UNIT 1
Clash of Cultures
TOPICS TO COVER
I. European Changes
II. Pre-Columbian America
III. Encounter of Civilizations
ESSENTIAL QUESTIONS
• SOCIETY: How do exploration and discovery of
new peoples and ideas affect a society? How
are cultures and societies destroyed?
• ART/TECHNOLOGY: How does technology
help shape history?
• TIME: How does exploration of the New World
relate to the Age of Discovery?
STANDARDS COVERED
Alabama COS: 1
• Contrast the effects of economic, geographic, political and social conditions before and after
European explorations of the fifteenth through seventeenth centuries on Europeans, American
colonists, and indigenous Americans.
CCRS:
• 10.RL.6: Analyze a particular point of view or cultural experience reflected in a work of literature
from outside the United States, drawing on a wide reading of world literature.
• 10.RIT.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
• 10.RIT.4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone
• 10.RIT.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
• 10.RIT.9: Analyze seminal U.S. documents of historical and literary significance
• 10.W.2-9: WRITING
OBJECTIVES
• SWBAT write their HW:
– Read/highlight/annotate (RHA) pg. 9 of U.1 packet
– Study for pop quizzes (US states)
• Next week will also include European countries
• SWBAT revisit class goals.
• SWBAT brainstorm ways to achieve class goals by the next
exam.
• SWBAT review the importance of the Renaissance and
Protestant Reformation.
CLASS GOALS AND SCORES
•
Let’s take a look. NO JUDGING. We’re ONE class. If one of us sucks, we ALL suck.
– Tracker
– Stuck on an escalator.
1.
What’s the class goal?
2.
What was your exam score? What is your pop quiz score?
3.
What did we do RIGHT for the last test/pop quiz?
–
–
–
4.
As a class?
On a personal level?
What did Ms. Michel do?
What can we IMPROVE on for the next test/pop quiz?
–
–
–
As a class?
On a personal level?
What can Ms. Michel do?
REVIEW: RENAISSANCE/REFORMATION
1. Why is understanding Unit 1 important for us? (pg. 7)
a.
b.
What were Europeans thinking at that time?
What were Native Americans thinking at that time?
2. What was the Renaissance? Why was it important? (pg.
8)
a.
b.
c.
d.
What caused it? Why?
What was happening with the Church?
What were some major inventions? Why were they
important?
What would it lead to?
3. What was the Protestant Reformation? Why was it
important? (pg. 8)
a.
b.
c.
What was the direct cause? Why was that a big deal?
What happened to European religions and nationalities?
How does the PR lead us to the US?
B/R: VOCABULARY ASSOCIATION
Using Unit 1 vocabulary (pg. 2), give a one
paragraph summary of how the Renaissance and
Reformation affect the United States.
You may use any 6 words from #1-9, and the words
must be used correctly. Underline the vocabulary
words you use.
Remember, one paragraph = 6 complete sentences,
minimum.
OBJECTIVES
• SWBAT write their HW:
–
–
–
–
R/H/A pg. 10 of Unit 1 packet
Study for pop quizzes (US this week, Europe + US next week)
CALENDAR IT! – Lab day: Monday, 10/28
Report cards: Friday, 10/25 (Extra credit Test “A” if you bring it
back signed by a parent/guardian by Wednesday, 10/30)
• SWBAT determine how technology (printing
press/telescope) help shape history during the
Renaissance/Reformation.
• SWBAT analyze the importance of art and technology on
the Renaissance and Reformation.
NOW…
You have ONE MINUTE to
(1) face all desks towards the SMARTboard, and to
(2) put everything away except a pen/pencil and a half sheet of
paper. (Book bags, binders, etc. should be UNDER your desk.)
Put a proper heading (last name, first name – date – period).
Pop quiz time. Remain silent.
“POP QUIZ 4” – On a HALF sheet of paper, put the proper
heading, and number the page 36-44. SPELLING COUNTS. Remain silent.
• Using the map,
correctly label in
the following
order: state,
abbreviation, and
capital
– EXAMPLE:
State  ABB. 
Capital
You have 6
min.!
•
“Seeing is believing.”
– Is science only about what you can see?
FACTS:
1. Copernicus discovers the heliocentric model of the
galaxy in 1543 with a basic telescope.
2. Galileo invents the modern telescope in the early
1600s. He proves Copernicus to be correct.
– He recants his views because the Church disagrees with his
statements.
QUESTION:
• Why do you think it was so hard for the Church to
accept his work? Was it just about having to give up
some power?
CONCLUSION:
• The telescope changed the way we “saw” the Universe,
but the way we “saw” the Universe can only be true if
we accepted the principle that we were not the center
of our galaxy.
