DOCSLIB.ORG

Spanish and Portuguese Colonies in the Americas

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Spanish and Portuguese Colonies in the Americas WH07MOD_se_CH03_S02_s.fmwh07_te_ch03_s02_MOD_s.fm Page 115 Page Thursday, 115 Thursday,January 25, 2007March 10:21 1, AM2007 7:12 PM WITNESS HISTORY AUDIO Step-by-Step SECTION Instruction A Missionary Protests 2 Everything that has happened since the mar- “ vellous discovery of the Americas . seems to Objectives overshadow all the deeds of famous men past, As you teach this section, keep students no matter how heroic, and to silence all talk of focused on the following objectives to help other wonders of the world. Prominent amid them answer the Section Focus Question the aspects of this story which have caught and master core content. 2 the imagination are the massacres of innocent peoples. ■ Explain how Spain ruled its empire in —Friar Bartolomé” de Las Casas, 1542 the Americas. Focus Question How did Spain and Portugal ■ Analyze the major features of Spanish build colonies in the Americas? colonial society and culture. ■ A 1584 drawing of slaves laboring at the Potosí Describe how Portugal and other silver mine, Bolivia European nations challenged Spanish power. Spanish and Portuguese Colonies in the Americas Prepare to Read Objectives A flood of Spanish settlers and missionaries followed the conquis- Build Background Knowledge L3 • Explain how Spain ruled its empire in the tadors to Spain’s new empire. Wherever they went they estab- Ask students to brainstorm what they Americas. lished colonies, claiming the land and its people for their king and know about Latin America today, such as • Analyze the major features of Spanish colonial Church. When there was resistance, the newcomers imposed their languages spoken, ethnic diversity, and so society and culture. will by force. Over time, however, a new culture emerged that on. Have them infer which of these proba- • Describe how Portugal and other European reflected European, Native American, and African traditions. bly had their roots in the colonial period. nations challenged Spanish power. Terms, People, and Places Ruling the Spanish Empire Set a Purpose L3 viceroy creole By the mid-1500s, Spain claimed a vast empire stretching from ■ WITNESS HISTORY Read the selection encomienda mestizo California to South America. In time, it divided these lands into aloud or play the audio. Ask How does Bartolomé de Las Casas mulatto four provinces, including New Spain (Mexico) and Peru. the painting of the mine at Potosí peon privateer reinforce Las Casas’s view? (The peninsulare Governing the Provinces Spain was determined to maintain strict control over its empire. To achieve this goal, the king set up picture shows the enormous scale of the Council of the Indies to pass laws for the colonies. He also the silver mines, with humans forced to Reading Skill: Recognize Sequence Use a appointed viceroys, or representatives who ruled in his name, in labor there like ants.) flowchart like this one to keep track of the steps each province. Lesser officials and audiencias (ow dee EN see ahs), AUDIO Witness History Audio CD, the Spanish took to establish an overseas empire. or advisory councils of Spanish settlers, helped the viceroy rule. A Missionary Protests Add boxes as necessary. The Council of the Indies in Spain closely monitored these colonial ■ Focus Point out the Section Focus officials to make sure they did not assume too much authority. Governing Catholic Trade Question and write it on the board. the empire Church Spreading Christianity To Spain, winning souls for Christian- Tell students to refer to this question • viceroys • • ity was as important as gaining land. The Catholic Church worked as they read. (Answer appears with • • • with the government to convert Native Americans to Christianity. Section 2 Assessment answers.) ■ Preview Have students preview the Section Objectives and the list of Terms, People, and Places. Vocabulary Builder ■ Have students read this Use the information below and the following resources to teach the high-use word from this section. section using the Paragraph Shrinking Teaching Resources, Unit 1 p. 47; Teaching Resources, Skills Handbook, p. 3 strategy (TE, p. T20). As they read, have students fill in the flowchart High-Use Word Definition and Sample Sentence sequencing the steps Spain took to drastic, p. 114 adj. severe; having a strong effect establish its empire in the Americas. The drastic reduction of the budget resulted in the cutting of several extra-curric- Reading and Note Taking ular classes. Study Guide, p. 139 Chapter 3 Section 2 115 wh07_te_ch03_s02_MOD_s.fm Page 116 Thursday, March 1, 2007 7:12WH07_se_MODUnits.book PM Page 116 Friday, October 7, 2005 2:58 PM Church leaders often served as royal officials and helped to regulate the Teach activities of Spanish settlers. As Spain’s American empire expanded, Church authority expanded along with it. Franciscans, Jesuits, and other missionaries baptized thousands of Ruling the Spanish Native Americans. They built mission churches and worked to turn new Empire L3 converts into loyal subjects of the Catholic king of Spain. They also intro- duced European