From Columbus, De Gama, andZheng He to the Spanish Empire

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Few classroom strategies are as successful as this simple approach: make learning fun! That, or course, is easier said than done, but when it comes to teaching history contents, the YouTube series Crash Course World History is a great place to start.

The script of each episode is packed with humorous observations about life and culture -- ones that help to make strong points about the history being communicated. Just as importantly, the host, John Green, has what it takes to keep students' interest: enthusiasm about the topics, a quirky way with props, and a funny, sometimes deadpan delivery of content. Students like watching the series, which means they pay attention to it and learn!

Each episode of Crash Course contains about 10 minutes of content plus a brief time for the credits. Episodes are available for free on YouTube at the following playlist address:

https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9

If you are new to Crash Course, I encourage you to watch a few videos as soon as you can. I expect you'll be just as enthusiastic about the classroom possibilities as I am!

For each episode in this packet, three resources are provided:

A student worksheet without timestamps A student worksheet with timestamps showing at which point in the video the needed information is presented A full context answer key. This contains the student questions, the answer (sometimes annotated with additional information), and the timestamps for each question.

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Each worksheet focuses on a single episode of Crash Course World History and typically contains between 10 and 20 items for students to complete. Worksheet format varies to keep student engagement high: some are mainly free response questions, while others review the content through a true/false approach.

All questions are presented in video order so that students can easily follow along, but these worksheets are not mere outlines that merely ask students to generate their own notes. Instead, they focus in on certain key issues that students watching the videos should master in order to have a clear and concise understanding of the topic under study.

Only a teacher knows what constitutes best use for a particular class, but I always find it helpful to see what creative approaches other teachers are using. Here are some good options for these worksheets.

Standard use: Print off copies and have students complete them as they watch the video. Or send the copies electronically so students can complete them on tablet/laptop devices, if that is an option in your setting. Go over answers out loud if time permits (great for discussing/debriefing the video content) or collect papers to grade them more formally. Accommodate students who claim that the worksheets "go too fast:" Assign students to do only the evens or only the odds. After watching the video, pair students up to discuss and fill in missing answers. Create basic and advanced levels from the same worksheet: This is easily done by declaring that the "basic" level is odds-only (or evens-only) while the "advanced" level consists of all the questions. Encourage students to challenge themselves to do the advanced level by offering extra credit or by announcing that the basic level can only earn a C at best, but A and B grades are available at the advanced level. Run a game show: Have students watch the video carefully and take notes. Form groups afterwards and have them pool their notes, briefly discussing the whole video. Pass out the worksheets only AFTER this discussion and have each group fill out one collaboratively. Go over the answers out loud, calling on groups to respond. This option means making fewer copies: one per group instead of one per student.

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Run a multi-round game show: Print out only one copy of the worksheet and cut it apart to make question strips. Have students watch the video carefully and take notes. Form groups afterwards and have them pool their notes, briefly discussing the whole video. Ask the questions out loud, handing the question slip used to the group that first supplies the correct answer. In this way the question strips become a point counter to keep track of group progress. After all questions have been used, have each group ask each of their questions of the other groups -- this provides an additional level of review and gives groups a chance to recoup points they missed on the first round. This option means making only a single copy! My personal favorite -- Let students self-assess their learning: Print out one worksheet per student, but hang onto them until students have finished watching the video. Then pass them out and have students work in pairs or individually to see how much they remember. Have the class watch the video a second time so they can fill in anything they missed, still possibly working in pairs. Finally, go over the material aloud to review with the class and let them fill in the blanks. Use worksheets as a traditional quiz: As above, but collect papers for grading before going over the items aloud.

I am sure there are many more fun and engaging ways to use these worksheets, but I do hope that you find them useful and that the video series helps you keep student interest in history high throughout the year.

