Amanda Jacobs SST309-03 Final Unit plan Lesson Planning Guide 5th Grade History Unit: Three World Interaction Introduction: The unit I have chosen is a fifth grade History unit focuses mainly on the aspect of the effects of the colonization of America through Native Americans, Europeans, and Africans. The History standards are under Three world interactions. This unit encourages students to think about the past, and to use primary and secondary sources to compare Europeans American Indians, and Africans who converged in the western hemisphere after 1492 with respect to views and culture. Additionally this unit will last last about two weeks and will encourage students to find out more about the different approaches different European countries had when approaching the Native Americans thy ran into when coming to colonize America. Rational: (Rationale) It is important for students to understand the differences between the past and the present, and it will be easy for them to use their own families and people they know to find out information about the past and apply it to what the world is like now. Also, by using different artifacts and records to find out information on the past will help the students begin to use research to find out answers to questions. By learning about the cultures of their family and of the people around them, the students will begin to have a better understanding about other people and just how to be respectful to each and every person they encounter in their lives.
Transcript
Amanda Jacobs SST309-03 Final Unit plan
Lesson Planning Guide
5th Grade History Unit: Three World Interaction
Introduction:The unit I have chosen is a fifth grade History unit focuses mainly on the aspect of the effects of the colonization of America through Native Americans, Europeans, and Africans. The History standards are under Three world interactions. This unit encourages students to think about the past, and to use primary and secondary sources to compare Europeans American Indians, and Africans who converged in the western hemisphere after 1492 with respect to views and culture. Additionally this unit will last last about two weeks and will encourage students to find out more about the different approaches different European countries had when approaching the Native Americans thy ran into when coming to colonize America.
Rational: (Rationale)It is important for students to understand the differences between the past and the present, and it will be easy for them to use their own families and people they know to find out information about the past and apply it to what the world is like now. Also, by using different artifacts and records to find out information on the past will help the students begin to use research to find out answers to questions. By learning about the cultures of their family and of the people around them, the students will begin to have a better understanding about other people and just how to be respectful to each and every person they encounter in their lives.
1. KUDs: The road mapUnit GLCE-code and exact
wordingVerbs Know-what will
students know upon learning this?
Understand- what will students understand
Do-what will students do to show they understand
Vocabulary I can
U1.4 5-U1.4.1Describe the convergence of Europeans, American Indians and Africans in
Describe Students will be able to describe from the perspective of Europeans, American Indians,
Students will understand the convergence of the Europeans, American
Students will be able to connect perspective view statements from the Europeans,
-convergence-Europeans -American Indians-Africans
I can describe the union of Europeans, American Indians and Africans in
Amanda Jacobs SST309-03 Final Unit plan
North America after1492 from the perspective of these three groups.
and Africans about their convergence after 1492.
Indians, and the Africans after 1492.
American Indians, and Africans to the correct individuals when given a listing of them-students will great vin diagrams comparing and contrasting American Indians, Europeans, and Africans,
-Students will create and present a presentation on the major perspectives of Europeans, American Indians, and Africans
-North America
North America after1492.
5-U1.4.2Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.
Use primary and secondary sources
Students will use primary and secondary sources to compare Europeans and American Indians in the Western Hemisphere after 1492. While taking into consideration their governmental structure, and views on ownership and land use.
Students will understand how to use primary and secondary sources to understand Europeans and American Indians view points on ownership and land use after 1492.
Students will be able to understand who published the primary and secondary source/ whose viewpoints they are from when given them.
I can use primary and secondary sources to identify American Indians and Europeans.
5-U1.4.3Explain the impact of European contact on
Explain Students will explain the difference between the British
Students will understand the difference in
- Students will be able to make a comparison and
-British-French-impact
I can explain the difference between different
Amanda Jacobs SST309-03 Final Unit plan
American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians.
and French approaches to the American Indians an their impact on the American Indians
approaches and there consequences of the British and the French.
contrast chart on the British and French Interactions with the American Indians based on their approaches and impacts-students will make a poster on the different influence of the British and the French
-cash crops-disease-
European countries contact with American Indians
5-U1.4.4Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans.
Describe Students will be able to explain the Columbian exchange and its impact on Europeans, American Indians, and Africans
Students will understand the Columbian exchange and its impact on Europeans, American Indians, and Africans
-Students will be able to complete the map activity.
-Students will be able to read and comprehend the book and articles provided to read in class-students will be able to classify which crops, animals and disease went Old World New World and New World Old World
I can explain the impact of the Columbian exchange in the Europeans, American Indians, and the Africans
2. Assessment ideas: a. How will you know they’ve learned it? And b.How will you grade it?a. vocabulary lesson: Bingob. Lesson 1:5-U1.4.1 and U1.4.2: discussion and handoutsc. Lesson 2:5-U1.4.1 and U1.4.2: presentation and Vin Diagramd. Lesson 1: 5-U1.4.3: jigsaw activity, posters, and class discussione. Lesson 1: 5-U1.4.4: Columbian Exchange Graphic organizer, discussionf. Lesson 2: 5-U1.4.4 ticket out the door
Amanda Jacobs SST309-03 Final Unit plan
g. Lesson 3: 5-U1.4.4: Map activityh. Lesson 4: 5-U1.4.4: movie notes, time line
3. Sequence of Instruction: What will you do? What will they do?Include:
Pre-test/Anticipatory set: the hook Lessons: How will you take them where they need to go?
Gradual release HOTS/Blooms
Instructional strategies/Social constructs: How will they work? Technology Cooperative activity Graphic organizers Formative assessment/checking for understanding as they go along
Resources needed: What materials and resources will they need? Stated in each lesson
Lesson and Title Lessons: How will you take them where they need to go?(Step-by-Step plan from A-Z)
Resources needed: What materials and resources will they need?
Amanda Jacobs SST309-03 Final Unit plan
AndInstructional strategies/Social constructs: How will they
Present the number of students on the board. Announce it as the number of students in the room. Erase and then write the number of students on the
board diminished by eighty percent. [based on virgin soil epidemic assumptions]
Inform them that this number represents who is still alive after ten days of initial contact with one person who has smallpox.
Marker white board/chalk board/overhead
Unit vocabulary
day
Teacher introduces vocabulary lesson Teacher hands out the Vocabulary packets informs students that they are to randomly fill in their
bingo sheet and leave one free space on the car. They must become familiar with the definitions of the words that they write on their bingo cards thought because I will not say the word you have written on your sheet when the card is picked but will say the definition of the word
After this instruction the teacher will allow students randomly fill in their bingo sheet with one term per square and one free space in the middle. They should do this in ink so that words cannot be changed during the game.
Teacher will walk around and stamp their free space once they have approved their bingo sheet. So they can tell them they now have a “valid” bingo card.
Teacher will shuffle all the term cards and then draw one card and give a definition for the term. Students will then have to cross off the correct word that matches the definition. If students are struggling, have students
blank bingo boards-one for each student
vocabulary packetsOne for each student
cards with bingo words on one half and definitions on the other half.
Amanda Jacobs SST309-03 Final Unit plan
chorally give the answer or give clues to help them. When a student gets BINGO, they then have to repeat
the words and the definitions in order to claim the “prize”.
Continue playing until others get BINGO, again having each winner restating the terms and the definitions that they marked off. Sometimes terms will be repeated. This is OK because we want the students to hear the definitions several times and restated in the language the students understand (in their own words).
During this time the teacher will be able to correct any errors in thinking as a whole group. Usually, other students were also struggling with the same terms. So this became an efficient and effective whole class review. Students would also open up and ask: “Miss/Mr, what’s the difference between __________ and ___________?” I would use those moments to re-teach a concept or clarify.
Lesson 1: 5-U1.4.3 Have students look at the picture slides and tell you what they see in the first set of pictures, and write that down… do the same thing for all three groups of pictures that they see
Review with the students past information learned in this unit and introduce new topic of discussion with power point
Break class in to small home groups and then number off each individual in the groups (Jigsaw activity)
Each individual in their home groups will get in their numbered groups and read articles provided in the handouts.
When all are done taking note on the articles they will go back to their home groups and meet. Since each student is an expert on that given article they will teach their class mates about it.
Pictures power point (changing faces) Power point on lesson(European
Impact on native Americans) Print off student notes for power point How a jigsaw activity works-
http://www.jigsaw.org/steps.htm Articles
http://lincoln.lib.niu.edu/nativeamerican.html Native American Relationshttp://www.mpm.edu/wirp/icw-144.html Relations between Native Americans and Britishhttp://www.wvculture.org/history/indland.html Native American Clashes with
Each group will make a poster based on the information they have learned to present to the class
As a class after this activity teacher will discuss with students what they have learned and make a comparison contrast sheet between the impact that the British and the French had on the Native Americans.
-teacher will write them on the board: or place them in the power point based on articles and students will write them down
European Settler http://www.academicamerican.com/colonial/topics/nativeam.htm Native American Culturehttp://www.lcmm.org/navigating/QuadCurriculum_LastingImpact.pdf Europeans and Native Americans Lasting Impact
Poster board and poster making supplies
Plain paper for comparison contrast sheet
Lesson 1: 5-U1.4.4 Ask students to list what foods they ate yesterday Explain vocabulary words and concepts from
vocabulary list-use ear of corn or potato for cultural diffusion comcept
Hand out new world old world hand out Divide students up into groups and have them decided if
what they have eaten is oriented in new world or old world food
Columbian exchange graphic organizer Small group discussion review
Lined paper Pencils Vocabulary handout or made into a
over head Ear of corn or potato New world old world handout Columbian exchange graphic organizer Columbian exchange reading
(homework)
Lesson 2: 5-U1.4.4 Before lesson students should have read Columbian exchange. Accordingly when the class starts teacher and students will review meaning of Columbian exchange and discuss this reading
Review impact of disease and how people saw disease-write on one section of the board
Talk about what they believe disease is at that points of time (past 1492)
Read Disease and Catastrophe have students replace themselves in the era and imagine
effects/ thoughts different cultures would have had on disease
imagine what Europeans might have thought as they went to new areas and what these thoughts encouraged
have students do a 321 strategy to get out the door of the class room
Lesson 3: 5-U1.4.4 Start class off with power point for review of yesterdays materials and as an introduction to African Americans in the Columbian exchange
Have students read The Real Globalization Story Discussion of articles and what their thoughts are Go over the flow of the Columbian exchange so
students can grasp it using over head picture and markers) have students do the map activity
Power point on Columbian Exchange The Real Globalization Story Over head for Columbian exchange flow Markers to draw on over head Picture of the world so you can draw the
pathway Map activity hand out
Lesson 1:5-U1.4.1 and U1.4.2
Introduce the lesson by displaying images of the Library of Congress and sharing a brief history of the need for a new congressional library.
Points to convey: -After the British burned the original Capitol building in 1814, Thomas Jefferson offered his personal library to Congress in order to re-establish a collection of books for congressional use. -After the collection outgrew its space in the Capitol building, plans were made to build a freestanding library. The new building opened in 1897. -The artist John White Alexander created six mural paintings for the new library based around one theme.
loc.gov Images of the Library:
“Aerial view of Capitol Hill featuring the Library of Congress Thomas Jefferson Building behind the U.S. Capitol” (Download, PDF, 1.93 MB)“Exterior view. Torch of Learning, cupola, and dome.” (Download PDF, 1.21 MB)“Exterior view. Illuminated west façade view at night.” (Download, PDF, 926 KB)“Great Hall. View of first and second floors.” (Download, PDF, 2.5 MB)
Present class with investigative questions (display or write on board):
-What story from the past was Alexander trying to tell through this series of paintings? -Why was this appropriate for the building of a new congressional library?
Explain that the class will now observe and analyze the paintings from John White Alexander’s mural in the Thomas Jefferson building of the Library of Congress to try to answer the investigative questions.
