Exploration

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Exploration

• Lesson 3 Native Populations
• Columbian Exchange

2
Warm Up

• What 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 week
• Explorers Vocab T-shirts due Monday, October 27
• Explorers Assessment on Thursday, October 30.

3
Gallery Crawl

• You will be crawling through 7 stations
• At 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)

4
Gallery Crawl

• You will have ten minutes at each station
• If you finish early, begin brainstorming with
  your group how you can represent your

5
Station 1 European Diseases

• Overview In the following activity, you will
  study information pertaining to diseases
  historically originating in the Old World.

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Station 1 European Diseases

• Step 1 Read through the descriptions of cholera,
  smallpox, and typhus provided
• Step 2 Draw your interpretations of the symptoms
  of each disease within the section labeled
  STATION 1.

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Station 1 European Diseases
Cholera Smallpox Typhus
Cholera is an infection of the small intestine that causes a large amount of watery diarrhea. Causes, incidence, and risk factors Cholera 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. Symptoms Abdominal cramps Dry mucus membranes or mouth Dry skin Excessive thirst Glassy or sunken eyes Lack of tears Nausea Rapid dehydration Rapid pulse (heart rate) Unusual sleepiness or tiredness Vomiting 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 factors Smallpox spreads easily from one person to another from saliva droplets. Symptoms Backache Delirium Diarrhea Excessive bleeding Fatigue High fever Raised pink rash -- turns into sores that become crusty on day 8 or 9 Severe headache Vomiting Typhus is a bacterial disease spread by lice or fleas. Causes, incidence, and risk factors Typhus 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. Symptoms Chills Cough Delirium High fever (104 degrees Fahrenheit) Joint pain Lights that appear very bright light may hurt the eyes Low blood pressure Severe headache Severe muscle pain The 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.
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Station 1 European Diseases

• Step 3 Answer the remaining questions based on
  the picture below and your secondary sources.

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Station 2 The Devastation of the Aztecs

• Overview 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.

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Station 2 The Devastation of the Aztecs

• Hernando 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?

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Station 2 The Devastation of the Aztecs

• In 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 countrys enemies.
• 2. WHO IS MONTEZUMA TO THE AZTEC PEOPLE?

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Station 2 The Devastation of the Aztecs

• When 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.

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Station 2 The Devastation of the Aztecs

• It 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?

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Station 3 The History of Food

• Seeds of Trade
• Overview 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.

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Station 4 Efforts to Christianize the Natives

• During 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.

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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.

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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.

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Station 4 Efforts to Christianize the Natives

• 1. 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.

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Station 5 Regional Populations Over Time

• Overview 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

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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 Population in millions Population in millions Population in millions
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Station 6 The Life of an Explorer

• Overview 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. (Whats
  happening? How does your character feel? Etc. )
  Make sure your account makes sense be creative.
  Your account must be at least 2 paragraphs.

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Station 6 The Life of an Explorer
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Closing Activity

• Each student will prove their understanding by
  creating a physical representation of the
  knowledge obtained during todays activity
• Examples handout, poster, brochure, etc
• Due Monday, March 11
• Rubric

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
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Exploration

• Lesson 4 Native Populations
• Columbian Exchange

25
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 Notes
• Slave Trade Video
• Homework
• Complete Unit 5 Assessment Study Guide- Due
  Thursday, October 27
• Explorers Assessment on Thursday, October 30.

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Reminders

• Tutorials are Tuesdays from 230-330

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Review

• Each group will be given a number
• Find 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

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Guided Notes Effects of Exploration on Society

• The Columbian Exchange
• Large 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)

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Guided Notes Effects of Exploration on Society

• The Columbian Exchange
• A. Plantsstaple crops (rice, corn, wheat, and
  potatoes) were exchanged, allowing for more
  societies to grow a greater variety of nutrient
  rich foods
• B. Animalsanimals, particularly animals used for
  agriculture (cows, pigs, horses, fowl) are
  exchanged (many become new wild animals after
  escaping captivity)

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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

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Guided Notes Effects of Exploration on Society

• Triangular Trade
• Trading network lasting from the 1600s to the
  1800s that carried goods and enslaved people
  between the Americas, Europe, and Africa
• Originsneed 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

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Guided Notes Effects of Exploration on Society
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Aboard a Slave Ship

• Stand up
• Sit downon the floor
• Slide under your desk
• Tuck your legs in a ball against your chest
• Slave Trade Video
• http//app.discoveryeducation.com/player/view/asse
  tGuid/F1982B1E-C027-40DF-8D9F-6352AD2F1494

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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.

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Adam Smith The Wealth of Nations

• Adam Smith was an economist
• He believed countries (and people) could only
  create wealth when they were allowed to do as
  they wanted without any interference from the
  government
• Brainstorm
• Think of five ways that the government is
  involved in your life
• Would you be better off if the government was
  more or less involved?