Spain Builds an Empire

Total Page:16

File Type:pdf, Size:1020Kb

Spain Builds an Empire DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A SECTION 3 Spain Builds an TEKS 1A, 2A Empire What You Will Learn… If YOU were there... Main Ideas You are an Aztec warrior living in central Mexico in the 1500s. You 1. Spanish conquistadors con- are proud to serve your ruler, Moctezuma II. One day several hun- quered the Aztec and Inca empires. dred foreigners arrive on your shores. They are pale, bearded men, 2. Spanish explorers traveled and they have strange animals and equipment. through the borderlands of New Spain, claiming more From where do you think these strangers have come? land. 3. Spanish settlers treated Native Americans harshly, forcing them to work on plantations and in mines. BUILDING BACKGROUND Spain sent many expeditions to the Americas. Like explorers from other countries, Spanish explorers The Big Idea claimed the land they found for their country. Much of this land was Spain established a large already filled with Native American communities, however. empire in the Americas. Key Terms and People Spanish Conquistadors conquistadors, p. 46 The Spanish sent conquistadors (kahn-kees-tuh-DAWRS), soldiers Hernán Cortés, p. 46 who led military expeditions in the Americas. Conquistador Hernán Moctezuma II, p. 46 Cortés left Cuba to sail to present-day Mexico in 1519. Cortés Francisco Pizarro, p. 47 had heard of a wealthy land to the west ruled by a king named encomienda system, p. 50 Moctezuma II (mawk-tay-SOO-mah). plantations, p. 50 Bartolomé de Las Casas, p. 51 Conquest of the Aztec Empire Moctezuma ruled the Aztec Empire, which was at the height of its power in the early 1500s. Moctezuma’s capital, Tenochtitlán, was built in the middle of Lake Texcoco, near the present-day site of Use the graphic organizer online Mexico City. Tenochtitlán was a large city with temples, a palace, to take notes on Spanish conquest and settlement in the Americas. and buildings that were built on an island in the middle of the lake. The buildings and riches of the city impressed the Spaniards. They saw the Aztec Empire as a good source of gold and silver. They also wanted to convert the Aztec to Christianity. The Aztec had thousands of warriors. In contrast, Cortés had only 508 soldiers, about 100 sailors, 16 horses, and some guns. Cortés hoped that his superior weapons would bring him victo- ry. Cortés also sought help from enemies of the Aztec. An Indian woman named Malintzin (mah-LINT-suhn) helped Cortés win allies. 46 CHAPTER 2 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-A At first Moctezuma believed Cortés to be allies killed thousands of Inca and Aztec and a god and welcomed him. Cortés then took looted their settlements. Moreover, possibly Moctezuma prisoner and seized control of more than three-quarters of the Aztec and Tenochtitlán. Eventually, Tenochtitlán was Inca populations were killed by the diseases destroyed and Moctezuma was killed. Small- the Europeans brought. pox and other diseases brought by the Span- ish quickened the fall of the Aztec Empire. Spanish Settlements The Spanish began to settle their vast empire, Conquest of the Inca Empire which they called New Spain. Spain’s gov- Another conquistador, Francisco Pizarro ernment wanted to control migration to the (puh-ZAHR-oh), heard rumors of the Inca cit- Americas. Most of the emigrants were Span- ies in the Andes of South America. The Inca ish, though a few non-Spanish subjects of the ruled a large territory that stretched along king also migrated. Jews, Muslims, and non- the Pacific coast from present-day Chile to Christians were forbidden to settle in New northern Ecuador. Spain. At first, most emigrants were men. Pizarro had fewer than 400 men in his The government then encouraged families to army. But the Inca, like the Aztec, had no migrate. Eventually, women comprised one- weapons to match the conquistadors’ swords quarter of the total emigration from Spain. and guns. Though outnumbered, Pizarro’s Spain ruled its large American empire troops captured the great Inca capital at Cuzco through a system of royal officials. At the in present-day Peru and killed the Inca leaders. top was the Council of the Indies, formed By 1534 Pizarro and his Native American allies in 1524 to govern the Americas from Spain. had conquered the entire Inca Empire. The Council appointed two viceroys, or royal In only a few years, the Spanish had governors. The Viceroyalty of Peru governed conquered two great American empires. most of South America. The Viceroyalty of During the conquest, the Spanish and their New Spain governed all Spanish territories in LINKING TO TODAY Armored Warfare The armor of the Spanish conquistadors helped them defeat the Aztec and Inca. Spanish soldiers and their horses wore armor made of steel. The steel protected the soldiers from enemy weapons but was heavy and hard to wear. Armored weapons of today’s soldiers include tanks and other large vehicles. Inside these vehicles, soldiers are safer ANALYSIS from enemy gunfire. SKILL ANALYZING INFORMATION 1. Why did armor need to be heavy? 