Student Learning Outcomes & Student Learning Outcomes & Instructional ObjectivesInstructional Objectives

SLOs:SLOs: Use knowledge of global events and trends since Use knowledge of global events and trends since

1500 to shed light on contemporary issues 1500 to shed light on contemporary issues ObjectivesObjectives Explain with specific examples, ways in which Explain with specific examples, ways in which

geographical factors help shape human events geographical factors help shape human events Interpret historical knowledge to extend Interpret historical knowledge to extend

comprehension of world cultures comprehension of world cultures Describe interactions and influences between and Describe interactions and influences between and

among civilizationsamong civilizations Analyze cause-and-effect relationships in history, Analyze cause-and-effect relationships in history,

including variables such as the “great person”, including variables such as the “great person”, technological change, outside influences and technological change, outside influences and demographic change demographic change

the dominant pattern of the dominant pattern of biological evolution on this planet biological evolution on this planet has been geographical has been geographical divergence dictated by the divergence dictated by the separateness of the continents.separateness of the continents.

organisms have evolved organisms have evolved differently because they had no differently because they had no contact with each othercontact with each other

Humans have reversed the Humans have reversed the ancient trend by the age of ancient trend by the age of exploration spreading crops, exploration spreading crops, animals and disease organisms.animals and disease organisms.

• The most spectacular and influential examples of this are in the category of the exchange of organisms between the Eastern and Western Hemispheres.

Polynesian Voyages & SettlementPolynesian Voyages & Settlement A.D. 458 Chinese early exploration A.D. 458 Chinese early exploration

near Baja Californianear Baja California the Vikings about 1,000 CEthe Vikings about 1,000 CE Yang Qings exploration 1421Yang Qings exploration 1421 Zing He and influence on 15Zing He and influence on 15thth century century

world mapsworld maps the Vikings about 1,000 CE, but the the Vikings about 1,000 CE, but the

tsunami of biological exchange did tsunami of biological exchange did not begin until 1492.not begin until 1492.

In that year the Europeans initiated In that year the Europeans initiated contacts across the Atlantic and contacts across the Atlantic and Pacific which have never ceased. Pacific which have never ceased.

Their motives were economic, Their motives were economic, nationalistic, and nationalistic, and religiousreligious, not , not biological. biological.

Biogeography of the globe when Biogeography of the globe when Columbus set sail;Columbus set sail;

Everyone in Eurasia and Africa was a Everyone in Eurasia and Africa was a person who shared no common ancestor person who shared no common ancestor with indigenous peoples in the Western with indigenous peoples in the Western Hemisphere for at the very least 10,000 Hemisphere for at the very least 10,000 years. years.

The plants and animals of the tropical The plants and animals of the tropical continents of Africa and South America continents of Africa and South America differed sharply from each other and from differed sharply from each other and from those in any other parts of the world. those in any other parts of the world.

In addition social structures, religion and In addition social structures, religion and world views (social, economic and political world views (social, economic and political ideologies) were very different in the ideologies) were very different in the Western HemisphereWestern Hemisphere

The Columbian exchange started The Columbian exchange started when Christopher Columbus when Christopher Columbus petitioned Ferdinand and Isabella petitioned Ferdinand and Isabella of Spain for a grant, to explore of Spain for a grant, to explore westward. westward. 

The  voyages of Christopher The  voyages of Christopher Columbus Columbus were significant maritime were significant maritime achievements. achievements.

Columbus set sail for the first  Columbus set sail for the first  time from Palos on August 3 1492, time from Palos on August 3 1492, leaving a Europe wracked by war leaving a Europe wracked by war

The population had been halved a The population had been halved a century before by the Black Deathcentury before by the Black Death

He landed on Friday October 12, He landed on Friday October 12, 14921492

Within a year had enslaved most of Within a year had enslaved most of the people of Hispaniola, (Haiti and the people of Hispaniola, (Haiti and the Dominican Republic); the Dominican Republic);

in 1493 500 Arawak people were in 1493 500 Arawak people were shipped back to Spain as slaves only shipped back to Spain as slaves only seven survived. seven survived. 

