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Islenos and Malaguenos of Louisiana Part 1
Islenos and Malaguenos of Louisiana Part 1 Louisiana Historical Background 1761 – 1763 1761 – 1763 1761 – 1763 •Spain sides with France in the now expanded Seven Years War •The Treaty of Fontainebleau was a secret agreement of 1762 in which France ceded Louisiana (New France) to Spain. •Spain acquires Louisiana Territory from France 1763 •No troops or officials for several years •The colonists in western Louisiana did not accept the transition, and expelled the first Spanish governor in the Rebellion of 1768. Alejandro O'Reilly suppressed the rebellion and formally raised the Spanish flag in 1769. Antonio de Ulloa Alejandro O'Reilly 1763 – 1770 1763 – 1770 •France’s secret treaty contained provisions to acquire the western Louisiana from Spain in the future. •Spain didn’t really have much interest since there wasn’t any precious metal compared to the rest of the South America and Louisiana was a financial burden to the French for so long. •British obtains all of Florida, including areas north of Lake Pontchartrain, Lake Maurepas and Bayou Manchac. •British built star-shaped sixgun fort, built in 1764, to guard the northern side of Bayou Manchac. •Bayou Manchac was an alternate route to Baton Rouge from the Gulf bypassing French controlled New Orleans. •After Britain acquired eastern Louisiana, by 1770, Spain became weary of the British encroaching upon it’s new territory west of the Mississippi. •Spain needed a way to populate it’s new territory and defend it. •Since Spain was allied with France, and because of the Treaty of Allegiance in 1778, Spain found itself allied with the Americans during their independence. -
Arachne@Rutgers: Journal of Iberian and Latin American Literary And
Arachne@Rutgers Journal of Iberian and Latin American Literary and Cultural Studies, Volume 2, Issue 1 (2002) The Role of the City in the Formation of Spanish American Dialect Zones © John M. Lipski The Pennsylvania State University E-mail - [email protected] 1. Introduction Five hundred years ago, a rather homogeneous variety of Spanish spoken by a few thousand settlers was scattered across two continents. Although many regional languages were spoken in fifteenth century Spain (and most are still spoken even today), only Castilian made its way to the Americas, in itself a remarkable development. More remarkable still is the regional and social variation that characterizes modern Latin American Spanish; some of the differences among Latin American Spanish dialects are reflected in dialect divisions in contemporary Spain, while others are unprecedented across the Atlantic. Some practical examples of this diversity are: At least in some part of every Latin American nation except for Puerto Rico and the Dominican Republic, the pronoun vos is used instead of or in competition with tú for familiar usage; at least six different sets of verbal endings accompany voseo usage. The pronoun vos is not used in any variety of Peninsular Spanish, nor has it been used for more than three hundred years. In the Caribbean, much of Central America, the entire Pacific coast of South America, the Rio de la Plata nations, and a few areas of Mexico, syllable and word-final consonants are weakened or lost, especially final [s]. In interior highland areas of Mexico, Guatemala, and the Andean zone of South America, final consonants are tenaciously retained, while unstressed vowels are often lost, thus making quinientas personas sound like quinients prsons. -
CAJUNS, CREOLES, PIRATES and PLANTERS Your New Louisiana Ancestors Format Volume 1, Number 18
CAJUNS, CREOLES, PIRATES AND PLANTERS Your New Louisiana Ancestors Format Volume 1, Number 18 By Damon Veach SIG MEETING: Le Comité des Archives de la Louisiane’s African American Special Interest Group (SIG) will hold a meeting on July 25th, from 9:00 to 11:30 a.m. at the Delta Sigma Theta Life Development Center located at 688 Harding Blvd., next to Subway. The meeting is free and open to the public. Ryan Seidemann, President of the Mid City Historical Cemetery Coalition in Baton Rouge, will speak on Sweet Olive Cemetery. Officially dating back to 1898, Sweet Olive was the first cemetery for blacks incorporated in the Baton Rouge city limits. Burials are, however, believed to have occurred prior to 1898. Members of the group will give short presentations on a variety of African American genealogy topics. Cherryl Forbes Montgomery will discuss how to use Father Hebert’s Southwest Louisiana Records effectively. Barbara Shepherd Dunn will describe how she identified and documented the slave owners of her great grandmother. And, Judy Riffel will speak on the SIG’s efforts to create an East Baton Rouge Parish slave database. Time will be allowed at the end of the program for attendees to share their own genealogical problems and successes and to ask questions. With nearly 600 members, Le Comité is one of the largest genealogical groups in the state today. Its African American Genealogy SIG was formed in 2006 to help people doing African American research in Louisiana have a place to communicate and help one another. The group currently consists of 24 Le Comité members who have begun holding meetings and seminars. -