2. Why do modern armies still use armor? NEW EMPIRES IN THE AMERICAS 47 DO NOT EDIT--Changes must be made through “File info” CorrectionKey=TX-B Central America, Mexico, and the southern Exploring the Borderlands part of what is now the United States. The Spanish established three kinds of of New Spain settlements in New Spain. Pueblos served as Spain’s American empire was not limited to trading posts and sometimes as centers of gov- lands taken from the conquered Aztec and ernment. Priests started missions where they Inca empires. Many other Spanish explorers converted local Native Americans to Catholi- came to North America. They explored the cism. The Spanish also built presidios, or mili- borderlands of New Spain and claimed many tary bases, to protect towns and missions. new lands for the Spanish crown. To connect some of the scattered com- munities of New Spain, Spanish settlers built Exploring the Southeast El Camino Real, or “the Royal Road.” This In 1508 explorer Juan Ponce de León landed network of roads ran for hundreds of miles, on the Caribbean island of Puerto Rico. By from Mexico City to Santa Fe. The roads later 1511 he had conquered the island for Spain stretched to settlements in California. and founded the city of San Juan. De León also discovered gold on Puerto Rico. Spanish offi- READING CHECK Analyzing How did the Span- cials appointed him governor of the colony. ish conquer the great Aztec and Inca empires? In 1512 Ponce de León discovered the coast of present-day Florida. The next year he searched Florida for a mythical Fountain of Youth. Though he never found the fabled Reasons for Spanish fountain, Ponce de León acquired royal per- Victory mission to colonize Florida. However, he failed to colonize the area. Several advantages helped the Spanish defeat Two decades later another explorer trav- the Aztec and Inca. eled through Florida. Royal officials gave Hernando de Soto permission to explore the Causes of the Aztec and Inca Defeat coastal region of the Gulf of Mexico. In 1539 his expedition landed in an area near the • Spanish steel armor and weapons present-day city of Tampa Bay, Florida. • Spanish horses De Soto then led his men north through • European diseases what is now Georgia and the Carolinas. The • Spanish alliances with Aztec and expedition then turned west and crossed the Inca enemies Appalachian Mountains. De Soto discovered the Mississippi River in 1541. The explorers then traveled west into present-day Oklahoma. Effects De Soto died in 1542 on this journey. • Reduced Native American population • Spanish rule of the Americas Exploring the Southwest • Columbian Exchange The Spanish also explored what is now the southwestern United States. In 1528 explorer ANALYSIS Álvar Núñez Cabeza de Vaca joined conquis- SKILL ANALYZING INFORMATION tador Pánfilo de Narváez on an expedition Which cause do you think was most important to North America. Their group of 300 men to the Spanish victory? first landed on the Florida coast. They faced many severe problems, including a shortage of food. 48 CHAPTER 2 Ponce de León, 1513 DO NOT EDIT--Changes must be madeCortés, through 1519 “File info” CorrectionKey=TX-B Magellan, 1519–1522 Cabeza de Vaca and Estevanico, 1528–1536 Pizarro, 1531 de Soto, 1539–1542 Coronado, 1540–1542 Aztec Empire The group built boats, which made it pos- Inca Empire Spanish Explorations, 1513–1542 sible for them to travel0 around 1,000the Florida2,000 Miles . R NORTH i panhandle. The explorers0 continued 1,000 2,000 Kilometersalong p 40°N AMERICA p N i s the Gulf Coast and eventually reached the s i s W E s Mississippi River. Severe weather hit this group i R M St. Augustine 30°N i 30°N o S Gr hard, and many members of the expedition an Gulf of Bahama de Mexico died. Cabeza de Vaca’s boat shipwrecked Islands Tropic of Cancer Cuba 20°N 20°N on what is now Galveston Island in Texas. Mexico City Puerto Rico (Tenochtitlán) Hispaniola ATLANTIC Only four men survived: Cabeza de Vaca, a Caribbean Sea MESOAMERICA OCEAN Moroccan-born slave named Estevanico, his 10°N Vasco Núñez de Balboa Spanish slaveholder, and one other sailor. was the first European Equator Each of the four survivors was captured to see the Pacific Ocean on r Amaz Rive and enslaved by Native American groups liv- when he and his men crossed Panama in 1513. SOUTH ing in the area. After six years of captivity, AMERICA the men finally escaped.
