Exploration and the New World

Active learning transforms the study of early English exploration by turning abstract facts into tangible experiences. Students internalize the economic, political, and human costs of colonization when they analyze primary sources, simulate decision-making, and map failures, making the challenges of the New World feel immediate and relevant.

• Year 11
• History
• 4 activities
• 35 min–50 min

Learning Objectives

1. Explain the primary economic and political motivations behind English exploration during Elizabeth I's reign.
2. Analyze the specific geographical, logistical, and interpersonal challenges faced by early English explorers in the New World.
3. Evaluate the immediate and long-term significance of early English exploration attempts for England's developing global influence.
4. Compare the motivations for exploration with the realities encountered by individuals like Sir Walter Raleigh and his colonists.

Trading Cards

⏱ 45 min·Small Groups

Source Stations: Exploration Motivations

Set up stations with excerpts from Hakluyt's writings, Elizabethan proclamations, and maps. Small groups spend 8 minutes per station noting economic or political evidence, then share key quotes class-wide. Conclude with a causation chart on the board.

Prepare & details

Explain the economic and political motivations for English exploration during Elizabeth's reign.

Facilitation Tip: For the Source Stations, place no more than three high-contrast primary sources at each station to prevent cognitive overload and direct students to annotate one economic and one political motivation from each document.

Setup: Standard seating for creation, open space for trading

Materials: Blank trading card template, Colored pencils/markers, Reference materials, Trading rules sheet

• Remember
• Understand
• Apply
• Create
• Self-Management
• Relationship Skills

Trading Cards

⏱ 35 min·Pairs

Role-Play: Raleigh's Council Meeting

Assign pairs roles as Raleigh's advisors facing Roanoke dilemmas like supply shortages or Native relations. They debate options using source cards, vote on decisions, and present rationales to the class for historical accuracy check.

Prepare & details

Analyze the challenges faced by early explorers and colonisers like Walter Raleigh.

Facilitation Tip: During the Role-Play, provide students with pre-written roles that include conflicting agendas to ensure debate and prevent dominant personalities from steering the conversation.

Setup: Standard seating for creation, open space for trading

Materials: Blank trading card template, Colored pencils/markers, Reference materials, Trading rules sheet

• Remember
• Understand
• Apply
• Create
• Self-Management
• Relationship Skills

Trading Cards

⏱ 40 min·Small Groups

Challenge Timeline: Mapping Failures

In small groups, students sequence Roanoke events on timelines using eyewitness extracts, adding challenge icons like weather or disease. Groups compare timelines and assess preventability in a whole-class review.

Prepare & details

Assess the significance of these early voyages for England's future as a global power.

Facilitation Tip: For the Challenge Timeline, give groups only error-filled maps and a limited set of dates to force them to justify each placement using evidence from the unit’s sources.

Setup: Standard seating for creation, open space for trading

Materials: Blank trading card template, Colored pencils/markers, Reference materials, Trading rules sheet

• Remember
• Understand
• Apply
• Create
• Self-Management
• Relationship Skills

Trading Cards

⏱ 50 min·Whole Class

Significance Debate: Empire Foundations

Divide class into teams to argue if early voyages were pivotal or peripheral to England's rise. Use prepared evidence packs; facilitate with timed speeches and rebuttals, ending in significance ranking vote.

Prepare & details

Explain the economic and political motivations for English exploration during Elizabeth's reign.

Facilitation Tip: In the Significance Debate, require students to cite at least one source from the Source Stations and one specific challenge from the Mapping Failures activity to ground their arguments in prior work.

Setup: Standard seating for creation, open space for trading

Materials: Blank trading card template, Colored pencils/markers, Reference materials, Trading rules sheet

• Remember
• Understand
• Apply
• Create
• Self-Management
• Relationship Skills

Teaching This Topic

Teachers should frame exploration as a series of cautious, state-sponsored gambles rather than romantic adventures. Avoid framing Raleigh as a lone hero; instead, emphasize the collective risks taken by investors, sailors, and the Crown. Research in historical empathy suggests that students retain lessons about failure when they confront the human consequences of poor planning, such as starvation or conflict, through primary sources and role-play.

What to Expect

Students will articulate the state-backed motivations behind exploration and evaluate Raleigh’s failures as instructive steps toward later successes. They will use evidence to challenge heroic narratives and recognize the incremental growth of England’s colonial ambitions.

Watch Out for These Misconceptions

Common Misconception

During Source Stations: Exploration was driven mainly by individual adventurers seeking personal glory.

What to Teach Instead

During Source Stations, point students to royal charters and investor documents to identify state backing for economic profit and anti-Spanish strategy. Ask them to highlight phrases showing financial agreements or political rivalry, then challenge them to rewrite a heroic account using only these sources.

Common Misconception

During Role-Play: Raleigh's Roanoke colony succeeded but was abandoned.

What to Teach Instead

During the Role-Play, assign roles that include a skeptical advisor and a hopeful investor. After the debate, reveal archaeological evidence of conflict and abandonment, then ask students to revise their initial assumptions based on the primary sources they role-played.

Common Misconception

During Challenge Timeline: These voyages instantly made England a colonial superpower.

What to Teach Instead

During the Challenge Timeline, provide groups with a blank 1600–1620 timeline and force them to plot Jamestown’s founding as a direct response to Roanoke’s failures. Debrief by asking how early setbacks shaped later strategies, reinforcing the idea of incremental growth.

Assessment Ideas

Exit Ticket

After Source Stations, ask students to write two sentences explaining one economic motivation for exploration and one sentence describing a challenge faced by Raleigh's Roanoke colonists. Collect and review for accuracy in citing sources and understanding core concepts.

Discussion Prompt

During Role-Play, pose the question: ‘If you were an advisor to Queen Elizabeth I, would you have recommended funding further exploration after the Roanoke failures? Justify your answer using evidence of motivations and challenges discussed in the Source Stations and Mapping Failures.’ Assess responses for use of evidence and recognition of failure as a learning tool.

Quick Check

After Challenge Timeline, provide students with a short primary source excerpt describing an encounter or hardship faced by an early explorer. Ask them to identify the specific challenge presented and explain, using the timeline they created, how it might have impacted the expedition's success or future attempts.

Extensions & Scaffolding

• Challenge early finishers to design a survival guide for a hypothetical 1587 Roanoke colonist using only materials available at the time, citing three specific challenges from the unit.
• Scaffolding for struggling students: Provide sentence stems that pair challenges with solutions (e.g., “The colonists lacked food because..., so they could have...”).
• Deeper exploration: Assign a comparative analysis of Raleigh’s Roanoke and Spain’s earlier St. Augustine colony, focusing on survival rates and Native American relations.

Key Vocabulary

privateering	A practice of government-authorized private ships attacking and capturing enemy vessels, often used by England against Spanish ships during this period.
mercantilism	An economic theory where a nation's power is increased by accumulating wealth, particularly through trade and the acquisition of colonies for resources and markets.
charter	An official document granted by a ruler or government, authorizing a person or company to undertake specific activities, such as exploration or colonization.
colony	A territory under the political control of another country, typically distant, and occupied by settlers from that country.