DOCUMENT RESUME

ED 048 179 SP 001 066

TITLE Ethnic Backgrounds a'd Cultural Factors. resourceUnit II, Grade 6. Providence Social StudiesCurriculum 'eroject.

INSTITUTION Providence Public Schools, R.I.; Rhode Island Coll.,Providence.

SPONS AGENCY Office of Education (DHEW), Washington, D.C.Cooperative Research Program.

REPORT NO CRP-6-1195PUP BATE 68NOTE 31p.; Part of a set of resource units and curriculum

overviews for K-12 social studies

EDRS PRICE EDRS Price MF-$0.65 HC-$3.29DESCRIPTORS Cultural Differences, *Curriculum Guides, *Grade 6,

*Social Studies, *Urban TeachingIDENTIFIERS Africa, Latin America

AESTRACTGLADES OE AGES: Grade 6. SUBJECT MATTER: Social

studies; civilization of Latin America and Africa. ORGANIZATION ANDPHYSICAL APPEARANCE: The central part of the guide is divided intothree subunite, each of which is laid out in three columns, one eachfor topics, activities, and materials. Other sections are in listform. The guide is mimeographed and staple-bound with a paper cover.OBJECTIVES ANL ACTIVITIES: General objectives for the unit are listedon the first rage. Each group of activities in the second column ofthe subunits is related to a topic in the first column. A separatesection lists eight supplementary activities. INSTRUCTIONALMATERIALS: Each group of materials listed in the third column of thesubunits is related to one or more activities. In addition 13appendixes contain curriculum materials--maps, charts, and articles.STUDENT ASSESSMENT: A one-page section entitled "Evaluation" listsideas students should understand and skills they should possess bythe end of the unit. OPTIONS: The guide is prescriptive as to coursecontent and timing. Activities and materials listed are optional. (PT)

01.

PROVIDENCESOCIAL

STUDIESCURRICULUM

PROJECT

6

DEPARTMENT OF HEALTH,EDUCAT`Coi S NT E LF Ape

OFFICE VF 'EDUCATIONTHIS DOCUMENT HAS BEEN REPRO-

DUCED EXACTLY AS P.ECEIVED FROM

;HE PERSON OR ORGANIZATION ()RIG,INAPNG IT. POINTS OF VIEW OF OPIN-

IONS STATED 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU

CATION POSITION OR POLICY

arsomor

ETH \ IC BACKGROUNDSAND CULTURAL FACTORSRESOURCE UIN II.

GRADE 6

RHODE ISLAND cc:4,1,4:6E

PROVIDENCE PUBLIC SCROOL6

RU,II - Gr. 6

TABLE OF CONTENTS

I. Major Understandings

II. Aims

III. Vocabulary

PACE

1

1

2

IV. Development of UnitA. Early History 3

B. Colonial Development 5

C. Peoples 3

V. Related Activities

VI. Evaluation

31

12

VIZ. AppendixA. Time Line - Early Civilizations 13

B. Time Lit .e - Colonial ExplorersC. Chart - Comparison of Early Civilizations 15

D. Vap - Early Colonial Possessions of Africa 16

E. Chart - Major African Food Plants 17

F. Chart - Crops Discovered in Latin America by Explorers 18

G. Chart - Crops Intzoduced to Africa fromLai:in America 19

H. Article - Follnwing Niger ;fiver 20

I. Article - Land of the Lakes 22

J. Crossword Puzzle ?3

H. Original Play 24

L. Map - European Overseas Empires 1700-1750 26

11. Map - Overseas E.1pansion of the Iberian People 1750-1800 27

RU,I1 - Gr. 6 1

RESOURCE UNIT IIETHNIC BACKGROUNDS AND

CULTURAL FACTORSSUGGESTED TIME: 7 - 8 WEEKS.

iviAJOR Ui\IDERSTADINGS

1. An understanding of the wide variety of ethnic and cultural back-grounds in Latin America and Africa should be developed.

