Mr. Plencner's Classpages

	Essential Question How did initial contacts between the Old and New Worlds transform the Atlantic World?

	Main Reading (required) Crosby, Alfred W. "Infectious Disease and the Demography of the Atlantic Peoples." Journal of World History 2, no. 2 (1991): 119-33. (pdf) (discussion questions) Textbook Reading (not required but helpful to make sense, review) YAWP, Ch 1 [link] Overview Essays (Click on underlined title to read.) Crosby, “Columbian Exchange.” Mancall, “Imperial Rivalries.” Gallay, “Indian Slavery in the Americas.” Miller, “Americas to 1620.” Video (on modern historical memory) Last Conquistador [link]

	Primary Source Documents (Click on [link] to see.) Columbus’ Letter to Ferdinand and Isabella, 1492 [link] Pope Alexander’s 1493 Papal Bull [link] Valladolid Debate, 1551 [link] Aztec Account of the Attack, 1520 [link] Las Casas’ “In Defense of the Indians”, 1552 [link] Cabeza de Vaca, 1542 [link] Haklyut, 1584 [link]

1. Pre-Module Preparation: Read the module’s main reading and/or overview essays, textbook pages, as assigned in preparation for the cycle, keeping in mind the essential question. Do any notes that may have been assigned. Look for main ideas and theses of authors. Also note any key and important facts. Skim through the primary sources too.

2. Phase A in Class: In class we will discuss the essential question and articles. Pay attention and prepare for your homework by asking questions and contributing where you can. A seminar on the main reading may be part of this phase. Phase A at Home: You will be assigned a QED (quod erat demonstratum); which is a 3 paragraph argument. Paragraph one is written using the G-Method and paragraphs 2 and 3 support it with PEEL. This is meant to be a work in progress but must be written in academic tone. It should address the essential question from a particular perspective chosen by you (choose a branch and a concept here). When you write use articles and PSDs as evidence, always cite them properly inline or with footnotes. After writing, you should be post the QED on the module’s Brightspace discussion board (when available). Look at what your classmates posted and comment on at least one other students’ arguments with questions, ideas, ideas for further studies. Or, if you're bold, go ahead and challenge them politely and with facts.

3. Phase B in Class: You and your classmates will lead discussion in a semi-formal Writing Seminar wherein you should be prepared to defend their particular ideas and arguments from your QED and ask questions of others. Mr. Plencner will fill in gaps when needed. Phase B at Home: You will have to take the work done on their QED and expand it into a 5 paragraph, more formal essay in response to the essential question. It will be a masterpiece of history and something you should be proud of to include in the history book you are writing. There may be time in class to peer edit and review this with teacher and classmates before final submission. This will be submitted typed up and complete.