Recommended publications
  • Spanish & Portuguese Law, 1596–1861: 21 Items | the Lawbook Exchange, Ltd
    Spanish & Portuguese Law, 1596–1861 21 ITEMS December 29, 2020 Scarce Eighteenth-Century "Institutes" of Spanish Law 1. Alcaraz y Castro, Isidoro. Breve Instruccion del Metodo y Practica de los Quatro Juicios, Civil Ordinario, Sumario de Particion, Executivo, Y General de Concurso de Acreedores: Anotados con las Especies mas Ocurrentes en los Tribunales. Util Para los Pasantes de la Juntas de Practica, Y Abogados Principiantes. Madrid: En la Imp. de la Viuda, E Hijo de Marin, 1794. [xii], 271, [1] pp. Two parts in one volume with continuous pagination; the second part is titled: Breve Instruccion del Metodo, Y Practica de los Quatro Juicios Criminales. Quarto (8" x 6"). Contemporary sheep treated to look like tree calf, lettering piece, gilt fillets and gilt ornaments to spine. Some rubbing to extremities, a few minor scuffs and stains to boards, corners bumped, front endleaves lacking, about 1/4 inch trimmed from foot of title page. Toning, faint dampspotting in places, tiny dampstains to title page. Brief annotations to front pastedown and rear endleaf, interior otherwise clean. $500. * Fourth edition. Divided into two parts, each with four sections, this is an elementary textbook on Spanish law similar (in overall conception) to the Institutes of Justinian. In his preface Castro says his principal sources were Vela, Molina, Gregorio Lopez, Acevedo, Barbosa, Gutierrez, Rodriguez, Acosta, Parladorio and Antonio Gomez. First published in 1762, this book went through four more editions in 1770, 1781, 1794 and 1828. All are scarce and rarely found in North America. Of all editions, OCLC locates 5 copies, all of the 1781, two in law libraries (Harvard, Library of Congress).
    [Show full text]
  • A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-Circa 1798
    THE TULANE EUROPEAN AND CIVIL LAW FORUM VOLUME 31/32 2017 A Confusion of Institutions: Spanish Law and Practice in a Francophone Colony, Louisiana, 1763-circa 1798 Paul E Hoffman* I. INTRODUCTION ..................................................................................... 1 II. THE ECONOMIC SYSTEM AND LOCAL LAW AND ORDER .................... 4 III. SLAVERY ............................................................................................. 13 IV. CONCLUSION ...................................................................................... 20 I. INTRODUCTION French Louisiana had been a thorn in the flank of Spain’s Atlantic Empire from its founding in 1699. Failure to remove that thorn in 1699 and again in 1716, when doing so would have been comparatively easy and Spanish naval forces were positioned to do so, meant that by 1762 the wound had festered, so that the colony had become what La Salle, Iberville, Bienville, and their royal masters had envisioned: a smuggling station through which French goods reached New Spain and Cuba and their goods—dye stuffs and silver mostly—reached France and helped to pay the costs of a colony that consumed more than it produced, at least so 1 far as the French crown’s finances were concerned. * © 2017 Paul E Hoffman. Professor Emeritus of History, Louisiana State University. 1. I have borrowed the “thorn” from ROBERT S. WEDDLE, THE FRENCH THORN: RIVAL EXPLORERS IN THE SPANISH SEA, 1682-1762 (1991); ROBERT S. WEDDLE, CHANGING TIDES: TWILIGHT AND DAWN IN THE SPANISH SEA, 1763-1803 (1995) (carries the story of explorations). The most detailed history of the French colony to 1731 is the five volumes of A History of French Louisiana: MARCEL GIRAUD, 1-4 HISTOIRE DE LA LOUISIANA FRANÇAISE (1953-74); 1 A HISTORY OF FRENCH LOUISIANA: THE REIGN OF LOUIS XIV, 1698-1715 (Joseph C.
