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Cultures Collide: Perspectives on the Spanish Conquest of Latin America

History-Social Studies Grade 5

This unit is one in a series of other suggested units–

September Orientation to Social Studies, Geography - map skills, timelines – start class timeline

October Ancient/Pre-Columbian civilizations of the Americas – Maya, Aztec, Inca - 1-2 week unit Explorers - overview of explorers and reasons for exploration Cultures Collide: Perspectives on the Spanish Conquest of Latin America (this unit)

November Building the first colonies – exploration to 1700 Growth of the colonies 1700-1775

December - Growth of the Colonies 1700-1775

Unit Summary:

Massachusetts Department of Elementary and Secondary Education of 85

This fifth grade social studies unit examines perspectives on the Spanish conquest of Latin America. It includes study of the impact of Marco Polo’s exploration of the Far East that prompted a wave of exploration for alternate routes to the Far East. With that background on the motivation for further exploration in place, the unit examines perspectives on the conquest of Latin America by Columbus, Cortes and Pizarro. Students explore the use of maps, images of events as well as written accounts as forms of primary and secondary sources that all offer a perspective on events. In the course of examining the events and perspectives on the conquest of the region, students investigate essential questions including “What is History?” “How do we decide what to believe?” and “How does our view of historical events change over time?” The unit is designed to build students ability to analyze historical material through practice that involves reading, writing and speaking that builds toward greater independence. With the focus of the unit on perspective, the unit could be effectively taught in tandem with a unit in English language arts that focuses on the development of opinion/argument.

Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3

Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.

Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.

Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.

Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.

Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.


Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.

CEPA Overview…………………………………………………………………………………………………………………………..……………… p.

CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.

CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.

CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.

CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.

Stage 1 Desired ResultsESTABLISHED GOALS GESTABLISHED GOALSSocial Studies – Grade 5Geography- Concepts and skills

(2) Interpret timelines of events studied. (H)

(7) Compare maps of the modern world with historical maps of the world before the Age of Exploration, and describe the changes in 16th and 17th century maps of the world. (G,H,E)

(5.3) Explain why trade routes to Asia had been closed in the 15th century and trace the

TransferStudents will be able to independently use their learning to… TT. 1 Understand how recurring patterns in history can inform judgments about current events and other issues.T. 2 Understand how physical and human geography can inform responsible interactions with environment.T. 3 Critically appraise historical and contemporary claims/decisions.

MeaningUNDERSTANDINGS UStudents will understand that…U.1 Interaction between different civilizations results in cultural, economic, social and political changeU.2 Exploration occurs for many reasons,

ESSENTIAL QUESTIONS QEQ.1 What happens when cultures collide?EQ.2 Why explore? How does exploration change the existing world? How has exploration impacted the course of history?


voyages of at least four of the explorers listed. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H,G,E) (5.4) Explain why the Aztec and Inca civilizations declined in the 16th century. (H) A. the encounters between Cortez and Montezuma B. the encounters between Pizarro and the Incas C. the goals of the Spanish conquistadors D. the effects of European diseases, particularly smallpox, throughout the Western hemisphere.

ELA- Grade 5 - Reading Informational Text (RI 3) Explain relationships between 2 or more individual events, ideas, concepts in a historical, scientific, technical text.

**Main standard/focus of the unit(RI 6) Analyze multiple accounts of the same event topic, noting similarities and differences in the point of view they represent.

ELA- Grade 5 - Reading Standards for Literature

often resulting in unintended/intended consequences.

U.3 There are different points of view on historical events and some are more represented in texts than others.

EQ.3 What is history? Who writes it? How do we decide what to believe? How does our perspective on historical events change over time?

AcquisitionK.4 Different texts (primary and secondary) source documents (and images/pictures) have different perspectives on the same topic

Students will be skilled at… SS.1 Comparing and contrasting different perspectives on events.S.2 Using content-based vocabulary in order to communicate understanding of key content and conceptsS.3 Reading and analyzing multiple accounts of the same historical event to determine the perspectives represented in themS.4 Writing to support a point of viewS.5 Researching different aspects of a topic using multiple sourcesS.6 Read and analyze maps.S.7 Developing and interpreting timelines.


(RL 6) Describe how a narrator’s or speaker’s point of view influences how events are described.

ELA – Grade 5 – Writing

(W1) Write opinion pieces on topics or texts, supporting a point of view with reasons and information (a-d)

(W 9) Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA – Grade 5 – Speaking and Listening

(SL1) Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts building on other’s ideas and expressing their own clearly

Stage 2 - EvidenceEvaluative Criteria Assessment EvidenceSee Rubric provided

Criteria includes:

Perspective/UnderstandingAccuracy of InformationEvidence

CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (CEPA) PT

Students work in pairs to research perspectives on Columbus-Indies, Cortez-Aztecs or Pizarro-Incas. Students examine documents and images that represent different perspectives on the events that describe the events related to their explorer, using the Document/Picture-Image Analysis Sheets they used in Lesson 5 to assist them in understanding and drawing conclusions from these materials. This project may be


Quality of Performance/Product completed as an actual website, on a site such as Glogster, or as a poster. Teachers may consider using the “Hero or Not?” theme and project throughout the year, with students completing similar projects on figures central to other historical periods studied.

Memo

To: 5th Graders in Massachusetts

From: History for Kids Website

CC: 5th Grade Teachers

Re: Need submissions for new website

Hero or Not?

Help! History for Kids Website is creating a new page called “Hero or Not?” They are seeking well-researched and supported entries on people in history. The website needs submissions from students knowledgeable about explorers.

As an historian, you are responsible for researching, analyzing and evaluating primary and secondary sources to determine perspective and trustworthiness of the documents and the author. With a partner, you will decide if your explorer is a hero or not. You and your partner will take a stand/make a claim and provide evidence from your research. You will use your words and visual (map, pictures, charts) and auditory (podcasts, recordings) information to support your thinking. History for Kids website will only consider submissions that reveal understanding of perspective, are accurate and are of high quality. A rubric and planning guide is provided to help you develop a quality product.


<type here> OTHER EVIDENCE: OE Quizzes as determined by teacher Journal responses to guide questions/interactive notebook summarizing/reflecting on

information from the lesson and related text. Teacher observation Tickets to leave/Lesson summarizers Timeline Completed Document/Map/Image Analysis sheets

Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Preparation of unit –Post essential questions for unitSet up Word Wall and class timeline if not already in place

1. Cultures Collide - 45 minutes Guiding question - What would happen if aliens invaded your city or town?(HOOK) “What would happen if aliens invaded your city or town?” Students write a response in their interactive notebook (a notebook in which students take notes and reflect and write on information learned)Play audio version of the Orson Wells broadcast, “War of the Worlds”, and show video clip of people’s response to the broadcast at the time of the event. Hold a class discussion We are going to study an example from history where two different cultures collided. What happens when different cultures collide? Can you think of any examples from your own experience?

2. Perspectives on Columbus – 90-120 minutes Unit Essential Question - What happens when cultures collide? What is a perspective? Start class making connection with the first lesson on

War of the Worlds. Who was telling the story? Do you think there was another possible view point? Discuss concept of “perspective” How can there be different versions of the same event?Guiding question – Columbus: Alien invader or hero? What is a “perspective?” What are the perspectives on Columbus?


List prior knowledge on Columbus (without correcting misconceptions)Teacher reads two selections on Columbus, one that presents traditional account of his voyages, the other a modern account ( Encounter by Jane Yolen). Teacher takes notes as students add information on Columbus to the list after the class has read both accounts.Teacher records students suggestions to create 2 new lists, drawn from the list just created, one for FACTS about Columbus, the other for OPINIONS/PERSPECTIVES. How are the two accounts different? Similar?

Establish the long term goal for the unit - Discuss the performance assessment for the unit-Discuss essential questions and key vocabulary on Word Wall.

3. Trade With the Far East and the Search for Alternative Routes to the Far East – 45- 60 minutesEssential Questions - Why Explore? How does exploration change the existing world?This lesson provides background on why Europeans explored and orients these events in time

Why Europeans wanted to get to the Far East - Mini lesson on Marco PoloStudents given samples of spices, salt, silk and gold - Why would people want these items?Teacher uses modern day world map to narrate travels of Marco PoloHow did the closing of the land route to the Far East bring about the search for alternate routes? What would YOU do to get to the Far East if the land route was closed?Search for alternate route – Columbus; further exploration of new continent - Vespucci

4. Perspectives on the World Through Maps – 90 - 120 minutes

Essential Questions - How does exploration change the existing world?

Guiding Questions - How much/little did European’s know of the world prior to Columbus? How did this view change following the voyages of Columbus, Vespucci and others? How do maps reveal this to us? What do maps from a historical period tell us about the people of that period? What do modern day maps tell us about US and our view of the world?

Assignment - Analysis of World Maps-


1. Students look at modern day map of the world. If necessary, review geography concepts – equator, Prime Meridian, longitude, latitude, names of oceans, continents

2. Students work in pairs to complete Map Analysis Sheet to analyze the following maps (#3 optional): A European map prior to Columbus’s voyages

A map following his voyage and that of other explorers3. Students work in pairs to discuss guiding questions then write their own responses to them

4. Students write an open response (How did maps of the world change? Why? What does the comparison of the maps tell us how the European view of the world changed during this time period?)

5. Analysis of Perspectives on Columbus - 90 – 120 minutes

Essential Questions - What is history? Who writes it? How do we decide what to believe? How does our view of historical events change over time?

Guiding Questions - What are the various perspectives on Columbus? How do they differ? What do you believe? Why?

Mini-lesson to introduce concept of primary and secondary sourcesWhat’s the difference between a first hand and a second hand account of an event?

Assignment – Students work in pairs to 1.) read the documents/look at the images provided; 2.) complete the Document/Image Analysis Sheet; 3.)discuss the questions provided; 4.) write a response to the guiding questions provided in their journals.

