Guided Reading and Analysis a New World
Copyright National Humanities Center, 2015
In what ways did the arrival of Europeans to America bring about unforeseen and unintended consequences for the people and environments of both the New World and the Onetime?
Understanding
The Columbian Commutation — the interchange of plants, animals, disease, and technology sparked by Columbus'southward voyages to the New World — marked a disquisitional point in history. Information technology allowed ecologies and cultures that had previously been separated by oceans to mix in new and unpredictable ways. It was an interconnected web of events with firsthand and extended consequences that could neither be predicted nor controlled.
Text
Charles C. Isle of man, 1493: Uncovering the New Globe Columbus Created
Text Type
Nonfiction
Text Complexity
Class 9–x complexity band.
For more information on text complexity see these resources from achievethecore.org.
In the Text Analysis section, Tier two vocabulary words are defined in popular-ups, and Tier 3 words are explained in brackets.
Click here for standards and skills for this lesson.
Ten
Mutual Core Land Standards
- ELA-LITERACY.RI.9-x.1 (cite prove to analyze specifically and by inference)
- ELA-LITERACY.RI.nine-10.ii (make up one's mind a central thought and its development)
Advanced Placement US History
- Central Concept one.two (IIA) (introduction of crops and animals not constitute in the Americas)
Instructor's Note
In this lesson students volition explore a description of the Columbian Exchange written past Charles C. Mann every bit function of the introduction to his book, 1493: Uncovering the New World Columbus Created. In iii excerpts students will examine elements of the Substitution — an overview, a specific biological instance of unintended consequences, and finally an case of unintended man costs of the Columbian Substitution. Each excerpt is accompanied by shut reading questions for students to complete. The text analysis is accompanied past three interactive exercises to assistance in student understanding. The first interactive allows students to explore vocabulary in context; the second encourages students to review the textual analysis; and the 3rd explores the use of wording, simile, and appeal to dominance.
This lesson focuses upon the Columbian Substitution as an interwoven process with unforeseen consequences. Charles Mann expands upon the before theories of Alfred Due west. Crosby, who explored the thought of the Columbian Exchange in 1972 (for a full general essay on the Columbian Exchange written past Crosby, including suggestions for class discussions, click hither). Although Isle of man details the effects of tobacco, the spud, corn, malaria, yellowish fever, the rubber industry, and other elements of the Exchange in both the Eastern and Western hemispheres fully in 1493, this lesson focuses specifically upon some effects of the Substitution in Hispaniola. The follow-up assignment allows students to extend the furnishings of the Exchange into the African slave trade. The author uses Colon, the Spanish spelling for Columbus, throughout, and that spelling has been retained in the excerpts for this lesson.
This lesson is divided into two parts, both accessible below. The teacher's guide includes a background notation, the text assay with responses to the close reading questions, access to the interactive exercises, and a follow-upwardly assignment. The educatee's version, an interactive worksheet that can be e-mailed, contains all of the above except the responses to the close reading questions, and the follow-upwardly assignment.
Teacher's Guide (continues below)
| Pupil Version (click to open)
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Teacher's Guide
Background
Background Questions
- What kind of text are we dealing with?
- When was it written?
- Who wrote it?
- For what audience was it intended?
- For what purpose was it written?
When Columbus landed on the island of Hispaniola (the island including the modernistic countries of Haiti and the Dominican Republic) during his commencement voyage in 1492, he and his men did non realize the lasting effects their voyage would have on both the New World and the Former at that time and in the years to come up. The Columbian Exchange is the term given to the transfer of plants, animals, affliction, and technology between the One-time World from which Columbus came and the New Globe which he found. Some exchanges were purposeful — the explorers intentionally brought animals and nutrient — just others were adventitious. In this lesson you volition read about this Exchange from a clarification written by Charles C. Mann, a writer specializing in scientific topics. This lesson uses excerpts from a volume entitled 1493: Uncovering the New World Columbus Created in which Isle of man describes the effects, both intended and unintended, of the Columbian Exchange. Isle of man wrote 1493 to explore the Columbian Exchange every bit a process which is nevertheless going on today.
