Social Studies6-8
Spanish Exploration of the Caribbean for 7th Grade
By Joshua B.
A short social studies assignment for 7th graders that examines Spanish exploration of the Caribbean, from Columbus's 1492 voyage to the motives of gold, god, and glory. It builds reading comprehension, key vocabulary such as monarchs, expedition, and convert, and historical reasoning, and it is designed to be completed in a single class period or as homework.
Customize for your classroom
Teacher Guide & Tips
- Use this as a warm-up or independent assignment at the start of a unit on European exploration, or as a closing task after a whole-class lesson on the Columbian Exchange.
- Discussion question: Why did Ferdinand and Isabella choose to fund Columbus's voyage just after the war against the Moors ended, and what does that timing suggest about their priorities?
- Scaffold for struggling readers: Have students complete the Key Terms section first, then read one paragraph at a time, pausing to underline a sentence that explains a motive for exploration.
- Extension for advanced students: Ask them to compare the 'Three G's' (gold, god, glory) with the motives of a modern-day expedition or mission, and write a short paragraph arguing which motive was most powerful.
- Estimated time: About 30 to 40 minutes, including reading, vocabulary review, and written responses.
Social Studies6-8
Spanish Exploration of the Caribbean for 7th Grade
By Joshua B.
A short social studies assignment for 7th graders that examines Spanish exploration of the Caribbean, from Columbus's 1492 voyage to the motives of gold, god, and glory. It builds reading comprehension, key vocabulary such as monarchs, expedition, and convert, and historical reasoning, and it is designed to be completed in a single class period or as homework.
Customize for your classroom
Teacher Guide & Tips
- Use this as a warm-up or independent assignment at the start of a unit on European exploration, or as a closing task after a whole-class lesson on the Columbian Exchange.
- Discussion question: Why did Ferdinand and Isabella choose to fund Columbus's voyage just after the war against the Moors ended, and what does that timing suggest about their priorities?
- Scaffold for struggling readers: Have students complete the Key Terms section first, then read one paragraph at a time, pausing to underline a sentence that explains a motive for exploration.
- Extension for advanced students: Ask them to compare the 'Three G's' (gold, god, glory) with the motives of a modern-day expedition or mission, and write a short paragraph arguing which motive was most powerful.
- Estimated time: About 30 to 40 minutes, including reading, vocabulary review, and written responses.