By Ms. Hefty - Sojourner Truth
Middle School
We all know that “in 1492, Columbus sailed the ocean blue” and reached the Americas. It was this famous trip that marked the beginning of the Age of Exploration to the Americas. Countries in Europe wanted land! They wanted gold! They wanted power! Governments in Europe made public policies (also known as government actions) that rapidly increased exploration in the Americas… after all, first come, first serve, right?
This large-scale exploration to the Americas
actually was more than just exploration.
It meant that people from the Eastern Hemisphere were meeting up with
people from the Western Hemisphere for the first time! With that movement it meant trades (exchanges)
of people, ideas, products, and technologies.
Those trades became known as… the Columbian Exchange… Dun, dun, dun….
As I said before, the governments of European
nations established policies and provided the money and resources for the
exploration. European nations wanted
colonies in North America. They put a
lot of money into making sure that they got what they wanted – and most of them
did! There were many colonies including
New England, New France, New Netherlands, and New Spain.
So, you’re probably thinking, “Wow. Cool. Countries in Europe are getting their colonies, land, and exploring this new place! People trade for new and exciting stuff and everyone is feeling good!”
NO! The Columbian Exchange had many dramatic effects on the Indigenous or native people in the Americas as well as Africans being moved in the slave trade. Columbus’ voyage did more than find a “new world”… it started a widespread exchange of slaves, germs, and diseases.
You have been chosen to travel with a European explorer on his voyage to
the Americas. You have been selected by your home European country to document
the effects of the exploration on the Indigenous people.
As investigators, you will analyze the social problems associated with the exploration. You
will report to your home country in the form of a letter (typed or
hand-written). Your letter will include a small map to show in which colony you
landed and explain what is happening in the Columbian Exchange.
Your letter must include all
steps of the American History Public Policy Analyst: identify the problem
created by the Columbian Exchange, find evidence and causes of the problem, and
evaluate the public policy of the explorers in the writing of the letter. To get started, just follow the process
below…
You
will work in your assigned groups to follow the process of the American History
Public Policy Analyst (AHPPA). You will
review each step and complete the worksheet for each of the four steps. These worksheets will be used as resource
material for completing your task.
For
this particular WebQuest I am assigning the problem. The social problem you and your group are
focusing on is the Columbian Exchange.
Use the introduction from this website and the themes and concepts
website to complete Worksheet #1 as a group.
Print out Worksheet
#1 and turn in to Ms. Hefty before moving on to the next step.
You
are now ready to gather some evidence!
First, read “Where
is the Evidence?” website. Now that
you know there are many different kinds of evidence use the resource websites
below to complete Worksheet #2 with your group.
Print out Worksheet
#2 and turn in to Ms. Hefty before moving on to the next step.
After
completing Step 3 you are well on your way to becoming a great historian! Now, you and your group will read What are the Causes?
(make sure to click “Go Forward” 4 times) and then complete Worksheet #3
together. Print out Worksheet #3 and
turn it in to Ms. Hefty before moving on to the next step.
You
are close to completing the AHPPA process!!!
With your group read Evaluating the
Policy. Remember the definition of a
policy. For this particular problem you should think
about the policies of the European countries… what were their policies (or
actions) regarding the Columbian Exchange?
With your group complete Worksheet #4. Print out Worksheet #4 and turn it in to Ms.
Hefty before moving on to the next step.
At this point you have successfully become an American History Public Policy Analyst! Congratulations! Now it’s time to break away from your group and become someone else… close your eyes and imagine what it would be like to be a traveler on a European exploration.
Prepare
to write a letter to your home government (you may choose from England, France,
the Netherlands, or Spain). Your letter
must include the following components:
-
explain what is happening in the Columbian Exchange (use information
from Worksheet #1)
-
describe the social problems the Columbian Exchange presents using
evidence (use information from Worksheet #2) as well as the causes of the
problem (use information from Worksheet #3)
-
evaluate the public policy of your government (use information from
Worksheet #4)
-
appropriate written organization, voice, word choice, sentence fluency,
conventions, process (see the written rubric below… pay attention to the traits
of a level 5 paper)
You
want to include a map in your letter so that your government knows where your
travels took you! (You want them to take
you seriously!) Get a map from Ms.
