Henry Hudson's Voyage and the Northwest Passage
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Henry Hudson's Voyage and the Northwest Passage

Grade 3EnglishSocial StudiesScience4 days
This project introduces third-grade students to the historical voyages of Henry Hudson in search of the Northwest Passage, emphasizing his impact on exploration history. Through exciting entry events such as a virtual reality simulation and mystery-solving activities, students engage with the subject matter. They create historical journals, maps, strategic exploration plans, and research reports to deepen their understanding of Hudson's expeditions and their consequences on indigenous peoples and the environment. The project aims to develop students' research and critical thinking skills and foster a genuine interest in historical exploration.
Henry HudsonNorthwest PassageExplorationHistorical ResearchIndigenous PeoplesEnvironmental ImpactCritical Thinking
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How did Henry Hudson's search for the Northwest Passage influence the course of history and our understanding of exploration?

Essential Questions

Supporting questions that break down major concepts.
  • Who was Henry Hudson, and what is his historical significance?
  • What was the Northwest Passage and why was it so important during Hudson's time?
  • How did explorers like Henry Hudson navigate and explore the world during the Age of Exploration?
  • What impacts did the search for the Northwest Passage have on indigenous peoples and the environment?
  • How do we gather and interpret historical information about explorers like Henry Hudson today?
  • What can we learn from the successes and failures of explorers in history?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the historical context and significance of Henry Hudson's search for the Northwest Passage.
  • Students will analyze the reasons for exploration during the Age of Exploration, including technological and cultural motivators.
  • Students will assess the impact of Hudson's voyages on indigenous populations and environments.
  • Students will evaluate how we study and interpret historical events and figures.
  • Students will develop research skills through guided projects about historical exploration.
  • Students will improve critical thinking skills through navigation challenges and problem-solving activities related to exploration.

Common Core State Standards - English Language Arts

3.RI.1
Primary
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Reason: This standard aligns as students will research and inquire about Henry Hudson and the Northwest Passage, building comprehension through questions.
3.W.7
Primary
Conduct short research projects that build knowledge about a topic.Reason: Students will conduct research on Henry Hudson, engaging in reading about historical contexts and contributing to their knowledge through projects.

Some U.S. State Standards - Social Studies

SS.3.1.6
Primary
Understand exploration and settlement of the Americas.Reason: Henry Hudson's exploration is directly related to the exploration and settlement of the Americas.

Next Generation Science Standards

3-5-ETS1-2
Secondary
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.Reason: Though a secondary fit, this involves critical thinking mirroring explorers' strategic planning as related to navigating and problem-solving exploration.

Entry Events

Events that will be used to introduce the project to students

Virtual Voyage with Henry Hudson

Kick off the project with a virtual reality simulation of Henry Hudson's 17th-century voyage, allowing students to 'experience' the challenges and discoveries of navigating the Northwest Passage. This immersive experience can spark curiosity in students to research Hudson's motivations, the technology of the time, and the environmental conditions faced during the journey.

Mystery of the Lost Passage

Set up a classroom mystery where students discover a 'lost' journal of Henry Hudson, containing hints and puzzles about the Northwest Passage. Students must collaborate to decode messages and solve historical riddles, fostering inquiry into Hudson's expeditions and encouraging creative problem-solving.

Climate Change Connection

Present students with current climate data about the Arctic region and task them with comparing it to historical accounts of Hudson's voyages. This entry event connects the history of exploration to modern-day environmental science, prompting students to explore how climate change affects current and past navigation of the Northwest Passage.

Northwest Passage Expedition Game

Engage students with an interactive board game modeled after Henry Hudson's expeditions, where they must make strategic decisions to navigate the Northwest Passage. The game encourages students to learn about geography, teamwork, and historical decision-making processes, making them eager to delve deeper into the exploration topic.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Journey with Henry Hudson Journal

Students create a personal journal as if they were part of Henry Hudson's crew, documenting daily life, challenges, and discoveries made during the voyage to the Northwest Passage. This activity helps students engage creatively with historical events and enhance their understanding of explorers' daily experiences.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review Henry Hudson's voyages and the historical context of the Northwest Passage using resources provided in class.
2. Brainstorm key elements of life on a 17th-century exploration ship, such as diet, clothing, ship conditions, and navigational tools.
3. Draft daily journal entries from the perspective of a crew member, including details about weather conditions, explorations, and interactions with Hudson.
4. Edit the journal entries to ensure historical accuracy and creative engagement, and compile them into a journal format.

Final Product

What students will submit as the final product of the activityA historical journal with daily entries, capturing life and experiences on Hudson's voyage.

Alignment

How this activity aligns with the learning objectives & standardsAligns with 3.RI.1 as students ask and answer questions to understand Hudson's voyages and life aboard the ship.
Activity 2

Northwest Passage Map Creation

Students create a map of the Northwest Passage, incorporating geographical, environmental, and historical data. By understanding these elements, students can visualize the challenges faced by explorers like Henry Hudson and explore geographical impacts on exploration decisions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the geographical layout and historical routes of the Northwest Passage during Hudson's explorations.
2. Use map-making tools or software to design an accurate map that includes key elements such as landforms, ocean currents, climate zones, and potential obstacles encountered by explorers.
3. Annotate the map with important historical and environmental information that would have influenced navigation, such as weather patterns and indigenous territories.
4. Present the completed map to the class, explaining key geographical insights and how they relate to Hudson's explorations.

Final Product

What students will submit as the final product of the activityA detailed map of the Northwest Passage with annotated historical and environmental data.