    [Show full text]
  • Collision of Civilizations
    Collision of Civilizations Spaniards, Aztecs and Incas 1492- The clash begins Only two empires in the New World Cahokia Ecuador Aztec Empire The Aztec State in 1519 • Mexico 1325 Aztecs start to build their capital city, Tenochtitlan. • 1502 Montezuma II becomes ruler, wars against the independent city-states in the Valley of Mexico. The Aztec empire was in a fragile state, stricken with military failures, economic trouble, and social unrest. Montezuma II had attempted to centralize power and maintain the over-extended empire expanded over the Valley of Mexico, and into Central America. It was an extortionist regime, relied on force to extract prisoners, tribute, and food levies from neighboring peoples. As the Aztec state weakened, its rulers and priests continued to demand human sacrifice to feed its gods. In 1519, the Aztec Empire was not only weak within, but despised and feared from without. When hostilities with the Spanish began, the Aztecs had few allies. Cortes • 1485 –Cortes was born in in Medellin, Extremadura, Spain. His parents were of small Spanish nobility. • 1499, when Cortes was 14 he attended the University of Salamanca, at this university he studied law. • 1504 (19) he set sail for what is now the Dominican Republic to try his luck in the New World. • 1511, (26) he joined an army under the command of Spanish soldier named Diego Velázquez and played a part the conquest of Cuba. Velázquez became the governor of Cuba, and Cortes was elected Mayor-Judge of Santiago. • 1519 (34) Cortes expedition enters Mexico. • Aug. 13, 1521 15,000 Aztecs die in Cortes' final all-out attack on the city.
    [Show full text]
  • Comparison of Spanish Colonization—Latin America and the Philippines
    Title: Comparison of Spanish Colonization—Latin America and the Philippines Teacher: Anne Sharkey, Huntley High School Summary: This lesson took part as a comparison of the different aspects of the Spanish maritime empires with a comparison of Spanish colonization of Mexico & Cuba to that of the Philippines. The lessons in this unit begin with a basic understanding of each land based empire of the time period 1450-1750 (Russia, Ottomans, China) and then with a movement to the maritime transoceanic empires (Spain, Portugal, France, Britain). This lesson will come after the students already have been introduced to the Spanish colonial empire and the Spanish trade systems through the Atlantic and Pacific. Through this lesson the students will gain an understanding of Spanish systems of colonial rule and control of the peoples and the territories. The evaluation of causes of actions of the Spanish, reactions to native populations, and consequences of Spanish involvement will be discussed with the direct correlation between the social systems and structures created, the influence of the Christian missionaries, the rebellions and conflicts with native populations between the two locations in the Latin American Spanish colonies and the Philippines. Level: High School Content Area: AP World History, World History, Global Studies Duration: Lesson Objectives: Students will be able to: Compare the economic, political, social, and cultural structures of the Spanish involvement in Latin America with the Spanish involvement with the Philippines Compare the effects of mercantilism on Latin America and the Philippines Evaluate the role of the encomienda and hacienda system on both regions Evaluate the influence of the silver trade on the economies of both regions Analyze the creation of a colonial society through the development of social classes—Peninsulares, creoles, mestizos, mulattos, etc.
    [Show full text]
  • Permanent War on Peru's Periphery: Frontier Identity
    id2653500 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! - http://www.pdfmachine.com http://www.broadgun.com ’S PERIPHERY: FRONT PERMANENT WAR ON PERU IER IDENTITY AND THE POLITICS OF CONFLICT IN 17TH CENTURY CHILE. By Eugene Clark Berger Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History August, 2006 Nashville, Tennessee Approved: Date: Jane Landers August, 2006 Marshall Eakin August, 2006 Daniel Usner August, 2006 íos Eddie Wright-R August, 2006 áuregui Carlos J August, 2006 id2725625 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! - http://www.pdfmachine.com http://www.broadgun.com HISTORY ’ PERMANENT WAR ON PERU S PERIPHERY: FRONTIER IDENTITY AND THE POLITICS OF CONFLICT IN 17TH-CENTURY CHILE EUGENE CLARK BERGER Dissertation under the direction of Professor Jane Landers This dissertation argues that rather than making a concerted effort to stabilize the Spanish-indigenous frontier in the south of the colony, colonists and indigenous residents of 17th century Chile purposefully perpetuated the conflict to benefit personally from the spoils of war and use to their advantage the resources sent by viceregal authorities to fight it. Using original documents I gathered in research trips to Chile and Spain, I am able to reconstruct the debates that went on both sides of the Atlantic over funds, protection from ’ th pirates, and indigenous slavery that so defined Chile s formative 17 century. While my conclusions are unique, frontier residents from Paraguay to northern New Spain were also dealing with volatile indigenous alliances, threats from European enemies, and questions about how their tiny settlements could get and keep the attention of the crown.
