History · Year 2 · Explorers and Great Achievements · Spring Term

Early Explorers: Why Explore?

Introducing the concept of exploration and the motivations behind historical journeys of discovery.

• National Curriculum Attainment Targets
• KS1: History - Significant individuals in the past

About This Topic

This unit introduces Year 2 students to the exciting world of early explorers and the fundamental question of 'Why explore?'. We begin by defining what an explorer is and discussing the inherent human curiosity that drives people to venture into the unknown. Students will consider the motivations behind historical journeys, such as seeking new lands, trade routes, or simply the thrill of discovery. By examining the challenges faced by these early travelers, like long sea voyages, unfamiliar environments, and the lack of modern technology, students develop empathy and an appreciation for their resilience.

Understanding the concept of exploration at this age builds a foundational understanding of historical inquiry and significant individuals. It encourages students to think critically about the past, considering the perspectives and circumstances of people from different eras. This topic connects directly to the KS1 History standard on significant individuals, prompting students to research and present information about famous explorers. The key questions posed throughout the unit encourage active participation and personal reflection on the nature of adventure and the human drive to discover.

Active learning is particularly beneficial for this topic as it allows students to embody the spirit of exploration. Through role-playing, map-making activities, and simulating the challenges of past journeys, abstract concepts become concrete and engaging. This hands-on approach fosters deeper understanding and retention of the motivations and difficulties associated with historical exploration.

Key Questions

1. What does it mean to be an explorer?
2. Why did people in the past want to travel to places they had never been?
3. What do you think would be the hardest thing about going on a long journey to an unknown place?

Watch Out for These Misconceptions

Common Misconception

Explorers only went to find treasure.

What to Teach Instead

While treasure was sometimes a motive, explorers had many reasons, including trade, scientific discovery, and finding new homes. Discussing diverse motivations through role-play helps students understand the complexity of historical decisions.

Common Misconception

Journeys were easy because they had maps.

What to Teach Instead

Early maps were often inaccurate or incomplete. Students can experience this by trying to navigate using a simplified, hand-drawn map, highlighting the difficulties and bravery involved in exploring without precise geographical knowledge.

Active Learning Ideas

Explorer's Suitcase: Packing for Adventure

Students imagine they are an early explorer preparing for a long journey. They draw or list essential items to pack in a suitcase, justifying their choices based on potential challenges like weather, food, and navigation. This activity encourages critical thinking about the practicalities of exploration.

30 min·Individual

Map Makers: Charting the Unknown

Provide students with large paper and drawing materials. They can create their own maps of imaginary lands or retrace the routes of famous explorers, adding key landmarks and potential dangers. This activity develops spatial reasoning and historical understanding.

45 min·Small Groups

Why Explore? Role-Play Scenarios

Present students with different historical scenarios (e.g., a merchant seeking new trade routes, a scientist looking for new plants, a person seeking a new home). Students role-play the motivations of individuals in these situations, explaining why they would choose to explore.

40 min·Pairs

Frequently Asked Questions

What are the main reasons people explored in the past?

People explored for various reasons, including finding new trade routes to acquire valuable goods, seeking new lands for settlement, scientific curiosity to discover new plants and animals, and sometimes for adventure or to spread their culture and beliefs. These motivations varied greatly depending on the individual and the historical period.

How can Year 2 students understand the concept of 'unknown places'?

You can use analogies like exploring a new part of the school or a park they haven't visited before. Discussing stories where characters discover new things, like a hidden garden or a secret room, can also help make the idea of exploring the unknown more relatable to their own experiences.

What were the biggest challenges faced by early explorers?

Early explorers faced immense challenges. These included long and dangerous sea voyages with limited food and water, the risk of disease, navigating without accurate maps or modern instruments, encountering unknown peoples and environments, and the sheer physical hardship of traveling long distances in difficult conditions.

How does active learning enhance understanding of exploration?

Active learning, such as creating explorer journals or participating in simulated expeditions, allows students to actively engage with the challenges and motivations of historical explorers. By physically packing a virtual explorer's bag or drawing their own maps, they develop a more tangible and memorable understanding of the past.