Do Now

Tell the story of Christopher Columbus

and the New World in 5-7 sentences.
Cultures Meet and Collide
Create a New Unit Heading Page

Period 1: 1492-1607

Module 3: Cultures Meet

and Collide
Chapters: 2-4
Dates: Sept. 2-
Notes Heading

Your Name
Mr. Kenney
APUSH
Date
Columbuss Discovery?
Columbus Arrives Quick Activity
Finders Keepers

This is mine
How do you know?
Why are you so positive its not mine?
If there was a test on the
contentswho would do better?
Whose labor earned the money to
purchase this?
One last ditch attempt

What if I say that I discovered this

item?
Sowhy do we say that Columbus
discovered America?
Quick Questions for you

Were there people on the land before

Columbus arrived?
Who had been on the land longer?
Who knew the land better?
And yetWhat did Columbus do when
he first arrived in the New World?
The Word Discover

What other phrases could/should

textbooks use to describe what
Columbus did, besides discover?
Sothe word discover is a loaded
word
And when textbooks use it, it only shows
the invaders side of the story
Textbooks become the propaganda of the
winners.
Now, lets read from Columbus

This is a letter from Columbus to

another government official after his
first voyage to the New World
What do you remember about
Columbus from grade school? What did
he first bring back to Spain?
Let me read another passage

From a historian who studies Columbus

exclusively
 Quick Role Play
Ill play the role of the Tainosyou play
the role of Columbus
The situation:
Slavery is not as profitable as hoped
Columbus believes the Taino are holding out
Lets Role play
Chris, we dont have any gold, honest! Can
we go back to living our lives now and you go
back to wherever you came from?
One more passage

This describes how Columbus got the

gold that he wanted
Sowhy werent you told this before?
That begs the questionwhat did
happen to the Native Americans that
met with Europeans?
Lets find out.
Lets Discuss the questions

Why werent you told this before?

What did happen to the Native
Americans that met with Europeans?
Lets see what our textbooks say.

Lets read the passage about Columbus

discovery from our two textbooks
The Pageant, and the Americans
Take notes on how each passage presents
Columbuss arrival in North America.
 So, what did you find out
From the book, The Americans and the
book The American Pageant?
Factually accurate?
Anything left out?
What were Columbuss motives?
Who does the book get you to root for?
How are the illustrations used?
Why does the book portray the encounter the
way it does?
 Do Now-Debate Prep Part 1
Read and annotate the article that you have
been given. It is one of the two
Calloway, Indians, Europeans, and the
Remaking of Early America
Jones, Virgin Soils Revisited
When you are finished with each article, use
your notes to list the factors that contributed
to the depopulation of Native Americans
We will then be sharing this information with
our groups, who will add to their notes.
We will be using them for a full class debate
Read with a purpose: Note the key factors in the
depopulation of the Native Americans
Notes Heading

Your Name
Mr. Kenney
APUSH
Date
Columbian Exchange and Native
American Depopulation
Columbian Exchange Article

Read the article on the Columbian

Exchange.
Take notes where you took notes
yesterday
Read with a purpose:
What were the main things traded?
Who were the winners?
Who were the losers?
Debate Prep 1: In your groups

Share the opinions from your article on

Native American depopulation:
What was the major cause of Native
American depopulation
List proof, please
Add any new proof to your notes
 Debate Prep Part 2
Come up with a list of 5 things that were
brought from the New World to the Old
World and 5 things that were brought from
the Old World to the New World. Create a
Chart. To the New World To the Old World
 Whole Class Debate
This debate will take the rest of the class
It is a Socratic seminar stylestudent led
Norms:
No Raising Hands
Listen Carefully-no side conversations
Use the hand signals, so Mr. K knows youre listening
Do not interrupt
Monitor your air time
Take Notes on opinions that are opposite of your
research
Debate Question: Was Disease the key factor in
the depopulation of the Native Americans?
Whole Class Discussion Part 2

Who were the winners and losers in

the Columbian Exchange contest?
Which element, besides disease, had
the most profound impact on Africa,
Europe, and the New World?
Do Now

How do you think Europeans would

describe Native Americans in the early
colonial era? (2-3 sentences)
How do you think Native Americans
would describe Europeans during the
early colonial era? (2-3 sentences)
 Primary Source Activity
Working with Primary Sources can be hard
Sowell start by working in groups
Each group will be given a primary source
You will all independently read and annotate the
primary source
Then you will, as a group, complete SOAPSTone
on the document.
Repeat on Document 2, then
Finally we will discuss whether the changes
resulted in acceptance, resistance,
accomodation, or a combination of the three
Step 1