    [Show full text]
  • Peru's Musical Heritage of the Viceroyalty: the Creation of a National Identity
    Western Washington University Western CEDAR WWU Graduate School Collection WWU Graduate and Undergraduate Scholarship Spring 2019 Peru's Musical Heritage of the Viceroyalty: The Creation of a National Identity Fabiola Yupari Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/wwuet Part of the Music Commons Recommended Citation Yupari, Fabiola, "Peru's Musical Heritage of the Viceroyalty: The Creation of a National Identity" (2019). WWU Graduate School Collection. 887. https://cedar.wwu.edu/wwuet/887 This Masters Thesis is brought to you for free and open access by the WWU Graduate and Undergraduate Scholarship at Western CEDAR. It has been accepted for inclusion in WWU Graduate School Collection by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. Peru’s Musical Heritage of the Viceroyalty: The Creation of a National Identity By Fabiola Yupari Accepted in Partial Completion of the Requirements for the Degree Master of Music ADVISORY COMMITTEE Chair, Dr. Bertil Van Boer Dr. Ryan Dudenbostel Dr. Patrick Roulet GRADUATE SCHOOL Kathleen L. Kitto, Acting Dean Master’s Thesis In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Western Washington University, I grant to Western Washington University the non-exclusive royalty-free right to archive, reproduce, distribute, and display the thesis in any and all forms, including electronic format, via any digital library mechanisms maintained by WWU. I represent and warrant this is my original work, and does not infringe or violate any rights of others. I warrant that I have obtained written permissions from the owner of any third party copyrighted material included in these files.
    [Show full text]
  • Spain's Empire in the Americas
    ahon11_sena_ch02_S2_s.fm Page 44 Friday, October 2, 2009 10:41 AM ahon09_sena_ch02_S2_s.fm Page 45 Friday, October 26, 2007 2:01 PM Section 2 About a year later, Cortés returned with a larger force, recaptured Step-by-Step Instruction Tenochtitlán, and then destroyed it. In its place he built Mexico City, The Indians Fear Us the capital of the Spanish colony of New Spain. Cortés used the same methods to subdue the Aztecs in Mexico SECTION SECTION The Indians of the coast, because of some fears “ that another conquistador, Francisco Pizarro, used in South America. of us, have abandoned all the country, so that for Review and Preview 2 Pizarro landed on the coast of Peru in 1531 to search for the Incas, thirty leagues not a man of them has halted. ” who were said to have much gold. In September 1532, he led about Students have learned about new 170 soldiers through the jungle into the heart of the Inca Empire. con­tacts between peoples of the Eastern —Hernando de Soto, Spanish explorer and conqueror, report on Pizarro then took the Inca ruler Atahualpa (ah tuh WAHL puh) pris- and Western hemispheres during the expedition to Florida, 1539 oner. Although the Inca people paid a huge ransom to free their ruler, Age of Exploration. Now students will Pizarro executed him anyway. By November 1533, the Spanish had focus on Spain’s early success at estab- defeated the leaderless Incas and captured their capital city of Cuzco. lishing col­onies in the Americas. Why the Spanish Were Victorious How could a few � Hernando de Soto hundred Spanish soldiers defeat Native American armies many Vocabulary Builder times their size? Several factors explain the Spaniards’ success.
    [Show full text]
  • Country Coding Units
    INSTITUTE Country Coding Units v11.1 - March 2021 Copyright © University of Gothenburg, V-Dem Institute All rights reserved Suggested citation: Coppedge, Michael, John Gerring, Carl Henrik Knutsen, Staffan I. Lindberg, Jan Teorell, and Lisa Gastaldi. 2021. ”V-Dem Country Coding Units v11.1” Varieties of Democracy (V-Dem) Project. Funders: We are very grateful for our funders’ support over the years, which has made this ven- ture possible. To learn more about our funders, please visit: https://www.v-dem.net/en/about/ funders/ For questions: [email protected] 1 Contents Suggested citation: . .1 1 Notes 7 1.1 ”Country” . .7 2 Africa 9 2.1 Central Africa . .9 2.1.1 Cameroon (108) . .9 2.1.2 Central African Republic (71) . .9 2.1.3 Chad (109) . .9 2.1.4 Democratic Republic of the Congo (111) . .9 2.1.5 Equatorial Guinea (160) . .9 2.1.6 Gabon (116) . .9 2.1.7 Republic of the Congo (112) . 10 2.1.8 Sao Tome and Principe (196) . 10 2.2 East/Horn of Africa . 10 2.2.1 Burundi (69) . 10 2.2.2 Comoros (153) . 10 2.2.3 Djibouti (113) . 10 2.2.4 Eritrea (115) . 10 2.2.5 Ethiopia (38) . 10 2.2.6 Kenya (40) . 11 2.2.7 Malawi (87) . 11 2.2.8 Mauritius (180) . 11 2.2.9 Rwanda (129) . 11 2.2.10 Seychelles (199) . 11 2.2.11 Somalia (130) . 11 2.2.12 Somaliland (139) . 11 2.2.13 South Sudan (32) . 11 2.2.14 Sudan (33) .
