The Atlantic World, 1492–1600 Concepcion Saenz-Cambra (2012)
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Age of Exploration Flyer
POSTER INSIDE POSTER Age of Exploration A DIGITAL RESOURCE Introduction Explore five centuries of journeys across the globe, scientific discoveries, the expansion of European colonialism, new trade routes, and conflict over territories. Overview This impressive multi-archive collection focuses on “This remarkable collection European, maritime exploration from the earliest voyages of Vasco da Gama and Christopher provides the documentary Columbus, through the age of discovery, the search base to interpret some of the for the ‘New World’, the establishment of European settlements on every continent, to the eventual major movements of the age discovery of the Northwest and Northeast Passages, of exploration. The variety and the race for the Poles. of the sources made available Bringing together material from twelve archives from opens perspectives that should around the world, this collection includes documents challenge students and bring the relating to major events in European maritime history from the voyages of James Cook to the search for period to life. It is a collection John Franklin’s doomed mission to the Northwest that promotes both historical Passage. It contains a host of additional features for analysis and imagination.” teaching, such as an interactive map which presents an in-depth visualisation of over 50 of these Emeritus Professor John Gascoigne influential voyages. University of New South Wales Highlights Material Types • Captain Cook’s secret instructions, ships’ logs and • Le Livre des merveilles by Marco Polo including the • Diaries, journals and ships’ logbooks journals from three voyages of James Cook, written illuminations of Maître d’Egerton – this illuminated Printed and manuscript books by various crew members and Cook himself which relate manuscript compendium dates from c.1410-1412 and • to early British Pacific exploration and the search for is comprised of geographical works and accounts of • Correspondence, notes and ephemera Terra Australis. -
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. -
SC History Unit 1: Exploration and Colonization PPT 2- Notes 8- 1.2 II
SC History Unit 1: Exploration and Colonization PPT 2- Notes 8- 1.2 II. Europeans in the New World A. Spain 1. Spanish explorers, or conquistadors, led by Christopher Columbus (who was actually an Italian!) claimed large areas of Central and South America. 2. Initially searched for gold 3. Set up encomiendas (large plantations) 1. Used natives to produce wealth 2. Disease and overwork decimated (decreased severely) native populations 3. Imported African slaves to work the encomiendas and mines 4. Established Spanish culture in the area 1. Built cities and universities 2. Complex social class system 3. Government 4. Catholic religion 5. Extended search for gold into North America 1. Settlements in what is now Florida and SC and lands further SW 2. Established missions (religious outposts) along the Pacific coast B. France 1. French explorers were searching for the Northwest Passage (sea route connecting Atlantic and Pacific) 2. Established Montreal and Quebec along the St. Lawrence River, but just a few settled because of the cold climates 3. Established French culture in the area 1. Catholic religion, because French Protestants weren’t allowed to immigrate 2. Traded with natives for furs 4. Explored down the Mississippi River and claimed lands for King Louis XIV; called it Louisiana C. England 1. English explorers claimed lands along the east coast of North America for King James, initially 2. Later established permanent settlements- Virginia and New England 3. Came for gold, but stayed to grow tobacco 4. Established English culture in the area 1. Many settlers came to escape religious persecution and settled in societies based on their shared religious values; many were Protestant religions 2. -
Chapter 17.1 European Exploration and Expansion
