Objective: Summary of Origins and Lifestyles of Early Americans HW: Read Chapter 2, section 2 VOCAB 1.5, 2.1, “Young Omahaw, War Eagle..." by Charles Bird King 1821

1.The Treaty of ________ divided the New World between Spain and Portugal. 2.The “noble ones” Columbus encountered were the _____ people. 3.The Columbian Exchange was the exchange of _______ between the New World and the Old World. 4.99% of the inhabitants of Hispaniola were killed by __________. 5.Christopher Columbus claimed Hispaniola for what country?

1.The Treaty of Tordesillas divided the New World between Spain and ________. 2.The “______ _____” Columbus encountered were the Taino people. 3.The Columbian ______was the exchange of living things between the New World and the Old World. 4.99% of the inhabitants of Hispaniola were killed by __________. 5.The first Europeans to reach the New World were probably ________.

Map: Peopling of the Americas Copyright © Houghton Mifflin Company. All rights reserved.

Map: Locations of Selected Native American Peoples, C.E Copyright © Houghton Mifflin Company. All rights reserved.

Map: Indian Economies in North America Copyright © Houghton Mifflin Company. All rights reserved.

Ancient Cultures of North America CIVILIZATIONDATESLOCATIONACHIEVMENT

THE OLMECS 1200 BCE ???

MAYANS CE

AZTECS CE Aztec home scene from Florentine Codex (The Art Archive) Houghton Mifflin Company The Great Temple at Tenochtitlán

At the height of Aztec-Toltec civilization in central Mexico, which coincided with the arrival of Cortés and his Spanish soldiers in 1519, this capital city had a dense population of over 300,000, more than any European city. Built on marshy lowlands and linked to the mainland by broad causeways, it had great public works and pyramids to the sun and moon that were connected by an elaborate irrigation system. From this metropolis, priests, warriors, and rulers held absolute authority over hundreds of thousands of people in the countryside. (American Museum of Natural History #32659) The Great Temple at Tenochtitlán Copyright © Houghton Mifflin Company. All rights reserved.

INCA CE Inca Suspension Bridge, 1613 Bridges like this one, sketched by a native Andean, enabled the Incas to move people and goods through the mountains. An Inca administrator stands to the left, overseeing the bridge. (Det Kongelige Bibliotek) Inca Suspension Bridge, 1613 Copyright © Houghton Mifflin Company. All rights reserved.

HOHOKUM 3000 BCE ???

Pueblo Bonito, Chaco Canyon Pueblo Bonito illustrates the richness and grand scale of Anasazi architecture. (Richard Alexander Cooke III) ANASAZI 3000 BCE ??? Copyright © Houghton Mifflin Company. All rights reserved.

Adena, Hopewell, Missippian (Mound-builders) CE

Cahokia Mounds This contemporary painting conveys Cahokia's grand scale. Not until the late eighteenth century did another North American city (Philadelphia) surpass the population of Cahokia, c (Cahokia Mounds Historic Site, painting by William R. Iseminger) Cahokia Mounds Copyright © Houghton Mifflin Company. All rights reserved.

Iroquois Confederacy (Five Nations) 1100 ? – 1800’s CE Reconstructed Iroquian village Iroquois towns consisted of rows of longhouses, often surrounded by defensive walls. (Richard Alexander Cooke III) Mohawk: People Possessors of the Flint Onondaga: People on the Hills Seneca: Great Hill People Oneida: Granite People Cayuga: People at the Mucky Land Tuscarora: Shirt Wearing People became the Sixth Nation.

THE GREAT BINDING LAW, GAYANASHAGOWA 1. I am Dekanawidah and with the Five Nations' Confederate Lords I plant the Tree of Great Peace. I plant it in your territory, Adodarhoh, and the Onondaga Nation, in the territory of you who are Firekeepers. I name the tree the Tree of the Great Long Leaves. Under the shade of this Tree of the Great Peace we spread the soft white feathery down of the globe thistle as seats for you, Adodarhoh, and your cousin Lords. We place you upon those seats, spread soft with the feathery down of the globe thistle, there beneath the shade of the spreading branches of the Tree of Peace. There shall you sit and watch the Council Fire of the Confederacy of the Five Nations, and all the affairs of the Five Nations shall be transacted at this place before you, Adodarhoh, and your cousin Lords, by the Confederate Lords of the Five Nations. 5. The Council of the Mohawk shall be divided into three parties as follows: Tekarihoken, Ayonhwhathah and Shadekariwade are the first party; Sharenhowaneh, Deyoenhegwenh and Oghrenghrehgowah are the second party, and Dehennakrineh, Aghstawenserenthah and Shoskoharowaneh are the third party. The third party is to listen only to the discussion of the first and second parties and if an error is made or the proceeding is irregular they are to call attention to it, and when the case is right and properly decided by the two parties they shall confirm the decision of the two parties and refer the case to the Seneca Lords for their decision. When the Seneca Lords have decided in accord with the Mohawk Lords, the case or question shall be referred to the Cayuga and Oneida Lords on the opposite side of the house. 9. All the business of the Five Nations Confederate Council shall be conducted by the two combined bodies of Confederate Lords. First the question shall be passed upon by the Mohawk and Seneca Lords, then it shall be discussed and passed by the Oneida and Cayuga Lords. Their decisions shall then be referred to the Onondaga Lords, (Fire Keepers) for final judgement. The same process shall obtain when a question is brought before the council by an individual or a War Chief.