Happy teaching,

Elise Parker

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1. Chinese admiral Zheng He led voyages through the Indian Ocean. His voyages consisted of as many as ships and crew members.2. The purpose of Zheng He’s voyages was not exploration, but to bring from foreign rulers back to China.3. After his death, the Chinese built the using resources that were freed up when they stopped building huge ocean-going ships.4. Vasco de Gama was from , a nation which relied on trade because it was poor in .5. De Gama was commissioned by Prince to find a route around Africa, opening up a way to reach the .6. Portugal had two motives for exploration: and .7. The Portuguese developed a trading post empire consisting of in India.8. Other nations who had traded with India for centuries basically regarded the Portuguese as who added nothing of value.9. Columbus knew that the earth was , but he did not know its .10. Columbus did not think he’d reached China; he thought he had landed in the .11. Columbus relied on a navigation technique known as .12. Pope Alexander VI divided the world into Spanish and Portuguese possessions by creating the .13. On his first journey Columbus landed on .14. Columbus’ four journeys were funded by the Spanish monarchs , who had expelled the Muslims from their country and wanted to spread to new areas.15. Even though Columbus found no gold, it only took f or Spain to become amazingly rich from treasure found in the New World.16. Columbus had a lasting impact on world history, but people disagree about whether it was a one.

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1. Chinese admiral Zheng He led voyages through the Indian Ocean. His voyages consisted of as many as ships and crew members. (2:25)

2. The purpose of Zheng He’s voyages was not exploration, but to bring from foreign rulers back to China. (3:32)3. After his death, the Chinese built the using resources that were freed up when they stopped building huge ocean-going ships. (4:17)4. Vasco de Gama was from , a nation which relied on trade because it was poor in . (4:35)5. De Gama was commissioned by Prince to find a route around Africa, opening up a way to reach the . (5:24)6. Portugal had two motives for exploration: and . (5:33)7. The Portuguese developed a trading post empire consisting of in India. (5:51)8. Other nations who had traded with India for centuries basically regarded the Portuguese as who added nothing of value. (6:21)9. Columbus knew that the earth was , but he did not know its . (6:39)10. Columbus did not think he’d reached China; he thought he had landed in the . (6:55)11. Columbus relied on a navigation technique known as . (7:11)12. Pope Alexander VI divided the world into Spanish and Portuguese possessions by creating the . (7:51)13. On his first journey Columbus landed on . (8:22)14. Columbus’ four journeys were funded by the Spanish monarchs , who had expelled the Muslims from their country and wanted to spread to new areas. (8:52)15. Even though Columbus found no gold, it only took f or Spain to become amazingly rich from treasure found in the New World. (9:11)16. Columbus had a lasting impact on world history, but people disagree about whether it was a one. (9:46)

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1. Chinese admiral Zheng He led seven voyages through the Indian Ocean. His voyages consisted of as many as 300 ships and 27,000 crew members. (2:25)

2. The purpose of Zheng He’s voyages was not exploration, but to bring tributefrom foreign rulers back to China. (3:32)

3. After his death, the Chinese built the Great Wall using resources that were freed up when they stopped building huge ocean-going ships. (4:17)

4. Vasco de Gama was from Portugal, a nation which relied on trade because it was poor in resources. (4:35)

5. De Gama was commissioned by Prince Henry the Navigator to find a route around Africa, opening up a way to reach the Indian Ocean. (5:24)

6. Portugal had two motives for exploration: gold and Christians. (5:33)

7. The Portuguese developed a trading post empire consisting of coastal citiesin India. (5:51)

8. Other nations who had traded with India for centuries basically regarded the Portuguese as pirates who added nothing of value. (6:21)

9. Columbus knew that the earth was round, but he did not know its size. (6:39)

10. Columbus did not think he’d reached China; he thought he had landed in theEast Indies/Indonesia. (6:55)

11. Columbus relied on a navigation technique known as dead reckoning. (7:11)

12. Pope Alexander VI divided the world into Spanish and Portuguese possessions by creating the Line of Demarcation. (7:51)

13. On his first journey Columbus landed on an island in the Caribbean / San Salvador. (8:22)

14. Columbus’ four journeys were funded by the Spanish monarchs Ferdinand and Isabella, who had expelled the Muslims from their country and wanted to spread Christianity to new areas. (8:52)

15. Even though Columbus found no gold, it only took two generations for Spain to become amazingly rich from treasure found in the New World. (9:11)

16. Columbus had a lasting impact on world history, but people disagree about whether it was a positive one. (9:46)

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TRUE OR FALSE:

1. The Renaissance is usually thought of as a time when Europe reclaimed a glory it had not had since the Greeks.

2. The Renaissance was essentially a flowering of mathematics and science.

3. The art and architecture of the Renaissance used elements from ancient Greece and Rome.

4. Humanists were people who examined, translated, and commented on ancient Greek and Roman writings.

5. Because their focus was humanity, Renaissance artists were typically not very religious.

6. The Renaissance is traditionally associated with the 13th and 14th centuries.

7. The birthplace of the Renaissance is widely recognized as France.

8. Italy was rich during the Renaissance in because of manufacturing and trade.

9. The Italian city-state of Venice grew wealthy trading with the world’s largest economic power of the region: the Ottoman Empire.

