Name: Mrs. Burnham

PreAP Modern World History WORK PACKET #4

TOPIC: Exploration & Encounter Effects (Includes: Packet 4 work, Packet 4 “T” Chart, Packet 4 ASSESSMENT)

Instructions: ALL of this work will be graded. IT IS DUE JUNE 12th, the end of the marking period. 1. Please complete the following reading comprehension assignments about the effects of Global Exploration &

Encounter. All tasks are highlighted in yellow. These are worth 70 points (35 questions @ 2 points each). Don’t be afraid to guess at an answer, and feel free to message me via REMIND or email at any time.

2. Complete the Packet 4 “T” Chart (page 20) using the 3 document sets provided. Worth 20 points (10 entries @ 2 points each)

3. Complete the Packet 4 Assessment (page 26) to the best of your ability. Worth 30 points (3 questions @ 10 pts. each) This is GOOGLE CLASSROOM sensitive work. You will have your own Google copy that you can type on. If Google classroom is not workable for you, don’t worry! PAPER COPIES of this assignment will be available for you to pick up at the High School on Wednesday May 20th, Thursday May 21st, and Friday May 22nd. A note on turning in your work: → GOOGLE CLASSROOM: Type your answers right on the assignment for all parts, including the “T” Chart and assessment (ignore the answer sheet at the end of this packet) → PAPER PACKET: Submit pictures of the Packet 4 “T” Chart, Packet 4 Assessment, AND the completed answer sheet (pages 27 & 28) at the end of this packet in SEPARATE texts via REMIND (or text to jburnham@nwcsd.org)

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  Objective:

How did the geographic and historical context of the Spanish, Aztecs, and Inca affect interactions between the American civilizations and the Spanish? ● Describe how the geographic and historical context of the Spanish, Aztecs, and Inca affected

interactions between the American civilizations and the Spanish.

Introduction ➡ Directions: Respond to the questions below. When the Spanish arrived in the Americas, there were already two well established empires, the Aztecs in modern day southern Mexico, and the Inca in modern day Peru.

Adapted image was created by EuroHistoryTeacher and is published on Wikimedia Commons under a CC BY license.

1. What do you remember about the Aztec?

2. What do you remember about the Inca?

Painting of conquistadors praying,

Margaret Duncan Coxhead, 1909.

In search of wealth, glory, and indigenous people to convert to Christianity, companies of Spanish conquistadors ventured into the American continent. The two most well known expeditions were those that led to the conquest of powerful empires that already existed in the Americas: the Aztecs and Inca. The first, led by a conquistador named Hernando Cortes, defeated the Aztecs (1518-1520). The second was led by Francisco Pizarro in 1532 during which he and his fellow conquistadors conquered the Inca.

Adapted image was created by EuroHistoryTeacher and is published on Wikimedia Commons under a CC BY license.

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Contextualize

What occured when the Spanish and American civilizations interacted? ➡ Directions: Read the descriptions of the conquests of the Aztecs and Inca below, then answer the questions that follow. As you read, note the similarities and differences between the two stories.

Conquest of the Aztecs 

"The Conquest of Tenochtitlán," Unknown artists, Mexico; second half of 17th

century; oil on canvas. Adapted image was created by EuroHistoryTeacher and is published on Wikimedia Commons under a CC BY license.

In 1519, Hernan Cortes, a Spanish conquistador, landed on the coast of Mexico with 450 soldiers to lead an expedition in hopes of riches. There were previous reports of a great empire and gold in the area. On his way to the Aztec capital city of Tenochtitlan, Cortes fought and defeated other tribes, who then became the Spaniards’ allies. Many of the tribes that Cortes came in contact with were ruled by the Aztecs and resented the power they had over them. Those tribes saw working with the Spanish as an opportunity to defeat the Aztecs and to gain power for themselves.

3. Why did Hernan Cortes and 450 soldiers land on the coast of Mexico? 4. What decision did indigenous tribes conquered by Cortes decide? Why?

