Chapter 1: 1491-1607 Inquiry Organizer
Compelling Question: How did the collision of cultures create a “New World”?
|Supporting Question 1: What were the social, political, and economic structures of American peoples before the arrival of Europeans?||Resources:
|Supporting Question 2:What motivated and enabled Europeans to begin exploring the globe in the fifteenth and sixteenth centuries?||Resources:
|Supporting Question 3: What was the initial contact between Europeans and native peoples like?||Resources:|
|Supporting Question 4: How did the contact between Europeans and native peoples affect Europe, Africa, and the Americas?||Resources:|
|Unit 1 Essay Activity: How did the collision of cultures create a “New World”?
Option A: Compare and contrast British and Spanish imperial goals in the New World between 1491 and 1763.
Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.
You may also need
More of this Category
Question Formulation Technique (QFT): Map of 1491 vs. 1754
It is recommended that this Lesson be completed to introduce the first unit of AP U.S. History. This Lesson will benefit from students having limited prior knowledge about the course content. This Lesson can also be used in conjunction with the Native People Narrative and The Oral Tradition of the Foundation of the Iroquois Confederacy Primary Source.
This Lesson can be taught any time during the chapter but would be best connected to the Narratives on exploration and settlement, particularly Henry Hudson and Exploration, Hernando de Soto, and Columbian Exchange.
Richard Hakluyt and the Case for Undertaking Sea Voyages
This Lesson should come after students have learned about Spanish explorers such as Christopher Columbus, Hernando de Soto, and Hernan Cortes. This Lesson could come before or after the Ship Technology Lesson.
Paideia Seminar: Christopher Columbus
A prerequisite to this activity is the completion of the Columbus's Letter to Ferdinand and Isabella of Spain, 1494 Primary Source activity, which should immediately precede this lesson. This Lesson should be implemented after students have explored the motivations for European exploration and the consequences of the Columbian Exchange, through resources such as the First Contacts Narrative, the Columbian Exchange Narrative, and the Should We Remember Christopher Columbus as a Conqueror or Explorer? Point-Counterpoint. This Lesson should be followed by the Cortes's Account of Tenochtitlan Primary Source activity, the Las Casas on the Destruction of the Indies Primary Source activity, and/or the Life in the Spanish Colonies Narrative.