Download The Columbian Exchange

Lesson # 2 – Native Populations &
Columbian Exchange
3/8 – Bell Ringer/Objective
 Page 121
 Bell Ringer: 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
 Homework: Reading on Adam Smith
 Page 122: Attach Station 1 & 2
 Page 123: Attach Station 3 & 4
 Page 124: Attach Station 5 & 6
If these do not fit on one page, use pages 122a, 123a, 124a
Gallery Crawl
 You will be “crawling” through 6 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)
Gallery Crawl
 You will have ten minutes at each station
 If you finish early, begin brainstorming with your group
how you can represent your
Station # 1 – European Diseases
 Overview: In the following activity, you will study
information pertaining to diseases historically
originating in the “Old World.”
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.”
Station # 1 – European Diseases
Cholera
Smallpox
Typhus
Cholera is an infection of the small
intestine that causes a large amount of
watery diarrhea.
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.
Typhus is a bacterial disease spread by lice or
fleas.
Causes, incidence, and risk factors
Smallpox spreads easily from one
person to another from saliva
droplets.
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.
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
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
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.
Station # 1 – European Diseases
 Step 3: Answer the remaining questions based on the
picture below and your secondary sources.
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.”
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?
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 country’s enemies.
2. WHO IS MONTEZUMA TO THE AZTEC PEOPLE?
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.
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?
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.
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.
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 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.
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”
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 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. (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 Activity
 Each student will prove their understanding by
creating a physical representation of the knowledge
obtained during today’s 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
Lesson # 2 – Native Populations &
Columbian Exchange
Day 2
3/11 – Bell Ringer/Objective
 Page 125
 Bell Ringer: Why were the natives unable to combat the Europeans
that came during Expansion?
 Objective: Cite the effects of European expansion on Africans, preColumbian Americans, Asians, and Europeans
 Homework: Reading on Adam Smith
 Page 126
 Attach: Guided Notes: Effects of Exploration on Society
 Page 127
 Leave blank: Title “Trade Simulation”
 Page 128
 Leave blank: Title “Aboard a Slave Ship”
 Page 129
 Attach homework: Adam Smith
Reminders
 Test on Friday, March 15
 Study guide due Thursday, March 14 for Extra Credit
 Tutorial on Tues/Thurs 2:30-3:30pm
Review
 Each group will be given a number
 Find the corresponding station number from Friday
 You will have 4 minutes to write 2 facts about that
station
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)
Guided Notes | Effects of Exploration on Society
 The 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
350
300
250
China
India
Europe
Sub-Saharan Africa
Latin America
200
150
100
50
0
1400 CE (A.D.) 1600 CE (A.D.) 1800 CE (A.D.)
Simulation – Page 127
You will be placed in groups of three. Each student will get
information pertaining to a person from a different part of the
world. It is your job to figure out how each of you can help each
other be successful in life.
 Step 1: Read the slip of paper given to you. Fill in the last box
labeled “What do you have? | What do you need?” based on
the limited information you have been given.
 Step 2: Talk to each other. Figure out what each character needs
and how you can work together to benefit each other.
 Step 3a: Write a paragraph explaining how your decision was
made, what your final decision was, and how each individual
benefits from the solution.
 Step 3b: Draw a diagram depicting your solution. Make sure
your diagram is clear.
Guided Notes | Effects of
Exploration on Society
Triangular Trade
 Trading 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
“Aboard a Slave Ship”
 Stand up
 Sit down…on the floor
 Slide under your desk
 Tuck your legs in a ball against your chest
“Aboard a Slave Ship” – Page 128
 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 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?