Transcript STUDENT Unit 7 Exploration and Expansionx

Unit 7 STUDENT Exploration & Expansion
UNIT 7 EXPLORATION & EXPANSION
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Day 1 Mon. 11/28 Mayan and Incas
Day 2 Tues. 11/29 Aztec
Day 3 Wed./Thurs. 11/30-12/1
European Colonization/Colombian Exchange
Day 4 Fri. 12/2 Commercial Revolution
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(Turn Wk. 1 Activity Worksheets into your folder for grading.)
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Day 5 Mon. 12/5 Mercantilism
Day6 Tues. 12/6
Slave trade
Day 7 Wed./Thurs. 12/7-8 Review In class
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(Wk. 2 Activity Worksheets to be graded in class)
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Day 8 Fri. 12/9
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Test
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Unit 7 STUDENT Exploration & Expansion
UNIT 7 DAY 1
MAYAN AND INCAS
Objectives
 Students will compare the major political,
economic, social, and cultural developments of
the Maya and Inca civilizations and explain how
prior civilizations influenced their development
by using an archeology article that discusses
the details of the civilization.
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Unit 7 STUDENT Exploration & Expansion
WATCH VIDEO – INCAS MAYANS AZTECS
https://vimeo.com/43898342
 Though separated by time and distance, the Maya,
Aztec, and Inca civilizations share much in
common.
 Abundant crop yields allowed these civilizations to
concentrate on trade, warfare, and construction. •
All three civilizations developed highly militarized
societies.
 Religion fundamentally shaped these societies,
and its influence can be seen in their artwork,
buildings, and other landmarks.
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Unit 7 STUDENT Exploration & Expansion
QUESTIONS TO ANSWER
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The Aztec calendar and the Maya use of zero illustrates illustrate preColumbian cultures
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Pre-Columbian Inca civilization had this distinctive feature around its
agricultural culture.
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Due to advances in mathematics and technology, ancient pre-Columbian
civilizations structures were known to have this feature.
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The Incan society conducted trade with neighboring culture due to what well
developed infrastructure.
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Unit 7 STUDENT Exploration & Expansion
TIMELINE MAYAN AND INCAS
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Incas
Astronomy – two separate calendars for the day and night
Mathematics – accounting device known as a quipu (knotted strings); decimal system incorporated in system of
governing
Architectural engineering – elaborate temples and palaces Machu Picchu, extensive road system, uniform system of
architecture for government buildings in the empire, terrace farming
The Inca Empire, also known as the Incan Empire and the Inka Empire, was the largest empire in pre-Columbian
America, and possibly the largest empire in the world in the early 16th century.
Capital: Cusco
Founded: 1438
Government: Monarchy
Date dissolved: 1533
Maya
Astronomy – observe the movement of the Sun, Moon, and stars and relate these to the activities of
their gods
Mathematics – 260 day religious calendar, concept of zero
Architectural engineering – elaborate pyramids, temples, and ball courts
hieroglyphic script - the only known fully developed writing system of the pre-Columbian Americas
Founded: 2000 BC
Government: Monarchy
Date dissolved: 1697
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Unit 7 STUDENT Exploration & Expansion
TIMELINE MAYAN AND INCAS CONTINUED
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Olmec civilization (1200 BC-400 BC) influenced Maya civilization
Mesoamerica’s “Mother Culture” Mexico’s Gulf coast
Large stone monuments and earthen pyramids Elite ruling class of priests and
nobles
Large trade network throughout Mesoamerica
Zapotec civilization (1000 BC-600 AD) influenced Aztec civilization as did the Toltec
(c. 800-1000 AD)
Built capital at Tenochtitlan (modern Mexico City)
Established a professional military and were noted warriors, which supported
territorial expansion and empire-building Stone temples and pyramids
Calendar based on movement of the Sun Hieroglyphic writing
Irrigation systems that included underground canals; textiles and pottery; Nazca
Lines (large drawings on soil of their gods)
Religion
Toltec religious practices and mythology influenced Aztec culture Andean cultures
that influenced Inca civilization
Chavín (900 BC-200 BC) – religious civilization featuring temples; religious images
and styles of art spread throughout Peru Nazca (200 BC-600 AD) –
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Unit 7 STUDENT Exploration & Expansion
WHO CAME FIRST AND WHAT DID THEY TEACH US
Who came first Mayan or Aztec?