Guiding Questions –

What does this account or image describe about Columbus? Is it a primary or secondary source? Is it a favorable or unfavorable image or description? How do you know? (Give an example from the image or the text that makes you think this) How does this influence your view of Columbus?


After reading all accounts and seeing all images, students participate in think-pair-share: How has your view of Columbus changed? Stayed the same? What is your perspective on him and his accomplishments now? Was Columbus a hero or not? Brave? Smart? Cruel? Greedy? Using examples from some of the accounts or images, what evidence can you provide for your perspective? How do we decide what to believe?

Extensions for more advanced students –

1. Read historical analysis of Columbus from 1950s and 2012. How has the account changed over time?

2. Research the historical context in which Columbus lived (Students will research this period in history to answer these questions)

What do you think people of his time thought of him? Given the harsh way of life in his day, was he exceptionally cruel or just a man of his time? Are we too harsh in our judgment of him? How has our view of him changed over time? What does that say about us?

For students who may need additional support: Students complete table – Columbus – What did he harm? What did he help?

Class Assignment/Homework – Students write a response to this question in their journals, using examples from the materials they have read/seen to make their case - Should we celebrate Columbus Day? Why/Why not? What evidence is there to support your perspective?

CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (CEPA)

Perspectives on Spanish Explorers – Students use the skills and instructional materials used in the unit to analyze documents and images to examine perspectives on one of the following explorers: Columbus and the West Indies/Cortes and the Aztecs/Pizarro and Incas - See Stage 2 of unit plan

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with PermissionJuly 2012


Lesson 1Brief Overview: Cultures Collide

Brief Overview: This lesson is the hook to the unit. It will engage students in thinking about what happens when cultures collide and hook

them into the understanding of how the explorers and the natives may have felt when they first met.

Prior Knowledge Required: Students will have had units of study on Ancient/Pre-Columbian civilizations of the Americas- Maya, Aztec,

Inca and a brief overview of explorers and the reasons for exploration

Estimated Time: 45 minutes

Resources for Lesson: Podcast of War of the Worlds, video clip of people’s response, recording sheet for student responses, New York

Times article(cut up copy and complete copy) and optional pre-assessment.


Content Area/Course: History/Social Sciences

Unit: Cultures Collide: Perspectives on the Spanish Conquest of Latin America

Time (minutes): 45 minutes

Lesson: Cultures Collide

Overview: Students will listen and view the War of the Worlds broadcast and the effect of the broadcast.

By the end of this lesson students will know and be able to:

To begin to understand that when cultures collide there can be different experiences.

Different people have different perspectives of the same event.

Essential Question addressed in this lesson:

What happens when cultures collide?

Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework):

ELA- Grade 5 - Reading Informational Text(RI 6) Analyze multiple accounts of the same event topic, noting similarities and differences in the point of view they represent.


(RL 6) Describe how a narrator’s or speaker’s point of view influences how events are described.Instructional Resources/Tools (list all materials needed for this lesson)

War of the Worlds Podcast and video and student response sheet, cut up copy of the NY Times Article and one complete copy of the articles for all students.

Anticipated Student Preconceptions/Misconceptions

Students may think aliens actually invaded the United States

Students may think this event just a funny event; not able to think about that time and history and what was known and not known

Instructional Model Use of audio/video, Shared Inquiry, Turn and Talk, Anticipation Activity

Instructional Tips/Strategies/Suggestions:

Teachers should consider establishing “Turn-Talk” strategy with set partners so the teacher can efficiently create multiple opportunities for students to socially mediate the learning.

Pre-Assessment


Optional pre-assessment available to orient students to the unit and provide the teachers with formative assessment data to inform instruction.

What students need to know and are able to do coming into this lesson (including language needs):

Academic Vocabulary: explorers, exploration

Understand the time period

Information for Teacher

During Turn and Talk, circulate through the room and listen to students’ responses and use the information to clarify and/or address misconceptions.

Lesson Sequence

1. Pre-Assessment (optional) Teachers may want to set the stage for the learning for the whole unit and to establish a baseline.

2. On student response sheet, each student answers these questions in writing. What would be your perspective if aliens came down from outer space to your town/city? What might another perspective be? Turn and talk

3. Listen to War of the Worlds-students just listen for the first time.

4. Turn and talk- What happened when cultures collided in this situation?

5. What perspective did most Americans have about the aliens invading the United States? Teacher charts information

6. Watch video- 3 min. Turn and Talk. Teacher charts information.

7. Provide students with a cut up piece of the New York Times Article, “Radio Listeners in Panic, Taking War Dram as Fact.” Students will read their section and partner up with other students to learn more about the article. Students continue to move, partner up and share their piece of the article. Students can then be provided with the entire article. If time permits, time to read or skim. Teacher will have students share out with a focus on the consequences of collision of cultures.

8. Optional Extension- the article could be assigned as homework and reading

9. Set the stage for future learning. We will be studying the “Age of Exploration” Share the essential questions.

Formative assessment: Pre-AssessmentMassachusetts Department of Elementary and Secondary Education

of 85

Preview outcomes for the next lesson:

We will be learning what happens when cultures collide and how perspective influences what we think about an historical event.

Summative Assessment: Hero or Not CEPA


Resources for Lesson 1

http://www.mercurytheatre.info/- Audiohttp://www.imdb.com/title/tt0046534/- Video

The New York Times

Radio Listeners in Panic,Taking War Drama as Fact

Many Flee Homes to Escape `Gas Raid From Mars'--Phone Calls Swamp Police at Broadcast of Wells Fantasy

A wave of mass hysteria seized thousands of radio listeners between 8:15 and 9:30 o'clock last night when a broadcast of a dramatization of H. G. Wells's fantasy, "The War of the Worlds," led thousands to believe that an interplanetary conflict had started with invading Martians spreading wide death and destruction in New Jersey and New York.

The broadcast, which disrupted households, interrupted religious services, created traffic jams and clogged communications systems, was made by Orson Welles, who as the radio character, "The Shadow," used to give "the creeps" to countless child listeners. This time at least a score of adults required medical treatment for shock and hysteria.


http://www.imdb.com/title/tt0046534/-

http://www.mercurytheatre.info/-

In Newark, in a single block at Heddon Terrace and Hawthorne Avenue, more than twenty families rushed out of their houses with wet handkerchiefs and towels over their faces to flee from what they believed was to be a gas raid. Some began moving household furniture.

Throughout New York families left their homes, some to flee to near-by parks. Thousands of persons called the police, newspapers and radio stations here and in other cities of the United States and Canada seeking advice on protective measures against the raids.

The program was produced by Mr. Welles and the Mercury Theatre on the Air over station WABC and the Columbia Broadcasting System's coast-to-coast network, from 8 to 9 o'clock.

The radio play, as presented, was to simulate a regular radio program with a "break-in" for the material of the play. The radio listeners, apparently, missed or did not listen to the introduction, which was: "The Columbia Broadcasting System and its affiliated stations present Orson Welles and the Mercury Theatre on the Air in `The War of the Worlds' by H. G. Wells."

They also failed to associate the program with the newspaper listening of the program, announced as "Today: 8:00-9:00--Play: H. G. Wells's `War of the Worlds'--WABC." They ignored three additional announcements made during the broadcast emphasizing its fictional nature.

Mr. Welles opened the program with a description of the series of which it is a part. The simulated program began. A weather report was given, prosaically. an announcer remoarked that the program would be continued from a hotel, with dance music. for a few moments a dance program was given in the usual manner. Then there was a "break-in" with a "flash" about a professor at an observatory noting a series of gas explosions on the planet Mars.

News bulletins and scene broadcasts followed, reporting, with the technique in which the radio had reported actual events, the landing of a "meteor" near Princeton N. J., "killing" 1,500 persons, the discovery that the "meteor" was a "metal cylinder" containing strange creatures from Mars armed with "death rays" to open hostilities against the inhabitants of the earth.

Despite the fantastic nature of the reported "occurrences," the program, coming after the recent war scare in Europe and a period in which the radio frequently had interrupted regularly scheduled programs to report developments in the Czechosolvak situation, caused fright and panic throughout the area of the broadcast.


Telephone lines were tied up with calls from listeners or persons who had heard of the broadcasts. Many sought first to verify the reports. But large numbers, obviously in a state of terror, asked how they could follow the broadcast's advice and flee from the city, whether they would be safer in the "gas raid" in the cellar or on the roof, how they could safeguard their children, and many of the questions which had been worrying residents of London and Paris during the tense days before the Munich agreement.

So many calls came to newspapers and so many newspapers found it advisable to check on the reports despite their fantastic content that The Associated Press sent out the following at 8:48 P. M.:

"Note to Editors: Queries to newspapers from radio listeners throughout the United States tonight, regarding a reported meteor fall which killed a number of New Jerseyites, are the result of a studio dramatization. The A. P."

Similarly police teletype systems carried notices to all stationhouses, and police short-wave radio stations notified police radio cars that the event was imaginary.

uation was reported. He believed, he said, that the condition was general throughout the State.

The New Jersey Bell Telephone Company reported that every central office in the State was flooded with calls for more than an hour and the company did not have time to summon emergency operators to relieve the congestion. Hardest hit was the Trenton toll office, which handled calls from all over the East.

One of the radio reports, the statement about the mobilization of 7,000 national guardsmen in New Jersey, caused the armories of the Sussex and Essex troops to be swamped with calls from officers and men seeking information about the mobilization place.

Prayers for Deliverance

In Caldwell, N. J., an excited parishoner ran into the First Baptist Church during evening services and shouted that a meteor had fallen, showering death and destruction, and that North Jersey was threatened. The Rev. Thomas Thomas, the pastor quieted the congregation and all prayed for deliverance from the "catastrophe."


East Orange police headquarters received more than 200 calls from persons who wanted to know what to do to escape the "gas." Unaware of the broadcast, the switchboard operator tried to telephone Newark, but was unable to get the call through because the switchboard at Newark headquarters was tied up. The mystery was not cleared up until a teletype explanation had been received from Trenton.