Note: If students do not have much experience with primary source analysis, consider modeling this beforehand using the primary source analysis tool and an image already in the classroom. For tips and prompts, refer to Using Primary Sources.
-Distribute one copy of the Primary Source Analysis Tool to each student. Tell students they will be working in groups, but will each be responsible for recording information about each painting on their own graphic organizers. -Divide class into 6 groups, and give each group one picture of either: “The Cairn”, “Oral Tradition ” or “Hieroglyphics ” . Two groups will analyze each picture. -Post the third copy of each picture on the board, randomly. -Assign or allow students to choose someone from each group to perform the following tasks: -Facilitator: keeps the conversation focused on the paintings and reminds members that they are going to answer the two investigative questions. -Guide: presents the group with guiding questions at the
appropriate moments, i.e., when the conversation stalls. **Distribute one copy of “Guiding Questions” to each Guide. -Reporter: collects group answers and reports back to class on how they would answer the investigative questions. **Distribute one additional blank Primary Source Analysis Tool to each reporter. Direct each reporter to put the group’s answers near the posted copy of the image analyzed.
After each group posts its analysis, give them a copy of “Picture Writing” ,“Manuscript Book” , or “The Printing Press” to analyze. Distribute additional copies of the blank Primary Source Analysis Tool as needed. Facilitators, guides, and reporters may keep or change their roles during the second analysis. Again, have each reporter put the group’s answers near the posted copy of the image analyzed. (Teacher option: as groups finish, allow students to read other groups’ posted answers.)
Reconvene the whole class. Have reporters share group findings and evidence to support each group’s answers to the investigative questions. Record students’ ideas under the image of each painting on the board or chart paper.
With direction from students, place the paintings in chronological order at the front of the room.
-Have students respond to the question: “What story from the past did Alexander tell?” Discuss. -How does seeing the whole series change how they think about the investigative questions? -Explain that Alexander’s title is The Evolution of the Book and ask: “Why do you think this was an appropriate theme for the new library building?”
Discuss. (The United States Congress had built a grand new building for its library. The library was intended to provide materials on every field of human knowledge. Alexander’s mural images show a timeline of human communication from prehistory to the invention of the printing press.)
Lesson 2:5-U1.4.1 and U1.4.2
teacher will break students into 5 groups one group for political systems( including authority civic values and the organization of practice of government), one for social organizations (including population levels, urbanization, family structure, and modes of communication), one for economic systems (including ststems of labor, trade, concepts of property and expansion and exploitation of natural resources), one for dominant ideas and values (including religious belief and practice, gender roles, and attitudes toward nature), and last one for political systems (including concepts of political authority, civic values, and the organization and practice of government)
teacher will hand out rubrics and inform students that each group is responsible for presenting the information on their assigned area on Europeans, Africans, and Native Americans before they converged in the western hemisphere after 1492
Teacher will give students a 4 of class sessions to gather information and put a presentation together. While students are doing this teacher will insure that students are gathering correct information so what they share to the class is valid.
Teacher will set aside 2 days for groups to present their presentations.
When groups have finished their presentations they will
library resources computer lab computer in classroom paper and markers for Vin diagram
Foldables classroom time
Amanda Jacobs SST309-03 Final Unit plan
present them in front of the class. While each group is presenting students will fill the grid provided for each of the 3 groups
Class session after presentations are done the class will make a comparison and contrast vin diagram with all the groups a form of assessment. It will be in foldable form
NAME: Amanda Jacobs
GRADE LEVEL/COMM. SETTING: 5th grade
TOPIC/UNIT: Three World Interactions UNIT DAY: 1
LESSON TITLE: unit vocabulary introduction
AGE OF TARGET POPULATION: ages 10-12 years old
UNIT GOALS THAT THIS LESSON MEETS:This lesson will help students think and understand the vocabulary words that they are going to come into contact with during this unit. As well it forms a basis in prior knowledge so when the terms are introduced again they have a place to connect them within their brain forming stronger neuron pathways.
GLCE’s ADDRESSED IN THIS LESSON:-5-U1.4 unit vocabulary-Students will become familiar with the vocabulary words that they will be learning throughout this unit.
TEACHER PREPARATION (Anything the teacher must do prior to the teaching of this lesson.)-blank bingo boards
Amanda Jacobs SST309-03 Final Unit plan
-one for each student-vocabulary packets
One for each student-cards with bingo words on one half and definitions on the other half.
PROCEDURE1. Teacher talks to students about how they started a new unit yesterday that we are going to get introduced to the vocabulary
that is in this unit today by playing vocabulary bingo.2. Teacher hands out the Vocabulary packets and informs students that they are to randomly fill in their bingo sheet and leave
one free space on the car. They must become familiar with the definitions of the words that they write on their bingo cards thought because I will not say the word you have written on your sheet when the card is picked but will say the definition of the word
3. After this instruction the teacher will allow students randomly fill in their bingo sheet with one term per square and one free space in the middle. They should do this in ink so that words cannot be changed during the game.
4. Teacher will walk around and stamp their free space once they have approved their bingo sheet. So they can tell them they now have a “valid” bingo card.
5. Teacher will shuffle all the term cards and then draw one card and give a definition for the term. Students will then have to cross off the correct word that matches the definition. If students are struggling, have students chorally give the answer or give clues to help them.
6. when a student gets BINGO, they then have to repeat the words and the definitions in order to claim the “prize”. 7. Continue playing until others get BINGO, again having each winner restating the terms and the definitions that they marked
off. Sometimes terms will be repeated. This is OK because we want the students to hear the definitions several times and restated in the language the students understand (in their own words).
8. During this time the teacher will be able to correct any errors in thinking as a whole group. Usually, other students were also struggling with the same terms. So this became an efficient and effective whole class review. Students would also open up and ask: “Miss/Mr, what’s the difference between __________ and ___________?” I would use those moments to re-teach a concept or clarify.
EVALUATION/ASSESSMENT OF LESSON OBJECTIVES: (HOW WILL YOU DETERMINE IF YOU HAVE BEEN SUCCESSFUL): Attach the evaluation instrument and the answer key.
Amanda Jacobs SST309-03 Final Unit plan
-the day its self is a way to get students introduced to the vocabulary words and review what they have read when they read them though placing them on their sheets.
Vocabulary Definition List1. Converge: to tend or move toward one point or one another or to come together and unite in a common interest 2. Europeans: a person born or living in Europe or a person of European ancestry.3. American Indians: a member of any of the indigenous peoples of the western hemisphere; especially a Native American of North
America.4. Primary source: A primary source is a document, speech, or other sort of evidence written, created or otherwise produced during the time under study. Primary sources offer an inside view of a particular event. Examples include: Autobiographies, diaries, e-mail, interviews, letters, minutes, news film footage, official records, photographs, raw research data, speeches. Also art, drama, films, music, novels, poetry. Finally, buildings, clothing, DNA, furniture, jewelry, pottery.5. Secondary source: Secondary sources provide interpretation and analysis of primary sources. Secondary sources are one step removed
from the original event or "horse's mouth."6. Western hemisphere: the half of the earth lying west of the Atlantic Ocean comprising North America, South America, & surrounding
waters 7. British: the people of Great Britain or their descendants8. French: the people of France or their descendents 9. Impact: to have a strong effect on10. Columbian Exchange: Exchange of animals, plants culture, human population, disease, and ideas from the old world and new word. 11. Continent: one of the great divisions of land (as North America, South America, Europe, Asia, Africa, Australia, or Antarctica) on the
globe12. Import: to bring (as goods) into a country from another country usually for selling
Amanda Jacobs SST309-03 Final Unit plan
13. Spatial Diffusion: The distribution of ideas, products, culture, technology, innovation, languages and so on across space to other people.
16. Old World: comprises Africa, Asia, and Europe 17. New World: The New World is one of the names used for the Western Hemisphere, specifically America18. Natural resources: something (as a mineral, waterpower source, forest, or kind of animal) that is found in nature and is valuable to
humans (as in providing a source of energy, recreation, or scenic beauty 19. Trade: to give in exchange for something else20. Natural balance: that says that ecological systems are usually in a stable equilibrium21. Trading posts: A station or store in a sparsely settled area established by traders to barter supplies for local products. 22. Disease: an abnormal bodily condition of a living plant or animal that interferes with functioning and can usually be
recognized by signs and symptoms 23. Cash crops: A crop, such as tobacco, grown for direct sale rather than for livestock feed.24. Christopher Columbus: Italian navigator who discovered the New World in the service of Spain while looking for a route to China 25. Catastrophe: a sudden disasterNAME: Amanda Jacobs
GRADE LEVEL/COMM. SETTING: 5th grade
TOPIC/UNIT: Three World Interactions UNIT DAY: 3-6ish
LESSON TITLE: convergence of Europeans, American Indians, and Africans in North America
AGE OF TARGET POPULATION: ages 10-12 years old
UNIT GOALS THAT THIS LESSON MEETS:This lesson will help students think and understand the convergence of Europeans, American Indians and Africans in North
America after 1492 from the perspective of these three groups. Also it will allow students to understand the political systems( including authority civic values and the organization of practice of government), one for social organizations (including population levels, urbanization, family structure, and modes of communication), one for economic systems (including systems of labor, trade, concepts of property and expansion and exploitation of natural resources), one for dominant ideas and values (including religious belief and practice, gender roles, and attitudes toward nature), and last one for political systems (including concepts of political authority, civic values, and the organization and practice of government) for each group.
TEACHER PREPARATION (Anything the teacher must do prior to the teaching of this lesson.)-library resources -computer lab-computer in classroom for presentations-paper and writing materials for Vin diagram foldable-classroom time
PROCEDURE1. teacher will break students into 5 groups one group for political systems( including authority civic values and the
organization of practice of government), one for social organizations (including population levels, urbanization, family structure, and modes of communication), one for economic systems (including systems of labor, trade, concepts of property and expansion and exploitation of natural resources), one for dominant ideas and values (including religious belief and practice, gender roles, and attitudes toward nature), and last one for political systems (including concepts of political authority, civic values, and the organization and practice of government)
2. teacher will hand out rubrics and inform students that each group is responsible for presenting the information on their assigned area on Europeans, Africans, and Native Americans before they converged in the western hemisphere after 1492
3. Teacher will give students a few days in class to gather information and put a presentation together. While doing this they are insuring that students are gathering correct information so what they share to the class is valid.
4. When groups have finished their presentations they will present them in front of the class. While each group is presenting students will fill the grid provided for each of the 3 groups
5. As a class we will make a comparison and contrast vin diagram with all the groups a form of assessment. It will be in foldable form
EVALUATION/ASSESSMENT OF LESSON OBJECTIVES: (HOW WILL YOU DETERMINE IF YOU HAVE BEEN SUCCESSFUL): Attach the evaluation instrument and the answer key.
-As a form of assessment each group will present the information that they have provided in a presentation in front of class and be graded based on the rubric provided-as a overall from of evaluation/assessment the class will make a comparison and contrast vin diagram between all three groups in foldable form.
1. Fold a large sheet of construction paper, “hotdog” style.
2. Roll into thirds and press down when it is fairly even. This is hard for the students to do at first.
Amanda Jacobs SST309-03 Final Unit plan
3. Cut up the fold marks to form three tabs. Label.
4. Have the students draw Venn circles (hopefully more balanced than I did!) They can put illustrations on the cover.
5. Have them complete the Venn on the side of the foldable.
Amanda Jacobs SST309-03 Final Unit plan
NAME: Amanda Jacobs
GRADE LEVEL/COMM. SETTING: 5th gradeTOPIC/UNIT: Three World Interactions UNIT DAY:
LESSON TITLE: impact of European contact on American Indian cultures
AGE OF TARGET POPULATION: ages 10-12 years old
UNIT GOALS THAT THIS LESSON MEETS:This lesson will help students think about the impact that European Contact had on American Indian Cultures. Focusing on the
difference between the British and French interactions with American Indians and how it affected the American Indians culture.