2. An awareness should be created of the influence of colonization onthe development of Latin America and Africa.

II. AIMS

The specific aims of this unit are to develop at, understanding of thefollowing:

1. The location and identity of the early civilizations which existedin Latin America and Africa.

2. The influence that these civilizations had on these two areas.

3. The location of those countries which were colonial powers in LatinAmerica and Africa.

4. The reasons why Latin America and Africa were co/cnized by thesecountries.

5. The influences of colonization upon the development of Latin Americaand Africa.

6. The nature and variety of ethnic groups in Latin America and Africa.

7. The interrelationships which exist among the peoples within thesetwo areas.

x

RU,II - Gr. 6 2

VOCABULARY

agave Mali

Pedro de Alvarado Mara

architecture Mestizos

Aztec navigable

Vasco Nunez de Balboa observatory

Richard Burton Francisco de Orellana

Bushman Mungo Park

Pedro Cabral peasants

Chichen itza Francisco Pizarro

civilization plaza

Hernando Cortez plumes

Bartolpmeu Diaz pulque

El Dorado primitive

ethnic pyramid

expedition Quetaalcoatl

Vasco de Gama rumor

Ghana Semites

Gil Gonzalez slash and burn

Hanites Juan de Solis

Hottentots Jihn Speke

Inca Henry Stanley

David Livingston technology

llamas Tenochtitlan

maize tortillas

maguey Pedro de ValdiviaYucatan Peninsula

RU,II - Gr. 6 3

DEVELOPivIENI1 OF UNIT

A. EARLY HISTORY

QUESTIONS

In what parts ofLatin America andAfrica were theearly civilizationslocated/

At what time in history did these civilizations exist?

SUGGESTED ACTIVITIES MATERIALS

The early civilizations of Latin Large wall map of the

America were those of the Maya; world.Aztec., and Inca Indians. Someof the early ci'.iilizations ofAfrica were those of Egypt. Ghana-Mali and the Rbmanized area inthe North.

Have the children locate the areawhere these civilizations existedon the world map. Use individualoutline maps of the world as afollow-up activity.

Have a small group do researchto find ouf..; when these civiliza-

tions existed and then constructa time line indicating the his-tl-Acal sequence of these civili-zations.

The class might like to make in-dividual copies for their ownnotebooks.

Individual outline mapsof the world.

Globe

Encyclopedias and otherreference books.

RU,II - Gr. 6

Development of Unit (c.,.1014

QUESTIONS

How can these civi-lizations be com-pared?

Degree of develop-ment:

ReligionLeadersGovernmentTechnolo,DOccupationsHousingArchitecture

Art FormsContributions topresent day soci-ety.

SUGGESTED ACTIVITIES

Divide the class into groups andassign each one an early civili-zation. Have them do researchinto various phases of thesecivilizations. Before workcommences, it might be wise toset up standards for good groupwork. With slower groups,perhaps one civilization mightbe studied in its entirety bythe class together beforedividing into groups.

Filmstrips indicated undermaterials might be used toarouse interest in thisproblem.

After research, have the com-mittees report their findingsto the class. After each com-mittee report, allow time forclass discussion.

As a culminating activity alarge chart could be made whichmould show a comparison of thesecivilizations

See Appendix for suggestion.

Correlation

Model animals-llamas-alpacasMake Indian masks

Be sureModel Indian Godsthese are

itake headdresses authentic.

Make paintings and drawings toshow the life of these earlypeoples.Class music books may containsongs appropriate to the unit.Give book reports from librarybooks about tuese earlycivilizations.

6

4

MATERIALS

FILMSTRIPSAncient EgyptSS-M-6-aSS-A-25Life Along the NileSS-S-29-aRise of EgyptianCivilizationSS-R-19-cTitle IIEgypt SS-E-10-dTreotecSS-E-10-eMayas SS-E-10-f

Available for loanfrom R. I. Schoolof Design2 Exhibits - EgyptI2(22x28") panels-Customs Photos-ArchitectureEgyptian, Roman2x7" slides EgyptPaintings sculpturearchitecture.

Burdett: LearningAbout Latin Americapp. 23-33Scott, Foresman:In the Americas.pp. 24-33Fideler: SouthAmerica pp. 34-39Beaefic: How PeopleLive in Africapp. 40-41Benefic: How Peop.eLive in CentralAmerica. pp. 17-19Ginn: UnderstandingLatin America.pp. 24-35Fidelor: Africapp. 42-43

Laidlaw: Understand-ing Egypt. pp. 5-7;30-50

RU,II - Gr. 6

Development of Unit (cont'd.)

