DOCSLIB.ORG

The Atlantic World, Analyze the Impact of European Exploration and Colonization of 1492–1800 the Americas

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Atlantic World, Analyze the Impact of European Exploration and Colonization of 1492–1800 the Americas CHAPTER 20 • OBJECTIVE The Atlantic World, Analyze the impact of European exploration and colonization of 1492–1800 the Americas. Previewing Main Ideas Previewing Main Ideas CULTURAL INTERACTION The voyages of Columbus prompted a Note that the main ideas focus on the worldwide exchange of everything from religious and political ideas to new variety of ways that the Europeans inter- foods and plants. acted with the native inhabitants of the Geography According to the map, what lands were included in the viceroyalty of New Spain in 1700? Americas. While there was some mutual exchange, generally the Europeans ECONOMICS The vast wealth to be had from colonizing the Americas exploited the native people and natural sealed the fate of millions of Native Americans and Africans who were forced resources for economic and political gain. to work in mines and on plantations. Geography On which coast of the Americas would enslaved persons from Accessing Prior Knowledge Africa have arrived? Ask students what they know about EMPIRE BUILDING Over the span of several centuries, Europeans Columbus. Then ask them if they know conquered the Americas’ native inhabitants and built powerful American empires. about controversies over the impact of Geography What two major Native American empires did the Spanish Columbus’s voyages to the Americas. conquer in the sixteenth century? Why is it inaccurate to say that Columbus discovered America? (Many indigenous people already lived here.) INTERNET RESOURCES Geography Answers • Interactive Maps Go to classzone.com for: • Interactive Visuals • Research Links • Maps CULTURAL INTERACTION The viceroy- • Interactive Primary Sources • Internet Activities • Test Practice Primary Sources Current Events VIDEO Patterns of • • alty of New Spain included Mexican lands Chapter Quiz Interaction: The Impact of • stretching into the current American Potatoes and Sugar Southwest and into Central America, modern Florida, most of the West Indies, and a small section of South America. ECONOMICS Enslaved Africans arrived on the eastern coast. EMPIRE BUILDING The Spanish conquered the Aztec and Incan empires. 550 TIME LINE DISCUSSION The time line reflects the competition among 2. What was the first Spanish conquest in 4. About how long after they had established Spain, France, and Britain to claim the Americas. the Americas? (Cortés conquered the Aztecs colonies were the British and French engaged Spain was the first to establish permanent settle- in 1521.) in a major war for control of much of eastern ments, but Britain and France quickly followed. 3. When and where did Britain and France estab- North America? (147 years between 1. When did Columbus make his first voyage and lish their first colonies in the Americas? Jamestown’s founding and the beginning of what other important event happened at (Britain—1607, Jamestown; France—1608, the French and Indian War) about that time? (1492; Spain and Portugal Quebec) Approximately how long was this signed the Treaty of Tordesillas in 1494) after Spain conquered the Aztecs? (86 years) 550 Chapter 20 CHAPTER 20 History from Visuals Interpreting the Map Have students name and identify the two major continents and the two regions labeled on the map. (North and South America; Central America, the West Indies) Point out that the Spanish con- quered Central America after establishing settlements in the West Indies. Besides the wealth the Spanish found in Central America, what else made this region a highly strategic location for the con- querors? (Possible Answers: It was close to West Indies’ supply routes to Spain; it gave the Spanish a base for striking into North and South America by land or sea; it offered relatively easy access to the Pacific and Atlantic Oceans.) Extension Ask students to name the modern countries where the cities shown on the map are located. Students can use the atlas maps of North and South America to check their answers. (Santa Fe—United States; Mexico City— Mexico; Santo Domingo—Dominican Republic; Cajamarca, Lima, Cuzco— Peru; Santiago—Chile; Buenos Aires—Argentina) 551 RECOMMENDED RESOURCES Books for the Teacher Books for the Student Millar, Heather. Spain in the Age of Exploration Dor-Ner, Zvi, and William Scheller. Columbus McDougal Littell Nextext. (Cultures of the Past). Tarrytown, NY: Marshall and the Age of Discovery. Native American Cavendish, 1999. Written for the young adult, New York: William Morrow, 1991. Perspectives. The Age of this book covers Spanish culture, literature, the- ater, and the role of religion in society. Marks, Richard Lee. Cortés: The Great Exploration from the Native Adventurer and the Fate of Aztec Mexico. New American viewpoint. Video York: Knopf, 1993. Dodge, Stephen C. Christopher Columbus: Explorer of the New Walvin, James. Making the Black Atlantic: Christopher Columbus and World. VHS. Library Video Company, 1995. Britain and the African Diaspora. London the First Voyages to the 800-843-3620. Examines why Columbus was