What ramifications ensued from
European Encounter onwards?
Aim: Dating backing to the era of European Encounter onwards,
what situations, events, circumstances, etc., played paramount
roles in the development of distinctive colonial societies?
Looking beyond their distinctive characteristics, what
commonalities did they share?
Do Now:
1. Please hand in your HW – just need to check & will return
it shortly there after.
2. In terms of early colonial history as discussed in class and
analyzed in greater details in the reading, students are
asked to define the term, Encounter. Afterwards, respond
to the listed query: what impact did the period of
“Encounter” have on European, Native American, and
African people from the late 15th century onwards? Who
benefited from said “Encounter” the most? Proof?
Encounter
1.
2.
-
Def: The first ENCOUNTER [meeting/exchange of ideas, customs, goods,
services, etc.] of Western Europeans with that of Native Americans in the
so-called “New World,” starting with Christopher Columbus and his crew
onwards.
In terms of, Encounter, while it’s imperative for students to know the
definition, it’s tantamount [equally important] for students to weigh in on
the varying ramifications in the aftermath of said Encounter. For example:
- Columbian Exchange = “Old World” meets the “New”
- Constant/Never-Ending Wars
- Carnage
- Mass Deaths = The Great Dying
- Encomienda & Mita Systems = Enslavements of Natives
- Introduction of African enslavement in the “New World” after
the Great Dying, etc.
- Vast competitions amongst European powers  Massive Wars
- Miscegenation: Racial Mixing, Ethnocentrism, & Multiculturalism.
- Spread Christianity throughout Convert as many natives as possible
[Europeans had a “3G” mindset: God, Gold, and Glory].
European Empires in the Americas
• Western European modern empires were
distinct because they were initiated by
maritime expansion and because they
conquered territories lay on ocean away from
the imperial heartland.
Bartolome de las Casas, A Short Account of the Destruction of the Indies
European Empires in the Americas
I. European Advantage
A. Geography:
1.
2.
Closer to the Americas than Asian competitors
Fixed winds of the Atlantic vs. alternating monsoons
winds of Indian Ocean
Robust Indian Ocean market gave little incentive for
further exploration.
3.
a.
Europeans empires had a strong desire to become a part of
this commercial market.
The “Columbian Exchange”