10. Throughout world history, trade has been associated with more violent encounters than peaceful ones.

11. Cloth from Florence was dyed with a chemical from the Ottoman Empire, and was then sold to the Ottomans.

12. The Pope at this time granted monopoly rights to a specific family.

13. The vast majority of ancient Greek writings were known to Europeans because kings and princes there had carefully preserved them.

14. Research suggests that Copernicus had access to Islamic writings that developed the idea of a sun-centered solar system.

15. Most Europeans were enthusiastic participants of the Renaissance.

16. It is hard to think of the Renaissance as an event since it lasted hundreds of years.

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TRUE OR FALSE:

1. The Renaissance is usually thought of as a time when Europe reclaimed a glory it had not had since the Greeks. (1:02)

2. The Renaissance was essentially a flowering of mathematics and science. (1:15)

3. The art and architecture of the Renaissance used elements from ancient Greece and Rome. (1:34)

4. Humanists were people who examined, translated, and commented on ancient Greek and Roman writings. (2:04)

5. Because their focus was humanity, Renaissance artists were typically not very religious. (2:23)

6. The Renaissance is traditionally associated with the 13th and 14th centuries. (3:04)

7. The birthplace of the Renaissance is widely recognized as France. (3:12)

8. Italy was rich during the Renaissance in because of manufacturing and trade. (3:52)

9. The Italian city-state of Venice grew wealthy trading with the world’s largest economic power of the region: the Ottoman Empire. (4:16)

10. Throughout world history, trade has been associated with more violent encounters than peaceful ones. (4:50)

11. Cloth from Florence was dyed with a chemical from the Ottoman Empire, and was then sold to the Ottomans. (5:33)

12. The Pope at this time granted monopoly rights to a specific family. (6:18)

13. The vast majority of ancient Greek writings were known to Europeans because kings and princes there had carefully preserved them. (6:59)

14. Research suggests that Copernicus had access to Islamic writings that developed the idea of a sun-centered solar system. (8:05)

15. Most Europeans were enthusiastic participants of the Renaissance. (9:00)

16. It is hard to think of the Renaissance as an event since it lasted hundreds of years. (10:26)

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TRUE OR FALSE:

1. The Renaissance is usually thought of as a time when Europe reclaimed a glory it had not had since the Greeks. TRUE (1:02)

2. The Renaissance was essentially a flowering of mathematics and science. FALSE – It was a flowering of the arts: mostly visual arts but also literature. (1:15)

3. The art and architecture of the Renaissance used elements from ancient Greece and Rome.TRUE (1:34)

4. Humanists were people who examined, translated, and commented on ancient Greek and Roman writings. TRUE (2:04)

5. Because their focus was humanity, Renaissance artists were typically not very religious. FALSE – They were religious as evidenced by their choice of subject matter, which was overwhelmingly religious in nature; the humanities are not focused on humans in any case, but on literature, history, and philosophy. (2:23)

6. The Renaissance is traditionally associated with the 13th and 14th centuries. FALSE – It is thought to have occurred during the 15th and 16th centuries. (3:04)

7. The birthplace of the Renaissance is widely recognized as France. FALSE – It began in Italy. (3:12)

8. Italy was rich during the Renaissance in because of manufacturing and trade. TRUE(3:52)

9. The Italian city-state of Venice grew wealthy trading with the world’s largest economic power of the region: the Ottoman Empire. TRUE (4:16)

10. Throughout world history, trade has been associated with more violent encounters than peaceful ones. FALSE – As the video states, death is bad for business, which explains why traders in search of profits generally dealt with one another peaceably. (4:50)

11. Cloth from Florence was dyed with a chemical from the Ottoman Empire, and was then sold to the Ottomans. TRUE (5:33)

12. The Pope at this time granted monopoly rights to a specific family. TRUE (6:18)

13. The vast majority of ancient Greek writings were known to Europeans because kings and princes there had carefully preserved them. FALSE – Scholars in the East preserved them and brought them back to Europe after the fall of Constantinople. (6:59)

14. Research suggests that Copernicus had access to Islamic writings that developed the idea of a sun-centered solar system. TRUE (8:05)

15. Most Europeans were enthusiastic participants of the Renaissance. FALSE – Most did not even know that it was going on. (9:00)

16. It is hard to think of the Renaissance as an event since it lasted hundreds of years. TRUE(10:26)

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1. When did “world” as opposed to regional history really start, and why did it start then?