Alignment

How this activity aligns with the learning objectives & standardsSupports SS.3.1.6 as students explore and understand the geographical and historical context of the Americas' exploration.
Activity 3

Exploration Strategy Planner

Students design a strategic plan for navigating a modernized version of the Northwest Passage, applying critical thinking to solve exploration-related challenges based on historical constraints and innovations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review historical navigation strategies used by explorers like Henry Hudson.
2. Analyze constraints faced during the Age of Exploration, including technology limits, environmental conditions, and logistical challenges.
3. Generate strategies for navigating a more feasible route through modern advancements while considering both historical and current climate conditions.
4. Compare and contrast these strategies, discussing the effectiveness and practicality of each.

Final Product

What students will submit as the final product of the activityA strategic navigation plan, comparing historical and modern exploration strategies.

Alignment

How this activity aligns with the learning objectives & standardsRelates to 3-5-ETS1-2 by involving students in strategic planning, mirroring the problem-solving processes of historical and modern exploration.
Activity 4

Explorer Research Project

Students conduct a research project on Henry Hudson, exploring the significance of his expeditions and their impact on the world. This activity is designed to build research skills and encourage a deeper understanding of historical figures and their contributions to exploration.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify key questions about Henry Hudson's life and the outcomes of his voyages.
2. Gather information from various sources, including books, articles, and reputable online databases, to answer the key questions.
3. Organize research findings into main topics, such as motivations for exploration, technological advancements of the period, and impact on indigenous peoples.
4. Write a report summarizing the findings, using evidence from research to support the conclusions reached.

Final Product

What students will submit as the final product of the activityA comprehensive report on Henry Hudson, detailing his life, explorations, and historical impact.

Alignment

How this activity aligns with the learning objectives & standardsThis activity addresses 3.W.7 by having students conduct research projects that build knowledge about Henry Hudson and exploration.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Henry Hudson and the Northwest Passage Portfolio Rubric

Category 1

Historical Understanding

Evaluates students' grasp of the historical context, significance, and impact of Henry Hudson's expeditions.
Criterion 1

Content Comprehension

Assesses comprehension of Henry Hudson's life and the historical significance of his voyages.

Exemplary
4 Points

Demonstrates a deep understanding of Henry Hudson's explorations and effectively explains their historical significance with extensive supporting details.

Proficient
3 Points

Shows a thorough understanding of Henry Hudson's life and significance, supported by clear examples.

Developing
2 Points

Displays basic knowledge of Henry Hudson, needing additional details and examples to enhance comprehension.

Beginning
1 Points

Shows minimal understanding of Henry Hudson's history, with little to no supporting evidence provided.

Criterion 2

Historical Research Skills

Measures ability to conduct research, gather information, and interpret historical data about Henry Hudson.

Exemplary
4 Points

Conducts thorough research, skillfully selecting multiple reliable sources and presenting comprehensive, well-organized findings.

Proficient
3 Points

Performs solid research, utilizing reliable sources to present clear, organized information.

Developing
2 Points

Demonstrates basic research ability, requiring further guidance to improve source selection and information organization.

Beginning
1 Points

Exhibits minimal research skills, heavily relying on limited or unreliable sources.

Category 2

Creative Expression and Engagement

Assesses students' ability to creatively engage with historical content through simulations and journals, reflecting on life during exploration.
Criterion 1

Creative Writing and Perspective

Evaluates creativity and authenticity in journal writing from the perspective of a historical crew member.

Exemplary
4 Points

Creatively and accurately portrays life aboard Hudson's ship, providing rich, vivid journal entries that authentically reflect historical context.

Proficient
3 Points

Provides engaging and authentic journal entries that generally reflect the historical context well.

Developing
2 Points

Attempts to portray historical perspectives with some creativity, but lacks consistency in historical context accuracy.

Beginning
1 Points

Writes incomplete or superficial journal entries with minimal historical accuracy.

Category 3

Map and Strategy Development

Evaluates skills in creating detailed maps and strategic exploration plans, integrating historical exploration knowledge.
Criterion 1

Map Accuracy and Detail

Measures the accuracy and comprehensiveness of maps created to depict the Northwest Passage.

Exemplary
4 Points

Produces an exceptionally detailed and accurate map, incorporating extensive historical and geographical data.

Proficient
3 Points

Creates a detailed and accurate map with sufficient historical and geographical information.

Developing
2 Points

Includes basic map elements, needing more geographical detail and historical integration.

Beginning
1 Points

Presents an incomplete and imprecise map lacking detailed historical or geographical context.

Criterion 2

Exploration Strategy Planning

Assesses strategic thinking and application of knowledge to navigation and exploration planning.

Exemplary
4 Points

Develops innovative and strategic exploration plans, demonstrating a strong grasp of historical and modern constraints.

Proficient
3 Points

Presents practical exploration strategies, effectively considering historical constraints.

Developing
2 Points

Displays emerging strategic planning skills with partial consideration of historical elements.

Beginning
1 Points

Offers basic or unclear exploration strategies lacking connection to historical context.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did the project on Henry Hudson impact your understanding of historical exploration?

Text
Required
Question 2

On a scale from 1 to 5, how confident do you feel in your ability to conduct research and analyze historical information after this project?

Scale
Required
Question 3

Which portfolio activity did you find most engaging, and why?

Multiple choice
Optional
Options
Journey with Henry Hudson Journal
Northwest Passage Map Creation
Exploration Strategy Planner
Explorer Research Project
Question 4

What was the most challenging aspect of studying Henry Hudson and his explorations?

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Required
Question 5

What new question or curiosity do you have after completing the activities about Henry Hudson and the Northwest Passage?

Text
Optional