Henry Hudson Lesson Plan: Were His Explorations Successful?
Grade Levels: 3-5, 6-8, 9-12
In this lesson plan which is adaptable for grades 5-12, students use BrainPOP resources to investigate the life, accomplishments, and legacy of English explorer Henry Hudson.
Lesson Plan Common Core State Standards Alignments
Grade: 11-12
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Grade: 11-12
CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Grade: 11-12
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Grade: 05
CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Grade: 05
CCSS.ELA-Literacy.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Grade: 05
CCSS.ELA-Literacy.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade: 06
CCSS.ELA-Literacy.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Grade: 06
CCSS.ELA-Literacy.RI.6.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Grade: 06
CCSS.ELA-Literacy.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Grade: 07
CCSS.ELA-Literacy.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Grade: 07
CCSS.ELA-Literacy.RI.7.6
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Grade: 07
CCSS.ELA-Literacy.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Grade: 08
CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
Grade: 08
CCSS.ELA-Literacy.RI.8.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Grade: 08
CCSS.ELA-Literacy.RI.8.7
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Grade: 09, 10
CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Grade: 09, 10
CCSS.ELA-Literacy.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Grade: 09, 10
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Students will:
- Investigate the life, accomplishments, and legacy of English explorer Henry Hudson.
- Analyze the voyages of Henry Hudson and other explorers to form an evidence-based opinion on how the success of a voyage should be defined.
Materials:
- Computer with internet access and LCD projector
Lesson Procedure:
- Display the essential question on the board: What makes an exploration voyage successful?
- Activate prior knowledge by encouraging students to brainstorm around the essential question. Students may wish to discuss a well-known explorer such as Christopher Columbus, or another explorer you've studied. Does the explorer need to accomplish his or her initial goal in order to be considered successful? How might different groups of people's interpretations of the exploration differ and influence the way they define success? For example, would Queen Isabella of Spain have considered Columbus' exploration successful? What about the native people he encountered? Would Columbus himself view the voyages as a success?
- Introduce Henry Hudson to the class by displaying some of the Related Reading features. Ask students if they have heard of any landmarks or bodies of water named after him.
- Play the Henry Hudson Movie through once with the closed captioning on.
- Ask students what they think happened to Henry Hudson and the crew members who were removed from the ship during the mutiny.
- Display the Primary Source document for the class (click the small quill icon next to the directions.) Explain that this document is the only known account of what happened of the mutiny. Read/discuss the document briefly as a class, or have students work collaboratively to study it and answer the questions on the activity page.
- Display the Review Quiz for the class and talk about students' answers. You may want to divide the class into teams and see which team can answer the most questions correctly.
- Return students to the essential question: what makes an exploration voyage successful? Have students write about their response or use the Make-A-Map tool to explain their answer and use images and clips from the movie as supporting evidence.
- Encourage students to continue refining their response to the essential question throughout your unit of study as they learn about various explorers.
Related:
Filed as:
3-5, 6-8, 9-12, BrainPOP, CCSS.ELA-Literacy.RI.11-12.3, CCSS.ELA-Literacy.RI.11-12.6, CCSS.ELA-Literacy.RI.11-12.7, CCSS.ELA-Literacy.RI.5.3, CCSS.ELA-Literacy.RI.5.6, CCSS.ELA-Literacy.RI.5.7
CCSS.ELA-Literacy.RI.6.3, CCSS.ELA-Literacy.RI.6.6, CCSS.ELA-Literacy.RI.6.7, CCSS.ELA-Literacy.RI.7.3, CCSS.ELA-Literacy.RI.7.6, CCSS.ELA-Literacy.RI.7.7, CCSS.ELA-Literacy.RI.8.3, CCSS.ELA-Literacy.RI.8.6, CCSS.ELA-Literacy.RI.8.7, CCSS.ELA-Literacy.RI.9-10.3, CCSS.ELA-Literacy.RI.9-10.6, CCSS.ELA-Literacy.RI.9-10.7, Christopher Columbus, Henry Hudson, History Lesson, Lesson Plan, Social Studies, Social Studies Lesson Plan, Teachers' Resources