On November 8, 1519, Cortes, his men, and his indigenous allies were welcomed into Tenochtitlan by the Aztec ruler Moctezuma. Cortes took Moctezuma captive and held him prisoner in one of the Aztec palaces. Cortes demanded gold and other valuables as ransom.

5. What did Cortes do when he met Moctezuma, the Aztec ruler? Why?

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At the same time, the Spanish Governor in the Americas, who felt that Cortes had exceeded his authority, landed in Mexico with 800 soldiers to arrest him. Cortes left Tenochtitlan to deal with the Governor. He ambushed the Governor's troops, forced them to surrender, imprisoned the governor, and integrated the newly arrived soldiers into his own army and returned to Tenochtitlan.

6. What did Cortes do when the Spanish governor arrived in Mexico? Why?

While he was away, the Spanish soldiers in Tenochtitlan massacred 10,000 Aztecs during a festival, according to one source. The atrocity turned the Aztecs in the city and in the surrounding lands against the Spanish. They drove the Spanish into one of the palaces. Cortes, his new troops, and indigenous allies managed to get to the other Spaniards in the palace. The Aztecs prevented the Spanish from getting any supplies, and finding no use for him, the Spanish killed Moctezuma.

7. What happened to Moctezuma? How did this consolidate Cortes’ power?

After a difficult and bloody escape from Tenochtitlan, Cortes and his men regrouped in the area around the Aztec capital. Cortes visited tribes that were conquered and controlled by the Aztecs to try and win allies. He was willing to promise them anything so he could take over Tenochtitlan, though the Spanish government later denied any rights those tribes claimed to land or riches. Because of the harsh rule of the Aztecs, the Spanish gained the support of a large number of tribes.

During this time, the Aztecs also regrouped. They repaired their city from the damage the Spanish caused, but they also suffered from a smallpox epidemic brought to the city by the Spanish that killed many in the capital. Cortes returned to Tenochtitlan to conquer it with new supplies from the Spanish in Cuba, 86 horsemen, 118 crossbowmen and arquebusiers [gunmen], and 700 Spanish foot soldiers, and an expanded group of warriors from allied tribes.

Cortes started his assault on the Aztec capital by cutting off the city’s freshwater supply and preventing any food from getting into the city in an attempt to starve the inhabitants. Then, when it came time to attack, he sent troops on boats assembled on Lake Texcoco in which Tenochtitlan was centered, and invaded the city through its causeways.

It took eighty days for the Spanish to defeat the Aztecs. Two-hundred and forty thousand Aztecs are estimated to have died, and only 900 of Cortes’s troops survived. Though they did not benefit from the victory in the long run, the Spanish success was largely due to the efforts of Cortes’ indigenous allies who might have numbered as many as 200,000.

8. What strategies did Cortes and his allies use to defeat the Aztecs?

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Conquest of the Inca 

The meeting between Francisco Pizarro and the Inca emperor Atahualpa. Drawn by Felipe Guáman Poma de Ayala an Inca man who fought for indigenous rights and wrote the book El Primer Nueva Corónica y Buen Gobierno.

Image is courtesy of Wikimedia Commons and is public domain.

In 1532, after reports of gold, silver, and emeralds in Ecuador, Francisco Pizarro, Hernando de Soto, and 180 other Spanish conquistadors mounted an expedition into South America hoping to find wealth and glory.

9. Why did Pizarro and 180 conquistadors go on an expedition to South America?

At one point in their journey, De Soto was sent to explore new lands and returned to Pizarro with men that were sent by the Inca emperor Atahualpa to invite Pizarro and his men to meet with him. At the time, the Inca empire was divided and engaged in a civil war. Pizarro formed alliances with tribes who opposed the Inca. In addition, the entire Inca empire was suffering from an epidemic of smallpox which decimated the population.

