Name_______________________________ Morelli|WH9 Period___ Date____________
Exploration…Encounter…or Invasion? Unit PBL, Activity List, and Assignments
PBL Background:
The voyages of Europeans and their interactions with the peoples of Mesoamerica and
North America have been debated by historians for decades. The bare facts: beginning in
the late 1400s, Europeans from various countries arrived in the Americas and settled there
for various reasons such as to find natural resources or to establish trading outposts.
The most traditional view of this time period is to think of it
as one of “Exploration” – European mariners (seafarers)
went out and explored, or “discovered,” a “New World” in
the Americas. They established a “civilization” where there
was none, at times cooperating with the Native American
civilizations in order to get a better idea of this foreign land.
Another view of historians is to think of this as a period of
“Encounters” – one in which the Native American
civilizations and the Europeans mutually benefitted from
their interactions, giving and receiving goods and ideas of
which both were able to take advantage.
A revisionist view of this period is to think
of it as a period of “Invasions” – the
Europeans, with their guns, germs, and steel
weapons, arrived, brutally attacked the
Native Americans, enslaved them, exploited
their natural resources, and left a trail of
death and destruction in the wake of
European settlements.
Clearly, there is need for clarification: which
version of the story BEST represents what
actually happened?
PBL: This PBL will allow you to take responsibility for your own learning. Help me help
you by answering the following question, supported by PRIMARY SOURCES (documents
written by people who lived through these events):
What is the best name for this period in history:
Exploration, Encounters, or Invasions?
REQUIRED ACTIVITIES (due by Friday, 10/25)
When?
(Order)
Assignment
Read pages 469-475 (Human Legacy Chapter 16
section 1). Answer:
 1A, 1B, 1C on p. 475
 2A, 2B, 2C on p. 475
 3A, 3B on p. 475
 Write down at least THREE pieces of
information from this section that support
this unit being called Exploration on your
PBL planning sheet.
Read pages 476-481 (Human Legacy Chapter 16
section 2). Answer:
 #1-5 (yes, all of them, including #5) on
page 481
 Write down at least THREE pieces of
information from this section that support
this unit being called Invasions on your
PBL planning sheet.
Read pages 482-487 (Human Legacy Chapter 16
section 3). Answer:
 #1-4 (NOT #5) on page 487
 Write down at least THREE pieces of
information from this section that support
this unit being called Encounters on your
PBL planning sheet.
Watch World History Crash Course: The
Columbian Exchange.
http://www.youtube.com/watch?v=HQPA5oNpf
M4
Answer:
1. What are the four categories of things
exchanged in the Columbian Exchange?
2. Describe the transmission of disease (at least
three bullets).
3. Describe the effects of animal exchange (at
least three bullets).
4. Describe the effects of plant exchange (at
least three bullets). Why is this the “most
important”?
5. Describe the effects of people exchange.
6. Do you think we should be grateful for the
Columbian Exchange? Why or why not?
7. Write down at least THREE pieces of
information from that support this unit
being called Exploration, Encounters, or
Invasions on your PBL planning sheet.
Time
Resources
NO HANDOUT
30
The Human Legacy (HL)
textbook
Lined paper or computer
to answer questions
NO HANDOUT
30
The Human Legacy (HL)
textbook
Lined paper or computer
to answer questions
NO HANDOUT
30
The Human Legacy (HL)
textbook
Lined paper or computer
to answer questions
NO HANDOUT
30
Access to internet
(smartphone or
computer) and lined
paper or computer to
answer questions
Teacher
Initials
Watch World History Crash Course: The Spanish,
Silver, and Runaway Inflation. Stop at 7:45.
http://www.youtube.com/watch?v=rjhIzemLdos
Answer:
1. Describe the Aztec empire; what is the
religion of the Aztecs?
2. Describe the Inca empire.
3. Describe the effects of plant exchange (at
least three bullets). Why is this the “most
important”?
4. Why was it easy for Spain to take control
of the Azteca and Inca empires?
5. Describe the role that silver played in both
the rise of the Spanish empire and the
development of inflation in the Spanish
empire.
6. Write down at least THREE pieces of
information from that support this unit
being called either Exploration,
Encounters, or Invasions on your PBL
planning sheet.
NO HANDOUT
30
Access to internet
(smartphone or
computer) and lined
paper or computer to
answer questions
Document 1
Read and answer the questions attached.
10
Document 1 Handout
Document 2
Read and answer the questions attached.
10
Document 2 Handout
Document 3
Read and answer the questions attached.
10
Document 3 Handout
Document 4
Read and answer the questions attached.
10
Document 4 Handout
Document 5
Read and answer the questions attached.
10
Document 5 Handout
Document 6
Read and answer the questions attached.
10
Document 6 Handout
Document 7
Read and answer the questions attached.
10
Document 7 Handout
Document 8
Read and answer the questions attached.
10
Document 8 Handout
Document 9
Read and answer the questions attached.
10
Document 9 Handout
Document 10
Read and answer the questions attached.
10
Document 10 Handout
Document 11
Read and answer the questions attached.
10
Document 11 Handout
OPTIONAL ACTIVITIES (due by Friday, 11/1)
When?
(Order)
Assignment
Time
Resources
70
Access to internet
(smartphone or
computer) and lined
paper or computer to
answer questions
Watch Episode 2 Conquest of Guns, Germs, and
Steel:
http://www.youtube.com/watch?v=TgYZ6gfqsl
Write two paragraphs to explain the major reason
WHY the Incas are conquered by the Aztecs.
Compare this to what you learned in the Crash
Course video. Use the PBS website with the
transcript if you need help
http://www.pbs.org/gunsgermssteel/show/transc
ript2.html
Navigate to the Table of Contents on
Discovery Techbook - you need to login with
your username and password:
USERNAME: SchoolID#.csd
PASSWORD: cougar
Click on Chapter 15.2 the Aztec Empire.
Click Explore. Click Tab 6.
Access to internet
(smartphone or
computer) and a printer
to print out handouts
Download the Comparison Chart and the Reading
Passage “Montezuma: Ruler of the Aztec.”
Complete the comparison chart using the reading
on Tab 6, the images on Tab 6, and the reading
“Montezuma: Ruler of the Aztec.”
Read the Boston Globe opinion article
“Columbus Day – a holiday without a hero.”
http://www.bostonglobe.com/opinion/2013/10/
14/columbus-day-holiday-withouthero/QJEnmRhVnlodg0il5fTwLP/story.html
Access to internet
(smartphone or
computer) and a printer
to print out handouts
Answer:
1. What is the argument made by the author?
2. Do you agree or disagree with this based
on the reading you’ve done in the required
activities?
30
30
Lined paper or computer
to answer questions
PBL Due Dates
5 Paragraph Essay Planning Sheet
Typed Rough Draft of DBQ Essay – bring to class for peer
editing and paper conference
Final DBQ Essay and in-class PBL Roundtable Discussion
Fishbowl
Due Monday, October 28
Due Tuesday, October 29
Due Friday, November 1
Teacher
Initials