Aim: Who was Christopher Columbus?

Title: Columbus and other European Explorers.

Do Now: 1) What significant event occurred in 1492?

2) In your own words, examine whether this era can be consider a major turning point in world history? Please work on being specific with your response.

Today’s Learning Objectives:

• Identify the three stated aims of Columbus' voyages: God [Christianity], Gold [bullion: silver & gold], & Glory [exploration/chance to see the world/discover new things/places – get away from the boring manor].

• Describe the native people Europeans encountered and the results of their contact.

• Compare the goals of early European exploration with the results.

Am

erica

s

Cen

tral

& S

outh

Europe MA

frica

Ocean

i

aEast

Silk Road towns connected the largest citiesof the West and East in 100 CE.

West East

In 1492, who controlled the land routeto the Eastern spices?

WestEast

Activity #1

1. Complete the listed handout with your group members.

Reviewing the handout pertaining to today’s activity

Prior to Columbus’ “Discovery” Post-Columbus’ “Discovery”

Europeans as were interested in distant lands, i.e., India/Asia.

Many different Native tribes occupied what was later called the “Americas” = Amerigo Vespucci [Italian cartographer/navigator].

In the aftermath , Protestant Reformation, many Europeans wanted to leave Europe to seek a safer place to worship their religion.

Most of the “Natives” were at peace.

Native peoples were tortured, killed, and placed into slavery.

The Atlantic slave trade began.

More explorers began “discovering” parts of the Americas.

Europeans experienced hard times in early stages of starting colonies.

Europeans had a “3 G” mindset: God, Gold, and Glory.

Activity #2: Questions/comments? 1. The HW

a. Key historical terms/phrases. b. Since you will definitely see them again, did everyone find the

definitions & significance of each?

• Part Two: Define and give the significance of each term below:

1) Middle Passage2) Treaty of Tordessillas3) Prince Henry4) Encomienda System5) Encounter6) Columbian Exchange7) Amerigo Vespucci

New Colonial Rivals

“Triangular” trade made

somecontinents wealthy while it

impoverishedother

continents.

Middle Passage

• Middle Passage– Definition: second leg of the triangular trade

network which transported slaves to the Americas• Slave Ship Video

• Loose-packers vs. Tight-packers• Environment slaves were held in• Resistance• Statistics of survival• Names of slave ships and the irony

Prince Henry, the Navigator

School for Navigation, 1419

The “Columbian Exchange” Squash Avocado Peppers Sweet

Potatoes

Turkey Pumpkin Tobacco Quinine

Cocoa Pineapple

Cassava POTATO

Peanut TOMATO Vanilla MAIZE

Syphilis

Olive COFFEE BEAN Banana Rice

Onion Turnip Honeybee Barley

Grape Peach SUGAR CANE

Oats

Citrus Fruits Pear Wheat HORSE

Cattle Sheep Pigs Smallpox

Flu Typhus Measles Malaria

Diptheria Whooping Cough

Trinkets

Liquor

GUNS

Native American Labor

• Encomienda system– Right to demand labor or tribute from Native

Americans– Used for plantation and mining labor– Conditions• Disease, starvation and cruelty (pop. Decline)• Those who resisted were often killed

Administration of the Spanish Empire in the

New World1. Encomienda

or forced labor.

2. Council of the Indies.

Viceroy.

New Spain and Peru.

3. Papal agreement.

The Treaty of Tordesillas, 1494 &

The Pope’s Line of Demarcation

Activity #3: Discussing Columbus• Discussion on last week’s homework pertaining to

Columbus. Who was he? – Everyone must have his or her homework in front of

him or her in anticipation of partaking in this discussion. • What questions did you formulate on your own? As

per the homework, all were asked to bring forth a minimum of three (3) queries pertaining to Columbus, European explorers, and the era/period in question.

Activity #4: Videos centered on Columbus:

• Watch a few videos surrounding Columbus, his explorations and its rippling effects/ramifications dating back to the late 15th century to this very date.

Return Students “Revival of Trade” EssayWhat I noticed while grading the papers: 1. Various instances of plagiarism.

a. There’s a very thin between your own work & plagiarism.

2. Students failed to follow simple instructions as per the rubric & various lessons.

a. What happened to your thesis statement? Underline it. b. As mentioned countless times, in historiography (writing history),

unless advised to do otherwise (which you were not) students must write in the 3rd person, and not the 1st or 2nd.

3. Too many errors (really frustrating at times): grammatical, factual, spelling, failure to know when & where to utilize capitalization of various words/terms, etc.

4. Although students were afforded countless in-class time to conduct their work, many of the essays in which I read appeared like they were conducted last minute with no or very little revision/editing.

Good News!

With that said, I cannot/will not paint everyone with a broad brush, for there were a few essays that did impress me in a myriad of ways. Some, while not perfect (oh please, I too make my share of errors), but learned and definitely showed tremendous growth in the process. While I will not single you out here, based on your committed hard work, my comments, etc., you ought to know who you are by now.

Questions/Comments? Please bring it to my attention during lunch period, or anytime after 4:05 pm Tuesday, Wednesday, Friday in this very room – 311.

Homework# 25 • 1. Read 16.3 – Please read it! • 2. Create (write it out) an original song, poem, rap, etc.,

surrounding/focused on how Europeans treated “others”: Non-Europeans = native & Africans.

• Unless you want to listen to Jason’s “boring” Rastafarian

(i.e., Bob Marley, Peter Tosh, Steele Pulse, etc.) music (LOL), come to class with some music focused on oppression (slavery, discrimination: color, race, ethnicity, religion, gender, etc.) by one group over another. We will play/blast [BUMP] some music surrounding oppression.