Prejudices in Spain
Prejudices in Spain Index ❏ Photo of the communities ❏ Andalusia ❏ Basque Country ❏ Galicia ❏ Canary Islands ❏ Catalonia ❏ Spain’s mainland from the point of view of Canarians Photo of the communities Andalusia It’s located in the south of the Iberian peninsula and the political capital is Sevilla. It’s the most populated autonomous community of Spain. Andalusia The Andalusians have a reputation for always being partying and making others laugh. When they talk about things they tend to distort reality, increasing it. People from Spain usually think that Andalusian people are lazy. They usually are hospitable, religious, superstitious and generous. Basque Country The Basque Country is an autonomous community in northern Spain. The political capital is Vitoria. Of the Basques there are two generalized prejudices, that they all are separatist and tough people. They are hard, frank, robust, lovers of their land, separatists, gross and they never laugh. A possible explanation for this, if it is true, is that traditional Basque sports stand out for being very physical, for the need to use quite a lot of force. On the other hand, the fact that they are separatists comes from political issues due to the nationalist thoughts of a part of the population. Galicia Galicia is an autonomous community of Spain and historic nationality under Spanish law. It’s Located in the north-west of the Iberian Peninsula. The political capital is Santiago de Compostela, in the province of A Coruña. Galicians are considered closed, distrustful, indecisive, superstitious and traditionalists. Canary Islands The Canary Islands is a Spanish archipelago and the southernmost autonomous community of Spain located in the Atlantic Ocean, 100 kilometres west of Morocco at the closest point. -
Peer Review Report
Organisation for Economic Co-operation and Development Directorate for Education Education Management and Infrastructure Division Programme on Institutional Management in Higher Education (IMHE) Supporting the contribution of Higher Education Institutions to Regional Development Peer Review Report Canary Islands, Spain Chris Duke, Francisco Marmolejo, Jose Ginés Mora, Walter Uegama July 2006 The views expressed are those of the authors and not necessarily those of the OECD or its member countries. 1 This Peer Review Report is based on the review visit to the Canaries in April 2006, the regional Self- Evaluation Report, and other background material. As a result, the report reflects the situation up to that period. The preparation and completion of this report would not have been possible without the support of very many people and organisations. OECD/IMHE and the Peer Review Team for the Canaries wish to acknowledge the substantial contribution of the region, particularly through its Coordinator, the authors of the Self-Evaluation Report, and its Regional Steering Group. 2 TABLE OF CONTENTS PREFACE......................................................................................................................................5 EXECUTIVE SUMMARY ...........................................................................................................7 ABBREVIATIONS AND ACRONYMS....................................................................................12 1. INTRODUCTION ...................................................................................................................13 -
Unit 3: Exploration and Early Colonization (Part 2)
Unit 3: Exploration and Early Colonization (Part 2) Spanish Colonial Era 1700-1821 For these notes – you write the slides with the red titles!!! Goals of the Spanish Mission System To control the borderlands Mission System Goal Goal Goal Represent Convert American Protect Borders Spanish govern- Indians there to ment there Catholicism Four types of Spanish settlements missions, presidios, towns, ranchos Spanish Settlement Four Major Types of Spanish Settlement: 1. Missions – Religious communities 2. Presidios – Military bases 3. Towns – Small villages with farmers and merchants 4. Ranchos - Ranches Mission System • Missions - Spain’s primary method of colonizing, were expected to be self-supporting. • The first missions were established in the El Paso area, then East Texas and finally in the San Antonio area. • Missions were used to convert the American Indians to the Catholic faith and make loyal subjects to Spain. Missions Missions Mission System • Presidios - To protect the missions, presidios were established. • A presidio is a military base. Soldiers in these bases were generally responsible for protecting several missions. Mission System • Towns – towns and settlements were built near the missions and colonists were brought in for colonies to grow and survive. • The first group of colonists to establish a community was the Canary Islanders in San Antonio (1730). Mission System • Ranches – ranching was more conducive to where missions and settlements were thriving (San Antonio). • Cattle were easier to raise and protect as compared to farming. Pueblo Revolt • In the late 1600’s, the Spanish began building missions just south of the Rio Grande. • They also built missions among the Pueblo Indians of New Mexico. -
