Unit 1- Culture Clash: Europeans, Africans, and Native

Americans in the New World

Assignments

Name: __________________________

A Timeline of Your Life

Everyone has a story. Your life story is the culmination of different impactful and pivotal events that have changed your life and made you the way you are today. For this activity, I would like you to pick 6 events that have happened in your life that have either impacted you or changed you. Remember, timelines are a series of events that are placed in chronological order, so start early in your life and work your way to today. You timeline must include the following for full credit:

Your name at the top with your birthday 6 events Dates of the event Picture for each event with color Brief description of what happened and how it

impacted you

Primary vs. Secondary Source Stations

What is it? Primary or Secondary Source?

What is it about?

Station #1

Station #2

Station #3

What is it? Primary or Secondary Source?

What is it about?

Station #4

Station #5

Station #6

Primary Source Documents: HAPPY

Name: __________________________________ Date: ____________ Grade:____________

We know what we know about history mainly through the study of primary source documents. Whether it is through newspapers, pictures, or quotes, we have learned much about our nation’s history through different forms for primary sources. In order for us to become better historians, we must understand how to analyze these documents so we too can learn much from them. Read the following primary sources below and use the HIPPO rubric to analyze each source.

Source A:

"That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.”

-Abraham Lincoln, Emancipation ProclamationHistorical Context Audience Purpose Point of View Why important?

Source B:

“The establishment of a Constitution by the consent of the people, is a prodigy, to the completion of which I look forward to. I dread the consequences of new attempts, because I know that powerful individuals are enemies to a general national government in every possible shape.”

- Alexander HamiltonHistorical Context Audience Purpose Point of View Why important?

Source C:

“Yesterday, December 7th, 1941 -- a date which will live in infamy -- the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the Pacific. I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7th, 1941, a state of war has existed between the United States and the Japanese empire.”

-Franklin D. Roosevelt, December 7th, 1941Historical Context Audience Purpose Point of View Why important?

Source D:

Historical Context Audience Purpose Point of View Why important?

Native American Reading StationsName: ____________________________________ Period: ____________ Date: ___________

Station #1: “What Were Some of the Accomplishments of Native Americans at the Time Europeans Arrived in the Western Hemisphere?”

1. How did Europeans characterize Native Americans?

2. What crops were first cultivated by Native Americans and brought to Europe?

3. What was the “Great Law of Peace”?

Stations #2: “Do All Indians Live in Tipis?”

1. What do many Native Americans live today?

2. When are tipis typically used?

3. What do some Navajo still live in?

4. Describe 3 kinds of dwellings Native Americans would live in.

Station #3: “How Many Indians Lived in the Western hemisphere When Columbus Arrived?”

1. What disease wiped out more than half of the Inkan Empire?

2. What were some other diseases that threatened different Native American tribes during this period?

3. About how much of the native populations is left today?

Station #4: “What’s Wrong with Naming Sports Teams Indians, Braves, etc.?”

1. According to this article, what is the major problem with sports teams named Redskinn, Indians, etc?

2. Who became the first college to change its mascot?

3. Why is the Redskin name seen as offensive?

4. Why did Florida State University and the University of Utah keep their names?

5. According to Indian Country Today’s survey, what percentage of its readers felt these sports names were offensive?

Native Americans Today

Name: ________________________________ Date: ________________ Grade: ___________

“We Are Still Here”

1. Where are the three Native Americans from at the start of the video?

2. What are some things they learned that they thought everyone did but realized that were different due to the way they lived?

3. Why does one of the young Native Americans say they were never “assimilated”?

4. What are all Native American families recovering from according to Mitch?

5. What was one of the biggest downfalls of Native American culture in the US according to the video?

6. What is something that is relevant and dealt with by Native American communities? Why?

7. How is Native American history taught in school according to the video?

8. What does Sbeth say is the responsibility of young Native Americans today? What do they need to do?

“Hidden America: Children of the Plains”

1. What tribe is the boy a part of?

2. What is his name?

3. Where does his family live?

4. Who all lives there?

5. How does the family stay warm?

6. What does his house look like?

7. How many children live in Robert’s room?

8. Where does his name come from? Why?

9. What are Robert’s future plans?

10. What is missing in Robert’s neighborhood?

11. How many of Robert’s friends will drop out of school and are unemployed?

12. What two things plague the adults in Robert’s neighborhood?

13. How did one of Robert’s brothers get burned?

Native American Writing AssignmentName: _____________________________ Date: _____________ Period: _____________

With the use of your completed notes, write an essay describing how Native Americans were impacted by the environments. Specifically, how did Native Americans utilize their environment in their religious ceremonies, economy, politics, and military? In your essays, please provide at least TWO examples of how they used different aspects of their environment in their tribes’ lifestyles.