Amanda Jacobs SST309-03 Final Unit plan
GLCE’s ADDRESSED IN THIS LESSON:-5-U1.4.3: Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians.
Learning outcomes:-Students will analyze the effects of the British on the American Indians Culture.-Students will analyze the effects of the French on the American Indians Culture.
TEACHER PREPARATION (Anything the teacher must do prior to the teaching of this lesson.)-teacher computer and projector (if none create into over head or handouts)
- Power point -Articles on events-poster board-markers/ poster making utensils
PROCEDURE:1. Play native American music clip from Smithsonian to get lesson started2. Review with the students past information learned in this unit and introduce new topic of discussion with power point3. Break class in to small home groups and then number off each individual in the groups
This is a jigsaw activity - http://www.jigsaw.org/steps.htm4. Each individual in their home groups will get in their numbered groups and read articles http://lincoln.lib.niu.edu/nativeamerican.html
Native American Relations http://www.mpm.edu/wirp/icw-144.html
Relations between Native Americans and British http://www.wvculture.org/history/indland.html
Native American Clashes with European settler http://www.academicamerican.com/colonial/topics/nativeam.html
Native American Culture http://www.lcmm.org/navigating/QuadCurriculum_LastingImpact.pdf
Europeans and Native Americans Lasting Impact -have to print this one from web site link
5. When all are done taking note on the articles they will go back to their home groups and meet. Since each student is an expert on that given article they will teach their class mates about it.
6. Each group will make a poster based on the information they have learned to present to the class7. As a class after this activity teacher will discuss with students what they have learned and make a comparison contrast
sheet between the impact that the British and the French had on the Native Americans.-teacher will write them on the board: or place them in the power point based on articles
EVALUATION/ASSESSMENT OF LESSON OBJECTIVES: (HOW WILL YOU DETERMINE IF YOU HAVE BEEN SUCCESSFUL): Attach the evaluation instrument and the answer key.
-group poster-individual presentation to home groups-comparison contrast chart
The first European to see what is now New York State was ________________ in 1524, when he sailed into New York Bay. It is said that many Native Americans came to the shore to look at these "newcomers". No trading occurred with Verrazano, but he was impressed with the abundance of______________found here, and returned to France and told them about those resources.
The next European to see this area was Jacques Cartier in 1536. He sailed on the __________________________ and was interested in trading for furs with the Native Americans, as _______ were very popular in Europe for making hats and coats.
It was in 1603, that the Frenchman Samuel de Champlain came to northern New York to actually set up a fur ________ with the Native Americans. He became friendly with the ____________ there and later
sided with them against the Iroquois in an attack. He gave the Algonquians guns. After that battle, the Iroquois always thought of the French as the _________. This will prove to be very costly to the French
at later dates .
The Europeans wanted ______, especially beaver pelts (skins), from the Native Americans here.
Amanda Jacobs SST309-03 Final Unit plan
What did the Native Americans want from the Europeans? They wanted _______ _____ and copper kettles to replace the gourd bowls and clay pots they had always used. They also wanted metal ax heads that would cut better than their stone ones. They also wanted glass beads, decorative jewelry, woolen blankets, and ______. They became more and more dependent on the European goods and even welcomed the setting up of trading posts.
Guns dramatically changed the Natives' way of life. Hunting with a gun allowed the Natives to kill _______ animals for food and fur, which upset the _________ _________. In some areas, the beaver population was nearly ________ _______ by the fur trade. Beavers were near extinction in New York.
The first permanent Dutch trading post was in _______ ___ (now Albany) around 1625. The next settlement was in New Amsterdam (now New York City). The island of _____________ was sold by the Lenni Lenape Native Americans for tools, beads, and clothing worth ______. Actually it is thought that the Native Americans misunderstood the idea of "ownership", and thought they were being paid for some resources being used by the settlers there. The Native Americans did not believe in anyone "owning" the land.
Amanda Jacobs SST309-03 Final Unit plan
Another area of a major European impact on the Native Americans was the introduction of _________ such as smallpox and cholera. The Natives' immune system was not prepared to fight those new diseases. The traditional Native medicines did not work well against those diseases and some tribes were totally _______ ________ by the sicknesses.
Soon there were many European settlers here, and the Native Americans were ___________ to change their way of life and to move to more isolated areas
There are many groups of explorer from different countries that entered the united states to explore. Two of the main groups were the British and the French.
Amanda Jacobs SST309-03 Final Unit plan
DEFINITIONS
1. Spatial Diffusion: The distribution of ideas, products, culture, technology, innovation, languages and so on across space to other people.
2. Old World: comprises Africa, Asia, and Europe 3. New World: The New World is one of the names used for the Western Hemisphere, specifically America4. Natural resources: things that come from nature which people used to produce goods and provide services (e.g. water, trees, oil, metals, fish, etc.)5. trade: an exchange of goods and services
The jigsaw classroom is very simple to use. If you're a teacher, just follow these steps:
1. Divide students into 5- or 6-person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability.
2. Appoint one student from each group as the leader. Initially, this person should be the most mature student in the group.
3. Divide the day's lesson into 5-6 segments. For example, if you want history students to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the White House as First Lady, and (5) Her life and work after Franklin's death.
4. Assign each student to learn one segment, making sure students have direct access only to their own segment.
5. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.
6. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.
9. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
10. At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and games but really count.
Amanda Jacobs SST309-03 Final Unit plan
Native American Relations By Drew E. VandeCreek, Ph.D.
Several Native American tribes inhabited the territory that became the State of Illinois in 1818. Sac and Fox predominated in Northern Illinois. Kickapoo made their homes in central Illinois. Cahokia, Kaskaskia, Michigamea, Moingwene, Peoria and Tamaroa lived along the Mississippi, Wabash and Illinois Rivers of southern and central Illinois. Together, these five tribes formed the Illinois Confederacy, a loose alliance designed to provide mutual defense against more powerful neighbors.
Most Native Americans relied upon a combination of agriculture, hunting and gathering for their subsistence. Indian women supervised the farming of maize (or corn), beans, squash, pumpkins and other crops, and also gathered fruits, nuts, and roots from the countryside. Men organized fishing and hunting parties and enjoyed considerable leisure time devoted to athletic contests, gambling and other pursuits.
Illinois' Native American inhabitants embraced religious beliefs quite unlike the Christianity that white European settlers brought to North America. Indians organized their spiritual lives around no central creed or dogma. Rather, individual tribes developed rites and practices based upon a communitarian spiritual sense and reverence for nature. Among most tribes everyday acts assumed a ceremonial significance. Western visitors, conquerors and interpreters have struggled to grasp Native American religion and culture to this day.
Native American society provided individuals with considerable personal freedom. Families, clans, and tribes made localized decisions in the absence of central authority.
Despite this emphasis upon individualism, tribal warfare marked Native American life. Most of the Illinois tribes took up annual hostilities with their neighbors as a normal part of intertribal relations. War commanded considerable importance in Native American cultures, and young men took up arms in search of heroism and honor that would earn them the respect of their peers.
In the seventeenth century the face of warfare changed for Illinois Indians, however. Attacks from powerful Sioux to the north and west pushed warfare beyond its familiar, limited scope and taxed the confederation's small resources. By the 1650 the powerful Iroquois Confederacy, equipped with firearms provided by Dutch traders, had pushed the Sac, Fox and Kickapoo from lower Michigan and into northern Illinois and Wisconsin. Eventually the Iroquois reached Illinois itself, further damaging the Illinois Confederacy.
French missionaries and settlers arriving in Illinois in the late seventeenth century encountered an Illinois Confederation buckling under the pressure of attacks from the North and East. From the 1650s until the Sac Chief Black Hawk's defeat in 1832 Illinois would remain a contested region among Native Americans.
The arrival of great European empires and the rise of the United States of America further complicated social and political relations in this period. French, and later British traders and settlers established themselves in Illinois as parts of a unique cultural mixture historians have dubbed a "Middle Ground."
In this context, European and Native American cultures mingled. Europeans and Native Americans reached understandings of one another, often built upon fundamental misconceptions, that facilitated good relations and trade. Many French trappers and traders married Indian women, beginning a pattern of cross-cultural kinship ties and creolization.
The unstable, though generally peaceful and prosperous, relations of the Middle Ground characterized life in Illinois until the French and Indian War of the mid-eighteenth century. In this conflict Native American tribes aligned themselves with the French and suffered a decisive defeat at the hands of the British Empire.
Despite their opposing roles in the conflict, the British proved a temporary ally for Native Americans in the late eighteenth and early nineteenth century. In the period after the French and Indian War the British had declared the northwestern region encompassing today's Ohio, Michigan, Illinois and Indiana to be off-limits to settlement by English settlers. The outcome of the American revolution shattered this promising arrangement for the Indian tribes, and sent American settlers pouring westward. First arriving along the southern Illinois River bottoms, Americans pushed northward onto the prairie after 1820, and established Chicago.
Despite Americans' claim to the Northwest Territories, the British remained a major presence there for several decades and collaborated with Indian forces led by the Shawnee chieftain Tecumseh to battle Americans in the unsuccessful War of 1812. The United States secured its Northwest Territories in the War of 1812, and shattered Tecumseh's dream of a powerful new Indian confederacy able to stem white settlement in the West.
Illinois represented the next frontier as white settlers pushed westward after the War of 1812. Meeting little resistance from the shattered Illinois Confederacy, white Illinoisans' hunger for land met its first resistance there in 1832 when Chief Black Hawk, a representative of the once-powerful Sac and Fox tribes, balked at his band's banishment west of the Mississippi and returned to Illinois. His decisive defeat at the hands of the Illinois militia and federal forces, marked the end of the Middle Ground and the beginning of Illinois' integration into the United States of America.
Albers, Patricia and Beatrice Medicine. The Hidden Half: Studies of Plains Indian Women. Washington, D.C.: University Press of America, 1983.
Black Hawk. An Autobiography. Urbana, IL: University of Illinois Press, 1955.
Cayton, Andrew R.L. and Fredrika J. Teute. Contact Points: American Frontiers from the Mohawk Valley to the Mississippi, 1750-1830. Chapel Hill : University of North Carolina Press, 1998.
Davis, James E. Frontier Illinois. Bloomington, IN: Indiana University Press, 1998.
Hauser, Raymond. "The Illinois Indian Tribe: From Autonomy and Self-Sufficiency to Dependency and Depopulation." Journal of the Illinois State Historical Society May 1976: 134-135.
Mancall, Peter C. and James H. Merrell, eds. American Encounters: Natives and Newcomers from European Contact to Indian Removal, 1500-1850. New York: Routledge, 2000.
Nichols, Roger L. Black Hawk and the Warrior's Path. Arlington Heights, IL: Harlan Davidson, 1992.
Nichols, Roger L. American Indians in U.S. History. Norman: University of Oklahoma Press, 2003.
Tanner, Helen Hornbeck. Atlas of Great Lakes Indian History. Norman: University of Oklahoma Press, 1986.
White, Richard. The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650-1815. New York: Cambridge University Press, 1991.
Whitney, Ellen M. "Indian History and the Indians of Illinois." Journal of the Illinois State Historical Society May 1976: 139-146.
Amanda Jacobs SST309-03 Final Unit plan
Relations between the Indians and British
The British and French signed a treaty in 1763 that ended the French and Indian War (also called the Seven Years' War) in North America. As the victors, the British claimed all of Canada and the present-day Midwest, including Wisconsin. The British had little time to enjoy their new empire, for within a few months of signing the treaty, Indian resistance threatened to strip them of their lands. An Ottawa chief from Detroit named Pontiac led the uprising, which attracted many tribes throughout the Midwest and Canada.
