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SS6H1a.b. SS6H2a. Latin America Standard: SS6H1: b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. Before 1492 Two very different ecosystems Two sets of culturally diverse peoples http://www.history.com/topics/aztecs/videos#th e-aztecs Two different disease pools Two sets of flora and fauna “...all the trees were as different from ours as day from night, and so the fruits, the herbage, the rocks, and all things.” -- Christopher Columbus Two biological ecosystems interchanged to create a new world ecology. According to historian Alfred Crosby, the exchange of plants, animals and pathogens between the two hemispheres was biologically “the most spectacular thing that has ever happened to humans," and he coined the phenomenon the Columbian Exchange. An Exchange of Pathogens The smallpox virus • In Mexico alone, the native population fell from roughly 30 million in 1519 to only 3 million in 1568. The greatest impact of the Columbian Exchange was the exchange of different food crops. Sweet Potatos Cassava Potatos The Exchange of Plants and Animals Originally from the Western Hemisphere Potato Maize (corn) Manioc (cassava, tapioca) Sweet potato Tomato Cacao (chocolate) Squash Chili peppers Pumpkin Papaya Guava Tobacco Avocado Pineapple Beans (most varieties, including phaseolus vulgaris) Peanuts Certain cottons Rubber Turkeys Originally from the Eastern Hemisphere Sugar Olive oil Various grains (Wheat, rice, rye, barley, oats) Grapes Coffee Horses Cattle Pigs Goats Sheep Chickens Various fruit trees (pear, apple, peach, orange, lemon, pomegranate, fig, banana) Chick peas Melons Radishes A wide variety of weeds and grasses Cauliflower Cabbage The Columbian Exchange Imagine Italian food without tomatoes, Mexican food with no rice and bean dish, the Irish without potatoes, chocolate without sugar. Standard: SS6H1: a. The student will describe the encounter (an unexpected or casual meeting with someone or something) and consequences of the conflict between the Spanish and the Aztecs and Incas AND the roles of Cortez, Montezuma, Pizarro and Atahualpa. Introduction to the Aztecs http://app.discoveryeducation.com/search?Ntt =aztec#selItemsPerPage=60&intCurrentPage= 0&No=0&N=18342%252B4294949099&Ne= 4294965172&Ntt=aztec&Ns=&Nr=&browseF ilter=&indexVersion=&Ntk=All&Ntx=mode% 252Bmatchallpartial Hernan Cortes Spanish conquistador- In 1519, the Governor of Spain hired Cortes to lead an expedition into Mexico. He took 600 men, 16 horses, and 14 cannons with him into Mexico. Cortes was concerned that some of his men would be frightened by the Aztec. To make sure that no one tried to escape back to home, Cortes had all the ships destroyed. Success or Death were their only options Cortes Meets the Aztecs http://app.discoveryeducation.com/search?Nt t=aztec#selItemsPerPage=60&intCurrentPag e=0&No=0&N=18342%252B4294949099& Ne=4294965172&Ntt=aztec&Ns=&Nr=&bro wseFilter=&indexVersion=&Ntk=All&Ntx= mode%252Bmatchallpartial Cortes in Mexico Cortes trained his men for several months He made friends with nearby Indians who did not like the Aztec He began to hear more rumors that there were Indians, the Aztecs, who lived further inland that had a lot of gold. By the time he marched on the Aztec capital city of Tenochtitlan, he had over 1,500 fighters. Over 1,000 were native people who wanted to fight the Aztec. The ruler of the Aztec at this time was Montezuma II. Under his rule, the Aztecs controlled the area around their capital city of Tenochtitlan, now Mexico City. Their borders stretched from the Gulf of Mexico to the Pacific Ocean. They controlled lands as far south as present-day Guatemala. Cortes meets the Aztecs Cortez used an interpreter who had once been an Aztec slave and spoke their language. Cortes and the Aztecs The Aztecs had also heard rumors – how these men were light skinned and had strange animals and weapons. Montezuma II thought that Cortes was the god, Quetzalcoatl, who was fair skinned and had promised to return one day. So he gave him gold and allowed him to enter the great city of Tenochtitlan. Cortes seizes the Emperor While they were there, the Spanish tried to convert the Aztecs to Christianity because they were so offended by their religion. Even though they were greatly outnumbered, Cortes had horses and better weapons and armor. He captured Montezuma II and tried to rule through him. Cortes believed that he could control the Aztec by keeping their leader hostage. They seized the Aztec gold and destroyed their temples. A fight had broken out between Cortes’ men and the Aztec while Cortes was away. When Cortes returned, battles had to be fought to win back Tenochtitlan. In 1521, Cortes led a military victory over the Aztec From this time forward, the Spanish sent more troops and settlers to Mexico. “Invisible Warrior” Another reason the Spanish were so successful in defeating the Aztecs: the invisible warrior. The Spanish brought with them diseases that the Aztecs did not have immunity for: smallpox and influenza were two of the deadliest. End of the Aztec Empire Montezuma was killed in 1520. Most believe he was killed by his own people when he tried to stop a rebellion. In 1521, the Spanish blocked traffic to and from the city and then burned Tenochtitlan to the ground and later built a new city, Mexico City, on the same site. Cortes became very wealthy and famous. In 1540 he returned to Spain . Let’s Summarize Conflict # 1: Aztec Empire v. Spain Time Period Location Leaders Result of Conflict How did this change things? 