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COLUMBUS AND THE CONQUISTADORS“We suffer from a disease that only gold can cure.” -Hernandez CortezGrade Level: First GradePresented by: Erin Glenn, The Fourth Presbyterian School, Potomac, MDLength of Unit: 5 LessonsI.ABSTRACTThis unit was written for first grade on Christopher Columbus and the conquistadors,namely Hernandez Cortez and Francisco Pizarro. It should proceed after the unit on theMaya, Aztecs, and Inca. This unit will give students an understanding of how Columbus’discovery of the New World led other explorers from Spain to the new world and thatthese explorers, motivated by the desire for gold, conquered the existing ancientcivilizations. These expeditions consequently led to global transformations as theAmericas were settled.II.OVERVIEWA.Concept Objectives1.Understand how the transoceanic interlinking of all major regions of theworld between 1450 and 1600 led to global transformations.2.Develop a sense of historical empathy: see through the eyes of the peoplewho were there.3.Comprehend the danger and consequences of greed.B.Content from the Core Knowledge Sequence1.Christopher Columbus, thinking he sailed around the earth to the Indies,actually landed in the Americas. (p. 143-145 in What Your First GraderNeeds to Know by E.D. Hirsch Jr.)2.Europeans were searching for riches in the New World, especially gold(p. 146 in What Your First Grader Needs to Know by E.D. Hirsch Jr.)3.Hernandez Cortez conquered the Aztecs (p. 146-147 in What Your FirstGrader Needs to Know by E.D. Hirsch Jr.)4.Francisco Pizarro conquered the Inca (p. 146-147 in What Your FirstGrader Needs to Know by E.D. Hirsch Jr.)C.Skill Objectives1.The student will be able to locate Europe, Spain, the Indies, the AtlanticOcean, North America, Central America, South America, the Bahamas,Mexico, and Peru on a map.2.The student will identify Columbus as the first of many explorers to claimparts of the New World.3.The student will define explorer, claim, greed, possessions, conquer,conquistador, disease, small pox.4.The student will identify Spain as the country of origin for the majority ofexplorers.5.The student will recall that many explorers were searching for gold.6.The student will be able to distinguish that Hernandez Cortez conqueredthe Aztecs and Francisco Pizarro conquered the Incas.7.The student will compare and contrast the Spanish and the Aztecs.2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 11
8.9.10.11.12.The student will recognize how a disease like smallpox can spread anddevastate an entire civilization.The student will recognize the Spanish advantage of having horses andguns.The student will be able to distinguish between an explorer and aconquistador.The student will memorize Luke 12:15 which says, “Watch out! Be onyour guard against all greed; a man’s life does not consist in theabundance of his possessions.”The student will be able to compare and contrast Luke 12:15 with a quotefrom Hernandez Cortez that says, “We suffer from a disease that only goldcan cure.”III.BACKGROUND KNOWLEDGEA.For Teachers1.Aztec and Incan civilizations2.The merchant and trading climate in Europe in the 1400’s3.A basic knowledge of Hernandez Cortez and Francisco Pizarro. (Readingthe information in this unit beforehand will suffice.)B.For Students1.Aztec and Incan civilizations from a previous First Grade unit2.World Geography—specifically the continents and oceans3.A basic knowledge of Christopher Columbus’ voyage from KindergartenIV.RESOURCESA.Chrisp, Peter. Spanish Conquests in the New World: Exploration and Encounters.New York: Thomson Learning, 1993.B.Hirsch, E.D. Jr. What Your First Grader Needs To Know New York: DellPublishing, 1997 ISBN 0-385-31987-8C.January, Brendan Explorers of North America. New York: Children’s Press, ADivision of Grolier Publishing, 2000 ISBN 0-516-21629-5D.Parker, Nancy Winslow Land Ho! Fifty Glorious Years in the Age ofExploration U.S.A.: Harper Collins Publishers, 2001 ISBN Marks, Richard L. Cortes: The Great Adventurer and the Fate of Aztec Mexico.Knopf, 1993G.Thomas, Hugh. Conquest: Montezuma, Cortes, and the Fall of Old Mexico.Simon & Schuster, 1993.V.LESSONSLesson One: Christopher Columbus discovers the New WorldA.Daily Objectives1.Concept Objectivesa.Understand how the transoceanic interlinking of all major regionsof the world between 1450 and 1600 led to global transformations.2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 12