For a long time, historians believed that French residents of Quebec had provoked the Indians into rising up against the British. More recent studies assert that the resident French had little if any role to play in the uprising. Instead, Pontiac and other tribal leaders hoped that by rising up, they could lure the French army back to North America. Moreover, Indian people did not like the British because--unlike the French--they distributed very few gifts and presents. In Indian cultures, giving gifts symbolized friendship, and the French used gifts extensively to cement strong alliances with Indian communities. The British were initially reluctant to give the Indians generous presents, and this made Indian people reluctant to deal with the British and live under British rule.
British Consolidate Control
The British army managed to put down the uprising, but it took until 1765. Detroit was held in a six-month siege, and the Ojibwe decimated the entire British garrison at the Straits of Mackinac. Pontiac sent representatives to Milwaukee to solicit support from the Wisconsin Indians, but certain factors prevented them from joining Pontiac. First, Lieutenant James Gorrell commanded the small British garrison that arrived at Green Bay in October 1761, and he successfully managed to diffuse tensions with the Indian communities in Wisconsin by giving them gifts. Moreover, one Wisconsin tribe, the Menominee, were involved in a dispute with Ojibwe from Mackinac and refused to fight alongside of them. By 1766, the British and the rebellious tribes concluded a peace treaty, and the British changed their policies in response to the uprising.
After 1766, the British distributed more presents to the Indians and also allowed the fur trade to go on as it had during the French regime. Many traders who came to Wisconsin during this time were French Canadians, but British subjects and American colonials came as well. The British had no military presence in Wisconsin during this time. Lieutenant Gorrell occupied the old French fort at Green Bay and renamed it Fort Edward Augustus, but his superiors ordered him to leave in July 1763. Afterward, the nearest British post was Fort Michilimackinac at the Straits of Mackinac in Michigan. Later the British moved the post to nearby Mackinac Island and renamed it Fort Mackinac. Relations between the British and
Amanda Jacobs SST309-03 Final Unit plan
Wisconsin Indians slowly improved after Pontiac's Rebellion. Indian communities at Green Bay and in northern Wisconsin all became pro-British. However, around the southern shore of Lake Michigan, particularly at Milwaukee, the Indians had little love for the British.
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Intermarriage
Once peace was finally established, British companies moved to take over the Great Lakes fur trade. The ranks of the fur trade continued to be dominated by French Canadians, but after 1763 British traders began to appear as well. Many were English, but a large proportion were Scottish. Like French-Canadian men, English and Scottish traders also married Indian women; this is one reason why some Great Lakes Indians have English and Scottish last names today. Unlike Europeans, Indians did not use race as the basis for exclusion or inclusion into their societies, and children of these European-Indian unions were welcomed into tribal societies.
Not all children of Indian-White marriages joined their mothers' tribes. Some Indian women raised their children in fur-trading towns such as Green Bay, Prairie du Chien, and Mackinac Island. While these children were of American Indian heritage and usually knew the languages and customs of their mothers' tribes, they often did not consider themselves to be Indians. They thought of themselves as metis (may-tee'), a French word meaning "mixed blood." During the 1700s and early 1800s, there were metis communities throughout the Great Lakes region. While most were of French-Canadian and Indian descent, a sizable number came from English and Scottish ancestry as well.
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U.S. War for Independence
Both the Indian and métis communities overwhelming sided with the British during the American Revolution. Although the major battles of the War for Independence occurred far from Wisconsin, the British needed the Indians of the region for military manpower. Very early during the revolution, the Americans posed a direct threat to Canada, and the famous Charles de Langlade (who was half Ottawa) led Indians from Wisconsin and Michigan in two campaigns against the Americans in 1776 and 1777.
The situation changed in 1778 when a Virginia militia officer named George Rogers Clark led a small army of Virginian and Kentuckian militiamen into Illinois and Indiana and captured French settlements there. While in Illinois, he eagerly sought to win the Indians of the Midwest over to the side of the United States. One of his staunchest adherents was a
Potawatomi chief from Milwaukee named Siggenauk. After siding with the United States, Siggenauk and another Milwaukee chief, Naakewoin, then effected a diplomatic coup by winning over most of the Indians around the southern tip of Lake Michigan and converting them to the American cause. The Indians around Green Bay and in northern Wisconsin, on the other hand, continued to support the British.
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Varying Involvement
Wisconsin Indians on both sides became engaged in fighting in the Midwest. At the time, St. Louis was in Spanish Louisiana, and the Spanish and the rebel colonies were both fighting the British during the revolution. The Indians of Green Bay, northern Wisconsin, and upper Michigan joined the British in an attack against St. Louis in 1780. The attack failed, and some Indians who took part in it were attacked by Indians under Siggenauk as they retreated through Illinois. The next year, Siggenauk and Naakewoin led a combined French, Spanish, and Indian force from St. Louis and successfully attacked and destroyed Fort St. Joseph, the British post in southern Michigan.
This was the last major campaign in the Midwest in which Wisconsin Indians took part. The Midwestern theater was not strategically important to either side, and the war was decided on the battlefields of America's eastern seaboard. The British surrendered in 1781, and the 1783 peace treaty between the United States and Great Britain transferred the entire trans-Appalachian West, including Wisconsin, to the United States.
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Slow Transition
This did not end the British role in the Midwest. The United States, unlike Britain, sought to dispossess tribes of their land to make room for a land-hungry population. The Indians knew this, and for this reason they generally continued to side with the British. The United States did not occupy any part of Wisconsin or even the upper Midwest until almost fifteen years after the American Revolution. The British refused to give up posts at places such as Mackinac Island and Detroit until the United States agreed to certain stipulations of the 1783 treaty. Moreover, the United States focused most of its energy on defeating the powerful Indian confederacy in Ohio between 1790 and 1794. While this war did not directly effect Wisconsin Indians, a few tribes, particularly the Sauk and Fox, fought alongside the Ohio Indians.
The United States defeated the Ohio Indians in 1794 and forced them to sign a treaty that gave away much of their land. That same year, the United States and Great Britain signed Jay's Treaty, which settled outstanding differences between the
two countries. The British abandoned their posts in the Midwest, and the United States gradually began to make its presence known in the region. While the United States did not establish military posts in Wisconsin, it took over the British Fort Mackinac in 1796 and established forts at Chicago (Fort Dearborn, 1803), and Des Moines (Fort Madison, 1808).
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U.S. Control Shaky
These small forts were inadequate for controlling a large geographical area with a population opposed to their presence. Wisconsin tribes and resident fur traders remained solidly British during the 1790s and early 1800s for a number of reasons. First, British companies such as the North West Company controlled the regional fur trade. Second, wars against the Ohio Indians in the 1790s revealed to all Midwestern Indian tribes that the United States wanted to acquire their lands. Even Indians such as Siggenauk--who once supported the Americans--had a change of heart and supported the British instead.
A final reason for Wisconsin Indians' vehement anti-American turn was that in 1805 an Ohio Indian named Tenskwatawa, or the Shawnee Prophet, began to preach Indian resistance to American encroachment. He gained many adherents throughout the Midwest and Wisconsin, and Ojibwe from as far away as Lake Superior flocked to his village in Ohio and later in Indiana to hear his message. The Ho-chunk were particularly receptive to his message. The Shawnee Prophet's brother, Tecumseh, took an active role in forming a military confederacy of several Midwestern and Southeastern tribes to resist American expansion.
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War of 1812
This occurred as the United States and Great Britain drifted toward war. The British in Canada and Indians under Tecumseh's leadership became allies against the United States. When the War of 1812 began, the weakness of America's hold over the Midwest was apparent. A combined Indian and British military force departed from their fort on nearby St. Joseph's Island and conquered the American fort at Mackinac Island without firing a shot. Meanwhile, the Potawatomi slaughtered the entire American garrison at Chicago. British fur trader Robert Dickson organized Wisconsin Indians to fight the United States. The Menominee, Ho-chunk, Ojibwa, Ottawa, Santee Dakota, Sauk, and Fox all fought on the side of the British during the war. Wisconsin tribes spent most of the war fending off American attempts to regain control of the region.
In 1814, the United States established a small post at Prairie du Chien called Fort Shelby, but the Indians and British militia
quickly conquered it, renamed it Fort McKay, and defeated two American relief expeditions sent up the Mississippi River from St. Louis to retake it. That same year, Indians from Wisconsin and Michigan repelled an American military force that attempted to retake Mackinac Island. The United States found the area of Wisconsin and northern Michigan virtually unassailable, and throughout the War of 1812, Wisconsin remained firmly in the hands of the British and their Indian allies.
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British Leave Area to US
In 1814, the United States established a small post at Prairie du Chien called Fort Shelby, but the Indians and British militia quickly conquered it, renamed it Fort McKay, and defeated two American relief expeditions sent up the Mississippi River from St. Louis to retake it. That same year, Indians from Wisconsin and Michigan repelled an American military force that attempted to retake Mackinac Island. The United States found the area of Wisconsin and northern Michigan virtually unassailable, and throughout the War of 1812, Wisconsin remained firmly in the hands of the British and their Indian allies.
Much to the shock of the Indians and to British agents in Canada, the British government decided to let the United States have the entire Midwest, including what is now Wisconsin. With Britain's firm military hold on he region, it certainly could have demanded to keep the region, but treaty commissioners in Europe decided otherwise. The United States and Britain signed a peace treaty in 1814, and the fighting ended in 1815. After this, the Midwest passed into the hands of the Americans. The British would not make another attempt to conquer the region, but they retained strong ties to the Indians there in case another war broke out with the United States.
Emergence of TribesBy 1600, organized tribes such as the Delaware and Shawnee had moved into present-day West Virginia. In addition, the powerful Iroquois Confederacy began exerting its influence on the region. The Confederacy was an alliance of five Iroquois-speaking nations -- Mohawk, Oneida, Onondaga, Cayuga, and Seneca -- formed in present-day New York in the late 1500s. In 1722, the Tuscaroras joined the Iroquois Confederacy, which became known as the Six Nations. When Europeans first explored western Virginia in the late 1600s, they discovered few Native Americans. Historian Otis Rice suggests this absence was due to the Five Nations, "which sought domination of the Ohio Valley as part of their effort to control the fur trade with the Dutch, and later the British. . . ." (WV: A History, 9). The Confederacy controlled the valley but other tribes were permitted to settle there. For example, a Shawnee village existed at present-day Point Pleasant and a Delaware village flourished at Bulltown in present-day Braxton County well into the 1700s.
European Exploration & SettlementAs the Confederacy fought smaller tribes for control of western Virginia, European colonists set their own designs on the Ohio Valley. In 1607, English colonists landed at Jamestown, Virginia. Based on various explorations, the British and French laid claim to the territory comprising present-day West Virginia and Native Americans were forced west. Many of the tribes were destroyed by constant warfare and catastrophic diseases. At the same time, trade with the Europeans proved a strong attraction, enabling the Indians to acquire valuable new products, such as guns, steel hatchets, cloth, and kettles. The fur trade in particular made many tribes powerful and more aggressive. The Indian nations successfully played one European power against another. For instance, the British formed an alliance with the Iroquois Confederacy to cut the French out of the lucrative fur trade. However, the Six Nations also negotiated treaties and traded with the French.
TreatiesAs part of their negotiations, the British secured three treaties which opened the western Virginia frontier to European settlement: Treaty of Albany (1722) and Treaty of Lancaster (1744) with the Six Nations and Treaty of Logstown (1752) with the Delaware and Shawnee. At Lancaster, Virginia negotiators convinced the Six Nations to surrender their land to the "setting sun," which the Confederacy interpreted as the crest of the Alleghenies and the British interpreted as all of western Virginia. Following the Treaty of Lancaster and the end of King George's War (1748) between England and France, Virginia pioneers pushed west of the Alleghenies.
