DOCSLIB.ORG

Economic Transformation: Commerce and Consequence 1450–1750

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Economic Transformation: Commerce and Consequence 1450–1750 CHAPTER 14 Economic Transformation: Commerce and Consequence 1450–1750 CHAPTER LEARNING 2. American silver allowed greater European participation in the commerce of East Asia OBJECTIVES 3. fur trapping and trading changed • To explore the creation of the first true global commerce and the natural environment economy in the period 1450–1750 C. Europeans were increasingly prominent in • To examine Western European commercial long-distance trade, but other peoples were expansion in a context that gives due weight to the also important. contributions of other societies D. Commerce and empire were the two forces • To encourage appreciation of China as the that drove globalization between 1450 and world’s largest economy in the early modern period 1750. • To increase student awareness of the high costs II. Europeans and Asian Commerce of the commercial boom of the early modern period A. Europeans wanted commercial connections in ecological and human terms with Asia. • To investigate the various models of trading 1. Columbus and Vasco da Gama both post empires that were created in this period sought a route to Asia 2. motivation above all was the desire for spices (though other Eastern products CHAPTER OUTLINE were also sought) 3. European civilization had recovered from I. Opening Vignette the Black Death A. The Atlantic slave trade was and is 4. national monarchies were learning to enormously significant. govern more effectively B. The slave trade was only one part of the 5. some cities were becoming international international trading networks that shaped the trade centers world between 1450 and 1750. 6. the problems of old trade systems from the 1. Europeans broke into the Indian Ocean Indian Ocean network spice trade a. Muslims controlled supply 313 314 CHAPTER 14 • ECONOMIC TRANSFORMATION: COMMERCE AND CONSEQUENCE b. Venice was chief intermediary for d. the Philippines remained a Spanish trade with Alexandria; other states colonial territory until 1898, when the resented it United States assumed control c. desire to find Prester John and enlist 3. major missionary campaign made Filipino his support in the Crusades society the only major Christian outpost in d. constant trade deficit with Asia Asia B. A Portuguese Empire of Commerce 4. Spaniards introduced forced relocation, 1. Indian Ocean commerce was highly rich tribute, taxes, unpaid labor and diverse a. large estates for Spanish settlers, 2. Portuguese did not have goods of a quality religious orders, and Filipino elite for effective competition b. women’s ritual and healing roles were 3. Portuguese took to piracy on the sea lanes attacked a. Portuguese ships were more 5. Manila became a major center with a maneuverable, carried cannons diverse population b. established fortified bases at key 6. periodic revolts by the Chinese locations (Mombasa, Hormuz, Goa, population; Spaniards expelled or Malacca, Macao) massacred them several times 4. Portuguese created a “trading post D. The East India Companies empire” 1. Dutch and English both entered Indian a. goal was to control commerce, not Ocean commerce in the early seventeenth territories or populations century b. operated by force of arms, not a. soon displaced the Portuguese economic competition b. competed with each other c. at height, controlled about half of the 2. ca. 1600: both the Dutch and the English spice trade to Europe organized private trading companies to 5. Portuguese gradually assimilated to Indian handle Indian Ocean trade Ocean trade patterns a. merchants invested, shared the risks a. carried Asian goods to Asian ports b. Dutch and British East India b. many Portuguese settled in Asian or companies were chartered by their African ports respective governments c. their trading post empire was in steep c. had power to make war and govern decline by 1600 conquered peoples C. Spain and the Philippines 3. established their own trading post empires 1. Spain was the first to challenge Portugal’s a. Dutch empire was focused on control of Asian trade Indonesia 2. establishment of a Spanish base in the b. English empire was focused on India Philippines c. French company was also established a. first encountered when Ferdinand 4. Dutch East India Company Magellan circumnavigated the globe a. controlled both shipping and (1519–1521) production of cloves, cinnamon, b. Philippines were organized in small, nutmeg, and mace competitive chiefdoms b. seized small spice-producing islands c. Spaniards established full colonial rule and forced people to sell only to the there (takeover occurred 1565–1650) Dutch CHAPTER 14 • ECONOMIC TRANSFORMATION: COMMERCE AND CONSEQUENCE 315 c. destroyed the local economy of the iii. Japanese were barred from travel Spice Islands; made the Dutch rich abroad d. for a time sought to colonize Taiwan iv. Europeans were banned, except through large-scale