b.B.C.D.Develop a sense of historical empathy; see through the eyes of thepeople who were there.2.Lesson Contenta.In the 1400’s trade with the East (the area around Eastern Asia)was important to the continent of Europe.b.Christopher Columbus was motivated to find a more efficient wayto sail to the Indies.c.Columbus has a difficult time finding someone to fund hisexpedition, but finally, the King Ferdinand and Queen Isabella ofSpain sponsored him.d.In 1492 Columbus and his men sailed in three boats: the Ninã, thePintã, and the Santa Maria.e.Columbus landed in Hispanola (present day Bahamas) and calledthe people who lived there “Indians” because he thought he hadlanded in the Indies.f.Columbus claimed the land for Spain.g.Geography:i.Europeii.Spainiii.the Indies (the general area around China)iv.the Atlantic Oceanv.North Americavi.the Bahamas3.Skill Objectivesa.The student will be able to locate Europe, Spain, the Indies, TheAtlantic Ocean, North America, and the Bahamas (Hispanola).b.The student will identify Columbus as the first of many explorersto claim parts of the New World.c.The student will define explorer.Materials1.a large world map2.a globe3.examples of spices, ivory, silk, gold, jewels4.one revised world map (see Appendix 1)5.one world map for each child (see Appendix 2).6.one paper towel tube for each child7.one Pringles can for each child8.crayons for each child9.glue sticks for each childKey Vocabulary1.explorer – someone who searches for something2.claim – to take something for your ownProcedures/Activities1.Give the students some very brief background information: For a time thecountries in Europe (point on a map) were busy fighting wars against eachother. After this, they had time to explore new places (point to the Eastern2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 13
E.Hemisphere, especially around China). These travelers brought backmany precious and new things like special spices, ivory, silk, and jewels.These things are riches.2.Next show on the map how Europeans traveled across the land (Asia) andremind them that it would be difficult to bring back a lot of things withthem. They would have to load the riches onto horses and walk the horsesall the way back across the land. It would be much faster to load a shipfull of riches and sail it back to Europe. So, the Europeans began to sailaround Africa (point to the route on a map) to bring big boatloads of richesback to Europe to sell.3.Have the kids give you thumbs up if they remember learning aboutChristopher Columbus in kindergarten. Remind the students thatChristopher Columbus was looking for a new quicker way to sail to theEast. He was trying to sail all the way around the world. But, instead, hebumped into the New World. (Show the student on a globe).4.Read the children pages 144-145 from What Your First Grader Needs ToKnow by E.D. Hirsch.5.Drill the students the specific areas of content that should be committed tomemory.a.“In fourteen-hundred and ninety-two, Columbus sailed the oceanblue.”b.Columbus sailed in the Nina, the Pinta, and the Santa Mariac.Ferdinand and Isabellad.the location of Spain, the Indies, and the Bahamas (Hispanola) on amapAssessment/Evaluation1.Each child will complete two "spy-glass maps."2.Begin by passing the revised world maps to each student. These are mapswithout the North or South American continents. Explain to the childrenthat this is the "Old World" and this is might be like a map that the peoplein Europe had during the time of Columbus. Point out the Atlantic Oceanand remind them that North and South America are missing.3.Have the students take their green crayon and make a line going fromSpain to the Indies over the land. Explain that along this line is a veryhigh mountain range called the Himalayas. It would be very difficult tocarry riches back to Europe over the mountains.4.Next have the students make a line using their blue crayon from Spain,down the coast of Africa, and back up to the Indies. This is the route theEuropeans were sailing to get back and forth from the Indies.5.Next have the students put glue on the "Eastern" edge of the map and thenwrap the map around a paper towel tube.6.Have the students take their finger and run it from Spain around to theIndies. This will demonstrate why Columbus wanted to try to sail West toget to the East. This also shows how close Columbus thought he might beto the Indies. Now have them take a red crayon and trace this route.2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 14