. COLONIAL DEVELOPMENT

QUESTIONS SUGGESTED ACTIVITIES

5

What factors contribu edto the explorationand colonization of tin

American and Africa?

A. What was theimportance of thecolonies?

a. Where were thesettlements?

b. By whom werethey settled?

c. Why were theysettled?

ocate these settlements andelate than to the mother coun-ries. Make a time line tondicate the dates of theolonial settlements in Africaad Latin America.

ivide the class into groups.Assign each a colony. Havehem read to answer the ques-ions and report .heir find-

ings to the class.Latin American Colonies

PortugueseSpanishFrenchEnglish

AfricaPortugueseFrenchEnglishDutchTurkishBelgianSpanish:

German

7

MATERIALS

Fideler: CaribbeanLands. pp. 49-54Holt, Rinehart &Winston: In LatinAmerica. pp. 54-55;

78; 185-180Project BookletGhana Mali

Art Materials

FILMSTRIPSSpanish ColonizationSS-S-28-a

Large world map ormaps of Latin Americaand Africa.

Encyclopedias

Fideler: CaribbeanLands pp. 56-70Fideler: SouthAmerica.pp. 34-46Benefic: How PeopleLive in CeutralAmerica. pp. 20-22Benefic: How PeopleLive in Africa.pp. 42-46

Ginn: Latin America,

Africa Australiapp. 4-5,169-171;246-248Fideler: Africapp. 8-9: 13Burdett: LearningAbout Latin Americapp. 67-6C

For TeacherVan Nostrand:World GeographyAnd YouSee ColonialismAfrica.

RU,II - Gr. G6

Development of Unit (cont'd.)

QUESTION SUGGESTED ACTIVITIES lIATERIAIS

B. Who were theleaders in theexploration andcolonization ofLatin Americaand Africa?

C. What difficulties

were encounteredin the coloniza-tion of theseareas?

Assign individual reports. Belowis a list from which assignmentsmight be made.

Latin AmericaChristopher ColumbusFrancisco PizarroFrancisco de OrellanaPedro de ValdiviaJuan de SolisPedro CabralVasco Nunes de BalboaHernando CortezPedro de AlvaradoGil Gonzalez

AfricaPrince Henry the navi,,atorVasco da Garr.a

Bartolomeu DiazDavid LivingstoneHenry Stanley

Llkinhgo ParkJohn SpekeRichard Buxton

Enlarged maps could be made toshow the routes taken by theexplorers. Individual maps ofthese routes can be made forclass notebooks.

Have the class read the textsand share the information.

The teacher might then listthe difficulties on the boardand have the class make a copyfor its notebook.

8

EncyclopediasBiographies

Fideler: SouthAmerica. pp. 39-46Fideler: CaribbeanLards. pp. 63-54genefic: How PeopleLive in CentralAmerica. pp. 20-21Benefic: liew_peopleLive in Africa.pp. 4G -54

Holt, Rinehart &Winston: LatinAmerica. pp. 55;34-86; 133-139;187-189; 195; 254-255Individual OutlineMaps.

See Pow People Livein AfricaFideler: Africapp. 47; 50

Fideler: SouthAmerica. pp. 41; 44

Ginn: Africa (paper)pp. 8, 9, 10, 12-13Fideler: SouthAmerica. p. 43Fideler: CaribbeanLands. p. 64__Benefice How PeopleLive in Africa. p. 43Scholastic Books:

(paper)Emerging Africap. 8

RU,II - Gr. 6 7

Development of Unit (cont'd.)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

D. What caused thesegroups to settle inparticular areas?

What influencedid explorationand colonizationhave upon thesetwo areas duringthe colonialperiod?

Have the children read to findout why most of the firstsettlements were along thecoast?Interior travel dangerous:

insectr .

diseaseunnavigable riversunfriendly natives

What trade possiblitiesattracted them?