The Spanish of the Canary Islands
THE SPANISH OF THE CANARY ISLANDS An indisputable influence in the formation of Latin American Spanish, often overshadowed by discussion of the `Andalusian' contribution, is the Canary Islands. Beginning with the first voyage of Columbus, the Canary Islands were an obligatory way-station for Spanish ships sailing to the Americas, which often stayed in the islands for several weeks for refitting and boarding of provisions. Canary Islanders also participated actively in the settlement and development of Spanish America. The Canary Islands merit a bizarre entry in the history of European geography, since the islands were well known to ancient navigators, only to pass into oblivion by the Middle Ages. After the early descriptions of Pliny and other writers of the time, more than a thousand years were to pass before the Canary Islands were mentioned in European texts, although contact between the indigenous Guanches and the nearby north African coast continued uninterrupted. Spain colonized the Canary Islands beginning in 1483, and by the time of Columbus's voyages to the New World, the Canary Islands were firmly under Spanish control. The indigenous Guanche language disappeared shortly after the Spanish conquest of the islands, but left a legacy of scores of place names, and some regional words. From the outset, the Canaries were regarded as an outpost rather than a stable colony, and the islands' livlihood revolved around maritime trade. Although some islanders turned to farming, particularly in the fertile western islands, more turned to the sea, as fishermen and sailors. With Columbus's discoveries, the Canary Islands became obligatory stopover points en route to the New World, and much of the islands' production was dedicated to resupplying passing ships. -
Skill Selectivity in Transatlantic Migration: the Case of Canary Islanders in Cuba*
SKILL SELECTIVITY IN TRANSATLANTIC MIGRATION: THE CASE OF CANARY ISLANDERS IN CUBA* DÁCIL JUIF University of Wageningena ABSTRACT The skill composition of European migrants to the New World and their contribution to the human capital and institutional formation in destination countries are popular topics in economic history. This study assesses the skill composition of 19th century transatlantic migrants to Cuba. It finds that nearly half of the European immigrants originate from the Spanish province of the Canary Islands, which displays the lowest literacy and numeracy rates of Spain. Even within this province, those who left belonged to the least skilled section of the population. By promoting the influx of a cheap and poorly educated white workforce that replaced African slaves on their sugar estates, large landowners in Cuba contributed to the perpetuation of high economic, political and social inequality. Keywords: human capital, numeracy, migration, institutions, Latin America JEL Code: N36, N33 * Received 4 August 2014. Accepted 27 January 2015. The author wishes to thank Joerg Baten, Ewout Frankema, Jop Woltjer, Rima Ghanem, Franziska Tollnek, Christina Mumme, Linda Twrdek and two anonymous referees for their valuable comments. Financial support of the Dutch Science Foundation is also gratefully acknowledged. a Department of Rural & Environmental History, Hollandseweg 1, Building 201, 6706 KN Wageningen, The Netherlands. E-mail: [email protected]. Revista de Historia Economica, Journal of Iberian and Latin American Economic History 189 Vol. 33, No. 2: 189–222. doi:10.1017/S0212610915000014 © Instituto Figuerola, Universidad Carlos III de Madrid, 2015. DÁCIL JUIF RESUMEN La selección educacional de los migrantes europeos al Nuevo Mundo y su contribución al capital humano y a la formación institucional en los países de destino son temas de gran interés en la historia económica. -
CAJUNS, CREOLES, PIRATES and PLANTERS Your New Louisiana Ancestors Format Volume 1, Number 36
CAJUNS, CREOLES, PIRATES AND PLANTERS Your New Louisiana Ancestors Format Volume 1, Number 36 By Damon Veach LAND GRANTS: There are many ways to solve ancestral problems. In recent columns, several of these venues have been discussed. This just goes to show that there is more to genealogical research than one might think. If at first you don’t find clues in one area of research, you have to move on and seek the answers from another angle. Land grants comprise another method of seeking out information on family lineages. In fact, this was one of the major elements that led many families to give up their homes in the eastern part of the country and seek a new life to the west. This is definitely true with the Foshee family in DeSoto Parish. Morris Smith Foshee, my great grandfather, served in the Civil War, and after the war, he obtained a land grant that brought him to Louisiana with his family. Most of my direct lineage settled in DeSoto Parish but others went into areas below DeSoto Parish. On this tract of land bordering on the state line of Texas, the Foshee family forged their new life. The old dogtrot home still stands today and stepping inside is like stepping back in time. The pictures, furniture, and all the personal items are still there. My cousin maintains the home, and even the old black kettle is still in the front yard. The fence is no longer there, but other than the hallway being closed off to save on heating expenses, the home is the same. -