7.8.9.10.Next pass out the world map (Appendix 2 be sure to enlarge the map soit fits around a Pringles can). Explain that this is a real map of the word.There are no missing continents.Have the students mark this map with their green crayon from Spain to theIndies along the land route and then make a line from Spain around theAfrican coast to the Indies with the blue crayon.Next have the students put glue on the "Western" edge of the map andthen wrap the map around a paper towel tube.Have them run their finger from Spain around towards the Indies. What isin the way? The continents of North and South America. This is howColumbus discovered America, or the New World. Have them trace fromSpain to the Bahamas with a red crayon to highlight Columbus' actualroute.Lesson Two: The Desire and Search for GoldA.Daily Objectives1.Concept Objectivesa.Understand how the transoceanic interlinking of all major regionsof the world between 1450 and 1600 led to global transformations.b.Develop a sense of historical empathy; see through the eyes of thepeople who were there.c.Comprehend the danger and consequences of greed.2.Lesson Contenta.After Columbus discovered the New World, many Europeanswanted to explore this land for riches—for gold, silver, spices, andjewels.b.Many countries, especially Spain, claimed much of the NewWorld.c.Many explorers claimed this land with disregard for the peoplewho were already established there.d.The greed of these explorers and the countries they came fromdestroyed ancient civilizations.e.Geography:i.Europeii.Spainiii.the East (the general area around China)iv.the Atlantic Oceanv.North Americavi.Central Americavii.South Americaf.Brief overview of explorers such as:i.Ponce de Leon and Floridaii.Cortez and Mexicoiii.Pizarro and Peruiv.De Soto and Floridav.Coronodo and the Southwestern United States2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 15
g.B.C.D.Bible versei.Watch out! Be on your guard against all greed; a man’s lifedoes not consist in the abundance of his possessions. Luke12:153.Skill Objectivesa.The student will be able to locate Europe, Spain, the Indies, TheAtlantic Ocean, North America, Central America, and SouthAmerica on a map.b.The student will define explorer, claim, greed, and possessions.c.The student will identify Spain as the country of origin for themajority of explorers.d.The student will recall that many explorers were searching forgold.Materials1.3-4 bags of chocolate gold coins2.3-4 small flags stuck in a small ball of clay (I used colored paperumbrellas for party drinks.)3.a large world map4.examples of spices, ivory, silk, gold, jewels5.Explorers of North America by Brendan January6.Land Ho! Fifty Glorious Years in the Age of Exploration by NancyWinslow Parker7.Appendix Three (Note: Please shade the maps included beforephotocopying for your students.)Key Vocabulary1.explorer – someone who searches for something2.claim – to take something for your own3.greed – selfishness4.possessions – things that belong to you5. conquer - to win against someone or to beat themProcedures/Activities1.During recess or before school hide the bags of chocolate gold coins in theclassroom. Put one or two bags in student desks and one or two in itemsthat belong to the children such as their spelling folders or cubbies. It isimportant that the bags of gold coins are hidden in places or things thatbelong to the children.2.At the beginning of the history lesson explain that you the teacherrepresent a country that loves gold and that you are exploring theclassroom for riches.3.Next, set sail from your desk and travel around the room looking forriches. Find the examples of spices, silk, ivory, and jewels on display atthe history table. Tell your students that these aren't enough riches foryou. You want more! You want gold! Quote Cortez: “I suffer from adisease that only gold can cure!” (Be dramatic.)4.Next, go to a child’s desk with a bag of coins hidden inside. (Choose astudent who isn’t sensitive and won’t cry ) Tell the class that you are2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 16