Chinese the Dutch at a single site immigration, but lost control to China e. Japan was closed off from Europe from 5. British East India Company 1650 to 1850 a. was not as well financed or as 4. Asian merchants continued to operate, commercially sophisticated as the despite European presence Dutch; couldn’t break into the Spice a. overland trade within Asia remained in Islands Asian hands b. established three major trade b. tens of thousands of Indian merchants settlements in India (seventeenth lived throughout Central Asia, Persia, century) and Russia c. British navy gained control of Arabian III. Silver and Global Commerce Sea and Persian Gulf A. The silver trade was even more important d. could not compete with the Mughal than the spice trade in creating a global Empire on land exchange network. e. negotiated with local rulers for 1. enormous silver deposits were discovered peaceful establishment of trade bases in Bolivia and Japan in the mid-sixteenth f. Britons traded pepper and other spices, century but cotton textiles became more 2. in the early modern period, Spanish important America produced around 85 percent of 6. Dutch and English also became involved the world’s silver in “carrying trade” within Asia B. China’s economy was huge and had a 7. both gradually evolved into typical growing demand for silver. colonial domination 1. 1570s: the Chinese government E. Asians and Asian Commerce consolidated taxes into a single tax to be 1. European presence was much less paid in silver significant in Asia than in Americas or a. value of silver skyrocketed Africa b. foreigners with silver could purchase 2. Europeans were no real military threat to more Chinese products than before Asia C. Silver was central to world trade. 3. the case of Japan 1. “silver drain” to Asia: bulk of the world’s a. Portuguese reached Japan in the mid- silver supply ended up in China (most of sixteenth century the rest reached other parts of Asia) b. Japan at the time was divided by 2. Spanish silver brought to Europe was used constant conflict among feudal lords to buy Asian goods (daimyo) supported by samurai 3. silver bought African slaves and Asian c. at first, Europeans were welcome spices d. but Japan unified politically under the 4. the Spanish “piece of eight” was widely Tokugawa shogun in the early used for international exchange seventeenth century 5. Potosí, Bolivia, became the largest city in i. increasingly regarded Europeans the Americas (population: 160,000) as a threat to unity because it was at the world’s largest silver ii. expulsion of missionaries, mine massive persecution of Christians 316 CHAPTER 14 • ECONOMIC TRANSFORMATION: COMMERCE AND CONSEQUENCE a. the city’s wealthy European elite lived 2. British traders moved into Hudson Bay in luxury region b. Native American miners lived in horrid 3. Dutch moved into what is now New York conditions C. North American fur trade. c. women found some new economic 1. Europeans usually traded with Indians for opportunities furs or skins, rather than hunting or D. Silver vastly enriched the Spanish monarchy. trapping animals themselves 1. caused inflation, not real economic growth 2. beaver and other furry animals were in Spain driven to near extinction a. Spanish economy was too rigid 3. by the 1760s, hunters in the southeastern b. Spanish aristocrats were against British colonies took around 500,000 deer economic enterprise every year 2. Spain lost its dominance when the value 4. trade was profitable for the Indians of silver fell ca. 1600 a. received many goods of real value E. Japanese government profited more from b. Huron chiefs enhanced their authority silver production than did Spain. with control of European goods 1. Tokugawa shoguns used silver revenues to c. but Indians fell prey to European defeat rivals and unify the country diseases 2. worked with the merchant class to develop d. fur trade generated much higher levels a market-based economy of inter-Indian warfare 3. heavy investment in agriculture and 5. Native Americans became dependent on industry European trade goods. 4. averted ecological crisis, limited a. iron tools and cooking pots population growth b. gunpowder weapons F. In China, silver further commercialized the c. European textiles country’s economy. d. as a result, many traditional crafts were 1. people needed to sell something to obtain lost silver to pay their taxes e. many animal species were depleted 2. economy became more regionally through overhunting specialized f. deeply destructive power of alcohol on 3. deforestation was a growing problem; Indian societies wasn’t addressed as it was in Japan 6. Implications of fur trade for Native G. Europeans were essentially middlemen in American women world trade. a. many native women married European 1. funneled American silver to Asia traders facilitating cross-cultural 2. Asian commodities took market share exchange from European products b. in native societies the status of men IV. The “World Hunt”: Fur in Global Commerce was enhanced by the focus on hunting.