– What about us? Do we change our opinions when new
information is presented? Or are do we get stuck on what we
THINK we know?
– SHOULD we have to always change when new information is
presented? Can new information be misleading?
IMPORTANT
INVENTIONS:
TELESCOPE
IMPACT OF THE
PRINTING PRESS (PG. 9)
1.
Who benefitted from the invention of the printing
press?
– Was this the purpose of its invention? Justify.
– What would this eventually lead to?
2.
How did its’ invention change science?
WYCLIFFE: 1st to
translate Bible into
vernacular (1300s)
– What is the Scientific Revolution?
From #3
– What is the Age of Enlightenment?
– How does this lead to the Scientific Revolution/Age of
Enlightenment?
3.
HUS: 1st to fight
to break away
from Church
(1400s)
From #38
How did it impact the Protestant Reformation?
– Who inspired Luther? Why did their methods not work?
– What problems did the printing press cause for the Church?
4.
How does it impact the US today?
– Why is this considered one of the most important inventions
of all time?
– According to the text (lines!), what are some ways that prove
its impact?
LUTHER: 1st
successfully
break break
away from
Church (1500s)
From #12
B/R: QUICK ANALYSIS – GALILEO
DIRECTIONS: Write out ONE of the following quotes. Then, analyze the quote in relation
to (1) what you know about Galileo’s work/invention and (2) how this reinforces the
sacrifice Galileo was willing to make for science. One paragraph minimum, not
including the quote.
1. “And yet it moves.” (Whispered under his breath about
the Earth when he was forced to recant.)
2. “I do not feel obliged to believe that the same God who
has endowed us with sense, reason, and intellect has
intended us to forgo their use.”
3. “The Bible shows the way to go to heaven, not the way
the heavens go.”
4. “In questions of science, the authority of a thousand is
not worth the humble reasoning of a single individual.”
OBJECTIVES
• SWBAT write their HW:
– Vocabulary flash cards: #10-18
– Begin memorizing European countries/capitals (1-20 are fair game
next week)
– Study for pop quizzes (Europe + US next week)
– Lab day: Monday, 10/28
– Report cards: TODAY! (Extra credit Test “A” if you bring it back signed
by a parent/guardian by Wednesday, 10/30)
• SWBAT analyze the importance of art and technology on the
Renaissance and Reformation.
• SWBAT determine how the Protestant Reformation impacted
modern political ideas.
NOW…
You have ONE MINUTE to
(1) face all desks towards the SMARTboard, and to
(2) put everything away except a pen/pencil and a half sheet of
paper. (Book bags, binders, etc. should be UNDER your desk.)
Put a proper heading (last name, first name – date – period).
Pop quiz time. Remain silent.
“POP QUIZ 5” – On a HALF sheet of paper, put the proper
heading, and number the page 45-50. SPELLING COUNTS. Remain silent.
• Using the map,
correctly label in
the following
order: state,
abbreviation, and
capital
– EXAMPLE:
State  ABB. 
Capital
You have 4
min.!
IMPORTANT ARTWORK: RENAISSANCE (9)
A. Creation of Adam. Michelangelo.
(Adam’s lack of interest.) (Beauty of human form.) (Biblical
images.)
C. David. Michelangelo.
(Beauty of the human form.) (Perspective.)
(Biblical images.)
B. The Last Supper.
Da Vinci.
(Triangles EVERYWHERE!) (Biblical
images. – JESUS!)
D. Mona Lisa. Da Vinci.
(That SMILE.) (Those EYES.)
(MORE triangles.) (Perspective.)
THE REFORMATION’S IMPACT ON POLITICAL
IDEAS (PG. 10)
• Which lines indicate the THESIS statement of this essay?
How do you know? What’s wrong with this thesis
statement?
– Remember: A thesis statement guides the entire essay; it tells the
order of the topics to be covered.
B/R: ON A HALF-SHEET OF PAPER, WITH A
HEADING, AND “TECHNOLOGICAL IMPACT”
AS A TITLE, ANSWER THE FOLLOWING:
• How does technology help shape history?
Justify your response with examples.
• Answer to the best of your ability in AT LEAST
4 sentences. Be sure to write in your own
words. You have 4 minutes. NO PACKET!
OBJECTIVES
• SWBAT write their HW:
– Pg. 11 of U. 1 packet (R/H/A)
– Continue studying: US and European maps (1-20 are fair game this
week)
– Meet in the Mac Lab tomorrow (Tuesday)
– Extra Credit: Bring back your report card signed by a parent/guardian
by Wednesday, 10/30 for an extra credit “Test” A
• SWBAT analyze the importance of art and technology on the
Renaissance and Reformation.