The Maya, Inca, and Aztecs built great civilizations in Mexico and in Central and South America
between 1,800 and 500 years ago. The first of these was the Maya civilization. About 2,800 years
ago, people known as the Maya lived in farming villages on the Yucatan Peninsula and the
highlands to the south.
Are Mayan and Aztec the same?
The people who are known as the 'Aztecs' and 'Maya' live in Mexico and Central America today, and
lived in the same areas in the past. The Aztec political center was present-day Mexico City and the
land around it. This is where the Aztec Empire was based.
What happened to the ancient Incas?
The Spanish explorer Francisco Pizarro invaded the Incan Empire in 1532, seeking riches. The Inca
had already had some contact with Europeans, and many had died of European diseases. The
empire was also weakened by a civil war between two ruling brothers.
Where did the Aztec people live?
The Mayan people did not disappear and continue to live in Mexico and Central America. The
Aztecs were a people who came into the Valley of Mexico in the 12th century and quickly rose to
become the dominant power in Mesoamerica. The capital of the Aztecs, Tenochtitlan, was built on
Lake Texcoco on raised islands.
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Unit 7 STUDENT Exploration & Expansion
INCA – SOUTH AMERICA – PERU & CHILE
MAYA – CENTRAL AMERICA - HONDURAS EL SALVADOR GUATEMALA BELIZE - 2,800 YEARS AGO
AZTEC - MEXICO - 12TH CENTURY
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Unit 7 STUDENT Exploration & Expansion
EVENTS OF MAYAN CIVILIZATION
Maya (approximately 900 B.C. – 900 A.D.)
 Lived in the Yucatán Peninsula in what is now Mexico and Guatemala.
 Had city-states and kingdoms with kings who were considered both political and
spiritual leaders.
 Built great cities with pyramids, government buildings, temples, and market places.
 Developed advanced mathematical and scientific skills, especially in astronomy
(with observatories to track movements of the stars and sun); a base 20 math
system; and an accurate 365-day calendar.
 Used irrigation to produce crops for trade. Crops were mostly maize but also included
beans, squash, tomatoes and chili peppers which were traded for jade carvings and
ornaments; obsidian knives, pottery, feather decorations, and robes and cotton
cloth.
 Traveled all over Mesoamerica with trade goods.
 Had writing using glyphs and phonetic symbols carved on stone stellae, jade pieces,
shells, and bone. They also made books out of bark, which they folded into page-like
sections. Most of those books were destroyed by the Spanish or natural decay.
 Used large solid rubber balls for games.
 Disappeared about 900 A.D. for no apparent reason, perhaps internal warfare or
invasion.
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Unit 7 STUDENT Exploration & Expansion
EVENTS OF INCA CIVILIZATION
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Built an Empire in the Andes Mountain valleys and plateaus of South
America in present-day Ecuador, Peru, Bolivia, and Chile.
Had an emperor who ruled over a very organized government system
with cities, stone buildings and temples, stone roads, bridges,
irrigated and terraced farm land, and a common language.
Paid taxes to the government in the form of grain and potatoes (the
two main crops). Gold and silver were used as decorative items.
Did not have a system of writing, but historians believe that the Inca
used a coded rope (called a quipu) as a method of recording
information, taxes, and record keeping.
The Spanish under Pizarro easily conquered the Inca in 1533. The
Incas had no guns or other ways of protecting themselves against the
Spanish who wanted Incan gold and silver, as well as control of Incan
lands.
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INCA MILITARY AGAINST THE SPANISH
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INCA SOLDIER
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INCA DECLINE
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Location:
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Arrival of Spanish Conquistadors
Events that led to conquest:
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2. The emperor’s sons fought each other for control of the empire. After
Atahualpa won, the Spanish ___________________________.
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3. By __________, Pizarro had established a new capital at __________
for a new colony of the ____________________________.
Emperor died of ________________.
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Unit 7 STUDENT Exploration & Expansion
AZTEC AND INCA SHARED EVENTS
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Both empires were invaded and
____________________conquistadors in the early 1500s.
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Both the Aztec and Inca Empires were flourishing by the early 1500s.
Their rule was widespread in the areas that they controlled in
____________________________.
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The Aztec and the Inca did not have the same technology and
weapons as the Spanish.