CHAPTER 17.1 EUROPEAN EXPLORATION AND EXPANSION MOTIVES AND MEANS • Age of Discovery: Period from 1500-1800 CE in which Europeans sailed and explored the rest of the world • Motives for exploration: • Fascination with Asia • Marco Polo’s book The Travels detailed his exotic travels became popular with Europeans • Economics • Hopes of opening new markets to trade for spices, precious metals • “Gold, glory, and God” • A belief that Europeans must Christianize indigenous peoples MOTIVES AND MEANS • Means of exploration: • Caravel: small, fast ship with a longer range and larger cargo hold than previous ships • Advances in cartography more accurate maps, astrolabe, compass • Knowledge of wind patterns PORTUGUESE EXPLORERS • Portugal was first to explore; led by Prince Henry the Navigator • Discovered gold on western coast of Africa (“Gold Coast”) • Vasco de Gama sailed around tip of Africa and reached Calicut, India • Made large profit from Indian spices • Portuguese fleets returned to India to defeat Muslims and create trade monopoly • Portugal dominated trade in India and China, but did not have the population to colonize SPANISH EXPLORERS • Europeans knew world was round; did not know existence of the Americas • Sailed west to find a different route to Asia • Christopher Columbus sailed to find India for Spain • Found Caribbean islands which he thought were islands just outside of India • Never reached mainland Americas • Ferdinand Magellan: first to sail completely around the globe by sailing around the tip of South America; killed in Philippines …Columbus once punished a man found guilty of stealing corn by having his ears and nose cut off and then selling him into slavery. -
A Prelude: Friars from Spain Preaching Justice
PREACHERS FROM ABROAD 1786 - 1815 CHAPTER 1 A PRELUDE: FRIARS FROM SPAIN PREACHING JUSTICE With the Spanish invaders of the Americas in the 1500's came Dominican friars from Spain, sent to teach, heal and preach. Their mission reached from the islands of the Caribbean to Florida and Mexico, through Central and South America, and across the Pacific to the Philippines. In those places members of the Order of Preachers dedicated their lives to fighting oppression by teaching the truth of salvation; of human nature saved by Jesus Christ. Among those early friars only a few arrived in the land that is now the United States, but one of them was Antonio de Montesinos who raised the first cry for liberty in the western hemisphere. Map of the Americas (16th century): route of the Dominicans from Salamanca to Sto. Domingo, 1510 Only two years after the death of Columbus did the saga of the Spanish Dominicans on mission in the Americas begin. On October 3, 1508, the Master of the Order of Preachers, Thomas de Vio, or Cajetan, had requested that fifteen friars be sent from the University of Salamanca to La Espanola, the island in the Caribbean which today includes Haiti and the Dominican Republic.[1] The first four men arrived in September, 1510 at the Spanish stronghold of Santo Domingo, and made it their mission base. They were Pedro de Cordoba, the prior; Antonio de Montesinos; Bernardo de Santo Domingo; and Pedro de Estrada.[2] These friars would leave an indelible mark on the early struggle for human rights for indigenous peoples. -
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. -
Saint Louis University—Madrid Campus Department of Social Sciences and Humanities Course Syllabus
Saint Louis University—Madrid Campus Department of Social Sciences and Humanities Course Syllabus. Spring 2021 Course Name and No.: HIST-3320 Early Modern History of Spain: 1469-1808 Credits: 3 Semester and Class Time: Spring 2021. Mon. and Wed 3:30 – 4:45. Zoom meetings Professor: Kevin Ingram (e-mail: [email protected]) Office hours: Tuesday Wednesday and Thursday 10:00-12:00. Students can arrange Zoom meetings within this time frame. Email inquiries from Monday to Friday will be answered promptly between the hours 9:00 am and 6: pm, Madrid time. Reading: Henry Kamen, Spain 1469-1714, third edition, and Course Reader on Blackboard Description: The course focuses on the socio-cultural environment of early-modern Spain, recently united politically through the marriage of Isabel of Castile and Ferdinand of Aragon and through the conquest of the Islamic kingdom of Granada. How did the Spanish monarchy and church attempt to forge a national identity on a land of diverse cultures and languages, in which three ethno-cultural groups (Christians, Jews and Muslims) coincided? How did the character and socio-religious landscape of early modern Spain