Name: Date: Period:Bednarz/Bell/Shaw Unit 6.1.- Age of Exploration

6.1 - HOMEWORK: AGE OF EXPLORATION MAP/CHARTSTEP 1: Using the video lesson, complete the following chart and map. Take any additional notes in your notebook.Explorer Which country did he sail

for or represent?For what is this explorer/leader known?

Prince Henry the Navigator

Vasco de Gama

Christopher Columbus

Ferdinand Magellan

Hernan Cortez

Francisco Pizarro

Samuel de Champlain

Bartolomeu Dias

Zheng He

STEP 2: Age of Exploration

Directions: Based upon the information in your chart, draw an arrow from each explorer’s place of origin to the area they explored (where applicable). Label this arrow with the explorer’s name.

Name: Date: Period:Bednarz/Bell/Shaw Unit 6.2.- Colonialism

6.2 - Age of Exploration: The Colombian Exchange & ColonialismDO NOW: Once the European explorers “discovered” the Americas, this “new” territory was referred to as the “New World” while the European countries became known as the “Old” World. Based upon what you know about world history, why are these terms of “New World” and “Old World” misleading terms?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TERMS OF THE DAY: Term Definition

Exploit (v):

OBJECTIVES: SWBAT: Describe the diffusion of goods, people, foods and diseases in the system known as the

Columbian Exchange in order to analyze the social and cultural impacts of these interactions. ESSENTIAL QUESTIONS:

What goods, people, foods, and diseases were exchanged between Europe and the Americas in the Columbian Exchange?

GAME PLAN Do Now Columbian Exchange Background: Chart & Map Completion DBQ - Columbian Exchange Analysis Exit Ticket

HW: Make sure you have finished the video lesson! Close read: History of the World in 6 Glasses

EXIT TICKET: Based upon what we learned today, is the title “The Age of Exploration” an appropriate title for this time period? Justify your response. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HAND THIS IN TO THE BACK BIN WHEN FINISHED! DUE WEDNESDAY 4/13!

Name: Date: Period:Bednarz/Bell/Shaw Unit 6.2.- Colombian Exchange

6.2 – Columbian Exchange AnalysisGOAL: How did the Columbian Exchange permanently change world economically, socially, politically, and agriculturally?

STEP 1: Use the textbook, p. 407-413 (stop at “Trade, Colonies, and Mercantilism”), to complete the chart & map about the explorers (that you received for hw last class).

1. Make sure you have completed the chart on explorers and drawn each route on the map on the back!2. Which countries were at the forefront of European exploration? Why? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Why did Christopher Columbus set sail from Spain? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. What was the Columbian Exchange? Explain in your own words! ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PART 1: GOODSWhat key agricultural goods were exchanged between the “New” and “Old” World?“New” World “Old” World “Old” World “New” World

Analysis: Identify of a common prepared food that would not exist in the US if not for the Colombian Exchange and explain why this is the case: __________________________________________________________________________________________________________________________________________________________________________________________

What animals were exchanged through the Colombian exchange?“New” World “Old” World “Old” World “New” World

1. How did the Columbian Exchange permanently change global diets and agricultural practices around the world?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PART 2: DISEASE

2. Explain what information this chart displays._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How does the map of the Colombian Exchange support this graph? In other words, how does the map of the Colombian Exchange help explain the information displayed in this chart? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Use the excerpt below for the question that follows: “The Great Disease Migration” Geoffrey Cowley, in Newsweek Fall 1991“The disaster began almost as soon as Columbus arrived, fueled mainly by smallpox and measles. Smallpox--the disease that so ravaged Tenochtitlan on the eve of Cortes's final siege-- was a particularly efficient killer. Alfred Crosby, author of "The Columbian Exchange," likens its effect on American history to "that of the Black Death on the history of the Old World." Smallpox made its American debut in 1519, when it struck the Caribbean island of Santo Domingo, killing up to half of the indigenous (native) population. From there outbreaks spread across the Antilles islands, onto the Mexican mainland, through the Isthmus of Panama and into South America. The Spaniards were moving in the same direction, but their diseases often outpaced them. "Such is the communicability of smallpox and the other eruptive fevers," Crosby notes, "that any Indian who received news of the Spaniards could also have easily received the infection."

4. Use a quote sandwich to explain the devastating consequences of the Columbian Exchange. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PART 3: PEOPLEUse the excerpt below from Christopher Columbus’ writings for the question that follows:“They…brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks’ bells. They willingly traded everything they owned…They were well built, with good bodies and handsome features…They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane…They would make fine servants…With fifty men we could subjugate (dominate them) them all and make them do whatever we want.” –Christopher Columbus

5. Based upon the above writings from Christopher Columbus, how did the Columbian Exchange lead to the subjugation (to bring under domination or control) of native peoples? Use a quote sandwich to support your response.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PART 4: ANALYSIS: 6. Short-term effects are those that occur in a relatively short period of time. What were the short-term

consequences (remember, good and bad!) of the Columbian Exchange?__________________________________________________________________________________________________________________________________________________________________________________________7. Long-term effects are those that occur over a long period of time. What were the long-term consequences of the

Columbian Exchange? You may include additional background knowledge and/or predictions in your response.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: Date: Period:Bednarz/Bell/Shaw Unit 6.2.- Colonization

HW 6.2 – Colonization & Sugar: History of the World in Six GlassesGOAL: What were the economic motivations for colonialism?TASK: As a small reading circle, you will be actively annotating and completing the stop-and-jot guidelines in each column

“Spirits, Sugar, and Slaves” from Sandage, Tom; History of the World in Six Glasses, Walker & Company: New York, 2005.