10. How did the civil war in the Incan empire help Pizarro consolidate his power?

After two months of marching, Pizarro and his troops came to one of the Inca king’s retreats near Cajamarca to meet with him. De Soto met with the king but Atahualpa told the Spaniard to leave the Inca empire saying he would “be no man’s tributary.” In response, Pizarro organized his troops, attacked Atahualpa's army and captured him in what became known as the Battle of Cajamarca. Thousands of Inca died in the battle, but none of the Spanish soldiers did. Pizarro executed Atahualpa’s 12-man honor guard and held the king for ransom. Though the Inca filled one room with gold and two with silver, Pizarro executed Atahualpa on August 29, 1533.

A year later, Pizarro invaded Cuzco, the capital of the Inca empire, with indigenous troops and with it sealed the conquest of the Inca.

11. What strategies did Pizarro and his allies use to finally defeat the Incas?

This passage was adapted by New Visions from the Francisco Pizarro in New World Encyclopedia which is published under the CC-BY-SA 3.0 license

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A Deadly Disease: Smallpox 

Image is courtesy of Wikimedia Commons and is public domain.

➡ Directions: Using the text and images presented, respond to the questions below.

Historia general de las cosas de nueva España (General history of the things of New Spain) was compiled by Fray Bernardino de Sahagún (1499–1590), a Spanish missionary who arrived in Mexico in 1529. It includes information about the people and culture of central Mexico. . . . an epidemic broke out, a sickness of pustules. It began in Tepeilhuitl. Large bumps spread on people; some were entirely covered. . . .[The victims] could no longer walk about, but lay in their dwellings and sleeping places, . . . And when they made a motion, they called out loudly. The pustules that covered people caused great desolation; very many people died of them, and many just starved to death; starvation reigned, and no one took care of others any longer.

Source: Excerpt and illustration from Sahagún, Historia general de las cosas de Nueva España, c. 1575-1580; Lockhart, James , ed., tr.,. We The People: Nahuatl Accounts of the

Conquest Mexico. N.p.: U of California Press , 1993. Print.

[...] But weapons alone can't account for the breathtaking speed with which the indigenous population of the New World were completely wiped out. Within just a few generations, the continents of the Americas were virtually emptied of their native inhabitants – some academics estimate that approximately 20 million people may have died in the years following the European invasion – up to 95% of the population of the Americas. No medieval force, no matter how bloodthirsty, could have achieved such enormous levels of genocide. Instead, Europeans were aided by a deadly secret weapon they weren't even aware they were carrying: Smallpox. Smallpox is a viral infection which usually enters the body through the nose or throat. From here the virus travels to the lungs, where it multiplies and spreads to the lymphatic system. Within a few days, large pustules begin to appear all over the victim's skin. Starting with the hands and the face, and then spreading to cover the rest of the body, each blister is packed full of smallpox DNA. If punctured, these blisters become highly infectious, projecting fresh smallpox particles into the air and onto surrounding surfaces -such as someone else's skin. It is a disease that requires close human contact to replicate and survive. [...] Yet the people of the New World had no history of prior exposure to these germs. They farmed only one large mammal – the llama – and even this was geographically isolated. The llama was never kept indoors, it wasn't milked and only occasionally eaten – so the people of the New World were not troubled by cross-species viral infection. When the Europeans arrived, carrying germs which thrived in dense, semi-urban populations, the indigenous people of the Americas were effectively doomed. They had never experienced smallpox, measles or flu before, and the viruses tore through the continent, killing an estimated 90% of Native Americans.

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Smallpox is believed to have arrived in the Americas in 1520 on a Spanish ship sailing from Cuba, carried by an infected African slave. As soon as the party landed in Mexico, the infection began its deadly voyage through the continent. Even before the arrival of Pizarro, smallpox had already devastated the Inca Empire, killing the Emperor Huayna Capac and unleashing a bitter civil war that distracted and weakened his successor, Atahuallpa. In the era of global conquest which followed, European colonizers were assisted around the world by the germs which they carried. A 1713 smallpox epidemic in the Cape of Good Hope decimated the South African Khoi San people, rendering them incapable of resisting the process of colonization. European germs also wreaked devastation on the aboriginal communities of Australia and New Zealand.