Read and annotate your primary

source independently
Step 2

As a group:
Complete SOAPSTone on the document
Flip Over the Document and Repeat

Repeat
Read independently
Group SOAPSTone when instructed
Step 3

As a group, Discuss:
Did the changes in the New World result in
acceptance, resistance, accommodation,
or a combination of the three on the part
of the affected group.
 Class Discussion
One student from each group presents
your findings
 Class Discussion
How did one of the individuals or groups
of people in your readings:
Accept Cultural change
or
Resist cultural change
or
Accommodate culture change
Do Now

Based on what you read in class or for

homework/classwork from the last week:
Did the changes in the New World result in
acceptance, resistance, accommodation, or a
combination of the three on the part of the
affected group.
Explain in a solid paragraph.
 Do Now
In your opinion, who is most to blame for
the extremely negative interactions
between Native Americans (the Taino),
and the Europeans (the Spanish).
Explain in 3-5 sentences
The People vs. Columbus, et al.
An assessed activity
Notes Heading

Name
Mr. Kenney
APUSH
Date
The People vs. Columbus, et. al.
Lets get into groups

Count off, one through five

Then youll get with your groups where
I tell you.
 Defendants
1. Columbus
2. Columbus soldiers
3. King Ferdinand and Queen Isabella
4. The Tainos
5. The System of Empire
The Scoop

Each of these defendants is charged

with Murder.
The Murder of the Tainos in the years
following Columbus arrival.
YOU will take on your assigned role
YOU will be the defendants
MR. KENNEY will be the prosecutor
Group Responsibility

Read the charges and understand them

Defend your group against the charges
Explain who you think is guilty and
why.
ONE RULE

You may plead guilty if you wish, but

you cannot claim sole responsibility
You must accuse at least one other
defendant
Questions?

Let me guess
The Taino
The system of empire
Dont worry
Im the prosecutor, it is my responsibility
to explain the charges
Step1

Read and understand the charges

against your group
Step 2

Prepare a defense against the charges

contained in the indictments
Make sure that each of you writes
down the arguments
You will be presenting these orally and
may want to read a statement
REQUIREMENT: Each group must call
another group to the stand to aid in
your argument
Step 3

Create your argument on who is really

guilty and why
One of the other groups is guiltyProve it.
Begin Your Group Work

Step 1-Read/Understand
Step 2-Create a defense
Step 3-Whos really guilty
You have 20 minutes
Do Now

Summarize your groups arguments

about your own guilt or innocence and
another groups guilt. 5-7 sentences.
Juror Selection

Im going to select one person from

each group to become a member of
the jury
You are no longer a member of your
previous group and have to swear an
oath of neutrality
Repeat after me
Juror Roles

Ask Questions of each group after each

group defends itself and accuses
another
Determine who is guilty, or how much
guilt goes to each group.
The Prosecution

The People v. Christopher Columbus

(aka Colon)
The Order

Mr. Kenney prosecutes

The Group Defends
The Jury Questions
Other Groups can question the group
that is defending itself.
The Prosecution

The People v. Columbus soldiers

The Order

Mr. Kenney prosecutes

The Group Defends
The Jury Questions
Other Groups can question the group
that is defending itself.
The Prosecution

The People v. King Ferdinand and

Queen Isabella
The Order

Mr. Kenney prosecutes

The Group Defends
The Jury Questions
Other Groups can question the group
that is defending itself.
The Prosecution

The People v. The Tainos

The Order

Mr. Kenney prosecutes

The Group Defends
The Jury Questions
Other Groups can question the group
that is defending itself.
The Prosecution

The People v. the System of Empire

The Order

Mr. Kenney prosecutes

The Group Defends
The Jury Questions
Other Groups can question the group
that is defending itself.
Time for Deliberation

Will the jury please step out of the

room and deliberate
You can find one party guilty or
Assign percentage of guilt
E.g. one party is 25% guilty, another 60%
The Rest of you
I need you to step out of your roles and do
the same thing the jury is doing and
explain yourself in writing.
The Verdict

Will the jury please read your verdict.

 Questions for Discussion
Was anyone entirely not guilty?
Did the prosecutor convince you that the Tainos
were in part responsible for their own deaths?
Why didnt the Tainos kill Columbus on his
first voyage?
How did you weigh responsibility between
the bosses and the men they hired?
Can you imagine a peaceful meeting
between Europeans and Tainos or did the
system make violence inevitable?
If the system of Empire is guilty, what
should be the sentence? You cant put a
system in prison