Aim:
Title:
Who
was
Christopher
Columbus and other
Explorers.
Columbus?
European
Do Now:
1) What significant event occurred in 1492?
1) In your own words, examine whether this era can
be consider a major turning point in world history?
Please work on being specific with your response.
Today’s Learning Objectives:
• Identify the three stated aims of Columbus'
voyages: God [Christianity], Gold [bullion:
silver & gold], & Glory [exploration/chance to
see the world/discover new things/places –
get away from the boring manor].
• Describe the native people Europeans
encountered and the results of their contact.
• Compare the goals of early European
exploration with the results.
Silk Road towns connected the largest cities
of the West and East in 100 CE.
West
East
In 1492, who controlled the land route
to the Eastern spices?
West
East
Activity #1
1. Complete the listed handout with your group
members.
Reviewing the handout pertaining to
today’s activity
Prior to Columbus’ “Discovery”
Post-Columbus’ “Discovery”
Europeans as were interested in
distant lands, i.e., India/Asia.
Native peoples were tortured,
killed, and placed into slavery.
Many different Native tribes
occupied what was later called the
“Americas” = Amerigo Vespucci
[Italian cartographer/navigator].
The Atlantic slave trade began.
In the aftermath , Protestant
Reformation, many Europeans
wanted to leave Europe to seek a
safer place to worship their
religion.
Most of the “Natives” were at
peace.
More explorers began
“discovering” parts of the
Americas.
Europeans experienced hard
times in early stages of starting
colonies.
Europeans had a “3 G” mindset:
God, Gold, and Glory.
Life in Europe & the Americas prior Life in Europe & the Americas post
Columbus’ “Discovery”
Columbus’ “Discovery”
No Europeans in the Americas
Conquest/Imperialism = land,
No horses, cows and various other
bullion, and various
large animals normally used for
goods/products.
transportation, etc.
European monarchs/lords became
“Natives” populated the Americas:
richer by using Mercantilism
Tainos, Caribs, Arawaks, Incas,
Growth of unity/nationalism
Aztecs, etc.
throughout Western Europe.
Many different empires
Slavery: Natives & Africans
• Structured gov’ts/political systems.
Genocide: Mass killing of Natives
• Math & astronomy developed –
by way of diseases and new
advanced societies
weaponry.
• Written languages
Better/healthy diets – especially for
Various grandiose monuments, i.e.,
Europeans by way of the
pyramids, pillars, etc.
Columbian Exchange = various
Developed complex societies &
new foods: corn, peppers, peanuts,
trade developed
tomatoes, cocoa, medicines, etc.
Well defined/developed
Saw the introduction of various
culture/religion.
new diseases = rapid death of the
Were able to measure time – with a
Native people.
very accurate calendar, one in
New
cultures
(religions
–
which many people believe may
Christianity), languages, building
come to pass in less than two
structures, laws, customs, etc.
months [December 2012].
Activity #2: Questions/comments?
1. The HW
a. Key historical terms/phrases.
b. Since you will definitely see them again, did everyone
find the definitions & significance of each?
• Part Two: Define and give the significance of each
term below:
1) Middle Passage
2) Treaty of Tordessillas
3) Prince Henry
4) Encomienda System
5) Encounter
6) Columbian Exchange
7) Amerigo Vespucci
New Colonial Rivals
“Triangular”
trade made
some
continents
wealthy
while it
impoverished
other
continents.
Middle Passage
• Middle Passage
– Definition: second leg of the triangular trade
network which transported slaves to the Americas
• Slave Ship Video
•
•
•
•
•
Loose-packers vs. Tight-packers
Environment slaves were held in
Resistance
Statistics of survival
Names of slave ships and the irony
Prince Henry, the
Navigator
School for Navigation, 1419
The “Columbian Exchange”

Squash

Avocado

Peppers

Sweet Potatoes

Turkey

Pumpkin

Tobacco

Quinine

Cocoa

Pineapple

Cassava

POTATO

Peanut

TOMATO

Vanilla

MAIZE

Syphilis

Trinkets

Liquor

GUNS

Olive

COFFEE BEAN

Banana

Rice

Onion

Turnip

Honeybee

Barley

Grape

Peach

SUGAR CANE

Oats

Citrus Fruits

Pear

Wheat

HORSE

Cattle

Sheep

Pigs

Smallpox

Flu

Typhus

Measles

Malaria

Diptheria

Whooping Cough
Native American Labor
• Encomienda system
– Right to demand labor or tribute from Native
Americans
– Used for plantation and mining labor
– Conditions
• Disease, starvation and cruelty (pop. Decline)
• Those who resisted were often killed
Administration of the
Spanish Empire in the New
World
1. Encomienda
or forced
labor.
2. Council of
the Indies.
Viceroy.
New Spain and Peru.
3. Papal agreement.
The Treaty of Tordesillas, 1494
&
The Pope’s Line of
Demarcation
Activity #3: Discussing Columbus
• Discussion on last week’s homework pertaining to
Columbus. Who was he?
– Everyone must have his or her homework in front of
him or her in anticipation of partaking in this
discussion.
• What questions did you formulate on your own?
As per the homework, all were asked to bring forth
a minimum of three (3) queries pertaining to
Columbus, European explorers, and the era/period
in question.
Activity #4: Videos centered on
Columbus:
• Watch a few videos surrounding Columbus, his
explorations
and
its
rippling
effects/ramifications dating back to the late
15th century to this very date.
Return Students “Revival of Trade” Essay
What I noticed while grading the papers:
1. Various instances of plagiarism.
a. There’s a very thin between your own work & plagiarism.
2. Students failed to follow simple instructions as per the
rubric & various lessons.
a. What happened to your thesis statement? Underline it.
b. As mentioned countless times, in historiography (writing
history), unless advised to do otherwise (which you were not)
students must write in the 3rd person, and not the 1st or 2nd.
3. Too many errors (really frustrating at times):
grammatical, factual, spelling, failure to know when &
where to utilize capitalization of various words/terms, etc.
4. Although students were afforded countless in-class time
to conduct their work, many of the essays in which I read
appeared like they were conducted last minute with no or
very little revision/editing.
Good News!
With that said, I cannot/will not paint everyone with a
broad brush, for there were a few essays that did
impress me in a myriad of ways. Some, while not
perfect (oh please, I too make my share of errors), but
learned and definitely showed tremendous growth in
the process. While I will not single you out here, based
on your committed hard work, my comments, etc., you
ought to know who you are by now.
Questions/Comments? Please bring it to my attention
during lunch period, or anytime after 4:05 pm Tuesday,
Wednesday, Friday in this very room – 311.
Homework# 25
• 1. Read 16.3 – Please read it!
• 2. Create (write it out) an original song, poem, rap, etc.,
surrounding/focused on how Europeans treated
“others”: Non-Europeans = native & Africans.
• Unless you want to listen to Jason’s “boring”
Rastafarian (i.e., Bob Marley, Peter Tosh, Steele Pulse,
etc.) music (LOL), come to class with some music
focused on oppression (slavery, discrimination: color,
race, ethnicity, religion, gender, etc.) by one group over
another. We will play/blast [BUMP] some music
surrounding oppression.