"The Story Of... Smallpox – and other Deadly Eurasian Germs." Guns, Germs, and Steel. Lion Television, n.d. Web. 6 Aug. 2017.

12. According to the documents above, how did smallpox help the Spanish to gain, consolidate, and maintain power in their colonies?

13. What impact did the introduction of smallpox have on the growth of African slavery?

14. What impact did the introduction of smallpox have on the population of the indigenous people?

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  How was power gained, consolidated, maintained, and distributed in the Spanish colonies?  Objective: Analyze the political, economic, cultural, and geographic impacts of Spanish colonization. 

 

In packet 3 it was discussed how the pursuit of wealth was one motive for the growth of the Age of Exploration. Other motives and Read the excerpts below to identify the ways in which European colonists and explorers benefited financially from the Age of Exploration.     

$$$$$  

… It all began in Española [Hispaniola] with sugar, which was already a profitable plantation crop in the Canaries and Portugal’s Atlantic islands in the fifteenth century. Columbus himself had shipped sugar from Madeira to Genoa in 1478, and the mother of his first wife owned a sugar estate on that island. He brought sugar cane with him to Española in 1493, and the cane grew well in American soil. But the growth of the sugar industry was painfully slow until Charles V intervened, ordering that sugar masters and mill technicians be recruited from the Canaries, and authorizing loans to build sugar mills on Española. There were thirty-four mills on the island by the late 1530s and sugar was one of the two staples of the island’s economy (the other being cattle ranching) until the latter part of the sixteenth century.… 

Source: Alfred W. Crosby Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492, Greenwood Publishing (adapted) from the NYS Global History and Geography Regents Exam, June 2013. 

 15. According to Alfred W. Crosby, what was one effect of Spanish colonization on the island of Española? 

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The Religion Motive: Catholicism 

Purpose for Reading: As you look at the images and read the text, identify how Catholicism affected the lives of indigenous people. 

Common Procedures used by Friars in Converting Areas in Spanish America 

• Idols, temples, and other material evidences of paganism destroyed  • Temporary churches built • Permanent churches and monasteries built  • Christian buildings often constructed on sites of destroyed native temples in order to symbolize and emphasize the substitution of one religion by the other  • Indians supplied construction labor without receiving payment  • In a converted community, services and fiestas were regularly held in the church building 

Source: Based on information from Charles Gibson, Spain in America, Harper Torchbooks from the NYS Global History and Geography Regents Exam, August 2010.   

A 1737 engraving showing a Spanish priest preaching to the Indians in Mexico 

 

. . . The other major economic function of the Church was as a provider of education, health care and poor relief to the general population. A                                                     great part of its income and manpower was employed in these activities. Religious orders such as the Jesuits and the Dominicans would use                                             profits from their haciendas to finance their schools, seminaries and colleges. A large number of orders, male and female, worked on this basis,                                             running educational and training establishments which were fee-paying for the wealthy but free for the poor. Others operated hospitals,                                     hospices for the mentally ill and the dying, poor houses, orphanages, shelters for homeless girls, and suchlike. The Church therefore played an                                           important economic role as a circulator of capital, as a profit-making concern in some areas of the economy, and as a supplier of social                                               services. . . . 

Source: Edwin Williamson, The Penguin History of Latin America, Penguin Books from the NYS Global History and Geography Regents Exam, August 2010.  

16. What impact did the introduction of Catholicism have on the lives of indigenous people?  

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New Government: Absolutism 

Purpose for Reading: As you look at the images and read the text, identify how absolutism affected the Spanish colonies. 