Native American Concept of LandA major factor in the treaty disputes was Native Americans' concept of land. Indians fought among themselves over hunting rights to the territory but the Native American idea of "right" to the land was very different from the legalistic and individual nature of European ownership. John Alexander Williams describes this in his book, West Virginia: A History for Beginners:
Amanda Jacobs SST309-03 Final Unit plan
The Indians had no concept of "private property," as applied to the land. Only among the Delawares was it customary for families, during certain times of the year, to be assigned specific hunting territories. Apparently this was an unusual practice, not found among other Indians. Certainly, the idea of an individual having exclusive use of a particular piece of land was completely strange to Native Americans.
The Indians practiced communal land ownership. That is, the entire community owned the land upon which it lived. . . .1
French & Indian WarIn 1754, hostilities broke out between English and French troops in western Pennsylvania. English troops under a young commander, George Washington, were overwhelmed by the French at Fort Necessity, beginning a lengthy war for control of the American colonies. While the English had made it clear they intended to settle the frontier, the French were more interested in trade. This influenced the Delaware and Shawnee to side with the French. Although the Six Nations officially remained neutral, many in the Iroquois Confederacy also allied with the French.
Early defeats in the French and Indian War led Virginia Governor Robert Dinwiddie to construct forts in the South Branch Valley. From 1756 to 1758, Native Americans wreaked havoc on the new forts, attacking Fort Evans in present-day Berkeley County and forts Seybert and Upper Tract in present-day Pendleton County, as well as sites throughout the Monongahela, New River, and Greenbrier valleys. In November 1758, the British captured Fort Duquesne at present-day Pittsburgh, the key to French control of the Ohio Valley. The following year, French troops lost Quebec, crippling their military strength. The loss of French military support temporarily calmed tensions between Native Americans and settlers in western Virginia. The Treaty of Paris in 1763 ended the French and Indian War and gave England title to virtually all territory east of the Mississippi River.
Proclamation of 1763 & Pontiac's WarWith the French eliminated, Native Americans were left alone in their fight against British colonial aggression. In the summer of 1763, Pontiac, an Ottawa chief led raids on key British forts. Shawnee chief Keigh-tugh-qua, or Cornstalk, led similar attacks on western Virginia settlements in present-day Greenbrier County. By the end of July, Indians had captured all British forts west of the Alleghenies except Detroit, Fort Pitt, and Fort Niagara. On August 6, British forces under Colonel Henry Bouquet retaliated, destroying Delaware and Shawnee forces at Bushy Run in western Pennsylvania, which ended the hostilities.
Fearing more tension between Native Americans and settlers, England's King George III issued the Proclamation of 1763, prohibiting settlement west of the Allegheny Mountains. However, many land speculators such as George Washington violated the proclamation by claiming vast acreage in western Virginia. The next five years were relatively peaceful on the frontier. In 1768, the Six Nations and Cherokee signed the Treaty of Hard Labour and the Treaty of Fort Stanwix, relinquishing their claims on the territory between the Ohio
Amanda Jacobs SST309-03 Final Unit plan
River and the Alleghenies to the British. With the frontier again open, settlers flooded into western Virginia and the speculators made small fortunes in rent on the lands they had acquired.
Battle of Point PleasantThe Shawnee had never given up their claims to western Virginia and interpreted the rapid settlement as acts of aggression. Hostilities reached a climax in 1773 when land speculator Michael Cresap led a group of volunteers from Fort Fincastle (later renamed Fort Henry) at present-day Wheeling and raided Shawnee towns in what became known as Cresap's War. One of the worst atrocities of the conflict was the murder of several family members of Mingo chief Tah-gah-jute, who had been baptized under the English name Logan. Logan, who had previously lived peacefully with the settlers, killed at least 13 western Virginians that summer in revenge.
Virginia Governor John Murray, Earl of Dunmore, plotted to crush the Shawnee and end hostilities. Dunmore drew up a plan to trap the Shawnee between two armies. The governor personally led the northern army while land speculator Andrew Lewis led a smaller force from the south. But Shawnee leader Cornstalk struck the southern regiment before it united with Dunmore's troops. On October 10, 1774, Cornstalk's force of approximately 1,200 men attacked Lewis at the confluence of the Kanawha and Ohio rivers at present-day Point Pleasant. After the battle, which resulted in significant losses on both sides, the Shawnee retreated to protect their settlements in the Scioto Valley in present-day Ohio. As a condition of the subsequent Treaty of Camp Charlotte, the Delaware, Shawnee, and Mingo relinquished all claims to land south of the Ohio River. The Battle of Point Pleasant eliminated Native Americans as a force on the frontier for the first three years of the American Revolutionary War, which began in April 1775, clearing the way for peaceful settlement of the region.
Revolutionary War & the AftermathAt the same time as Dunmore's War, tensions mounted between American colonists and the British. When the Revolutionary War began, many American soldiers who had previously served in the British army fought for the Continental Army. Native Americans remained generally neutral for the first two years of the war. In August 1775, the Shawnee, Delaware, Mingo, Seneca, Wyandot, Potawatomi, and Ottawa had agreed to the Treaty of Pittsburgh, recognizing the Ohio River as the Indian boundary and pledging neutrality. By the end of 1776, the treaty had fallen apart and Native Americans began randomly attacking settlements. In June 1777, British negotiator Henry Hamilton met with tribal leaders at Detroit and gained the support of the Chippewa and Ottawa as well as some Mingo and Wyandot. This agreement nullified the Treaty of Pittsburgh and effectively brought most Native Americans into the war on the side of the British.
On the night of August 31, Wyandot and Mingo forces attacked Fort Henry at present-day Wheeling. During the three-day siege, the Indians destroyed most of the homes around the fort and killed a number of soldiers in the fort. With the support of the British, Native Americans had enormous initial success against colonists in the Ohio Valley.
One of the worst atrocities of the war on the frontier occurred at Fort Randolph at present-day Point Pleasant. In November 1777, Cornstalk and two companions visited the fort to inform Captain Matthew Arbuckle that the Shawnee had decided to support the British. Arbuckle was suspicious and held Cornstalk prisoner. After two hunters were killed near the fort, colonial militiamen assassinated Cornstalk and his son Elinipsico.
In the spring of 1778, the British, Wyandot, and Mingo launched an offensive on frontier forts. On May 16, Indians first attacked Fort Randolph then proceeded east to the Greenbrier Valley settlements. They attacked Fort Donnally, west of Lewisburg, for hours before reinforcements drove the Indians back.
In 1778, George Rogers Clark temporarily broke the British-Indian alliance with victories in the Illinois territory at Kaskaskia, Cahokia, and Vincennes. Colonials rejected an attempt by Wyandots and some Shawnee to negotiate a peace in 1779. Although the main British army surrendered at Yorktown, Virginia, on October 19, 1781, occasional clashes occurred on the frontier. The bloodiest Revolutionary War battle in western Virginia began on September 10, 1782. Wyandot, Delaware, and British forces attacked Fort Henry. The most dramatic story associated with this siege of Fort Henry is the daring run of Elizabeth Zane, who allegedly carried gunpowder to the fort amidst heavy gunfire. The settlers held the fort and, after three days, the Indians and their British allies gave up. Soon thereafter, the British ordered a halt to all attacks on the frontier.
After the Revolutionary War officially ended in 1783, settlers again poured into western Virginia. Most Native Americans moved their villages westward into Indiana, although they occasionally raided forts in western Virginia. Frontier settlers, such as Lewis Wetzel, Samuel Brady, and Simon Girty, formed independent military units to combat these attacks, often perpetrating brutal assaults on Native Americans. Hostile actions between Indians and settlers continued in western Virginia until 1794, when General Anthony Wayne defeated Native Americans at Fallen Timbers in present-day northwestern Ohio. The subsequent Treaty of Greenville effectively removed all remaining Indian claims to western Virginia.
Notes
1. John Alexander Williams, West Virginia: A History for Beginners (Charleston, WV: Appalachian Editions, 1993), 64.
Native American Cultures: The Pre-History of America
At the time Columbus discovered America millions of Indians had been living in the Western Hemisphere for tens of thousands of years. During the latter part of the Ice Age, a land bridge existed between Asia and Alaska across what is now the Bering Strait, and all evidence indicates that the Native American tribes migrated from Mongolia, through Alaska and Canada and eventually all the way down to South America, with some settling in favorable locations in the north and others moving on. Over time, they developed into distinct, separate Indian cultures.
Thus North and South American Indians were extremely diverse, with varied physical traits, linguistic groupings, ethnic characteristics, customs, cultures, and so on. Indeed the Indians in North America were probably far more diverse than the people of the nations of northwestern Europe in 1500. In Central America the Aztecs had a large powerful empire, while along the eastern coast of North America Indians lived in smaller tribes and subsisted by both agriculture and by hunting and gathering. Farther south the Mayas and Incas had advanced civilizations that had progressed far in mathematics, astronomy, and engineering. In the western part of North America nomadic tribes roamed over the Great Plains in search of buffalo and other game and often came into conflict with other tribes over the use of their hunting grounds.
When game became more scarce, perhaps due to over-hunting or from other causes, many American Indian groups turned to agriculture as a means of subsistence. In so doing American Indians became perhaps the best farmers in history, developing new crops and refining farming methods that they later shared with the colonists from Europe. Dozens of foodstuffs consumed in the world today, including corn, potatoes, various beans, squash, and so on, were developed by Native American farmers. When the European colonists first arrived, their survival often depended on their adoption of Indian hunting and farming practices.
Indians also understood the use of natural medicines and drugs, and many of their healing techniques are still used by medical people today. Indian foods, especially corn and the potato, transformed European dietary habits, and in fact the impact of the potato on Ireland’s population was so great that it led to much of the Irish immigration to America in the 1800s.
A thorough investigation of Native American cultures, even those in North and Central America, is an apt subject for lengthy study; the literature on pre-Columbian America is rich indeed. What is important to know is that Indian and European cultures affected each other profoundly, a phenomenon that has been called the Colombian Exchange—the exchange of habits, practices, living techniques, and resources between the Indians and the Europeans.
Amanda Jacobs SST309-03 Final Unit plan
The Native American cultures in the Western Hemisphere found their societies disrupted or even destroyed by the impact of the Europeans, some of which was deliberate, and some of which was a result of the transmission of diseases to which the American Indians were not immune. The introduction of firearms, alcohol, and other European artifacts also had deep and unpredictable effects. But the impact of the Indians on European culture was also deeply significant.
For reasons that are not fully understood, some groups of Indians vanished without being affected by the Europeans. One such group were the Anasazi of the southwestern United States. They built spectacular dwellings in the cliffs in New Mexico; some of their settlements carved into the rocks contained hundreds of rooms. But somewhere around the year 1300 they left their rock palaces, never to return, for reasons unknown. Anasazi link.
Native Americans and Europeans
Ironically, in North America the presence of the native cultures made it possible for the first English settlers to maintain a foothold on the new continent. The Jamestown colony and the New England Pilgrims certainly owed their mere survival to the help and assistance of Indians. The Indian cultures that the Europeans encountered were in many ways just as sophisticated, or in some instances even more sophisticated, than the European cultures that arrived in the first ships. The Indians never thought of themselves as inferior to whites; in fact, the opposite was often the case.
The arrival of the Europeans also upset the balance of power among the North American Indian tribes, both in the eastern woodland regions and later on the Great Plains and in the deserts of the Southwest. Europeans frequently had a romanticized view of the Indians as “noble savages,” and some Europeans believed them to be one of the ten lost tribes of Israel. In eastern tribes women frequently held power, and in fact some were tribal chiefs. Europeans often rated Indians as inferiors, which then justified their harsh treatment of the Indians later on.