clothing, the Spanish language, and new crafts such as Instruct carpentry and locksmithing. Where they could, the Spanish missionaries ■ Introduce: Vocabulary Builder forcibly imposed European culture over Native American culture. Have students read the Vocabulary Controlling Trade To make the empire profitable, Spain closely con- Builder term and definition. Point out trolled its economic activities, especially trade. The most valuable resources the black heading Encomienda—A Sys- shipped from Spanish America to Spain were silver and gold. Colonists tem of Forced Labor and have them could export raw materials only to Spain and could buy only Spanish manu- predict what the term drastic will factured goods. Laws forbade colonists from trading with other European refer to. nations or even with other Spanish colonies. ■ Teach Point out that Spain main- When sugar cane was introduced into the West Indies and elsewhere, tained tight control over its American it quickly became a profitable resource. The cane was refined into sugar, colonies both to make them profitable molasses, and rum. Sugar cane, however, had to be grown on plantations, large estates run by an owner or the owner’s overseer. And plantations and to Christianize them. Ask What needed large numbers of workers to be profitable. governmental systems did Spain Cultural Blending set up to control its American Encomienda—A System of Forced Labor At first, Spanish mon- Encounters with Native Americans, or stories provinces? (Spain created the Council about such encounters, influenced Spanish archs granted the conquistadors encomiendas (en koh mee EN dahs), of the Indies in Spain, which passed and Portuguese artists. This painting dating the right to demand labor or tribute from Native Americans in a particu- laws for the colonies and monitored from the early 1500s places a Biblical lar area. The conquistadors used this system to force Native Americans colonial officials.) story—the adoration of the Magi—in the to work under the most brutal conditions. Those who resisted were Americas, with Native American figures. hunted down and killed. Disease, starvation, and cruel treatment caused ■ Quick Activity Write on the board drastic declines in the Native American population. the six black headings that fall under The encomienda system was used in the mines as well as on planta- Vocabulary Builder the red heading Ruling the Spanish tions. By the 1540s, tons of silver from the Potosí region of Peru and Empire (e.g. Governing the Provinces, drastic—(DRAS tik) adj. severe; having a strong effect Bolivia filled Spanish treasure ships. Year after year, thousands of and so on). Organize students into six Native Americans were forced to extract the rich ore from dangerous groups. Without looking at the book, shafts deep inside the Andes Mountains. As thousands of Indians died have students in each group list on the from the terrible conditions, they were replaced by thousands more. board as many facts as they can recall A Spanish Priest Speaks Out A few bold priests, like Bartolomé de about each topic. Then have groups Las Casas (bahr toh loh MAY deh lahs KAHS ahs), condemned the evils of switch topics and check or add to the the encomienda system. In vivid reports to Spain, Las Casas detailed the other groups’ work. horrors that Spanish rule had brought to Native Americans and pleaded with the king to end the abuse. Independent Practice Prodded by Las Casas, Spain passed the New Laws of the Indies in Viewpoints To help students better 1542. The laws forbade enslavement and abuse of Native Americans, but understand the impact of Spanish coloni- Spain was too far away to enforce them. Many Native Americans were zation on Native Americans, have them forced to become peons, workers forced to labor for a landlord in order to read the selection Two Views of the Treat- pay off a debt. Landlords advanced them food, tools, or seeds, creating ment of Indians and complete the work- debts that workers could never pay off in their lifetime. sheet. Bringing Workers From Africa To fill the labor shortage, Las Casas Teaching Resources, Unit 1, p. 50 urged colonists to import workers from Africa. He believed that Africans were immune to tropical diseases and had skills in farming, mining, and metalworking. Las Casas later regretted that advice because it furthered Monitor Progress the brutal African slave trade. ■ As students list facts on the board, cir- The Spanish began bringing Africans to the Americas as slave labor- culate to make sure their work is accu- ers by the 1530s. As demand for sugar products skyrocketed, the settlers rate and that they understand the main ideas of each topic. ■ As students fill in their flowcharts, cir- culate to make sure they understand Solutions for All Learners how Spain established its empire. For a L1 Special Needs L2 Less Proficient Readers L2 English Language Learners completed version of the flowchart, see Note Taking Transparencies, 124A Have students make a graphic organizer, such as a Use the following resources to help students acquire pyramid, to better understand the relationships basic skills: among those involved in the Spanish colonies of the Adapted Reading and Note Taking Americas.