 

Governing the Spanish Empire in the Western Hemisphere   Life in colonial New Spain [Spanish colonies] was complex — the dominant institutions and cultural patterns were Spanish in origin, but they were modified in their New World setting. Society was not static; evolution marked the political and religious systems; and change was a feature of the economic, social, and intellectual life. These adaptations generally mirrored developments in Europe, the source of basic decisions and control. During its three centuries as a colony, New Spain was kept subservient to the mother country in a number of ways, beginning with an enforced loyalty to the crown. . . .   In New Spain itself the viceroy [governor] was the ranking officer and agent of royal absolutism. As a personal representative of the king he was armed with considerable authority and enjoyed high honors and deference [respect]. He received a handsome salary (twenty thousand pesos in the seventeenth century, triple that amount in the eighteenth), lived in a splendid palace surrounded by liveried [uniformed] servants, and maintained a court like a petty European monarch. During the colonial era there were sixty-one viceroys.   Most of them belonged to the titled nobility or at least were of high birth; eleven were from the Church hierarchy [church leaders], and only three holders of this exalted [high] office were criollos [Creoles], two of them being sons of viceroys. The viceroy functioned as chief executive, captain-general of military forces, governor, supervisor of the royal treasury (real hacienda), and president of the audiencia (administrative court) of Mexico. He enforced royal laws and decrees, issued ordinances dealing with local matters, nominated minor colonial officials, distributed land and titles, promoted colonization and settlement, and protected the Indians. He was vice-patron of most religious endeavors, and his ecclesiastical [church] powers included the right to determine boundaries of bishoprics [districts] and to nominate some Church officers. . . . 

Source: Robert Ryal Miller, Mexico: A History, University of Oklahoma Press 5  

17. What relationship did the rulers of the Spanish colony have with the Spanish monarchy?      

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A Social Hierarchy: Peninsulares, Creoles, Mestizos, Africans & Indigenous 

Purpose for Reading: As you look at the images and read the text, identify how the Spanish hierarchy was used to gain, consolidate, maintain, and distribute power in the Spanish colonies. 

 

 

… Growing sugar cane became a large business. At first, Native Americans were forced to work on sugar plantations, large estates run by an owner or overseer. They were treated cruelly, and many died. The Spanish then brought slaves from Africa to do the work.   A new social structure developed. People born in Spain made up the highest social class. Those of European descent born in the colonies were next. People of mixed European and Indian or African descent were in the middle. Native Americans and people of African descent were in the lowest classes.… 

Source: Guide to the Essentials of World History, Prentice Hall from the NYS Global History and Geography Regents Exam, June 2013. 

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… Las Casas interrupted work on the book [A History of the Indies] only to send to the Council of the Indies in Madrid three long letters (in 1531, 1534, and 1535), in which he accused persons and institutions of the sin of oppressing the Indian, particularly through the encomienda system. After various adventures in Central America, where his ideas on the treatment of the natives invariably [regularly] brought him into conflict with the Spanish authorities, Las Casas wrote De único modo (1537; “Concerning the Only Way of Drawing All Peoples to the True Religion”), in which he set forth the doctrine of peaceful evangelization of the Indian. Together with the Dominicans, he then employed this new type of evangelization in a “land of war” (a territory of still-unconquered Indians) — Tuzutlan, near the Golfo Dulce (Sweet Gulf) in present day Costa Rica. Encouraged by the favourable outcome of this experiment, Las Casas set out for Spain late in 1539, arriving there in 1540.… 

Source: “Bartolomé de Las Casas,” The History Channel website 

18. According to the documents above, how did the Spanish use a social hierarchy to gain, consolidate, maintain and/or distribute power?      

19. What factor determined how high someone was on the Spanish colony’s social hierarchy?       20. How were people on the lowest rank of the social hierarchy treated?    

  

    

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A Superior Military: Horses and Guns 

Purpose for Reading: As you look at the images and read the text, identify how military might was used to gain power in the Spanish colonies. 

