Lesson # 3 – Native Populations & Columbian Exchange

Warm UpWhat were the 3 causes for expansion during the 15th century? Describe each one.

Objective: Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans

Agenda:Gallery Crawl

Homework:Complete the Mid Term Study Guide- Counts as a Formal

Assessment/Test Grade. Due the day of your midterm this weekExplorers Vocab T-shirts due Monday, October 27Explorers Assessment on Thursday, October 30.

Gallery Crawl You will be “crawling” through 7 stationsAt the end of the activity, each group will be

asked to prove their understanding by creating a physical representation of their knowledge (handout, poster, brochure, etc)

Gallery CrawlYou will have ten minutes at each station

If you finish early, begin brainstorming with your group how you can represent your

Station # 1 – European DiseasesOverview: In the following activity, you will

study information pertaining to diseases historically originating in the “Old World.”

Station # 1 – European DiseasesStep 1: Read through the descriptions of

cholera, smallpox, and typhus providedStep 2: Draw your interpretations of the

symptoms of each disease within the section labeled “STATION 1.”

Station # 1 – European DiseasesCholera Smallpox TyphusCholera is an infection of the small intestine that causes a large amount of watery diarrhea.

Causes, incidence, and risk factorsCholera is caused by the bacterium Vibrio cholerae. The bacteria releases a toxin that causes increased release of water from cells in the intestines, which produces severe diarrhea. Cholera occurs in places with poor sanitation, crowding, war, and famine.

SymptomsAbdominal crampsDry mucus membranes or mouthDry skinExcessive thirstGlassy or sunken eyesLack of tearsNauseaRapid dehydrationRapid pulse (heart rate)Unusual sleepiness or tirednessVomiting

A highly contagious disease, smallpox is caused by infection with the variola virus. A person with this condition will typically develop raised bumps that appear on the face and body (the name smallpox is derived from the Latin word for "spotted"). Smallpox is a serious and contagious disease due to a virus.

Causes, incidence, and risk factorsSmallpox spreads easily from one person to another from saliva droplets.

SymptomsBackacheDeliriumDiarrheaExcessive bleedingFatigueHigh feverRaised pink rash -- turns into sores that become crusty on day 8 or 9Severe headacheVomiting

Typhus is a bacterial disease spread by lice or fleas.

Causes, incidence, and risk factorsTyphus is caused by one of two types of bacteria: Rickettsia typhi or Rickettsia prowazeki. Exposure to different rodents harboring insects can lead to contracting the disease.

SymptomsChillsCoughDeliriumHigh fever (104 degrees Fahrenheit)Joint painLights that appear very bright; light may hurt the eyesLow blood pressureSevere headacheSevere muscle painThe early rash is a light rose color and fades when you press on it. Later, the rash becomes dull and red and does not fade. People with severe typhus may also develop small areas of bleeding into the skin.

Station # 1 – European DiseasesStep 3: Answer the remaining questions

based on the picture below and your secondary sources.

Station # 2 – The Devastation of the AztecsOverview: In the following activity, you will

gather information concerning the interaction of the great Aztec society of Central America and the conquistadors of Spain.

Instructions: Read through the provided text together. First, create a timeline using the dates from the reading. Then, for each black box within the reading, stop and answer the question within the section labeled “STATION 2.”

Station # 2 – The Devastation of the AztecsHernando Cortes was born in Spain in the year of 1485, and like many other Spaniards, when he was a young man he sought his fortune in the New World. He sailed from Seville in 1504 for Hispaniola, present day Dominican Republic, an island in the Caribbean Sea discovered by Columbus in 1492.

Cortes had little in the way of money, but he did have influence with the Governor, Nicholas de Ovando, who was a friend of the family. He received land and slaves to work it. Later he participated in the invasion of Cuba and was awarded more land and slaves. He became prosperous and influential, but hungered for more.

1. WHICH MOST STRONGLY INFLUENCES CORTES TO EXPLORE… GOLD, GLORY, or GOD? HOW DO YOU KNOW SO FAR?

Station # 2 – The Devastation of the AztecsIn 1519, at the age of 34, he got his chance to lead an expedition to solve the riddle of a mysterious place called "Mexico" by the natives of the recently discovered Yucatan Peninsula which was thought to be rich in gold.

Hernando Cortes had 11 ships, 100 sailors, 508 soldiers, and 16 horses. These plus a few small canons that fired rounded rocks and the normal weapons of his day like the musket, crossbow, pikes, and swords were his army's arsenal to defeat tens of thousands of native warriors.

