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Lesson # 2 – Native Populations & Columbian Exchange Bell Ringer/Objective 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 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 Bell Ringer/Objective 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 Reminders Tutorials 2:30-3:30 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?