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Infinity of Nations Webquest

Go to: http://nmai.si.edu/exhibitions/infinityofnations/culturequest/

Click on Play Infinity of Nations Culture Quest

Step 1: Northwest Coast

Click on Northwest Coast, read through each tab, complete the activity and answer the following:

1. What was the primary resource(s) of the economy?

2. What strikes you most under the “related resources”? Why?

3. How many of these people are left?

4. What is continuous about their culture?

Step 2: California

Return back to the Map. Click on California. Read through each tab, complete the activity and answer the following:

1. What in the Chumash culture demonstrates cultural diffusion? How?

2. Explain the term “Mission Period”.

3. How were these baskets connected to the Chumash economy?

4. How many of these people are left?

5. What is continuous about their culture?

Step 3: Southwest

Return back to the Map. Click on Southwest. Read through each tab, complete the activity and answer the following:

1. What was the featured mortar used for?

2. What strikes you about their form of shelter?

3. How many are left?

4. What is continuous about their culture?

Step 4: Arctic

Return back to the Map and click on Arctic. Read through each tab, complete the activity and answer the following:

1. How does the parka demonstrate cultural diffusion?

2. What strikes you in the photos under “related resources”?

3. How many Inuit are there today? Why do you think their tribe has survived more

strongly?

4. What is continuous about their culture today?

5. What are the WEIO? What is your impression of them?

Step 5: Woodlands

Return back to the map and click on Woodlands. Read through each of the tabs, complete the activity and answer each of the following:

1. How does the Anishinaabe outfit demonstrate cultural diffusion?

2. What is one tribe that makes up the Anishinaabe that sounds familiar to you?

3. How many of this nation are left?

4. What is continuous about their culture?

Step 6: Plains

Return back to the map and click on the Plains. Read through each of the tabs, complete the activity and answer each of the following:

1. What animal is absolutely critical to the Apsalooke people? Why?

2. How many guns had the warrior stolen?

3. What is continuous about the Apsalooke culture?

Step 7: Mesoamerica

Return back to the map and click on Mesoamerica. Read through each of the tabs, complete the activity and answer each of the following:

1. What sport was important to the Maya?

2. What does having this sport and sport venues tell you about the Maya?

3. What is continuous about the Mayan culture today?

4. How many Mayans live today?

Thursday 11 October1492

At two hours after midnight the land appeared, from which they were about two leagues distant. They hauled down all the sails and kept only the treo, which is the mainsail without bonnets, and jogged on and off, passing time until daylight Friday, when they reached an islet of the Lucayas, which was called Guanaham in the language of the Indians. Soon they saw naked people; and the Admiral went ashore in the armed launch, and Martin Alonso Pinzon and his brother Vicente Anes, who was captain of the Nina The Admiral brought out the royal banner and the captains two flags with the green cross, which the Admiral carried on all the ships as a standard, with an F and a Y, and over each letter a crown, one on one side and the other on the other. Thus put ashore they saw very green trees and many ponds and fruits of various kinds.

What follows are the very words of the Admiral in his book about his first voyage to, and discovery of, these Indies. 1, he says, in order that they would be friendly to us -- because I recognized that they were people who would be better freed and converted to our Holy Faith by love than by force -- to some of them I gave red caps, and glass beads which they put on their chests, and many other things of small value, in which they took so much pleasure and became so much our friends that it was a marvel. Later they came swimming to the ships' launches where we were and brought us parrots and cotton thread in balls and javelins and many other things, and they traded them to us for other things which we gave them, such as small glass beads and bells. In sum, they took everything and gave of what they had very willingly. But it seemed to me that they were a people very poor in everything. All of them go around as naked as their mothers bore them; and the women also, although I did not see more than one quite young girl.

And all those that I saw were young people, for none did I see of more than 30 years of age. They are very well formed, with handsome bodies and good faces. Their hair coarse -- almost like the tail of a horse-and short. They wear their hair down over their eyebrows except for a little in the back which they wear long and never cut. Some of them paint themselves with black, and they are of the color of the Canarians, neither black nor white; and some of them paint themselves with white, and some of them with red, and some of them with whatever they find. And some of them paint their faces, and some of them the whole body, and some of them only the eyes, and some of them only the nose. They do not carry arms nor are they acquainted with them, because I showed them swords and they took them by the edge and through ignorance cut themselves. They have no iron.