Montezuma was 55 years old in 1519. He was the chief priest, head of the army, and ruler of the Aztec Nation, as was his father before him. As chief priest, he oversaw and participated in the thousands of human sacrifices to Huitzilopochtli, the god of the sun, war, and hunting and the chief deity of the Aztec people. As general, he led his army into battle, and as ruler of the Aztecs he formed military alliances and subdued his country’s enemies.

2. WHO IS MONTEZUMA TO THE AZTEC PEOPLE?

Station # 2 – The Devastation of the AztecsWhen Montezuma first heard of Cortes, he though he might be Quetzelcoatl, the God of Wisdom, who hated human sacrifice and, according to legend, was due to return to Mexico after being banished by wizards, rulers of the land. This worked to the advantage of Cortes, because it made Montezuma indecisive in his dealings with Cortes. He sent gifts instead of armies to Cortes and his men.

Cortes first landed at Cozumel Island off the coast of present day Yucatan, then made his way north along the coast. He fought a won a battle in Tabasco, and more importantly found the woman Malinche, a nineteen year old slave who spoke several native languages. She learned Spanish with equal facility and became Cortes' interpreter and later the mother of his son, Martin.

Continuing up the coast, he fought when he had to and made allies of Indian peoples who hated the Aztecs. Upon reaching present day Vera Cruz, he sent all the loot taken to date to King Charles, got himself elected Governor, and burned his ships. They were now committed to succeed or die. The only way they could survive was to conquer Montezuma and the Aztec Empire.

Station # 2 – The Devastation of the AztecsIt took two years, but by 1521 Cortes and the conquistadors prevailed even though outnumbered by 5 million natives. At one point, Cortes kidnapped Montezuma and threatened to kill him if he did not follow Cortes' wishes. Finally, Montezuma was killed by his own people according to the Spaniards. Cortes and his men looted the country, then settled the country, tore down its sacrificial altars, replacing the Aztec ritual with Christanity, and brought European government to the New World.

The amount of gold, silver, and other resources taken out of Mexico is incalculable. A nation vanished. Tenochtitlan, present day Mexico City, in 1519 was the largest city in the western world. What Montezuma and other Aztec rulers had built fell to the driving forces of Gold.

3. WHAT ADVANTAGES DID THE AZTECS HAVE OVER THE SPANIARDS IN FIGHTING A WAR?4. WHAT ADVANTAGES DID THE SPANIARDS HAVE OVER THE AZTECS IN FIGHTING A WAR?5. WHO WON, THE AZTECS OR THE SPANIARDS?

Station # 3 – The History of FoodSeeds of TradeOverview: In the following activity, you will

identify information concerning the history of the potato, wheat, and rice, three very important staple crops. You will use the above link/website to fill in the appropriate information on your chart labeled “STATION 3.” Begin with the drop down box within the search

category labeled “Products.”Click “Go” to begin your search. The list of categories in the left-hand column will

help you find the information fast.

Station # 4 – Efforts to Christianize the NativesDuring the Spanish exploration of the

Americas, Spanish priests, or padres (Spanish for “fathers”), established what were known as missions to help convert the native populations to Christianity.

The next slide contains a description of mission life from a padre living at La Purisima Mission in present day California. Be aware that the word “neophyte” refers to the “New Converts,” or the Native Americans who lived within the mission.

Station # 4 – Efforts to Christianize the Natives The Christian Doctrine was taught in Spanish and the Chumash language. The Chumash were instructed in the principles of the Catholic religion before receiving baptism. The Fathers spoke Castilian [Spanish], and encouraged the neophytes to learn and speak it, but in general everyone spoke a composite language. The Indians were permitted some time to leave the mission.

The neophytes were given morning and evening meals of atole and a mid day meal of pozole. They were allowed to gather wild foods, as was their custom before the Spanish came. On Sundays and special feast days everyone received almost a half peck of wheat. Neophyte men were given a woolen blanket, a suit of cotton cloth and two woolen breech cloths. Women and girls received gowns, skirts and woolen blankets. The clothing items were expected to last at least one year with some care. Housing for the neophytes was their native tule houses, the same as before the Spanish arrived because it had not been possible to construct permanent buildings for them.

Station # 4 – Efforts to Christianize the Natives Hours worked by the neophytes was not to exceed five hours per day. Some of the labor was proportioned as piece work. To keep them at the mission, pregnant, nursing, and aged women, and children were required to perform a small amount of work. The neophytes were taught how to deal with the soldiers and other people outside of the mission. The neophytes did not like to work for the soldiers because the soldiers over-burdened them, or deprived them of the necessities enjoyed by those at the mission.

The neophytes were punished if they left the mission furtively, especially at night. Punishments for both sexes included whippings, shackles, stocks and being locked up. Crimes against the common good, such as killing cattle or sheep, or setting fire to pastures, were given to the corporal of the guard.