change through its imperial conquests and continuous wars of religion? Topics include the Reconquest of Spain; Spanish conquest and colonization of the Indies; the Inquisition as a political police force; Reformation and Counterreformation in Spain; and Diego Velázquez and the subtle art of social protest. Learning Objectives and Outcomes The students will be required to meditate on the development of a modern state and its effect on society and culture. By the end of the course they will have gained an insight into the complexities of early modern society and will have acquired some of the literary and rhetorical tools necessary for the expression of these complexities in their writing. -
Jmedgenet-2020-107595.Full.Pdf
Developmental defects J Med Genet: first published as 10.1136/jmedgenet-2020-107595 on 5 April 2021. Downloaded from Original research Phenotypic spectrum and genomics of undiagnosed arthrogryposis multiplex congenita Annie Laquerriere,1 Dana Jaber,2 Emanuela Abiusi,2,3 Jérome Maluenda,2 Dan Mejlachowicz,2 Alexandre Vivanti,2 Klaus Dieterich,4 Radka Stoeva,2,5 Loic Quevarec,2 Flora Nolent,2 Valerie Biancalana,6 Philippe Latour,7 Damien Sternberg,8 Yline Capri,9 Alain Verloes,9 Bettina Bessieres,10 Laurence Loeuillet,10 Tania Attie- Bitach,10 Jelena Martinovic,2,11 Sophie Blesson,12 Florence Petit,13 Claire Beneteau,14 Sandra Whalen,15 Florent Marguet,1 Jerome Bouligand,16 Delphine Héron,17 Géraldine Viot,18 Jeanne Amiel,19 Daniel Amram,20 Céline Bellesme,21 Martine Bucourt,22 Laurence Faivre ,23 Pierre- Simon Jouk,4 Suonavy Khung,24 Sabine Sigaudy,25 Anne- Lise Delezoide,24 Alice Goldenberg,26 Marie- Line Jacquemont,27 Laetitia Lambert,28 Valérie Layet,29 Stanislas Lyonnet,30 Arnold Munnich,30 Lionel Van Maldergem,31 Juliette Piard,31 Fabien Guimiot,24 Pierre Landrieu,21 Pascaline Letard,22 Fanny Pelluard,32 Laurence Perrin,9 Marie- Hélène Saint- Frison,24 Haluk Topaloglu,33 Laetitia Trestard,34 Catherine Vincent- Delorme,13 Helge Amthor,35 Christine Barnerias,36 Alexandra Benachi,2,37 Eric Bieth,38 Elise Boucher ,31 Valerie Cormier- Daire,19 Andrée Delahaye- Duriez,22,39 Isabelle Desguerre,36 Bruno Eymard,40 Christine Francannet,41 Sarah Grotto,42 Didier Lacombe,43 Fanny Laffargue,41 Marine Legendre,43 Dominique Martin- Coignard,5 André Mégarbané,44 Sandra Mercier,14 Mathilde Nizon,14 Luc Rigonnot,45 Fabienne Prieur,46 Chloé Quélin,47 27 48 49 ► Additional material is Hanitra Ranjatoelina- Randrianaivo, Nicoletta Resta , Annick Toutain, published online only. -
The Routledge History of American Foodways Early America
This article was downloaded by: 10.3.98.104 On: 27 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK The Routledge History of American Foodways Michael D. Wise, Jennifer Jensen Wallach Early America Publication details https://www.routledgehandbooks.com/doi/10.4324/9781315871271.ch2 Rachel B. Herrmann Published online on: 10 Mar 2016 How to cite :- Rachel B. Herrmann. 10 Mar 2016, Early America from: The Routledge History of American Foodways Routledge Accessed on: 27 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9781315871271.ch2 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. 2 EARLY AMERICA Rachel B. Herrmann Emblazoned into the American psyche is Disney’s Captain John Smith scaling Virginia’s mountains while singing enthusiastically about a bountiful new land.1 In Jamestown, new colonists dig for gold. -
The Opening of the Atlantic World: England's
THE OPENING OF THE ATLANTIC WORLD: ENGLAND’S TRANSATLANTIC INTERESTS DURING THE REIGN OF HENRY VIII By LYDIA TOWNS DISSERTATION Submitted in partial fulfillment of the requirements For the degree of Doctor of Philosophy at The University of Texas at Arlington May, 2019 Arlington, Texas Supervising Committee: Imre Demhardt, Supervising Professor John Garrigus Kathryne Beebe Alan Gallay ABSTRACT THE OPENING OF THE ATLANTIC WORLD: ENGLAND’S TRANSATLANTIC INTERESTS DURING THE REIGN OF HENRY VIII Lydia Towns, Ph.D. The University of Texas at Arlington, 2019 Supervising Professor: Imre Demhardt This dissertation explores the birth of the English Atlantic by looking at English activities and discussions of the Atlantic world from roughly 1481-1560. Rather than being disinterested in exploration during the reign of Henry VIII, this dissertation proves that the English