Their javelins are shafts without iron and some of them have at the end a fish tooth.... All of them alike are of good-sized stature and carry themselves well. I saw some who had marks of wounds on their bodies and I made signs to them asking what they were; and they showed me how people from other islands nearby came there and tried to take them, and how they defended themselves; and I believed and believe that -- they come here from tierrafirme to take them captive. They should be good and intelligent servants, for I see that they say very quickly everything that is said to them; and I believe that they would become Christians very easily, for it seemed to me that they had no religion. Our Lord pleasing, at the time of my departure I will take six of them from here to Your Highnesses in order that they may learn to speak...

They brought balls of spun cotton and parrots and javelins and other little things that it would be tiresome to write down, and they gave everything for anything that was given to them. I was attentive and labored to find out if there was any gold; and I saw that some of them wore a little piece hung in a hole that they have in their noses. And by signs I was able to understand that, going to the south or rounding the island to the south, there was there a king who had large vessels of it and had very much gold.... This island is quite big and very flat and with very green trees and much water and a very large lake in the middle and without any mountains; and all of it so green that it is a pleasure to look at it. And these people are very gentle, and because of their desire to have some of our things and believing that nothing will be given to them without their giving something, and not having anything, they take what they can and then throw themselves into the water to swim....

-Christopher Columbus

Journal Entry Summary:

Who:

What:

Where:

When:

Why:

1. What was the name of the island that Columbus and his men encountered?

2. What did Columbus’s men see when they came to the island?

3. What was the first thing Columbus’s men and the natives do when they encountered each other?

4. How did Columbus view the indigenous people? What did he think of them?

5. What does he think the natives would be good for? What does he want to do to them?

6. What did Columbus notice that the indigenous people have? What did he conclude after he saw this?

History of the Indies (1528)Bartolome De Las Casas

The Indians (of Hispaniola) were totally deprived of their freedom and were put in the harshest, fiercest, most horrible servitude and captivity which no one who has not seen it can understand. Even beasts enjoy more freedom when they are allowed to graze in the fields. But our Spaniards gave no such opportunity to the Indians and truly considered them perpetual slaves, since the Indians had not the free will to dispose of their persons but instead were disposed of according to Spanish greed and cruelty, not as men in captivity but as beasts tied to a rope to prevent free movement. When they are allowed to go home, they often found it deserted and had no other resource then to go out into the woods to find food and to die. When they fell ill, which was very frequently because they are delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs and kicked them and beat them; and when illness was apparent they sent them home as useless… They would go then, falling into the first stream and dying there in desperation; others would hold on longer but very few ever made it home. I sometimes came upon dead bodies on my way, and upon others came upon others who were gasping and moaning in their death agony, repeating “Hungry, hungry.” And this was the freedom, the good treatment and the Christianity the Indians received.

About eight years have passed under Spanish rule and the disorder had time to grow; no one gave it a thought and a multitude of people who originally lived on the island… was consumed at such a rate that in these eight years 90 percent had perished. From here this sweeping plague went to San Juan, Jamaica, Cuba, and the continent, spreading destruction over the whole hemisphere.

1. What does Las Casas say how the Indians are treated by the Spanish?

2. What would often happen to the Natives after the Spaniards would set one of them free?

3. What would happen to the Natives if one of them fell ill?

4. What would Las Casas encounter often when he was walking around or “on his way”?

5. How many perished in the eight years of Spanish occupation?

6. Where has this plague struck? Who or what plague is Las Casas referring to?

Historical Context Intended Audience Purpose Point of View

In one sentence, what is Bartolome De Las Casas saying in this excerpt of History of the Indies?

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West Africa and the Middle Passage

Name: ____________________________________ Date: __________________ Grade: _________

West African Society at the Point of European Contact

Powerful KINGDOMS, beautiful sculpture, complex trade, tremendous wealth, centers for advanced learning — all are hallmarks of AFRICAN CIVILIZATION on the eve of the age of exploration.Hardly living up to the "DARK CONTINENT" label given by European adventurers, Africa's cultural heritage runs deep. The empires of GHANA, MALI, and SONGHAY are some of the greatest the world has ever known. TIMBUKTU, arguably the world's oldest university, was the intellectual center of its age.