2. What has declined in number and variety continuously since that date?

3. Estimates of the percentage of New World natives that died due to European diseases range between what two figures?

4. List at least three diseases responsible for killing Native Americans during the Columbian Exchange.

5. What happened to both the Inca and Aztec kings who were ruling shortly before the Spanish conquest?

6. How did diseases keep killing indirectly?

7. Which disease was transmitted from the New World to Europe?

8. Which New World crop would exact a heavy death toll on those who used it?

9. List three domesticated Old World animals which revolutionized life in the New World.

10. Religious and political freedom aside, what was a major reason Europeans migrated to the Americas?

11. What primary beast of burden did the Incas use before contact with Europeans?

12. How did the introduction of horses change native cultures on the Great Plains?

13. Name five significant foods that emerged from the New World.

14. What primary result happened because of New World crops?

15. What two advantages did New World crops have over European plant foods?

16. What drawback did the potato have for the Irish?

17. What New World crop has been the main animal feed in Europe for centuries?

18. What people group came to the Americas overwhelmingly against their will?

19. What did the Columbian Exchange lead to when it came to human genetics?

20. Name one positive and one negative result of the Columbian Exchange.

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1. When did “world” as opposed to regional history really start, and why did it start then? (0:40)

2. What has declined in number and variety continuously since that date? (0:48)

3. Estimates of the percentage of New World natives that died due to European diseases range between what two figures? (1:56)

4. List at least three diseases responsible for killing Native Americans during the Columbian Exchange. (2:17)

5. What happened to both the Inca and Aztec kings who were ruling shortly before the Spanish conquest? (3:02)

6. How did diseases keep killing indirectly? (3:13)

7. Which disease was transmitted from the New World to Europe? (3:37)

8. Which New World crop would exact a heavy death toll on those who used it? (5:42)

9. List three domesticated Old World animals which revolutionized life in the New World. (6:00)

10. Religious and political freedom aside, what was a major reason Europeans migrated to the Americas? (6:38)

11. What primary beast of burden did the Incas use before contact with Europeans? (6:47)

12. How did the introduction of horses change native cultures on the Great Plains? (7:26)

13. Name five significant foods that emerged from the New World. (8:14 / 9:30)

14. What primary result happened because of New World crops? (8:20)

15. What two advantages did New World crops have over European plant foods? (8:41)

16. What drawback did the potato have for the Irish? (9:08)

17. What New World crop has been the main animal feed in Europe for centuries? (9:43)

18. What people group came to the Americas overwhelmingly against their will? (10:03)

19. What did the Columbian Exchange lead to when it came to human genetics? (10:21)

20. Name one positive and one negative result of the Columbian Exchange. (10:44)

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1. When did “world” as opposed to regional history really start, and why did it start then? 1492 because Columbus’ journeys linked the world together in a new way. (0:40)

2. What has declined in number and variety continuously since that date? Plant and animal species (0:48)

3. Estimates of the percentage of New World natives that died due to European diseases range between what two figures? 50% to 90% (1:56)

4. List at least three diseases responsible for killing Native Americans during the Columbian Exchange. Smallpox /measles / mumps / typhus / chicken pox (2:17)

5. What happened to both the Inca and Aztec kings who were ruling shortly before the Spanish conquest? They died of smallpox, setting off power struggles that weakened their empires. (3:02)

6. How did diseases keep killing indirectly? The death toll led to shortages of farmers, resulting in starvation and malnutrition. (3:13)

7. Which disease was transmitted from the New World to Europe? Syphilis (3:37)

8. Which New World crop would exact a heavy death toll on those who used it? Tobacco(5:42)

9. List three domesticated Old World animals which revolutionized life in the New World.Pigs, cows, and horses (also oxen, mentioned later) (6:00)