This lesson draws from the introduction in Mann's book. There are three excerpts, each with close reading questions. The commencement excerpt is a general overview of the Commutation — while it does not include all parts of the Exchange, you will see examples of how animals and plants from 1 part of the world replaced those in another part of the world. In extract ii you lot will explore a specific example of unintended consequences of the Columbian Exchange, when settlers idea they were simply bringing in an enjoyable food, simply they wound up with an invasive pest. Finally, in excerpt three you can run into the devastating effects of the Columbian Exchange upon the Taino Indians, the residents of Hispaniola before Columbus arrived. In some of the excerpts you lot will encounter Columbus spelled as Colon — this is the Castilian spelling and is used by the author.
Text Analysis
Excerpt 1
Close Reading Questions
Activity: Vocabulary
Larn definitions by exploring how words are used in context.
1. Why do you believe Columbus brought cattle, sheep or horses with him?
They were part of the European civilisation. They would help in farming (cattle and sheep) and communication, transportation, and war (horses). The Spanish intended to start a colony and would demand the animals.
2. What would the Taino culture have been like without cattle or horses?
There would have been communication only by human messenger and fields planted past hand. There would accept been no quick advice (past horse) or plowed fields or pastures (no cattle, and then they were not possible or necessary) and only a few, pocket-size paths, no real roads (the just transportation was by pes).
3. What is the thesis argument of paragraph 1? How does Mann develop that thesis? Cite evidence from the text.
The thesis is "Colon and his crew did not voyage alone." Mann develops that thesis by giving examples to bear witness his point, including earthworms, cockroaches, African Grasses, rats, and other animals and plants.
4. How did the introduction of cattle and sheep affect constitute life on Hispaniola?
New grasses for grazing choked out native species.
5. Why is it important that alien grasses, trees, and other plants choked out native vegetation in Hispaniola?
Choking out native grasses reduced the biodiversity (the number of distinct life forms) of Hispaniola. Ecosystems that are more biodiverse (they take more than distinct life forms) are more productive and are more resistant to diseases.
six. What tin be the effect of introducing a new predator into an environment, such every bit the Indian mongoose in Hispaniola? Give an example.
It can return another species extinct, which may itself have unintended consequences. For instance, the food source for the Dominican snake may have increased in population which may accept led to other effects.
seven. How does Isle of man evidence that the Columbian Substitution is still ongoing?
He relates how, in 2004, the orange groves have become prey of the lime swallowtail collywobbles.
8. In the 2d paragraph of this extract, Isle of mann implies his thesis but does not actually state it. What is the implied thesis of paragraph two? How does he imply the thesis?
Mann implies that the Columbian Exchange can have negative results. He gives examples, citing grasses that were high-strung out, trees that were replaced with other types of copse, and animals driven toward extinction.
In this excerpt, Mann offers an overview of the Columbian Exchange with examples.
…Colon [Columbus] and his crew did not voyage lone. They were accompanied by a menagerie of insects, plants, mammals, and microorganisms. Showtime with La Isabela [Colon'south beginning settlement], European expeditions brought cattle, sheep, and horses, along with crops like sugar cane (originally from New Guinea), wheat (from the Centre East), bananas (from Africa), and coffee (also from Africa). As important, creatures the colonists knew nothing about hitchhiked along for the ride. Earthworms, mosquitoes, and cockroaches; honeybees, dandelions, and African grasses; rats of every description — all of them poured from the hulls of Colon'due south vessels and those that followed, rushing like eager tourists into lands that had never seen their like earlier.
Movqvites (Mosquito), "Histoire Naturelle
des Indes," ca. 1586
Cattle and sheep ground the American vegetation between their apartment teeth, preventing the regrowth of native shrubs and trees. Below their hooves would sprout grasses from Africa, possibly introduced from slave ship bedding; splay-leaved [with wide leaves] and dense on the footing, they choked out native vegetation. (Conflicting grasses could withstand grazing improve than Caribbean area groundcover plants because grasses abound from the base of the leaf, dissimilar nigh other species, which grows from the tip. Grazing consumes the growth zones of the latter but has little touch on those in the former.) Over the years forests of Caribbean palm, mahogany, and ceiba [the silk-cotton tree] became wood of Australian acacia [small tree of the mimosa family], Ethiopian shrubs, and the Central American logwood. Scurrying beneath, mongooses from Bharat eagerly collection Dominican snakes toward extinction. The changes continue to this day. Orangish groves, introduced to Hispaniola from Kingdom of spain, accept recently begun to fall to the depredation of lime swallowtail butterflies, a citrus pest from Southeast Asia that probably came over in 2004. Today Hispaniola has only small fragments of its original forest.