They__________________________________________________
__________________________________________________. These
weapons gave the Spanish a great advantage in fighting both the
Aztec and the Inca.
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Unit 7 STUDENT Exploration & Expansion
DAY 1 MAYAN AND INCA CLASS ACTIVITY
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Reflect on what you have learned about the late Inca and
Mayan civilizations. Write an article about one of the
civilizations and how modern archaeology has revealed new
details about these civilizations. As you research, answer the
following questions:
Name of civilization:
Where was the capital city of the civilization, and what did it
look like?
How did the builders overcome obstacles of the environment
as they constructed buildings? What materials did they use?
What kinds of food did the people eat? What were their
farming and hunting methods?
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DAY 2 AZTECS
Objectives:
Students will compare the major political,
economic, social, and cultural developments of
the Aztec civilizations and explain how prior
civilizations influenced their development
through writing, discussing and reading as
evidenced by completing the similarity and
differences organizer of the Aztec and Inca
empires.
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QUESTIONS TO ANSWER
1. What occurred due to the Spanish soldiers
possessing superior military technology?
2. What was a major factor in the fall of the Aztec
Empire
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TIMELINE AZTEC
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Zapotec civilization (1000 BC-600 AD) influenced Aztec civilization as did the Toltec
(c. 800-1000 AD)
Built capital at Tenochtitlan (modern Mexico City)
Established a professional military and were noted warriors, which supported
territorial expansion and empire-building Stone temples and pyramids
Calendar based on movement of the Sun Hieroglyphic writing
Toltec religious practices and mythology influenced Aztec culture
Aztec
• Astronomy and Mathematics – ceremonial calendar
• Architectural engineering – Tenochtitlan designed as a planned city constructed on
an island with raised causeways to the mainland; aqueducts to bring fresh water to
the city; elaborate temples, palaces, and pyramids
The Aztec people were certain ethnic groups of central Mexico, particularly those
groups who spoke the Nahuatl language and who dominated large parts of
Mesoamerica from the 14th to 16th centuries.
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EVENTS OF AZTEC CIVILIAZTION
Aztec Empire (1200 A.D. – 1521 A.D.)
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Built an empire by conquering neighboring tribes and groups and created the capital city
of Tenochtitlán at the site of
present day Mexico City. Their capital was on an island in Lake Texcoco.
Added land to their city by building islands with landfill and creating gardens for growing
produce to support a huge population.
Built canals, causeways, and bridges.
Had a drainage and sanitation system that served nearly 1,000,000 inhabitants in and
around the capital.
At its height, was an empire that stretched from northern Mexico to Guatemala. The
warlike Aztecs forced conquered people to pay taxes (in the form of crops and trade
goods) and enslaved many as workers; others were used for human sacrifices to keep
their gods content.
Had a social structure that was similar to Europe, with nobility at the top, and lower
classes of skilled workers, serfs, and slaves. The Emperor ruled as a sort of combined
religious and military leader.
Had mathematics, an accurate 365-day solar calendar, libraries, marketplaces, temples,
pyramids, large towns, roads, and even a mail system. Aztec writing was in hieroglyphics.
Contributed crops such as maize, beans, squash, chili peppers, and chocolate (cocoa
beans) to the Columbian Exchange. The most important contribution to the Europeans
was gold and silver which the Aztecs mined and used as jewelry and tools.
The Aztec empire crumbled when the Conquistador Cortez brought the Spanish to central
Mexico. The Aztec Emperor, Moctezuma, was killed and the Spanish took over.
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Unit 7 STUDENT Exploration & Expansion
AZTEC TEMPLE THE AZTEC RELIGION IS THE MESOAMERICAN RELIGION OF THE AZTECS.
LIKE OTHER MESOAMERICAN RELIGIONS, IT HAD ELEMENTS OF HUMAN SACRIFICE IN CONNECTION WITH A
LARGE NUMBER OF RELIGIOUS FESTIVALS WHICH WERE HELD ACCORDING TO PATTERNS OF THE AZTEC
CALENDAR.
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GOVERNMENT LEADER
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Exploration & Expansion
CITIES THE CAPITAL CITY OF THE AZTEC EMPIRE
WAS TENOCHTITLAN,
NOW THE SITE OF MODERN-DAY
MEXICO CITY. BUILT ON A SERIES OF ISLETS IN LAKE TEXCOCO.