10. Religious and political freedom aside, what was a major reason Europeans migrated to the Americas? To eat / for the abundant food (6:38)

11. What primary beast of burden did the Incas use before contact with Europeans? Llamas(6:47)

12. How did the introduction of horses change native cultures on the Great Plains? It allowed a shift to a nomadic hunting lifestyle instead of a settled farming lifestyle. (7:26)

13. Name five significant foods that emerged from the New World. Tomatoes / chilies / corn / beans / potatoes / avocados / peanuts / blueberries / cassava (also called manioc) / sweet potatoes (8:14 / 9:30)

14. What primary result happened because of New World crops? A population explosion(8:20)

15. What two advantages did New World crops have over European plant foods? They had many more calories and they could grow in poor soils that couldn’t produce otherwise. (8:41)

16. What drawback did the potato have for the Irish? They came to rely heavily on the crop, which led to a terrible famine when the potato crop failed. (9:08)

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17. What New World crop has been the main animal feed in Europe for centuries? Corn (9:43)

18. What people group came to the Americas overwhelmingly against their will? Africans(10:03)

19. What did the Columbian Exchange lead to when it came to human genetics? Increasing interconnection / genetic mixing (10:21)

20. Name one positive and one negative result of the Columbian Exchange. Fewer people have starved, but there has been environmental damage from changed farming practices plus biological diversity has declined. (10:44)

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1. Before the Civil War, slavery in the U.S. was sometimes called“ .”

2. Of the millions of slaves forced from their African homeland beginning around 1500, some % died during the journey to the Americas.

3. Most of these slaves were sent to either the or to .

4. European participation in trading slaves dates back as far as .5. The three primary crops grown by African slaves were

, tobacco, and , all of which are luxuries, not necessities.

6. Most of the time, Europeans didn’t capture African slaves; they them.

7. According to a report given before the British Parliament, each slave aboard a slave ship had less room than did a man in a .

8. Harvests in the Caribbean and Brazil could mean that slaves worked as long as non-stop.

9. In the late 1700s, the average plantation slave in Brazil would die at the age of .

10. Only 5% of slaves came to the United States, but a large population developed largely because slaves there .

11. Chattel slavery means that slaves are .12. Ancient Greeks like believed that

some individuals were naturally meant to be slaves.13. In ancient Rome, as in pre-Civil War America, slave made up about

% of the total population.14. In the Judeo-Christian tradition, the has been

widely used to justify holding some people as slaves.15. Atlantic slavery relied on two basic principles: That status of a slave can be

and that slavery results from .

16. Two European cultures that colonized the Americas early on came to define the beliefs that would characterize Atlantic slavery. These cultures were the and the , who had picked up many of these beliefs from their contacts with the world.

17. The root cause of slavery throughout history appears to a belief that people unlike oneself are “ .”

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1. Before the Civil War, slavery in the U.S. was sometimes called“ .” (0:19)

2. Of the millions of slaves forced from their African homeland beginning around 1500, some % died during the journey to the Americas. (0:48)

3. Most of these slaves were sent to either the or to . (1:09)

4. European participation in trading slaves dates back as far as . (1:22)5. The three primary crops grown by African slaves were

, tobacco, and , all of which are luxuries, not necessities. (1:50)

6. Most of the time, Europeans didn’t capture African slaves; they them. (2:21)

7. According to a report given before the British Parliament, each slave aboard a slave ship had less room than did a man in a . (3:13)

8. Harvests in the Caribbean and Brazil could mean that slaves worked as long as non-stop. (4:09)

9. In the late 1700s, the average plantation slave in Brazil would die at the age of . (4:28)

10. Only 5% of slaves came to the United States, but a large population developed largely because slaves there . (5:03)

11. Chattel slavery means that slaves are . (5:41)12. Ancient Greeks like believed that

some individuals were naturally meant to be slaves. (7:52)13. In ancient Rome, as in pre-Civil War America, slave made up about

% of the total population. (8:20)14. In the Judeo-Christian tradition, the has been

widely used to justify holding some people as slaves. (8:42)15. Atlantic slavery relied on two basic principles: That status of a slave can be

and that slavery results from . (9:00)