Load more

Recommended publications
  • Bartolome De Las Casas Revisited
    Bartolome de Las Casas Revisited Amber Ferris Seminar Paper Presented to the Department of History Western Oregon University in partial fulfillment of the requirements for the degree of Bachelor of Science in History Spring 2009 Approved________________________________________Date___________ Approved________________________________________Date___________ HST 499: Prof. Max Geier & Prof. Narasingha Sil 2 Fray Bartolome de Las Cas O La Proteccion de Los Indios Source: http://libweb.hawaii.edu/libdept/charlotcoll/posada/images/posada/posbib76.gif 3 I Christopher Columbus' discovery of the Americas in 1492 opened a whole new world to the Europeans. The discovered land held new resources, new territory, and new peoples. Conquistadors were enthralled by the lure of gold and territory. But the Spanish government and colonists faced the problem of the nature and status of the people that already inhabited these lands. Were they to be treated as equals, serfs, or slaves? Were they even really people? The answers to these questions were complex and unclear. The Spanish crown made many laws regarding how the natives and colonists should interact, however, much of this legislation was ignored by colonists and conquerors. Most of the colonists were more than happy to exploit the natives, but some religious orders opposed this exploitation. One of the most outspoken defenders of indigenous rights was the Dominican Order. An especially tenacious Dominican defender of natives' rights was Fr. Bartolome de Las Casas, who campaigned for native rights during the early and mid-sixteenth century. As this paper will show, Las Casas’ championship of indigenous rights was shaped by his European heritage. II The Spanish conquest of the New World happened in concurrence with the Renaissance in Europe.
    [Show full text]
  • Spanish Heritage.Pages
    Heritage in Micronesia SPANISH PROGRAM FOR CULTURAL COOPERATION with the collaboration of the GUAM PRESERVATION TRUST and the HISTORIC RESOURCES DIVISION, DEPARTMENT OF PARKS AND RECREATION Spanish Spanish Program for Cultural Cooperation Conference Spanish Heritage in Micronesia Inventory and Assessment October 16, 2008 Hyatt Regency, Tumon Guam Spanish Program for Cultural Cooperation with the collaboration of the Guam Preservation Trust and the Historic Resources Division, Guam Department of Parks and Recreation Table of Contents Spanish Heritage in Micronesia: Inventory and Assessment 1 By Judith S. Flores, PhD Spanish Heritage Resources In The Mariana Islands 5 By Judith S. Flores, PhD The Archaeology of Spanish Period, Guam 11 By John A. Peterson Inventory and Assessment of Spanish Tangible Heritage in the Federated States of Micronesia 32 By Rufino Mauricio Heritage Preservation And Sustainability: Technical Recommendations And Community Participation 44 By Maria Lourdes Joy Martinez-Onozawa Historic Inalahan Field Workshop 52 By Judith S. Flores, PhD Spanish Heritage in Palau 61 By Filly Carabit and Errolflynn Kloulechad Spanish Heritage in Micronesia: Inventory and Assessment Introduction By Judith S. Flores, PhD President, Historic Inalahan Foundation, Inc. The second in a series of conferences funded by the Spanish Program for Cultural Cooperation (SPCC) opened in the Hyatt-Regency in Tumon, Guam on October 16, 2008. The first conference sponsored by SPCC was held the previous year in Guam on Nov. 14-15, 2007, entitled “Stonework Heritage in Micronesia”, organized by the Guam Preservation Trust. It brought together and introduced technical experts in Spanish stonework and Spanish heritage architects to a gathering of historic preservation officials and scholars who live and work in Guam and Micronesia.