Divide the class into groupsand let each group investi-gate the following areas:

TransnortationWhat animals and vehicleswere introduced?What improvements were madein ways of travel?

CommunicationWhat were the old ways ofsending messages?What changes came withcolonization?

AgricultureNew cropsNew toolsNew methods of farmingNew labor practicesNew domestic animals

MiningEducation

IndustrializationGovernment

Fideler: Africapp. 43-49Fideler: CaribbeanLands. pp. 67-63Benefit: Hoar luisLive in Africa.pp. 42-43, 52-53

Ginn: Africa SE2TalFP. 3-9Ginn: Latin America,Africa Australia.pp. 4-5Fideler: SouthAmerica. pp. 44-45Scholastic Books:Africa. p. 8Teacher ReferenceVan Nostrand: WorldGeopraphy and You.p. 440

Fideler: Mexicopp. 70-76, 138Fideler: SouthAmerica. Chapter5, 8, & 9Fideler: AfricaChapter 7, 9, 10 & 12

Benefit: How peopleLive in CentralAmerica. pp. 35, 37Silver Burdett:Learning_poutLatin America.pp. 44-45Ginn: Today's Worldin Focus-Africa(paper) pp. 22-28Ginn: Africa (paper)pp. 4-5Macmillan: LivingsAs American NeighborsFILMSTRIPSAirplanes, Llamas,Riverboats.

RU,II - Gr. G

Development of Unit (conticl.)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

Charts might be made to showthe following:

New crops Europeans die-covered in their colonies.Crops introduced to Africaby Europeans.Crops introduced to LatinAmerica by colonists.Changes in ways of travel.

See Appendix forliet of crops andorigins.

C. PEOPLES

What ethnic andracial groupspopulate LatinAmerica andAfrica today?

A. What are theorigins ofthese groups?

State that both Latin Americaand Africa have a great di-versity of people. Classifi-cation is difficult because ofthe intermingling of theracial and ethnic groups.Have the class read their textsto find who these people areand to identify their locationin Africa and Latin Auarica.Find out who are the indigenouspeople of Africa and LatinAmerica, the people of Europeandescent, and the people whocame from Asia.Select examples of some of thedifferent ethnic and racialgroups. Have individuals orgroups prepare reports abouttheir life and customs.Some interesting examples mightbe:

AfricaBerbers, Bantu, Bushman, Hotten-tot, Masai, Pygmies, Boers, EastIndians

FILMSTRIPSBantu Peoples SS-B-5South k:rican RacesSS-R-1People of GuatemalaSS-M-10-dMexican PeopleSS-M-13-cMexican PeopleSS41-9-ePeople of ParasuaySS-S-10-cPeople of BoliviaSS-S-9-c

Benefic: How PeopleLive in Africa.pp. 26-39Benefic: How PeopleLive. in CentralAmerica. p. 45Fideler: Africapp. 61-90Fideler: SouthAmerica. pp. 57-72Ginn: UnderstandingLatin America.pp. 25-27Fideler: CaribbeanLands pp. 85-03Ginn: Latin America,Africa, Australia.Sce People

FU, I1 - Gr. 6

Develonqnt of Unit (cont'd)

9

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

B. In what..areashave these groupsconcentrated?

What contributionshave these peoplemade to the rest ofthe world?

Latin AmericaIndigenous Indian Groups,East Indians (Guyana), fibs-tiros, Portuguese, Spanish,etc.

Mae a large map of Africaio identify the locationof the various groups. Dotho sane for Latin America

Perform a similar activityon individual maps.

Form groups to investi-gate the following cate-gories: architecture,creative art, economicactivities, literature,music, recreation, andsocial customs. Let thechildren give oral reportsso that they may share theirfindings with the class.

Fideler: Mexico. p, 3Scholastic Books:Africa. p. 29

Large wall maps ofLatin America andAfrica.

Individual projectmap.

