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Aztec and New World

By Gillybean783 Dec 26, 2014 891 Words
Graded Assignment
Document-Based Question: The Columbian Exchange
Submit this assignment to your teacher by the due date to receive full credit. (45 points)
1. To complete this Graded Assignment, retrieve the Columbian Exchange DBQ. Use this document with its essay instructions and the DBQ Checklist to complete this DBQ essay. Please consult the rubric throughout the process.

Using the documents, analyze the costs and benefits of the Columbian Exchange on the New World. What additional kind of documents would you need to analyze this topic? Essay:
When Europe, Africa, and Asia came to the New World, known as the Columbian Exchange, they brought along many new species of plants and animals, along with a multitude of diseases that altered what was to become of the New World. Many thought that the Columbian Exchange in the New World was good, bringing trade to the New World, but many also thought that the Columbian Exchange was bad to the New World, with all the sicknesses that were sure to spread throughout. Europeans traded with the New World more than any other country at the time. They introduced cattle and invasive weeds to the New World, while the New World gave the Europeans tobacco, maize, and potatoes.

Christopher Columbus remarked at how alike and how different the New World was compared to his home lands. The trees, fruit, and herbs are very different than the ones he was used to. (Document 1).The English weren't the only ones that were exploring the New World. The French and Dutch were also in the New World and they were bringing animals and invasive weeds. (Document 3). Some of the animals brought over by Columbus were cattle, sheep, goats, and pigs. (Document 10). The point of view from document 1 is written from Christopher Columbus when he journeyed to the New World. He talked about everything ha had seen while on his journey and recounted what happened while they were in the New World.

Document 2 describes what the natives of the New World ate. They would eat maize, chili peppers, patata yuca, but not as a bread. They would also hunt and fish for their food. England traded with the New World for foods that they didn't have. The New World would trade maize, potatoes, tobacco, beans, squash, and cacao to English settlers for cattle, horses, pigs, wheat, and rye. England also brought over sicknesses that the Native Americans had no way to fight off. (Document 4). Although when the Europeans first landed on the new World they were peaceful, there were signs that they wouldn't stay like that forever, document 5 talks about. The point of view for document 4 shows how the Europeans traded with the Native Americans and how they changed the New World.

Information gathered from reading document 7 shows that the Columbian Exchange was good for not just America, but for nations all around the world. Bullion trading united Latin America, Europe, and Asia, while slave trades helped bring together Africa, Europe, and the Americas, and fur trading brought North America, Western Europe, and Russia together. Slave trades were seen as good in the time of the New World. Slaves were taken from their homelands on large ships. They were claimed by French, English, or Dutch people and branded. (Document 9). Document 8 states the when the Spaniards came to the Aztec civilization, they brought sicknesses that couldn’t be cured by the Aztecs. Due to not being able to have a cure to the diseases, many Aztecs died. The Aztecs saw the Spaniards as invincible, document 8 states.

There are any good documents that are used. Another useful document would be one of a man that traveled between different places and provided a different view everything that was happening at the time. From this document, we could see what was happening in multiple places at the same time.

Your teacher will use the following rubric and scoring instructions to grade your DBQ essay. Generic Core Scoring Guide for AP World History
Document-Based Question
(score scale 0–9)
Basic Core
Expanded Core
1. Has acceptable thesis.
Expands beyond basic core of 1–7. The basic score of 7 must be achieved before a student can earn expanded core points. Examples: Has a clear, comprehensive, and analytical thesis.
Shows careful and insightful analysis.
Uses documents persuasively as evidence.
Shows an understanding of complexities in the documents.
Analyzes bias or point of view in most or all documents.
Analyzes the documents in additional ways, such as additional groupings, comparisons, or syntheses. Brings in relevant historical context.
Explains why additional types of documents or sources are needed. 0–2
2. Addresses all of the documents and demonstrates understanding of all or all but one. 1

3. Supports thesis with appropriate evidence from all or all but one document. Supports thesis with appropriate evidence from all but two documents. 2


4. Analyzes point of view in at least two documents. Students are encouraged to identify point of view in at least three to five documents. 1

5. Analyzes documents by grouping them in two or three ways. 1

6. Identifies and explains the need for one type of appropriate additional document or source. 1

AP Core Scoring TOTAL 9
Source: Copyright © 2011. The College Board. Reproduced with permission. Scoring Instructions
To calculate the final grade for this assignment, your teacher will add the basic and expanded scores together and multiply the total score by 5. AP Core Scoring Total
____ × 5 = ____
Total Score:
____ / 45

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