    [Show full text]
  • Selection of Items Presented at the 2020 New York Antiquarian Book Fair (Full Descriptions Available on Request)
    Selection of items presented at the 2020 New York Antiquarian Book Fair (Full descriptions available on request) 1- Extraordinary Spanish medieval illuminated Antiphonal leaf given by the Catholic Kings of Spain to the Dominicans [Illuminated antiphonal leaf on vellum commissioned by the Catholic Kings]. Leaf from one of the most important antiphonals ever produced in Spain, presented by the Catholic Kings to the Dominican Convent Saint Thomas Aquinas [‘In nativitate virginis m introyto’]. c.1482-92. [Spain, probably Avila]. 35,000 $ This is an extraordinarily rare example of Spanish medieval art, “one of the most sumptuous and artistic series of choir-books in all Spain” (Bordona, Spanish Illumination). Enormous decorated leaf made for the Gradual of Ferdinand of Aragon (1452-1516) and his wife Isabella of Castille (1451-1504), joint rulers of Spain, known as the Catholic Monarchs, patrons of Christopher Columbus and conquerors of the last Spanish city still under Muslim rule (Granada). The dense decoration is constituted by an abundant flora and fauna (monkeys, birds, dears, and foxes), as well as putti, all painted in lively colors and gold. The arms emblazoned on this leaf can be dated to after their marriage in 1469 and to before their conquest of Granada in 1492. The Gradual was presented by the Catholic Kings to the Dominican Convent of Santo Tomas (Avila, in Old Castille), founded in 1478 and still in existence, as stated in Bordona’s Spanish Illumination. Provenance: Sotheby’s, London, 10th December 1996; Sam Fogg, London, 1998. WWW.HSRAREBOOKS.COM San Martin de Tours 3190, Capital Federal - (CP 1425) Argentina / (+54) 911 5512 7770 / [email protected] 1 2- The most important Spanish Architectural treatise of the 17th century, a magnificent publication from a private press [Architecture & Art] Caramuel Lobkowitz, Juan.
    [Show full text]
  • Early Colonial History Four of Seven
    Early Colonial History Four of Seven Marianas History Conference Early Colonial History Guampedia.com This publication was produced by the Guampedia Foundation ⓒ2012 Guampedia Foundation, Inc. UOG Station Mangilao, Guam 96923 www.guampedia.com Table of Contents Early Colonial History Windfalls in Micronesia: Carolinians' environmental history in the Marianas ...................................................................................................1 By Rebecca Hofmann “Casa Real”: A Lost Church On Guam* .................................................13 By Andrea Jalandoni Magellan and San Vitores: Heroes or Madmen? ....................................25 By Donald Shuster, PhD Traditional Chamorro Farming Innovations during the Spanish and Philippine Contact Period on Northern Guam* ....................................31 By Boyd Dixon and Richard Schaefer and Todd McCurdy Islands in the Stream of Empire: Spain’s ‘Reformed’ Imperial Policy and the First Proposals to Colonize the Mariana Islands, 1565-1569 ....41 By Frank Quimby José de Quiroga y Losada: Conquest of the Marianas ...........................63 By Nicholas Goetzfridt, PhD. 19th Century Society in Agaña: Don Francisco Tudela, 1805-1856, Sargento Mayor of the Mariana Islands’ Garrison, 1841-1847, Retired on Guam, 1848-1856 ...............................................................................83 By Omaira Brunal-Perry Windfalls in Micronesia: Carolinians' environmental history in the Marianas By Rebecca Hofmann Research fellow in the project: 'Climates of Migration:
    [Show full text]
  • The New Laws of the Indies for the Good Treatment and Preservation of the Indians(1542) King Charles V
    The New Laws of the Indies for the Good Treatment and Preservation of the Indians (1542) King Charles V King Charles V. 1971. The New Laws of the Indies for the Good Treatment and Preservation of the Indians. New York: AMS Press Inc. The Spanish arrival in the Americas arguably posed as many challenges for the Iberian monarchy and its peoples as it did for their New World counterparts. In a very short time span, Spain grew from a loose confederation of kingdoms into a global empire. Even as Christopher Columbus was embarking upon his epic voyage to the West, King Ferdinand and Queen Isabella were struggling to consolidate their power over the Iberian peninsula. The more than 700-year effort to repel the Moorish invasion from North Africa had just ended in 1492, and the monarchs faced considerable obstacles. On the one hand, they had to contend with the question of how to assimilate peoples that geography, culture, and religion (the Moors, for instance, were Muslims) long had distanced from one another. On the other hand, and in the absence of a clearly defined common enemy, they had to find a means of maintaining and strengthening their hold over the sizeable population of nobles (hidalgos) who earlier had offered them their loyalty in exchange for the possibilities of material gain. With the fighting over, the monarchs could no longer offer the longstanding incentives of land, honor, and treasure as a means of reigning in the nobility. Ferdinand and Isabella sat atop a veritable powder keg. Columbus's arrival in the New World drew Spain's internal conflicts and challenges into the global arena where distance made them even more problematic.