and New York: Cassell Academic, 2000. An New World. Broomall, PA: nearly forgotten in his own time. excellent summary of Britain’s role in the Chelsea, 1991. A well- African slave trade. researched chronicle of the life and times of Christopher Columbus. Teacher’s Edition 551 CHAPTER 20 • INTERACT What might you gain or lose by joining the fight? Interact History with You are a Native American living in central Mexico in 1520. Suddenly you are faced with a decision that may change your life forever. Invaders, known as the Objectives Spanish, are engaged in a fierce battle with the nearby Aztecs, who are cruel • Set the stage for the Spanish conquest and harsh rulers. Like many of your people, you hate the powerful Aztecs and of the Americas. hope for their defeat. The newcomers, however, are equally frightening. They • Help students understand some of the ride on large beasts and fire loud, deadly weapons. You wonder whether you should follow the example of your friends and join the fight, or not fight at all. reasons for exploration and conquest. • Help students connect with the people and events they will study in this chapter. EXAMINING the ISSUES Answers • Advantages—not picking the losing side; possibly avoiding the conflict. Disadvantages—being considered the enemy by both sides; failing to receive any benefits of victory. • Students might think about whether they would join a group of people like themselves, or one whose members were different. Discussion Ask students to discuss the issue of choosing sides in situations involving conquest. Conquered peoples often do not have much choice in how they respond. Ask students to discuss This 16th-century painting by an Indian artist depicts a battle on the left between the Aztecs and Spanish. The right side shows the Spanish with their main Indian allies, the Tlaxcalans. situations they recall from their study of history. EXAMINING the ISSUES • What are the advantages and disadvantages of not fighting? • Which might be the lesser of two evils—supporting the Aztecs, whom you know as oppressors, or the fierce invaders, about whom you know almost nothing? Discuss these questions with your classmates. In your discussion, examine whether invading armies throughout history have made life better or worse for people in the areas they conquer. As you read about colonization in the Americas, learn the outcome of the battle between the Aztecs and the Spanish. 552 Chapter 20 WHY STUDY THE ATLANTIC WORLD? • People are still debating the legacy of • Today Native American peoples are revitalizing Columbus’s voyages to the Americas (see the their cultures. Different Perspectives feature on page 560). • Enslaved Africans contributed culture and labor • Throughout the Americas, Spanish culture, to the Americas. Their descendants are a language, and descendants are legacies of significant part of the population of the this period. Americas today. • English settlers left a legacy of law and • The Columbian Exchange permanently changed government that guides the United States today. diets, economies, and lives in Europe, Asia, Africa, and the Americas (see the Global Impact feature on page 572). 552 Chapter 20 wh10te-042001-0553-0560 8/22/03 11:29 AM Page 553 LESSON PLAN 1 Colored engraving of colonists landing Letter from Christopher Columbus to his son OBJECTIVES at Jamestown, Virginia Diego, discussing Amerigo Vespucci • Describe the voyages of Columbus and Spain Builds an American Empire his contemporaries. • Describe the Spanish conquests of the Aztecs and the Inca. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Identify the effects of Spanish coloniza- tion on the Americas. EMPIRE BUILDING The voyages Throughout the Americas, • Christopher • conquistador of Columbus prompted the Spanish culture, language, and Columbus • Francisco • Trace the level of resistance to Spanish Spanish to establish colonies in descendants are the legacy of • colony Pizarro rule by indigenous people. the Americas. this period. • Hernando • Atahualpa Cortés • mestizo • encomienda FOCUS & MOTIVATE SETTING THE STAGE Competition for wealth in Asia among European nations was fierce. This competition prompted a Genoese sea captain named Ask students how they have experienced Christopher Columbus to make a daring voyage for Spain in 1492. Instead of Spanish influence in the Americas. sailing south around Africa and then east, Columbus sailed west across the (Possible Answers: Mexican food, salsa Atlantic in search of an alternate trade route to Asia and its riches. Columbus music, language, architecture) never reached Asia. Instead, he stepped onto an island in the Caribbean. That event would bring together the peoples of Europe, Africa, and the Americas. INSTRUCT The Voyages of Columbus TAKING NOTES The Voyages of Columbus Following Chronological The Niña, Pinta, and Santa María sailed out of a Spanish port around dawn on Order Use a diagram to August 3, 1492. In a matter of months, Columbus’s fleet would reach the shores trace the major events in Critical Thinking of what Europeans saw as an astonishing new world. the establishment of Spain’s empire in the • Why were the Spanish interested in First Encounters In the early hours of October 12, 1492, the long-awaited cry Americas.