THE CITY PLAN WAS BASED ON A SYMMETRICAL LAYOUT THAT WAS DIVIDED INTO FOUR CITY SECTIONS
CALLED CAMPANS.
THE CITY WAS INTERLACED WITH CANALS WHICH WERE USEFUL FOR TRANSPORTATION.
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SPANISH CONQUISTADOR FIGHTING AGAINST AN AZTEC EAGLE WARRIOR
DURING THE SPANISH CONQUEST OF THE AZTEC EMPIRE
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SPANISH MILITARY SUPERIOR WEAPONS AND
TECHNOLOGY
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AZTEC AND INCA SHARED EVENTS
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The Aztec and the Inca
__________________________________________
_____________________________________. Many
became sick and died from smallpox.
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__________________________________________
__________________________________________.
These allies gave them troops. This helped them
get enough military support to take over each
empire.
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AZTEC DECLINE
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Location:
Arrival of Spanish Conquistadors
Events that led to conquest:
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1. The Spanish took _______________hostage and tried to take
over Tenochtitlan, but the natives drove them out in__________.
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2. Many Aztec died from diseases like ____________. This
weakened their _______________.
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3. _______________made allies with surrounding cities and soon
_______________ all of Mexico.
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Unit 7 STUDENT Exploration & Expansion
DAY 2 CLASS ACTIVITY AZTEC AND INCA
ORGANIZER
Complete the graphic organizer to show the
similarities and differences between the Aztec
and Inca empires.
 Use the information from your slides to
complete the worksheet.
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Unit 7 STUDENT Exploration & Expansion
Day 3
EUROPEAN COLONIZATION
& COLUMBIAN EXCHANGE
https://www.youtube.com/watch?v=OwMcRljS3SM
Students will watch the video writing down three key concepts of the Columbian
Exchange. Students will write down three key concepts of the Columbian
exchange.
Objective: Students will learn explain the impact of the Columbian Exchange on
the Americas and Europe essay writing and research on food and trade
exchange activity worksheet.
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QUESTIONS TO ANSWER
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What is the Columbian Exchange?
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What are two impacts of the Columbian Exchange?
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What were three causes of European Expansion?
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What language do we speak?
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List three impacts of the Columbian Exchange
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QUESTIONS TO ANSWER
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List three impacts of the Columbian Exchange
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What continents were involved?
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What items were being exchanged?
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QUESTIONS TO ANSWER
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How did Natives & Europeans react to their encounters with each other? Indians:
Indians:
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Africans:
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Europeans:
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CAUSES OF EUROPEAN EXPANSION
FROM 1450-1750
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Renaissance __________
Desire to find an ________________________to Asia
Desire for trade routes, spices, and profits
Desire to spread ________________
Why do Europeans want to trade
with Asia?
What would happen if Italy and the
Ottoman Empire charged Europeans to
trade through the country?
What are some dangers for traveling via
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Unit 7 STUDENT Exploration & Expansion
CAUSES OF EUROPEAN EXPANSION
FROM 1450-1750
New technologies in _____________________
 Desire to increase a country’s ____________
 Absolute monarchs use their wealth & power to
support the Age of Exploration.
 Mercantilist economic polices encouraged
________________________to exploit raw
materials.
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AMERICAN COLONIZATION
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Of all the countries, which nation ultimately
dominated North America?
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COLUMBIAN EXCHANGE
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The global transfer of food, plants, and
animals.
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COLUMBIAN EXCHANGE
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Trade Routes
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PRODUCTS EXCHANGED
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Western
Hemisphere
(New World)
Eastern Hemisphere
(Old World)
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COLUMBIAN EXCHANGE
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Old World (Europe) to New World (Americas)
 Plants:
 rice
 wheat
 barley
 oats
 coffee
 sugarcane
melons
olives
dandelions
daisies
ragweed
Kentucky bluegrass
 bananas
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Unit 7 STUDENT Exploration & Expansion
COLUMBIAN EXCHANGE
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New World (Americas) to Old World (Europe)
 Plants:
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avocados
pumpkins
peanuts
pineapple
corn (maize)
potatoes (white / sweet)
beans (snap / kidney, lima)
cacao (source of chocolate)
chicle (source of gum)
guavas
squash
tobacco
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Unit 7 STUDENT Exploration & Expansion
COLUMBIAN EXCHANGE
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Old World (Europe) to New World (Americas)
Animals:
1.