    [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]
  • New Spain and Early Independent Mexico Manuscripts New Spain Finding Aid Prepared by David M
    New Spain and Early Independent Mexico manuscripts New Spain Finding aid prepared by David M. Szewczyk. Last updated on January 24, 2011. PACSCL 2010.12.20 New Spain and Early Independent Mexico manuscripts Table of Contents Summary Information...................................................................................................................................3 Biography/History.........................................................................................................................................3 Scope and Contents.......................................................................................................................................6 Administrative Information...........................................................................................................................7 Collection Inventory..................................................................................................................................... 9 - Page 2 - New Spain and Early Independent Mexico manuscripts Summary Information Repository PACSCL Title New Spain and Early Independent Mexico manuscripts Call number New Spain Date [inclusive] 1519-1855 Extent 5.8 linear feet Language Spanish Cite as: [title and date of item], [Call-number], New Spain and Early Independent Mexico manuscripts, 1519-1855, Rosenbach Museum and Library. Biography/History Dr. Rosenbach and the Rosenbach Museum and Library During the first half of this century, Dr. Abraham S. W. Rosenbach reigned supreme as our nations greatest bookseller.
    [Show full text]
  • Antonio De Mendoza; First Viceroy of Mexico. the Tinker Pamphlet
    .4. DOCUMENT RESUME ED 114 227 RC 008' 850- AUTHOR Miller, Hubert J. TITLE Antonio de Mendola; First Viceroy of Mexico. The Tinker Pamphlet Series for the Teaching of.Mexican American Heritage. TB 73 NOTE 70p.; For related documents, see RC 008 851-853 AVAtLABL ROM' Mr. Al Ramirez, P.O. Box 471, Edinburg, Texas.78539 ($1.00) EDRS PRICE. MF-$0.76 Plus Postage. HC Not Available from EDRS. DESCRIPTO ji5*Administrator Background; American Indians; - *Biographies; Colonialism; Cultiral Education; Curriculum Enrichment; Curriculum Guides; Elementary Secondary Education; *Mexican.AmerieHistory; *Mexicaps; Resource Materials; Sociocultural Patterns; Vocabulait; *Western Civiliiation IDENTIFIERS *Mendoza (Antonio de) ABSTRACT .0 As Mexico's first viceroy, Antonio de Mendoza.s most noteworthy achievement was his laYing the basis of colonial government in New Spain which continued, with modifications, for 300. years. Although he was lenient in dealing with the shortcomingi of .his Indian and Spanish subjects; he took a'firm stand in dealing with the rebellious Indians in the Mixton War and the Cortes faction which threatened the Viceregal rule. His pridary concern was to keep New Spain for the crown while protecting the Indians from w#nt.and . inhumanity. Focusing o$ the institutions he founded and 'developed, this booklet provides a study of early Spanish colonial institutions. Although the biographical account is of secondary importance, the. description .of Hispanic colonial institutions arelPable'in presenting the Spaniards. colonization after the cconquest -ctica. applicAtion of the, material at both the elementary and 'se levels can be utilized in stimulating student discussionsa on the Merits and demerits of 2 colonial powers- -the English a the Spaniards.