Load more

Recommended publications
  • Norton, Subaltern Technologies and Early Modernity in the Atlantic World
    Colonial Latin American Review ISSN: 1060-9164 (Print) 1466-1802 (Online) Journal homepage: http://www.tandfonline.com/loi/ccla20 Subaltern technologies and early modernity in the Atlantic World Marcy Norton To cite this article: Marcy Norton (2017) Subaltern technologies and early modernity in the Atlantic World, Colonial Latin American Review, 26:1, 18-38, DOI: 10.1080/10609164.2017.1287322 To link to this article: http://dx.doi.org/10.1080/10609164.2017.1287322 Published online: 07 Apr 2017. Submit your article to this journal Article views: 154 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=ccla20 Download by: [Library of Congress] Date: 21 August 2017, At: 10:44 COLONIAL LATIN AMERICAN REVIEW, 2017 VOL. 26, NO. 1, 18–38 http://dx.doi.org/10.1080/10609164.2017.1287322 Subaltern technologies and early modernity in the Atlantic World Marcy Norton George Washington University How did technology shape the Atlantic World? A familiar if partially discredited answer would be that Europeans’ guns, steel, ships, alphabetic writing, and perhaps animal dom- esticates, aided and abetted by ‘germs,’ inevitably led them to rule in the Americas and Africa.1 But what if we asked that question with a more suitably generous definition of technology, a definition that would allow for the inclusion of cultivated or even foraged plants as well as prepared foods, one that also allows for communication devices and lit- eracies, auditory and kinesthetic arts like music, dance and prey stalking, and building and furniture technologies such as thatching and hammocks (Figures 1 and 2)? The answers to this question need not nor should not conflict with accounts of (eventual) European and settler-colonial domination, or indigenous adoption of European-originating technol- ogies.
    [Show full text]
  • Atlantic History: What and Why?
    European Review, Vol. 9, No. 4, 399–411 (2001) Academia Europaea, Printed in the United Kingdom Atlantic history: what and why? NICHOLAS CANNY Department of History, National University of Ireland, Galway, Galway, Ireland. E-mail: [email protected] One of the discernible trends in the historiography of recent decades – especially in that which concerns the early modern centuries – has been the emergence of a literature that describes itself as Atlantic History. This paper seeks to identify positive and negative reasons why the once-popular history of exploration and discovery has given way to this new subject, it identifies some fresh meanings that may be drawn from some well-known sources when they are reappraised in an Atlantic context, and it suggests some possibly fruitful lines of enquiry that would lead to a better understanding of how an Atlantic world was fashioned and functioned during the sixteenth, seventeenth and eighteenth centuries. Finally, the paper draws a distinction between Atlantic history and Global history and suggests that the latter is a subject that belongs more properly to the nineteenth and subsequent centuries. It is relevant to pose the question – Atlantic history: what and why? – because an increasing number of historians, several research centres, and many conferences in both Europe and North America are dedicated to the study of what is being called ‘Atlantic history’. Most scholars involved with these enterprises are specialists of the sixteenth, seventeenth or eighteenth centuries, and all of them are concerned with aspects of exploration, discovery, voluntary and involuntary migration, overseas settlement and trade. If anything unites them it is that, in the words of J.