2.
3.
4.
5.
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Unit 7 STUDENT Exploration & Expansion
COLUMBIAN EXCHANGE
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New World (Americas) to Old World (Europe)
 Plants:
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avocados
pumpkins
peanuts
pineapple
corn (maize)
potatoes (white / sweet)
beans (snap / kidney, lima)
cacao (source of chocolate)
chicle (source of gum)
guavas
squash
tobacco
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EFFECTS & IMPACTS
OF COLUMBIAN EXCHANGE
New foods introduced to both Europeans &
Americans
 New source of wealth
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Unit 7 STUDENT Exploration & Expansion
COLUMBIAN EXCHANGE DBQ
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Use the rest of class to work on the DBQ.
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Unit 7 STUDENT Exploration & Expansion
Objective: Students will explain how a commercial revolution was
made possible through the formation of joint stock companies
which led to the development of new colonies and new economic
markets throughout the world as evidenced by students
summarizing and describing its religious and economic relevance
and consequences.
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Unit 7 STUDENT Exploration & Expansion
QUESTIONS TO ANSWER
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Where were most manufactured goods produced?
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One of several impacts of the Commercial Revolution
was?
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The Exchange of gold, silver, high and low prices, and
manufactured goods was a result of?
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Unit 7 STUDENT Exploration & Expansion
Do you think the Commercial Revolution had a
impact on slavery?
YES
The Commercial Revolution had an ____________
impact on ______________since the colonies
needed MORE labor to support the mother country
by providing the _____________________needed.
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The Commercial Revolution marked an important step in Europe
from local economies to a global economy.
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CAPITALISM
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Merchants and bankers
laid the foundations for
capitalism.
In a capitalist system, business
owners __________their
capital (money) to start new
businesses hoping to make
_____________.
Individuals formed
________________ companies.
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A stock certificate represents ___________
ownership in a business.
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JOINT STOCK COMPANIES
Unit 7 STUDENT Exploration & Expansion
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A Joint stock company is a
privately owned company
that ________________or
partial ownership in the
company to investors.
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Investors risk their capital or
____________ when they
purchase stock.
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If the company is successful,
the investor receives his
________________________.
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Unit 7 STUDENT Exploration & Expansion
European kings
____________ their
wealth and power
through conquest and
___________________
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Unit 7 STUDENT Exploration & Expansion
While ______________and _______________
increased their wealth, Native American
Indians and Africans were terribly
_________________.
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Day 4 Activity
Use this time to catch up on your
activity worksheets.
Be sure to turn in all your work into
your folder by the end of class.
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DAY 5 MERCANTILISM
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Objective: Students will explain the economic principles of Mercantilism through
written expression as evidenced by completing the written assignment
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Watch Video on Triangular Trade and Mercantilism
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Questions to Answer
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The success of the triangular trade system depended on increasing
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How did the Portuguese and Spanish make money from their Latin American
colonies?
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What was the name of the set of principles that dominated economic thought in the
seventeenth century?
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DAY 5 CLASS ACTIVITY
Complete the following in class:
 Economics of History Activity: The age of
exploration
 Reading essentials and Study guide Lesson 2
complete the reading and guiding questions
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Unit 7 STUDENT Exploration & Expansion
DAY 6
THE TRANSATLANTIC SLAVE TRADE
Objective: students will be able to define the following terms:
The Transatlantic Slave Trade - Reasons for the Transatlantic
Slave Trade - The Middle Passage - The Treatment of Slaves in
the Americas as evidenced by completing the written questions
and map labeling as part of the stations activity
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VOCABULARY
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_______________________________________- Millions of Africans were
torn from their homes, deported to the American continent and sold as
slaves. Triangular Trade. The transatlantic slave trade, often known as the
triangular trade, connected the economies of three continents.
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__________________________________________A main cause of the trade
was the colonies that European countries were starting to develop. ...
Africans were not strangers to the slave trade, or to the keeping of slaves.
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______________________________was the stage of the triangular trade in
which millions of Africans were shipped to the New World as part of the
Atlantic slave trade.
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___________________________________- Slaves were punished by
whipping, shackling, beating, mutilation, branding and/or imprisonment.
Punishment was most often meted out in response to disobedience or
perceived infractions, but masters or overseers sometimes abused slaves to
assert dominance.