Probably the greatest misunderstanding between Europeans and Indians was their differing concepts of land, or land ownership. The European believed that you could drive four stakes in the ground, parcel off a square of land, and claim ownership of that piece of ground. Such individual ownership of a section of land was completely alien to the Indian way of thinking. Certainly Indian tribes fought over the use of land on which to hunt or fish or even practice agriculture, though the agricultural tribes tended to be less warlike than hunting tribes. But the idea of “ownership” of land was something they did not understand. For some Indians the land itself was sacred, held as a mother goddess. For many Indians the idea of plowing soil to plant crops was as good as blasphemy, and many aspects of nature—rivers, ponds, even rocks—performed similar functions as the saints in Christian cultures. Even after they had made deals with the Europeans for the purchase of land, the meaning of what they had done was often unclear and led to further conflict.
Many Indians tribes were traders and had built complicated economic relationships with their neighboring tribes, so they understood the idea of commerce as is existed within their own system of barter and exchange. The European impact on this trading culture was often destructive, however, as the Europeans sought to trade and exchange different kinds of goods from what the Indians were used to.
The nature of warfare also illustrated cultural differences and heightened the conflict between Europeans and Indians. Native Americans fought hard, and the ability to sustain pain and suffer physical punishment with stoicism was a sign of honor. The loot in Indian warfare was often the capture of women and children of enemy tribes, especially when the population of an aggressor tribe was threatening for some reason. Thus many Europeans saw Indian ways of warfare as primitive and barbarous, while Indians in turn thought European practices such as hanging were destructive of the soul.
Despite all the conflicts, in certain ways the Indians benefited from the contact with the Europeans. The horse, for example, had become extinct in North America long before the Spaniards arrived. But when the Spaniards brought their superior breed of Arab horses to North America, within a few generations the Indians of the Southwest had taken to the horse with amazing speed. The horse transformed the culture of the Plains Indians almost immeasurably; consider the difficulty of tracking and killing a fast-moving buffalo on foot, compared with the ability to run down one on horseback. Plains Indians became the greatest light cavalry in the history of the world. Armed with rifles or bows and arrows, Plains Indians could hold their own against any cavalry detachment anywhere on the open plains. That they eventually succumbed to the superior military power of the United States was less a factor of individual skill than it was of organization and numbers.
The history of the interaction between the Indians and whites begins with Columbus, and the story is a long, tragic tale of greed; relentless pushing, shoving, and grabbing of land; insensitivity; xenophobia; and even genocide. The cultural differences between Indians and Europeans and their American descendants continue to this day. As we go through the history of Americans and the United States, we will pick up the thread of this story again.
References:
Native Roots: How the Indians Enriched America, by Jack Weatherford Indian Givers: How the Indians of the Americas Transformed the World, by Jack Weatherford Custer Died for Your Sins: An Indian Manifesto (Civilization of the American Indian), by Vine Deloria Native American Testimony: A Chronicle of Indian-White Relations from Prophecy to the Present, 1492–2000, by Peter Nabokov North American Indians: A Comprehensive Account (2nd ed.), by Alice B. Kehoe
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Amanda Jacobs SST309-03 Final Unit plan
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Amanda Jacobs SST309-03 Final Unit plan
NAME: Amanda Jacobs
GRADE LEVEL/COMM. SETTING: 5th grade
TOPIC/UNIT: Three World Interactions UNIT DAY:
LESSON TITLE: Columbian Exchange lesson 1
UNIT GOALS THAT THIS LESSON MEETS:This lesson will help students think about the effects of the Columbian Exchange, particularly the effects of exchange of plants
and animals between the New and Old World. Also how it affected European and Native populations in the early settlement of the Americas. This lesson helps students identify key concepts and vocabulary words related to the Columbian Exchange
GLCE’s ADDRESSED IN THIS LESSON:-5-U1.4.4
LEARNING OUT COMES:-Students will classify Old and New world foods-Students will use graphic organizer to categorize their food intake for one day-Students will participate in an interactive discussion.
MATERIALS:• Handout: List of Old World and New World Plants, Animals, and Diseases
-one for every student• Handout: Graphic Organizer on Columbian Exchange
-one for every student• vocabulary list: Columbian Exchange, Spatial Diffusion….
-either an over head, white on white board, or have a hand out for each student• Realia: ear of corn, potato, tomato, etc.
-a couple Columbian exchange Reading
-one for each student for homework
PROCEDURES:
Amanda Jacobs SST309-03 Final Unit plan
Allow approximately one 50-minute class period for instruction and 10 minutes for assessment.1. Ask students to list on paper the foods that they ate either yesterday (morning classes) or today (afternoon classes). 2. Explain Columbian Exchange vocabulary words and concepts vocabulary list 3. Use an ear of corn or a potato in short explanation of concept of cultural (spatial) diffusion. 4. Hand out list of plants, animals, and diseases that came from Old World and New World.5. Divide students into small groups of about four. Have them working in small groups decide whether the foods they have eaten recently
originated in either the Old World or New World. Some foods (pizza) may have ingredients from both worlds. 6. Pass out materials for the Columbian Exchange graphic organizer. Have students fold the handout and put title and student name on
the front panel. They may also add other pertinent information and an illustration of a Columbian Exchange product. On the graphic organizer inside each student should name the continents in the Old World and New World and list foods they normally eat in either the Old World or New World arrows. Then each student should add at least one animal from the Old World and the New World. On the back panel have students write in their own words the definitions of spatial diffusion and Columbian Exchange and write a sentence or two on the relationship between the two concepts.
7. Regroup students into their small groups. Have them discuss how the Columbian Exchange affected each of them personally and at least one impact on world history
8. If time permits, review the concepts associated with the Columbian Exchange, and the products from the Old World and the New World.
10. Assign reading homework of the Columbian exchange
TECHNOLOGY: If you have extra time have students used the Internet to find out more information on the Columbian Exchange. Use phrases “Columbian Exchange” or “Seeds of Change” to search the Internet
.ASSESSMENT:
-The short review of the Columbian Exchange concepts and products. Assess students by asking them to list five Old World and five New World contributions. Then ask them to explain the significance of the Columbian Exchange in history. -As well the graphic organizer is a form of assessment.
EXTENSION:Have students select one of the Old World or New World products and research the importance of and impact of that product on history and the contemporary world.
Columbian Exchange VocabularySpatial diffusion: The distribution of ideas, products, culture, technology, innovation, languages and so on across space to other
people.Columbian exchange: The Columbian Exchange was a dramatically widespread exchange of animals, plants, culture, human
populations including slaves, communicable disease, and ideas between the Eastern and Western hemispheres (Old World and New World).
Old World: comprises Africa, Asia, and Europe New World: The New World is one of the names used for the Western Hemisphere, specifically America
Columbus’ voyage, along with the many voyages that followed, disrupted much of the biological segregation brought about by
continental drift.
After Columbus’ arrival in the Americas, the animal, plant, and bacterial life of these two worlds began to mix. This process, first
studied comprehensively by American historian Alfred Crosby, was called the Columbian Exchange. By reuniting formerly biologically
distinct land masses, the Columbian Exchange had dramatic and lasting effects on the world. New diseases were introduced to American
populations that had no prior experience of them. The results were devastating. These populations also were introduced to new weeds and
pests, livestock, and pets. New food and fiber crops were introduced to Eurasia and Africa, improving diets and fomenting trade there. In
addition, the Columbian Exchange vastly expanded the scope of production of some popular drugs, bringing the pleasures — and
consequences — of coffee, sugar, and tobacco use to many millions of people. The results of this exchange recast the biology of both
regions and altered the history of the world.
The flow from east to west: Disease
By far the most dramatic and devastating impact of the Columbian Exchange followed the introduction of new diseases into the
Americas. When the first inhabitants of the Americas arrived across the Bering land bridge between 20,000 and 12,000 years ago, they
brought few diseases with them. Why? For one reason, they had no domesticated animals, the original source of human diseases such
as smallpox and measles. In addition, as they passed from Siberia to North America, the first Americans had spent many years in extreme
cold, which eliminated many of the disease-causing agents that might have traveled with them. As a result, the first Americans and their
descendants, perhaps 40 million to 60 million strong by 1492, enjoyed freedom from most of the infectious diseases that plagued
populations in Afro-Eurasia for millennia. Meanwhile, in Asia and Africa, the domestication of herd animals brought new diseases spread
by cattle, sheep, pigs, and fowl.
Soon after 1492, sailors inadvertently introduced these diseases — including smallpox, measles, mumps, whooping cough,
influenza, chicken pox, and typhus — to the Americas. People who lived in Afro-Eurasia had developed some immunities to these
diseases because they had long existed among most Afro-Eurasian populations. However, the Native Americans had no such immunities.
Amanda Jacobs SST309-03 Final Unit plan
Adults and children alike were stricken by wave after wave of epidemic, which produced catastrophic mortality throughout the Americas.
In the larger centers of highland Mexico and Peru, many millions of people died. On some Caribbean islands, the Native American
population died out completely. In all, between 1492 and 1650, perhaps 90 percent of the first Americans had died.
This loss is considered among the largest demographic disasters in human history. By stripping the Americas of much of the human
population, the Columbian Exchange rocked the region’s ecological and economic balance. Ecosystems were in tumult as forests regrew
and previously hunted animals increased in number. Economically, the population decrease brought by the Columbian Exchange
indirectly caused a drastic labor shortage throughout the Americas, which eventually contributed to the establishment of African slavery
on a vast scale in the Americas. By 1650, the slave trade had brought new diseases, such as malaria and yellow fever, which further
plagued Native Americans.
The flow from east to west: Crops and animals
Oranges, now a staple of the Florida economy, didn’t grow in the Americas until after the arrival of Spanish explorers. Image source.About the photograph
Eurasians sent much more than disease westward. The introduction of new crops and domesticated animals to the Americas did almost as
much to upset the region’s biological, economic, and social balance as the introduction of disease had. Columbus had wanted to establish
new fields of plenty in the Americas. On his later voyages he brought many crops he hoped might flourish there. He and his followers
The introduction of horses made hunting buffalo much easier for the Plains Indians. Paul Kane, Assiniboine Hunting Buffalo, ca. 1851-1856. National Gallery of Canada, Ottawa, Ontario.About the painting
Of all the animals introduced by the Europeans, the horse held particular attraction. Native Americans first encountered it as a
fearsome war beast ridden by Spanish conquistadors. However, they soon learned to ride and raise horses themselves. In the North
American great plains, the arrival of the horse revolutionized Native American life, permitting tribes to hunt the buffalo far more
effectively. Several Native American groups left farming to become buffalo-hunting nomads and, incidentally, the
most formidableenemies of European expansion in the Americas.
Cattle, sheep, pigs, and goats also proved popular in the Americas. Within 100 years after Columbus, huge herds of wild cattle
roamed many of the natural grasslands of the Americas. Wild cattle, and, to a lesser degree, sheep and goats, menaced the food crops of
Native Americans, notably in Mexico. Eventually ranching economies emerged, based variously on cattle, goats, or sheep. The largest
ranches emerged in the grasslands of Venezuela and Argentina, and on the broad sea of grass that stretched from northern Mexico to the
Canadian prairies. Native Americans used the livestock for meat, tallow, hides, transportation, and hauling. Altogether, the suite of
domesticated animals from Eurasia brought a biological, economic, and social revolution to the Americas.
The flow from west to east: Disease
In terms of diseases, the Columbian Exchange was a wildly unequal affair, and the Americas got the worst of it. The flow of disease from
the Americas eastward into Eurasia and Africa was either trivial or consisted of a single important infection. Much less is known about
pre-Columbian diseases in the Americas than what is known about those in Eurasia. Based on their study of skeletal
remains, anthropologists believe that Native Americans certainly suffered from arthritis. They also had another disease, probably a form
of tuberculosis that may or may not have been similar to the pulmonary tuberculosis common in the modern world. Native Americans
also apparently suffered from a group of illnesses that included two forms of syphilis. One controversial theory asserts that the venereal
syphilis epidemic that swept much of Europe beginning in 1494 came from the Americas; however, the available evidence remains
inconclusive.