    [Show full text]
  • CHAPTERS in BRIEF the Atlantic World, 1492–1800
    0077-wh10a-CIB-04 11/13/2003 1:33 PM Page 77 Name Date CHAPTER CHAPTERS IN BRIEF The Atlantic World, 1492–1800 20 CHAPTER OVERVIEW Starting in 1492, the Spanish built a large empire in the Americas, but the native peoples suffered. In North America, the Dutch, French, Summary and English fought for control. England finally won. The labor of enslaved per- sons brought from Africa supported the American colonies. The contact between the Old World and the New produced an exchange of new ideas. 1 Spain Builds an rule. In addition, the Aztec were seriously weak- American Empire ened by new diseases brought to the Americas with KEY IDEA The voyages of Columbus prompted the the Spanish. Native peoples had no resistance to Spanish to carve out the first European colonies in the measles, mumps, and smallpox, which killed them Americas. by the hundreds of thousands. n 1492, Christopher Columbus, an Italian sailor, About 15 years later, another Spanish force, led Iled a voyage on behalf of Spain. He sailed west by Francisco Pizarro, conquered the mighty Inca from Europe intending to reach Asia but instead Empire of South America. Once again, the Spanish landed in the Americas. This was land that Europeans gained access to huge amounts of gold and silver. had not known existed before. Columbus thought By the mid-1500s, Spain had formed an American at first that he had reached Asia, or the Indies. He empire that stretched from modern-day Mexico misnamed the natives he met Indians and claimed to Peru. After 1540, the Spanish looked north of the land for Spain.
    [Show full text]
  • The Global Context: Asia, Europe, and Africa in the Early Modern Era
    Chapter Two: The Global Context: Asia, Europe, and Africa in the Early Modern Era Contents 2.1 INTRODUCTION .............................................................................................. 30 2.1.1 Learning Outcomes ....................................................................................... 30 2.2 EUROPE IN THE AGE OF DISCOVERY: PORTUGAL AND SPAIN ........................... 31 2.2.1 Portugal Initiates the Age of Discovery ............................................................. 31 2.2.2 The Spanish in the Age of Discovery ................................................................ 33 2.2.3 Before You Move On... ................................................................................... 35 Key Concepts ....................................................................................................35 Test Yourself ...................................................................................................... 36 2.3 ASIA IN THE AGE OF DISCOVERY: CHINESE EXPANSION DURING THE MING DYNASTY 37 2.3.1 Before You Move On... ................................................................................... 40 Key Concepts ................................................................................................... 40 Test Yourself .................................................................................................... 41 2.4 EUROPE IN THE AGE OF DISCOVERY: ENGLAND AND FRANCE ........................ 41 2.4.1 England and France at War ..........................................................................
    [Show full text]
  • KEVIN P. Mcdonald, Ph.D
    KEVIN P. McDONALD, Ph.D. Curriculum Vitae Assistant Professor of Colonial America and the Atlantic World Department of History Loyola Marymount University 1 LMU Drive, University Hall Suite 3500 Los Angeles, CA 90045 --------------------------------------------------------------------------------------------------------------------- EDUCATION Ph.D., History, University of California, Santa Cruz. June 2008 M.A., History, Rutgers University, Newark, New Jersey. 2002 B.A., History and International Studies, Univ. of Richmond, Richmond, Virginia. 1994 Institute for the International Education of Students, Salamanca, Spain. 1993 ACADEMIC APPOINTMENTS Assistant Professor, History, Loyola Marymount University, Los Angeles, CA, 2012-present Postdoctoral Fellow, Humanities, Carnegie Mellon University, Pittsburgh, PA, 2011-2012 Adj. Asst. Professor, History, New York University, New York, NY, 2009-2010 Adj. Asst. Professor, Humanities, The Cooper Union, New York, NY, 2008 Teaching Fellow, History Division, UCSC, Santa Cruz, California, Winter 2006 Teaching Assistant, History Division, UCSC, Santa Cruz, California, 2002-2005 BOOKS Pirates, Merchants, Settlers, and Slaves: Colonial America and the Indo-Atlantic World. Oakland, CA: University of California Press, 2015. PUBLISHED ARTICLES AND CHAPTERS “‘The Dream of Madagascar’: English Disasters and Pirate Utopias of the Early Modern Indo- Atlantic World,” in New Worlds Reflected: Travel and Utopia in the Early Modern Period, ed. Chloë Houston. Burlington, VT: Ashgate Publishing, 2010. “The United States and the World: A Globalized U.S. History Survey,” in Teaching American History in a Global Context, eds. Carl Guarneri and James Davis. Armonk, NY and London: M.E. Sharpe, 2008. Contributor (seven articles) in Colonial America: An Encyclopedia of Social, Political, Cultural, and Economic History. Armonk, NY: M.E. Sharp, 2006. "‘A Man of Courage and Activity’: Thomas Tew and Pirate Settlements of the Indo-Atlantic Trade World, 1645-1730" (October 3, 2005).