Squash

Avocado

Peppers

Sweet Potatoes

Turkey

Pumpkin

Tobacco

Quinine

Cocoa

Pineapple

Cassava

POTATO

Peanut

TOMATO

Vanilla

MAIZE

Syphilis

Trinkets

Liquor

GUNS

Olive

COFFEE BEAN

Banana

Rice

Onion

Turnip

Honeybee

Barley

Grape

Peach

SUGAR CANE

Oats

Citrus Fruits

Pear

Wheat

HORSE

Cattle

Sheep

Pigs

Smallpox

Flu

Typhus

Measles

Malaria

Diptheria

Whooping Cough
European Empires in the Americas
B. Naval power
1. Seafaring technology, built of Islamic and Chinese
technology enabled them to cross the Atlantic with
ease and transport people and supplies across a great
distance.
C. Military
1. Superior Ironwork, gunpowder weapons, horses.
D. Local divisions
1. Various subjects people of the Aztecs Empire, joined
Hernan Cortes in defeating the empire
European Empires in the Americas
2. The Inca elites welcomed the Spanish invaders as
liberators and willingly settled down with them to
share rule of Andean farmers and miners
a.
The fight for the thrown between the Atahualpa and Huascar
(brothers) assisted with Spanish conquest.
E. Germs/Disease
1. Native American were not immune to. Caribbean,
Virginia, and New England, the rapid buildup of
immigrant populations, with native demise allowed
for European to out number local people.
Native American Labor
• Encomienda system
– Right to demand labor or tribute from Native
Americans
– Used for plantation and mining labor
– Conditions
• Disease, starvation and cruelty (pop. Decline)
• Those who resisted were often killed
Administration of the
Spanish Empire in the New
World
1. Encomienda
or forced
labor.
2. Council of
the Indies.
Viceroy.
New Spain and Peru.
3. Papal agreement.
The Treaty of Tordesillas, 1494
&
The Pope’s Line of
Demarcation
HW – Thesis & Analysis
1.
Considering that students were asked to write a thesis
statement/introduction and at least two paragraphs in reference to the
back of last week’s worksheet/graphic organizer, students are asked to
exchange and share said assignment with their neighbor(s). As students
examine their neighbor’s work, each must assess whether his/her
neighbor met the criterion of said assignment. Did your neighbor:
- Write a good/workable thesis responding to the
statement/question posed?
- Secondly, in accordance to the thesis, did his/her written
analysis (2+ paragraphs) follow suit as per the thesis? In other words, do
they match-up succinctly? For instance, matters/issues/situations
introduced in the thesis, were they analyzed in some semblance of details
throughout the 2+ paragraphs?
Comp Thesis
• From 1492-1750, both the Americas and Africa were tied through the
trans-Atlantic trade controlled by Western European (Spain, Portugal,
France, England, Dutch) forces. Both will engage in coercive [force] labor
of slavery or indentured servitude, however, African exposure to diseases
made them less susceptible while the native Americans were succumb to
smallpox and other alien diseases on a massive scale, which later result
in the “Great Dying” of the aboriginal people of the “New World.”
Starting with the late 15th century and continuing into the
second half of the 18th century, a period that originated
with the Columbian Exchange, Europeans and Asians
[Chinese] both benefitted greatly from the introduction of
new foodstuffs emanating from the Americas, which
helped to enriched their diets, resulting in healthy people
and overall population growth, and in some cases/areas,
population explosion. However, as the dominant political &
economic force in Asia and carrying hyper-xenophobic
tendencies, the Chinese were virtually content with their
place in the world, Western Europeans on the other hand,
wanting to emerge from a long period of “backwardness”
began their ascension of dominating the land labor and
capital of the Americas while Asia [Chinese] will not be
directly involved because of their isolation. With the
Chinese stubborn in their ethnocentric ideals, Western
Europeans were able to export the much needed silver and
gain power that the Ming & Qing Dynasties desperately
needed for their economy changing the balance of
trade/power (still in favor of China but not as much).
Is it an important subject for APWH?
Confused about of this? If so, what’s percolating
[going on, brewing, permeating, etc.,] through
your minds now?
- Questions?
- Comments?
Is it an important subject for APWH?
• 2005 COT Analyze the social and economic transformations that occurred in the Atlantic world as a result of new
contacts among Western Europe, Africa, and the Americas from 1492 to 1750.
•2006 DBQ Using the documents, analyze the social and economic effects of the global flow of silver from the midsixteenth century to the early eighteenth century. Explain how another type of document would help you analyze the
effects of the flow of silver bullion in this period
•2007 COMP Within the period from 1450 to 1800, compare the processes (e.g., political, social, economic) of empire
building in the Spanish Empire with the empire-building processes in ONE of the following.
•The Ottoman Empire OR the Russian Empire
