Which voyages gave europeans knowledge of the world

French Revolution 20 cards. What does imperialism mean in world war 1. Who ordered the construction of the Taj Mahal in India. The Congress in Vienna put on the French throne. What did the July Revolution bring about. Q: Which voyages gave Europeans new knowledge of the New World?

Write your answer Related questions. How did the aboriginals help Europeans? Which voyagers gave europeans knowledge in the new world? What diseases did the native Americans give to the Europeans? What is Thoth's importance to ancient Egyptians? How did social Darwinism affect European behavior? What reasons did the Europeans came to the New World to establish settlements? Why were the voyages of John Cabot important?

What country gave Amerigo Vespucci money to go on his voyages? What did the aryans give to India? Why were the voyages of cabot important? What did Jacques cartier on? What were Diseases that the Native Americans gave the Europeans?

How did samurai get guns? Why did cook effect the world? Who gave the Renaissance its name? Who did Jacques cartier meet on his voyages? Who gave the title to Columbus? What did the europeans trade with the first nations? How did native Americans kill animals?

What country gave Christopher Columbus money for his voyages? Who gave Jacques Cartier money to fund his expeditions? Why was Suez Canal important to Europeans? What inventions gave europeans a military advantage over Native Americans? How did nationalism contribute to changes in Africa and the middle east following World war 1? Instead of streets paved with gold, the party found a city of more than families living in buildings constructed of sandstone and adobe.

Coronado attacked. Soon after he seized Hawikuh, Coronado heard rumors of another golden kingdom, Quivira, to the east. He headed in that direction, crossing the Texas Panhandle on his way to the Great Plains. He sighted Palo Duro Canyon during his expedition, but found no treasure. Coronado returned to Mexico City empty-handed in The Spanish read them the Requerimiento in a foreign language and if the Native Americans resisted then the Spaniards took what they wanted by force.

These tactics led to conflict, suffering, and often death for many American Indians throughout the Western Hempishere. As Coronado was returning to Mexico, another Spanish expedition stumbled into present-day Texas. Hernando De Soto and his men set out from Florida in search of large cities and abundant treasure, but the expedition found neither of these things.

In the Spring of , right in the midst of his explorations, De Soto fell ill and died, leaving Luis de Moscoso de Alvarado in charge of the expedition. After burying De Soto on the Mississippi River, Moscoso and his men abandoned the search for riches and decided to head west to Mexico.

When Moscoso discovered the trick, he had the guides hanged, and then turned back for the Mississippi River soon after. There they built several small boats, sailed down the Mississippi River, and followed the Gulf Coast to Mexico.

Espejo learned early in his expedition that the two friars had been killed by members of the Tiguex tribe in present-day New Mexico. Nevertheless, he continued on and explored the areas to the north and east. He pushed north into Tiguex territory, then headed east until he reached the Pecos River. His detailed descriptions of the landscape and American Indians the Spaniards encountered encouraged further exploration and, eventually, settlement of present-day New Mexico.

They [the Jumanos] cover themselves with well-tanned skins of the cibola [bison]. The hides they tan and beat with stones until they are soft. They fight with bows and arrows. Unlike his predecessors, his explorations would have a direct and lasting impact on the region.

Many of the colonists in his party hoped to find their own riches mining silver. It was there that he formally declared Spanish possession of what is now New Mexico.

Like Coronado before him, he failed to find any riches on the Great Plains. However, his actions would have great impact on Texas in the coming decades. This road would serve as a crucial lifeline connecting New Mexico to the capital in Mexico City. The conquistadors collected, recorded, and published a wealth of knowledge about the land we call Texas, but knowledge was not the primary goal of the Spanish crown.

Spain wanted riches to fund their political goals in Europe, and the conquistadors found none in Texas. It was an interconnected web of events with immediate and extended consequences that could neither be predicted nor controlled. For more information on text complexity see these resources from achievethecore. In the Text Analysis section, Tier 2 vocabulary words are defined in pop-ups, and Tier 3 words are explained in brackets. In this lesson students will explore a description of the Columbian Exchange written by Charles C.

In three excerpts students will examine elements of the Exchange — an overview, a specific biological example of unintended consequences, and finally an example of unintended human costs of the Columbian Exchange.

Each excerpt is accompanied by close reading questions for students to complete. The text analysis is accompanied by three interactive exercises to aid in student understanding.

The first interactive allows students to explore vocabulary in context; the second encourages students to review the textual analysis; and the third explores the use of diction, simile, and appeal to authority.

This lesson focuses upon the Columbian Exchange as an interwoven process with unforeseen consequences. Charles Mann expands upon the earlier theories of Alfred W. Crosby, who explored the idea of the Columbian Exchange in for a general essay on the Columbian Exchange written by Crosby, including suggestions for class discussions, click here. Although Mann details the effects of tobacco, the potato, corn, malaria, yellow fever, the rubber industry, and other elements of the Exchange in both the Eastern and Western hemispheres fully in , this lesson focuses specifically upon some effects of the Exchange in Hispaniola.

The follow-up assignment allows students to extend the effects 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. When Columbus landed on the island of Hispaniola the island including the modern countries of Haiti and the Dominican Republic during his first voyage in , he and his men did not realize the lasting effects their voyage would have on both the New World and the Old at that time and in the years to come.

The Columbian Exchange is the term given to the transfer of plants, animals, disease, and technology between the Old World from which Columbus came and the New World which he found. Some exchanges were purposeful — the explorers intentionally brought animals and food — but others were accidental.

In this lesson you will read about this Exchange from a description written by Charles C. Mann, a writer specializing in scientific topics. This lesson uses excerpts from a book entitled Uncovering the New World Columbus Created in which Mann describes the effects, both intended and unintended, of the Columbian Exchange. Mann wrote to explore the Columbian Exchange as a process which is still going on today. There are three excerpts, each with close reading questions. The first excerpt is a general overview of the Exchange — while it does not include all parts of the Exchange, you will see examples of how animals and plants from one part of the world replaced those in another part of the world.

In excerpt two you will explore a specific example of unintended consequences of the Columbian Exchange, when settlers thought they were simply bringing in an enjoyable food, but they wound up with an invasive pest.

Finally, in excerpt three you can see the devastating effects of the Columbian Exchange upon the Taino Indians, the residents of Hispaniola before Columbus arrived.

In some of the excerpts you will see Columbus spelled as Colon — this is the Spanish spelling and is used by the author.

Why do you believe Columbus brought cattle, sheep or horses with him? They were part of the European culture. They would help in farming cattle and sheep and communication, transportation, and war horses. The Spanish intended to start a colony and would need the animals. What would the Taino culture have been like without cattle or horses? There would have been communication only by human messenger and fields planted by hand. There would have been no quick communication by horse or plowed fields or pastures no cattle, so they were not possible or necessary and only a few, small paths, no real roads the only transportation was by foot.

What is the thesis statement of paragraph 1? How does Mann develop that thesis? Cite evidence from the text. How did the introduction of cattle and sheep affect plant life on Hispaniola? New grasses for grazing choked out native species.

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 have more distinct life forms are more productive and are more resistant to diseases. What can be the effect of introducing a new predator into an environment, such as the Indian mongoose in Hispaniola? Give an example. It can render 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 have led to other effects.

How does Mann show that the Columbian Exchange is still ongoing? He relates how, in , the orange groves have become prey of the lime swallowtail butterflies. In the second paragraph of this excerpt, Mann implies his thesis but does not actually state it.