Enhanced Scope and Sequence - Virginia Department of Education ...

Grade 3
Session 3: Christopher Columbus ____________________________________________________
Materials
A picture book/book about Christopher Columbus
A wall map of the world
Student maps to color and write on (1 per student)
A map of the world on a large piece of plastic or clear shower curtain (optional)
Journals and bottles (See # 7 below; 1 of each per student)
Items native to Asia (e.g., pepper, ginger, cinnamon, cloves, silk, and gold)
Copy of the Explorer Knowledge Chart and Answer Sheet (Attachments B and C)
Instructional Activities
1. Display some of the items that were native to Asia, such as spices, silk, gold. Ask students why these items
would be important to people during this early time of exploration.
2. On the world map, locate the continents of Europe and Asia, and ask students what mode of transportation
people of that time used to travel to Asia from Europe. Discuss possible difficulties (e.g., weather, sharks,
hostile natives, sickness, long voyages) as the explorers went to Asia. Identify the main route taken through
the Mediterranean and around Africa. Ask students to look for another possible route.
3. Read a book to students about Christopher Columbus. Explain that Christopher Columbus was an excellent
sailor who had traveled in ships trading items for gold, jewels, and spices. He believed that there was a shorter
way to reach Asia by sailing west. The Queen of Spain, Isabella, agreed to provide Columbus with three ships
and supplies to reach Asia. Using the wall map, locate Spain, and have students label it on their own maps by
coloring it and making a map legend at the bottom.
4. Show students on the map the route Columbus sailed and where he landed on an island near the Bahamas
called San Salvador. He had not known that there was land between Europe and Asia and believed that he had
landed in Asia. He claimed this land for Spain. Have the students label the area of San Salvador on their
individual maps and make a path from Spain to San Salvador. Label this path in the map legend.
5. If you have a large map drawn on a clear shower curtain or large piece of plastic, lay the map on the floor, and
have the students walk the route taken by Columbus.
6. Complete the information necessary on the Explorer Chart (Attachment B), or read over the information
already provided (Attachment C).
7. Have students complete their daily journal writing from the point of view of Columbus or a crew member.
These can be done in class-made journals or written on paper, rolled up, and secured with a rubber band. The
rolled-up journals can be placed in a bottle and saved until the end of the unit.
8. Have students draw pictures of the three ships: Nina, Pinta, Santa Maria.
9. Have a student play the role of Queen Isabella of Spain and one play the role of Columbus. Have them act out
the meeting that may have taken place about his voyage.
2010 History and Social Science Standards of Learning Enhanced Scope and Sequence
Virginia Department of Education 69