More than 100 calls were received at Maplewood police headquarters and during the excitement two families of motorists, residents of New York City, arrived at the station to inquire how they were to get back to their homes now that the Pulaski Skyway had been blown up.

The women and children were crying and it took some time for the police to convince them that the catastrophe was fictitious. Many persons who called Maplewood said their neighbors were packing their possessions and preparing to leave for the country.

In Orange, N. J., an unidentified man rushed into the lobby of the Lido Theatre, a neighborhood motion picture house, with the intention of "warning" the audience that a meteor had fallen on Raymond Boulevard, Newark, and was spreading poisonous gases. Skeptical, Al Hochberg, manager of the theatre, prevented the man from entering the auditorium of the theatre and then called the police. He was informed that the radio broadcast was responsible for the man's alarm.

Emanuel Priola, bartender of a tavern at 442 Valley Road, West Orange, closed the place, sending away six customers, in the middle of the broadcast to "rescue" his wife and two children.

"At first I thought it was a lot of Buck Rogers stuff, but when a friend telephoned me that general orders had been issued to evacuate every one from the metropolitan area I put the customers out, closed the place and started to drive home," he said.

William H. Decker of 20 Aubrey Road, Montclair, N. J., denounced the broadcast as "a disgrance" and "an outrage," which he said had frightened hundreds of residents in his community, including children. He said he knew of one woman who ran into the street with her two children and asked for the help of neighbors in saving them.

"We were sitting in the living room casually listening to the radio," he said, "when we heard reports of a meteor falling near New Brunswick and reports that gas was spreading. Then there was an announcement of the Secretary of Interior from Washington who spoke of the happening as a major disaster. It was the worst thing I ever heard over the air."

Columbia Explains Broadcast


The Columbia Broadcasting System issued a statement saying that the adaption of Mr. Wells's novel which was broadcast "followed the original closely, but ot make the imaginary details more interesting to American listeners the adapter, Orson Welles, substituted an American locale for the English scenes of the story."

Pointing out that the fictional character of the broadcast had been announced four times and had been previously publicized, it continued:

"Nevertheless, the program apparently was produced with such vividness that some listeners who may have heard only fragments thought the broadcast was fact, not fiction. Hundreds of telephone calls reaching CBS stations, city authorities, newspaper offices and police headquarters in various cities testified to the mistaken belief.

"Naturally, it was neither Columbia's nor the Mercury Theatre's intention to mislead any one, and when it became evident that a part of the audience had been disturbed by th performance five announcements were read over the network later in the evening to reassure those listeners."

Expressing profound regret that his dramatic efforts should cause such consternation, Mr. Welles said: "I don't think we will choose anything like this again." He hesitated about presenting it, he disclosed, because "it was our thought that perhaps people might be bored or annoyed at hearing a tale so improbable."

Lesson 2Brief Overview: Two Perspectives on Columbus

In this lesson students compare two different accounts of the arrival of Columbus in the New World.


Prior Knowledge Required: Some familiarity with the voyages of Columbus

Estimated Time: 90 – 120 minutes

Resources for Lesson:

Encounter, Jane Yolen

Textbook or other traditional account of the voyages of Columbus

Visuals of Columbus

Chart paper to record students’ knowledge of Columbus

Word Wall/Glossary of Vocabulary – see Instructional materials included with this unit

(Optional) Venn Diagram – similarities/differences


Content Area/Course: Social Studies


Time (minutes): 90 – 120 minutes

Lesson #: 2

Overview: In this lesson students compare two different accounts of the arrival of Columbus in the New World.


Identify and describe a perspective,

Distinguish between a fact and a perspective

Understand that there is more than one perspective involved in recording history


What happens when cultures collide?


History/Social Studies

(5.3) Explain why trade routes to Asia had been closed in the 15th

century and trace the voyages of at least four of the explorers listed. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H,G,E)

ELA- Grade 5 - Reading Informational Text

(RI 6) Analyze multiple accounts of the same event topic, noting similarities and differences in the point of view they represent.





Instructional Resources/Tools (list all materials needed for this lesson)




Visuals of Columbus





Students may have only heard the traditional account of Columbus’s voyages and not know about the Native American perspective

Instructional Model

Record prior knowledge; teacher read aloud; students add new learning


See suggestions for differentiation in learning sequence

Pre-Assessment

Students will think-pair-share what they know or think they know about Columbus

Teacher will record students’ responses on chart paper


See suggestions for differentiation in learning sequence

See use of Word Wall/Glossary


Note reference to Word Wall and use of Glossary for key vocabulary

Lesson Sequence

1. Introduce the lesson, making connection to lesson 1Perspective - Start class making connection with the first lesson on War of the Worlds. Who was telling the story? Do you think there was another possible view point? Discuss concept of “perspective.” What’s the difference between fact and perspective? How can there be different versions of the same event? Can you think of any examples?

For students who may need additional support - Ask students about a recent event at school that they all know about. Ask one student to tell what happened. Ask another student to tell a different version of the same event. Why do people have different accounts of the same event? Is one right and the other wrong? How do you know what to believe?


Main idea – The same applies to history: How events are interpreted, remembered, explained, and judged to be trustworthy. Studying history involves considering people’s perspectives and biases; evidence; trustworthiness. Similar to the principal or a teacher in the school event just discussed, historians trying to figure out what happened in the past using the most believable evidence.

For more ideas on using a school event as a way to explain “perspective” see ideas available at the following site, including discussion of different perspectives on lunchroom fight (or another event at school or in students’ daily lives). Teachers may consider adapting this approach to introducing the concept of “perspective” with a scenario that is developmentally appropriate for grade 5 students.http://sheg.stanford.edu/upload/Lessons/Unit%201_Introduction/Lunchroom%20Fight.Lesson%20Plan.pdf

Add “perspective” and any other new key vocabulary to Word Wall or Glossary of vocabulary – see instructional materials provided with this unit

2. Prior Knowledge - Teacher records what students know or think they know about Columbus (without correcting misconceptions). May display pictures of Columbus to prompt thinking.

3. Teacher reads traditional account of Columbus’s voyage – First show any pictures that accompany it. Students record individually

what they think and feel after seeing pictures. Brief Sharing. Preview any key vocabulary and add to Glossary/Word Wall.

4. Teacher reads traditional account.

5. Add to list of knowledge - What new information should we add to the list based on what you learned from the reading? Think-pair-share – students talk with partner, then share with class. Teacher records students’ ideas.

6. Introduce Encounter by Jane Yolen. Display the illustration on the cover first. Students record individually what they think and feel after seeing it. Brief Sharing.

7. Teacher reads Encounter.

8. Add to list of knowledge - What new information should we add to the list? Think-pair-share – students talk with partner, then share with class. Teacher records students’ ideas. Class Discussion - Are there differences between the account in this book and the other one? What should we add to the list of what we know about Columbus? Are there any contradictions (add this word to glossary/word wall) between the two accounts?

9. Optional - For students who may need additional support:

Similarities-Differences - Students work in pairs to use information recorded on list to complete Venn Diagram showing what the accounts have in common and how they differ.


http://sheg.stanford.edu/upload/Lessons/Unit%201_Introduction/Lunchroom%20Fight.Lesson%20Plan.pdf

http://sheg.stanford.edu/upload/Lessons/Unit%201_Introduction/Lunchroom%20Fight.Lesson%20Plan.pdf

10. What is fact? What is perspective? Teacher records students’ suggestions to create 2 new lists, drawn from the work just completed:

FACTS about Columbus OPINIONS/PERSPECTIVES

11. Students talk with partner about the following questions, then write in their journals. How do these two accounts change your perspective on Columbus’s arrival in the new world? Why does history include different accounts of the same events? What questions do you have?

12. Discuss essential questions and review key vocabulary on Word Wall/Glossary.

13. Conclusion/Establish long-term goal for the unit – explain assignment for curriculum embedded performance assessment (CEPA)

Formative assessment:

Venn Diagram of similarities/differences

Facts/Perspective lists

Journal responses


Students will gain an understanding of what motivated the Spanish to set out on voyages of exploration.

Summative Assessment:

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Visuals of Columbus (see resource list provided for Lesson 5 and CEPA)





Lesson 3

Brief Overview: What Caused Exploration - Trade Routes/Alternative Routes –

This lesson provides background on what motivated Europeans after Marco Polo’s expedition to the Far East to seek alternate routes to the

Far East. It also explains the voyages of Columbus and Vespucci and orients the events of this period in time.

Prior Knowledge Required: Students will review map skills: identify absolute location (latitude and longitude), equator, the prime meridian

and the hemispheres and identify the continents and oceans.

Estimated Time: 45- 60 minutes

Resources for Lesson: Spices, salt, silk, gold – or fake gold – samples, modern day world map, optional video/reading selections



Time (minutes): 60 minutes

Overview: This lesson provides background on what motivated Europeans to seek routes to the Far East and orients the events of this period in time. Students will be able to explain why Europeans wanted to explore and why explorers searched for sea routes to the Far East.

Essential Question addressed in this lesson: Why explore? How does exploration change the existing world? How has exploration impacted the course of history? How does our perspective of historical events change over time?

Standard(s)/Unit Goal(s) to be addressed in this lesson:

5.3 Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed below. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the


image of the world, especially the maps used by explorers. (H, G, E)


Salt, spices, silk, gold, modern day map of the world,

(Optional) reading assignment on the explorers discussed.

(Optional) short video clip on the explorers discussed

Timeline – traditional timeline posted in classroom or use interactive timeline available on a number of sites on the Web


Students may not understand what motivated Europeans to explore and where Columbus intended to go by traveling west across the Atlantic. They also may not know that Columbus introduced a new approach to reach the Far East. They may believe that he was looking for America.