Rand McNally Class-room Atlas. pp. 20-21

Fideler: Africa,Chapter 6Benefic: How Peoplelive in_Aitica.Fideler: SouthAmsrica, See PeopleGinn: Latin America,Africastralia, GeoPeopleMacmillan: Living inthe Americas pp. 11-12Ginn: Africa (paper)pp. 8-10

EncyclopediasFideler: SouthAmerica. Chapter 4,12, & 14Benefic: Haw PeopleLive in Central Americapp. 6.7)-61, 65

Fidoler: Africa.pp. 114-115

Benefic: How PeopleLive in Africa. p. 76

Scholastic Books:Latin America.

pp. 30-33Emerging Africa

1 11.

RU, II - Gr. G 10

Development of Unit (contld.)

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What interaction Have class read and discusshas existed among how much interaction has takenthese people? place among the peoples within

Latin America, and withinAfrica, in religion, govern-ment, economics, language,customs, education, creativeactivities and ways of living.

1'

Benefic: You andthe America.pp. 52-53Fideler: Mexicopp. 42-43; 118-119;122-129; 138; 141rideler: CaribbeanLands. Pp. 88-89Fideler: SouthAmerica. pp. 60-61Burdett: LearningAbout Latin Americapp. 45-46Scholastic Books:Latin America.pp. 29-30Scholastic Books:Africa pp. 34-36Scot,. Foresoan:Area Stud5es inNconoItsNrozxessSub-Ssharsn Africa,p. 14

RU,// - Gr. 6 11

RELATED ACTIVITIES

These activities may supplement the preceding list ofsuggested activities at any time during the stu.iy ofthe unit:

1. Have the children make and keep notebooks, scrapbooks,and atlases centering around the two areas,

2. Have the children give book reports on relatedmaterials.

3. Invite a speaker who is a native of either LatinAmerica or Africa to give a talk to the class.

4. Play records and teach dances that are representativeof these two areas whenever possible,

5. Have the children write creative stories identifyingthemselves with a particular person, Troup, orperiod of time connected with these two areas.

6. Arrange trips to places that would benefit yourstudy, especially to the Rhode Island School ofDesign Museum.

7. Write and act out a play about Indians and Spanishexplorers.

8. Keep a dictionary of new words and social studiesterms.

RU,II - 0r. 6 12

EVALUATION

1. Can the pupils identify and locate the early civiliza-tions in Latin America and Africa?

2 Are they familiar with the periods in history duringwhich these civilizations existed?

3. Cnn all aspects of these civilizations be discussed ona comparctive basis?

4. Can the importance of the early colonies in terms of"where", "when", by whom", and "why" be developedthrough critical thinking?

5. Is there an acquaintance with the leaders responsiblefor the exploration and colonization of Latin Americaand Africa?

6. Can the difficulties encountered in the colonizationof these two areas be recognized?

7. Is there a realization of the influence that explorationand colQnizetion his had on these two areas?

8. Can an identification be made of the ethnic and racialgroups that populate Latin America and Africa todayand their origins?

9. Can the pupils locate the areas where these groupsconcentrated?

10. Is there an understanding of the reasons that thesegroups settled in particular areag?

11. Is these an appreciation of the contributions thesepeoples have made to the rest of the world?

12. Is there an awareness of the extent to which thesepeoples interact and what the effects are?

C.>

00

TIME LINE OP EARLY CIVILIZATIONS

Maya

Inca

g.<

)

111/

.

i'

I,i

11

I14::'

1111111F4iI

Ii

.0

I pi1!,.

III-iii1

1

1

sIW

illIiii[

IZCEND

AFRICA

LATIN AMERICA

Egyptian

Romans

in

Africa

S

invade

Africa

Ghana

RU,II - Gr. 6 14

B.

TIME LINECOLONIAL EXPLORERS

AFRICA

Henry Stanley(German) Gustav Nachtigal(British) Richard Burton(British) John Splke(British) Samuel Baker(British) David Livingstone(French) Rene Caillie

(British) Mungo Park(British) James Bruce

LA r.: AWRICA

1900

1800

1700

1600

ranciso de Orellano (Spain)Pedro de Valdivia (Spain)

onzalo de Quesada (Spain)sego de Almagro (Spain)rancisco Pizarro (Spain)

Pedro Alvarado (Spain)(Portuguese) Vasco Da GazaT.-Vasco Balboa (Spain)

15100

(Portuguese) B. Diaz,

4 ii

Pedro Alvarez Cabral (Portuguese)Columbus (Spain)

1400

RU,II - Gr. 6

C. Chart

COMPARISON OF EARLYCIVILIZATIONS OF LATIN AMERICA AND

AFRICA

15

MAYA AZTEC INCA EGYPTIAN ROMAN GHANA

RELIGION Many Gods

LEADERS Priests

GOVERNMENT PowerfulPriests

TECHNOLOGY

Skillful Build-ers. Developedcalendar, systemof mathematics,and writino.