From that time onward the Indians began to seek ways to throw the Christians out of their lands. They took up arms, but their weapons were very weak and of little service in offense and still less in defense. (Because of this, the wars of the Indians against each other are little more than games played by children.) And the Christians, with their horses and swords and pikes began to carry out massacres and strange cruelties against them. They attacked the towns and spared neither the children nor the aged nor pregnant women nor women in childbed, not only stabbing them and dismembering them but cutting them to pieces as if dealing with sheep in the slaughter house. They laid bets as to who, with one stroke of the sword, could split a man in two or could cut off his head or spill out his entrails with a single stroke of the pike. They took infants from their mothers' breasts, snatching them by the legs and pitching them headfirst against the crags or snatched them by the arms and threw them into the rivers, roaring with laughter and saying as the babies fell into the water, "Boil there, you offspring of the devil!"   

Source: Bartolome de las Casas, a young priest who participated in the conquest of Cuba and transcribed Columbus’ journal 

 

21. Describe the ways the Spanish used their military to conquer the Americas.     

 

     

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Slavery and Gold: Encomienda  

Purpose for Reading: As you look at the images and read the text, identify how the Spanish used the encomienda system to gain, consolidate, maintain, and distribute power in their colonies. 

 

 Source: http://es.wikipedia.org/wiki/Encomienda#/media/File:Kingsborough.jpg 

Códice Kingsborough: un encomendero abusa de un indio. Copia del italiano Agostino Aglio 1825-1826, para Lord Kingsborough. 

 The encomienda system was created by the Spanish to control and regulate [...] Indian labor and behavior during the colonization of the Americas. Under the encomienda system, conquistadors and other leaders (encomenderos) received grants of a number of Indians, from whom they could exact “tribute” in the form of gold or labor. The encomenderos were supposed to protect and Christianize the Indians granted to them, but they most often used the system to effectively enslave the Indians and take their lands.  

Source: http://www.gilderlehrman.org/history-by-era/imperial-rivalries/timeline-terms/encomienda-system-established 

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22. According to the document above, how did the Spanish use the encomienda system to gain, consolidate, and/or maintain power?        

23. How were the indigenous people treated in the encomienda?     24. Describe the financial benefits of the encomienda for the Spanish.     

 

     

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 How did the Atlantic slave trade impact African societies? Objective: Describe the social, political, and economic impact of the Atlantic slave trade on Africa.  

 

 25. According to the map above, in what region were most European coastal settlements concentrated?    26. Why might the European coastal settlements be concentrated in this region?      

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The Transatlantic Slave Trade had a huge impact on Europe and the Americas, bringing great wealth to the traders and their countries. It had an enormous impact on Africa, and the available population figures show that there was a slowdown in the rate of population growth in Africa, and Africa’s share of world population declined during the period of the Transatlantic Slave Trade. It is, however, even more difficult to get accurate figures for the population of different parts of Africa in this period than it is to get accurate figures for the numbers of Africans who were enslaved. It is clear that some Africans were made wealthy by the trade, for example the kingdom of Bambara in West Africa, formed in around 1712, derived much of its wealth in the later 18th century from raiding and trading in captives. Sometimes this demand for captives could cause problems, as for example when the kingdom of Benin began expanding its territory to gather more captives, which later led to its decline due to resistance by its own people and economic problems caused by the unequal balance of wealth.  The psychological impact on individual societies and family groups must have been very significant – people living in inland areas subject to slave raiding were afraid, distrustful, and worried about what would happen if they were captured. Olaudah Equiano refers to the custom of children in villages no longer being allowed out to play and roam, but instead having to be guarded while their parents were out at work in the fields. He also explains that captives on the slave ships, not knowing where they were being taken, were frightened by rumours that they were being taken away to be eaten by their captors.  Source: The British Museum, “The wealth of Africa: The Slave Trade Teachers’ Notes.” 

https://www.britishmuseum.org/pdf/TheSlaveTrade_TeachersNotes.pdff 

27. Who benefited from the transatlantic slave trade?      28. What impact did the transatlantic slave trade have on the population of Africa?     29. What impact did the transatlantic slave trade have on the wealth of kingdoms like the kingdom of Bambara?     30. What impact did the transatlantic slave trade have on economic equality in Africa?     31. Describe the psychological impact of the slave trade on Africans. 

