EVANDER CHILDS HIGH SCHOOL

Mr. Rudin—Social Studies Instructor

Global History-Public Policy Web Quest

SOCIAL PROBLEM: Loss of Individual Freedoms Under Spanish Rule

INTRODUCTION:

In the 1490’s Spain under the leadership of King Ferdinand and Queen Isabella embarked on a series of explorations that led to the establishment of a vast colonial empire. The Spanish had pursued a policy of imperialism and had conquered the last Moorish state of Grenada in 1492. Ferdinand and Isabella continued to make plans to solidify their rule in Europe and around the world. In 1492 they agreed to finance the exploration voyage of Christopher Columbus to the America’s. His four voyages led to the first major discovery of new lands by Europeans. Columbus’s discovery of these new lands for Spain brought the world closer together and enriched the Spanish economy by finding more trade routes and new sources of wealth. The Spanish explorers also sought to force their ideas (political, social, and religious) on the native Indian population that occupied these lands. This extreme ethnocentrism and Imperialism led to tensions and created devastating social problems between the Spanish and the Indians. Imperialism led to the Spanish domination of the Native American. They lost their civil liberties, natural rights and freedom as well as their lives.

Native Americans became slaves of an ethnocentric Spanish culture that led to subjugation.

You are a historical researcher and this is your first major assignment. Your boss has asked that you identify the social problems that developed between the Spanish Conquistadors (explorers) and the native Indians in colonial America as a result of imperialism. In this report you will show how the actions and policies of both Hernando Cortes and Francisco Pizarro both Spanish created social problems and increased tensions between the Conquistadors and the Indians. (Incas, Aztecs).

TASK:

You will be required to complete the following.

1. Oral Presentation: Each student will speak for three minutes using charts, posters, or pictures discussing the social problem of loss of individual freedoms by Native Americans under Spanish Imperialism.

2. Written Report: Three to four double space

Type-written pages. You will use the Global

Public Policy Analyst to complete the task. (www.maxwell.syr.Edu/plesal/tips.HTMl).

You will define the problems caused by Imperialism, gather the evidence for the problem, determine the causes and evaluate the Spanish public policy of Imperialism.

III: PROCEDURE- ( Five step Public Policy)

-To accomplish the task, you will divide into groups of four.

-You will use the four-step GHPPA on websites given below.

-You will use the “worksheets” and complete all information required on these pages

-You will use this information to complete your oral and written presentations.

Step 1.Identify the Problem

WWW.SYR.EDU/PLEGAL/GHPPA/GHPPAIP1.HTML

State the problem which you are asked to solve. Remember that a social problem can be viewed as a gap between the goals of society and its present conditions. Complete worksheet # 1

Step 2 Gather the evidence.

WWW.MAXWELL.SYR.EDU/PLEGAL/PPA/GHPPAN1.HTML

Show evidence that such a problem exists. Use the sources from your text or internet to state your problem and show necessary examples.

Complete worksheet # 2

Step 3: Determine the causes identify the causes of the problem. WWW.SYR.EDU/PLEGAL/GHPPADC1.HTML

This may be found in history textbooks as well as on the given website.

Complete worksheet # 3

Step 4: Evaluate the policy of Spanish Imperialism.

WWW.MAXWELL.SYR.EDU/PLEGAL/PPA/GHPPAEP1.HTML

What laws or policies were in effect at that time which dealt with Spanish domination or privilege over the Indians?

For this section you will need to look at historical laws or policies that were invoked by Spain or the Spanish Colonial Governor. These can be found in history texts as well as historical documents and internet resources given above.

Complete worksheet # 4.

IN ADDITION—Complete the following

Step 5 Describe the laws and policies that you can recommend which would ease or stop Spanish Imperialism over the Indians.

Step.6: Compare the Spanish treatment of the Indians in Central and South America with the French and English treatment of the Indians in North America in the 1600s and 1700s.

WWW.MAXWELL.SYR.EDU/PLEGAL/PPA/GHPPACOMD.HTML

Step7: After completing the research organize your information into the required three page report.

REMEMBER: You will work in cooperative learning groups with four of your classmates Each member of the group will present between a three to five minute oral presentation together with other members of the group. Verbal participation as well as a written research paper is mandatory by all group members in order to receive credit for this project.

IV.-RESOURCES

Directions- Go on the Internet and locate information on the topic by using the following search engines and your text.

www.google.com

www.dogpile.com www.yahoo.com

Research the following sites:

http://occawlonline.pearsoned.com/bookbind/pubbooks/brummettconcise/chapter98/medialib/thumbs/ch16 308html

http://www.enchantedlearning.com/explorers/1400.shtml.

http:///www.1.minn.net/%7Ekeithp/discover.htm

http://www.millersv.edu/ Columbus/data/art/KICZA-1Art

EVALUATION:

Evander Childs

Presentation Rubric

Name: ________________________

Teacher: Mr. Rudin

Date of Presentation: ____________

Title of Work: ___________________

Criteria

Points

	1	2	3	4
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.	____
Content Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with content, but fails to elaborate.	Student demonstrates full knowledge (more than required)with explanations and elaboration.	____
Visuals	Student used no visuals.	Student occasional used visuals that rarely support text and presentation.	Visuals related to text and presentation.	Student used visuals to reinforce screen text and presentation.	____
Mechanics	Student's presentation had four or more spelling errors and/or grammatical errors.	Presentation had three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.	____
Delivery	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly.	Student used a clear voice and correct, precise pronunciation of terms.	____
				Total---->	____

VI: SUMMARY

Through this webquest you will have prepared a written report and a verbal presentation explaining why social problems developed between the Spanish explorers and the native Indians in the Americas. You will also have LEARNED how Spain’s policy of Colonial Imperialism, as applied by the Conquistadores was responsible for bringing about massive cultural diffusion and the complete loss of “individual freedoms” of the Native American.

VII. Learning Standards

Social Studies

World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the states and other societies develop economic systems and

associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non market mechanisms.

Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local,

national and global-including the distribution of people, places, and environments over the Earth’s surface.

ELA Standards

Standard 1

Students will read, write, listen, and speak for information and understanding.

Standard 3

Students will read, write, listen, and speak for critical analysis and evaluation.