5.6.7.8.9.10.claiming this desk for yourself. It now belongs to you. Place your flag ontheir desk and take off their nametag. The child sitting at the desk maysay, “Hey, that’s not fair. That is my desk!”Next tell the class that the desk belongs to you and so does everythinginside the desk. Make the child stand next to their desk while you taketheir crayons, scissors, pencils, and the gold coins for your own.Continue to walk around the classroom claiming the areas and things thatthe gold coins are hidden in. Tell the children that you are going to keepthe gold coins for yourself and your teacher friends. The childrenundoubted will feel and voice the injustice of these actions.Remind the students that once the New World was discovered byColumbus, European countries, especially Spain (point to it on a map),began claiming these lands and exploring these lands for riches. Ask yourstudents if they know what claim means. Give them clues: It is just what Idid to your desk. I took it for my own. I claimed it.Tell the children that they are going to learn about two famous explorers,but for now you are going to tell them some stories about some otherexplorers. First make sure they understand the word explore.a.There was a man from Spain named Ponce de Leon who was anexplorer. Soon after Columbus discovered the New World, heexplored Florida. He was looking for some special water thatpeople said would always keep you young. It was called “TheFountain of Youth” Read p.12 in Land Ho! Fifty Glorious Yearsin the Age of Exploration by Nancy Winslow Parker.b.Another man from Spain named Hernandez Cortez claimed andconquered the Aztecs in Mexico. He became very rich, but he hadto kill thousands of people to do this. We will learn a lot abouthim tomorrow.c.The other person we will learn a lot about is another man fromSpain named Francisco Pizarro. He conquered the Incas in Peru.He also became very rich, but he had to kill thousands of people todo this.d.There was another man from Spain named de Soto exploredFlorida. Read pp.16-17 in Explorers of North America by BrendanJanuary.e.Another man from Spain named Coronado went to find “goldencities” in the Southwest of current day U.S. Read pages 14-15 inExplorers of North America by Brendan JanuaryAsk the children if they remember who lived in North and South America(point to it on the map) before the explorers came?a.North America: Native Americans (they should remember thisfrom kindergarten)b.Central America: Maya and Aztecc.South America: IncaTell the children that over the next few days they are going to learn moreabout what happened when these Native Americans met these explorers,2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 17
E.especially Hernandez Cortez and Francisco Pizarro. Tell them that theyare going to learn how these explorers destroyed the ancient civilizationsthat we learned about earlier—the Aztecs and the Incas.11.Revisit the exercise from the beginning of the lesson. Ask how thechildren felt when their gold coins were taken. Was it fair? Was it good?Was it ok for me the explorer to do this just because I wanted gold? Was Ibeing greedy? Is this way God’s way? What does God say aboutselfishness? When I claimed your desk, was I doing what was right?12.Listen to what Jesus says about being greedy: Watch out! Be on yourguard against all greed; a man’s life does not consist in the abundance ofhis possessions. Luke 12:1513.Discuss. What are possessions? Is our life better if we have a lot ofpossessions? We are going to find out that Cortez and Pizarro thought thatif they had lots of gold their life would be better. But we know this isn’tright.Assessment/Evaluation1.Each child will complete a teacher directed picture test on the contentfrom Lesson One. See Appendix 3.Lesson Three: Hernandez Cortez and the AztecsA.Daily Objectives1.Concept Objectivesa.Understand how the transoceanic interlinking of all major regionsof the world between 1450 and 1600 led to global transformations.b.Develop a sense of