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  Objective:

What was the impact of the Columbian Exchange on the Eastern and Western Hemispheres? ● Describe the effects of the Columbian Exchange.

Contextualize

What was the Columbian Exchange? ➡ Directions: Read the definition and summarize it in your own words.

When Christopher Columbus returned to Spain from the Americas in 1493,

he brought with him plants and animals he found in the Americas. In late

1493, he returned to the Americas and brought with him a collection of

European animals and plants. Through Columbus’ voyages, he initiated a

global exchange that drastically affected the world. The animal, plant, and

bacterial life of these two worlds began to mix and this mix had a variety of

effects on people and the environment. This exchange of plants, animals, humans, bacteria, and technology between the Eastern Hemisphere

[Europe, Asia and Africa] and the Western Hemisphere [the Americas] is

known as the Columbian Exchange. The Columbian Exchange created a

connection between the Eastern and Western hemispheres that brought the

two sections of the world together like never before.

32. In your own words, what was the Columbian Exchange?

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Predict: What was the impact of the Columbian Exchange on the Eastern and Western Hemispheres? 

Predict

➡Directions: Given the definition of the Columbian exchange above, and the images to the left depicting some of the changes caused by the Columbian exchange, make three predictions about the effects of the Columbian exchange in the space below.

33. Prediction #1

34. Prediction #2

35. Prediction #3

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Packet 4 “T” Chart Add evidence from each document set (1, 2,and 3) on the following pages to the chart below about 10 positives and negatives of the Columbian

Exchange (10 TOTAL, can be more on one side than the other). Use information from every document in each set and remember to identify the

source of each piece of evidence.

Evidence for

Impact

Evidence for

Impact

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Document 1a

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Document 1b

Before Columbus, the Americas had plenty of domesticated plants. By the time Columbus had arrived, dozens of plants were

in regular use, the most important of which were maize (corn), potatoes, cassava, and various beans and squashes. Lesser

crops included sweet potato, papaya, pineapple, tomato, avocado, guava, peanuts, chili peppers, and cacao, the raw form of

cocoa. Within 20 years of Columbus’ last voyage, maize had established itself in North Africa and perhaps in Spain. It spread

to Egypt, where it became a staple in the Nile Delta, and from there to the Ottoman Empire, especially the Balkans. [...] Maize

appeared in China in the 16th century and eventually supplied about one-tenth of the grain supply there...

Despite maize’s success, the humble potato probably had a stronger impact in improving the food supply and in promoting

population growth in Eurasia. The potato had little impact in Africa, where conditions did not suit it. But in northern Europe

the potato thrived. It had the most significant effect on Ireland, where it promoted a rapid population increase... After 1750,

Scandinavia, the Low Countries, Germany, Poland, and Russia also gradually accepted the potato, which helped drive a

general population explosion in Europe. This population explosion may have laid the foundation for world-shaking

developments such as the Industrial Revolution and modern European imperialism. The potato also fed mountain populations

around the world, notably in China, where it encouraged settlement of mountainous regions.

In West Africa, peanuts and cassava provided new foodstuffs. Cassava, a tropical shrub native to Brazil, has starchy roots that

will grow in almost any soil. In the leached soils of West and Central Africa, cassava became an indispensable crop. Today

some 200 million Africans rely on it as their main source of nutrition. Cacao and rubber, two other South American crops,

became important export items in West Africa in the 20th century. The sweet potato, which was introduced into China in the

1560s, became China’s third most important crop after rice and wheat. It proved a useful supplement to diets throughout the

monsoon lands of Asia. Indeed, almost everywhere in the world, one or another American food crops caught on,

complementing existing crops or, more rarely, replacing them.

Created by J.R. McNeill for LEARN NC. Web. Accessed 6 Aug. 2017.