Instructional Model

Teacher directed discussion, shared inquiry using maps and materials; Optional – have students read a short description of the travels of the three main explorers discussed in this lesson


That exploration occurs for many reasons, often resulting in unintended/intended consequences. Students will be introduced to Marco Polo’s land route, known as the Silk Road, across Europe and Asia to China, resulting in the discovery of spices, riches and silks. Europeans desire for these new discoveries launched the age of exploration changing many civilizations all over the world.

Pre-Assessment

Optional-Quick Write- Why explore?


Understand that explorers were looking for something.

Basic understanding of maps.

Information for teacher: if you are unable to have the actual objects desired in exploration use pictures or clip art for this part of the lesson

Lesson Sequence:

Trade with the Far East and the Search for Alternate Routes to the Far East. Essential Question – Why Explore?

1. Have a sampling of various spices (cinnamon, cloves, pepper, salt) pieces of silk material and gold pieces(painted rocks) for


students to smell, touch and look at. Ask students questions to generate interest in the everyday items and familiarity and the use of them. Have students predict why these objects are valuable during the age of exploration. Teach the students the importance of the items to the people in the Europe’s early years. Point out the use of salt to cure meat and retention of food, making the food better tasting. Discuss the discovery of different materials, as the silk and gold. Questions should guide them to the benefits these items became along with their value to civilizations.

2.) Using a present day map, have students review their understanding of continents, oceans, equator, longitude, latitude etc. Point out China, the Americas and the relevant countries in Europe. Students work with partner to point these features out to each other, label their own maps, then share out with class.

3. Marco Polo’s land route(Silk Road) - Identify Italy, where Marco Polo was born. Follow his route over Asia to China and his return trip, which created a market for the items he brought back. Discuss the difficulties that travelers and merchants may have had with this trade in the 13th century. Point out that when the land route was closed to travel, alternate routes had to be discovered. Ask students what they would have done to find an alternate route to the over land route to the Far East. Turn and talk, share out with class.

3. Have class discussion on Columbus’s idea of traveling west across the Atlantic Ocean as an alternative to the land route or the route south of Africa that the Portugese pioneered. Have students point out where he intended to get to and where he actually ended up.

4. Amerigo Vespucci - Use modern day map to describe his voyages. Explain that his voyages established that the land Columbus discovered was not the Far East, it was a new continent. This continent eventually named after Vespucci – Waldseemuller a map maker – see map (1507) used in next lesson - was the first to include this new continent and name it America. Students may be interested to know that Vespucci gained this honor partly because he wrote extensively about his travels, securing his “place on the map” of history.

5. Continue class timeline started at the beginning of the year.Timeline – traditional timeline posted in classroom or use interactive timeline available on a number of sites on the Web

Formative Assessment-

3-2-1 activity - 3 things I learned today about exploration during this period in history, 2 objects that motivated exploration and one question I have for tomorrow.

Or short quiz on the 3 explorers discussed in this lesson

Preview outcomes for the next Lesson


Students will compare/analyze maps to see how the European view of the world changed.



Modern day map of the world

(optional) Textbook accounts of Marco Polo’s expedition to the Far East and accounts of the voyages of Columbus, Vespucciexample - A History of US (revised 3rd edition), Joy Hakim – Chapter 16 (Columbus)

(optional) short video clip on these explorers – PBS Teacher’s Domain

Additional supporting materials

History of US – Joy Hakim, p.74 - Image of Marco Polo

A History of US, Joy Hakim – p. 124 timeline of English, Spanish, Portugese explorers

Spices, salt, silk, gold – or fake gold

Traditional timeline posted in classroom or interactive timeline available from a number of sites on the Web


Lesson 4

Brief Overview: Perspectives on the World through Maps

Europeans knowledge of their world changed through exploration. Students analyze and compare a modern day world map and maps from this historical period to gain a deeper understanding how their view of the world changed.

Prior Knowledge Required: Students will have a brief review of basic geography: identify absolute location (latitude and longitude),

equator, the prime meridian and the hemispheres.

Estimated Time: 90 – 120 minutes

Resources for Lesson:

See resource list for world maps at end of lesson plan

Map Analysis Sheet



Time (minutes): 90 - 120 minutesOverview: Europeans knowledge of their world changed through exploration. Comparing maps prior to Columbus’s voyage to


present day, students will gain a deeper understanding of how the knowledge of the world changed.

Essential Question addressed in this lesson: Why explore? How does exploration change the existing world? How has exploration impacted the course of history? How does our perspective of historical events change over time?

Guiding Questions - How much/little did European’s know of the world prior to Columbus? How did this view change following the voyages of Columbus, Vespucci and others? How do maps reveal this to us? What do maps from a historical period tell us about the people of that period? What do modern day maps tell us about US and our view of the world?

Extension for more advanced students - How much/little did the Chinese know of the world during this period?

Standard(s)/Unit Goal(s) to be addressed in this lesson: Social Studies-History and Geography # (7) Compare maps of the modern world with historical maps of the world before the Age of Exploration, and describe the changes in 16th and 17 century maps of the world.(G, H,E),






See resource list for page numbers and links for maps

Map Analysis Sheet (see instructional materials provided for this unit)

Maps for analysis –

1. Modern day world map – textbook, classroom map,

2. Map created prior to Columbus’s voyages - Ptolemy or others

3. Map created after voyages by Columbus, Vespucci and others - Waldseemuller’s map (1507) or maps created by others – (De la Cosa c. 1500); Rosselli (c. 1508)

Anticipated Student Preconceptions/Misconceptions Massachusetts Department of Elementary and Secondary Education

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Students may not be aware that maps reflect the knowledge and perspective of those who created them

Students may not realize that maps changed based on exploration

Students may not be aware of how much Europeans of this period knew about the geography of some areas of the world – and how little about other areas.

Instructional Model

After teacher introduction and initial class discussion, students work in pairs to analyze the maps provided


In this lesson, students will be introduced to the understanding that people living in Europe and Asia where not aware of the actual size of the world and how their understanding of the world changed, sparking interest in further exploration.

From the knowledge gained with each explorer, including Christopher Columbus and Amerigo Vespucci the maps of the world changed and became more accurate through history. Students will understand that new discoveries throughout history will lead to more accurate understandings and different perspectives of our past.

Pre-Assessment

Quick write- What differences would you expect to see between a map created prior to Columbus’s voyages and one created after them?


Students should be familiar with common parts of a map and terms used to identify them.

Information for teacher

Lesson Sequence:

1. Brief review of learning from lesson 3 – and main elements of modern day map of the world. Using a modern day map review class discussion of Columbus’s route to look for a shorter route to the Orient and the exploration of Amerigo Vespucci that established that this new region to Europeans was a new continent, not the Orient.

2. Students do quick-write pre-assessment

3. Introduce the Map Analysis Sheet. Teacher may have whole class complete it analyzing a modern day map first. Goal for the lesson is for students work in pairs to analyze the following maps-

Modern day world map – textbook, classroom map,


Map created prior to Columbus’s voyages – Ptolemy or others

Map created after voyages by Columbus, Vespucci and others - Waldseemuller’s map (1507) or maps created by others – (De la Cosa c. 1500); Rosselli (c. 1508)

Formative Assessment- Completed Map analysis documents

Journal response to one or more of these questions:

How did the voyages of Columbus and others change the way Europeans saw the world? Were you surprised by anything when

comparing the maps today? How does a modern day map reflect our perspective about the world?

Preview outcomes for the next Lesson:

Students will learn read primary sources and secondary sources to understand the different perspectives on Columbus.

Summative Assessment-NA



Maps for analysis –

Modern day world map – textbook, classroom map, widely available online

Map created prior to Columbus’s voyages –

Ptolemy world map (c. 150, still published and used in the 1400s)

http://www.loc.gov/pictures/item/2006675889/

http://en.wikipedia.org/wiki/File:PD_PtolemysWorldMap.png

Map created after voyages by Columbus, Vespucci and others -

Waldseemuller’s map (1507)

Library of Congress

http://www.loc.gov/teachers/classroommaterials/lessons/waldseemuller/pdf/part1.pdf

Other maps from this period created by others – (De la Cosa c. 1500); Rosselli (c. 1508)

Other Resources for maps, (optional) Social Studies Alive – comparison of modern day map and one from 1540 p. 56 A History of US (revised 3rd edition), Joy Hakim

Map prior to Columbus’s voyage (1436) p. 84; German map (1482) p. 72-73Map following his voyage and others, notably Amerigo Vespucci – Waldseemuller’s map (1507) p. 94


http://en.wikipedia.org/wiki/File:PD_PtolemysWorldMap.png

Circa 1492 – Art in the Age of ExplorationWorld maps prior to Columbus - Ptolemy c. 1466 p. 228; Martellus c. 1489 p. 230World maps after Columbus - De la Cosa 1500 p 231; Rosselli c. 1508 p.234; Waldseemuller’s map 1507 p. 232-233;Other maps 85,

86

Maps available online –

Emerging America

http://emergingamerica.org/for-teachers/topics-in-history/maps-and-exploration

Library of Congress

http://www.loc.gov/teachers/classroommaterials/lessons/waldseemuller/pdf/part1.pdf

Teacher’s resource on use of maps as primary and secondary sources-


See this site for other map-analysis questions





Lesson 5

Brief Overview: Analysis of Perspectives on Columbus

Students analyze written historical accounts and images of Columbus’s arrival in Latin America to learn that history is made up of different

accounts of events from different perspectives that must be evaluated carefully to get a more complete understanding of the past.

Prior Knowledge Required: Understanding of historical events related to Columbus’s arrival in the New World

Estimated Time: 120 minutes

Resources for Lesson: (see Instructional Materials provided with this unit)

Document Analysis Sheet

Picture-Image Analysis Sheet

Documents and images representing the European/Spanish perspective (see resource list below)

Documents and images representing the Native American perspective (see resource list below)

Graphic organizer for Formative Assessment- Quick Write - Columbus Day – Holiday or Not!

Glossary/Word Wall




Time (minutes): 90 - 120 minutes

Lesson #: 5

Overview: Students analyze written historical accounts and images of Columbus’s arrival in Latin America to learn that history is made up of different accounts of events from different perspectives that must be evaluated carefully to get a more complete understanding of the past.