    [Show full text]
  • California's Legal Heritage
    California’s Legal Heritage n the eve of California’s statehood, numerous Spanish Civil Law Tradition Odebates raged among the drafters of its consti- tution. One argument centered upon the proposed o understand the historic roots of the legal tradi- retention of civil law principles inherited from Spain Ttion that California brought with it to statehood and Mexico, which offered community property rights in 1850, we must go back to Visigothic Spain. The not conferred by the common law. Delegates for and Visigoths famously sacked Rome in 410 CE after years against the incorporation of civil law elements into of war, but then became allies of the Romans against California’s common law future used dramatic, fiery the Vandal and Suevian tribes. They were rewarded language to make their cases, with parties on both with the right to establish their kingdom in Roman sides taking opportunities to deride the “barbarous territories of Southern France (Gallia) and Spain (His- principles of the early ages.” Though invoked for dra- pania). By the late fifth century, the Visigoths achieved ma, such statements were surprisingly accurate. The complete independence from Rome, and King Euric civil law tradition in question was one that in fact de- established a code of law for the Visigothic nation. rived from the time when the Visigoths, one of the This was the first codification of Germanic customary so-called “barbarian” tribes, invaded and won Spanish law, but it also incorporated principles of Roman law. territory from a waning Roman Empire. This feat set Euric’s son and successor, Alaric, ordered a separate in motion a trajectory that would take the Spanish law code of law known as the Lex Romana Visigothorum from Europe to all parts of Spanish America, eventu- for the Hispanic Romans living under Visigothic rule.
    [Show full text]
  • Vigía: the Network of Lookout Points in Spanish Guam
    Vigía: The Network of Lookout Points in Spanish Guam Carlos Madrid Richard Flores Taitano Micronesian Area Research Center There are indications of the existence of a network of lookout points around Guam during the 18th and 19th centuries. This is suggested by passing references and few explicit allusions in Spanish colonial records such as early 19th Century military reports. In an attempt to identify the sites where those lookout points might have been located, this paper surveys some of those references and matches them with existing toponymy. It is hoped that the results will be of some help to archaeologists, historic preservation staff, or anyone interested in the history of Guam and Micronesia. While the need of using historic records is instrumental for the abovementioned purposes of this paper, focus will be given to the Chamorro place name Bijia. Historical evolution of toponymy, an area of study in need of attention, offers clues about the use or significance that a given location had in the past. The word Vigía today means “sentinel” in Spanish - the person who is responsible for surveying an area and warn of possible dangers. But its first dictionary definition is still "high tower elevated on the horizon, to register and give notice of what is discovered". Vigía also means an "eminence or height from which a significant area of land or sea can be seen".1 Holding on to the latter definition, it is noticeable that in the Hispanic world, in large coastal territories that were subjected to frequent attacks from the sea, the place name Vigía is relatively common.
    [Show full text]
  • Iron Man of Laos Prince Phetsarath Ratanavongsa the Cornell University Southeast Asia Program
    * fll!!I ''{f'':" ' J.,, .,.,Pc, IRON MAN OF LAOS PRINCE PHETSARATH RATANAVONGSA THE CORNELL UNIVERSITY SOUTHEAST ASIA PROGRAM The Southeast Asia Program was organized at Cornell University in the Department of Far Eastern Studies in 1950. It is a teaching and research program of interdisciplinary studies in the humanities, social sciences, and some natural sciences. It deals with Southeast Asia as a region, and with the individual countries of the area: Brunei, Burma, Indonesia, Kampuchea, Laos, Malaysia, the Philippines, Singapore, Thailand, and Vietnam. The activities of the Program are carried on both at Cornell and in Southeast Asia. They include an undergraduate and graduate curriculum at Cornell which provides instruction by specialists in Southeast Asian cultural history and present-day affairs and offers intensive training in each of the major languages of the area. The Program sponsors group research projects on Thailand, on Indonesia, on the Philippines, and on linguistic studies of the languages of the area. At the same time, individual staff and students of the Program have done field research in every Southeast Asian country. A list of publications relating to Southeast Asia which may be obtained on prepaid order directly from the Program is given at the end of this volume. Information on Program staff, fellowships, requirements for degrees, and current course offerings is obtainable· from the Director, Southeast Asia Program, 120 Uris Hall, Cornell University, Ithaca, New York 14853. 11 IRON MAN OF LAOS PRINCE PHETSARATH RATANAVONGSA by "3349" Trc1nslated by .John B. �1urdoch F.di ted by · David K. \-vyatt Data Paper: Number 110 -Southeast Asia Program Department of Asian Studies Cornell University, Ithaca, New York .November 197·8 Price: $5.00 111 CORNELL UNIVERSITY SOUTHEAST ASIA PROGRAM 1978 International Standard Book Number 0-87727-110-0 iv C.ONTENTS FOREWORD • • • • • • • • • • • • • • • • • • • • • • .
    [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]