IntroductionBy the early to mid-seventeenth century, Spain, England, France, and the Netherlands were all competing for colonies and trade around the world. Beginning in the late fifteenth century, explorers, conquerors, missionaries, merchants, and adventurers sought to claim new lands to colonize. It was only a matter of time before imperial rivals butted heads over land possession and trade routes. Competition for land grabs, settlement, trade, and exploration led to the growth of New World imperialism and the economic system of mercantilism. As European nations squabbled and settled lands, much was to be lost on the side of the indigenous Americans. Native populations shifted and decreased from the time of settlement onward. Show
Guiding QuestionWhich label best describes the very first wave of European immigration to the Americas in the late fifteenth to early sixteenth centuries: explorers, missionaries, merchants, or conquerors? ObjectivesBasic-level objective: Skill set: map identification; recall; description; analysis
Intermediate-level objective: Skill set: compare and contrast; analysis
Advanced-level objective: Skill set: evaluation and drawing inferences
Vocabulary: imperial; missionaries; imperialism; mercantilism; indigenous Lesson ProceduresAfter the introduction and warm-up activity students will read and analyze five different types of materials: a map, three pieces of artwork, and three primary documents. They will then be asked to write a follow-up argumentative writing sample that answers the Guiding Question with support from the materials. Along the way they are to work in groups to actively support one another in the learning of the materials. Each group will have to answer questions that accompany the materials. Preparation InstructionsWarm-up Activity: Designed to entice the students into learning about Spanish colonization. Read Bartolome de Las Casas’s narrative: A Brief Account of the Destruction of the Indies, Seville, Spain, 1552 A full text is available here.
Vocabulary: disposed: killed, dead Display the following image from the Brown University Archive of Early American Images, also available as a PDF here. Questions for Discussion:
Lesson ActivitiesDifferentiated Instruction 1: Geography of New World ColonizationPlease use a map of the Age of Exploration outlining exploration and routes of the Spanish, English, and French (included in most texts and available online) and an atlas or modern political map to compare and contrast. Questions for Discussion
Differentiated Instruction 2: Using Art to Assess Spanish Exploration and ColonizationDisplay William Henry Powell’s Discovery of the Mississippi, 1853 This painting is in the US Capitol Rotunda and can be further studied at the Architect of the Capitol’s website. Provide students with a basic introduction to the painting, including:
Group Work and Questions for Discussion:
Differentiated Instruction 3: Captain John SmithA reading from Captain John Smith Note that this is written in an older form of English, which can be discerned by having the teacher read this aloud while students read along silently. Background Information: Captain John Smith was a late sixteenth-/early seventeenth-century Englishman who was a sailor, explorer, and colonist. His adventures in the New World and the settlement of Jamestown, Virginia, paved the way for further English colonization. This letter was published in England to entice Englishmen to migrate to the New World.
Vocabulary counsel: government Questions for Discussion
Differentiated Instruction 4: Samuel de ChamplainImage study: Deffaite des Yroquois au Lac de Champlain, 1613, published by Chez Iean Berjon, also available from the Library of Congress. This engraving depicts French explorer Samuel de Champlain’s encounter with the Iroquois at the site of modern-day Lake Champlain. Questions for Discussion
Pair this engraving with the following primary source written by Samuel de Champlain in his Memoirs of Samuel de Champlain Books I and II:
Vocabulary exalted: highly honored Questions for Discussion
Differentiated Instruction 5: Charter to Sir Walter RaleighNote that this is written in an older form of English, which can be discerned by having the teacher read this aloud while students read along silently. This reading is a charter given to Sir Walter Raleigh. Raleigh was an English sailor and adventurer who explored and claimed land in North America for the English Crown. Questions for Discussion
Charter to Sir Walter Raleigh: 1584
Vocabulary: preheminences: permanencies: those that surpass all others Why was royal permission necessary in England for attempting any settlement in the New World?Why was royal permission necessary In England for attempting any settlement in the New World? Without permission, you could be tried for treason, also it was very costly without royal aid.
Why was the use of the jointThe most important advantage of using a joint-stock company was having the organization to recruit investors and raise enough money to attempt to establish a colony.
What difficulties did the settlers encounter at Jamestown?The winter of 1609-1610 in Jamestown is referred to as the "starving time." Disease, violence, drought, a meager harvest followed by a harsh winter, and poor drinking water left the majority of colonists dead that winter.
What difficulties did the settlers encounter at Jamestown check all that apply quizlet?What were some problems that the colonists in Jamestown faced? Hostile Indians, starvation, poor leadership, lack of government, cannibalism, lack of skills among colonists.
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