Columbian Exchange 9/12/2013 APUSH Ms. Brown

APUSH Goals: 9/12 Essential Questions: Were pre-Columbian native peoples civilized? What were the consequences of early Portuguese and Spanish exploration, conquest and settlement in the New World for native peoples? Learning Goals: To understand the motives of early explorers and the impact they had on the New World. (1.2.I) To analyze cultures using the SPICE criteria.

Lesson: 9/12 The Arrival of Columbus and Challenge of Euro-centric Sources Columbian Exchange

Lesson: 9/12 The Arrival of Columbus and Challenge of Euro-centric Sources Encomienda System

Lesson: 9/12 The Arrival of Columbus and Challenge of Euro-centric Sources Columbus Comes upon a New World Columbus convinced Isabella and Ferdinand to fund his expedition. His goal was to reach the East (East Indies) by sailing west, thus bypassing the around-Africa route that Portugal monopolized. He misjudged the size of the Earth though, thinking it 1/3 the size of what it was. So, after 30 days or so at sea, when he struck land, he assumed he’d made it to the East Indies and therefore mistook the people as “Indians.” This spawned the following system… Europe would provide the market, capital, technology. Africa would provide the labor. The New World would provide the raw materials (gold, soil, lumber).

Lesson: 9/12 The Arrival of Columbus and Challenge of Euro-centric Sources When Worlds Collide Of huge importance was the biological flip-flop of Old and New Worlds. Simply put, we traded life such as plants, foods, animals, germs. From the New World (America) to the Old 1. Corn, potatoes, tobacco, beans, peppers, manioc, pumpkin, squash, tomato, wild rice, etc. 2. Syphilis From Old World to the New Cows, pigs, horses, wheat, sugar cane, apples, cabbage, citrus, carrots, Kentucky bluegrass, etc. Devastating diseases – smallpox, yellow fever, malaria as Indians had no immunities. a. The Indians had no immunities in their systems built up over generations. b. An estimated 90% of all pre-Columbus Indians died, mostly due to disease.

Lesson: 9/12 The Arrival of Columbus and Challenge of Euro-centric Sources Letter from Columbus to Queen Isabella and King Ferdinand, 1493 What can we tell about the first encounter from these sources? “I discovered many islands inhabited by numerous people. I took possession of all of them for our most fortunate King by making public proclamation and unfurling his standard, no one making any resistance” “they are destitute of arms, which are entirely unknown to them, and for which they are not adapted; not on account of any bodily deformity, for they are well made, but because they are timid and full of terror.” “might become Christians and inclined to love our King and Queen and Princes and all the people of Spain.”

Lesson: 9/12 The Arrival of Columbus and Challenge of Euro-centric Sources Letter from Columbus to Queen Isabella and King Ferdinand, 1493 What can we tell about the first encounter from these sources? “I discovered many islands inhabited by numerous people. I took possession of all of them for our most fortunate King by making public proclamation and unfurling his standard, no one making any resistance” “they are destitute of arms, which are entirely unknown to them, and for which they are not adapted; not on account of any bodily deformity, for they are well made, but because they are timid and full of terror.” “might become Christians and inclined to love our King and Queen and Princes and all the people of Spain.”

Skill Work: 9/12 How do I attack a source? Question: How do I attack a source? Answer: APPARTS Author: Who created the source? What do you know about the author? What is the author's point of view? Place and time: Where and when was the source produced? How might this affect the meaning of the source? Prior knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent?

Skill Work: 9/12 How do I attack a source? Question: How do I attack a source? Answer: APPARTS Audience: For whom was the source created and how might this affect the reliability of the source? Reason: Why was this source produced, and how might this affect the reliability of the source? The main idea: What point is the source is trying to convey? Significance: Why is this source important? Ask yourself "So what?" in relation to the question asked.