    [Show full text]
  • Pirates, Merchants, Settlers, and Slaves: Colonial America and the Indo-Atlantic World
    Faculty Pub Night William H. Hannon Library Fall 12-1-2015 Pirates, Merchants, Settlers, and Slaves: Colonial America and the Indo-Atlantic World Kevin McDonald Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/facultypubnight Part of the History Commons Recommended Citation McDonald, Kevin, "Pirates, Merchants, Settlers, and Slaves: Colonial America and the Indo-Atlantic World" (2015). Faculty Pub Night. 5. https://digitalcommons.lmu.edu/facultypubnight/5 This Book is brought to you for free and open access by the William H. Hannon Library at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in Faculty Pub Night by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. Faculty Pub Night – Fall 2015 Date: December 1, 2015 Speaker: Kevin P. McDonald Introduction The fourth and final Faculty Pub Night of Fall 2015 features Kevin P. McDonald, Assistant Professor of Colonial America & Atlantic World History at LMU's Bellarmine College of Liberal Arts. Professor McDonald will discuss his recent publication, Pirates, Merchants, Settlers, and Slaves: Colonial America and the Indo-Atlantic World. About the Author Kevin P. McDonald is an Assistant Professor of Colonial America and Atlantic World History at Loyola Marymount University (2012-present), with research interests in maritime history, pirates and piracy, colonialism/empire, and slavery. Dr. McDonald received his Ph.D. in History at the University of California, Santa Cruz (2008) and the M.A. in History from Rutgers University/NJIT. He was an A.W.
    [Show full text]
  • Unit 1: the Atlantic World
    APUSH SKILLBOOK UNIT 1: THE ATLANTIC WORLD REVIEW OF PERIOD 1: 1491-1607 The Atlantic world is a historical construct that defines how four landmasses that border the Atlantic Ocean—Africa, Europe, North America, and South America (including the Caribbean and Central America)—interacted and influenced each other from the 1420s until the middle of the seventeenth century. It serves as a means for examining European contact as well as exploration and settlement in Africa and in the Western Hemisphere. The rise of the Atlantic world created new global economies and social systems that expanded markets, redistributed wealth, and transformed cultures in the four regions. EUROPE LOOKS OUTWARD Europe in the mid-fifteenth century was divided linguistically, politically, and economically. Most people lived in small villages organized in a patriarchal manner. The continent was slowly recovering from the Black Death, a plague that had decimated as much as one-third of the European population in the mid-fourteenth century. As the nations grew in population and economic strength, they became more urbanized and affluent. Moreover, strong leaders emerged in Spain, England, France, and Portugal. All these factors promoted a desire for commercial expansion and zeal to spread European power and the Christian religion. Fueling this outlook was the desire to reach the riches of Asia by avoiding the long and dangerous trade routes of North Africa and Southwest Asia controlled by Muslim groups. Portugal was first to act on these impulses. Under the leadership of Prince Henry, Portuguese sailors made contact with the native peoples and began mapping the west coast of Africa in the 1420s.
