Matrix

Blooms Taxonomy

Gardners Multiple
Intelligences
Verbal/linguistic
poetry, debate, storytelling, essay, checklist,
journal

Visual/spatial
drawing, model, poster,
photograph, storyboard,
illustration, board game

Knowledge
tell, list, define,
label, recite,
memorize, repeat,
find, name, record,
fill in, recall, relate

Comprehension
locate, explain,
summarize, identify,
describe, report, discuss,
review, paraphrase,
restate, retell, show,
outline, rewrite

As a group the
students will
verbally list
different things the
Wampanoag Tribe
taught the Pilgrims.
The teacher will
write their
responses on a
poster.

Explain why the Pilgrims

wanted to come to the
New World. Share
explanations orally with
the class.

Find/ color in the

pictures that are of
items Columbus
was looking for on
his journey
(students will have
a whole page of
pictures, they are
only coloring in
those that are
pictures of
something
Columbus was
looking for).

Draw a picture to show

what it would look like
on the Mayflower.

Application
demonstrate,
construct, record,
use, diagram, revise,
reformat, illustrate,
interpret, dramatize,
practice, organize,
translate,
manipulate, convert,
adapt, research,
calculate, operate,
model, order, display,
implement,
sequence, integrate,
incorporate
Sequence the events
that the Pilgrims
experienced by
creating a story a
class story about the
Pilgrims. The students
will story tell verbally
and the teacher will
write as they go.

Analysis
compare, contrast,
classify, critique,
categorize, solve,
deduce, examine,
differentiate, appraise,
distinguish, investigate,
categorize, infer

Evaluation
judge, predict,
verify, assess,
justify, rate,
prioritize,
determine, select,
decide, value,
choose, forecast,
estimate

Synthesis
compose,
design,
hypothesize,
formulate,
create, invent,
develop, refine,
produce,
transform

Examine the pros and

cons of exploring/finding
new places by
participating in a class
debate on whether or
not it seems like a good
idea for explorers to find
new places.

Students will
determine what
would be different
if Columbus saw
America today.
Students will share
their thoughts
verbally.

Pretend they are

explores.
Develop a
checklist of all
the thing you
would have to
do to plan a trip/
bring on a trip.

On a map, draw a line

to illustrate the route
Christopher Columbus
traveled.

After reading about

Columbus first journey
to the Americas make
inferences about how
Columbus and his sailors
felt (as a class).Draw
pictures that show these
different emotions.

Students will select

a place they would
like to explore and
decide what types
of things they
would hope to find
there. Then they
will draw a picture
of this place/these
things.

Create a short
story about an
explorer on a
journey. Draw
the illustrations
to tell the story.
The teacher will
assist with the
writing if
necessary.

Logical/mathematical
diagram, outline,
timeline, chart, critique,
graph

As a whole class,
we will label the
continents on a
world map and
note their
locations.

As a class, we will make a

timeline of events, using
pictures with labels to
retell the story of
Columbus journey.

Organize directions
on a diagram of a
compass (North,
South, East, and
West).

As a class, we will make a

Venn Diagram to
Compare and Contrast
Christopher Columbus
journey and the Pilgrims
journey.

Naturalist
classification, collection,
display, observation,
forecast, investigation,
simulation, exhibit,
identification

Identify and label

Spain and the
Americas.

Use a globe to locate

Spain and the Americas.
Students will get to move
toy boats from Spain to
the Americas so they can
observe the route
Columbus took.

Identify and illustrate

the food that the
Wampanoag Tribe
tribe taught the
Pilgrims to grow/find.

Musical
song, rap, lyrics,
composition, jingle,
slogan, melody

Listen to and sing a

number of short
songs about
Columbus and the
Pilgrims to help
them recall
important facts.
These songs follow
the tune of popular
childrens songs
(Im a little
Teapot If Youre
Happy and You
Know It)

Listen to a song about

Columbus, then
summarize what the
song was about.

Practice listing the

continents by
listening to the
Continent Rap.