• SWBAT determine how the Protestant Reformation impacted
modern political ideas.
• SWBAT locate North and South American countries on a map.
THE REFORMATION’S IMPACT ON
POLITICAL IDEAS (PG. 10)
1.
Politics (the way we govern in a country)
– Which of Luther’s ideas will influence modern politics?
2.
Capitalism (money matters!)
– How is this related to Protestantism? What is
predestination? Who preached it?
– How did it start out? How did it eventually turn into
what it is today?
– What is the “Protestant work ethic”?
3.
Women’s rights (voting, thinking, just BEING)
–
–
–
4.
–
–
5.
From #6, spread to #8
SENECA FALLS: Women’s suffrage in the
US (E.C. Stanton, S.B. Anthony, L. Mott)
How did the Protestant Reformation INITIALLY (at
first) affect women?
Who are the Quakers? How did they treat women?
What was the connection between Seneca Falls and
Quakers? How does this affect women today?
Democracy (can the people rule themselves?)
–
CALVIN: Founded Calvinism;
most influential Pr. religion
during PR)
Who is John Locke? How does he influence the
modern idea of democracy?
What is the social contract? Which lines show us the
social contract theory in action?
How will these ideas influence the US, France, and
Latin America?
QUAKERS: Fought for many
progressive ideas (anti-slavery,
pro-women, pro-poor)
Started in #3, moved to US
Effects of the spread of ideas (can’t kill/control
them)
–
–
How did Luther’s ideas deviate from their original
intent? Which lines indicate this?
Why is it difficult to control the spread of an idea?
LOCKE: Democracy; “life, liberty,
DoI: Influenced by Locke; “life,
property”; social contract
liberty, pursuit of happiness”;
influences DoRoMoC in #6From #3
ON THE BACK OF YOUR HALF-SHEET, PUT A
NEW TITLE: “PR INFLUENCES POLITICS”
In at least one paragraph (6 sentences
minimum), and without using your
notes/packet, answer the following:
• In what two ways did the Protestant
Reformation influence modern politics? Justify
your response with historical examples.
NOW…
• SWBAT write their HW:
–
–
–
–
Finish pg. 13 assignments
Study for pop quizzes (US + Europe)
LAB DAY: Friday, Nov. 1
Essay: “Progress.” Due Monday, Nov. 4th
• Is progress good for society? Use historical evidence. Must
include mention of progress made during Renaissance, the
Protestant Reformation, and connections to Native American
culture.
• 2 pg. minimum (1 sheet, front/back) – handwritten. Must have a
thesis. No need for an introduction. Must have topic sentences.
• SWBAT research Native American contributions to
American society.
INDIVIDUAL RESEARCH WITH MY HELP (IF
NEEDED) – KEEP IN MIND YOUR ESSAY TOPIC
• Pg. 5/6: Using the internet, INDIVIDUALLY find the Latin American
countries, capitals, and regions (regions can be: North America,
South America, Central America, Caribbean Islands).
• Pg. 12: Using the internet and logic, INDIVIDUALLY label the
locations of Native American tribes on the map.
• Pg. 13: (write these directions next to each section)
– Important people: Pick any 3 individuals and give a 3 sentence
summary for each, including their important contribution to American
culture.
– “The Two Wolves”: Summarize the lesson of the legend in 2 sentences.
Then, explain how this can apply to your own life.
– “From the 1927…”: Give a short summary (main ideas), analyze (how
are the Native Americans making their case?), and evaluate (what is
your opinion of this, and why? Imagine if they got their way – how
would that affect your way of life?)
– Some Native American Thoughts: Pick any 3 quotes. In a short analysis,
(1) explain what each means and (2) explain the importance it might
have on a society that uses the idea.
OBJECTIVES
• SWBAT write their HW:
– Vocabulary flashcards (#19-29)
– Study pop quizzes (US/Europe)
– LAB DAY: Friday (tomorrow)
– Work on your Progress Essay (due Monday)
• Review notes
• SWBAT review Native American contributions
to American society.
NOW…
You have ONE MINUTE to quickly and quietly turn
your desk towards the SMARTboard and spread your
desks out.
The only thing you should have out is a half-sheet of
paper and a pencil. Bookbags, etc. should be UNDER
your desk.
Pop quiz time. Remain silent.
“POP QUIZ 6” – On a HALF sheet of paper, put the proper
heading, and number the page 1-11. SPELLING COUNTS. Remain silent.