•2009 COMP For the period from 1500 to 1830, compare North American racial ideologies and their effects on society
with Latin American/Caribbean racial ideologies and their effects on society.
•2010 COT Describe and explain continuities and changes in religious beliefs and practices in ONE of the following
regions from 1450 to the present. Sub-Saharan Africa Latin America/Carribean
•2012 COMP Compare demographic and environmental effects of the Columbian Exchange on the Americas with the
Columbian Exchange’s demographic and environmental effects on ONE of the following regions between 1492 and
1750 Africa, Asia, Europe
•2014 COT Analyze continuities and changes in the ways ONE of the following regions participated in interregional
trade during the period circa 1500 to 1750.
•Latin America, including the Caribbean
•Sub-Saharan Africa
•Southeast Asia
Comparison of Colonial Societies in the Americas
1. Divided into three groups, today, students will work
cohesively into three groups to compare the three
colonial societies discussed in the reading:
- Spanish colonies established in Peru & Mexico
- The sugar colonies in parts of Brazil and the Caribbean
- The settler colonies of North America.
2. Please note that in the process of conducting this
assignment, each group MUST list social hierarchies
that developed in each region.
3. Upon completion of the above listed, we will converge
to discuss the varying similarities & differences in the
“New World” regions.
Colonial Latin American Caste System
• When Spanish and Portuguese colonies were
established in central and south America a caste
system formed. (castas)
• One’s social class was directly tied to how
“pure” his blood was and his place of birth.
• The kings wanted to keep the colonies under
their control and only have “loyal” people in
office.
Peninsulares
Creoles
Mestizos
Mulattoes
Amerindians
Zambos
Africans
Peninsulares
• “pure blood” ???
• From the Iberian Peninsula
• Highest social class and the only class
which could hold high office (church,
military, administrative)
• Spain wanted to keep loyalty of
colonial leaders.
Creoles
•
•
•
•
•
Born in Americas
Land-owning
Elite
Could not hold highest positions
In 1800s will rebel against peninsulares
in wars of independence
Mestizos
• Of Spanish and
Amerindian
descent
• Spanish and
Portuguese men
married native
women and had
families.
Mulattoes = Spanish and African descent
Zambos = Amerindian and African descent
Africans
• Many Africans were brought over
from Africa to the colonies as slaves.
• Some of these Africans would escape
from a plantation and find their way
to native villages.
• Natives were usually sympathetic to
the African people.
Factions by Fractions
• There were various levels in society, in
between the main groups, based on blood
quantum.
Example:
Castizos =
¾ European,
no more than
¼ Amerindian
• Derogatory Slurs
Comparisons
• Spanish and Portuguese colonies differed in
that Africans were not a huge factor in
Spanish colonial society but were in
Portuguese society.
• North American colonization was different in
that women were colonists. There was not a
shortage of women like in Meso and South
America. Less racial mixing.
• In North America three main groups: white,
red and black; in Spanish and Portuguese
colonies many mixed-race groups
Comparing Colonial Societies in the Americas
•
Europeans established wholly new societies.
–
–
•
In the Lands of the Aztecs and the Incas
–
–
–
–
–
–
–
–
–
•
all were shaped by mercantilism—theory that governments should encourage exports and accumulate
bullion to serve their countries
colonies should provide closed markets for the mother country’s manufactured goods
the most wealthy, urbanized, and populous regions of the Western Hemisphere
within a century, the Spaniards established major cities, universities, and a religious and bureaucratic
infrastructure
economic basis : commercial agriculture and mining (gold and silver)
rise of a distinctive social order replicated some of the Spanish class hierarchy
accommodated Indians, Africans, and racially mixed people
Spaniards were at the top, wanted a large measure of self government from Spanish Crown
emergence of mestizo (mixed-race) population
gross abuse and exploitation of the Indians
more racial fluidity than in North America
Colonies of Sugar: in high demand in Europe
–
–
–
–
–
–
–
lowland Brazil and the Caribbean developed a different society: export based economy
Arabs introduced large-scale sugar production to the Mediterranean
Europeans transferred it to Atlantic islands (Canaries, Azores, Madeira) and Americas
Portuguese on Brazilian coast dominated the world sugar market 1570–1670
British, French, and Dutch in the Caribbean broke the Portuguese
Sugar transforms Brazil and Caribbean: “the first modern industry”
The Plantation complex spreads to southern parts of North America (ie. South Carolina)
Comparing Colonial Societies in the Americas
•
Europeans Settler Colonies in North America
–
–
–
–
–
–
–
–
–
–
–
–
–
different sort of colonial society emerged in British colonies of NewEngland, New York, and