Five shivering captives actually Five shivering captives actually reached the streets of Barcelona. reached the streets of Barcelona.

Natives were grossly maltreated, Natives were grossly maltreated, often in the name of religion; "often in the name of religion; "they they were hanged in groups of 13 " in were hanged in groups of 13 " in memory of our Redeemer and his memory of our Redeemer and his apostles.apostles.“ De Las Casas“ De Las Casas

In succeeding voyages Columbus In succeeding voyages Columbus explored the West Indies, and explored the West Indies, and reached the mainland coast of South reached the mainland coast of South America.  After Columbus came America.  After Columbus came Cortes (Mexico) and Pizarro ( South Cortes (Mexico) and Pizarro ( South America.America.

What the Spaniards Brought What the Spaniards Brought     New plants included wheat and New plants included wheat and

other Eurasian grains; pear, peach, other Eurasian grains; pear, peach, orange, lemon tress; chick peas, orange, lemon tress; chick peas, grape vines, melons, onions, grape vines, melons, onions, radishes and many plants that radishes and many plants that became weeds. became weeds.

  They brought horses, pigs, sheep, They brought horses, pigs, sheep, goats, burros, and cattle. goats, burros, and cattle.

  Within a century, there were cattle Within a century, there were cattle everywhere. There were thousands everywhere. There were thousands upon thousands of horses available upon thousands of horses available to anyone with a few coins or the to anyone with a few coins or the skill to rope them. Legally, Indians skill to rope them. Legally, Indians were forbidden horses. were forbidden horses.

Americasdomesticatedanimalsdogsllamasguinea pigsfowl (a few species

Europedomesticatedanimalsdogshorsesdonkeyspigscattlegoatssheepbarnyard fowl

A century after the contact, there was A century after the contact, there was perhaps one Indian for every ten or perhaps one Indian for every ten or perhaps twenty who had been alive in perhaps twenty who had been alive in the Valley of Mexico a century earlier. the Valley of Mexico a century earlier.

Disease was the single greatest cause Disease was the single greatest cause of this population decline.of this population decline.

smallpox, malaria, yellow fever, smallpox, malaria, yellow fever, measles, cholera, typhoid, and measles, cholera, typhoid, and bubonic plaguebubonic plague

Epidemics of these diseases swept Epidemics of these diseases swept over the Americas.over the Americas.

About fifty epidemics swept through About fifty epidemics swept through the Valley of Mexico between 1519 the Valley of Mexico between 1519 and 1810. and 1810.

Brazil experienced perhaps forty Brazil experienced perhaps forty epidemics of smallpox before 1840. epidemics of smallpox before 1840.

Golden Ages are in the past; what Golden Ages are in the past; what followed was dreadful: followed was dreadful:

"It was the month of Tepeilhuitl when it "It was the month of Tepeilhuitl when it began and it spread over the people as began and it spread over the people as great destruction. Some it quite covered great destruction. Some it quite covered with pustules on all parts -- their faces, with pustules on all parts -- their faces, their heads, their breasts, etc. There their heads, their breasts, etc. There was a great havoc. Very many died of it. was a great havoc. Very many died of it. They could not walk; they only lay in They could not walk; they only lay in their resting places and beds. They their resting places and beds. They could not move ; they could not stir; could not move ; they could not stir; they could not change positions , nor lie they could not change positions , nor lie in one side; nor face down , nor on their in one side; nor face down , nor on their backs. And if they stirred, much did they backs. And if they stirred, much did they cry out. Great was its ( smallpox) cry out. Great was its ( smallpox) destruction. Covered , mantled with destruction. Covered , mantled with pustules, many people died of them. "pustules, many people died of them. " (Sahagun - Florentine Codex)(Sahagun - Florentine Codex)