    [Show full text]
  • Chapter20assessment
    wh10te-0420-ca-0576-0577 8/22/03 11:37 AM Page 576 CHAPTER 20 ASSESSMENT Chapter 20 Assessment TERMS & NAMES TERMS & NAMES The Columbian Exchange and Global Trade Section 4 For each term or name below, briefly explain its connection to (pages 571–575) 1. conquistador, 5. Atlantic slave the Atlantic world from 1492 to 1800. 17. Why was the introduction of corn and potatoes to Europe p. 554 trade, p. 567 1. conquistador 5. Atlantic slave trade and Asia so significant? 2. encomienda, 6. triangular trade, 2. encomienda 6. triangular trade 18. What was the economic policy of mercantilism? p. 557 p. 568 3. Jamestown 7. Columbian Exchange 3. Jamestown, 7. Columbian 4. French and Indian War 8. mercantilism CRITICAL THINKING p. 562 Exchange, p. 571 1. USING YOUR NOTES 4. French and 8. mercantilism, Explorer Nation Regions MAIN IDEAS Use the chart to Indian War, p. 574 identify which nation Cabral Spain Builds an American Empire Section 1 p. 564 sponsored each Magellan (pages 553–560) explorer and the Cartier MAIN IDEAS 9. Why did Columbus set sail westward? regions he explored. 10. What were three goals of the Spanish in the Americas? 2. DRAWING CONCLUSIONS Answers will vary. 11. Why did Popé lead a rebellion against the Spanish? EMPIRE BUILDING What factors helped the Europeans conquer the Americas? Which was the most important? Why? 9. to seek an alternative trade route European Nations Settle North America Section 2 to Asia (pages 561–565) 3. RECOGNIZING EFFECTS 10. to enrich Spain, to colonize the 12. What did the Europeans mostly grow in their Caribbean ECONOMICS Explain the statement, “Columbus’s voyage colonies? began a process that changed the world forever.” Consider all land, to convert Native Americans 13.
    [Show full text]
  • Atlantic Lives: a Comparative Approach to Early America Timothy J
    Gettysburg College Faculty Books 1-25-2019 Atlantic Lives: A Comparative Approach to Early America Timothy J. Shannon Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/books Part of the Indigenous Studies Commons, and the Political History Commons Share feedback about the accessibility of this item. Shannon, Timothy J. ed., Atlantic Lives: A Comparative Approach to Early America, second edition. New York and London: Routledge, 2019. This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution. Cupola permanent link: https://cupola.gettysburg.edu/books/153 This open access book is brought to you by The uC pola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The uC pola. For more information, please contact [email protected]. Atlantic Lives: A Comparative Approach to Early America Description Atlantic Lives offers insight into the lived experiences of a range of actors in the early modern Atlantic World. Organized thematically, each chapter features primary source selections from a variety of non-traditional sources, including travel narratives from West Africa, the Caribbean, and Latin America. The fully-revised and expanded second edition goes into even greater depth in exploring the diverse roles and experiences of women, Native Americans, and Africans, as well as the critical theme of emerging capitalism and New World slavery. New chapters also address captivity experiences, intercultural religious encounters, and interracial sexuality and marriage.With classroom-focused discussion questions and suggested additional readings accompanying each chapter, Atlantic Lives provides students with a wide-ranging introduction to the many voices and identities that comprised the Atlantic World.