Load more

Recommended publications
  • Texts Checklist, the Making of African American Identity
    National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 A collection of primary resources—historical documents, literary texts, and works of art—thematically organized with notes and discussion questions I. FREEDOM pages ____ 1 Senegal & Guinea 12 –Narrative of Ayuba Suleiman Diallo (Job ben Solomon) of Bondu, 1734, excerpts –Narrative of Abdul Rahman Ibrahima (“the Prince”), of Futa Jalon, 1828 ____ 2 Mali 4 –Narrative of Boyrereau Brinch (Jeffrey Brace) of Bow-woo, Niger River valley, 1810, excerpts ____ 3 Ghana 6 –Narrative of Broteer Furro (Venture Smith) of Dukandarra, 1798, excerpts ____ 4 Benin 11 –Narrative of Mahommah Gardo Baquaqua of Zoogoo, 1854, excerpts ____ 5 Nigeria 18 –Narrative of Olaudah Equiano of Essaka, Eboe, 1789, excerpts –Travel narrative of Robert Campbell to his “motherland,” 1859-1860, excerpts ____ 6 Capture 13 –Capture in west Africa: selections from the 18th-20th-century narratives of former slaves –Slave mutinies, early 1700s, account by slaveship captain William Snelgrave FREEDOM: Total Pages 64 II. ENSLAVEMENT pages ____ 1 An Enslaved Person’s Life 36 –Photographs of enslaved African Americans, 1847-1863 –Jacob Stroyer, narrative, 1885, excerpts –Narratives (WPA) of Jenny Proctor, W. L. Bost, and Mary Reynolds, 1936-1938 ____ 2 Sale 15 –New Orleans slave market, description in Solomon Northup narrative, 1853 –Slave auctions, descriptions in 19th-century narratives of former slaves, 1840s –On being sold: selections from the 20th-century WPA narratives of former slaves, 1936-1938 ____ 3 Plantation 29 –Green Hill plantation, Virginia: photographs, 1960s –McGee plantation, Mississippi: description, ca. 1844, in narrative of Louis Hughes, 1897 –Williams plantation, Louisiana: description, ca.
    [Show full text]
  • African Studies Association 59Th Annual Meeting
    AFRICAN STUDIES ASSOCIATION 59TH ANNUAL MEETING IMAGINING AFRICA AT THE CENTER: BRIDGING SCHOLARSHIP, POLICY, AND REPRESENTATION IN AFRICAN STUDIES December 1 - 3, 2016 Marriott Wardman Park Hotel, Washington, D.C. PROGRAM COMMITTEE CHAIRS: Benjamin N. Lawrance, Rochester Institute of Technology William G. Moseley, Macalester College LOCAL ARRANGEMENTS COMMITTEE CHAIRS: Eve Ferguson, Library of Congress Alem Hailu, Howard University Carl LeVan, American University 1 ASA OFFICERS President: Dorothy Hodgson, Rutgers University Vice President: Anne Pitcher, University of Michigan Past President: Toyin Falola, University of Texas-Austin Treasurer: Kathleen Sheldon, University of California, Los Angeles BOARD OF DIRECTORS Aderonke Adesola Adesanya, James Madison University Ousseina Alidou, Rutgers University Souleymane Bachir Diagne, Columbia University Brenda Chalfin, University of Florida Mary Jane Deeb, Library of Congress Peter Lewis, Johns Hopkins University Peter Little, Emory University Timothy Longman, Boston University Jennifer Yanco, Boston University ASA SECRETARIAT Suzanne Baazet, Executive Director Kathryn Salucka, Program Manager Renée DeLancey, Program Manager Mark Fiala, Financial Manager Sonja Madison, Executive Assistant EDITORS OF ASA PUBLICATIONS African Studies Review: Elliot Fratkin, Smith College Sean Redding, Amherst College John Lemly, Mount Holyoke College Richard Waller, Bucknell University Kenneth Harrow, Michigan State University Cajetan Iheka, University of Alabama History in Africa: Jan Jansen, Institute of Cultural
    [Show full text]
  • Image Credits, the Making of African
