Home — Liberty of Conscience: The Founding of Maryland — Lesson Starters — Motivations for Exploration and Colonization

Motivations for Exploration and Colonization

Grade 7

Teacher’s Guide and Related Standards

In this lesson, students will learn the different motivations behind exploration and colonization, and investigate why Maryland was founded.

 

1. To hook students into the lesson, ask them: “Why do people move? Would you move to a new continent if you didn’t know what would happen there? What challenges or risks might you experience? What might make those risks worth it?”
2. PPlay the video clips. Pause between each clip for discussion and clarification.
3. Either as a class or in small groups, discuss the Essential Questions and Thinking Questions.

Complete the supplemental extension activities with students, as you see fit.

• Have students apply their newfound knowledge by using the Claim, Evidence, Reasoning (CER) framework to analyze the lesson and support their responses using evidence from the videos and activity resources.
  CER Question: What were the most important motivations for founding the Maryland colony?
• See the rubric.

Have students respond to the following prompts:

• Which motivation for colonization do you think was most powerful? Why?
• Would you have chosen to move to a colony in the 1600s? Why or why not?
• Do people today still move to new places for similar reasons as colonists in the 1600s? Explain.

Category	3 Points	2 Points	1 Point	0 Points
Claim	I clearly answered the question I chose (geography’s influence or archaeology’s importance). My claim fully addresses the topic.	I answered the question, but my claim may be somewhat unclear or incomplete.	My claim is unclear, too general, or does not fully answer the question.	No claim.
Evidence	I used specific, accurate facts from the lesson (e.g., geography, natural resources, climate, artifacts, buildings, or discoveries).	I used some evidence, but it may be general, lack detail, or need more explanation.	I gave limited, weak, or unclear evidence.	No evidence.
Reasoning	I clearly explained how my evidence supports my claim and connects to geography or archaeology.	I explained my thinking, but the connection between the evidence and the claim is not fully clear.	My reasoning was unclear, incomplete, and largely repeated the evidence.	No reasoning.