PreColombian America Bering Strait is between Russia and

Pre-Colombian America • Bering Strait is between Russia and Alaska, and is where the first Americans reached the Western Hemisphere. Pre. Columbians crossed this when it froze over during the Ice Age to migrate to less populated territory.

Pre-Colombian Civilizations: The Eastern Woodland the Muskhogean • Eastern Woodland – The multi-lingual, nomadic, farming tribes that lived to the East of the Mississippi River in small, self-governing, family-based clans that were led by elders, selected by the governed or eldest women. • Muskhogean – The tribes living in the Southeast, such as the Choctaw and Creek.

• Natchez Pre-Colombian Civilizations: Natchez, Algonquians and Iroquois – mid-eastern tribe that developed a agriculturally-based, war-like, stratified society consisting of the Great Sun, his Advisors, and the Stinkards, which lasted until the Europeans invaded. • Algonquians – The tribes living around the St. Lawrence River and the Chesapeake Bay. • The Iroquois Confederation – The tribes living around the Hudson River and the Great Lakes, who identified as Seneca, Cayuga, Oneida, Onondaga or Mohawk.

• Anasazi Pre-Colombian Civilizations: Anasazi, Pueblo – The southwestern, farming tribe that built cliff-dwellings and irrigation canals; however, it declined following a drought during the 1200 s. • Pueblo – The southwestern, farming tribe that built cliff-dwellings, developed a culture similar to that of the Anasazi, and used droughtresistant plants; thus, it survived into the 1400 s.

Pre-Colombian Civilizations: Aztec, Maya and Inca • Aztec – ancient, Mexican empire that developed Mexico City as Tenochtitlán and a warlike monarchy-aristocracy society, which lasted from 1200 CE to 1519, when Hernando Cortés conquered it. • Maya – built temples and pyramids surrounding broad plazas in the mountains, deserts, and rain forests of what is now Guatemala, Belize, Honduras, and the Yucatan region of Mexico. • Inca – Around 1000 C. E. these people successfully conquered neighboring tribes and eventually controlled an area more than 2, 500 miles in length. By 1500 they were the largest and richest of all the ancient empires of the Americas.

Early Colonization Positives Negatives The tribes gained The tribes lost trade, new foods, land, culture, literacy, independence, monotheistic religion, permanent and died of housing, and horses. disease.

Warm Up: • Why would European powers want to colonize foreign lands? • List 3 of our rituals and routines.

God, Glory and Gold 1. “God” – Convert natives 2. “Glory” – – Adventure Nationalism Pride Scientific exploration 3. Gold – Natural resources (gold, spices, sugar, tobacco) – New markets for trade

Columbian Exchange • The Columbian Exchange refers to a period of cultural and biological exchanges between the New and Old Worlds. • Exchanges of plants, animals, diseases and technology transformed European and Native American ways of life. • Beginning after Columbus' discovery in 1492 the exchange lasted throughout the years of expansion and discovery. • The Columbian Exchange impacted the social and cultural makeup of both sides of the Atlantic.

Encomienda (1512) • The encomienda system was created by the Spanish to control and regulate American Indian labor and behavior during the colonization of the Americas. • Under the encomienda system, conquistadors and other leaders (encomenderos) received grants of a number of Indians, from whom they could exact “tribute” in the form of gold or labor. • The encomenderos were supposed to protect and Christianize the Indians granted to them, but they most often used the system to effectively enslave the Indians and take their lands.

Causation: • Students will construct a cause and effect chart tracing the causes and effects of European exploration. • This will be part of the interactive notebook Cause Effect

Cause Effect

Closure • Word Wall Entry: Students will create entries for the word wall which include the word, a visual representation and a description in their own words • Early finisher: begin reading Brinkley Chapter 1/ Pg 233 in preparation for the reading comprehension quiz on Friday.

Warm Up: Rituals and Routines Quiz • What are 3 things you are expected to do when you come in? • Where do you turn in work? • What is the hall pass protocol? (Where are passes located? How many do you get per 9 weeks? When may you use a pass? ) • Where is the daily instructional framework agenda located? • Where can you find the seating chart? • What are 2 things you are expected to do before you leave?

Conquistadores • a leader in the Spanish conquests of America, Mexico, and Peru in the 16 th century

Christopher Columbus • Columbus was an Italian explorer commissioned by King Ferdinand Queen Isabella of Spain to travel westward on a travel route they hoped would take him to China for trade in 1492 • He mistakenly ended up in the Caribbean and is credited with beginning European colonization in the “New World” • Though not the first to reach the Americas from Europe (the Vikings had reached Canada many years earlier, led by Leif Ericsson), Columbus' voyages led to general European awareness of the hemisphere and the successful establishment of European cultures in the New World.

Pizzaro • Despite the lack of a written language, the Incan governmental system was well-organized when Francisco Pizzaro and his brothers Juan, Gonzalo, and Hernando arrived in 1532 with fewer than 200 soldiers. • These brothers conquered the Incas and executed their king, Atahualpa. They then captured the capital of Cuzco and looted its wealth of silver and gold.

Hernando Cortes • conquistador who took down the Aztec empire by infiltrating it, influencing the monarch, Montezuma, and having the people turn against him, thus dividing the empire in 1519.

Work Session • complete a chart comparing and contrasting the success of various explorers • This chart will also be a part of their interactive notebooks.

Homework: • In preparation for the reading comprehension quiz tomorrow, students will complete the 5 "Recall and Reflect" questions on page 34 in the textbook.

Warm Up • Study for your Chapter 1 quiz!!

European vs American Indian Society

Warm Up • What are 2 -3 things you want us to review more before your test tomorrow?

1. 2. 3. 4. 5. 6. College Board’s Tips for the AP DBQ Read the question -- that is, the prompt -- three times. Identify the task. State in your own words what you are being asked to write. Circle or underline the main words, especially words of direction, such as "analyze, " "explain, " "compare and contrast, " "evaluate, " and "to what extent. " Briefly list the main events of the historical time period addressed. Use the acronym PERSIA to help you categorize the political, economic, religious, social, intellectual, and artistic aspects of the period. This is outside information that may be included in the essay. Read each document, noting the source or the title. Briefly write the main point of each document. If the prompt requires you to use the source or the title when referring to the information in the document. Do NOT use the word "document" in the narrative of your essay. (Writing "Document A says, " "Document B says, " and so on results in a laundry list of documents instead of an essay. ) You may use the word "document" in parentheses as a reference to a specific document at the end of the information you have included from that document.

DBQ Instructions • Read all documents (some are primary, some secondary) • Answer: – The 3 questions on page 29 – The 2 questions on the “Olaudah Equiano” page – 1 -3 on page 99 – Then complete next to last page using one of the documents on page 38 (your choice)

Warm Up • Where in the Declaration of Independence can you find the philosophies of John Locke?