• Using the map, correctly
label in the following
order: state, abbreviation,
and capital
– EXAMPLE:
State  ABBREVIATION 
Capital
You have 7 min.!
PG. 11: IMPORTANCE / ORIGIN
Importance of Pre-Columbian
America
1. What does pre-Columbian
mean?
2. Who was living in the Americas
before Europeans?
3. Why should we care about
them?
4. Do they still exist in the US?
Does it matter?
Origins of Native Americans
1. Where do Native Americans
come from?
–
What anthropological evidence
do we have that suggests this?
2. How did they get here?
–
What was the Earth like at this
time?
3. Why were they considered
adaptable?
–
Why can they still be considered
adaptable?
THE BERING STRAIT
OBJECTIVES
• SWBAT take a laptop but DO NOT OPEN IT UNTIL
PERMISSION IS GIVEN!
• SWBAT write their HW:
– Progress Essay due Monday. Be sure to follow the guidelines!
– Study for pop quizzes (US + Europe)
• SWBAT review the Age of Exploration.
• SWBAT write a thesis statement for their essay.
• SWBAT evaluate the effects of European exploration on
modern Native American culture in the US.
PG. 13 – MODERN NATIVE AMERICAN CULTURE
• Important People
– What do we learn about the Native
American culture from these
individuals?
– How are they like the rest of American
culture?
– How are they different?
• Some Native American Thoughts
1.
•
2.
• From the 1927 Grand Council of
American Indians
– Summarize what is being said
– Analyze how they make their case
(what’s their proof?)
– Evaluate their message: Do you
agree/disagree? How would it affect
your life if they got their way?
3.
How does this connect to your future goals?
“It takes a thousand voices to tell a single
story.”
•
5.
How does this connect to Malala’s story?
“When you were born, you cried and the
world rejoiced. Live your life so that when
you die, the world cries and you rejoice.”
•
4.
How does this connect to Sagan’s “Pale, Blue
Dot”?
“He who would do great things should not
attempt them all alone.”
•
• Two Wolves
– Summarize the legend in your own
words
– What was the lesson?
– How can we apply it to our own lives
“We do not inherit the Earth from our
ancestors; we borrow it from our children.”
How does this connect to history?
“Man has responsibility, not power.”
•
How does this connect to “Pale, Blue Dot,”
Malala’s story, history, and our future goals?
PG. 14
1. What were European
conquistadors searching for
when they discovered the
New World?
–
What were the West Indies?
2. How were Native Americans
annihilated?
3. How does the Treaty of
Tordesillas affect who
conquered the New World?
4. Why was Bartolomé de las
Casas an important figure
during the Age of
Exploration?
PG. 14
5.
For what is Columbus
remembered?
– How did he treat the
Taino?
6.
For what is Pizarro
remembered?
– What was his relationship
with Atahualpa?
7.
For what is Cortes
remembered?
– Why was he so accepted by
the Aztec?
8.
For what is de Soto
remembered?
– How did he personally
change the course of
history?
RIGHT NOW…
Progress Essay: Thesis
Go to the class website.
• Your thesis must mention if
progress is good/bad for
society.
• Click on the button that says
“Research Topics.”
• Your thesis must mention the
proof you have for your
opinion – be sure that your
proof involves Renaissance,
Reformation, and Native
American culture.
• History has shown us that
progress is __ for society
because ___.
• Then scroll down until you see
“Modern Native Americans.”
• Begin finding out more
information on Native
Americans.
• Remember – this is just a
START. You should definitely
do your own research once
you know what you’re looking
for. Do NOT limit yourselves to
these websites.
RIGHT NOW…
1.
Turn in your “Progress” Essay into the blue bin at the Supply
Center. Be sure your name is on it and that you have it stapled.
2.
At the Supply Center, also collect a class calendar AND a “How Do
I…” paper.
– File the calendar under “HW/Misc.” or put it at the beginning of your
binder.
– File your “How Do I…” paper under “HW/Misc.”
3.
After you have done this, write your HW from the back board.
4.
Keep in mind – we have a lot to do today. We’re not wasting
time.
5.
Then, turn to page 4 of your Unit 1 packet.
LATIN AMERICAN REGIONS (PG. 5)
• REGIONS
Atlantic
Ocean
A
C
D
Pacific
Ocean
B
A: North America
B: South America
C: Caribbean Islands
D: Central America
LATIN AMERICAN COUNTRIES/CAPITALS
• Turn to page 6 of your Unit 1 packet.