Although primarily agricultural, West Africans held many occupations. Some were hunters and fishers. Merchants traded with other African communities, as well as with Europeans and Arabs. Some West Africans mined gold, salt, iron, copper or even diamonds. African art was primarily religious, and each community had artisans skilled at producing works that would please the tribal gods.The center of African life in ancient and modern times is the family. Since Africans consider all individuals who can trace roots to a common ANCESTOR, this family often comprised hundreds of members.

The slave trade that brought millions of men and women to North America unwillingly, also affected many areas of Africa. This map shows some of the regions involved in the African slave trade.Like Native American tribes, there is tremendous diversity among the peoples of West Africa. Some traced their heritage through the father's BLOODLINE, some through the mothers. Some were democratic, while others had a strong ruler. Most African tribes had a noble class, and slavery in Africa predates the written record.

The slavery known to Africans prior to European contact did not involve a belief in inferiority of the slaves. Most slaves in West Africa were captured in war. Although legally considered property, most African slaves were treated as family members. Their children could not be bought or sold. Many achieved high honors in their communities, and freedom by manumission was not uncommon. Plantation slavery was virtually unknown on the African continent.

The impending slave trade brings ruin to West Africa. Entire villages disappear. Guns and alcohol spread across the continent. Tribes turn against other tribes as the once-fabled empires fade into history. The DIASPORA OF AFRICAN PEOPLES around the world had begun.

“The Middle Passage"

Harvard College LibraryThis illustration depicts what one reporter saw on the upper deck of a slave ship — "about four hundred and fifty native Africans, in a sitting or squatting posture, the most of them having their knees elevated so as to form a resting place for their heads and arms."

Two by two the men and women were forced beneath deck into the bowels of the slave ship.The "packing" was done as efficiently as possible. The captives lay down on unfinished planking with virtually no room to move or breathe. Elbows and wrists will be scraped to the bone by the motion of the rough seas.

Some will die of disease, some of starvation, and some simply of despair. This was the fate of millions of West Africans across three and a half centuries of the slave trade on the voyage known as the "middle passage."

Two philosophies dominated the loading of a slave ship. "LOOSE PACKING" provided for fewer slaves per ship in the hopes that a greater percentage of the cargo would arrive alive. "TIGHT PACKING" captains believed that more slaves, despite higher casualties, would yield a greater profit at the trading block.

Doctors would inspect the slaves before purchase from the African trader to determine which individuals would most likely survive the voyage. In return, the traders would receive guns, gunpowder, rum or other sprits, textiles or trinkets.

The "MIDDLE PASSAGE," which brought the slaves from West Africa to the West Indies, might take three weeks. Unfavorable weather conditions could make the trip much longer.

Slaves were fed twice daily and some captains made vain attempts to clean the hold at this time. Air holes were cut into the deck to allow the slaves breathing air, but these were closed in stormy conditions. The bodies of the dead were simply thrust overboard. And yes, there were uprisings.Upon reaching the West Indies, the slaves were fed and cleaned in the hopes of bringing a high price on the block. Those that could not be sold were left for dead. The slaves were then transported to their final destination.

West Africa Questions

1. What did Europeans call Africa?

2. Where were some African Empires located?

3. Where is arguably the oldest university in the world located?

4. How were most slaves treated in West Africa?

5. How did the slave trade affect West Africa?

The Middle Passage Questions

1. What does the illustration depict? How may it give an idea of what the Middle Passage was like?

2. Where were slaves kept on the ship? What was the most efficient way to pack the ship?

3. What would traders get in exchange for the slaves? How did they check to see if the salves could survive the voyage?

4. How long did the Middle Passage take?

5. Describe the conditions of the ship’s hold? What accommodations were made for the slaves on the ship?

6. What would happen to slaves who would di in transit?

7. What would happen to slaves that were not sold?

The Columbian ExchangeName: _______________________________ Period: ____________ Date: __________

Overview: The Columbian Exchange refers to a period of cultural and biological exchanges between

the New and Old Worlds. Exchanges of plants, animals, diseases and technology transformed European and Native American ways of life. Beginning after Columbus' discovery in 1492 the exchange lasted throughout the years of expansion and discovery. The Columbian Exchange impacted the social and cultural makeup of both sides of the Atlantic. Advancements in agricultural production, evolution of warfare, increased mortality rates and education are a few examples of the effect of the Columbian Exchange on both Europeans and Native Americans.

Animals: The passage from the Old Word to the New World in the Columbian Exchange was

made by animals as well as humans. Both the non-domesticated and the domesticated animals made an impact on the New World.