Ancient Cultures of North America CIVILIZATIONDATESLOCATIONACHIEVMENT

Christopher Columbus WHO – A Genoese sailor WHAT – Credited with “discovering” the New World. (Native American Indians, the Taino, were already living there.) WHEN – arrives at San Salvador on Oct. 12, 1492 WHERE – He left Spain and “discovered” the islands of San Salvador, the Bahamas, Cuba, and Hispaniola. WHY - He was looking for a route across the Atlantic to trade with Asia. Spain sought “Gold, Land, and Religion” in the lands he found.

Spanish Conquest What were the main motives of the Spanish? What were some of the consequences of the Spanish conquest for Native Americans? What were some of the consequences of the Spanish conquest for Africans?

Bartolomé de las Casas, Bishop of Chiapas New Spain was discovered in …During the 12 years {from 1518 to 1530} the Spanish killed more than four million men, women, and children with swords and lances, and by burning people alive…. This does not count those who have died, and continue to0 die every day, from the slavery and oppression that the Spanish impose…. Among other massacres perpetrated by the Spanish was one that took place in Cholula, a city with thirty thousand inhabitants. Dignitaries and priests from the city and the surrounding countryside greeted the Spanish with great solemnity and respect, and escorted them into the city and lodged them in the homes of the local nobility. The Spanish decided to stage a massacre – or a “chastisement” as they call it – in order to terrorize the population. To accomplish this, the Spanish summoned the local dignitaries. As soon as they arrived to hold talks with the Spanish commander, they were taken captive and had no opportunity to warn others. Then the Spanish demanded five to six thousand Indians to carry their loads. ….Once these poor wretches assembled in the courtyard, guards blocked the gates with the Spanish soldiers slaughtered the Indians with swards and lances. The pretext under which the Spanish invaded these areas, massacred their harmless inhabitants, and depopulated the country was to make the Indians subjects of the king of Spain. The fate of the Taino…

What was the significance of the Columbian Exchange?

The Columbian Biological Exchange Forms of Biological Life Going From: Old World to New World:New World to Old World: Diseases: Smallpox Measles Chicken Pox Malaria Yellow Fever Influenza The Common Cold Syphilis Animals: Horses Cattle Pigs Sheep Goats Chickens Turkeys Llamas Alpacas Guinea Pigs Plants: Rice Wheat Barley Oats Coffee Sugarcane Bananas Melons Olives Dandelions Daisies Clover Ragweed Kentucky Bluegrass Corn (Maize) Potatoes (White & Sweet Varieties) Beans (Snap, Kidney, & Lima Varieties) Tobacco Peanuts Squash Peppers Tomatoes Pumpkins Pineapples Cacao (Source of Chocolate) Chicle (Source of Chewing Gum) Papayas Manioc (Tapioca) Guavas Avocados | This page was last updated on 12/3/98. | Return to History 111 Supplements | Site Map |Return to History 111 SupplementsSite Map Dr. Harold D. Tallant, Department of History, Georgetown College 400 East College Street, Georgetown, KY 40324, (502)

Native American Planting Maize, from Folio 121 from Histoire Naturelles Des Indes Maize (corn), which was genetically engineered by Native Americans in what is now Mexico some 7,000 years ago, became one of the staple food sources for many Indian groups in North America. This sixteenth- century illustration depicts traditional Native American agricultural practices and typical foods including corn, squashes, and gourds. (The Pierpont Morogan Library/Art Resource, New York) Native American Planting Maize, from Folio 121 from Histoire Naturelles Des Indes Copyright © Houghton Mifflin Company. All rights reserved.

Map: The Spanish and Portuguese Empires Copyright © Houghton Mifflin Company. All rights reserved.

HW:Chapter 2, Section 1 READ AND DO VOCAB IN COMPOSITION NOTEBOOK