historical empathy; see through the eyes of thepeople who were there.c.Comprehend the danger and consequences of greed.2.Lesson Contenta.Hernandez Cortez an explorer was from Spainb.Cortez wanted gold.c.Cortez took an army and supplies to Tenchititlan (tay-notch-titLAN).d.Cortez met Montezuma who thought he might be the godQuetzalcoatl (ket-zel-CO-atl).e.The Aztecs were very fearful of Cortez and his men because theyhad never seen horses, guns, or cannons before.f.The Spanish brought many diseases, including smallpox. Thiskilled many Aztecs.g.The Aztecs and the Spanish fought and the Spanish won.h.Cortez claimed the land and the riches in the land for Spain.3.Skill Objectivesa.The student will locate Mexico on a map.b.The student will recall that Cortez conquered the Aztecs.c.The student will identify Spain as the country of origin for themajority of explorers.2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 18
d.e.f.g.B.C.D.The student will recall that many explorers were searching forgold.The student will compare and contrast the Spanish and the Aztecs.The student will recognize how a disease like smallpox can spreadand devastate an entire civilization.The student will show progress in the memory verse: Watch out!Be on your guard against all greed; a man’s life does not consist inthe abundance of his possessions. Luke 12:15Materials1.Exploration and Conquest by Besty and Giulio Maestro2.Chart paper and markers (See Appendix 5.)3.One “Smallpox simulation” card for each child. (See Appendix 4.)4.Appendices Four, Five, and Six.Key Vocabulary1.conquer – to win against someone or to beat them2.conquistador – someone who conquers another civilization3.Hernandez Cortez – the Spanish conquistador who conquered the Aztecs4.Montezuma – the leader of the Aztecs5.disease – a sickness6.smallpox – a disease like chicken pox, but worseProcedures/Activities1.Briefly review with questions.a.Who remembers where the Aztec civilization lived? (Modern dayMexico)b.Who remembers the name of the famous Aztec leader?(Montezuma)c.Who remembers the name of the Aztec capital city? (Tenochititlan(tay-notch-tit-LAN)d.Who remembers some of the strange dreams and prophecies thatMontezuma had? (He thought that a god from the East with lighthair and skin named Quetzalcoatl (ket-zel-CO-atl) would comeback to rule the Aztecs.)e.How did explorers from Spain know about the New World?(Columbus)f.Who remembers why some people began exploring the NewWorld? (They wanted gold.)g.Who remembers the vocabulary word that means “to take.” This iswhat I did to your desks yesterday. (claim)h.Who remembers some of the explorers that claimed land in theNew World? (Ponce de Leon, Cortez, Pizarro, Coronado, and deSoto)2.Today we are going to learn about Hernandez Cortez. He was one of theexplorers that conquered the people in Mexico. To conquer means to beatsomeone or to win. We call these people like Hernandez Cortezconquistadors because they conquered, or won against the people in newlands.2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 19
a.3.4.5.WeaponsAnimalsClothingHealthRead pp. 9-10 from Exploration and Conquest by Besty and GiulioMaestro.b.Tell the children that before Cortes went to Tenochititlan, he wasalready rich and powerful. He was a leader in Cuba. But he stillwanted more. He didn’t follow Jesus’ advice: Watch out! Be onyour guard against all greed; a man’s life does not consist in theabundance of his possessions. Luke 12:15c.Why did Cortez go to the Aztecs? (To find riches.)d.Why did the Aztec leader Montezuma welcome Cortez and hismen? (They thought he was Quetzalcoatl (ket-zel-CO-atl), a godfrom the East.)e.Why were the Aztecs afraid of Cortez and his men? (Because theyhad never seen horses, guns, armor, or cannons before.)f.Who won the battle? (Cortez and his men did.)g.Why did Cortez and his men win the battle? (They had a greatadvantage with their guns, horses, and cannons.)Besides the guns and cannons, another reason the Spanish were able towin this battle was that they brought from Spain some diseases that mademany Aztecs sick. When you have a disease your body remembers thedisease. Your body can remember a special code to fight against thedisease if you get it again. Then you won’t get sick. This means you areimmune to