Distinguish between primary and secondary sources

Analyze and evaluate perspectives represented in historical accounts and images of historical events

Know that there are contrasting perspectives on the arrival of Columbus in the New World


What is history? Who writes it? How do we decide what to believe? How does our view of historical events change over time?

Guiding Questions – What is the difference between a primary and secondary source? What are the various perspectives on Columbus? How do they differ? What do you believe? Why?


(5.3) Explain why trade routes to Asia had been closed in the 15th century and trace the voyages of at least four of the explorers listed. Describe what each explorer sought when he began his journey, what he found, and how his discoveries changed the image of the world, especially the maps used by explorers. (H,G,E) (5.4) Explain why the Aztec and Inca civilizations declined in the 16th century. (H) A. the encounters between Cortez and Montezuma B. the encounters between Pizarro and the Incas C. the goals of the Spanish conquistadors D. the effects of European diseases, particularly smallpox, throughout the Western hemisphere.

ELA- Grade 5 - Reading Informational Text (RI 3) Explain relationships between 2 or more individual events, ideas, concepts in a historical, scientific, technical text.


**Main standard/focus of the unit(RI 6) Analyze multiple accounts of same event topic, noting similarities and differences in the point of view they represent.




(W1) Write opinion pieces on topics or texts, supporting a point of view with reasons and information (a-d)





Document Analysis Sheet

Picture-Image Analysis Sheet

Documents and images representing the European/Spanish perspective (see resource list below)

Documents and images representing the Native American perspective (see resource list below)

Graphic organizer for Formative Assessment- Quick Write - Columbus Day – Holiday or Not!


Students may believe that there is only one account of the arrival of Columbus in the New World.

Students may not be aware of the Native American perspective

Students may not be aware that images can also represent a particular perspective on events

Instructional Model

Teacher introduces concept and models the assignment; students work in pairs to do structured practice


See notes in learning sequence about introduction and suggested ways of differentiating lesson

Pre-Assessment


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Some students may need additional support to read the documents for this lesson, including introduction to challenging vocabulary in advance of reading and guiding questions to support comprehension. See Glossary sheet provided with this unit. Students may need additional support to draw conclusions from the analysis of the materials provided in the lesson. Students may complete a table that summarizes any conclusions drawn from the analysis sheets (For example, a table asking students: Columbus – What did he harm? What did he help?) In order to write the response to the follow up assignment, students may benefit from use of a graphic organizer prior to writing.


Focus for this assignment:

What does this account or image describe about Columbus?

Is it a primary or secondary source? Is it a favorable or unfavorable image or description? How do you know? (Give an example from the image or the

text that makes you think this) How does this influence your view of Columbus?

Lesson Sequence

1. Introduce the concept of primary and secondary sources-What’s the difference between a first hand and a second hand account of an event? (Refer back to accounts of school event in lesson 2; ask students to give an example) Is the account in the textbook a primary or secondary source? Is Encounter a primary or secondary source?

What resources have we used in this unit that are primary/secondary sources? Are maps and pictures primary or secondary sources? (include discussion of many forms of sources – texts, maps, pictures, letters)

2. Explain that they will be working with some primary and secondary sources, some written accounts, some pictures about the arrival of Columbus. Students will work in pairs to

a.) read the documents/look at the images provided;

b.) complete the Document Analysis Sheet/Picture-Image Analysis Sheet;

c.) discuss the questions provided;

d.) write a response to the guiding questions in their journals.


Teacher models use of the Document and Picture- Image Analysis Sheet with one document and/or image. Some students may require additional modeling and guided practice before working in pairs independently.

3. After reading all accounts and seeing all images, students discuss together: How has your view of Columbus changed? Stayed the same? What is your perspective on him and his accomplishments now? Was Columbus a hero or not? Brave? Smart? Cruel? Greedy? Using examples from some of the accounts or images, what evidence can you provide for your perspective? How do we decide what to believe?

For students who may need additional support: Students complete table – Columbus – What did he harm? What did he help?


a. Read historical analysis of Columbus from 1950s and 2012. How has the account changed over time?

b. Research the historical context in which Columbus lived (Students will research this period in history to answer these questions)

What do you think people of his time thought of him? Given the harsh way of life in his day, was he exceptionally

cruel or just a man of his time? Are we too harsh in our judgment of him? How has our view of him changed over time? What does that say about us?

Formative assessment:

Completed Document Analysis Sheet and Picture-Image Analysis Sheet

Class Assignment/Homework – Journal response - Students write a response to this question in their journals, using examples from the materials they have read/seen to make their case -

Quick Write

Columbus Day – Holiday or Not!

See supporting material for this assignment in Instructional Materials provided with this unit


Students will demonstrate proficiency with skills and understandings from this lesson by using the same analysis of documents and images in the performance assessment.

Summative Assessment: Performance Assessment/CEPA

Resources – see list of resources for Lesson 5 and CEPA


Curriculum Embedded Performance Assessment (CEPA) Cultures Collide: Perspectives on the Spanish Conquest of Latin America

Cultures Collide: Curriculum Embedded Performance Assessment

Memo

To: 5th Graders in Massachusetts

From: History for Kids Website

CC: 5th Grade Teachers

Re: Need submissions for new website - Hero or Not?


As a historian, you are responsible for researching, analyzing and evaluating primary and secondary sources to determine perspective and trustworthiness of the documents and the author. With a partner, you will decide if your explorer is a hero or not. You and your partner will take a stand/make a claim and provide evidence from your research. You will use your words and visual (map, pictures, charts) and auditory (podcasts, recordings) information to support your thinking. History for Kids website will only consider submissions that reveal understanding of perspective, are accurate and are of high quality. A rubric and planning guide is provided to help you develop a quality product.

Submission Date is: ________________________________________________


CEPA Teacher Instructions:

Teacher Directions:

1. _____ Copy memo and rubric with submission checklist for each student/or post electronically.

Consider your class in planning how to introduce the CEPA. At a minimum, students should be provided with the memo and the rubric with submission checklist.

2. _____ Plan for differentiation.

Differentiation -Decide in advance which students will study which explorers. For more suggestions on differentiation, see note below

Content

Students who need additional support may continue the research on perspectives on Columbus/West Indies that is the focus of Lesson 5. These students will work with the Document/Picture-Image Analysis Sheets they used in Lesson 5 to analyze the perspectives on Columbus found in additional documents and images provided to supplement those provided in Lesson 5. The students will benefit from the background knowledge from previous classroom experiences in this unit. They will use this additional research and analysis to create the web page for the “Hero or Not?” website described above.

Students working on grade level will work in pairs to research perspectives on either Cortez/Aztecs or Pizarro/Incas. To establish context for this assignment, students will read a short selection that describes the encounter between their explorer and the indigenous people. They will then examine documents and images that represent different perspectives on these events, using the Document/Picture-Image Analysis Sheets they used in Lesson 5 to assist them in understanding these materials. They will use the results of their research and analysis to create the web page for the “Hero or Not?” website described above.


a. Read historical analysis of (name of explorer) from 1950s and 2012. How has the account changed over time? Massachusetts Department of Elementary and Secondary Education

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b. Research the historical context in which (name of explorer) lived (Students will research this period in history to answer these questions)

What do you think people of his time thought of him? Given the harsh way of life in his day, was he a hero or not? Are we too harsh in our judgment of him? How has our view of him changed over time? What does that say about us?

Text Complexity

Teacher can differentiate based on students’ reading levels to ensure all students have high success reading and the supports/scaffolding needed to access the materials.

Product

Teachers can differentiate the product based products. Teachers may decide to give student choice on the type of product they will produce. Time and technology may determine the type of products you choose. Some possible options for the presentation are: Glogster, website, poster, brochure, poster and picture book.

3. _____ Decide how to partner your students.

4. _____ Gather a minimum of one picture/illustration, map and two written texts for each group on their explorer. Students should be provided with these materials. The written text should be interpretive so students have to consider perspective/trustworthiness etc… Refer to resources.

5. ____ Provide students one class period for research.


6. ____ Provide students two class periods to complete the product. Within this time frame conduct mini-conferences and have students self-assess on the checklist and rubric.

7. ____ Plan for one period of sharing with classmates their explorer, stand/claim and evidence and final reflection (20 min.). Students answer the essential question “What happens when cultures collide?” or “How do we decide what to believe?”

8. _____ Review and assess student work. Provide feedback to students using the rubric.

Note on Differentiation-

Students may need additional preparation for this assignment, making an argument and using evidence to support it. Teachers may plan to work on teaching this form of writing during the ELA class first. If students are new to this form of writing, they will benefit from learning this form writing about content that is more familiar to them first. For example, students may engage in mini lesson(s) on what to include when writing an argument; students write argument for or against an issue they care about – starting a school recycling program, anti-bullying, creating a student council, saving their favorite club or program from budget cut, raising money for the local animal shelter. See resource listed below.

Instructional Resource for teachers – for additional suggestions

Reading and Writing Genre with Purpose in K-8 Classrooms, Nell Duke et al.(2012)

( N.Duke, Chapter 6 – p. 143 -144 for list of sample topics; characteristics of this genre - p. 149; revision check p. 163)


CEPA Student Instructions:

Re: Need submissions for new website - Hero or Not?


As a historian, you are responsible for researching, analyzing and evaluating primary and secondary sources to determine perspective and trustworthiness of the documents and the author. With a partner, you will decide if your explorer is a hero or not. You and your partner will take a stand/make a claim and provide evidence from your research. You will use your words and visual (map, pictures, charts) and auditory (podcasts, recordings) information to support your thinking. History for Kids website will only consider submissions that reveal understanding of perspective, are accurate and are of high quality. A rubric and planning guide is provided to help you develop a quality product.

Submission Date is: ________________________________________________

Are you ready for submission?