Hefty and make sure your map has the following components (this will count as
part of the ideas section of the letter grading rubric):
-
label and color in your home country (England, Franc, the Netherlands,
or Spain)
-
label and color in your country’s colony (New England, New France, New
Netherlands, or New Spain)
-
draw a dotted black line from your home country to your country’s
colony to represent your course of travel
-
Title your map appropriately
The
Columbian Exchange
-
Before the
Columbian Exchange
-
The Food
Exchange between the Old World (Eastern Hemisphere, Europe, Africa) and the
New World (Western Hemisphere, Americas)
Maps/
Different locations in which European countries set up colonies (New England,
New Spain, New France, New Netherlands)
-
Map
of Explorers Travel Routes
-
Map
of Explorers Travel Routes #2
-
Map of
Countries and Colonies
European/American Indian
conceptions of land ownership
-
Native Americans
(paragraphs 1-6)
-
Clash of
Cultures (paragraph 6-7)
-
Europeans’
perceptions of native americans
Effects
of European colonies and their growth
-
When
Worlds Collide (paragraph 4)
-
Slavery
Needed for European Colonies to Make Money
Introduction
of European diseases devastating much of the American Indian population
-
When
Worlds Collide (paragraph 5)
-
Table
of Comparison (infectious diseases are at the bottom of the chart)
Reasons
behind Europeans’ decision to introduce African slaves into America
-
When
Worlds Collide (paragraph 6)
-
Slavery
Needed for European Colonies to Make Money
-
Origins
of New World Slavery
“Triangular
exchange” in which Europe interacted with America and Africa
Letter Grading Rubric
|
|
5 |
4 |
3 |
2 |
1 |
|
|
Thoroughly develops all aspects of the task evenly and in depth |
Develops all aspects of the task but may do so somewhat unevenly |
Develops all aspects of the task with little depth or develops most aspects of the task in some depth |
Minimally develops all aspects of the task or develops some aspects of the task in depth |
Minimally develops some aspects of the task |
|
|
Is more analytical than descriptive (applies, analyzes, evaluates, and creates information) |
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information) |
Is more descriptive than analytical (applies, may analyze and/or evaluate information) |
Is primarily descriptive; may include faulty, weak, or isolated application or analysis |
Is descriptive; may lack understanding, application, or analysis |
|
|
Incorporates relevant information from at least 3 pieces of evidence |
Incorporates relevant information for at least 3 pieces of evidence |
Incorporates relevant information from 2 pieces of evidence |
Incorporates limited relevant information from the evidence or consists primarily of relevant information copied from the sources |
Makes vague, unclear references to the evidence or consists primarily of relevant and irrelevant information copied from the sources |
|
|
Incorporates substantial relevant information about the social problem |
Incorporates relevant information about the social problem |
Incorporates limited relevant information about the social problem |
Presents little or no relevant information about the social problem |
Presents no relevant information about the social problem |
|
|
Richly supports the social problem with many relevant facts, examples and details |
Supports the social problem with relevant facts, examples, and details |
Includes some relevant facts, examples, and details; may include some minor inaccuracies |
Includes few relevant facts, examples and details; may include some inaccuracies |
Includes few relevant facts, examples, or details; may include inaccuracies |
|
|
Demonstrates a logical and clear plan of organization; includes an introduction and conclusion that are beyond a restatement of the social problem |
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that are beyond a restatement of the social problem |
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme |
Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or conclusion |
May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion |
Did you master any Content Standards??? (NOTICE,
all the standards are built into your worksheets and task! If you complete the worksheets and task
correctly, that means you have mastered the content standards!!!)
q 2.1 Explain the Columbian
Exchange.
q 2.2 Identify the different
locations in which European countries set up colonies, including “New England,”
“New France,” “New Netherlands,” and “New Spain.”
q 2.3 Compare European
conceptions of land ownership with American Indian conceptions of land
ownership.
q 2.4 Explain the effects of
European colonies and their growth
q 2.5 Describe how the introduction
of European diseases devastated much of the American Indian population
q 2.6 Identify the reasons
behind Europeans’ decision to introduce African slaves into America.
q 2.7 Describe the “triangular exchange” in which Europe interacted with America and Africa.
Through this WebQuest you have learned how European exploration after 1492 impacted the Indigenous peoples of the Americas. You presented your finding back to the exploring European nation of your choosing. You followed the AHPPA to analyze the policies associated with the European exploration and the Columbian Exchange. You now understand the importance of a public policy analyst. It is a political scientist who studies the past and present to find policies that improve the lives of millions. The social problem caused by the Columbian Exchange was monumental. By analyzing past social problems we can find solutions for our present society. You now have the skills to make a difference! Congratulations!
NYS
Social Studies Standard 1 – History of the United States and New York
NYS
Social Studies Standard 2 – World History
NYS
Social Studies Standard 3 – Geography
NYS
Social Studies Standard 4 – Economics