PG. 12 – NATIVE AMERICAN CULTURES
• NATIVE AMERICAN TRIBES
8
7
9
10 6 10
10 5
1
Atlantic
Ocean
4
2
Pacific
Ocean
3
1: Aztec
2: Maya
3: Inca
4: Taino/Arawak
5: Cherokee
6: Powhatan
7: Plains
8: Pueblo
9: Iroquois
10: Mississippi
OBJECTIVES
• SWBAT write their HW:
– Annotate lines 73-146 of APHOTUS in U1 packet.
– Study for pop quizzes (Europe countries/capitals) – 1-20 is fair
game
– Calendar it!
1.
Unit 1 quiz: Thursday, 11/7
– Ren. / P. Ref. / A of Ex./Nat. Am. cultures/Maps of Eur. and Lat. Am.
2.
3.
Unit 1 exam: Friday, 11/15
Lab days – Wednesday, 11/6 and Friday, 11/8
• SWBAT analyze primary and secondary sources relating to
early European and Native American relations by
reading/annotating chapter 1 of “A People’s History of the
United States” (APHOTUS) by Howard Zinn.
B/R: “EVIL”
Mary Shelley was the
author of the novel
“Frankenstein,” a story
about a scientist who
creates a living monster and
is then horrified by his
creation.
• Read the following quote
and in one paragraph (6
sentences min.), answer
the following:
– What does the quote
mean? Do you agree/
disagree and why?
– Can this relate to
conquistadors of the Age
of Exploration? Why or
why not?
TURN TO PG. 15 OF
YOUR PACKET
•
“A People’s History of the United States”
(APHOTUS) is a history book written by
Howard Zinn in 1980. It was made famous
for HOW it told American history – from
the point of view of history’s “losers”
rather than the winner’s. It presents a
perspective that had not really been seen,
and changed the way history was looked
at up until then. Stories that had once
been ignored were now looked at with
great interest.
•
APHOTUS mixes primary sources– people
who witnessed an event– and secondary
sources – people who wrote about the
people who witnessed the event.
•
We are about to dissect the first chapter
of the book.
OBJECTIVES
• SWBAT write their HW:
– Annotate the rest of APHOTUS.
– Study for pop quizzes (Europe countries/capitals) – 1-20 is fair game
– Calendar it!
1.
Unit 1 quiz: Thursday, 11/7
– Ren. / P. Ref. / A of Ex./Nat. Am. cultures/Maps of Eur. and Lat. Am.
2.
3.
Unit 1 exam: Friday, 11/15
Lab days – Wednesday, 11/6 and Friday, 11/8
– Tutoring is available M-Th. Until 5pm
• SWBAT analyze primary and secondary sources relating to early
European and Native American relations by reading/annotating
chapter 1 of “A People’s History of the United States” (APHOTUS) by
Howard Zinn.
NOW…
You have ONE MINUTE to quickly and quietly turn
your desk towards the SMARTboard and spread your
desks out.
The only thing you should have out is a half-sheet of
paper and a pencil. Bookbags, etc. should be UNDER
your desk.
Pop quiz time. Remain silent.
“POP QUIZ 7” – On a HALF sheet of paper, put the
proper heading, and number the page 1-20. SPELLING COUNTS.
Remain silent.
• Using the map, correctly label in the following
order: country  capital
You have 10 min.!
•
APHOTUS
Goal: Discuss lines 1-146 by 8:35a / Dissect lines 147-193 by 8:50a / Write
for ~5 minutes.
• Pathway to accomplish goal:
1.
2.
3.
4.
Take the discussion seriously. This will mean discussion points. DO NOT GO
OFF A TOPIC.
Sit next to one partner (or you can choose to work alone).
Have out your Annotation Guide – USE THE SYMBOLS!
Have out a pen/pencil (and a highlighter).
• You will:
– As we discuss, raise your hand for a question/response/concern. This includes
connects you made during reading.
– As you and your partner read, STOP AFTER EACH PARAGRAPH AND ANALYZE
WHAT YOU READ.
– Annotate when you pause. Make connections to what you already know. Ask
questions to the text. Make predictions.
– Not waste time.
• I will:
– Help you analyze the text as I walk around
Lines 1-72
1.
2.
3.
DISCUSSION
Lines 73-146
How did Columbus and his men
view the natives’ hospitality?
How did Arawaks and Europeans
think of each other? Where’s your
proof?
What would finding a quicker
route to the “Far East” mean for
Columbus? Which motive is
highlighted here?
6.
7.
8.
9.
10.
4.
5.
How would the Church’s way of
dealing with different beliefs
predict the relationship that
conquistadors would have with
the Natives?
How did Spain’s social structure
(nobility vs. peasants) influence
Columbus to explore “unknown
oceans”?
11.
12.
13.