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Unit 7 STUDENT Exploration & Expansion
QUESTIONS TO ANSWER
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1.
What was a direct result of the Atlantic slave trade on West Africa?
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2.
Which of the following explains the impact of the Atlantic slave trade on West
Africa?
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3.
Why were most enslaved people taken from the west coast of Africa?
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4.
Which of the following explains the impact in the map shown above?
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5.
What is an effect of slavery?
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Many Native American Indians died
from smallpox disease.
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Native American
Indians
also
died from
the harsh
working
conditions
imposed on
them by
the
Europeans.
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The deaths
of so many
Native American
Indians created
the need for
a work force.
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DISEASE AND DEATH
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Many Native American Indians died from the smallpox
disease introduced by the European conquerors.
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Many Native American Indians also died from the
harsh working conditions imposed by the Europeans.
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These deaths created
____________________________
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Europeans decided to use African
slaves ________________________
Indian population.
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THE TRANSATLANTIC SLAVE TRADE
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Slavery had always existed but the
Transatlantic Slave Trade expanded slavery
on a massive scale.
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Europeans removed millions of Africans
between the _______________________
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Africans were stripped of their language and
culture and forced to labor on plantations in
the Americas.
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Enslaved Africans were usually captured
by ______________________________
and traded
to European and American slave traders.
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CAPTURED SLAVES
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Enslaved Africans were usually captured by
warring African tribes and traded to European
and American slave traders.
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Slaves were traded in exchange for
_________________________________
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Captured Africans were brought across the
Atlantic ocean to the Americas.
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The “Middle Passage” was ___________
________________________________.
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Captured
Africans
were
___________
_____
________
___________
during the
Middle Passage.
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Unit 7 STUDENT Exploration & Expansion
THE COSTS OF SLAVERY
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African slaves were
________________________________________
________________________________________
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They were forced to labor under brutal
conditions in the Americas.
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While the use of African slaves enriched
Europeans and American settlers, it greatly
harmed Africans and Africa.
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Unit 7 STUDENT Exploration & Expansion
African slaves encountered
brutality and cruelty on plantations
in the Americas.
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Unit 7 STUDENT Exploration & Expansion
African slaves were brought to
sugar plantations in the ______________
_________________________________.
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Unit 7 STUDENT Exploration & Expansion
QUESTIONS FOR REFLECTION:
Why did many Native American Indians die?
 How did the deaths of Native American Indians
affect Africans?

What was the Transatlantic Slave Trade?
 Why did so many Africans die during the
“Middle Passage”?
 How did slavery harm Africans and Africa?

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Unit 7 STUDENT Exploration & Expansion
Europeans
removed
millions of
Africans
between
the 1500s
and the
1800s.
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Unit 7 STUDENT Exploration & Expansion
Africans were
stripped of
their language,
culture, and
freedom. They
were forced to
labor under
brutal conditions
in plantations
in the Americas.
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Unit 7 STUDENT Exploration & Expansion
The “Middle Passage” was the
slave’s voyage across the
Atlantic Ocean to the Americas.
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Unit 7 STUDENT Exploration & Expansion
Many slaves
died during the
Middle Passage
because of the
terrible
conditions
on the
ships. Slaves
were crowded
together in
small, unsanitary
spaces.
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Unit 7 STUDENT Exploration & Expansion
Once in the Americas, African slaves
encountered brutality and cruelty on
plantations in the Americas.
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Unit 7 STUDENT Exploration & Expansion
Life expectancy on sugar plantations
was low due to the brutal working
conditions.
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Unit 7 STUDENT Exploration & Expansion
The Transatlantic Slave Trade was a
tragic period in world history.
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Unit 7 STUDENT Exploration & Expansion
DAY 6 CLASS ACTIVITY
Divide into 8 groups- go to a particular station
Have a copy of the questions and map
 Gathering materials
 Answering the questions
 Creating a cartoon from narrative
 Label the map
 Approx.. 15 min per station

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Unit 7 STUDENT Exploration & Expansion
QUESTIONS TO CONSIDER
Where did the majority of the slave end up?
Why there?
 What were the slave used for? Why did they
need the slaves to do that?
 Were there people against the slave trade?
Who were they?
 How were the slave obtained?
 Why was it profitable to buy or sell slaves? Who
profited?

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