Pennsylvania
British got the unpromising lands in N. America but British society was changing more rapidly
many British colonists were trying to escape elements of European society
British settlers were more numerous; by 1750, they outnumbered Spaniards in New
World by five to one
by 1776, 90 percent of population of North American colonies was European
Indians were killed off by disease and military policy
small-scale farming didn’t need slaves
England was mostly Protestant; didn’t proselytize like the Catholics
British colonies developed traditions of local self-government
Britain didn’t impose an elaborate bureaucracy like Spain
British civil war (seventeenth century distracted government from involvement in the colonies
North America gradually became dominant, more developed than South America
The Steppes and Siberia: The Making of a Russian Empire
• Experiencing the Russian Empire
–
–
–
–
–
–
–
conquest was made possible by modern weapons and organization
conquest brought devastating epidemics, especially in remote areas of Siberia—
locals had no immunity to smallpox and measles
pressure to convert to Christianity
large-scale settlement of Russians in the new lands, where they outnumbered the
native population (e.g., in Siberia)
discouragement of pastoralism, nomadic lifestyle/ many natives were Russified
• Russians and Empire
–
–
–
–
–
–
–
–
–
with imperial expansion, Russians became a smaller proportion of population
rich agricultural lands, furs, and minerals help make Russia a great power by 18thC
became an Asian power as well as a European one
long-term Russian identity problem: expansion made Russia a very militarized state
reinforced autocracy
colonization experience was different from the Americas
conquest of territories with which Russia had long interacted
conquest took place at the same time as development of the Russian state
the Russian Empire remained intact until 1991
Settler Colonies in North America
• Many British settlers wanted to escape Old World
society and start over, not recreate what they had.
• They could escape class restrictions of England.
• More British settlers came to New World than
Spanish or Portuguese.
• Protestants not as interested in spreading
Christianity as Catholics, but provided more literacy.
• More local self-government, joint-stock companies
and royal charters. British crown relatively
unconcerned with colonies.
Race in colonial America, 1500s -1750
1. The Oxford English Dictionary provides three definitions for
race (1)“the class of humans; mankind”; (2) “a group of
people, animals, or plants, connected by common descent or
origin”; and (3) “a group of several tribes or peoples,
regarded as forming a distinct ethnic set.”
Now, in reference to the reading and your group exercise,
consider which definition most accurately reflects the
understanding in world history that race is constructed by
cultural values and local beliefs and is therefore not a
meaningful way of dividing people. Then, relate this to the
distinction the author [stemming from the reading] make
about race and racism in North America, Brazil, and Spanish
America. Please remember that “race” does not pertain to
any specific ethnic or racial group, write a paragraph about
the function of race in these three colonial societies. In what
ways did they differ? In what ways were they similar?
Race
1.
In recent years, the associations of race with the ideologies and theories
that grew out of the work of 19th century anthropologists and physiologists
has led to the word often being avoided with reference to specific ethnic
groups. Although it is still used in general contexts, it is now often replaced
by terms such people(s), community, etc.” Students might consider that
the first definition refers to the “human race” eliminating ethnic or “color”
distinctions. The other two definitions separate people on arbitrary
physical distinctions.
Please note that Strayer’s discussion of the function of race historically
provides the context for understanding how race operated in the three
colonial societies. In North America, mixed categories held little social and
legal weight/power, resulting in sharp distinctions on who had legal rights,
access, or opportunity based on African, European, or Native American
ancestry. Conversely, in Brazil and Spanish America, colonial rulers were
more likely to recognize mixed-race categories so that social boundaries
were more fluid [less strict] for people with differing racial make-ups. In
both places, racism existed, but the ways in which “race” was understood
varied based on cultural values and historical context.
Question? Comment?
Key elements required in APWH Writing Skills
1. All are asked to actively read p. Pay special
attention to to the language use to emphasize
contrast [differences] between British and
Spanish colonies in North America, such as
“more rapidly changing society” and
Furthermore, British settlers were far more
numerous than…”
Watch this video
1. https://www.youtube.com/watch?v=sVGFX7
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