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DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
DBQ - Columbus
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DBQ - Columbus

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  • 1. DBQ: ColumbusMr. Taylor | World History | Chapter 20<br />
  • 2. Historical Context<br />In the late 1400s, European explorers found the American continents. Native American peoples who were already living in North and South America had created a system of government and society that rivaled Europe’s. The cultural exchange between the “New World” and the “Old World” (America and Europe, respectively) is often called the Columbian Exchange in reference to Christopher Columbus.<br />
  • 3. Task<br />Columbus Day is a U.S. holiday that commemorates the landing of Christopher Columbus in the New World on October 12, 1492.<br />Should this day be a national holiday?<br />Evaluate both the positive and negative effects of Columbus’ voyages on the Americas.<br />What role did the Atlantic slave trade play?<br />Your essay should be well organized with an introductory paragraph that states your position.<br />Complexity requires that you address both sides.<br />
  • 4. Content<br />REQUIRED<br />RECOMMENDED<br />Terms<br />Christopher Columbus<br />colony<br />Hernando Cortes<br />conquistador<br />Atlantic slave trade<br />middle passage<br />Documents<br />1: Columbus Day<br />2: Global Interaction<br />At least four more<br />At least twodirect quotes<br />Patterns of Interaction<br />Textbook chapter 20, page 553<br />
  • 5. History.com<br />“Native Americans and other groups have protested the celebration of an event that indirectly resulted in the colonization of the Americas and the death of millions: European settlers brought a host of infectious diseases, including smallpox and influenza, that decimated indigenous populations; warfare between Native Americans and the colonists claimed many lives as well. The image of Christopher Columbus as an intrepid hero has also been called into question.”<br />DOC<br />1<br />
  • 6. Global Interaction<br />DOC<br />2<br />
  • 7. DOC<br />3<br />
  • 8. DOC<br />4<br />
  • 9. DOC<br />5<br />
  • 10. DOC<br />6<br />
  • 11. John CottonThe Annals of America<br />Where this is a vacant place, there is liberty for ... (Christians) to come and inhabit, though they neither buy it nor ask their leaves ... Indeed, no nation is to drive out another without special commission from Heaven ... unless the natives do unjustly wrong them, and will not recompense the wrongs done in a peaceable fort (way). And then they may right themselves by lawful war and subdue the country unto themselves.<br />DOC<br />7<br />
  • 12. John LawsonNew Voyage to Carolina<br />“The Indians are really better to us, than we are to them. They always give us food at their homes, and protect us from hunger and thirst. But we do not do the same for them. We let them walk by our doors hungry. We look upon them with scorn and disrespect, and think them, little better than beasts in human shape. If we thought out it, we would realize that even with out religion and education, we have more evils than these savages do.”<br />DOC<br />8A<br />
  • 13. John LawsonNew Voyage to Carolina<br />“These Indians are the freest people in the world and they are they are not intruding upon us. We are the one who left our home to drive them out and take their land. We do not give any allowance for their natural character, wilderness training and strange customs. We trade with them, it’s true, but we have furnished them with the vice of drunkenness, and daily cheat them in every thing we sell.”<br />DOC<br />8B<br />
  • 14. Diary of Spanish governor de Soto, 1542<br />“The Indians spent 15 days with the Spanish in peace, and they played with them. They sway among Spanish and helped them very much in every way. <br />Later the Spaniards continued on their journey to another village where they rounded up the Indians and put them in iron collars and chains. They took the Indian prisoners to keep them as slaves or servants and to carry the supplies.”<br />DOC<br />9<br />
  • 15. OlaudahEquiano<br />“I was soon put down under the decks, and there I received such a salutation [greeting] in my nostrils as I never experienced in my life; so that, with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat ... but soon, to my grief, two of the white men offered me eatables; and on my refusing to eat, one of them held me fast by the hands, and laid me across ... the windlass, while the other flogged me severely.”<br />DOC<br />10<br />
  • 16. Abraham Lincoln<br />Nov. 19, 1863<br />Fifth Hour<br />Gettysburg Address<br />Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. <br />Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this (document #3).<br />But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom— and that government of the people, by the people, for the people, shall not perish from the earth.<br />HIGH SCHOOLESSAY FORMAT<br /><ul><li> Name information
  • 17. Title (not “essay”)
  • 18. No word art
  • 19. Paragraphs
  • 20. Indents
  • 21. Double spaced
  • 22. Textbook-style font
  • 23. 10-12 size font
  • 24. 1-inch margins
  • 25. CITE DOCUMENTS</li></ul>(usually parenthetically)<br />No bibliography needed on a DBQ<br />

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