the disease. When you are immune that means that your bodyremembers a special code to fight against the disease. In Europe andSpain many diseases were passed around and so many people’s bodiesremembered how to fight these diseases. But the Aztec people had nevergotten any of these diseases. When the Spanish came, some of thembrought some germs that gave the Aztec people these diseases. Smallpoxwas one of them. It is kind of like chicken pox, but worse. The Aztecpeople’s bodies didn’t have the right codes to fight this disease. TheSpanish people’s bodies did have the right code to fight small pox. So, theAztec people got very sick and died and the Spanish people didn’t. Thishelped the Spanish people win the war, but it was very sad for the Aztecpeople.Do the “Smallpox Simulation Activity.” See Appendix 4.Now we are going to chart the differences between the Aztecs and theSpanish. This will demonstrate why the Spanish were able to win thebattle against so many Aztecs. See Appendix 5.AztecBows, arrows, spears,darts, clubsDeer, dogs, jaguarCotton clothingThey had never beenexposed to influenza orsmall pox.SpanishCannons, guns, swords, cross bow,poleaxHorses, dogsLeather, armorThey had been exposed to influenzaand small pox and had resistance tothem.2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 110
6.E.Ask questions that point toward the conceptual ideas:a.How did Columbus’ discovery of the New World begin to changethe New World? How did it begin to change the Old World?b.How do you think the Aztecs felt about Cortez and his army?c.Can you offer any better solutions?d.If Cortez hadn’t been greedy after gold how would his actions bedifferent?e.Why were the Spanish able to win?7.Review memory verse and discuss implications. “Watch out! Be on yourguard against all greed; a man’s life does not consist in the abundance ofhis possessions.” Luke 12:158.Contrast this to a quote from Cortez: “We suffer from a disease that onlygold can cure.”Assessment/Evaluations1.The student participated in lesson. Teacher will evaluate by a Lesson TwoParticipation checklist. See Appendix 6.Lesson Four: Pizarro and the IncasA.Daily Objectives1.Concept Objectivesa.Understand how the transoceanic interlinking of all major regionsof the world between 1450 and 1600 led to global transformations.b.Develop a sense of historical empathy; see through the eyes of thepeople who were there.c.Comprehend the danger and consequences of greed.2.Contenta.Francisco Pizarro was an explorer from Spainb.Pizarro heard about how Cortez conquered the Aztecs and took alot of gold from them.c.Pizarro wanted gold for himself.d.Pizarro traveled to South America to find riches there.e.He met the Inca people who lived in Peru.f.The Inca were very fearful of Pizarro and his men because theyhad never seen horses, guns, or cannons before.g.The Spanish brought many diseases with them, especiallysmallpox. The Incas got very sick from these diseases.h.The Inca’s leader was Atahuallpa (ah-ta-wall-pah).i.Pizarro captured the Inca leader Atahuallpa and said he would lethim go if the Inca people brought him a whole roomful of treasure,which they did.j.Pizarro didn’t keep his word. He killed Atahuallpa, kept thetreasure, and kept fighting against the Incas.k.Pizarro and his men won the battle.l.Pizarro claimed the land and the riches in the land for Spain.2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 111
3.B.C.D.Skill Objectivesa.The student will be able to locate Peru on a map.b.The student will identify Spain as the country of origin for themajority of explorers.c.The student will recall that many explorers were searching forgold.d.The student will recall that Pizarro conquered the Inca.e.The student will recognize the Spanish advantage of having horsesand guns.f.The student will show significant progress in memory work. Watchout! Be on your guard against all greed; a man’s life does notconsist in the abundance of his possessions. Luke 12:15 and “Wesuffer from a disease that only gold can cure.”