What effect did the “tiny gold
ornaments” have on Columbus, and
what consequences could it have for
the Arawak?
Why do you think Columbus would
exaggerate what he found on his first
voyage?
How was the Arawak society
different from European society?
Upon realizing that they didn’t have
much gold, how did the Spaniards
alter their goal towards the Arawak?
Lines 122-3: Did Columbus believe
what he was doing with the Natives
was wrong? What is your proof?
How were the Arawak slaves treated
when it came to the “impossible
task”?
How many Arawak were killed in
Haiti after 2 years with the
Spaniards? How did they die?
Describe how quickly the Arawak
population declined, from 1492 to
KEEP IN MIND… (8:50 DEADLINE!)
• You will analyze/dissect lines 147-193
– As you and your partner read, STOP AFTER EACH
PARAGRAPH AND ANALYZE WHAT YOU READ.
– Annotate when you pause. Make connections to
what you already know. Ask questions to the
text. Make predictions.
– Not waste time.
B/R: “APHOTUS 3, 2, 1.”
Answer the following in complete sentences. It
must be based on TODAY’S READING:
1. What are 3 things you know about Europeans
from the Age of Exploration? (“Three things I
know about…”)
2. What are 2 things you know about the Arawak?
(“Two things I know about Arawaks are…”)
3. What is 1 change you would make about the
relationship between Natives and Europeans?
(“I would change…”)
OBJECTIVES
• SWBAT grab a laptop. DO NOT OPEN IT!
• SWBAT write their HW:
– Study for tomorrow’s Unit 1 quiz
• Ren./ Pro. Ref. / Age of Ex. / Nat. Amer. / Map of Europe - with caps /
Map of Latin Am. - countries only)
• Tutoring is available M-Th. until 4pm TODAY
• SWBAT discuss chapter 1 of “A People’s History of the
United States” by Howard Zinn.
• SWBAT analyze Native American life on reservations in the
US.
KEEP IN MIND – WE HAVE A LOT TO DO
TODAY.
REMAIN FOCUSED AT ALL TIMES.
APHOTUS, LINES 147 - 203
1. How did de las Casas
describe the relationship
between Arawaks?
2. How was the Arawak
lifestyle different from the
European
lifestyle
of
dealing
with
women,
money, religion, etc.?
3. “Power corrupts. Absolute
power corrupts absolutely.”
– How does this quote
relate to de las Casas’
description of Spaniard
treatment of the Natives?
4. How would de las Casas’
words
impact
the
treatment
of
Native
Americans and Africans,
over time (positive and
negative)?
APHOTUS, LINES 204 - 249
1. What were the male Arawaks
required to do for the
Spaniards? Why?
2. What were the female Arawak
required to do? Why?
3. According to de las Casas, how
did the population decline in
front of his eyes?
4. Why did de las Casas think that
no one would believe his
account of the treatment of
slaves? Why do you think he
wrote “History of the Indies”?
5. What is Zinn’s criticism of how
we treat the historical account
of European exploration of the
Americas? How is it an
“ideological choice”?
6. Should a children’s history book
be written with all of the truth?
How should the truth be
presented to children?
FOLLOW THESE DIRECTIONS:
1. Open up your laptop. Go to the class website.
2. US History Advanced > Research Topics > Life on Native
American Reservations
3. Read/Skim through the various links. You must
read/skim through at least 4 different links (at least 1
about the population/present-day Native Americans, 1
about Trail of Tears, and 1 about reservations).
4. By 8:45am, open up a Word document. Make sure it
includes your name. Type out 1 paragraph (6 sentences
minimum) summarizing the information you have
learned (IN YOUR OWN WORDS) and how it relates to the
Age of Exploration. Save it and send it to me by email.
5. Send an email to me (mmich012@gmail.com) with your
attached document. This is for a grade.
OBJECTIVES
• SWBAT write their HW:
– Meeting in the lab tomorrow.
– Study for pop quizzes.
– No school Monday.
• SWBAT take their Unit 1 Quiz
– Put everything away except for a pen/pencil.
– You will have 25 minutes. I will grade it myself.
– Music? (1) You must have headphones, (2) it cannot be on a
phone, and (3) it must be approved by me first. Don’t complain
about my music.
• SWBAT analyze human behavior of power by watching the
Stanford Prison Experiment.
•
OBJECTIVES
Grab a laptop. DO NOT OPEN IT!
• SWBAT write their HW:
– Review Unit 1 packet, including APHOTUS – especially
maps and pgs. 11-20
• Tuesday/Wednesday: We are lawyers.
• Remember – UNIT 1 EXAM IS ON FRIDAY!