16. Two European cultures that colonized the Americas early on came to define the beliefs that would characterize Atlantic slavery. These cultures were the and the , who had picked up many of these beliefs from their contacts with the world. (10:04)

17. The root cause of slavery throughout history appears to a belief that people unlike oneself are “ .” (10:18)

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1. Before the Civil War, slavery in the U.S. was sometimes called “the peculiar institution.” (0:19)

2. Of the millions of slaves forced from their African homeland beginning around 1500, some 15% died during the journey to the Americas. (0:48)

3. Most of these slaves were sent to either the Caribbean or to Brazil. (1:09)

4. European participation in trading slaves dates back as far as 1204. (1:22)

5. The three primary crops grown by African slaves were sugar, tobacco, andcoffee, all of which are luxuries, not necessities. (1:50)

6. Most of the time, Europeans didn’t capture African slaves; they traded forthem. (2:21)

7. According to a report given before the British Parliament, each slave aboard a slave ship had less room than did a man in a coffin. (3:13)

8. Harvests in the Caribbean and Brazil could mean that slaves worked as long as 48 hours non-stop. (4:09)

9. In the late 1700s, the average plantation slave in Brazil would die at the age of 23. (4:28)

10. Only 5% of slaves came to the United States, but a large population developed largely because slaves there had children who survived to have children of their own / experienced a natural population increase. (5:03)

11. Chattel slavery means that slaves are moveable property. (5:41)

12. Ancient Greeks like Aristotle believed that some individuals were naturally meant to be slaves. (7:52)

13. In ancient Rome, as in pre-Civil War America, slave made up about 30% of the total population. (8:20)

14. In the Judeo-Christian tradition, the Bible has been widely used to justify holding some people as slaves. (8:42)

15. Atlantic slavery relied on two basic principles: That status of a slave can bepassed down/inherited and that slavery results from human sin. (9:00)

16. Two European cultures that colonized the Americas early on came to define the beliefs that would characterize Atlantic slavery. These cultures were the Spanish and the Portuguese, who had picked up many of these beliefs from their contacts with the Muslim world. (10:04)

17. The root cause of slavery throughout history appears to a belief that people unlike oneself are “lesser.” (10:18)

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TRUE OR FALSE:

1. The Olmecs and the Mayans had impressive civilizations before the Aztecs did.

2. The Aztecs had a powerful empire for about 250 years prior to the arrival of Cortez and the Spanish conquistadores.

3. The Aztec religion predicted the end of the world and required human sacrifices to stave off periodic disasters.

4. One of Cortez’s greatest challenges was the fact that the Aztecs were beloved by the people they ruled.

5. Tenochtitlan, the Aztec capital, was like Venice in that it had an extensive series of canals.

6. The Inca civilization was founded earlier than the Aztec empire.

7. The Incas kept meticulous written records about everything from harvests to taxes.

8. The Spanish crown ruled the former Inca and Aztec lands using administrative structures similar to what the people there were already used to.

9. The Spanish in the New World found some gold, but mostly they found silver.

10. Indians who worked in the Spanish silver mines were paid generous wages so they wouldn’t steal on the job.

11. Slavery was not a practical solution for staffing the mines with workers.

12. Indian parents would maim their own children to protect them from having to work in the mines where mercury poisoning was an ever-present danger.

13. Spain became rich from New World silver and used wise financial planning to hold onto this wealth in the centuries to follow.

14. Spain went on to fight a number of wars funded by silver wealth.

15. England was victorious over the Spanish Armada because of the weather.

16. Spain borrowed more money than it could repay and defaulted several times on their debts.

17. Oddly enough, about two-thirds of the silver mined in the New World ended up in China.

18. When the Chinese demanded that taxes be paid in silver, it caused an oversupply of silk and a drop in the price which affected Spanish silk producers.

19. Silver from the Spanish empire led to the first truly global market.

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.