1. _____ My partner and I have carefully researched, analyzed and evaluated primary and secondary sources to determine perspective and trustworthiness of the documents and the author.

2. _____ My partner and I have decided whether or not our explorer is a hero or not.3. _____ My partner and I have found at least three pieces of strong evidence.4. _____ My partner and I have planned how to present our stand/claim and evidence in a visual and auditory form.5. _____ My partner and I have reviewed the rubric and made revision to improve the quality our work.6. _____ My partner and I have carefully edited our work and made necessary changes.

Ready to Submit if all six items are checked!


Planning Guide

Explorer to be researched: ______________________________________________________________________________

Evidence of being a hero Evidence of not being a hero


Stand/Claim

My explorer is… _____________________________________________________________________________________________

Take a stand - My explorer is/is not a hero

Evidence

1. __________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Perspective _____________________________________________________ Rate Trustworthiness _________________________________

Evidence

2. __________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________



Evidence

3. __________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________


Conclusion: ____________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Product Plan

Written Text


Visual Material

Auditory Material

Plan for final presentation


CEPA Rubric:

Hero or Not Rubric

Perspective/Understanding

Accuracy of Information

Evidence Performance/Product

Published HistorianSophisticated understanding of the explorer. Justified stand/claim as hero or not.

Highly accurate information with no errors

Strong supporting evidence based on effective and detailed research.

Polished product with significant and relevant (visual and auditory information) to support claim.

Historian Strong understanding of the explorer. Appropriate stand/claim as a hero or not.

Accurate information with a minor/insignificant error

Supporting evidence based on effective research.

Effective product with relevant (visual and auditory information) to support the claim.

Graduate Student in History

Shows a naïve or limited understanding of the explorer. Stand/claim not well supported in the research.

Fairly accurate information.

Limited evidence to support claim.

Product would benefit from more relevant (visual and auditory information) to support the claim.

Undergraduate Student in History

Shows limited understanding or misunderstandings of the explorer. Needs to have a claim.

Needs to be accurate. There is misinformation.

Needs evidence to support claim.

Needs more relevant or significant (visual or auditory information) to support the claim.


Instructional Materials – all lessons for:

Cultures Collide: Perspectives on the Spanish Conquest of Latin America

Lesson 1 – Optional Pre Assessment

Name ____________________________________________________________

Encounters-What happens when cultures (or people) collide?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Exploration-Why explore? How does exploration change the existing world? How has exploration impacted the course of history?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

Perspective-What is history? Who writes it and what is their perspective? How do we decide what to believe? How does our perspective of historical events change over time?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


Lesson 1 – Student response - Cultures Collide/Aliens of the World

Pre-Write

What would be your perspective if aliens came down from outer space?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What might another perspective be?

_____________________________________________________________________________________

_____________________________________________________________________________________


_____________________________________________________________________________________

_____________________________________________________________________________________

What happens when different cultures collide?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Lesson 2 – Perspectives on Columbus

What We Already Know About Columbus


New Information About Columbus

Facts about Columbus

Perspectives/Opinions About Columbus


Lesson 3 – Trade Routes

3-2-1 Activity -

3 things I learned today about exploration at this time in history

2 objects that motivated exploration

1 question I have for tomorrow.


Lesson 4

Name____________________________________________________ Date_______________________

Map Analysis Sheet

Part A: Basic Information about the Maps:

Map 1 Map 2

Title/Who created/Date

What countries, oceans or other features do you see?

What parts are moredetailed?

What parts are less detailed?

What is missing?


What is larger or at the center?

Part B: Map Comparison/Analysis:

What surprises you about map 1? and map 2? (How is it different from a modern day map?)

How did the voyages of Columbus and others change the way Europeans saw the world?

Lesson 5 - Document Analysis Sheet- Analyzing Perspective

Part A: Basic Information about the document

Title:


o Authoro Artisto Cartographer

Name:

Date/Timeframe:

Sourceo Primary Sourceo Secondary Sourceo Other ______________________

Type of Documento Newspapero Government Documento Essayo Journal/Diaryo Lettero Advertisemento Mapo Speecho Excerpt from a booko Other____________________________

Background Knowledge: What do you know about these people, this place, this time and the events?


Facts found in the document:

Part B: Analysis of Document to determine Perspective

Why was this document created? (Was the document meant to inform, persuade, express an opinion?) Provide evidence for your thinking.

What outcome do you think the author was hoping for? How do you know?

What is trustworthy about this document? What is not? Why? (Does it support or not support other information you know about this topic?)


Part C: Making Connections/Thinking about Perspective

How do you think different groups responded to this document?

How does this document connect to other topics and events we have discussed?

How has this document changed your thinking/your perspective? What do you believe on this topic now? Why?

Picture/Image Analysis Sheet- Analyzing Perspective

Part A: Basic Information about the picture

Title/Artist/Date


Sourceo Primary Sourceo Secondary Sourceo Other ______________________

Background Knowledge: What do you know about these people, this place, this time and the events?

Details you notice in the document:

Part B: Analysis of Picture to determine Perspective

Why do you think this picture was created? Provide evidence for your thinking.

What is realistic/accurate/trustworthy about this document? What is not? Why?

What was the artist’s opinion/perspective on the people or events in the picture? How do you know?


Part C: Making Connections/Thinking about perspective

How does this document connect to other topics and events we have discussed?

Has this picture changed your thinking/your perspective about the people or events shown? What do you believe on this topic now? Why?

Lessons 1 – 5 - Glossary

Vocabulary Word Describe Picture/Logo

A set of ideas, beliefs and ways Massachusetts Department of Elementary and Secondary Education

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Culturesof behaving

Collide

Crash into

Perspective/Point of View

A way of thinking about something. Different people have different perspectives or points of view.

EncounterA meeting, especially one that is not planned

ConquestThe process of taking control of a land or people


Aliens A person or creature from a planet other than Earth

Someone who is not a citizen of the country they are living in.


Lesson 5 - Formative Assessment- Quick Write

Columbus Day – Holiday or Not!

There is a referendum on the ballot to remove Columbus Day as a national holiday. Based on your extensive study of Spanish explorers, our editors are interested in developing a supplement to our newspaper for the upcoming Columbus Day Holiday edition. We would like to showcase different perspectives on the current referendum to remove Columbus Day as a national holiday. Your op-ed draft should take a clear stand on the issue, make arguments for or against the referendum, and include three pieces of evidence.

I think Columbus Day should _____________________________________________________________________________________

_____________________________________________________________________________________

First reason- _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Second reason-

_____________________________________________________________________________________


_____________________________________________________________________________________

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Third reason-

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Resources for Lesson 5 and Curriculum Embedded Performance Assessment (CEPA)The following list of resources provides web and book based materials for Lesson 5 and the CEPA. It includes the following sets of material on each of the explorers – Columbus, Cortes, Pizarro:

Written accounts – Spanish Perspective Images – Spanish Perspective Written accounts – Native American/Aztec/Inca Perspective Images – Native American/Aztec/Inca Perspective

For Lesson 5, all students will use selections from each of the sets of material for Columbus. For the CEPA, students will work with selections from the sets of materials listed for their respective explorer.

Columbus

Written accounts - Spanish Perspective A History of US, Joy Hakim p. 79 – Columbus’s account 1493

Many excerpts from Columbus’s own writing http://ageofex.marinersmuseum.org/index.php?type=explorersection&id=29

A sample - “The people of this island (Hispaniola), and of all the others that I have found and seen, or not seen, all go naked, men and women, just as their mothers bring them forth; although some women cover a single place with the leaf of a plant, or a cotton something which they make for that purpose. They have no iron or steel, nor any weapons; nor are they fit thereunto; not because they be not a well-formed people and of fair stature, but that they are most wondrously timorous. They have no other weapons than the stems of reeds in their seeding state, on the end of which they fix little sharpened stakes. Even these, they dare not use; for as many times as it happened that I sent two or three men ashore to some village to parley, and countless numbers of them sallied forth, but as soon as they saw those approach, they fled away in such wise that even a father would not wait for his son. And this was not because any hurt had ever been done to any of them: - on the contrary, at every headland where I have gone and been able to hold speech with them, I gave them everything which I had, as well cloth as many other things, without accepting aught therefore; - but such they are, incurably timid.”


http://ageofex.marinersmuseum.org/index.php?type=explorersection&id=29

The Bull Inter Caetera (Alexander VI), May 4, 1493 – only use excerpt (see below) for g. 5;

http://www.nativeweb.org/pages/legal/indig-inter-caetera.html

Columbus’s “discovery” created a dispute over land between Spain and Portugal. This document, issued by Pope Alexander VI to the rulers of Spain, gave Spain the right to claim certain territory and trading privileges.

Excerpt from the document – (teachers may use a shorter excerpt or translate a section in to less complex language for students in need of additional support)

We have indeed learned that you, who for a long time had intended to seek out and discover certain islands and mainlands remote and unknown and not hitherto discovered by others, to the end that you might bring to the worship of our Redeemer and the profession of the Catholic faith their residents and inhabitants, having been up to the present time greatly engaged in the siege and recovery of the kingdom itself of Granada were unable to accomplish this holy and praiseworthy purpose; but the said kingdom having at length been regained, as was pleasing to the Lord, you, with the wish to fulfill your desire, chose our beloved son, Christopher Columbus, a man assuredly worthy and of the highest recommendations and fitted for so great an undertaking, whom you furnished with ships and men equipped for like designs, not without the greatest hardships, dangers, and expenses, to make diligent quest for these remote and unknown mainlands and islands through the sea, where hitherto no one had sailed; and they at length, with divine aid and with the utmost diligence sailing in the ocean sea, discovered certain very remote islands and even mainlands that hitherto had not been discovered by others; wherein dwell very many peoples living in peace, and, as reported, going unclothed, and not eating flesh. Moreover, as your aforesaid envoys are of opinion, these very peoples living in the said islands and countries believe in one God, the Creator in heaven, and seem sufficiently disposed to embrace the Catholic faith and be trained in good morals. And it is hoped that, were they instructed, the name of the Savior, our Lord Jesus Christ, would easily be introduced into the said countries and islands. Also, on one of the chief of these aforesaid islands the said Christopher has already caused to be put together and built a fortress fairly equipped, wherein he has stationed as garrison certain Christians, companions of his, who are to make search for other remote and unknown islands and mainlands. In the islands and countries already discovered are found gold, spices, and very many other precious things of divers kinds and qualities. Wherefore, as becomes Catholic kings and princes, after earnest consideration of all matters, especially of the rise and spread of the Catholic faith, as was the fashion of your ancestors, kings of renowned memory, you have purposed with the favor of divine clemency to bring under your sway the said mainlands and islands with their residents and inhabitants and to bring them to the Catholic faith.’


http://www.nativeweb.org/pages/legal/indig-inter-caetera.html

Guiding questions - Who is it aimed at? How are indigenous peoples represented in this document? How is Columbus described? Who’s perspective is it?