-Hernandez CortesMaterials1.Exploration and Conquest by Besty and Giulio Maestro.2.One index card for each child. ¾ should say Inca, ¼ should say Spanish.3.Stacks of scrap paper.5.Two wastebaskets.6.Appendix Seven.Key Vocabulary1.Francisco Pizarro - Spanish conquistador who conquered the Inca2.Atahuallpa – leader of the IncaProcedures/Activities1.Briefly review with questions.a.Who remembers where the Inca civilization lived? (Modern dayPeru)b.Who remembers why the conquistadors began exploring the NewWorld? (They wanted gold.)c.Who remembers the word that means “to take.” This is what I didto your desks the other day. (claim)d.Who remembers the conquistador that claimed the Aztec land?(Hernandez Cortez)e.What were some of the reasons he was able to win? (He hadhorses, guns, cannons, and the Spanish had diseases that wiped outthe Aztecs).2.Introduce Francisco Pizarro. Ask the children to watch for somesimilarities between Cortez and Pizarro.a.Read pp.12-14 in Exploration and Conquest by Besty and GiulioMaestro.b.Ask the children why Pizarro and his men were able to win.c.Discuss the similarities to Cortez.3.Do the “Horse Advantage Simulation.” (Idea from Cyndi Wells. Originalsource unknown.) Take the children outside to a field. Have childrendraw cards. 3/4 of the cards should say Inca, the others should saySpanish. If the child draws Inca then they must compete without a horse.This means they have to hop backwards. If the children draw Spanish,2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 112
E.they have the advantage of a horse and they can complete by runningforward. Set out a racecourse and have the children race. This willdemonstrate the advantage that the Spanish had with their horses.4.Take the children back inside. Do the “Gun and Cannon AdvantageSimulation.” (Idea from Cyndi Wells. Original source unknown.) Havethe children draw cards. 3/4 of the cards should say Inca, the others shouldsay Spanish. Explain that we are going to have a war. The Spanish sidewill have guns and cannons. The Incas will use spears and bows andarrows. Both sides will have a stack of scrap paper and a wastebasket.The object will be to throw your paper into the other side’s wastebasket.This is like aiming and actually hitting something. The Spanish side willbe allowed to crumple their paper and throw it. The Inca side may onlythrow the sheets of paper. This will demonstrate the advantage of theSpanish of having weapons like guns and cannons.5.Ask questions that point toward the conceptual ideas:a.How did Columbus’ discovery of the New World begin to changethe New World? How did it begin to change the Old World?b.How do you think the Incas felt about Pizarro and his army?c.Can you offer any better solutions?d.Why were the Spanish able to win?e.If Pizarro hadn’t been greedy after gold how would his actionshave been different?f.Did Pizarro practice Jesus’ advice from Luke 12:15?6.Go over memory work.a.“Watch out! Be on your guard against all greed; a man’s life doesnot consist in the abundance of his possessions.” Luke 12:15b.“We suffer from a disease that only gold can cure.”-HernandezCortesc.How are these different?Assessment/Evaluation1.The class will participate in a fill in the blanks exercise about the contentcovered in Lesson 4. See Appendix 7.Lesson Five: Compare Columbus, Cortez, and PizarroA.Daily Objectives1.Concept Objectivea.Understand how the transoceanic interlinking of all major regionsof the world between 1450 and 1600 led to global transformations.b.Develop a sense of historical empathy; see through the eyes of thepeople who were there.c.Comprehend the danger and consequences of greed.2.Lesson Contenta.Columbus, Cortez, and Pizarro were from Spain.b.Columbus went to Hispanola, Cortez went to Tenochtitlan (tay-noch-tit-lan), and Pizarro went to Peru.2003 Core Knowledge National Conference, Columbus and the Conquistadors, Grade 113
c.B.C.D.Columbus went because he was looking for a trade route to theIndies, Cortez went because he wanted riches, and Pizarro wentbecause he wanted riches.d.Columbus met the Tiano civilization, Cortez met the Aztec people,Pizarro met the Inca people.e.Columbus, Cortez, and Pizarro were explorers.f.Co
conquistador, disease, small pox. 4. The student will identify Spain as the country of origin for the majority of explorers. 5. The student will recall that many explorers were searching for gold. 6. The student will be able to distinguish that Hernandez Cortez conquered the Aztecs and Francisco Pizarro conquered the Incas. 7.