    [Show full text]
  • ORIENTIERUNGEN Zeitschrift Zur Kultur Asiens | 31 (2019)
    ORIENTIERUNGEN Zeitschrift zur Kultur Asiens | 31 (2019) Herausgegeben von Berthold Damshäuser, Ralph Kauz, Li Xuetao, Harald Meyer, Dorothee Schaab-Hanke 31 (2019) IERUNGEN ORIENT OSTASIEN Verlag ORIENTIERUNGEN Zeitschrift zur Kultur Asiens Herausgegeben von Berthold Damshäuser, Ralph Kauz, Li Xuetao, Harald Meyer, Dorothee Schaab-Hanke 31 (2019) von Wolfgang Kubin OSTASIEN Verlag ORIENTIERUNGEN: Zeitschrift zur Kultur Asiens Begründet von Wolfgang KUBIN Herausgeber: Berthold DAMSHÄUSER, Ralph KAUZ, LI Xuetao, Harald MEYER und Dorothee SCHAAB-HANKE Herausgeberbeirat: Christoph ANTWEILER, Stephan CONERMANN, Manfred HUTTER, Konrad KLAUS und Peter SCHWIEGER (Universität Bonn) William NIENHAUSER (University of Wisconsin, Madison) Agus R. SARJONO (The Intercultural Institute, Jakarta) Wir bedanken uns bei der Beijing Foreign Studies University für die Förderung der Redaktion dieser Zeitschrift im Rahmen des „Multilingual Periodical Project“. Der Druck der Zeitschrift wurde vom Institut für Orient- und Asienwissenschaften der Universität Bonn gefördert. Bibliographische Information der Deutschen Nationalbibliothek: Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliographie; Detaillierte bibliographische Daten sind im Internet über http://dnb.d-nb.de abrufbar. ISSN 0936-4099 © OSTASIEN Verlag 2020 www.ostasien-verlag.de Anschrift der Redaktion: © OSTASIEN Verlag, Wohlbacher Straße 4, 96269 Großheirath, OT Gossenberg © Tel. 09569/188057, Fax: 03222-1360347, email: [email protected] Redaktion und Satz: © Martin HANKE und Dorothee SCHAAB-HANKE Umschlaggestaltung: Martin HANKE Herstellung: Rosch-Buch, Scheßlitz Orientierungen 31 (2019) Inhalt Nachrufe Ein Mann mit Eigenschaften: Zum Gedenken an Rolf Trauzettel 1 (Hans-Georg MOELLER) Trauerrede für Rolf Trauzettel (Wolfgang KUBIN) 5 Dossier: Fujian’s Maritime Connections and Popular Cults Roderich PTAK. Fujianese Migrants and the Mazu Cult in Xiangshan, ca. 1200–1550: 9 Some Observations and Questions Anthony HU.