Account of Columbus’s voyages some decades ago – from older textbook

Modern day account – A History of US, Hakim - Chapters 15 - 18

Negative results A History of US, Hakim p. 78

Positive results A History of US, Hakim pp. 81- 84

Images - Spanish Perspective Painting of Columbus’s arrival, claiming land for Spain in the new world

http://emergingamerica.org/for-teachers/topics-in-history/new-worlds-for-all

(larger version available from Library of Congress)


Columbus coat of arms

http://www.loc.gov/exhibits/1492/columbus.html

Archive of Early American Images – Brown University

http://www.brown.edu/Facilities/John_Carter_Brown_Library/pages/ea_hmpg.html

Other Images of Columbus and Native Americans


http://www.brown.edu/Facilities/John_Carter_Brown_Library/pages/ea_hmpg.html


http://jcb.lunaimaging.com/luna/servlet/view/search?QuickSearchA=QuickSearchA&q=Columbus+and+Native+Americans&sort=IMAGE_DATE%2Csubject_groups

Portraits of Columbus (click on links labeled figure 1, figure 2 etc)

http://commfaculty.fullerton.edu/lester/writings/admiral.html

Circa 1492 – Art in the Age of Exploration - Woodcut of Columbus landing p . 237

A History of US, Joy Hakim p. 78 – image of Columbus on ship with sea creatures and mountains in the background; p. 77 – King Ferdinand watching as the Taino flee; p. 75 - Columbus holding the world

Written accounts - Native American PerspectiveSummary of Taino culture and civilization - secondary sourcehttp://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ColumbusandtheTaino/Pages/default.aspx

THE CARIBBEAN -- ISLAND SOCIETY

The largest group of people living in the islands of the Caribbean were the Taínos. Their villages were governed by chieftains, or caciques, who enjoyed some distinctions of rank but received tribute in times of crisis only. Related families lived together in large houses built of poles, mats, and thatch.

The Taínos were known for their fine wood carving and hammocks woven from cotton. Not a particularly warlike people, they played ceremonial ball games, possibly as a substitute for warfare and as an outlet for competition between villages and chiefdoms.

The other major group living in the Caribbean were the more mobile and aggressive Caribs, who took to the sea in huge dugout canoes. By the late 15th century, the Caribs had expanded into the smaller islands of the eastern Caribbean from the mainland, displacing or intermingling with the Taínos.


http://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ColumbusandtheTaino/Pages/default.aspx

http://www.loc.gov/exhibits/1492/america.html

Account of mistreatment of indigenous people - text and images from Bartolome de Las Casas “A Short Account of the Destruction of the Indies” (note – some images may be too graphic for students) http://nationalhumanitiescenter.org/pds/amerbegin/contact/text7/casas_destruction.pdf

Images - Native American Perspective Image of Taino artifactshttp://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ColumbusandtheTaino/Pages/default.aspx

Images of mistreatment of indigenous people - text and images from Bartolome de Las Casas “A Short Account of the Destruction of the Indies” (note – some images may be too graphic for students) http://nationalhumanitiescenter.org/pds/amerbegin/contact/text7/casas_destruction.pdf

Images of Native Americans

http://jcb.lunaimaging.com/luna/servlet/view/search?QuickSearchA=QuickSearchA&q=Columbus+and+Native+Americans&sort=IMAGE_DATE%2Csubject_groups

Additional Resources on Columbus –

Teaching History site

http://teachinghistory.org/spotlight/columbus-day

Library of Congress

http://www.loc.gov/exhibits/1492/columbus.html


http://teachinghistory.org/spotlight/columbus-day

http://nationalhumanitiescenter.org/pds/amerbegin/contact/text7/casas_destruction.pdf

http://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ColumbusandtheTaino/Pages/default.aspx

CortesBrief Summary of conquest by Corteshttp://www.loc.gov/exhibits/earlyamericas/online/exploration/exploration2.htmlIn 1519, inspired by rumors of gold and the existence of large, sophisticated cities in the Mexican interior, Hernán Cortés (1485–1547) was appointed to head an expedition of eleven ships and five hundred men to Mexico. At that time the great empire of the Mexica—now known as the Aztecs—dominated much of Mesoamerica. Their capital, Tenochtitlán, had become such a splendid city that, according to records, it dazzled the Spaniards, exceeding anything they had seen before. Two years after the arrival of Cortés and his conquistadors, constant war and diseases new to the Americas had destroyed Tenochtitlán, and the Aztec Empire was no more.

The following three links alone provide good overall sources for images and primary and secondary source material on the conquest of the Aztecs and the Americas in general from both sides of the events. For additional sites, see those listed below.

Link 1 - Library of Congress Images and brief descriptions of artifacts and primary sources related to the Aztecs and Cortes http://www.loc.gov/exhibits/earlyamericas/online/exploration/exploration2.html#object62

Link 2 - Library of Congress Interpreting the conquesthttp://www.loc.gov/exhibits/earlyamericas/online/exploration/exploration4.html

Link 3http://jcb.lunaimaging.com/luna/servlet/view/all?sort=IMAGE_DATE%2Csubject_groups

Picture of Tenochtitlanhttp://myloc.gov/Exhibitions/EarlyAmericas/Pages/SlObjectlist.aspx?ex=1@6842c4e7-36a9-4bdb-9385-df3e19f41409@1&title=ExplainingIndianLife


http://myloc.gov/Exhibitions/EarlyAmericas/Pages/SlObjectlist.aspx?ex=1@6842c4e7-36a9-4bdb-9385-df3e19f41409@1&title=ExplainingIndianLife


http://www.loc.gov/exhibits/earlyamericas/online/exploration/exploration4.html

http://www.loc.gov/exhibits/earlyamericas/online/exploration/exploration2.html#object62

Diego Rivera’s mural of the City of Tenochtitlan

http://www.diego-rivera-foundation.org/Colonisation,-The-Great-City-of-Tenochtitlan,-detail-from-the-mural,-Pre-Hispanic-and-Colonial-Mexico,-1945-52.html

Written accounts - Spanish Perspective

Excerpt from letter by Cortes to King of Spain – Aztec human sacrifices; see other sections of letter for other descriptions of the city

http://www.fordham.edu/halsall/mod/1520cortes.asp

The figures of the idols in which these people believe surpass in stature a person of more than ordinary size; some of them are composed of a mass of seeds and leguminous plants, such as are used for food, ground and mixed together, and kneaded with the blood of human hearts taken from the breasts of living persons, from which a paste is formed in a sufficient quantity to form large statues. When these are completed they make them offerings of the hearts of other victims, which they sacrifice to them, and besmear their faces with the blood. For everything they have an idol, consecrated by the use of the nations that in ancient times honored the same gods. Thus they have an idol that they petition for victory in war; another for success in their labors; and so for everything in which they seek or desire prosperity, they have their idols, which they honor and serve.

Excerpt from letter by Cortes to King of Spain – account of “purifying” the Aztecs

http://www.fordham.edu/halsall/mod/1520cortes.asp

I said everything to them I could to divert them from their idolatries, and draw them to a knowledge of God our Lord. Moctezuma replied, the others assenting to what he said, AThat they had already informed me they were not the aborigines of the country, but that their ancestors had emigrated to it many years ago; and they fully believed that after so long an absence from their native land, they might have fallen into some errors; that I having more recently arrived must know better than themselves what they ought to believe; and that if I would instruct them in these matters, and make them understand the true faith, they would follow my directions, as being for the best.@ Afterwards, Moctezuma and many of the principal citizens remained with me until I had removed the idols, purified the chapels, and placed the images in them, manifesting apparent pleasure; and I forbade them sacrificing human beings to their idols as they had been accustomed to do; because, besides being abhorrent in the sight of God, your sacred Majesty had prohibited it by law, and commanded to put to death whoever should take the life of another. Thus, from that time, they refrained from the practice, and during the whole period of my abode in that city, they were never seen to kill or sacrifice a human being.

Cortes’s account of conquering the Aztecs


http://www.diego-rivera-foundation.org/Colonisation,-The-Great-City-of-Tenochtitlan,-detail-from-the-mural,-Pre-Hispanic-and-Colonial-Mexico,-1945-52.html

http://chnm.gmu.edu/wwh/p/162.html-

Images - Spanish Perspective

Picture of Corteshttp://www.loc.gov/pictures/item/2005688198/

Picture of Spanish troops fighting to escape the cityhttp://www.mexicolore.co.uk/index.php?one=azt&two=moc&id=490&typ=reg

Written accounts - Aztec Perspective A History of US, Joy Hakim – Modern day account of conquest of Aztec civilization, p.101 – 106

Prophecy of downfall of Aztec empireYou should be warned and prepared, for I have learned truly that, within a few years from now, our great cities will be sacked and razed to the ground; we and our children will be killed and our subjects struck down and destroyed. Of this you should have not the slightest doubt.http://www.mexicolore.co.uk/index.php?one=azt&two=moc&id=490&typ=reg

A secondary source account of the taxes and enslavement of Aztecs (See site for image referenced in text)

A hand-painted document, presented as testimony in a court case against the Spanish crown, provides a record of a people whose vibrant culture was beginning to reflect the influence of a new political and religious system. Ten years after allying with Cortés in the siege of Tenochtitlán, the people of Huejotzingo asked him for help in a legal battle - this time against the extremely burdensome tributes exacted by Spanish administrators sent to rule New Spain.