Amanda Jacobs SST309-03 Final Unit plan
The flow from west to east: Crops and cuisine
Maize has become a dietary staple in southern Africa.Image source. About the photograph
America’s vast contribution to Afro-Eurasia in terms of new plant species and cuisine, however, transformed life in places as far apart as
Ireland, South Africa, and China. Before Columbus, the Americas had plenty of domesticated plants. By the time Columbus had arrived,
dozens of plants were in regular use, the most important of which were maize (corn), potatoes, cassava, and various beans and squashes.
Lesser crops included sweet potato, papaya, pineapple, tomato, avocado, guava, peanuts, chili peppers, and cacao, the raw form of cocoa.
Within 20 years of Columbus’ last voyage, maize had established itself in North Africa and perhaps in Spain. It spread to Egypt, where it
became a staple in the Nile Delta, and from there to the Ottoman Empire, especially the Balkans. By 1800, maize was the major grain in
large parts of what is now Romania and Serbia, and was also important in Hungary, Ukraine, Italy, and southern France. It was often
used as animal feed, but people ate it too, usually in a porridge or bread. Maize appeared in China in the 16th century and eventually
UNIT GOALS THAT THIS LESSON MEETS:This lesson will help students think about the effects of the Columbian Exchange, particularly the exchange of disease as it
affected the psychology of the Europeans, Africans, and Native populations in the early settlement of the Americas. This lesson, in the form of a facilitated class discussion, should be done after students have read “The Columbian Exchange” and before they read “Disease and Catastrophe.”
GLCE’s ADDRESSED IN THIS LESSON:-5-U1.4.4
LEARNING OUT COMES:-Students will analyze the effects of the Columbian Exchange.-Students will use higher order thinking to imagine the psychological effects of disease on native cultures, African cultures and the Europeans.-Students will participate in an interactive discussion.
(an exchange of crops, animals, and disease between the Americas and Europe and Africa).3. Teacher will draw 2 lines on the board, which split it into three sections to write students Ideas on.4. Ask the students about the impact of disease on the Native Americans. This could involve a deeper discussion
-write on one section of the board or over head(Diseases devastated the Native cultures — perhaps 90% of the indigenous population died in the years after the arrival of Europeans and Africans to the Americas.)
-link to first day hook in class as reminder-Ask how they believe it effective native Americans base on their existing knowledge
5. Explain that during this period in human history people did not know the causes of diseases. Ask the students to put themselves in the place of people living in the late 16th and early 17th centuries. What do they think might have caused diseases?
-still write in section one (Answers will vary. You may want to lead the discussion so students understand that many believed illness was a curse from an evil person or a punishment from God.)
6. Next ask the students to consider how disease was actually transmitted to the native populations during the decades after 1492. -write in section one
(Disease was brought very early on by the sailors and early explorers. It would have been transmitted from them to the Indians during trade or other contact. The natives would have unwittingly brought the disease to their own peoples who had not been in contact with the Europeans.)
7. Read the following excerpt from “Disease and Catastrophe“:“Hit by wave after wave of multiple diseases to which they had utterly no resistance, they [the indigenous peoples] died by the millions. Disease spread from the paths of explorers and the sites of colonization like a stain from a drop of ink on a paper towel.
In fact, in North America, disease spread faster than European colonization. When Hernando de Soto explored the Mississippi Valley in the early 1500s he found large, thriving cities connected by networks of trade. By the time Rene-Robert de La Salle
followed de Soto’s footsteps in the 1680s, those cities had evaporated.
8. Ask the students to again place themselves in the place of people from the time of exploration. First, have them imagine what the native cultures might have believed about the devastation. Allow the students to share some of their thoughts.
-Write in section two of the board (Answers will vary.)
9. Have the students then imagine what the Europeans might have thought as they went into new areas only to find empty native villages and cities.
-Write in section 3 of the board(Answers will vary. However, you should lead the students to compare what they have already discussed about the causes and transmission of disease in the period when thinking about the interpretation that the Europeans may have taken — that God had removed the Indians so that the Europeans could spread throughout the New World.)
10. Ask the students how this belief might have encouraged even more expansion and settlement by Europeans.-write in section 3
11. Have students do a 321 to get out the door and as a form of assessment after the unitThe idea is to give students a chance to summarize some key ideas, rethink them in order to focus on those that they are most intrigued by, and then pose a question that can reveal where their understanding is still uncertain. Often, teachers use this strategy in place of the usual worksheet questions on a chapter reading, and when students come to class the next day, you're able to use their responses to construct an organized outline, to plot on a Venn diagram, to identify sequence, or isolate cause-and-effect. The students are into it because the discussion is based on the ideas that they found, that they addressed, that they brought to class.
How Does It Work?Students fill out a 3-2-1 chart with something like this:
3 Things You Found Out2 Interesting Things1 Question You Still Have
Now, that's just the suggested version. Depending upon what you're teaching, you can modify the 3-2-1 anyway you want. For instance, if you've just been studying the transition from feudalism to the rise of nation-states, you might have students write down 3 differences between feudalism and nation-states, 2 similarities, and 1 question they still have.
Amanda Jacobs SST309-03 Final Unit plan
Got A Version I Can Print Out?But of course! You can download and print a version of a blank 3-2-1 chart and the generic version as described above. They are both on the same sheet; you can copy and cut them into half-sheets.
ASSESSMENT-This activity is, in itself, an assessment of the progress of students in higher order thinking skills. Assess by participation in the discussion-321 out the door strategy
In parts of North Carolina, disease may have come later. Smallpox may have arrived in the 1500s in the wake of Soto’s expedition,
and it may have struck the Indians of the Outer Banks when the English arrived to settle Roanoke Island. Its worst damage, though, came
later. In the late 1600s, the colonial population grew rapidly, and many more slaves were imported from Africa, where most people were
not exposed to smallpox at a young age as they were in England. This made conditions right for an epidemic among the colonial
population, and between 1696 and 1700, that epidemic occurred, first in Virginia, then moving south through the Carolinas and west to
the Mississippi. The expanding network of colonial trade among the Indians (including a trade in Indian slaves) quickly carried smallpox
throughout the Southeast. Death rates were as high as 90 percent in some communities — and it was only the beginning of a century of
epidemics.
As a result, by 1700, North Carolina east of the mountains was sparsely populated. The English colonists in North America found a
wilderness ready for the taking, and the Indians who remained were not numerous enough to stop them.
HOW MANY PEOPLE DIED?
Estimating the number of deaths due to imported diseases is difficult for two reasons. First, we have only rough estimates of the population of most of the Americas even after Europeans arrived and started counting people. Then, researchers use data on present-day epidemics to estimate what a likely death rate would have been for a population with no immunity to any of the diseases Europeans brought. A small inaccuracy in the estimated death rate can lead to very different estimates of population, and researchers argue about both numbers.
The figure most often cited is that 90 to 95 percent of the native population of the Americas died between the time Columbus landed in
the Caribbean and the end of the eighteenth century. That percentage is based largely on epidemiology — the study of how diseases
spread in populations. But no one knows exactly how many people died, because no one knows exactly how many people were here in
1491, before Columbus arrived.
In 1910, James Mooney, an ethnographer at the Smithsonian Institution, made the first scholarly estimate of the indigenous
population of the Americas. Mooney used old documents to estimate that in 1492, North America had 1.15 million inhabitants. Mooney
was widely respected in his field, and for decades, other researchers accepted this figure. Then, in 1966, anthropologist Henry F. Dobyns
The scabs begin to fall off, leaving marks on the skin that eventually become pitted scars. Most scabs will have fallen off three weeks
after the rash appears. The person is contagious to others until all of the scabs have fallen off.
Scabs resolved (not contagious)
Scabs have fallen off. Person is no longer contagious.
Amanda Jacobs SST309-03 Final Unit plan
NAME: Amanda Jacobs
GRADE LEVEL/COMM. SETTING: 5th grade
TOPIC/UNIT: Three World Interactions UNIT DAY:
LESSON TITLE: Columbian Exchange
UNIT GOALS THAT THIS LESSON MEETS:This lesson will help students think about the effects of the Columbian Exchange, particularly the effects it had on African Americans.
GLCE’s ADDRESSED IN THIS LESSON:-5-U1.4.4
LEARNING OUT COMES:-Students will analyze the effects of the Columbian Exchange on African Americans-students will understand the flow of the Columbian exchange.
MATERIALS:-teacher computer and projector (if none create into over head or handouts)
- Power point -print power point on for each student-power point slide with world map on it or over head with world map on that teacher can draw flow of Columbian exchange on- map activity
-one for each student-computers (if available to get pictures for maps could use magazine images)-Atlantic Monthly Article
PROCEDURE:1. Start of day by power point for a review and introduction in Africa involved in the Columbian exchange.
-teachers will present the PowerPoint and students will follow in the power point notes2. Have students read “ the real Globalization Story”
Amanda Jacobs SST309-03 Final Unit plan
3. Have the students then imagine what the Europeans might have thought as they went into new areas in Africa. (Answers will vary. However, you should lead the students to compare what they have already discussed about the causes and transmission of disease in the period when thinking about the interpretation that the Europeans may have taken — that God had removed the Indians so that the Europeans could spread throughout the New World.)
4. Now go over the flow of the Columbian exchange so they can fully grasp it by starting in Europe and going to Africa and the new world (south and north)
- Teacher will use world map and draw the flow of the Columbian exchange on it5. To help them grasp this idea of the flow of the Columbian exchange have students complete the map activity6. finish this lesson by reading a quotation from the Atlantic Monthly article “1491”
“Bradford” mentioned in the article is William Bradford, the second governor of the Plymouth Colony. It sums up what many of the colonists believed about their divine duty to populate the New World: “The good hand of God favored our beginnings,” Bradford mused, by “sweeping away great multitudes of the natives … that he might make room for us.”
The Real Story of GlobalizationTrade is an economic activity, but its greatest impact may be biological. Charles C. Mann on stowaway earthworms, far-flung potatoes and the world made by Columbus.By CHARLES C. MANN
In the great tropical harbor of Manila Bay, two groups of men warily approach each other, their hands poised above their weapons. Cold-eyed, globe-trotting traders, they are from opposite ends of the earth: Spain and China.
The Spaniards have a big cache of silver, mined in the Americas by Indian and African slaves; the Chinese bring a selection of fine silk and porcelain, materials created by advanced processes unknown in Europe. It is the summer of 1571, and this swap of silk for silver—the beginning of an exchange in Manila that would last for almost 250 years—marks the opening salvo in what we now call globalization. It was the first time that Europe, Asia and the Americas were bound together in a single economic network.
Th
The silk would cause a sensation in Spain, as the silver would in China. But the crowds that greeted the returning ships had no idea what they were truly carrying. We usually describe globalization in purely economic terms, but it is also a biological phenomenon. Researchers increasingly think that the most important cargo on these early transoceanic voyages was not silk and silver but an unruly menagerie of plants and animals, many of them accidental stowaways. In the sweep of history, it is this biological side of globalization that may well have the greater impact on the fate of the world's people and nations.
Some 250 million years ago, the Earth contained a single landmass known as Pangaea. Geological forces broke up this vast expanse, forever splitting Eurasia and the Americas. Over time the two halves of Pangaea developed wildly different suites of plants and animals.
Before Columbus sailed the Atlantic, only a few venturesome land creatures, mostly insects and birds, had crossed the oceans and established themselves. Otherwise, the world was sliced into separate ecological domains. Columbus's signal accomplishment was, in the phrase of the historian Alfred W. Crosby, to reknit the seams of Pangaea.