    [Show full text]
  • Land and Tenure in Early Colonial Peru: Individualizing the Sapci, "That Which Is Common to All"
    Land and Tenure in Early Colonial Peru: Individualizing the Sapci , "That Which is Common to All" Susan Elizabeth Ramírez The Medieval Globe, Volume 2, Issue 2, 2016, pp. 33-70 (Article) Published by Arc Humanities Press For additional information about this article https://muse.jhu.edu/article/758514 [ Access provided at 29 Sep 2021 11:47 GMT with no institutional affiliation ] LAND AND TENURE IN EARLY COLONIAL PERU: INDIVIDUALIZING THE SAPCI, “THAT WHICH IS COMMON TO ALL” SUSAN ELIZABETH RAMÍREZ ­ By taking away said [native] lands and giving them to Spaniards and forc ing the very same Indians to work the same lands that they lost[,] so that they [the Spaniards or Spanish authorities] say that they confiscate the whenlands becausethey take they away [the his natives] land and cannot they deprivecultivate him them; of hisand freedom then they to haveforce itthe worked same forindividuals him and theyto till force them[;] him thento work what it forcan the an person Indian whofeel 1 confiscated it[?] the transition from indigenous customs regard­ ing land possession and use to European property law as gradually imposed and Thisimplemented arTicle by the o UTSpanishlines colonial state in the Viceroyalty of Peru in the six­ teenth century. The iconic confrontation between Francisco Pizarro and the Inca examined from many different angles over the years. The military advantages ruler Atahualpa on the plaza of Cajamarca2 in 1532, and its aftermath, has been many. The attendant evangelization efforts interested multiple researchers. of that face-off quickly took center stage. The quest for gold and silver focused General3 studies of the negotiation that marked the permanent establishment of4 process of settlement and reorganization.
    [Show full text]
  • The Spanish in South Carolina: Unsettled Frontier
    S.C. Department of Archives & History • Public Programs Document Packet No. 3 THE SPANISH IN SOUTH CAROLINA: UNSETTLED FRONTIER Route of the Spanish treasure fleets Spain, flushed with the reconquest of South Carolina. Effective occupation of its land from the Moors, quickly extended this region would buttress the claims its explorations outward fromthe Spain made on the territory because it had Carrribean Islands and soon dominated discovered and explored it. “Las Indias,” as the new territories were Ponce de Leon unsucessfully known. In over seventy years, their attempted colonization of the Florida explorers and military leaders, known as peninsula in 1521. Five years later, after the Conquistadores, had planted the cross he had sent a ship up the coast of “La of Christianity and raised the royal Florida,” as the land to the north was standard of Spain over an area that called, Vasquez de Ayllon, an official in extended from the present southern United Hispaniola, tried to explore and settle States all the way to Argentina. And, like South Carolina. Reports from that all Europeans who sailed west, the expedition tell us Ayllon and 500 Conquistadores searched for a passage to colonists settled on the coast of South the Orient with its legendary riches of Carolina in 1526 but a severe winter and gold, silver, and spices. attacks from hostile Indians forced them New lands demanded new regulations. to abandon their settlement one year later. Philip II directed In Spain, Queen Isabella laid down In 1528, Panfilo de Navarez set out the settlement policies that would endure for centuries.
    [Show full text]
  • Ever Faithful
    Ever Faithful Ever Faithful Race, Loyalty, and the Ends of Empire in Spanish Cuba David Sartorius Duke University Press • Durham and London • 2013 © 2013 Duke University Press. All rights reserved Printed in the United States of America on acid-free paper ∞ Tyeset in Minion Pro by Westchester Publishing Services. Library of Congress Cataloging- in- Publication Data Sartorius, David A. Ever faithful : race, loyalty, and the ends of empire in Spanish Cuba / David Sartorius. pages cm Includes bibliographical references and index. ISBN 978- 0- 8223- 5579- 3 (cloth : alk. paper) ISBN 978- 0- 8223- 5593- 9 (pbk. : alk. paper) 1. Blacks— Race identity— Cuba—History—19th century. 2. Cuba— Race relations— History—19th century. 3. Spain— Colonies—America— Administration—History—19th century. I. Title. F1789.N3S27 2013 305.80097291—dc23 2013025534 contents Preface • vii A c k n o w l e d g m e n t s • xv Introduction A Faithful Account of Colonial Racial Politics • 1 one Belonging to an Empire • 21 Race and Rights two Suspicious Affi nities • 52 Loyal Subjectivity and the Paternalist Public three Th e Will to Freedom • 94 Spanish Allegiances in the Ten Years’ War four Publicizing Loyalty • 128 Race and the Post- Zanjón Public Sphere five “Long Live Spain! Death to Autonomy!” • 158 Liberalism and Slave Emancipation six Th e Price of Integrity • 187 Limited Loyalties in Revolution Conclusion Subject Citizens and the Tragedy of Loyalty • 217 Notes • 227 Bibliography • 271 Index • 305 preface To visit the Palace of the Captain General on Havana’s Plaza de Armas today is to witness the most prominent stone- and mortar monument to the endur- ing history of Spanish colonial rule in Cuba.
    [Show full text]