Weisenbach

= 2013 Summer Institute Curricular Unit Guidelines =
 * || [[image:2013peabody/704px-Pereda,_Antonio_de_-_Still_Life_with_an_Ebony_Chest (1).jpg caption="Antonio de Pereda, Still Life with an Ebony Box"]] ||

=== INSTITUTE LESSONS PREPARED FOR AMERICAN HISTORIES: INDIGENOUS PEOPLES AND EUROPEANS IN THE AMERICAS === = Lesson 1 Our World = = = === Overview of Lessons 1-6 and introductory activities focused on contemporary indigenous peoples ===
 * [[file:2013 Lesson 1 Our World.pdf|2013 Lesson 1 Our World.pdf]] **

Activity 2 Native Peoples in the News
=== Activity 3 Introduction to the Mixteca by Aurora Pérez and Maarten Jansen === [] === Activity 4 Enduring Traditions [] === = = = Lessons 2 When Worlds Collide: Ferdinand and Isabel =

[[file:2013peabody/Lesson 2 Ferdinand and Isabel.pdf|Lesson 2 Ferdinand and Isabel.pdf]]
= = === Activities that set the scene for the encounter by helping students understand the Spanish Empire at the end of the fifteenth century, including their motivations for exploration, conquest, and religious conversion and the social structure of the caste system. === === Activity 1 Ferdinand and Isabel [] === === Activity 2 Image Search and Presentation of 15th Century Spain ===

= Lesson 3 When Worlds Collide: How Contact Changed the Old World =

[[file:2013peabody/Lesson 3 How Contact Changed the Old World.pdf|Lesson 3 How Contact Changed the Old World.pdf]]
= = === These activities focus on the impact of the “discovery” of the Americas on Europe, including the exchange of products, challenges for Europeans and the vision of the Americas in Europe. === = = === Activity 1 Columbian Exchange Discussion  === === Activity 2 Changes in the Old World === ===<span style="font-family: 'Times New Roman',Times,serif;">Part 1 Video, Lecture, Comprehension [] === ===<span style="font-family: 'Times New Roman',Times,serif;">Part 2 Debate -Council of Valladolid between Bartolomé de las Casas and Juan Ginés de Sepúlveda === > [] === <span style="font-family: 'Times New Roman',Times,serif;">Activity 3 Collage of New World Products === <span style="font-family: 'Times New Roman',Times,serif;">Prezi by Amy Bachhuber, Branford High'14

<span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif;">@http://prezi.com/rrkzzpomxdyd/?utm_campaign=share&utm_medium=copy

=== <span style="font-family: 'Times New Roman',Times,serif;">Activity 4 Reflection of the New World in European Still Life with an Ebony Box ===

<span style="font-family: 'Times New Roman',Times,serif;">Activity 5 In the News
= = = <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">Lesson 4 When Worlds Collide: How Contact Changed the New World =

[[file:2013peabody/Lesson 4 Impact of the Old World on the New World.pdf|Lesson 4 Impact of the Old World on the New World.pdf]]
= = === <span style="font-family: 'Times New Roman',Times,serif;">includes activities on the religious and social impact of the Conquest of Mexico. === === <span style="font-family: 'Times New Roman',Times,serif;">Activity 1 Religious and Social Impact of Conquest [] === === <span style="font-family: 'Times New Roman',Times,serif;">Activity 2 La Virgen de Guadalupe [] ===

<span style="font-family: 'Times New Roman',Times,serif;">Activity 3 La Llorona
=== <span style="font-family: 'Times New Roman',Times,serif;">Activity 4 Analysis of a Casta Painting ===

<span style="font-family: 'Times New Roman',Times,serif;">Activity 5 Cross Cultural Cuisine
= = = <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif;">Lesson 5 Voices and Visions of the Conquest =

[[file:2013peabody/Lesson 5 Voices and Visions of the Conquest.pdf|Lesson 5 Voices and Visions of the Conquest.pdf]]
= = === <span style="font-family: 'Times New Roman',Times,serif;">Activities in Lesson 5 introduce students to primary source documents that tell the story of the invasion and conquest of Mexico from multiple European and indigenous perspectives. Students will use pictorial documents and written accounts to study perspectives on these worlds clashing. Students also will be encouraged to think about how examining these past historical events is essential to understanding current societal structures and other issues of local and global importance. ===

=== <span style="font-family: 'Times New Roman',Times,serif;">Activity 1 History vs. Propaganda [] === === <span style="font-family: 'Times New Roman',Times,serif;">Activity 2 Introduction to the conquest of Mexico === === <span style="font-family: 'Times New Roman',Times,serif;">Activity 3 Overview of the conquest of Mexico [], [] === === <span style="font-family: 'Times New Roman',Times,serif;">Activity 4 Examining the Lienzo de Tlaxcala [] ===

[] ,
=== <span style="font-family: 'Times New Roman',Times,serif;">Activity 5 Group Research: Voices of the Conquest ===

=== <span style="font-family: 'Times New Roman',Times,serif;">Lesson 6 Indigenous Rights and Cultural Property is forthcoming. This lesson will focus on autonomy and sovereignty; customs and traditions; === ===<span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif;">individual, collective and universal rights; resistance and assimilation; and issues relating to cultural property and repatriation. ===

Resistance, a ** Photopeach ** presentation by David Eaton, Branford High School, <span style="background-color: #ffffff; color: #1155cc; font-family: arial,sans-serif;">@http://photopeach.com/album/5h7dbb?invitecode=daca4162ba

==<span style="color: #222222; font-family: Cambria,serif;">Please answer the following two questions, keeping your answers to only a few sentences each. We will be using your responses to gain an understanding of what you already know about cultural contact in the Americas. ==


 * ==//<span style="color: #222222; font-family: Cambria,serif; font-size: 1.3em; line-height: 1.5;">Throughout history, different peoples have come into contact with each other, with both short-term and long-term ramifications. Using an example from the Americas that is relevant to what you teach, please explain your understanding of the possible implications of cultural contact. //==


 * 1) ==//<span style="color: #222222; font-family: Cambria,serif;">Just prior to the arrival of Europeans, the Pequot people were the dominant Native American group in what is now central and eastern Connecticut, but they no longer speak their indigenous language. Why do you think this is the case? //==