Extract ii
Shut Reading Questions
nine. According to the writer and his sources, what unintended import came in to Hispaniola with plantains?
With the plantains came scale insects.
10. How does the author define calibration insects?
They are small creatures with tough, waxy coats that suck the juices from plant roots and stems.
11. Define "ecological release."
Ecological release is when an invasive species is introduced into an surround with no natural predators and subsequently the population explodes.
12. Using the case of scale insects as evidence, why are natural predators important to an ecosystem?
They assistance to regulate the population of a species and go along an ecosystem in residual.
thirteen. What was the unintended outcome of this import, scale insects, according to Wilson? Why did they have this effect?
The scale insects sucked juices from plants and stems. They had no natural enemies, so their populations grew greatly. The scale insects became a food source for burn down ants. With a well-nigh unlimited food source, the burn down emmet population grew greatly. The burn ants invaded settlers' homes. This proved to exist dangerous to the settlers.
fourteen. Mann begins the second paragraph in this extract with "So far this is informed speculation." What event does this admission have on our perception of Isle of mann as an writer?
It reminds the reader that Isle of man is approaching his topic from a scientific perspective, existence careful to alert readers to what is proven and what is non. This helps to found him as a writer we tin can trust.
15. What certificate from the 1500s seems to confirm this unintended issue?
Bartolome de Las Casas wrote of a sudden infestation of fire ants in 1518 and 1519.
sixteen. What was the unintended effect to settlers of the introduction of plantains to Hispaniola?
Although they had plantains to consume, they also had to bargain with burn ants. As a consequence, they abased their homes.
17. How does Mann combine 16th and 20th century testify?
He uses 20th century scientific discipline to explicate a 16th century center-witness account.
Hither Mann gives a specific example of unintended consequences.
Natives and newcomers interacted in unexpected ways, creating biological clamor. When Spanish colonists imported African plantains [a tropical establish that resembles a assistant] in 1516, the Harvard entomologist Edward O. Wilson has proposed, they also imported scale insects, small creatures with tough, waxy coats that suck the juices from plant roots and stems. Nigh a dozen assistant-infesting calibration insects are known in Africa. In Hispaniola, Wilson argued, these insects had no natural enemies. In result, their numbers must take exploded — a phenomenon known to scientific discipline as "ecological release." This spread of calibration insects would have dismayed the island's European banana farmers but delighted one of its native species: the tropical burn down emmet Solenopsis geminata. S. geminata is fond of dining on scale insects' sugary excrement; to ensure the flow, the ants volition attack anything that disturbs them. A big increase in calibration insects would have led to a big increase in fire ants.
And then far this is informed speculation. What happened in 1518 and 1519 is not. In those years, co-ordinate to Bartolome de Las Casas, a missionary priest who lived through the incident, Spanish orange, pomegranate, and cassia plantations were destroyed "from the roots up." Thousands of acres of orchards were "all scorched and stale out, every bit though flames had fallen from the sky and burned them." The actual culprit, Wilson argued, was the sap-sucking scale insects. But what the Spaniards saw was S. geminata — "an infinite number of ants," Las Casas reported, their stings causing "greater pains than wasps that seize with teeth and hurt men." The hordes of ants swarmed through houses, blackening roofs "as if they had been sprayed with charcoal grit," roofing floors in such numbers that colonists could sleep only past placing the legs of their beds in bowls of water. They "could non exist stopped in whatsoever way nor past any human means."… Overwhelmed and terrified, Spaniards abandoned their homes to the insects….
Extract 3
Close Reading Questions
eighteen. What is the thesis of this excerpt?
Mann asserts that "the most dramatic impact of the Columbian Exchange was on humankind itself."
