Indiana Social Studies 7.H.10
The Standard
Analyze worldwide voyages of exploration and discovery by considering multiple perspectives of various people in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
2026 Indiana Academic Standards: K-12 Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students study voyages in more than one part of the world. They explain why people on a voyage and people at its destinations might have different hopes, beliefs, and fears.
What Mastery Looks Like
- A student can compare Zheng He's crew with traders at a port they visited, then compare Columbus's crew with Taíno residents. They use details from maps and accounts to support each view, rather than assuming everyone wanted the same thing.
Common Misconceptions
- Students may treat exploration as discovery of places where people already lived. They may assume everyone on a ship wanted wealth, or that local communities all reacted in the same way.
How to Assess It
- Exit ticket: How might Columbus and a Taíno resident have viewed his 1492 arrival differently? Name one possible hope or fear for each and support each with a detail from the lesson.
Lesson moves
Ways to Teach It
On a map, trace Zheng He's route to Malacca and Columbus's route to the Caribbean, then place notes naming people each crew encountered.
Ask: How might a Malacca trader and a member of Zheng He's crew describe the same visit differently? Write two evidence-based sentences.
Give pairs four short source cards about a voyage; have them match each card to a person and underline a clue to that person's interests.
Find Malacca on a modern shipping map, then compare why ships stop near it today with why Zheng He's fleet stopped there.
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Printable 7.H.10 Worksheet
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