Chapter20assessment
Total Page:16
File Type:pdf, Size:1020Kb
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. -
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. -
Triangular Trade and the Middle Passage
Lesson 3 Museum Connection: Labor and the Black Experience Lesson Title: Triangular Trade Purpose: In this lesson students will read individually for information in order to examine the history of the Atlantic slave trade. In cooperative groups, they will analyze primary and secondary documents in order to determine the costs and benefits of the slave trade to the nations and peoples involved. As an individual assessment, students will write and deliver a speech by a member of the British Parliament who wished to abolish the slave trade. Grade Level and Content Area: Middle, Social Studies Time Frame: 3-5 class periods Correlation to State Social Studies Standards: WH 3.10.12.4 Describe the origins of the transatlantic African slave trade and the consequences for Africa, America, and Europe, such as triangular trade and the Middle Passage. GEO 4.3.8.8 Describe how cooperation and conflict contribute to political, economic, geographic, and cultural divisions of Earth’s surface. ECON 5.1.8.2 Analyze opportunity costs and trade-offs in business, government, and personal decision-making. ECON 5.1.8.3 Analyze the relationship between the availability of natural, capital, and human resources, and the production of goods and services now and in the past. Social Studies: Maryland College and Career Ready Standards 3.C.1.a (Grade 6) Explain how the development of transportation and communication networks influenced the movement of people, goods, and ideas from place to place, such as trade routes in Africa, Asia and Europe, and the spread of Islam. 4.A.1.a (Grade 6) Identify the costs, including opportunity cost, and the benefits of economic decisions made by individuals and groups, including governments in early world history, such as the decision to engage in trade. -
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. -
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 .......................................................................... -
Human and Physical Geography
- Human and Physical Geography- The Extent of European Expansion The attempts by Portugal and Spain to find a sea route to Asia in the late 1400 set the European age of exploration in full motion. Portugal's success in Asia attracted the attention of other European nations. Beginning around 1600, the English and Dutch began to challenge Portugal's dominance over the Indian Ocean trade. The Dutch had the largest fleet of ships in the world-20,000 vessels. Pressure from Dutch and English fleets eventually eroded Portuguese control. The Dutch and English then battled one another for dominance of the area, with the Dutch finally winning. Spain held claim to the Philippines and began settling the islands in 1565. Spain's main efforts, however, were in the Americas, where it sought to establish colonies. Spain's success in the Americas did not go unnoticed. Other European nations soon became interested in obtaining their own valuable colonies. The Treaty of Tordesillas, signed in 1494, had divided the newly discovered lands between Spain and Portugal. However, other European countries ignored the treaty. Magellan's voyage showed that ships could reach Asia by way of the Pacific Ocean. Spain claimed the route around the southern tip of South America. Other European countries hoped to find an easier and more direct route to the Pacific. If it existed, a northwest trade route through North America to Asia would become highly profitable. Not finding the route, the French, English, and Dutch instead established colonies in North America. As the map on this page shows, by 1700 the Europeans had laid claim to large areas of the Americas. -
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). -
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. -
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. -
Economics Creation, Expansion, and Interaction of Economic Systems
AP World History - Thematic Review Economics Creation, Expansion, and Interaction of Economic Systems Major transitions in trade: From bartering to regional trade to long-distance trade Economic systems: Agricultural, pastoral, industrial Labor systems: Forced labor, farmers, capitalism, socialism Source: McCannon, John. Barron's AP World History. Barron's, 2018. Economics Period 1 (8000 BCE - 600 BCE ) ● Hunting and foraging Before 8000 BCE ● Barter and limited trade ● Hunting and foraging 8000 - 3500 BCE ● Domestication of animals gives rise to nomadic pastoralism (Neolithic Era) ● Domestication of plants gives rise to early agriculture ● Early regional trade networks ● Agriculture spreads ● Trade networks become regional and transregional slavery emerges (household 3500 - 1200 BCE servitude and hard labor) ● Mesopotamian-Indus trade (Bronze Age) ● Mesopotamian-Egyptian trade ● Nubian-Egyptian trade ● Phoenician trade in the Mediterranean 1200 - 600 BCE ● Agriculture spreads further ● Regional and transregional trade networks become more extensive (Iron Age) ● Coins first used as currency ● Hunting and foraging emerged as the means of livelihood for most Stone Age peoples. Hunter-forager societies lived at subsistence levels and possessed few goods. Labor specialization was limited, while trade, where it existed, was based on simple barter. ● During the Neolithic Revolution, domestication of animals gave birth to pastoralism, an economic practice based on herding, which made it easier to maintain a constant supply of food. Most pastoral herders were nomadic. ● Also during the Neolithic Revolution, domestication of plants gave birth to agriculture. Even more so than pastoralism, agriculture ensured not just a constant supply of food, but food surpluses that caused profound social changes (including the accumulation of wealth and the concept of private property). -
Redalyc.SLAVERY and CHILD TRAFFICKING in PUERTO RICO
Revista Brasileira do Caribe ISSN: 1518-6784 [email protected] Universidade Federal do Maranhão Brasil Chinea, Jorge SLAVERY AND CHILD TRAFFICKING IN PUERTO RICO AT THE CLOSING OF THE AFRICAN SLAVE TRADE: The Young Captives of the Slaver Majesty, 1859-18651 Revista Brasileira do Caribe, vol. 17, núm. 32, enero-junio, 2016, pp. 59-98 Universidade Federal do Maranhão Sao Luís, Brasil Available in: http://www.redalyc.org/articulo.oa?id=159148014004 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative SLAVERY AND CHILD TRAFFICKING IN PUERTO RICO AT THE CLOSING OF THE AFRICAN SLAVE TRADE: The Young Captives of the Slaver Majesty, 1859-18651 Jorge Chinea History Department Wayne State University Detroit, Michigan RESUMO Quando quantifi cadas, as publicações sobre a escravidão africana nas ilhas “açucareiras” do Caribe dedicadas a Porto Rico são minoritárias A escasa cobertura da colonia espanhola pode se explicar, en parte, pela sua tardía participação nas “revoluções do açúcar» fato que conduziu à consolidação do sistema de plantações organizado en base ao trabalho servil que foi implantado no Atlántico Sul. Porto Rico participou no comercio de escravos durante un período muito breve, aproximadamente entre 1765 e 1850, num clima interno caracterizado por una escasez crónica de capital e por mudanças revolucionarias externas que, fi nalmente, levaram à probição da trata de escravos por Inglaterra a partir de 1807. Como resultado da campanha inglesa a favor da abolição internacional do comercio de escravos, Espanha viu- se obrigada assinar tratados com ela para terminar com a importação de cativos africanos nas suas colonias. -
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.