TRUE OR FALSE:

1. The Olmecs and the Mayans had impressive civilizations before the Aztecs did. (0:52)

2. The Aztecs had a powerful empire for about 250 years prior to the arrival of Cortez and the Spanish conquistadores. (1:00)

3. The Aztec religion predicted the end of the world and required human sacrifices to stave off periodic disasters. (1:23)

4. One of Cortez’s greatest challenges was the fact that the Aztecs were beloved by the people they ruled. (1:45)

5. Tenochtitlan, the Aztec capital, was like Venice in that it had an extensive series of canals. (1:56)

6. The Inca civilization was founded earlier than the Aztec empire. (2:58)

7. The Incas kept meticulous written records about everything from harvests to taxes. (3:19)

8. The Spanish crown ruled the former Inca and Aztec lands using administrative structures similar to what the people there were already used to. (4:16)

9. The Spanish in the New World found some gold, but mostly they found silver. (4:37)

10. Indians who worked in the Spanish silver mines were paid generous wages so they wouldn’t steal on the job. (4:51)

11. Slavery was not a practical solution for staffing the mines with workers. (5:05)

12. Indian parents would maim their own children to protect them from having to work in the mines where mercury poisoning was an ever-present danger. (5:18)

13. Spain became rich from New World silver and used wise financial planning to hold onto this wealth in the centuries to follow. (5:55)

14. Spain went on to fight a number of wars funded by silver wealth. (6:07)

15. England was victorious over the Spanish Armada because of the weather. (7:05)

16. Spain borrowed more money than it could repay and defaulted several times on their debts. (7:42)

17. Oddly enough, about two-thirds of the silver mined in the New World ended up in China. (7:49)

18. When the Chinese demanded that taxes be paid in silver, it caused an oversupply of silk and a drop in the price which affected Spanish silk producers. (8:50)

19. Silver from the Spanish empire led to the first truly global market. (9:28)

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TRUE OR FALSE:

1. The Olmecs and the Mayans had impressive civilizations before the Aztecs did. TRUE(0:52)

2. The Aztecs had a powerful empire for about 250 years prior to the arrival of Cortez and the Spanish conquistadores. FALSE – It was only 89 years before Cortez when the Aztecs emerged. (1:00)

3. The Aztec religion predicted the end of the world and required human sacrifices to stave off periodic disasters. TRUE (1:23)

4. One of Cortez’s greatest challenges was the fact that the Aztecs were beloved by the people they ruled. FALSE – They helped Cortez to overthrow the hated Aztecs. (1:45)

5. Tenochtitlan, the Aztec capital, was like Venice in that it had an extensive series of canals.TRUE (1:56)

6. The Inca civilization was founded earlier than the Aztec empire. TRUE (2:58)

7. The Incas kept meticulous written records about everything from harvests to taxes. FALSE – The Incas had no written language but they did keep records using knotted strings. (3:19)

8. The Spanish crown ruled the former Inca and Aztec lands using administrative structures similar to what the people there were already used to. TRUE (4:16)

9. The Spanish in the New World found some gold, but mostly they found silver. TRUE(4:37)

10. Indians who worked in the Spanish silver mines were paid generous wages so they wouldn’t steal on the job. FALSE – They were paid subsistence wages, which means barely enough to stay alive on. (4:51)

11. Slavery was not a practical solution for staffing the mines with workers. TRUE (5:05)

12. Indian parents would maim their own children to protect them from having to work in the mines where mercury poisoning was an ever-present danger. TRUE (5:18)

13. Spain became rich from New World silver and used wise financial planning to hold onto this wealth in the centuries to follow. FALSE – They did not adjust to the inflation that the influx of silver caused, so their wealth became less valuable over time. (5:55)

14. Spain went on to fight a number of wars funded by silver wealth. TRUE (6:07)

15. England was victorious over the Spanish Armada because of the weather. TRUE (7:05)

16. Spain borrowed more money than it could repay and defaulted several times on their debts. TRUE (7:42)

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17. Oddly enough, about two-thirds of the silver mined in the New World ended up in China.FALSE – about one-third ended up in China. (7:49)

18. When the Chinese demanded that taxes be paid in silver, it caused an oversupply of silk and a drop in the price which affected Spanish silk producers. TRUE (8:50)

19. Silver from the Spanish empire led to the first truly global market. TRUE (9:28)

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Thanks again for all your hard work with your students! Have a great school year, and if you need more resources for your history and social studies classes, I invite you to visit me at:

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You can also get some useful teaching ideas from my Pinterest boards, which I up- date on a regular basis with teaching materials from all over the internet. Another place I post is at my WordPress blog, which includes great free resources such as my “Quick and Easy Great Depression Simulation,” which only takes 10 minutes of class time! Links are below:

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