OCCUPATIONS

FarmersBuildersTralersWarriorsWeave s-'ot er

HOUSING Huts

PalacesARCHITECTURE Pyramids

Observatories

iPottery'Sculpture

ART FORMS !Feather

Headdresses.lewe

;DesignCONTRIBUTIONS1CalendarTO PRESENT 'MathematicsDAY SOCIETY 'Pottery

Architecture.

- Cr. 6

111114.'1

18

§l5 EUROPEAN CON410 TURKISH CONTRQ)IUAO-Scale ofmiles

ME:r_71500

LU V14'=v

lull

Pool

Ottoman Turk

British

Portuguese

200 French

41 OM/. ONO.

RU,II - Gr. 6 17

E.

MAJOR TROPICAL AFRICAN FOOD PLANTS BY TYPE AND ORIGIN

Africa(South of Sahara)

South East

Asia America

Cereals Millets & Sorghums Rice MaizeAfrican rice

Legumes Cow pea Haricot beanLima beanCassavaCroundnut

Tubers & Earth pea Taro GRoots Guinea yam Yam Sweet potato

Fruits & Oil Palm Plantain Pineapple

Tree Craps Gourd Banaaa Pumpkin

Watermelon CoconutSquash

Tamarind Mango AvocadoPapaya

Condiments Kola Ginger CocoaCoffee (Ethiopia) Indian hemp Red pepper

Sugar cane TobaccoTndulgents Pepper

Clove

Crops which are dominant in the subsistence economy of particular areas araunderlined.

Source: Murdock, Africa: Its Peoples and Their Culture History.

19

RU,II - Gr. 6 18

F.Cher t

NEW CROPS DISCOVERED INLATIN AAERICA BY EXPLORERS

=1..."MAIZE STRING BEAN LIMA BF.AN

CASSAVA GROUND NUT SWEET POTATO

PINEAPPLE

TOMATO

PUMPXIN SQUASH

AVOCADO PAPAYA

COCOA RED PEPPER TOBACCO

20

RU,IL - Gr. 6 19

G.Chart

CROPS INTRODUCED TO AFRICAFROG LATIN AiviERICA

SWEET POTATOES AVOCADO PINUPPLE

CORN SQUASH TOBACCO

CHILI PEPPERS TOMATO'S CASSAVA

',. 0 4

RU,II - Gr. 6 20

I. FOLIAWING FEE NIGER RIVER - Exploration of Mungo Park 1795Taken from: Rand McNally: History of World Peeples

Mungo Park was a Scotsman who had worked as a doctor for the English EastIndia Company. He planned to land on the west cuest of Africa and tofollow the Gambia River east until he found the Niger. The source ofthe Gambia, a river south of the Senegal, lies near that of the Niger.

At a small village on the lower Gambia River, Mungo Park got ready forthe trip. He tcok clothes, of course, and a horse, two mules, a compass,a thermometer, guns, beads, and an umbrella. The beads were presentsfor tribal chiefs or kings he would meet. As for the umbrella - -he cer-tainly needed that for the rain was pouring down. Several Negroes weregoing with him. All of them were Moslems, for the Arabs had broughttheir religion into Africa long before.

Setting out up the Gambia River, Mungo Park and his men passed throughsettlements, where Park called on the chiefs. in one place he had togive up a blue coat he was wearing, for its gold buttons looked betterthan beads to one chief. Park hadn't counted on that

After leaving the Gambia River, Park and the others reached the begin-ning of the Senegal River. Park thought he was drawing close to theNiger River, and he was. It was still very hot, but dry. Winds fromthe Sahara Desert blew on the men. They could not bear to touch thesand with their bare feet. Grass looked withered. And Park found acamp where some Arabs and their chief, Ali, were stopping.