    THE MAKING OF AFRICAN AMERICAN IDENTITY: VOL. I, 1500-1865 PRIMARY SOURCE COLLECTION The Making of African American Identity: Vol. I, 1500-1865 IMAGE CREDITS Items listed in chronological order within each repository. ALABAMA DEPT. of ARCHIVES AND HISTORY. Montgomery, Alabama. WEBSITE Reproduced by permission. —Physical and Political Map of the Southern Division of the United States, map, Boston: William C. Woodbridge, 1843; adapted to Woodbridges Geography, 1845; map database B-315, filename: se1845q.sid. Digital image courtesy of Alabama Maps, University of Alabama. ALLPORT LIBRARY AND MUSEUM OF FINE ARTS. State Library of Tasmania. Hobart, Tasmania (Australia). WEBSITE Reproduced by permission of the Tasmanian Archive & Heritage Office. —Mary Morton Allport, Comet of March 1843, Seen from Aldridge Lodge, V. D. Land [Tasmania], lithograph, ca. 1843. AUTAS001136168184. AMERICAN TEXTILE HISTORY MUSEUM. Lowell, Massachusetts. WEBSITE Reproduced by permission. —Wooden snap reel, 19th-century, unknown maker, color photograph. 1970.14.6. ARCHIVES OF ONTARIO. Toronto, Ontario, Canada. WEBSITE In the public domain; reproduced courtesy of Archives of Ontario. —Letter from S. Wickham in Oswego, NY, to D. B. Stevenson in Canada, 12 October 1850. —Park House, Colchester, South, Ontario, Canada, refuge for fugitive slaves, photograph ca. 1950. Alvin D. McCurdy fonds, F2076-16-6. —Voice of the Fugitive, front page image, masthead, 12 March 1854. F 2076-16-935. —Unidentified black family, tintype, n.d., possibly 1850s; Alvin D. McCurdy fonds, F 2076-16-4-8. ASBURY THEOLOGICAL SEMINARY. Wilmore, Kentucky. Permission requests submitted. –“Slaves being sold at public auction,” illustration in Thomas Lewis Johnson, Twenty-Eight Years a Slave, or The Story of My Life in Three Continents, 1909, p.
    [Show full text]
  • Ayuba Suleiman Diallo
    Black History Month: Ayuba Suleiman Diallo - The Enslaved African Muslim Whose Significance To British Muslim History Would Lead Centuries Later To a National Campaign To Stop His Portrait Being Sold Abroad By: Dr. Muhammed Al-Ahari In the third of our four-part series to mark this annual event, Dr. Muhammed Al-Ahari details the extraordinary life of Ayuba Suleiman Diallo, an African American Muslim who “wrote his way out of slavery.” Ayuba Suleiman Diallo was an enslaved trader and scholar who is mentioned in slavery literature as Job Ben Solomon. His 1734 biography makes his life the most accessible of these early Muslims and perhaps its the first biography of any African American. It was certainly the first slave narrative advertised for sale [2]. Bluett’s “The Narrative of Job Ben Solomon” [3] is an understudied text which is at the same time the start of British- African, African American and Muslim American literature. Though less than 60 pages it provides details of West African lives in the early 18th century and includes details about agriculture, trade, religious life, education, clothing, leadership and wildlife. Diallo’s painting by William Hoare of Bath in 1733 Bluett, an attorney and church minister, befriended Diallo and wrote that he was a highly literate Arab scholar who came from a wealthy and aristocratic family in Bundu, West Africa. Three copies of the Qur’an are attributed to him during his stay in England following his emancipation by James Oglethorpe, the British founder of the colony of Georgia. It is claimed he wrote the copies of the Qur’an from memory, drew a map of West Africa with names written in Arabic and wrote a dozen short letters.