– Study for pop quizzes.
– No school Monday.
• SWBAT analyze human behavior of power by
watching the Stanford Prison Experiment.
NOW…
• We will finish watching the Stanford Prison Experiment.
1.
2.
3.
4.
Open up your laptop. Go to your email.
You are sending this email to mmich012@gmail.com
The subject is “Stanford Experiment vs. Columbus.”
Type in the subject box. Answer the following in 1-2
paragraphs (6 sentences minimum/paragraph)
–
–
•
Evaluate the Stanford Prison Experiment. (What is your opinion
of it? Do you think it was necessary for the sake of science?
How does it relate to you personally?)
Compare/contrast it to what you know about the
conquistadors’ relationship with Native Americans. (Do their
actions follow outcome of the Stanford Experiment? How are they
the same? How are they different? What does it say about people
in power?)
By 8:50, all computers should be put up.
OBJECTIVES
• SWBAT write their HW:
– Finish your groups’ defense for tomorrow’s trial
– Study for Friday’s Unit 1 exam (follow study guide)
– Study for pop quizzes
– Tutoring cancelled for today
• SWBAT evaluate the role of several groups in
the destruction of the Taino population.
STUDY GUIDE: UNIT 1
• You will receive your quizzes back tomorrow.
• In the meantime, begin your studying at
home.
•
•
•
•
•
L
AWYER ROLEPLAY
Each of the following are charged
with the murder of the Taino
Indians in the years following 1492.
I will be the prosecutor who is
charging each defendant.
You and your group members are
the lawyers for each of the
defendants.
I will divide you into 5 groups. You
and your group must form tables.
Tomorrow, the trial begins.
1.
2.
3.
4.
5.
A.
B.
• You have two responsibilities:
1. Defend your client against the
charges (of which you will
receive a copy).
2. Explain who you think is guilty of
the murder.
C.
•
E.
NOTE: If you choose to plead
guilty, you are not allowed to
claim SOLE responsibility. You
must say who your accomplices
were.
D.
F.
Christopher Columbus
Columbus’ men
King Ferdinand and Queen Isabella
The Taino Indians
The System of Empire
In your group, you will prepare a defense against
the charges. Write them up. You will have to
present it.
Each group is required to call at least one
witness from another group in order to make
their case. You must put them on the stand in
order to question them.
Some of you will be a part of the jury, and must
swear neutrality – but you have no idea who yet,
so work with your group.
The jury will question each group after their
defense.
Other groups will be allowed to question the
group and offer rebuttals (an answer to an
accusation/ a denial).
The jury will decide who is innocent and who is
guilty.
OBJECTIVES
• SWBAT sit with their trial group.
– During the trial, I expect ALL groups to give their UNDIVIDED
attention. If you want to write notes in order to question or
offer a rebuttal, you may do so.
• SWBAT write their HW:
– Study for Friday’s Unit 1 exam (follow study guide) – tomorrow
is the UNIT 1 review. BE PREPARED!
– Study for pop quizzes
– Unit 1 Exam is FRIDAYYYY
• SWBAT evaluate the role of several groups in the
destruction of the Taino population.
DEMOCRATIC VOTE
• Keep in mind our goal is for 85%. You have your quizzes
back. You mostly did okay or you sucked. Many of you
need to come to tutoring because you’re not going
over the information at home, ESPECIALLY MAPS. Your
exam is supposed to be on Friday.
• This begs the question: When do we take our Unit 1
Exam?
– Friday?
• Pro – get it over with
• Con – less review time in class and to study
– Monday?
• Pro – more time to study and review in class
• Con – many of you choose not to study during the weekend, and
you forget a lot of information over the weekend, even if we
review.
THE PEOPLE VS. COLUMBUS, ET AL.
•
Today is the trial  to figure out who is responsible for the deaths of the Tainos
after 1492. Remember – You guys are the lawyers that represent the groups being
accused.
•
As the prosecutor, I will call up the accused. I will present the charges against
them. The order is:
– Columbus  Columbus’ men  King/Queen  Tainos  System of Empire
•
The accused must:
– (1) plead guilty OR defend themselves
– (2) state who they believe is guilty of the crime
•
The accused has the right to call up a maximum of 2 witnesses in TOTAL from the
other groups, and the witness will be sworn in on a history book. Do NOT insult
the witness.
•
The jury, who is neutral, will question each group after they have presented their
defense.
•
After the jury has questioned, each group may offer one 30 second rebuttal
(defense against the accusation being made about them).
PROSECUTION
• You are all charged with the mistreatment and
murder of thousands, perhaps millions, of
Taino Indians.
