Name: _______________________________ Date: _____________________________

Homework (U1L19) Team: ____________________________

European & Native American Review

Activity #1: Stimulus-Based Questions

Directions: Use the following primary sources to answer the associated questions. Be sure to use our stimulus-based question reading strategies and full POE!

Questions 1-2 refer to the excerpt below.

Source: Member of De Soto’s crew, “The Expedition of Hernando De Soto,” 1557

[Governor Hernando de Soto], in view of the determination and furious answer of the Cacique1, thought to soothe him with soft words, to which he made no answer but, with great haughtiness and contempt, withdrew to where Soto could not see nor speak to him. The Governor, that he might send word to the Cacique for him to remain in the country at his will and to be pleased to give him a guide and person to carry burdens, that he might see if he could pacify him with gentle words, called to a chief who was passing by. The Indian replied, loftily, that he would not listen to him. Balthasar de Gallegos2, who was near, seized him by the cloak of marten skins that he had on, drew it off over his head and left it in his hands; whereupon, the Indians all beginning to rise, he gave him a stroke with a cutlass that laid open his back, when they, with loud yells, came out of the houses, discharging their bows.

The Governor, discovering that if he remained there they could not escape, and if he should order his men, who were outside of the town, to come in, the horses might be killed by the Indians from the houses and great injury done, he ran out; but before he could get away he fell two or three times and was helped to rise by those with him. He and they were all badly wounded: within the town five Christians were instantly killed. Coming forth, he called out to all his men to get father off, because there was much harm doing from the palisade. The natives discovering that the Christians were [retreating], and some, if not the greater number, at more than a walk, the Indians followed with great boldness, shooting at them or striking down such as they could overtake. Those in chains having set down their burdens near the fence, while the Christians were [retreating], the people of Mauilla lifted the loads on to their backs and, bringing them into the town, took off their irons, putting bows and arms in their hands with which to fight. Thus did the foe come into possession of all the clothing, pearls, and whatever else the Christians had beside, which was what their Indians carried…

1. ** The interaction between De Soto and the Cacique suggests that Spanish exploration of North America was largely marked bya. Well-intentioned aspirations to build trade relationsb. The desire to peacefully convert natives to Christianityc. A rigid drive to find gold and other items that could built wealth, at any expensed. Hatred of the Native Americans because of their pagan ways

2. The experience of the Cacique is most clearly mirrored by which other Native American tribe?a. Iroquoisb. Incasc. Pequotsd. Sioux

Questions 3-5 refer to the excerpt below.1 Cacique: A Native American tribe in the American southeast (Alabama and Florida)2 Balthasar de Gallegos: A Spanish Conquistador on De Soto’s expedition

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Final Score:_____/28

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Score:_____/8

Source: Louise P. Kellogg, account of the first contact of the Ho-Chunk (Winnebago) with explorer Jean Nicolet in Green Bay, Wisconsin in 1634.

… Then the French landed their boats and came ashore and extended their hands to the Winnebago, and the Indians put tobacco in their hands. The French, of course, wanted to shake hands with the Indians. They did not know what tobacco was, and therefore did not know what to do with it. Some of the Winnebago poured tobacco on their heads, asking them for victory in war. The French tried to speak to them, but they could not, of course, make themselves understood. After a while they discovered that they were without tools, so they taught the Indians how to use an ax and chop a tree down. The Indians, however, were afraid of it, because they thought that the ax was holy. Then the French taught the Indians how to use guns, but they held aloof for a long time through fear, thinking that all these things were holy. Suddenly, a Frenchman saw an old man smoking and poured water on him. They knew nothing about smoking or tobacco. After a while they got more accustomed to one another. The Indians learned how to shoot the guns and began trading objects for axes. They would give furs and things of that nature for the guns, knives, and axes of the whites. They still considered them holy, however. Finally, they learned how to handle guns quite well and they like them very much. They would even build fires at night so that they might try their guns, for they could not wait for the day, they were so impatient. When they were out of ammunition they would go to the traders and tell their people that they would soon return. By this time they had learned to make themselves understood by various signs.

3. ** Kellogg’s account suggests that Native Americans and the French…a. Could not find common ground and were subject to ongoing conflict.b. Initially misunderstood and feared one another but eventually learned to use each other for

mutual benefit.c. Treated one another with awe and respect from the commencement of their interactions.d. Based their relationship on attempting to adopt attractive pieces of each other’s cultures.

4. ** The evolution of interactions between Native Americans and the French eventually led to which of the following?a. A thriving fur trade.b. A mutual disdain of the Spanish and Dutch.c. A largescale tobacco industry.d. The creation of Euro-centric tribal practices.

5. According to Kellogg, to what extent did the Native Americans benefit from interactions with the French?a. They became Christians and knew the love of Godb. Their populations grew larger due to access to healthier foodsc. The learned to speak English and could then communicate with settlers.d. They obtained guns, providing protection and easier hunting tools

Activity #2: Image Analysis

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Score:_____/10

Directions: Analyze the three images below and answer the associated prompt using ANEZZC format.

Prompt: Describe the relationship between Native Americans and European explorers between 1492 and 1684.

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Check Your Paragraph○ Argument: Does your argument include a specific answer to the question?  Does it show how or why?○ Context: Do you give brief context for the evidence?○ Evidence-Name It &Explain It: Do you name the specific historical key term?  Do you explain what it means in your own words?○ Zoom In (only sometimes): Do you zoom in on any powerful words?○ Zoom Out: Do you explain the point of view, author’s purpose and/or audience for each piece of evidence?  Do you connect your  thoughts back to your argument?○ Clincher: Do you wrap up the paragraph by asking yourself “so what?”

RubricMy Grade Teacher’s Grade

A Answers question and shows how or why ______/2 ______/2N/E Provides context, names key historical term and explains

meaning______/2 ______/2

ZI/ZO Explains POV, AP and/or audience and connects back to audience

______/4 ______/4

C Wraps up paragraph by asking “so what?” ______/2 ______/2 Final Score: ______/10

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