Holders of encomiendas who were found guilty of mistreating Native Ameri-cans had their encomiendas taken away from them. However, Spanish colo-nists strongly protested against the New Laws, and the king eventually gavein and reversed many of them.

DRAW CONCLUSIONS Explain how the church played a part in Spanishcolonization.

The Columbian ExchangeKEY QUESTION What were the effects of the Columbian Exchange?

The arrival of the Spanish in the Americas brought more than a clash ofpeoples and cultures. It also brought a movement of plants, animals, anddiseases between the Eastern and Western hemispheres. This movement ofliving things between hemispheres is called the Columbian ExchangeColumbian Exchange.

Trade Brings Disease One result of the Columbian Exchange was thetransfer of germs from Europe to the Americas. Before the Europeans arrived,Native American farmland stretched all along the eastern seaboard of whatis now the United States. Many of the communities that farmed these landswere wiped out by European diseases before the settlers began arriving inlarge numbers. The Native Americans had no immunity to the germs thatcaused such diseases as smallpox, measles, and influenza.

Exact numbers are unknown, but historians estimate that diseases broughtby Europeans killed more than 20 million Native Americans in Mexico in thefirst century after conquest. The population of Native Americans in Central

C

Connect Geography History1. Movement Why was the Columbian Exchange a success?

2. Evaluate What is the probable significance of the skull and crossbones?

The Columbian Exchange

Answer: set up missions;improved native foodsupplies; improvedsecurity; taught literacyand useful skills; butalso enslaved NativeAmericans

44 •• Chapter 2

CHAPTER 2 • SECTION 3

DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES

Basic

Have students use online andlibrary sources to create aposter presentation of howNative American culturesare represented on Mexicanand Peruvian money today.Their poster should show onedenomination of currencyand call outs for symbolsused that derive from NativeAmerican history.

On Level

Have students use onlineand library sources to drawan annotated map of Mexicoand Peru today. Tell studentsto include information aboutthe culture and economyof the countries’ NativeAmerican populations.Encourage students to addpictures to their maps.

Challenge

Have students create amultimedia presentation,with audio and video clipsfrom library and onlinesources. Presentationsshould include brief historiesof Native Americans inMexico and Peru, as well asdetails about their historicaland current living conditions.

OBJECTIVE Create multimedia presentations about Native American populations inMexico and Peru.

TeachTeachThe Columbian Exchange

TalkTalk AboutAbout ItIt• What eventually happened to the New Laws?

• Main Idea and Details What happenedwhen germs were transferred from Europeto the Americas?

The Columbian Exchange

Connect Geography History

FORM AND SUPPORT OPINIONS What doyou think might have happened if the NativeAmericans had had resistance to the diseasesbrought by Europeans?

ANSWERS

1. Movement It brought many plants andanimals to both hemispheres, providing newsources of food.

2. Evaluate These diseases were fatal to theNative American populations.

Teacher-Tested Activities

David Mack, Sarah Banks Middle School,Wixom, Michigan

My students enjoy charting potential routesfrom Europe to Asia, using both early andpresent-day physical world maps.

To start, I supply students with a copy of amap from around 1490. Students use the mapto chart all potential routes to Asia, notingapproximate distances of each route. Studentsshould think about difficulty of travel based onparticular physical features.

Next, students repeat the process, using acurrent map, charting all potential routes.

To finish, I invite students to share the routesthey charted on both maps. I help sparkdiscussion by sharing details of Europeanexploration.

European Exploration of the Americas 45

America may have decreased by 90 to 95 percent between the years 1519 and1619. The result was similar in Peru and other parts of the Americas. Ber-nardino de Sahagún, a Spanish missionary in Mexico, described the effectsof smallpox on the Aztecs: “Very many died of it. . . . They could not move:they could not stir. . . . And if they stirred, much did they cry out. Great wasits destruction.”

Positive Effects of the Exchange Other effects of the ColumbianExchange were more positive. The Spanish brought many plants and animalsto the Americas. European livestock—cattle, pigs, and horses—all thrived inthe Americas. Crops from the Eastern Hemisphere, such as grapes, onions,and wheat, also thrived in the Western Hemisphere.