After 1492, the world's ecosystems collided and mixed as European vessels carried thousands of species to new homes across the oceans. The Columbian Exchange, as Mr. Crosby called it, is why we came to have tomatoes in Italy, oranges in Florida, chocolate in Switzerland and chili peppers in Thailand.
A growing number of scholars believe that the ecological transformation set off by Columbus's voyages was one of the establishing events of the modern world. Why did Europe rise to predominance? Why did China, once the richest, most advanced society on earth, fall to its knees? Why did chattel slavery take hold in the Americas? Why was it the United Kingdom that launched the Industrial Revolution? All of these questions are tied in crucial ways to the Columbian Exchange.
Where to start? Perhaps with the worms. Earthworms, to be precise—especially the common nightcrawler and the red marsh worm, creatures that did not exist in North America before 1492.
Well before the start of the silk-and-silver trade across the Pacific, Spanish and Portuguese conquistadors were sailing the Atlantic in search of precious metals. Ultimately, they exported huge supplies of gold and silver from Bolivia, Brazil, Colombia and Mexico, vastly increasing Europe's money supply. But those homebound ships contained something else of equal importance: the Amazonian plant known today as tobacco.
Intoxicating and addictive, tobacco became the subject of the first truly global commodity craze. By 1607, when England founded its first colony in Virginia, London already had more than 7,000 tobacco "houses"—cafe-like places where the city's growing throng of nicotine junkies could buy and smoke tobacco. To feed the demand, English ships tied up to Virginia docks and took in barrels of rolled-up tobacco leaves. Typically 4 feet tall and 2½ feet across, each barrel weighed half a ton or more. Sailors balanced out the weight by leaving behind their ships' ballast: stones, gravel and soil. They swapped English dirt for Virginia tobacco.
That dirt very likely contained the common nightcrawler and the red marsh worm. So, almost certainly, did the rootballs of plants that the colonists imported. Before Europeans arrived, the upper Midwest, New England and all of Canada had no earthworms—they had been wiped out in the last Ice Age.
In worm-free woodlands, leaves pile up in drifts on the forest floor. Trees and shrubs in wormless places depend on litter for food. When earthworms arrive, they quickly consume the leaf litter, packing the nutrients deep in the soil in the form of castings (worm excrement). Suddenly, the plants can no longer feed themselves; their fine, surface-level root systems are in the wrong place. Wild sarsaparilla, wild oats, Solomon's seal and a host of understory plants die off; grass-like species such as Pennsylvania sedge take over. Sugar maples almost stop growing, and ash seedlings start to thrive.
Spread today by farmers, gardeners and anglers, earthworms are obsessive underground engineers, and they are now remaking swathes of Minnesota, Alberta and Ontario. Nobody knows what will happen next in what ecologists see as a gigantic, unplanned, centuries-long experiment.
Amanda Jacobs SST309-03 Final Unit plan
Before Columbus, the parasites that cause malaria were rampant in Eurasia and Africa but unknown in the Americas. Transported in the bodies of sailors, malaria may have crossed the ocean as early as Columbus's second voyage. Yellow fever, malaria's frequent companion, soon followed.
By the 17th century, the zone where these diseases held sway—coastal areas roughly from Washington, D.C., to the Brazil-Ecuador border—was dangerous territory for European migrants, many of whom died within months of arrival. By contrast, most West Africans had built-in defenses, acquired or genetic, against the diseases.
Initially, American planters preferred to pay to import European laborers—they spoke the same language and knew European farming methods. They also cost less than slaves bought from Africa, but they were far less hardy and thus a riskier investment. In purely economic terms, the historian Philip Curtin has calculated, the diseases of the Columbian Exchange made the enslaved worker "preferable at anything up to three times the price of the European."
Did the Columbian Exchange cause chattel slavery in the Americas? No. People are moral agents who weigh many considerations. But anyone who knows how markets work will understand the pull exerted by slavery's superior profitability.
Much more direct was the role of the Columbian Exchange in the creation of Great Britain. In 1698, a visionary huckster named William Paterson persuaded wealthy Scots to invest as much as half the nation's available capital in a scheme to colonize Panama, hoping to control the chokepoint for trade between the Pacific and the Atlantic. As the historian J.R. McNeill recounted in "Mosquito Empires," malaria and yellow fever quickly slew almost 90% of the 2,500 colonists. The debacle caused a financial meltdown.
At the time, England and Scotland shared a monarch but remained separate nations. England, the bigger partner, had been pushing a complete merger for decades. Scots had resisted, fearing a London-dominated economy, but now England promised to reimburse investors in the failed Panama project as part of a union agreement. As Mr. McNeill wrote, "Thus Great Britain was born, with assistance from the fevers of Panama."
But Scots could hardly complain about the consequences of the Columbian Exchange. By the time they were absorbed into Britain, their daily bread, so to speak, was a South American tuber now familiar as the domestic potato.
Compared with grains, tubers are inherently more productive. If the head of a wheat or rice plant grows too big, the plant will fall over, killing it. There are no structural worries with tubers, which grow underground. Eighteenth-century farmers who planted potatoes reaped about four times as much dry food matter as they did from wheat or barley.
Amanda Jacobs SST309-03 Final Unit plan
Hunger was then a familiar presence in Europe. France had 40 nationwide food calamities between 1500 and 1800, more than one every decade, according to the French historian Fernand Braudel. England had still more. The continent simply could not sustain itself.
The potato allowed most of Europe—a 2,000-mile band between Ireland and the Ukraine—to feed itself. (Corn, another American crop, played a similar role in Italy and Romania.) Political stability, higher incomes and a population boom were the result. Imported from Peru, the potato became the fuel for the rise of Europe.
The sweet potato played a similar role in China. Introduced (along with corn) from South America via the Pacific silver trade in the 1590s, it suddenly provided a way for Chinese farmers to cultivate upland areas that had been unusable for rice paddies. The nutritious new crop encouraged the fertility boom of the Qing dynasty, but the experiment soon went badly wrong.
Because Chinese farmers had never cultivated their dry uplands, they made beginners' mistakes. An increase in erosion led to extraordinary levels of flooding, which in turn fed popular unrest and destabilized the government. The new crops that had helped to strengthen Europe were a key factor in weakening China.
Amanda Jacobs SST309-03 Final Unit plan
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American forests are being devastated by foreign pests—and forests full of dead trees are prone to catastrophic fires. A fire in Washington State, above.
The Columbian Exchange carried other costs as well. When Spanish colonists in Hispaniola imported African plantains in 1516, the Harvard entomologist Edward O. Wilson has proposed, they also brought over some of the plant's parasites: scale insects, which suck the juices from banana roots.
In Hispaniola, Mr. Wilson argues, these insects had no natural enemies. Their numbers must have exploded—a phenomenon known as "ecological release." The spread of scale insects would have delighted one of the region's native species: the tropical fire ant, which is fond of dining on the sugary excrement of scale insects. A big increase in scale insects would have led to a big increase in fire ants.
This is only informed speculation. What happened in 1518 and 1519 is not. According to an account by a priest who witnessed those years, Spanish homes and plantations in Hispaniola were invaded by "an infinite number of ants," their stings causing "greater pains than wasps that bite and hurt men." Overwhelmed by the onslaught, Spaniards abandoned their homes to the insects, depopulating Santo Domingo. It was the first modern eco-catastrophe.
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A second, much more consequential disaster occurred two centuries later, when European ships accidentally imported the fungus-like organism, native to Peru, that causes the potato disease known as late blight. First appearing in Flanders in June 1845, it was carried by winds to potato farms around Paris in August. Weeks later it wiped out fields in the Netherlands, Germany, Denmark and England. Blight appeared in Ireland on Sept. 13.
The Irish were more dependent on potatoes than any other Western nation. Within two years, more than a million died. Millions more fled. The nation never regained its footing. Today Ireland has the melancholy distinction of being the only nation in Europe, and perhaps the world, to have fewer people within the same boundaries than it did more than 150 years ago.
The Columbian Exchange continues to this day. The Pará rubber tree, originally from Brazil, now occupies huge swathes of southeast Asia, providing the latex necessary to make the tires, belts, O-rings and gaskets that invisibly maintain industrial civilization. (Synthetic rubber of equal quality still cannot be practicably manufactured.)
Asian rubber plantations owe their existence to a British swashbuckler named Henry Wickham, who in 1876 smuggled 70,000 rubber seeds from Brazil to London's Kew Gardens. Rubber-tree plantations are next to impossible in the tree's Amazonian home, because they are wiped out by an aggressive native fungus, Microcyclus ulei. Much as the potato blight crossed the Atlantic, M. ulei will surely make its way across the Pacific one day, with consequences as disastrous as they are predictable.
Species have always moved around, taking advantage of happenstance or favorable circumstances. But the Columbian Exchange, like a biological Internet, has put every part of the natural world in contact with every other, refashioning it, for better or worse, at a staggering rate.
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In Southeast Asia, rubber trees now occupy huge swathes of land; plantations are nearly impossible in the tree's Amazonian home because of a native fungus. A rubber tapper extracts latex in
Brazil, above.
The consequences are as hard to predict as those of globalization itself. Even as plantations of Brazilian rubber take over tropical forests in Southeast Asia, plantations of soybeans, a Chinese legume, are replacing almost 80,000 square miles of the southern Amazon, an area almost the size of Britain. In dry northeastern Brazil, Australian eucalyptus covers more than 15,000 square miles. Returning the favor, entrepreneurs in Australia are now attempting to establish plantations of açaí, a Brazilian palm tree whose fruit has been endorsed by celebrities as being super-healthful.
All of these developments will yield positive economic results—soy exports, for instance, are making Brazil into an agricultural powerhouse, lifting the fortunes of countless poor farmers in remote places. But the downside of the ongoing Columbian Exchange is equally stark. Forests in the U.S. are being devastated by a host of foreign pests, including sudden oak death, a cousin of potato blight that is probably from southern China; the emerald ash borer, an insect from northern China that probably arrived in ship pallets; and white pine blister rust, a native of Siberia first seen in the Pacific Northwest in 1920.
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Forests full of dead trees are prone to catastrophic fires, a convulsive agent of change. New species will rush in to replace those that are lost, with effects that cannot be known in advance. We will simply have to wait to see what kind of landscape our children will inherit.
Today our news is dominated by stories of debt deals and novel computer applications and strife in the Middle East. But centuries from now, historians may well see our own era as we have started to see the rise of the modern West: as yet another chapter in the unfolding tumult of the Columbian Exchange.
—Mr. Mann is the author of "1493: Uncovering the New World Columbus Created," which will be published next week.
Corrections & Amplifications The emerald ash borer probably arrived in the U.S. in ship pallets from China. An earlier version of this article misspelled pallets as palettes.
Amanda Jacobs SST309-03 Final Unit plan
Amanda Jacobs SST309-03 Final Unit plan
The Columbian Exchange at a glance
Amanda Jacobs SST309-03 Final Unit plan
Countless animals, plants, and microorganisms crossed the Atlantic Ocean with European explorers and colonists in the sixteenth,
seventeenth, and eighteenth centuries. This chart lists some of the organisms that had the greatest impact on human society worldwide.
Native americans don't dream, we have visions. (2011). [Print Photo]. Retrieved from:http://nacwr.blogspot.com/2011/08/native- americans-dont-dream-we-have.html
Native american genealogy. (2008, July 27). Retrieved from: http://www.ancestor.com/dna/native-american-genealogy-dna-testing-for-native-american-heritage/
Stephenson, S. (n.d.). Columbian exchange map acticity. Retrieved from http://home.earthlink.net/~mrstephenson_history/Unit-02/ColumbianExchangeMapActivity.html
Tallent, H. (1998, December 12). The columbian biological exchange. Retrieved from: http://spider.georgetowncollege.edu/htallant/courses/his111/columb.htm