Similarly Cakchiquel Mayan annals Similarly Cakchiquel Mayan annals recorded : "recorded : "Great was the stench of the Great was the stench of the dead.   After our fathers and grandfathers dead.   After our fathers and grandfathers succumbed, half of the people fled to the succumbed, half of the people fled to the fields.  The dogs and vultures devoured fields.  The dogs and vultures devoured the bodies.  The mortality was terrible. the bodies.  The mortality was terrible. Your grandfathers died, and with them Your grandfathers died, and with them died the son of the king, and his brothers died the son of the king, and his brothers and kinsmen.  So it was that we became and kinsmen.  So it was that we became orphans, oh my sons. So we became when orphans, oh my sons. So we became when we were young.  All of were thus. We we were young.  All of were thus. We were born to die!"were born to die!"

The people died,  agriculture was The people died,  agriculture was crippled,  famine followed pestilence; crippled,  famine followed pestilence; they could not defend themselves, they they could not defend themselves, they could not feed themselves. . could not feed themselves. .

New Ideologies;New Ideologies; Christianity and the concept Christianity and the concept

of monotheismof monotheism Patriarchy Patriarchy CapitalismCapitalism Individualism over Individualism over

Collectivism Collectivism

New World cropsmaize (corn)white potatoessweet potatoesmaniocpeanutstomatoessquash (incl. pumpkin)pineapplespapayaavocados

 

Old World cropsricewheatbarleyoatsryeturnipsonionscabbagelettucepeachespearssugar

  What the Western Hemisphere gave What the Western Hemisphere gave to the worldto the world

The greatest impact of America on The greatest impact of America on Europe, Asia and Africa was the Europe, Asia and Africa was the spread of American food crops. spread of American food crops.

This list includes: Maize, potatoes, This list includes: Maize, potatoes, sweet potatoes, tomatoes, peanuts, sweet potatoes, tomatoes, peanuts, manioc, caco, peppers, most beans, manioc, caco, peppers, most beans, and squash. and squash.

All of these were unknown in the All of these were unknown in the Eastern Hemisphere before 1492. Eastern Hemisphere before 1492.

In 1986, the maize and potato In 1986, the maize and potato harvest totaled 788 million metric harvest totaled 788 million metric tons. This was 78 percent of the tons. This was 78 percent of the 1,010 metric tons of wheat and rice 1,010 metric tons of wheat and rice harvested that same year. harvested that same year.

  

The growth of population and The growth of population and industrialization in Northern industrialization in Northern Europe could not have happened Europe could not have happened as they did without the increased as they did without the increased nourishment provided by the nourishment provided by the potato.potato.

Millions of Southern Europeans Millions of Southern Europeans and African had their lives and African had their lives transformed by maize. In the transformed by maize. In the course of the eighteenth century, course of the eighteenth century, China more than doubled in China more than doubled in population due in considerable population due in considerable part to new American food crops. part to new American food crops.

SLO/Objectives AssessmentSLO/Objectives Assessment How does historical knowledge of the Columbian How does historical knowledge of the Columbian

Exchange shed light on contemporary issues?Exchange shed light on contemporary issues?ObjectivesObjectives What role did geographical factors play in the What role did geographical factors play in the

Columbian Exchange? Columbian Exchange? Interpret historical knowledge to extend Interpret historical knowledge to extend

comprehension of world cultures comprehension of world cultures List the possible positive and negative interactions List the possible positive and negative interactions

and influences between and among civilizations as and influences between and among civilizations as a result of the Columbian Exchange. a result of the Columbian Exchange.

Analyze cause-and-effect relationships in history, Analyze cause-and-effect relationships in history, including variables such as the “great person”, including variables such as the “great person”, technological change, outside influences and technological change, outside influences and demographic change related to the Columbian demographic change related to the Columbian ExchangeExchange