Engaging Social Studies Project: Think Like an Explorer Suitcase Project

One question I hear frequently from students in history is, “Why do we have to learn this?” History can feel distant and abstract to young learners, especially when we dive into complex topics like European exploration and the discovery of the Americas. To make this unit more meaningful and relatable, I created an Exploration Suitcase Project.

My goal was to design a hands-on activity that invites students to think like an explorer and to take on their perspectives. Through role-play, students explore the motives, challenges, encounters, and impacts of exploration firsthand. Instead of memorizing historical facts, they become part of the story. This helped to spark curiosity and creativity, while providing an opportunity to connect with history in a deeper and more personal way.

Why Students Love Artifact-Based Projects

Students naturally gravitate toward learning experiences that feel tangible and real. When they create artifacts or make connections to the modern world, history stops being just text in a curriculum and becomes a story they can see, touch, and explore. The Exploration Suitcase Project taps into this engagement by asking students to build a suitcase filled with artifacts an explorer might have carried on their journey.

Through this project, students also step into the role of historians and storytellers. They imagine themselves as fictional explorers who encounter real historical events, which deepens their understanding of the challenges, achievements, and motivations that shaped history. This approach not only strengthens content knowledge but also supports critical thinking, creativity, and empathy—skills that are essential for meaningful learning in social studies.

Aligning with 5th-Grade Social Studies Standards

The project fit perfectly with the 5th-grade curriculum focused on European exploration and discovery of the Americas. The curriculum covered the historical content, but this project helped to deepen the understanding of the following items:

• Motives for exploration: Why did explorers set out on their journeys?

• Perspectives: How did explorers view the lands and peoples they encountered?

• Encounters: What happened when the European explorers met the Indigenous peoples?

• Impact: What were the short- and long-term impacts of exploration?

Building the Exploration Suitcase

The suitcase itself begins as a simple cardboard box, transformed through creativity and research into a personal historical artifact.

Materials Students Use

Suggested supplies:

• Cardboard box for suitcase: https://amzn.to/4ilom45

• Craft kit: https://amzn.to/4ak7WXw

• Acrylic paint: https://amzn.to/4poqj1O

• Glue gun: https://amzn.to/4pwcDlA

• Washi Tape: https://amzn.to/4ohN4DN

• Journal: https://amzn.to/4pqOSLG

Amazon Affiliate Disclosure: As an Amazon Associate, I earn from qualifying purchases. This comes at no extra cost to you and helps support the classroom resources and content I share.

Decorate the Outside

Students personalize their suitcases using markers, paint, stickers, or collage materials. Many added:

• Their fictional explorer’s name

• Flags or national symbols

• Drawings or imagery from their journeys

• Stickers or decorations that match the time period

This instantly creates ownership and excitement.

Fill the Inside With Artifacts

After each lesson, the students placed items that represented what their explorer would have carried or letters that represented their journey. These artifacts were handmade, drawn, printed, or crafted from simple materials. Examples include:

• Maps showing routes and discoveries

• Journals or letters written from the explorer’s point of view

• Small replicas such as a compass, tools, or trade goods

• Drawings or models of ships, native plants, animals, or geographical features

  
  

This hands-on element helps students visualize and internalize historical learning.

Writing Component

To deepen the understanding, each student writes a “day in the life” narrative from their explorer’s perspective. Their writing includes details such as:

• Motives for exploring

• Cultural encounters

• Hardships and challenges

• Emotional reactions and discoveries

This blend of research, creativity, and personal perspective turns social studies into active storytelling and makes history feel real and meaningful.

Managing the Classroom for Success

To keep the project organized and engaging, I use several classroom management strategies:

• Stations for materials: Set up areas with craft supplies. This allowed students to move around and access what they needed after completing assigned tasks.

• Clear checklist of items to include in suitcase: This helped them to stay focused and ensured they covered all of the required elements.

• Early finisher tasks: Offer additional activities such as creating extra artifacts, researching more about their explorer, or helping classmates. This keeps all students engaged throughout the project timeline.