were aware of what was happening in the Atlantic world through the transnational flow of information, imagined the potentials of the New World for both trade and colonization, and actively participated in the opening of transatlantic trade through transnational networks. To do this, the entirety of the Atlantic, all four continents, are considered and the English activity there analyzed. This dissertation uses a variety of methods, examining cartographic and literary interpretations and representations of the New World, familial ties, merchant networks, voyages of exploration and political and diplomatic material to explore my subject across the social strata of England, giving equal weight to common merchants’ and scholars’ perceptions of the Atlantic as I do to Henry VIII’s court. Through these varied methods, this dissertation proves that the creation of the British Atlantic was not state sponsored, like the Spanish Atlantic, but a transnational space inhabited and expanded by merchants, adventurers and the scholars who created imagined spaces for the English. -
Freshwater Use Customs on Guam an Exploratory Study
8 2 8 G U 7 9 L.I:-\'I\RY INT.,NATIONAL R[ FOR CO^.: ^,TY W SAMIATJON (IRC) FRESHWATER USE CUSTOMS ON GUAM AN EXPLORATORY STUDY Technical Report No. 8 iei- (;J/O; 8;4J ii ext 141/142 LO: FRESHWATER USE CUSTOMS ON AN EXPLORATORY STUDY Rebecca A. Stephenson, Editor UNIVERSITY OF GUAM Water Resources Research Center Technical Report No. 8 April 1979 Partial Project Completion Report for SOCIOCULTURAL DETERMINANTS OF FRESHWATER USES IN GUAM OWRT Project No. A-009-Guam, Grant Agreement Nos. 14-34-0001-8012,9012 Principal Investigator: Rebecca A- Stephenson Project Period: October 1, 1977 to September 30, 1979 The work upon which this publication is based was supported in part by funds provided by the Office of Water Research and Technology, U. S. Department of the Interior, Washington, D. C, as authorized by the Water Research and Development Act of 1978. T Contents of this publication do not necessarily reflect the views and policies of the Office of Water Research and Technology, U. S. Department of the Interior, nor does mention of trade names or commercial products constitute their endorsement or recommendation for use by the U- S. Government. ii ABSTRACT Traditional Chamorro freshwater use customs on Guam still exist, at least in the recollections of Chamorros above the age of 40, if not in actual practice in the present day. Such customs were analyzed in both their past and present contexts, and are documented to provide possible insights into more effective systems of acquiring and maintain- ing a sufficient supply of freshwater on Guam. -
The Columbian Exchange: a History of Disease, Food, and Ideas
Journal of Economic Perspectives—Volume 24, Number 2—Spring 2010—Pages 163–188 The Columbian Exchange: A History of Disease, Food, and Ideas Nathan Nunn and Nancy Qian hhee CColumbianolumbian ExchangeExchange refersrefers toto thethe exchangeexchange ofof diseases,diseases, ideas,ideas, foodfood ccrops,rops, aandnd populationspopulations betweenbetween thethe NewNew WorldWorld andand thethe OldOld WWorldorld T ffollowingollowing thethe voyagevoyage ttoo tthehe AAmericasmericas bbyy ChristoChristo ppherher CColumbusolumbus inin 1492.1492. TThehe OldOld WWorld—byorld—by wwhichhich wwee mmeanean nnotot jjustust EEurope,urope, bbutut tthehe eentirentire EEasternastern HHemisphere—gainedemisphere—gained fromfrom tthehe CColumbianolumbian EExchangexchange iinn a nnumberumber ooff wways.ays. DDiscov-iscov- eeriesries ooff nnewew ssuppliesupplies ofof metalsmetals areare perhapsperhaps thethe bestbest kknown.nown. BButut thethe OldOld WWorldorld aalsolso ggainedained newnew staplestaple ccrops,rops, ssuchuch asas potatoes,potatoes, sweetsweet potatoes,potatoes, maize,maize, andand cassava.cassava. LessLess ccalorie-intensivealorie-intensive ffoods,oods, suchsuch asas tomatoes,tomatoes, chilichili peppers,peppers, cacao,cacao, peanuts,peanuts, andand pineap-pineap- pplesles wwereere aalsolso iintroduced,ntroduced, andand areare nownow culinaryculinary centerpiecescenterpieces inin manymany OldOld WorldWorld ccountries,ountries, namelynamely IItaly,taly, GGreece,reece, andand otherother MediterraneanMediterranean countriescountries (tomatoes),(tomatoes),