    [Show full text]
  • Trans Atlantic Slave Trade Online Database Exercises
    Trans Atlantic Slave Trade Online Database Exercises Go to www.slavevoyages.org. The new web site combines searchable new data on 35,000 voyages with new estimates of the slave trade which can be manipulated and presented by any combination of time, region of embarkation, region of disembarkation and national carrier. Please complete each exercise. Thank you. For exercises 1 to 3, click on “Assessing the Slave Trade” along the top of the home page, then choose “Estimates.” Exercise 1: Generate a time profile of the slave trade from its beginning in the 16th C to 1866 -the year in which the last slave voyage in the database reached the Americas. (There are three new options on the “Estimates” page, just below the normal menu options. Click on “Timeline,” if it does not initially come up when you travel to the site.) At the bottom of the page is the button to “Download” the information onto your computer, to make it available for printing. Exercise 2: What were the African coastal origins of the slave trade in each century that the slave trade was carried on? (Instead of “Timeline,” now select “Tables.” For Rows select “1OO- year periods” and for Columns select “embarkation regions.” Then click on “show” button). Exercise 3: What were American destinations for the slave trade in each century that the slave trade was carried on? (Click on the Columns box and select “broad disembarkation regions” then on the Cells box above display area on the right and select “only disembarked.” Then click on “show” button). For the remaining exercises, choose “Voyages Database” from the top menu and then choose “Search the database.” The left of the screen allows you to select the data.
    [Show full text]
  • The African Homeland of Ayuba Suleiman Diallo, by Thomas Bluett
    National Humanities Center Resource Toolbox The Making of African American Identity: Vol. I, 1500-1865 Schomburg Center for Research in Black Culture The African Homeland of New York Public Library Ayuba Suleiman Diallo (Job ben Solomon) Some Memoirs of the Life of Job, the Son of the Solomon High Priest of Boonda in Africa; Who Was a Slave about Two Years in Maryland; and Afterwards Being Brought to England, Was Set Free, and Sent to His Native Land in the Year 1734 by Thomas Bluett, London, 1734, EXCERPTS * Ayuba Suleiman Diallo (named Job ben Solomon in England) was born into a family of Muslim clerics in Senegambia, in the Bondu region near the intersection of Senegal River and the Faleme River (which forms the present-day Senegal-Mali border).1 In 1730 Ayuba, when in his late twenties, was captured during a trading journey, enslaved for two years in Maryland, then freed through the efforts of attorney Thomas Bluett, who compiled and published Job’s memoir in 1734. Bluett helped Ayuba return to Africa (via England) “where we hope he is safely arrived to the great joy of his friends, and the honour of the English nation.” Ayuba died in Gambia in 1773. “Job, son of Solliman Diallo, high priest of Sections I and III of Memoirs of the Life of Job, presented here, Bonda in the country of Foota, Africa,” describe aspects of Ayuba’s family and the Fulbe people, as Gentleman's Magazine, London, June 1750 compiled and narrated by Bluett. (Section II describes his capture, two-year enslavement in Maryland, emancipation through inter- mediaries including Bluett, and his return to Africa.2) SECTION I.
    [Show full text]
  • Migration in Britain
    MIGRATION IN BRITAIN: WhAT ARe OuR CulTuRAl IdeNTITIes? This learning resource for teachers and students of Secondary Art and A Level Art focuses on a selection of portraits from the Collection of the National Portrait Gallery, London. The resource could also be relevant for those studying Art History, History and Citizenship. Camila Batmanghelidjh by Dean Marsh oil on plywood panel, 2008 NPG 6845 2/32 MIGRATION IN BRITAIN ABOuT ThIs ResOuRCe This resource tackles the question of what British cultural identities can mean and how people who constitute that sector of our society have and do contribute to it in a variety of different ways. This resource relates to another resource in on our website entitled Image and Identity. See: www. npg.org.uk/learning Each portrait is viewed and examined in a number of different ways with discussion questions and factual information relating directly to the works. The material in this resource can be used in the classroom or in conjunction with a visit to the Gallery. Students will learn about British culture through the ideas, methods and approaches used by portrait artists and their sitters over the last four hundred years. The contextual information provides background material that can be fed into the students' work as required. The guided discussion gives questions for the teacher to ask a group or class, it may be necessary to pose further questions around what culture can mean today to help explore and develop ideas more fully. Students should have the opportunity to pose their own questions, too. Each section contains the following: an introduction to each portrait, definitions, key words, questions and two art projects.
