaborative discussions: prepare, draw on studied material, and build on others’ ideas.
• Organized speaking: report ideas clearly using relevant details.

Lesson structure (30 minutes)

1. 0–4 min · Hook and prediction. Open with the opening question and stormy voyage image and ask, “Would you leave your home to sail into an unknown ocean?” Students silently choose yes, no, or unsure, then briefly explain their choice to a partner. Avoid confirming whether the voyage is “good” or “bad”; invite curiosity about what might make someone take such a risk.

2. 4–10 min · Journal read-aloud. Display the Pedro’s Journal excerpt and provide the journal evidence and motivations sheet. Read a short, accessible excerpt aloud twice, or play the recorded reading if available. Students follow the text, noting or drawing one detail that shows excitement and one that shows uncertainty. Pause to clarify unfamiliar words and ask, “What does Pedro know? What is still unknown?”

3. 10–16 min · Teach Gold, God, and Glory. Use the three-part Gold, God, and Glory chart to introduce the motivations. Explain Gold as wealth, valuable goods, and new trade opportunities; God as spreading Christianity; and Glory as fame, achievement, and power for explorers and countries. Students add a brief definition or picture cue for each term on the worksheet. Check understanding by giving a quick example and having students identify the motivation with fingers 1, 2, or 3.

4. 16–22 min · Partner discussion. Show the discussion prompt and sentence stems: “Would you join Columbus’s voyage? Why or why not?” Partners take turns speaking and listening. Require each student to use one detail from Pedro’s Journal or the three motivations. Encourage responses such as, “I agree with ___ because…” and “I would add…” Circulate, listen for accurate explanations, and invite two or three pairs to share contrasting opinions.

5. 22–27 min · Evidence-based response. Students complete the opinion section of the journal evidence and motivations sheet independently. They write or dictate whether they would join the voyage, give one reason, and include evidence from the excerpt or a motivation. Students who need more time may rehearse their response orally with a partner before writing.

6. 27–30 min · Exit ticket and recap. Display the recap and exit-ticket prompt. Students answer: “Would you join Columbus’s voyage? State your opinion, give one reason, and name one motivation that might have encouraged explorers or countries to go.” Collect responses as students leave. Close by emphasizing that people can have more than one motivation and that historians use evidence to understand choices.

Resources

• the complete introduction, teaching, discussion, and recap slide deck
• the journal evidence and motivations sheet
• Short excerpt from Pedro’s Journal
• Teacher read-aloud, audiobook, or recorded text
• Projector or interactive display
• Pencils and highlighters
• Board or chart paper
• Optional picture cues for Gold, God, and Glory

Assessment

• During the read-aloud, check whether students can identify details showing excitement or uncertainty.
• During partner talk, listen for accurate use of Gold, God, and Glory and whether students respond to or build on a partner’s idea.
• Use the written exit ticket to assess whether each student names a motivation and supports an opinion with a reason or relevant evidence.

Differentiation

• Support: Provide sentence frames such as “I would/would not join because ___” and “This detail shows ___.” Allow students to draw, dictate, or give an oral response before writing.
• Dyslexia-friendly access: Use a short excerpt in a clear, readable font with generous spacing; provide teacher read-aloud, audiobook, or recorded text; avoid requiring students to read aloud unexpectedly; and use the visual three-part chart throughout.
• EAL and diverse learners: Pair students strategically, preteach voyage, unknown, motivation, and trade, and provide picture cues and gestures for each motivation. Accept brief oral explanations while continuing to model complete sentences.
• Extension: Students rank Gold, God, and Glory from most to least important for explorers and defend their ranking with at least two details from the journal or lesson.