Before the Columbian Exchange the natives had no beast of burden and did their hard labor entirely on their own. On Columbus’s second voyage in 1493 he brought horses, dogs, pigs, cattle, chickens, sheep, and goats. When the explorers brought the new animals across the ocean it introduced a whole new means of transportation, a new labor form, and a new food source. The animals were rarely troubled by the diseases the humans were. So while the humans died off, the animals were thriving on the rich wildlife.

The pigs reproduced the fastest and served as meat for the explorers. In 1514, pigs had multiplied to about 30,000 in Cuba. Horses were extremely plentiful in Europe, especially on the Iberian Peninsula. In the beginning the natives were frightened because they had never seen an animal of such size and power. When the explorers were massacring the natives, they horses took a large part in these battles. Not only for speed but because they still terrified the natives. The horse was an important carrier of information for the explorers as well. They eventually multiplied and became free in the wild.

Disease:

The Columbian Exchange is often times praised for the positive things that it brought about such as the exchange of new animals, foods, and plants between the Old World and the New World. However, not all of the aspects of the Columbian Exchange were positive. It is also important to realize that the Columbian Exchange can also be credited for the transmission of diseases which had adverse effects on both the Old and New World alike. Diseases were transferred from Europeans to Native Americans as well as vice versa. Europeans and Native Americans suffered immensely from disease that were foreign to them.

Common Old World Diseases included:

SmallpoxMeaslesMalariaYellow feverInfluenzaChicken Pox

Common New World Diseases included:

SyphilisPolioHepatitisEncephalitis

With the large numbers of disease brought by the Europeans to the New World, the Indian population was immensely impacted by these illnesses. Having no prior exposure to these ailments, the Indians were extremely susceptible to diseases. Since the Indians were isolated before the Europeans arrived, their immune systems were not ready to take on such diseaseNearly all of the European diseases were communicable by air and touch, thus making it easy for the disease to spread rapidly.

Perhaps the most deadliest of diseases in regard to the Indians was smallpox. One of the first epidemics to arrive in America, smallpox was considered to be the deadliest. Misdiagnosis was an even more common problem four hundred years ago. Smallpox killed tens of thousands of Indians in the New World.

1. What is the Columbian Exchange?

2. When did it begin?

3. What were some animals that were brought over from Europe? What was their impact?

4. What were some diseases that were brought over from Europe?

5. Why were Native Americans so susceptible to the foreign diseases?

Crash Course: The Columbian Exchange

Name: ___________________________ Period: _________ Date: __________

1. What four categories can we break the Columbian Exchange into?

2. What was the main European response to the Europeans in the New World?

3. What did some Europeans blame much of the death on?

4. What was the main cause of all of this death?

5. What were some diseases that killed of Native Americans?

6. What was another side effect of disease?

7. What was one disease that the New World gave to the Old World?

8. Who mainly brought syphilis over to the Old World?

9. What was another destructive object that came from the New World?

10. What animal completely remade the food supply?

11. How many pigs did De Soto bring to the New World? How many were there when he died?

12. What became the largest beast of burden in the New World?

13. What animal made Native Americans more nomadic?

14. What were some crops brought to the New World?

15. What crop completely changed Italian cuisine?

16. How did New World crops impact the population in the rest of the world?

17. What crop greatly impacted the Irish?

18. How did the Columbian Exchange impact migration?

19. What horror did the Columbian Exchange eventually lead to?

20. How did Frank Crosby feel about the Columbian Exchange?

Annotated Map: The Columbian Exchange

Directions: Design an annotated map that shows your understanding of the global impact of the Columbian Exchange.

1) DRAW MAP: Draw a map of the world (Eastern and Western Hemisphere).

2) WRITE A TITLE at the top: The Columbian Exchange

3) LABEL PLACES:

· North America· The Caribbean· Mesoamerica· South America· China· Europe· Africa

4) ADD THE FOLLOWING BIOLOGICAL ITEMS: Create symbols and labels to show the origins of these items. Use arrows to show where they went (they should all go to the other hemisphere except for llamas).

EASTERN HEMISPHERE

· cows· pigs· sheep· horses· wheat· rice· cotton· silk worms· sugar· coffee· measles· smallpox

· influenza - Bubonic plague

WESTERN HEMISHPERE

· turkey· llama· tobacco· chocolate· corn (maize)· squash· beans· chilies

· potatoes · tomatoes

5) ANNOTATIONS: Choose 4 items (at least one from each hemisphere). Explain the effects of these plants, animals, and diseases as they were transferred across the world as a result of the Columbian Exchange.