    [Show full text]
  • Thecolorpurple2015.Pdf
    Acknowledgements Members of the STUDY GUIDE STAFF Park Square Theatre Teacher Advisory Board EDITOR Marcia Aubineau Jill Tammen* University of St. Thomas, retired PROOFREADING Sam DiVita Marcia Aubineau* LEAP High School Liz Erickson CONTRIBUTORS Rosemount High School Liz Erickson*, Craig Farmer*, Kirsten Pardun- Theodore Fabel Johannsen*, and Jill Tammen* Broadway Alternative at Longfellow Craig Farmer COVER DESIGN AND LAYOUT Perpich Center for Arts Education Emilie Moravec (Education Sales and Amy Hewett-Olatunde Services Manager) LEAP High School Cheryl Hornstein *Past or Present Members of Park Square’s Teacher Advisory Freelance Theatre and Music Educator Board Alexandra Howes Twin Cities Academy Dr. Virginia McFerran Perpich Center for Arts Education Kristin Nelson Brooklyn Center High School Mari O’Meara If you have questions or comments about Eden Prairie High School this guide or any of Park Square’s education programs, please contact Dr. Kirsten Pardun-Johannsen Performing Arts Specialist, Orono School Mary Finnerty, Director of Education Jennifer Parker PHONE 651.767.8494 Falcon Ridge Middle School EMAIL [email protected] Maggie Quam Hmong College Prep Academy Jack Schlukebier ABOUT US Central High School, retired Tanya Sponholz PARK SQUARE THEATRE Prescott High School 408 Saint Peter Street, Suite 110 Saint Paul, MN 55102 Jill Tammen EDUCATION: 651.291.9196 Hudson High School, retired TOLL FREE: 877.291.7001 Craig Zimanske Forest Lake Area High School www.parksquaretheatre.org | page 2 By MARSHA NORMAN CONTENTS The Play 4. A Letter from Oprah Winfrey 5. Plot Summary 7. Meet the Characters 8. The Epistolary Novel Historical and Social Context 10. Celie’s Home 12. A Timeline of Race Relations in America 16.
    [Show full text]
  • The Midlands and Slavery
    LEGACIES OF BRITISH SLAVE-OWNERSHIP THE MIDLANDS AND SLAVERY John Montagu, 2nd Duke of Montagu (1690–1749) [2] Nottingham and abolition In 1722 a royal patent was approved granting the George Walker (c.1734–1807), a dissenting minister Caribbean islands of St Vincent and St Lucia to John, Jedediah Strutt (1726–1797) and mathematician, was born in Newcastle-Upon- 2nd Duke of Montagu, owner of Boughton House in Tyne. He lived in a number of cities across northern Northamptonshire. Jedediah Strutt was a hosier and cotton spinner Britain but it was his southbound movement to High Pavement Chapel, built born in the east Derbyshire village of South Nottingham in 1774 that marked his most prolific in 1805. The site is currently The Duke’s plans to settle St Lucia failed when French occupied by the Pitcher and Normanton. An extremely successful man, his congregational and political work. Walker became a London © National Portrait Gallery, forces from nearby Martinique drove his expedition from Piano public house within the wealth was rooted in the establishment of a water minister at Nottingham’s High Pavement Chapel and George Walker, c. 1805 the island. Six years later, in 1728, he sought approval for replacement church built in 1876 powered cotton mill (co-founded with Richard began to advocate for the abolition of the slave trade. a royal grant that would give him control of the island of Arkwright and Samuel Need) along the Derwent He also galvanised local support and drafted communal petitions which called for an end to the War Tobago but his request was denied.