1519-1521 Southern Mexican Plateau (Near modern Mexico City) Aztec Ruler Spanish Conquistador Montezuma II Hernan Cortes -The Spanish are victorious -They have superior weapons & use the neighbors of the Aztecs as allies -Montezuma II is Killed The Spanish claimed Mexico as a part of their Empire & used it’s resources to gain wealth The people of the region developed Spanish Culture traits (Language-Spanish & Religion- Catholic) Spain ruled the area for the next 300 years. Exit Ticket How did Hernan Cortes impact Latin America? Warm-Up Share your response from yesterday’s exit ticket. Watch video clip: http://www.history.com/topics/aztecs/videos#theaztecs (1:20) Standard: SS6H1: a. The student will describe the encounter (an unexpected or casual meeting with someone or something) and consequences of the conflict between the Spanish and the Aztecs and Incas AND the roles of Cortez, Montezuma, Pizarro and Atahualpa. Francisco Pizarro Pizarro was born in Spain in 1475. He was a pig farmer as a boy. As a young man he joined a ship traveling for the New World. In 1502, at the age of 27, he landed on the island of Hispaniola. He learned a lot about exploration and conquering the native people. He traveled with Vasco Nunez de Balboa on his famous exploration of Central America in which Europeans first sighted the Pacific Ocean. In 1523, Pizarro led a voyage to explore the west coast of South America, south of Panama. He came across some Indian traders who told of a rich country to the south. He learned that these people were the Inca and that they lived in the area of what is now Peru. Over the next few years, Pizarro went back to Spain to get permission to invade and conquer the Incas. The Spanish king gave Pizarro permission to take the Inca land and claim it as part of Spain. He made Pizarro viceroy (governor) over the lands stretching six hundred miles south from Panama. The king also gave Pizarro three ships, about two hundred men, and three dozen horses to make his plan work. Pizarro began his mission in 1531 Introduction to the Incas http://app.discoveryeducation.com/search?Ntt=in cas Atahualpa was the last ruler of the Inca empire He had just gained control of the empire from his brother when Pizarro showed up. Inca land stretched 2,000 miles along the Pacific Coast of South America Atahulapa was considered to almost be a God. Each day, he was given new clothes to wear, never wearing the same clothes more than once. Even the walls of his palace were gold and silver. He wore gold jewelry and ate from gold plates and cups. He was carried by servants from place to place on a special chair. How did the Spanish win? Let’s watch and see… http://app.discoveryeducation.com/se arch?Ntt=incas (4:39) Sneak Attack!! Pizarro arranged a meeting between him and Atahualpa in 1531. The two did not trust each other. Pizarro had men hiding in buildings around the Incan town. He was up to no good. WHAT DO YOU THINK THE SPANIARDS HAD HIDDEN WITH THEM THAT HELPED THEM WIN? Remember the Colombian Exchange: The Spanish had four main advantages: Guns Cannons Horses But worst of all the invisible weapon: Diseases What do you think this did to the population ? How could this have been an advantage to the Spaniards? Sneak Attack Atahualpa arrived with thousands of men. But……… Sneak Attack Atahualpa walked into a trap. When Atahualpa came out, the Spanish began shooting their cannons and guns, which were unknown to the Inca. The Inca were scared of them and terrified of the horses the Spanish rode . This gave the Spanish the advantage. Not Playing Fair Once the Spanish took Atahualpa captive the Incas had no leader and they could not fight well. They thought Atahualpa was a god and could not believe that he was defeated. Pizarro demanded gold for his return. The Inca brought 24 tons of gold and silver in exchange for the life of Atahualpa The gold and silver were melted into bars, and most were sent back to Spain for the king However, Atahualpa was not released Not Playing Fair Atahualpa was executed on August 29, 1533 by Pizarro and his men. Atahualpa’s death ended the empire of the Inca. Even though some warriors still fought, the empire was gone because it had no recognizable leader The Spanish settlements in Peru began to grow Gold and silver continued to be taken from the Inca and shipped back to Spain Pizarro grew wealthy He founded the city of Lima and built a palace there Some of the other Spanish leaders were jealous of Pizarro’s wealth • They tried to take over his palace in 1541 Pizarro was killed in the attack For nearly 300 years, the Spanish ruled the lands once held by the Inca End of the Incan Empire After Atahualpa’s death, the Spanish continued to conquer the Incan Empire. The use of better weapons, armor, horses, and disease again allowed the Spanish to have an easy victory. Conflict # 2: Time Period Location Leaders Inca Empire vs. Spain 1531-1533 Andes Mts./Pacific Coast of South America Parts of: Peru, Ecuador, Bolivia, Chile, & Argentina Inca Ruler Atahualpa Result of Conflict How did this change things? Spanish Conquistador Francisco Pizarro The Spanish are victorious They have superior weapons; deceive Inca leadership Atahualpa is killed The Spanish claimed Western S. America as a part of their Empire & used it’s resources to gain wealth The