COLUMN A: VOCAB Text

The process began with the exploration by Portuguese explorers of the west coast of Africa, and the discovery and colonization of the nearby Atlantic islands, the first stepping-stones on the way to the Americas. These expeditions were organized and funded by Prince Henrique of Portugal, also known as Prince Henry the Navigator…[who] masterminded an ambitious program of Portuguese naval exploration. Prince Henry funded expeditions and collated the resulting reports, observations, and maps. He also encouraged his captains to embrace advances in navigation such as the magnetic compass, along with trigonometry and the astrolabe, an invention ,which had, like distillation, been introduced by Arabs into western Europe. STOP! Complete columns A & B

COLUMN B: Answer questions here

Collated: (v) _________________________________________________________

Distillation: (n) ____________________________________________________________________________

1. Why did the Portuguese interact with Africans in the early 1400s? (hint: seek to connect this information back to the fall of Constantinople!)____________________________________________________________________________________________________________________________________________________________________________________________________________________

circumvent: (v) _______________________________________________________________________________________________

amassed: (n) _______________________________________________________________________________________________

…The chief motive of the Portuguese, Spanish, and other explorers of the time was to find an alternative route to the East Indies, in order to circumvent the Arab monopoly on the spice trade. Ironically, their eventual success was due in part to the use of technology provided by the Arabs. [One key motivation for exploration was to find climates and land for growing sugar] The Atlantic islands of Madeira, the Azores, and the Canaries proved to be ideal places to produce sugar, another Arab introduction….But growing sugarcane required enormous amounts of water and manpower. The Arabs had amassed a range of irrigation techniques and labor-saving devices during their westward expansion, including the water screw, the Persian innovation of underground aqueducts, and water-powered mills to process sugarcane. Even so, sugar production under the Arabs relied on slaves, mostly brought in from East Africa. The Europeans captured many of the Arab sugar plantations during the religious wars of the Crusades but lacked experience in growing sugar and needed even more manpower to maintain production. STOP! Complete columns A & B

2. What does the word “chief” mean as it is used in the first line of the text?_______________________________________________________________________________________________________________________________________________________________

3. How was the sugar production under the MUSLIMS connected to slavery?_______________________________________________________________________________________________________________________________________________________________

4. Apply: How did European desire for sugar perpetuate and expand the African slave trade?____________________________________________________________________________________________________________________________________________________________________________________________________________________

doctrine: (n)_________________________________________________________

forbade: (v)

During the 1440s the Portuguese began to ship black slaves from their trading posts on the west coast of Africa. At first these slaves were kidnapped, but the Portuguese soon agreed to buy slaves, in return for European goods, from African traders.Mass slavery had been unseen in Europe since Roman times, in part for religious reasons, for doctrine forbade the enslavement of one

5. Which European country was first responsible for the expansion of the slave trade? _______________________________________________________________________________________________________________________________________________________________

_________________________________________________________

theological: (adj)_________________________________________________________dubious: (adj)_________________________________________________________

Christian by another. Such theological objections to the new slave trade were overlooked or sidestepped using a number of dubious arguments. At first, it was suggested that by buying slaves and converting them to Christianity, Europeans were rescuing them from the false doctrine of Islam. But then another argument emerged: Black Africans, argued some theologians, did not qualify as fully human, could not, therefore, become Christians, and could be enslaved. They were, according to another theory, "children of Ham," so their enslavement was sanctioned by the Bible. This insidious logic was not widely accepted, at least at first. But the remoteness of the Atlantic islands meant the use of slave labor could be kept conveniently out of sight. STOP! Complete columns A & B

6. Summarize: IN YOUR OWN WORDS, how did Europeans justify their enslavement of Africans? _______________________________________________________________________________________________________________________________________________________________

7. Disprove this claim: “The enslavement of Africans was the first use of slavery in human history.”_______________________________________________________________________________________________________________________________________________________________

Indigenous: (adj)_________________________________________________________

Inexorably: (adj)_________________________________________________________

Succumbed: (v): _________________________________________________________

By 1500 the introduction of slaves had turned Madeira (city in Portugal) into the largest exporter of sugar in the world, with several mills and two thousand slaves. The use of slaves in sugar production expanded dramatically after the European discovery of the New World by Christopher Columbus in 1492. He had been looking for a westerly passage to the East Indies but instead found the islands of the Caribbean. There was no gold, spices, or silk to take back to his royal patrons in Spain, but Columbus confidently declared the islands ideal for growing sugar, a business he knew well. On his second voyage to the New World in 1493 he took sugarcane from the Canary Islands. Production was soon under way on the Spanish islands of the Caribbean and on the South American mainland, in what is now Brazil, under the Portuguese. Attempts to enslave the indigenous people failed, as they inexorably succumbed to Old- World diseases, so the colonists began importing slaves directly from Africa instead. Over the course of four centuries, around eleven million slaves were transported from Africa to the New World, though this figure understates the full scale of the suffering, because as many as half the slaves captured in the African interior died on the way to the coast.STOP! Complete columns A & B

8. How did Columbus’ voyages lead to the expansion of the slave trade? _______________________________________________________________________________________________________________________________________________________________

9. Why did the enslavement of natives peoples fail in the Americas?_______________________________________________________________________________________________________________________________________________________________

10. Why is the claim “around 11 million slaves were transported from Africa to the New World” a misleading statement? ____________________________________________________________________________________________________________________________________________________________________________________________________________________

WRITTEN ENTIRE IN YOUR OWN WORDS: How did European demand for sugar permanently change the world? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________