The Columbian Exchange benefited Europe, too. Many American cropsbecame part of the European diet. Two that had a huge impact were pota-toes and corn. Potatoes, for example, became an important food in Ireland,Russia, and other parts of Europe. Without potatoes, Europe’s populationmight not have grown as rapidly as it did.

By mixing the products of two hemispheres, the Columbian Exchangebrought the world closer together. Of course, people were also moving fromone hemisphere to the other, blending their cultures in the process.

RECOGNIZE EFFECTS Explain the effect of the Columbian Exchange on theEastern and Western hemispheres.

ONLINEOOO ENNILNNOO QUIZQQQUIZFor test practice, go toInteractive Review @ ClassZone.com

TERMS & NAMES1. Explain the importance of

• encomienda • Bartolomé de Las Casas• hacienda • Columbian Exchange• mission

USING YOUR READING NOTES2. Main Ideas and Details Complete the diagram

you started at the beginning of this section.

KEY IDEAS3. How did Spain establish a new colonial government

in the Americas?

4. How did the Columbian Exchange connect theEastern and Western hemispheres?

CRITICAL THINKING5. Analyze Motives Why do you think the Spaniards

chose to utilize Native Americans in the newcolonies?

6. Draw Conclusions Over time, do you think theCatholic Church’s missions were more helpful orharmful to the Native Americans? Explain.

7. Evaluate How did the missions transform theNative American way of life?

8. Connect Todayto How is the ColumbianExchange put into effect today?

9. Art Collage Make a collage that illustratesthe plants and animals involved in the ColumbianExchange.

Locations

Spanish Colonies

Governance

Answer: Americas:spread of Europeandiseases, crops, andanimals brought fromEurope; Europe: crops,animals, and new foodstaken to Europe

Section Assessment33

•• 45

CHAPTER 2 • SECTION 3

Collage Rubric

4 AssessAssess && ReteachReteach

Unit 1 Resource Book• Section Quiz, p. 111

Interactive Review@ ClassZone.com

Power Presentations

Test Generator

Reteach For each vocabulary term in thesection, students should find a picture in thesection that is most closely related to the word.Then they can explain in their own words howthe picture relates to the word.

Unit 1 Resource Book• Reteaching Activity, p. 115

Terms & Names1. p. 42; p. 42; mission,

p. 43; Bartolomé de Las Casas, p. 43;Columbian Exchange, p. 44

Using Your Reading Notes2. New Spain and Peru; land and Native

Americans; Possible Answers: disease andenslavement for Native Americans; new foodsfor Europe; blend of cultures

Key Ideas3. through the and systems4. through trade, diseases, foods

Critical Thinking5. Possible Answers: They couldn’t do the

work themselves; plantations needed manyworkers.

6. helpful—taught Spanish, protected NativeAmericans; harmful—enslaved NativeAmericans and imposed Christianity on them

7. created a better food supply; offeredprotection; taught reading and writing andsome skills; treated them like slaves; tried toreplace religions, traditions

8. Possible Answers: killer bees; new kinds oftomatoes; growing corn for many products;bananas; coffee beans

9. Collages should reflect information aboutplants and animals in the Columbian Exchange.Use the rubric to score students’ collages.

Content VisualPresentation

4 thorough; includes manygoods exchanged

creative, artistic,neat

3 complete; includesseveral goods exchanged

artistic, neat

2 adequate; includes somegoods exchanged

colorful, messy

1 incomplete; includes fewor no goods exchanged

unimaginative,sloppy

Ask students what they have learned so farthat can help them answer the question.

• The land was settled by colonists toenrich the Spanish empire.

• Missions established by the SpanishChurch changed Native American life.

• The Spanish king issued the New Laws,which were later reversed.

• The Columbian Exchange brought newcrops and diseases to Native Americansand new plants and animals to Europe.

CONNECT to the Essential Question

3

Assess Have students complete the SectionAssessment.

ASSESSMENT ANSWERSSECTION