Question/Problem 3: Assess the effects of contact on the Indians and Europeans between 1492 and 1673

Objectives

Description of lesson/activity

Resources

1. identify the positive and negative effects of contact on the Indians and the Europeans.
2. judge whether contact was good or bad from the point of view of the Indians or Europeans.
3. demonstrate an understanding of contact from the point of view of an Indian or a European.

1. At this point students will have examined the situation in Europe that led to exploration and the results of individual explorers. Students as individuals or through class discussions have become familiar with the exploration policies of several European countries. The contact between the Indians and the Europeans has not been specifically examined.

2. Students should become familiar with the effects of contact on both the Indians and the Europeans. A possible question to focus student research is "What were the benefits and drawbacks of contact for the Indians and the Europeans?" The teacher may want to help the students define the term "contact." Contact refers to the interactions between the two groups and the resulting transfer of products, ideas, technology, or practices.

3. The teacher should ensure that students have an understanding of the positive and negative effects for both the Indians and the explorers. This may be done individually or in small groups.

   Suggested activities:

   a. Have students gather and record information on the accompanying student worksheet titled "Effects of Contact Between the Indians and the Europeans." Sample answers are provided.

   b. Most American history textbooks will provide some information on this topic. An additional reading titled "Contact: Europe and America Meet" is provided. The article was written specifically to incorporate both points of view.

   c. Students could then debate the question "Was contact between the Indians and the Europeans good or bad?" The purpose of this activity is to ensure that students are familiar with positive and negative effects for both groups.

   d. Instead of following up this activity with a class debate, the teacher may highlight the information in a class discussion. This information is necessary in order for students to adequately support the effects of contact from each point of view.

4. The concluding activity for this unit requires that students make a judgment about the effects of contact from the point of view of either an Indian or a European. Students should review the benefits and drawbacks for both the Indians and the Europeans. Each student should then choose which point of view to represent in a personal narrative that assesses whether the effect of contact was good or bad.

   The narrative should be written as if the student were an Indian or a European. It should assess or evaluate the results of contact from the point of view chosen. The narrative should provide justification for their judgment. Students should review the accompanying "Criteria For Authentic Assessment: A Personal Narrative, Point of View."

5. Evaluation of the personal narrative is up to the individual teacher but should include consideration of the facts presented and the arguments used to defend their point of view as well as the evaluation of writing skills. A suggested assessment tool is included.

Resource 1: CONTACT: Europe and America Meet: Reading

Resource 2: Effects of Contact Between the Indians and the Europeans: Student Worksheet

Resource 3: Effects of Contact Between the Indians and the Europeans: Student Worksheet (Suggested answers)

Resource 4: Personal Narrative Student Worksheet

Resource 5: Criteria For Authentic Assessment of "A Personal Narrative, Point of View"