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What do you see?

What do you think?

What do you wonder about?

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See-Think-Wonder is a visible thinking routine that can be used to introduce a lesson or unit by displaying an artifact, image, video or artwork. This strategy can be resourceful to engage students into questioning their own ideas.

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7.59- Identify the significance of the voyages and routes of discovery of the following explorers by their sponsoring country: England: Henry Hudson, France: Jacques Cartier, Portugal: Vasco Da Gama, Bartolomeu Dias, Spain: Christopher Columbus, Hernando De Soto, Ferdinand Magellan, Amerigo Vespucci.

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1.3.C Curate Information

Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

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Christopher Columbus meets the indigenous peoples of the New World Primary Source Analysis

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Christopher Columbus meets the indigenous peoples of the New World Primary Source Analysis

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Students will use See-Think-Wonder to analyze the image. Students will use Canva to create a graphic organizer about their see, think, and wonder for the illustration of Columbus meeting with the Indigenous peoples of the New World.

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PZ’s Thinking Routines Toolbox | Project Zero. (n.d.). Pz.harvard.edu. Retrieved April 6, 2025, from https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

Social Studies. (n.d.). Www.tn.gov. Retrieved April 6, 2025, from https://www.tn.gov/education/districts/academic-standards/social-studies-standards.html

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I used to think....

Now I think...

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This routine helps students to reflect on their learning objectives and ideas to explore how and why their thinking has changed through the course of learning.

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7.59- Identify the significance of the voyages and routes of discovery of the following explorers by their sponsoring country: England: Henry Hudson, France: Jacques Cartier, Portugal: Vasco Da Gama, Bartolomeu Dias, Spain: Christopher Columbus, Hernando De Soto, Ferdinand Magellan, Amerigo Vespucci.

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7.59- Identify the significance of the voyages and routes of discovery of the following explorers by their sponsoring country: England: Henry Hudson, France: Jacques Cartier, Portugal: Vasco Da Gama, Bartolomeu Dias, Spain: Christopher Columbus, Hernando De Soto, Ferdinand Magellan, Amerigo Vespucci.

# data[].attributes.body
1.3.C Curate Information

Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

# data[].attributes.body
1.3.C Curate Information

Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

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This visible thinking routine allows for teachers and students to create a classroom environment of critical questioning, observation, explanation-building, and evidence-based reasoning. This routine can open room for class room discussion based on fact, reasonable questioning and opinions.

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Christopher Columbus meets the indigenous peoples of the New World Primary Source Analysis

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Christopher Columbus meets the indigenous peoples of the New World Primary Source Analysis

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Students will use I used to think..., but Now I think too reflect on their primary source analysis. At the end of the lesson, students will use this visible thinking strategy to reflect on their change of thinking after learning about Christopher Columbus. Students will use Canva to create a comparison chart about how they used to think and how they think now after reviewing Columbus.

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Christopher Columbus meets the indigenous peoples of the New World Primary Source Analysis

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Christopher Columbus meets the indigenous peoples of the New World Primary Source Analysis

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Students will use google slides to create a 2-3 slide minimum presentation that answers the following questions. How does the artist believe the indigenous people reacted to the arrival of Columbus? What makes you say that? How might this scene be different if drawn from the opposite point of view? What do you see that makes you say that?

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What's going on?

What do you see that makes you say that?

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PZ’s Thinking Routines Toolbox | Project Zero. (n.d.). Pz.harvard.edu. Retrieved April 6, 2025, from https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

Social Studies. (n.d.). Www.tn.gov. Retrieved April 6, 2025, from https://www.tn.gov/education/districts/academic-standards/social-studies-standards.html

# data[].attributes.body
PZ’s Thinking Routines Toolbox | Project Zero. (n.d.). Pz.harvard.edu. Retrieved April 6, 2025, from https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

Social Studies. (n.d.). Www.tn.gov. Retrieved April 6, 2025, from https://www.tn.gov/education/districts/academic-standards/social-studies-standards.html