We will put a small boat

in a bowl of water. The
students will observe
what happens without
waves, then observe
what happens with
waves (I will make waves
in the water). Students
will compare the two and
discuss why waves/
stormy weather might be
a problem while
traveling.
As a class, we will listen
to In 1492...Columbus
Day song and
differentiate between
facts in the song that
they already knew about
Columbus and the facts
that were new to them.

Bodily/Kinesthetic

The students will

The teacher will create a

After learning about

Differentiate between

Estimate how much

time it would take
to travel from Spain
to the Americas by
ship and by plane.
Then look up the
answer and see
how close the
students were.
Determine the type
of weather forecast
someone would
want when
traveling a long
distance.

Create a
diagram of a
suitcase that is
filled with the
different things
you would need
on a long
journey.

The teacher will

create different
slogans (some that
reflect the Pilgrims
beliefs/ experiences
and others that
reflect Columbus).
Students will listen
to the slogans and
determine whether
it sounds like a
slogan that
Columbus would
create, or the
Pilgrims would
create.

As a class we will
create a rhyme
or rap to help us
remember an
important facts
about the
Pilgrims.

Students will have a

Design a skit to

Compose a
collection of
things Columbus
found in the
New World
(gold, parrots,
etc.)

role play, skit,

pantomime, dance,
invention, lab,
improvisation,
prototype

do dances that go
with the different
songs to help them
memorize facts
about Columbus
and the Pilgrims.

small area and ask the

students to all squeeze
into this area. The
students will act out a
few different task (ex
.pretend to eat) and then
explain how they felt
being in such a small
area. As a class, we will
discuss this is how the
Pilgrims felt when they
were traveling on the
Mayflower.

Intrapersonal
journal, log, goal
statement, belief
statement, selfassessment, editorial

List new places that

they have been and
recall how they felt
about being
somewhere new. If
a student has not
been somewhere
new, have him/her
talk about how
he/she might feel
about going
somewhere new.
At home, have a
conversation with
parents about their
families beliefs/
values. List these
values with parents
at home.

After the boat activity,

students will assess how
they felt being in a tight
space and discuss
whether or not they
would be willing to go on
a long journey in which
they would be in a tight
spot for a long time.

Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position
statement, interview

Students can discuss the

types of things they
would show/tell people
that were new to their
town (East Aurora)

Columbus reaching
the Americas,
students can
demonstrate the way
Columbus crew felt
on the journey to the
Americas in a short
skit (pretend they are
Columbus crew
members). The
students can be in a
few small groups and
each take a turn
acting out.
Students can
illustrate how they
would feel if someone
told them they could
not do something
they loved to do (like
the King did to the
Pilgrims)., in their
journals.

Discuss plans for a

class Thanksgiving
celebration.
Incorporate activities
that the Wampanoag
Tribe and Pilgrims
participated in at the
very first
Thanksgiving.

events that happened to

the Pilgrims and
Columbus. The teacher
will read a sentence. If it
is something that
happened to the Pilgrims,
students walk to one side
of a table, if it is
Columbus they walk to
the other.

Students think back to

how they felt in a new
place and can express
these feelings in a
journal (students can
express through drawing,
or words if they
choose).Then students
will compare that to how
the Pilgrims felt when
they came to the New
World.
Students will examine
how Columbus
persuaded Ferdinand and
Isabella and then try to
persuade the teacher to
help them get something
they want. (I want,
because Ill give
you...)

card that has

N,S,W,or E on it
(North, South,
West, East). I will
label one side of
the room North.
Then students will
have to determine
which side of the
room they belong
on (based on what
direction they have)
and move to that
side of the room.
Students will
journal about their
feelings of exploring
(if they value
exploring/ think it is
important). They
can use words or
pictures in their
journal. They can
also verbalize their
feelings to the
teacher if need be.
Predict what might
have happened if
Columbus did not
find the Americas.
Discuss predictions
with a partner, and
then the class.

demonstrate
what happened
when the
Pilgrims landed
in the New
World.

Students can
compose a list of
things they
believe are
important for
them to learn
from other
people.

As a class,
develop
questions we
would want to
ask if we could
interview an
explorer.