19. What bear witness does Mann use to develop this thesis?
He uses Columbus's original business relationship, 16th century official Spanish documents, and estimates past modern historians.
20. Why did the Spanish acquit a census of the Indians on Hispaniola in 1514? What did the census find regarding the Taino population?
The Spanish conducted a census in order to count the Taino so that they could be assigned to Spanish settlers as laborers. This was part of the encomienda system, whereby a Spanish settler was given a plantation besides as the labor of all the Indians who lived on that plantation. The census-takers found that at that place were few Taino left, perhaps only about 26,000.
21. According to the writer, what two factors caused this change in population? Which cause was the virtually influential?
The two causes were Spanish cruelty and the introduction of diseases by the Columbian Exchange. The virtually influential was the introduction of disease.
22. The third judgement in paragraph 2 of this excerpt uses a rhetorical device called asyndeton. Asyndeton is a list of items with conjunctions omitted and can exist used to imply that there are more items that could be added to the list. What types of items does the author list using asyndeton? What is the effect?
The author lists diseases, both viruses and bacteria. The effect is a "piling up", implying that more than diseases were brought to Hispaniola as well, but the author may not have the space in the sentence to listing them. In fact, other diseases were introduced past the Columbian Exchange, including malaria, xanthous fever, whooping cough, craven pox, the bubonic plague, and leprosy.
23. Why was the introduction of these diseases so devastating for the Taino and not the Spanish explorers?
The Taino had never been exposed to these diseases before and therefore had no natural amnesty to stop or control the spread of the disease. The Spanish did have some natural immunity, since the diseases were present in Europe at that time.
24. What is the effect of Mann including the information about the offset recorded epidemic, which occurred within one yr of Columbus's inflow?
He reminds the reader that the devastating effects of diseases brought by the Exchange happened almost immediately for the Taino. This conveys the seriousness of the Exchange likewise as the power of the diseases in a population with no natural immunity.
Activity: Review
Review the central points of the textual assay.
Mann explains the most "dramatic impact of the Columbian Commutation."
From the human perspective, the most dramatic impact of the Columbian Commutation was on humankind itself. Spanish accounts suggest that Hispaniola had a big native population: Colón, for case, casually described the Taino as "innumerable, for I believe there to be millions upon millions of them." Las Casas claimed the population to be "more than than 3 million." Modern researchers accept not nailed down the number; estimates range from 60,000 to almost 8,000,000. A careful report in 2003 argued that the true effigy was "a few hundred one thousand." No matter what the original number, though, the European impact was horrific. In 1514, twenty-two years after Colon's starting time voyage, the Spanish government counted upward the Indians on Hispaniola for the purpose of allocating them among colonists every bit laborers. Census agents fanned the beyond the island just found only 26,000 Taino. Thirty-four years later, according to i scholarly Castilian resident, fewer than 500 Taino were alive….
Spanish cruelty played its part in the cataclysm, but its larger cause was the Columbian Substitution. Before Colon none of the epidemic diseases common in Europe and Asia existed in the Americas. The viruses that crusade smallpox, flu, hepatitis, measles, encephalitis, and viral pneumonia; the bacteria that crusade tuberculosis, diphtheria, cholera, typhus, carmine fever, and bacterial meningitis — by a quirk of evolutionary history, all were unknown in the Western Hemisphere. Shipped across the ocean from Europe these maladies consumed Hispaniola's native population with stunning rapacity. The first recorded epidemic, peradventure due to swine flu, was in 1493….
Joan Vinckeboons, "Map of the islands of Hispaniola and Puerto Rico," 1639(?)