• Before each group defends themselves, I will
quickly read out the indictment.
INDICTMENT AGAINST COLUMBUS
• How do you plead?
INDICTMENT AGAINST COLUMBUS’ MEN
• How do you plead?
INDICTMENT AGAINST KING FERDINAND
AND QUEEN ISABELLA OF SPAIN
• How do you plead?
INDICTMENT AGAINST THE TAINO
INDIANS
• How do you plead?
INDICTMENT AGAINST THE SYSTEM OF
EMPIRE
• How do you plead?
OBJECTIVES
•
SWBAT pick up their Group Study Review sheet at the Supply Center.
•
SWBAT sit with their trial group.
– We will finish with the jury questions/rebuttals for the System of Empire. Then, we will give a
closing statement (each group will have 1 minute to quickly summarize who they believe is
guilty and why as well as what their witnesses proved, in order to try to convince the jury –
there is no questioning or rebuttals from other groups during this portion).
•
SWBAT write their HW:
– Study for Friday’s Unit 1 exam (follow study guide) – tomorrow is the UNIT 1 Jeopardy! review.
BE PREPARED!
– Study for pop quizzes
– Unit 1 Exam is MONDAYYYY
– Tutoring until 3:50 pm today – but only if you come to WORK … if not, it will be cancelled.
– Emergency tutoring session will take place on Friday until 3:50pm. (I have to work the game
later on – SORRY!) Be prepared with questions to ask me BEFORE coming.
•
If you can’t come, you can always call/text me: 305-484-3044
•
SWBAT evaluate the role of several groups in the destruction of the Taino
population.
•
SWBAT review for the Unit 1 exam in groups.
INDICTMENT AGAINST THE SYSTEM OF
EMPIRE
• How do you plead?
CLOSING STATEMENTS
• Each group will have 1 minute to quickly
summarize who they believe is guilty and why as
well as what their witnesses proved for their case
• During this portion of the trial, there is no
questioning or rebuttals from other groups
• Keep in mind – you are trying to try to convince
the jury of your innocence.
NOW…
• The jury must step out of the class in order to decide
the verdict.
– Assign the appropriate amount of guilt – may be
percentages
– Give a REASON for your decision.
• During this time, each person in class must magically
turn back into a regular student who has heard all of
the cases and is NEUTRAL.
– On a half sheet, put your name down and do the same as
the jury is doing: (1) assign guilt – it can be more than one
group but you must put it in percentages AND (2) give a
reason for the guilt you have assigned.
DISCUSSION QUESTIONS
1.
Did the prosecutor convince you that the Tainos were in part responsible
for their own deaths?
2.
Why didn’t the Tainos kill Columbus on his first voyage?
3.
How do you weigh responsibility between the “bosses” and the men
they hired?
4.
Can you imagine a peaceful meeting between Europeans and Tainos? Or
did the European life – the System of Empire – make violence inevitable?
5.
How would Spain and other European countries have had to be different
to have made a more peaceful outcome possible?
6.
If the System of Empire is guilty, what should be the
sentence/punishment be, since you cannot put a system in prison?
•
O
BJECTIVES
SWBAT move their chairs into tables.
•
SWBAT write their HW:
– STUDY FOR MONDAY’S UNIT 1 EXAMMMMMM. Use both study guides I provided (the half sheet
and yesterday’s sheet)
– Emergency tutoring session will take place today until 3:50pm. Be prepared with questions.
•
•
If you can’t come, you can always call/text me: 305-484-3044
SWBAT review for the Unit 1 exam by playing INTENNNNSE Jeopardy! The following are
the rules:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Its called Intennnnse Jeopardy! because there are multiple questions to answer for every turn,
and you must answer them ALL correctly to get your points.
I need one person to be the score keeper, and who will not play. They will also be the person that
keeps account of the time. I will choose the scorekeeper. Do not ask me.
Get into five teams of about equal numbers. Arrange the desks appropriately. Everyone must
speak at least ONCE in the group in terms of giving responses – so everyone must have spoken
before a person responds a second time for the group.
Choose a name for your team. Remain silent once you have chosen.
Do NOT call out answer. Raise you hand to answer only AFTER I have asked the full question or it
may be taken out of the game.
Only ONE person per group may raise their hand for the group once the question has been asked.
The person who was picked first will have a total of 30 seconds to answer using their team. Any
person that is picked after them for the same question will have 15 seconds to answer. Only one
other group will be able to answer after the first group.
Only one person from the team can give the final answer. If that person gets it wrong, then any
other team that has not responded may answer for half the score.
You are allowed to have out your review guide, paper to write on, a pen/pencil, and your
notes.