    [Show full text]
  • African Slavery and Spanish Empire Imperial Imaginings and Bourbon Reform in Eighteenth-Century Cuba and Beyond
    journal of early american history 5 (�0�5) 3-�9 brill.com/jeah African Slavery and Spanish Empire Imperial Imaginings and Bourbon Reform in Eighteenth-Century Cuba and Beyond Elena Schneider University of California Berkeley [email protected] Abstract This article traces a philosophical shift that opened the door to a new departure in eighteenth-century Spanish empire: a newly emerging sense that the slave trade and African slavery were essential to the wealth of nations. Contextualizing this ideological reconfiguration within mid-eighteenth century debates, this article draws upon the works of political economists and royal councilors in Madrid and puts them in conver- sation with the words and actions of individuals in and from Cuba, including people of African descent themselves. Because of the central place of the island in eighteenth- century imperial rivalry and reform, as well as its particular demographic situation, Cuba served as a catalyst for these debates about the place of African slavery and the transatlantic slave trade in Spanish empire. Ultimately, between the mid-eighteenth century and the turn of the nineteenth, this new mode of thought would lead to dra- matic transformations in the institution of racial slavery and Spanish imperial political economy. Keywords history – Cuba – Spanish empire – African slavery – slave trade – political economy – comparative empires – imperial reform – Seven Years’ War – Britain To European observers of the seventeenth and eighteenth centuries, Spanish empire had become a model of what not to do. Although early generations of British and French explorers in the Americas sought to emulate the pursuit of Indian gold, the political theorists of Spain’s rivals soon shunned what they perceived to be the fundamental errors of its expansion and governance.
    [Show full text]
  • Age of Explorations, West
    Age of Explorations, West The Atlantic World Question: Did the voyages of Columbus leave a good legacy or bad? Spain Builds an European Nations The Atlantic Slave The Columbian American Empire Settle North America Trade Exchange and Global Trade Christopher Columbus New France Atlantic Slave Trade Columbian Exchange Colony Jamestown Triangular Trade Capitalism Hernando Cortes Pilgrims Middle Passage Joint-stock company Conquistador Puritans Mercantilism Francisco Pizarro New Netherland Favorable balance of Atahualpa French and Indian War trade Mestizo Metacom Encomienda I. Spain Builds an American Empire The voyages of Columbus prompted the Spanish to establish colonies in the Americas. Throughout the Americas, Spanish culture, language, and descendants are the legacy of this period. The Voyages of Columbus First Encounters Genoese sea captain Christopher Columbus reaches Americas (1492) Thinks he is in East Indies, calls natives “los indios” – Indians Actually lands on an island, probably in the Bahamas Unable to find gold, he claims many islands for Spain In 1493, he sets out for the Americas again with a large fleet Spain aims to set up colonies-lands controlled by a foreign nation Other Explorers Take to the Seas Pedro Alvares Cabral claims Brazil for Portugal (1500) Amerigo Vespucci identifies South America as new continent (1501) In 1507, German mapmaker names the continent America Vasco Nunez de Balboa reaches the Pacific Ocean Ferdinand Magellan leaves to sail around the world (1519) Magellan is killed, but some of his men return
    [Show full text]
  • A Historiography of the Atlantic World Sam Traughber Harding University, [email protected]
    Tenor of Our Times Volume 7 Article 11 5-1-2018 Creating a New World: A Historiography of the Atlantic World Sam Traughber Harding University, [email protected] Follow this and additional works at: https://scholarworks.harding.edu/tenor Part of the African History Commons, European History Commons, Latin American History Commons, and the United States History Commons Recommended Citation Traughber, Sam ( 2018) "Creating a New World: A Historiography of the Atlantic World," Tenor of Our Times: Vol. 7, Article 11. Available at: https://scholarworks.harding.edu/tenor/vol7/iss1/11 This Article is brought to you for free and open access by the College of Arts & Humanities at Scholar Works at Harding. It has been accepted for inclusion in Tenor of Our Times by an authorized editor of Scholar Works at Harding. For more information, please contact [email protected]. Encountering the Old World Articles Creating a New World: A Historiography of the Atlantic World by Sam Traughber Handing Down History on the Beaches of Normandy by Dr. Shawn Fisher A German History Experience by Rachel Walters Photo Courtesy of: Flickr user Tyne & Wear Archives & Museum https://www.flickr.com/photos/twm_news/21976210514 Author Bio: Sam Traughber is a senior Social Science major with minors in Spanish and Bible & Missions from Kernersville, North Carolina. He is a member of Chi Sigma Alpha and Sigma Phi Mu social clubs, Alpha Chi and Phi Alpha Theta honors societies, and the American Studies Institute. After graduation, he will participate in Let's Start Talking and Missions Resource Network's Pathways apprenticeship in Athens, Greece to help spread the good news of Christ to refugees from the Middle East.
    [Show full text]