Ali studied Park's thermometer, and his compass, too. People came tolook at Park, especially at the buttons on his jacket. From morning tonight he buttoned and unbuttoned, just to show how it was done. Parkstudied the Arabs, too. Ile saw that they were good hoie-emen and tookgood care of their horses. At night the Arabs gave the horses all thesweet milk they could drink. Ali himself rode a white horse with itstail dyed red.

Ali kept Park prisoner in his camp for three months. At last Park tooka horse aad ran off, caking his compass but leaving behind his com-panions and supplies. He headed west.

At villages along the way, Negroes were kind to him. They fed him, andsome of them offered to guide him to the river which was near at hand.The ground was marshy. Suddenly one of the men called out, "See thewater!" and there was the Niger River, flowing slo.qly eastward, notconnected with the Senegal River at all and far, far away from thewaters of the Nile.

Then Mungo Park wanted to go on. He wanted to see what the Niger Riverdid and where it: went. He did follow it for a time. The people livingthere did not know where it went. They thought it odd that he should

A

RU,II - Gr. 621

FOLLOWING TUE NIGER RIVER (cont'd.)

come so far to see a river. "Don't you have any rivers at home?" theyasked. "Aren't rivers all alike?"

But with only one horse, no supplies, and no money, Park could not go on.He had to turn back and make his way to the Gambia River, and from therehe sailed for England, where he wrote a book telling what he had seen.But he was not at all satisfied, and neither were the English. TheEnglish government sent him on a second trip to the Niger, and this timehe reached the Nicer and continued to travel. Before he had gone far,ten of his compacims bad died of disease. In spite of this dis-couragement, he declared ha would go on. He reached the bend in theriver and traveled south. After that nobody knows just what happenedto Mungo Pazk. Some people believe that Ile was drowned in rapids whenthe boat he was in ove-.:Lurned. He had micLed the part of the NigerRiver now in the modern country of Nigeria.

Mungo Park never saw the mouth of the Niger, but later other Englishmendid. They traced the river south, from the rapids dvn to the Gulf ofGuinea. One large part of Africa had been explored.'

1Cordier, R. W. and E. B. Robert History of the World Peoples, RandMcNally and Company, N. Y., 1961. pp. 144-145

94

RU,II - Gr. 6 22

J. IHE LAND OF THE LAKES - Exploration of Richard Burton and John Speke1858

Another place in Africa that Europee penple became curious about wasthe central part. They had heard t7:at there were large lakes there- -lakes no Europeans had ever seen. Two Englishmen, Richard Burton'andJohn Speke, were sent to Africa to find out if the story was true.

If ycu find the littLe island of Zanzibar on the map, you will see theplace where Ilurton and Speke entered Africa, for they landed on theshore opposite the island. Riding on mules, they traveled directly west.They had to fight their way through reeds, rushes, and then jungles.Burton became ill with fever, and Speke's eyes grew so sore ane red thathe could hardly see.

After going west for miles and miles, the men came to a hill. From thetop of it they looked down on their first discovery--Lake Tanganyika. Its

light blue water sparkled in the sunshine, and around it was yellow sand.Burton looked the lake over carefully, but Speke's eyes were so swollenthat all he could see was mist and glare.

Later the two men separated. Spaka's eyes grew better, and in 1856,with a few companions, he turned north on an expedition of his own. He

had traveled for almost a month when he came to a creek. It grew widerand wider, and then it opened out into a lake which stretched out beforehim as for as eyes could see. Speke did not know it, but he had foundthe largest lake in Africa. In all the world there is only one lakelarger, and that is LaEe Superior. What could he name this new lake?In tryiig to think of a name for it, Speke thought of the Queen ofEngland. Her name was Vittoria, and he called the lake "Lake Victoria."

Speke knew that he was south of Egypt, where the river Nile flows intothe Mediterranean Sea. Nobody had ever found out where the Nile Riverbegan. Speke had an idea that it started at the north end of LakeVictoria. On a later trip he set out to prove it.