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Document 2a

The flow from east to west: Disease

By far the most dramatic and devastating impact of the Columbian Exchange followed the introduction of new diseases into the

Americas…[T]he first Americans and their descendants, perhaps 40 million to 60 million strong by 1492, enjoyed freedom from

most of the infectious diseases that plagued populations in Afro-Eurasia for millennia. Meanwhile, in Asia and Africa, the

domestication of herd animals brought new diseases spread by cattle, sheep, pigs, and fowl.

Soon after 1492, sailors inadvertently introduced these diseases — including smallpox, measles, mumps, whooping cough,

influenza, chicken pox, and typhus — to the Americas. People who lived in Afro-Eurasia had developed some immunities to

these diseases because they had long existed among most Afro-Eurasian populations. However, the Native Americans had no

such immunities. Adults and children alike were stricken by wave after wave of epidemic, which produced catastrophic

mortality throughout the Americas. In the larger centers of highland Mexico and Peru, many millions of people died. On some

Caribbean islands, the Native American population died out completely. In all, between 1492 and 1650, perhaps 90 percent of

the first Americans had died.

This loss is considered among the largest demographic disasters in human history. By stripping the Americas of much of the

human population, the Columbian Exchange rocked the region’s ecological and economic balance. Ecosystems were in tumult

as forests regrew and previously hunted animals increased in number. Economically, the population decrease brought by the

Columbian Exchange indirectly caused a drastic labor shortage throughout the Americas, which eventually contributed to the

establishment of African slavery on a vast scale in the Americas. By 1650, the slave trade had brought new diseases, such as

malaria and yellow fever, which further plagued Native Americans.

Created by J.R. McNeill for LEARN NC. Web. Accessed 6 Aug. 2017.

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Document 2b

Adapted from the New York State Education Department. June 2001. Global History Exam. Internet. Available here; accessed August 6, 2017.

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Document 3a

In Spanish Caribbean islands and Portuguese Brazil by the mid 1500s, colonists had turned to the quick and highly profitable

cultivation of sugar, a crop that required constant attention and exhausting labor. They tried to recruit native Americans, but

many died from diseases brought by Europeans, such as smallpox, diphtheria, and tuberculosis. And the Indians who survived

wanted no part of the work, often fleeing to the countryside they knew so well. European colonists found an answer to their

pressing labor shortage by importing enslaved workers from Africa.

By 1619, more than a century and a half after the Portuguese first traded slaves on the African coast, European ships had

brought a million Africans to colonies and plantations in the Americas and force them to labor as slaves. Trade through the

West African forts continued for nearly three hundred years. The Europeans made more than 54,000 voyages to trade in

human beings and sent at least ten to twelve million Africans to the Americas.

"Europeans Come to Western Africa." The Terrible Transformation. PBS Online, n.d. Web. 6 Aug. 2017.

Document 3b

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Packet 4 ASSESSMENT Please answer the following questions to the best of your ability. You may list your answers in bullets and you may use your Packet 4 work.

1. How were the experiences of the Aztec and Inca with Spanish conquistadors (Cortez and Pizzaro) similar? (use info from pages 3-6) In other words, what

happened when the Spanish arrived in Aztec and Inca areas?

2. Use factual information to back up the following argument: Creoles, being born in the Americas, were outranked by others as well as outranked others.

(page 11, chart of social hierarchy) In other words, how did Creoles rank below a class of people, as well as rank above classes of people?

3. The Columbian Exchange is a turning point in world history. What would life be like if the Columbian Exchange had NOT happened? (use page 19, and

any information from your Packet 4 “T” Chart) In other words, HYPOTHESIZE ways life would be different had the Columbian Exchange of people, foods,

and disease not occurred

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ANSWER SHEET IF YOU ARE USING A PAPER COPY: please record your answers for questions 1-35 from the Packet 4 work on this page and the next. This is what

you will take a picture of and text/send to me so that you won’t have to send pictures of each page of work. Message me if you have a question

or problem.

1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12.

13. 14. 15. 16.

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17. 18. 19. 20.

21. 22. 23. 24.

25. 26. 27. 28.

29. 30. 31. 32.

33. 34. 35.

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