Station # 4 – Efforts to Christianize the Natives1. IF THIS IS A TYPICAL MISSION, HOW

DOES LIFE SOUND AT A MISSION? WHY DO YOU THINK SO?

2. WHOSE PERSPECTIVE IS THIS ACCOUNT TOLD FROM? WHOSE STORY IS MISSING?

3. DOES THAT CHANGE YOUR OPINION FROM QUESTION 1? EXPLAIN.

Station # 5 – Regional Populations Over TimeOverview: In the following activity, you will

create a line graph properly indicating the growth rate of regional populations from 1400 to 1800.

Step 1: Label correctly and color in the key on the blank graph located within the section labeled “STATION 5.”

Step 2: Create lines indicating population growth or decline using the information found in the chart supplied.

Step 3: Answer the questions on the section labeled “STATION 5”

Station # 5 – Regional Populations Over Time

1400 A.D. 1600 A.D. 1800 A.D.

China 70 110 330

India 74 145 180

Europe 52 89 92

Sub-Sahara Africa

60 104 92

Latin America 36 10 19

***Population in millions***

Station # 6 – The Life of an ExplorerOverview: In the following activity, you will make

inferences using a picture drawn during the time of early European Explorers.

Step 1: Identify & list as many different activities as possible that you see depicted in the picture in the space provided labeled “STATION 6.”

Step 2: Pretend you are a European Explorer. Write an account of your daily activities using the list you brainstormed in Step 1. (What’s happening? How does your character feel? Etc. ) Make sure your account makes sense & be creative. Your account must be at least 2 paragraphs.

Station # 6 – The Life of an Explorer

Closing ActivityEach student will prove their understanding by

creating a physical representation of the knowledge obtained during today’s activityExamples: handout, poster, brochure, etc

Due: Monday, March 11Rubric

5 3 1

Creativity Students presents information in different form than was done in class

Student creates new work, but uses examples from class

Student replicates item from class work

Demonstration of Knowledge

Information from all 6 stations is utilized

Information from 3-5 stations is utilized

Information from 0-2 stations is utilized

Lesson # 4 – Native Populations & Columbian Exchange

Warm Up Why were the natives unable to combat the Europeans that came during Expansion?

Objective: Cite the effects of European expansion on Africans, pre-Columbian Americans, Asians, and Europeans

Agenda:Guided NotesSlave Trade Video

Homework:

Complete Unit 5 Assessment Study Guide- Due Thursday, October 27

Explorers Assessment on Thursday, October 30.

RemindersTutorials are Tuesdays from 2:30-3:30

ReviewEach group will be given a numberFind the corresponding station number from

last class when you completed the different stations

You will have 4 minutes to write 2 facts about that station in your notebook

Guided Notes | Effects of Exploration on Society

The Columbian ExchangeLarge scale example of cultural diffusion

As a result of increased exploration, goods and culture were exchanged between the “OLD WORLD” (Europe, Africa, and Asia) & the “NEW WORLD” (the Americas)

Guided Notes | Effects of Exploration on SocietyThe Columbian Exchange

A. Plants—staple crops (rice, corn, wheat, and potatoes) were exchanged, allowing for more societies to grow a greater variety of nutrient rich foods

B. Animals—animals, particularly animals used for agriculture (cows, pigs, horses, fowl) are exchanged (many become “new” wild animals after escaping captivity)

Guided Notes | Effects of Exploration on Society The Columbian Exchange

C. Disease— Native peoples around the world had not developed biological resistance to European diseases

Diseases that spread around the globe included cholera, smallpox, typhus and others

Native populations decreased significantly in a very short period of time

Triangular TradeTrading network lasting from the 1600’s to

the 1800’s that carried goods and enslaved people between the Americas, Europe, and Africa

Origins—need for workers on plantations in the Americas Disease had killed many of the Native Americans who were originally slated as potential cheap labor for the various colonies

Guided Notes | Effects of Exploration on Society

Guided Notes | Effects of Exploration on Society

“Aboard a Slave Ship”

Stand upSit down…on the floorSlide under your deskTuck your legs in a ball against your chest

Slave Trade Video:http://app.discoveryeducation.com/player/view/assetGuid/F1982B1E-C027-40DF-8D9F-6352AD2F1494

“Aboard a Slave Ship” 10 minute free write Prompt: What went through the minds of

slaves as they were being transported from Africa to the New World.

Adam Smith “The Wealth of Nations”Adam Smith was an economistHe believed countries (and people) could only

create wealth when they were allowed to do as they wanted without any interference from the government

BrainstormThink of five ways that the government is

involved in your lifeWould you be better off if the government was

more or less involved?