The paintings are on native amatl, a pre-European paper made of fig tree bark or maguey. They describe tributes paid, including loads of stones, bricks, foodstuffs, and bolts of woven cloth. One sheet depicts a banner made of gold and feathers, bearing an image of the Madonna and Child. According to the painting, eight male slaves and twelve female slaves were sold in order to pay


http://www.mexicolore.co.uk/index.php?one=azt&two=moc&id=490&typ=reg


http://www.loc.gov/exhibits/1492/eurocla.htmlfor the gold.

Images - Aztec Perspective

Pictures of natives working as slaveshttp://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ConflictandAccommodation/ExhibitObjects/CrueltyIllustrated.aspx

5 minute video of professor’s discussion on how Aztecs viewed the Spanishhttp://www.mexicolore.co.uk/index.php?one=azt&two=spa&id=560&typ=reg

Images and description related to Aztec omens of downfall of their empirehttp://www.mexicolore.co.uk/images-3/307_01_2.jpg

Images and description of Dona Marina, Aztec woman who translated for Cortezhttp://www.mexicolore.co.uk/index.php?one=azt&two=spa&id=522&typ=reg-

Images of Aztec artifactshttp://www.mexicolore.co.uk/index.php?one=azt&two=art

A History of US, Joy Hakim

Images of the conquest of Aztec civilization and Aztec culture pp. 102 – 109

Tenochtitlan – mural by Diego Rivera p. 110

Circa 1492 – Art in the Age of Exploration

Meeting of Motecuhzoma and Cortes p. 505

Images of Aztec culture pp. 499-508Massachusetts Department of Elementary and Secondary Education

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http://www.mexicolore.co.uk/index.php?one=azt&two=spa&id=522&typ=reg-

http://www.mexicolore.co.uk/images-3/307_01_2.jpg

http://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ConflictandAccommodation/ExhibitObjects/CrueltyIllustrated.aspx

Pizarro

Brief summary of conquest by PizarroFrancisco Pizarro (ca. 1475–1541) arrived in present-day northern Peru late in 1531 with a small force of about 180 men and 30 horses. Taking advantage of a civil war, he and his compatriots toppled the ruler, Atahualpa, in 1532. Over the next several decades the Spanish suppressed several Inca rebellions, achieving complete control by 1572. Pizarro’s Spanish rivals assassinated him in 1541 in Lima, the city he had founded in 1535.

http://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/PizarroandtheIncas/Pages/default.aspx

The following links alone provide good overall sources for images and primary and secondary source material on the conquest of the Incas and the Americas in general - from both sides of the events. For additional sites, see those listed below.Images and brief descriptions of artifacts and primary sources related to the Incas and Pizarrohttp://www.loc.gov/exhibits/earlyamericas/online/exploration/exploration3.html

http://jcb.lunaimaging.com/luna/servlet/view/all?sort=IMAGE_DATE%2Csubject_groups

Account of the Spanish arrival and pictures, including Ayola’s drawing of presenting the Bible to the IncasThe Incas, Tim Wood – pp. 42 – 43, many other chapters about the culture

Picture of Cuzco, Peruhttp://myloc.gov/Exhibitions/EarlyAmericas/Pages/SlObjectlist.aspx?ex=1@6842c4e7-36a9-4bdb-9385-df3e19f41409@1&title=ExplainingIndianLife

Written accounts - Spanish Perspective

Letter by Pizarro’s brother to Royal Audience at Santo Domingo (Use an excerpt) http://www.shsu.edu/~his_ncp/Pizarro.htmlResources – images - Spanish Perspective

Image from book on the mines of Peru (Image #1581)Massachusetts Department of Elementary and Secondary Education

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http://www.loc.gov/exhibits/earlyamericas/online/exploration/exploration3.html

http://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/PizarroandtheIncas/Pages/default.aspx


Images - Spanish Perspective

Image of Pizarrohttp://www.loc.gov/pictures/item/91789529/

Image of religious conquest of indigenous people (“ConquistaMilagro del Santiago”)http://www.loc.gov/exhibits/1492/eurocla.html

Written accounts - Inca Perspective

THE ANDES -- LIFE IN THE HIGHLANDS

Organized states and advanced cultures had long flourished in the Andean mountain region. The semi-arid highlands were the center of the far-flung Inca empire, Tahuantinsuyu, that extended from today's Chile to Colombia. Cuzco, the capital, was located at 10,000 feet above sea level.

Impressive adaptations to this unique environment allowed civilizations to thrive at higher altitudes than anywhere else in the world. The Andean peoples had learned to freeze-dry foods by taking advantage of the daily extremes of temperature at high altitudes. They kept herds of llamas and alpacas in the altiplano, weaving textiles from the wool. Using irrigation and terracing, they developed varieties of potatoes at high altitudes; grew corn and coca at lower levels; and raised cotton in the lowlands. They were knowledgeable miners, fine metalworkers, and great builders.

A rotating system of labor for public works that was traditional among Andean peoples was used to construct thousands of miles of roads. These roads greatly facilitated the movement of troops, peoples, and goods.

http://www.loc.gov/exhibits/1492/america.html


http://www.loc.gov/exhibits/1492/eurocla.html

http://www.loc.gov/exhibits/1492/images/conquist.jpg


A History of US, Joy Hakim - account of conquest of Inca Empire pp. 112- 113

Images - Inca Perspective

Images of people of Peru (Image #1598) http://jcb.lunaimaging.com/luna/servlet/view/all?sort=IMAGE_DATE%2Csubject_groups

Ruins at Machu Picchuhttp://www.loc.gov/exhibits/1492/america.html

Inca ruinshttp://www.loc.gov/exhibits/earlyamericas/online/exploration/enlarge75.html

Images from survey of New Spain based on information from indigenous people (use slide at base of images to see range of images and select from those available)

http://myloc.gov/Exhibitions/EarlyAmericas/PreContactWorld/RitualCeremoniesandCelebrations/ExhibitObjects/SurveyofNewSpain.aspx

Pictures of Native Americans working as slaveshttp://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ConflictandAccommodation/ExhibitObjects/CrueltyIllustrated.aspx

A History of US, Joy Hakim

Engraving of Pizarro p. 112

Slaughter of Inca people p. 112

Encounter with Inca emperor Atahualpa p. 112


http://myloc.gov/Exhibitions/EarlyAmericas/ExplorationsandEncounters/ConflictandAccommodation/ExhibitObjects/CrueltyIllustrated.aspx

http://myloc.gov/Exhibitions/EarlyAmericas/PreContactWorld/RitualCeremoniesandCelebrations/ExhibitObjects/SurveyofNewSpain.aspx

http://www.loc.gov/exhibits/earlyamericas/online/exploration/enlarge75.html

Resources for instruction

Essential questions such as “What is history?” as well as guiding questions and key ideas on use of sources, close reading, development of analysis skills

Stanford History Education Group

http://sheg.stanford.edu/?q=node/21

Suggested approach to use of document analysis from the National Archives

http://docsteach.org/resources

Teacher’s Guide on the Hispanic Exploration in the Americas http://www.loc.gov/teachers/classroommaterials/primarysourcesets/hispanic-exploration/pdf/teacher_guide.pdf-

Sample student work available on-line

http://library.thinkquest.org/J002678F/spanish_explorers.htm- Explorer Site for kids by kids

http://library.thinkquest.org/16325/y-conq.html - sample web page –student project

Resources for further information–

Works by Samuel Eliot Morison - Christopher Columbus, Mariner, The Caribbean as Columbus Saw It, The European Discovery of America Circa 1492 – Art in the Age of Exploration, Jay Levenson, ed (1991)


http://library.thinkquest.org/16325/y-conq.html

http://library.thinkquest.org/J002678F/spanish_explorers.htm-

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/hispanic-exploration/pdf/teacher_guide.pdf-

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/hispanic-exploration/pdf/teacher_guide.pdf-

http://docsteach.org/resources

http://sheg.stanford.edu/?q=node/21

A History of US – The First Americans Prehistory – 1600, Joy Hakim (2005) –source for updated version of events during this period, primary source selections, picturesChristopher Columbus – Sailing to a New World, Adriana Morganelli –source for pictures, Making a New Nation, Exploring the Americas, Tad Schaefer - source for info and pictures on Spain, Inca, Aztec culturesThe World Made New, Why the Age of Exploration Happened and How it Changed the World, Aronson/Glenn Reading and Writing Genre with Purpose in K-8 Classrooms, Nell Duke et al. Heinemann Portsmouth, NH (2012)

Sources: from Emerging America site

Colin G. Calloway, New Worlds For All: Indians, Europeans, and the Remaking of Early America (Baltimore: The Johns Hopkins University Press, 1997).

This concise and accessible volume explores the new world that both Europeans and Indians faced in the 17th and 18th centuries. In thematic chapters about religion, diplomacy, and other topics, Calloway considers the various adaptations native and European peoples made and the cultural mixing that these colonial encounters produced across North America.

Charles C. Mann, 1491: New Revelations of the Americas Before Columbus (New York: Vintage Press, 2006.)

In 1491, Mann gathers together the research of anthropologists, archaeologists, epidemiologists, and others to re-imagine the history of pre-Columbian America. He demonstrates that the first inhabitants of the continent arrived earlier than previously thought, that the population of the western hemisphere was significantly higher than is often understood, and that native peoples actively shaped the environment to fit their needs. Rampant disease, which preceded the arrival of Europeans, wiped out up to 90% of the population in certain areas, contributing to the persistent and wrongheaded myth that the Americas were an empty wilderness.


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