Travels in Louisiana
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2004 Travels in Louisiana: journeys into ethnicity and heritage by two Hispanic groups Dominica Dominguez Ramirez Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Social and Behavioral Sciences Commons Recommended Citation Ramirez, Dominica Dominguez, "Travels in Louisiana: journeys into ethnicity and heritage by two Hispanic groups" (2004). LSU Master's Theses. 1799. https://digitalcommons.lsu.edu/gradschool_theses/1799 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. TRAVELS IN LOUISIANA: JOURNEYS INTO ETHNICITY AND HERITAGE BY TWO HISPANIC GROUPS A Thesis Submitted to the Graduate Faculty of Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts In The Department of Geography and Anthropology by Dominica Dominguez Ramirez B.A., Louisiana State University, 2000 May, 2004 “As we ourselves are telling others about our experience, we sometimes realize, even as we speak, that our account does not fully encompass all that we thought and felt during that experience” (Bruner 1990: 7) ii Para Marcionila y Julia López López, dos robles en el bosque de mi vida. iii ACKNOWLEDGEMENTS Heartfelt and endless thanks to Miles Richardson, who is absolutely the coolest guy out there. -
Basque Diaspora Gloria Totoricagüena Phd Is a Political Scientist Who Specializes in Basque Migration and Diaspora Studies
Gloria Totoricagüena Basque DiasporaMigration and Transnational Identity Center for Basque Studies · University of Nevada, Reno Basque Diaspora Gloria Totoricagüena PhD is a political scientist who specializes in Basque migration and diaspora studies. She earned her doctorate degree in Comparative Politics from the London School of Economics and Political Sci- ence, and currently researches and teaches at the Center for Basque Studies at the University of Nevada, Reno. She has conducted unparalleled fieldwork and investigation with Basques from communities in over twenty coun- tries and regularly serves as a consultant for institutions in the Basque Country. Her work has been awarded and recognized internationally, including the Vasca Mun- dial, Worldly Basque, award in 2003, and when selected as the President of the Committee of Academic Experts from the Eusko Ikaskuntza, or Basque Studies Society, initiative for EuskoSare, a worldwide network for Basque studies. Dr. Totoricagüena collaborates in various research projects with homeland institutions and with those of the Basque diaspora. She is a permanent delegate to the North American Basque Organizations, and has repre- sented the United States in each of the World Congresses of Basque Collectivities. Her numerous publications include more than thirty articles and several books including: Identity, Culture, and Politics in the Basque Diaspora; The Basques of New York: A Cosmopolitan Experience; Diáspora Vasca Comparada: Etnicidad, Cul- tura y Política en las Colectividades Vascas del Exterior; and The Basques of Boise: Dreamers and Doers. Gloria Totoricagüena Basque Diaspora Migration and Transnational Identity Basque Textbooks Series Center for Basque Studies University of Nevada, Reno This book was published with generous financial support from the Basque Government. -
Las Tejanas: 1718 to 1836: When Did It Happen?” Timeline Game (Student’S Copy and Teacher’S Key—Two Sheets) 3
Fourth Grade Lesson Plan: Tejanas in Early Texas Introduction: Tejanas, who are Texas women of Spanish-Mexican origin, have been part of the history of Texas since 1700. Many of these women were mestizas. This means their ethnic heritage included Indians from Mexico and Texas, as well as Spanish people. Some of them also had African heritage. Objective: This lesson plan introduces students to Tejanas’ contributions to the early history of the state. At the end of the lesson, students will have gained an understanding about how Tejanas helped settle and develop the land in early Texas history. The lesson can be covered in three class periods. TEKS: (b) Knowledge and skills. (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources, including electronic technology. The student is expected to: (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation. Teachers’ and Students’ Materials: 1. Excerpt of The Handbook of Texas Online overview article on Mexican-American Women 2. “Las Tejanas: 1718 to 1836: When Did it Happen?” timeline game (student’s copy and teacher’s key—two sheets) 3. “Sentence Completion” on The Handbook of Texas Online Mexican-American Women article excerpt (student’s copy and teacher’s key—two sheets) 4.