    [Show full text]
  • Tang Umd 0117E 15832.Pdf (2.511Mb)
    ABSTRACT Title of Document: ‘FRIED CHICKEN BELONGS TO ALL OF US’: THE ZOOARCHAEOLOGY OF ENSLAVED FOODWAYS ON THE LONG GREEN, WYE HOUSE (18TA314), TALBOT COUNTY, MARYLAND Amanda Tang, Ph.D. 2014 Directed By: Professor Mark P. Leone, Department of Anthropology This project analyzes the zooarchaeological remains excavated from three slave quarters, located on the Long Green of the Wye House Plantation (18TA314). The zooarchaeological data used dates from about 1650 until 1865. The dissertation focuses on how the late 18th century – archaeologically c. 1770 – was a period of immense change at Wye House and this caused coinciding changes in food consumption. Faunal data is combined with historical and archaeological information to assess the validity of utilizing African-American food patterns. The dissertation interrogates the role of archaeologists in reifying racism and in the reproduction of inferior histories for African-Americans based on dominant narratives. The research incorporates the consideration of other social, political, historical, and economic variables to assess the development of local and regional cuisines. This dissertation evaluates why designations of Soul Food and African-American foodways emerged, how this cuisine compares to Southern Cooking, and the ideologies behind keeping the two cuisines separate. ‘FRIED CHICKEN BELONGS TO ALL OF US’: THE ZOOARCHAEOLOGY OF ENSLAVED FOODWAYS ON THE LONG GREEN, WYE HOUSE (18TA314), TALBOT COUNTY, MARYLAND By Amanda Tang Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2014 Advisory Committee: Professor Mark P. Leone, Chair Dr. Holly Brewer Dr.
    [Show full text]
  • Opening Eyes to the Cultural History of Africa by Meredith Mullins on July 20, 2015
    Opening Eyes to the Cultural History of Africa by Meredith Mullins on July 20, 2015 Ikhlas Khan, from the Diaspora series, 2015 © Omar Victor Diop. Courtesy Galerie MAGNIN-A, Paris Omar Victor Diop’s Transformative Portrait Photography The room is alive with cultural history. The photographs exhibited in the Grande Halle of the Rencontres d’Arles are rich in texture and color. The historic African figures are presented formally, elegantly, powerfully. Their pride shines through. As the photographer Omar Victor Diop explains, “They seem to say, ‘Look at me. I was here. I did this.’” The portrait photography in Diop’s exhibit “Diaspora,” which recently opened at the Arles festival of photography, transports us to another time. The images are not just a sensory journey into the cultural history of Africa, but are also a making of history of the artistic kind. The 34-year-old artist has something compelling to say. Omar Victor Diop at the opening of Diaspora at the Rencontres d’Arles in France © Meredith Mullins Diaspora—Exile, Dispersion, Exclusion What do the subjects of Diaspora—Jean-Baptiste Belley, Ikhlas Khan, Frederick Douglass, Dom Nicolau, and August Sabac El Cher—have in common? “Most of them were born into or sold into slavery,” Diop points out. “They all managed to be very influential—in areas that were not ready for them, with people who did not recognize them even as human beings. These men transformed the negative into something positive that lasted throughout the century.” These historic figures are not particularly well known. Diop had not even heard of them before he began his research, although some were born not far from his home in Senegal.
    [Show full text]
  • Equiano's Narrative
    Equiano’s Narrative Akynele Umoja Georgia State University How does Equiano’s Narrative apply to Georgia Standards SSUSH1: The student will describe European settlement in North America during the 17th century. a. Explain Virginia’s development, including the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon’s Rebellion, and the development of slavery. SSUSH2: The student will trace the ways that the economy and society of British North America developed. a. Explain the development of mercantilism and the trans- Atlantic trade. b. Describe the Middle Passage, growth of the African population and African-American culture. Important Concepts Ethnicity A group with a “sense of people-hood” and collective identity based upon common origins, history, religion, language, and/ or geography. Important Concepts Atlantic world The study of connections between western Europe, west and west-central Africa, and the western hemisphere rooted in contact from the “Age of Exploration” to modern times. Important Concepts Racial slavery A system of forced labor rooted in the western hemisphere based upon “race” as the qualifying marker for “slave” status. Important Concepts Double consciousness The inter-play between two essential identities in the shaping of a new identity in an individual or community Important Questions • Who is Olaudah Equiano? • Who was his audience? • What is Equiano’s objective in the narrative? Who is Olaudah Equiano/ Gustavas Vassa? Nigeria Equiano’s Village • Politics • Customs • Religion • Slavery The Igbo and the Middle Passage “About 1.7 million people were transported from the Bight of Biafra over the course of the transatlantic slave trade, with the vast majority (1.5 million after 1700.
    [Show full text]