Follow-Up Assignment
Isle of mann describes in excerpt iii a major change in Taino population on Hispaniola and the effects of this modify on the Taino population and the Spanish. But another grouping was also affected — enslaved Africans. The Spanish used the encomienda system in Hispaniola, whereby conquistadors were given large plantations besides as the Indian slave labor of all who lived on the plantation. Through this system the Castilian moved quickly to enslave Indians, even though the official mission of the Spanish was to Christianize them. In response to pressure from the Cosmic Church, in 1542 Rex Carlos V banned Indian slavery, opening the way for African slaves. Mann writes,
Past 1501, seven years afterwards La Isabella's founding, and so many Africans [equally slaves] had come to Hispaniola that the alarmed Spanish king and queen instructed the island's governor non to allow any more to country [but]…the colonists saw that the Africans appeared immune to affliction, didn't accept local social networks that would assist them escape, and possessed useful skills — many African societies were well known for their ironworking and horsemanship. Slave ships bellied up to the docks of Santo Domingo in ever-greater numbers. The slaves were not every bit easily controlled as the colonists had hoped [and]…. No longer were Africans slipped into the Americas by the handful. The rise of saccharide product [sugar product is very labor intensive] in Mexico and the concurrent rise in Brazil opened the floodgates. Betwixt 1550 and 1650…slave ships ferried beyond nigh 650,000 Africans, with the total divide more or less equally between Spanish and Portuguese America…. Presently they [Africans] were more than ubiquitous [existing everywhere] in the Americas than Europeans, with results the latter never expected. (Mann, p.387–388)
What do you believe might take been some of the "results the latter [the Europeans] never expected"? In what ways can New World slavery be said to exist related to the Columbian Exchange? Discuss the possible unintended consequences with your classmates. Apply specific examples as evidence.
Vocabulary Pop-Ups
- menagerie: collection of wild or unusual animals
- alien: foreign, hostile
- depredation: ravages
- bedlam: wild confusion
- entomologist: insect expert
- phenomenon: appreciable event or fact
- dismayed: alarmed
- speculation: thoughtful opinion
- culprit: villain
- horrific: causing horror
- fanned: spread out
- calamity: great disaster
- quirk: peculiar action
- maladies: chronic diseases
- rapacity: tearing hunger
Text:
- Charles C. Isle of man, 1493: Uncovering the New World Columbus Created (New York: Vintage Books, 2012).
Images:
- Bouttats, Pieter Balthazar, 1666–1755, engraver. : El almirante Christoral Colon descubre la Isla Española, iy haze poner una Cruz, etc. / P. B. Bouttats fec., Aqua forti. [1728] Library of Congress Rare Book and Special Collections Division Washington, D.C. 20540 United states http://www.loc.gov/pictures/resources/cph.3a10998/?co=cph (accessed September 15, 2014).
- Histoire Naturelle des Indes, Illustrated manuscript. ca. 1586. Bequest of Clara S. Peck, 1983 MA 3900 (fol. 71v–72) The Morgan Library and Museum, New York. http://world wide web.themorgan.org/drove/Histoire-Naturelle-des-Indes/72
- Vinckeboons, Joan. Map of the islands of Hispaniola and Puerto Rico. Map. [1639?] Pen-and-ink and watercolor. Library of Congress Geography and Map Partitioning Washington, D.C. 20540-4650 U.s. http://www.loc.gov/item/2003623402/ (accessed September 15, 2014)
- De insulis nuper in mari Indico repertis [Christopher Columbus discovering America]. Woodcut, 1494. Library of Congress Rare Book and Special Collections Division Washington, D.C. 20540 USA Illus. in Incun. 1494 .V47 Vollbehr Coll [Rare Book RR] http://www.loc.gov/pictures/resource/cph.3g04806/?co=cph (accessed September 29, 2014).
- Christopher Columbus leaving Spain to go to America. London : J. Edwards, 1800? 1 print : engraving. Illus. in: America, part 4 / Theodore de Bry, 1528-1598, ed., 1800?, plate VIII. Library of Congress Miscellaneous Items in Loftier Demand Collection http://www.loc.gov/pictures/item/90715316/ (accessed September 29, 2014).
- Christophe Colomb parmi les Indiens / lith. de Turgis. Paris : Vve. Turgis, [between 1850 and 1900]. Library of Congress Prints and Photographs Partitioning Washington, D.C. 20540 http://world wide web.loc.gov/pictures/item/93504854/ (accessed September 29, 2014).
- Histoire Naturelle des Indes, Illustrated manuscript. ca. 1586. Bequest of Clara Due south. Peck, 1983 MA 3900 (fol. 11v–12) The Morgan Library and Museum, New York. http://www.themorgan.org/drove/Histoire-Naturelle-des-Indes/12
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Source: https://americainclass.org/the-columbian-exchange/
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