Traveling along the west shore of the lake, first north and then north-east, he reached the place he expected to find. A river was coming outof Lake Victoria. The river flowed north to a smaller lake, then westto another, then north to the sea. It was the Nile River.

Later Speke followed the Nile all the way north to the place where itflowed into the Mediterranean Sea.

Cordier, R. W. and E. B. Robert History of tha World Peoples, RandMcNally and Company, N. Y., 1961 pp. 145-146

2

RU,/I - Gr. 6 23

3.

PUZZLE

k

1 i

, 1

it

1i

......--.........,-' .... ..... ___ - ...- .... ... : .

:

........___

11

:

!

...,...., , :

I

1

1)

1

1

:

1

;

1

.../:

DOWN

1. A kind of pepper (chile)2. Name of an Indian who lived _

in Mexico long ago (Maya)3. A leaf snicked by Indians (tobacco)4. A drink used by Indians in Mexico long ago (cocoa)

ACROSS

1. Name of an Indian who lived in South America long ago (Inca)2. Indian name for corn (maize)3. Name of an Indiaa who lived in Mexico long ago (Aztec)

25

RU,II - Gr. 6 24

L.

Original Play - CORTEZ CONQUERS MEXICO

Scene '1 Coast of Mexico

Cortez: Vow that we have landed safely, I have decided to burn ourships.

1st Officer: We shall be stranded here!

2nd Officer: If we suffer defeat, we cannot go home.

Cortez: Think not of defeat, my men. Think of the gold and theriches. We will name this land in honor of the King of Spain.We'll plant the cross on every hilltop. We must try to de-.feat the Indians or we shall go to our deaths. I now orderyou to burn the ships!

Men: We shall do it promptly, my general.

Scene 2 On the March to the capital.

Cortez speaks to a chief: We are on our way to conquer the Aztecs.Will you and your men join us?

Chief: No. No, we are afraid of the Aztecs.

Cortez: You will join us or we shall destroy your village.

Chief: Do not do that. We promise to help you in your fight.

Cortez at next village: We have marched a long way and we are tiredand hungry. May we rest here for the night?Will you feed us?

Chief: We he learned that you were coming. We have few suppliesbut ve %sill share them with you because we are enemies of theAztecs, too. Our boldest warriors will accompany you.

Cortez: Thank you. We need every man that you can spare.

Scene 3 Aztec Capital

Montezuma: Welcome. You must be very tired after your long journey.You will be our guests.

Montezuma to servant: Bring fruit and chocolate.

Cortez; We appreciate your hospitality. Your city is one of themelt beautiful and colorful that I have ever seen. We havenot seen such a magnificent palace.

RU,II - Gr. 6 25

CORTEZ CONQUERS MEXICO (coned.)

Montlzuma: Let my servants show you around my city.

Cortez: I shall he delighted to see your temples and riches.

Scene 4 After the Capture of the Capital

Cortez: It .:as a very rough battle. I wonder what happened to allthe gold?

Officer: The Indians may have buried it. Perhaps we suall neverfind it.

2nd Officer: Perhaps we made a mistake when we attacked during areligious festival. We aroused their anger. This madethem fight fiercely. We were lucky that we weren'tslaughtered.

Cortez: It's a good thing that the other tribes hated the Aztecs.Without their acsistance we would not have woo.

1st Officer: We were lucky to capture the new emperor as he wastrying to escape. Because he surrendered it made thevictory that much easier.

Cortez: Now that we have been successful, we must work hard to makethis land a "New Spain."

RU,II - Gr. 6 L. MAP OF EUROPEAN OVERSEAS EMPIRES - 1700-1750

6 110

3O.*

Spanish

. - P rtuguese

fl TERI E.. D

11AS EMPIRES - 1700-1750

t37 Holt. Rinehart Winston, 19259 n (

30RU,II - Gr. 6 M. MAP OF OVERSEAS EXPANSION OF THE IBERIAN PEOPLES - 1750-1

-5oo Ir0i5o0 2

_ _ qfulprR _L._

31XPANSION OF THE IBERIAN PEOPLES - 1750-1800 27

1 cs-,-,/T.1 .q. .A M Ii I/. I C A__ /A AN C5

, Holt, Rinehart, Winston

FRIC-A.

11