Vocabulary
Native Americans
Columbus
Miscellaneous
Skills in Class
100
Define Power:
ability to act or produce an effect; physical might; or possession of control, authority, or influence over others
100
Why did first peoples travel south to the Americas using the Bering land bridge?
To find food and go to warmer climates
100
How could exploration of a new land bring power to a person? To a nation?
More territory
Resources in the region
People to serve you
100
What words or phrases reveal the motives of exploration?
“In the name of the King, ... we their servants notify and make known to you, as best we can, that the Lord our God, living and eternal, created the heaven and the Earth...
... God our Lord gave charge to one man, called [The Pope], that he should be lord and superior of all the men in the world, that all should obey him, and that he should be the head of the whole human race, wherever men should live...;
One of these [Popes], made donation of these isles ... to the King and to their successors, our lords, with all that they are in these territories...
Wherefore, as best we can, we ask and require you that you consider what we have said to you, and that you take the time that shall be necessary to understand and deliberate (think) upon it, and that you acknowledge the Church as the ruler and superior of the whole world…”
“That you acknowledge the Church as the ruler and superior of the whole world”
Power - “Ruler and superior”
Morality - religion through the church
100
How do you Read & Annotate?
Summarize the main idea of a paragraph
Can raise a question that comes to the reader’s mind
Can identify parts of a paragraph
200
Define Indigenous:
native to a particular place
200
What were the four regions the first peoples settled in?
Plains Region
Pacific Northwest Region
Woodlands Region
Southwest Region
200
Name 5 things that went from America to Europe and vice versa.:
New World: Quinine, rubber, tobacco, turkeys, beans, cacao, corn, peanuts, vanilla, chili peppers, pineapples, potatoes, pumpkins, sweet potatoes, tomatoes, black-eyed Susans, marigolds, petunias, poinsettias, sunflowers
Old World: Apples, bananas, cabbages, citrus fruits, lettuce, olives, peaches, watermelons, coffee, rice, wheat, cattle, chickens, horses, pigs, sheep, crabgrass, sugarcane, carnations, daffodils, daisies, dandelions, tulips, black flies, honeybees, malaria, measles, smallpox
200
How did advances in technology contribute to the age of exploration?
Compass - can navigate the seas with better accuracy
Cartography - better maps show where things are
Caravel - Faster ships that can hold more cargo
200
What do you do for a 5-3-1 document analysis?
Note the top five most important details from the document
Note the top three ideas or concepts
Then summarize the big idea in the last column
300
Define Ecology:
the branch of biology that deals with the relations of organisms to one another and to their physical surroundings
300
What stereotype is reinforced by this image?
Native Americans wore feathers in their heads. Native Americans wear little to no clothing
300
Why did Columbus take so many voyages to the New World?
To find safer ways of travel, quicker routes, and to find new riches/resources
300
During the middle passage, why did the ship captains allow the Africans on the deck to dance?
To keep them alive and in shape to be sold in the New World.
300
How do you answer an Image Analysis question?
3 visual details
At least one inference or message based on those details
400
Define Caravel:
a Portuguese designed ship.
The design included a large cargo hold to transport more goods, and it used triangular sails, allowing it to sail against the wind
400
What is the Jesuit missionary claiming needs to be done to convert the Native Americans?
Become one of them, understanding them, and live with them.
400
What do you notice from the data table? From what you know about history, how do you think this happened?
The population of the Taino went down from 3M to 500k in about 40 years
400
Describe 3 things you see from the data table. Draw 1 inference based on those observations:
From 1826 onward no slaves were sent to any region except the Gulf states.
Most slaves went to Chesapeake and Georgia/Carolinas.
The most slaves were sent in the 1700s.
Inferences:
Warmer regions, or areas closer to the equator had more slaves.
There are sudden starts and stops in slavery, which might be due to laws.
400
What are the parts of a closing reflection?
Claim
Evidence 1
Analysis 1
Evidence 2
Analysis 2
Conclusion