people of the region developed Spanish Culture traits (Language-Spanish & Religion- Catholic) Spain ruled the are for the next 300 years. SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations. a. Describe the influence of African slavery on the development of the Americas. Slavery in Latin America • • • Shortage of labor in Americas led to beginning of Atlantic slave trade. Farmers and plantation owners first used Native Americans, however European diseases and warfare killed millions of Native Americans. Workers were still needed on sugar, tobacco, and other types of plantations which brought about the Africa slave trade in the Americas. Slavery in Latin America http://app.discoveryeducation.co m/search?Ntt=triangle+of+trade Slavery in Latin America Between the 1500s and the 1800s millions of Africans were captured, shipped across the Atlantic Ocean, and sold as slaves in the Americas. 10 to 20 Million Enslaved Brazil Spanish Empire 2 - 5 million Caribbean 4 - 10 million 3 – 6 million North America .5 – 1 million Triangular Trade Triangular trade is a historical term indicating trade among three ports or regions, in the shape of a triangle. (Europe, Africa, and the Americas) Triangular Trade First leg of triangle, ships carrying European goods to Africa to be exchanged for slaves. Second leg, Middle Passage, brought Africans to Americas to be sold. Third leg carried American products to Europe. Triangular Trade Route Europe The Americas Manufactured goods (beads, cloth, guns) Cotton, sugar, tobacco, molasses, rum Africa slaves Let’s Review 1. Which of the following events occurred as a result of European exploration of the Americas in the 1400s and the 1500s? A. the discovery and use of the Northwest Passage to Asia B. the invention of the astrolabe, which improved navigation. C. the destruction of the Aztec and Incan civilizations D. the discovery that only the Atlantic Ocean separated Asia from Europe 1. Which of the following events occurred as a result of European exploration of the Americas in the 1400s and the 1500s? A. the discovery and use of the Northwest Passage to Asia B. the invention of the astrolabe, which improved navigation. C. the destruction of the Aztec and Incan civilizations D. the discovery that only the Atlantic Ocean separated Asia from Europe 2. In the 1500s, the Incan civilization was conquered by Spanish soldiers led by A. Ferdinand Magellan. B. Francisco Pizarro. C. Montezuma. D. Vasco da Gama. 2. In the 1500s, the Incan civilization was conquered by Spanish soldiers led by A. Ferdinand Magellan. B. Francisco Pizarro. C. Montezuma. D. Vasco da Gama. 3. In the 1500s the Aztec Empire in Central America was conquered by Spanish soldiers led by A.James Cook. B. Montezuma. C. Hernando Cortés. D. Christopher Columbus. 3. In the 1500s the Aztec Empire in Central America was conquered by Spanish soldiers led by A. James Cook. B. Montezuma. C. Hernando Cortés. D. Christopher Columbus. 4. Part of the Columbian Exchange between Europe and the Americas included the A. movement of many indigenous Americans to Europe. B. movement of goods on shipping routes across the Pacific. C. introduction of new crops to Europe and the Americas. D. introduction of mass production and factory buildings to the Americas. 4. Part of the Columbian Exchange between Europe and the Americas included the A. movement of many indigenous Americans to Europe. B. movement of goods on shipping routes across the Pacific. C. introduction of new crops to Europe and the Americas. D. introduction of mass production and factory buildings to the Americas. 5. Cortes and Pizarro were able to conquer the Aztecs and the Incas because A. the Native Central Americans were peaceful and refused to fight the Spanish soldiers. A. B. the Aztec navy was quickly defeated by the superior Spanish Armada. C. the Aztecs and Incas were at war with each other, making them weaker. D. European diseases killed many Native Central Americans who might have fought the Spanish. 5. Cortes and Pizarro were able to conquer the Aztecs and the Incas because A. the Native Central Americans were peaceful and refused to fight the Spanish soldiers. A. B. the Aztec navy was quickly defeated by the superior Spanish Armada. C. the Aztecs and Incas were at war with each other, making them weaker. D. European diseases killed many Native Central Americans who might have fought the Spanish. 6. One impact of the African Slave Trade included A. further blending of ethnic groups in Latin America B. more opportunities for Africans to own land C. less shipping between continents. D. Africans brought their French and English languages to Latin America. 6. One impact of the African Slave Trade included A. further blending of ethnic groups in Latin America B. more opportunities for Africans to own land C. less shipping between continents. D. Africans brought their French and English languages to Latin America. 7. The African slave trade grew because European nations wanted the captured Africans A. to work in the new factories. B. to replace the labor of the serfs. C. to work on the plantations in their colonies. D. to increase the number of soldiers in their armies. 7. The African slave trade grew because European nations wanted the captured Africans A. to work in the new factories. B. to replace the labor of the serfs. C. to work on the plantations in their colonies. D. to increase the number of soldiers in their armies.
