Chapter 24 New Worlds The Americas and Oceania

Chapter 24 New Worlds: The Americas and Oceania Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 1

Warmup n Describe all information you remember concerning the conquest of the Americas by Europeans. Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 2

The Spanish Caribbean n Spanish mariners came in contact with indigenous Taíno (Arawaks) q n n n Originally from Orinoco River valley in South America; settled in Caribbean in late centuries B. C. E. through 900 C. E. Columbus used Hispaniola (Haiti and Dominican Republic) as base for trading with Taíno Disappointed that Taíno had no spices, silks “Recruited” locals to mine gold instead q Encomienda: forced labor Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 3

From Mining to Plantation Agriculture n n Taíno occasionally rebelled, but outgunned by Spanish military technology Smallpox epidemics, beginning 1518 q q n Spaniards launched raids to kidnap and replace workers, spread disease further Taíno society disappeared by mid-sixteenth century Limited gold production prompted new interest in exploiting Caribbean for sugarcane production q Massive importation of slaves Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 4

The Conquest of Mexico and Peru n n “Exploration” of other territories by Spanish conquerors (conquistadores) Aztec empire in Mexico brought down by Hernán Cortés and 450 soldiers (1519– 1521) q n Smallpox destroyed besieged Tenochtitlan Inca empire in Peru brought down by Francisco Pizarro and 600 soldiers (1532– 1533) q Called conference of warring Inca rulers, massacred them all Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 5

Spanish Colonial Administration n Spanish administration based in New Spain (Mexico) and New Castile (Peru), extended to Florida and Buenos Aires q Mexico City built atop Tenochtitlan, founded Lima in Peru q Viceroys ruled, but supervised by local courts called audiencias designed to prevent buildup of local power bases q Considerable dispute with Spanish homeland Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 6

CFU n n Describe the territories conquered by the Spanish. Explain the methods of their control over the local populations. Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 7

Portuguese Brazil n n 1494 Treaty of Tordesillas divided entire (non-Christian) world between Spain and Portugal claimed Brazil Little interest at first, but increased as other imperial powers took notice Exploited for sugarcane production Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 8

Settler Colonies in North America n n n Spanish towns, forts, missions on east coast of North America, some on west coast Dislodged in seventeenth century by French, English, Dutch mariners Permanent colonies in North America q q q France: Nova Scotia (1604), Quebec (1608) England: Jamestown (1607), Massachusetts Bay Colony (1630) Netherlands: New Amsterdam (1623) n English took it in 1664, renamed it New York Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 9

Colonial Government n Exceptionally difficult conditions q n n Starvation rampant, cannibalism occasionally practiced French and English private merchants invested heavily in expansion of colonies Greater levels of self-government than Spanish and Portuguese colonies Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 10

European Empires and Colonies in the Americas, about 1700 Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 11

CFU n n Identify areas controlled by European countries. Describe the differences in governance between the Iberians and other European powers. Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 12

Relations with Indigenous Peoples n North American peoples loosely organized, migratory q n n Unlike Aztec and Inca empires European colonists staked out forested land, cleared it for agriculture Increasing number of Europeans arrived seeking ample land: 150, 000 from England in seventeenth century Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 13

Conflict n n n Colonists displaced indigenous peoples, trespassed on hunting grounds English settlers negotiated treaties, poorly understood by natives Military conflict frequent q Natives also devastated by epidemic disease Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 14

North American Populations Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 15

The Formation of Multicultural Societies n n n European, African migrants primarily men Relationships with native women formed Mestizo (mixed) societies formed q q q People of Spanish and native parentage Descendants of Spaniards and African slaves (“mulattoes”) Descendants of African slaves and natives (“zambos”) Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 16

The Social Hierarchy (Iberians) n 1. 2. 3. 4. n Race-based hierarchy Peninsulares, i. e. migrants from Iberian peninsula Criollos (creoles), i. e. children of migrants Mestizos, mulattoes, zambos, other combinations of parentage Slaves, conquered peoples Defining factor in social standing: sexual hierarchy Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 17

CFU n n Describe the nature of conflict between Europeans and Native Americans. Explain the Social Hierarchy of Iberians. Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 18

North American Societies n n n Higher ratio of French, English female migrants than in South America Higher social stigma attached to relationships with natives, African slaves Fur traders formed relationships with North American native women q Children: métis Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 19

Mining in the Spanish Empire n Hunt for gold and silver q n Conquistadores loot Aztec, Inca treasures and melt them down for their value as raw precious metals Gold not extensive in Spanish holdings, but silver relatively plentiful q Extensive “employment” of natives n q Mita system of conscripted labor; dangerous work Eventual assimilation into Spanish culture Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 20

The Global Significance of Silver n Taxation: Fifth of silver production reserved for crown (quinto) q n n Major resource of income for Spanish government Manila galleons took it to Pacific rim for trading Traded for silk, spices, porcelain in Asia q Established roots of Global Trade, connected Asia and Europe with the Americas Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 21

CFU n n Describe the social differences in North and South America. Describe the significance of Spanish Silver mining. Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 22

Warmup n Crash course Mining in Spanish Americas Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 23

The Hacienda (South/Central America) n Large estates produced products of European origin q n Encomienda system of utilizing native labor force q n Wheat, grapes, meat Rampant abuses 1520– 1540 Gradually replaced by debt peonage q Peasants repaid loans with cheap labor Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 24

Resistance to Spanish Rule (South/Central America) n Rebellion q q n n n 1680 Pueblo revolt 1780 Túpac Amaru rebellion Half-hearted work Retreat into mountains and forests Appeal to Spanish crown q 1, 200 -page letter of Felipe Guaman Poma de Ayala, 1615 Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 25

Sugar and Slavery in Portuguese Brazil n Sugar mill: engenho, referring to complex of land, labor, etc. all related to production of sugar q q n n Sugarcane to molasses, or refined for export Low profit margins Unlike Spanish system, Portuguese relied on imported African slaves Large-scale importing of slaves began in 1580 s q q Working conditions poor: 5– 10% died annually Approximately one human life per ton of sugar Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 26

Fur Traders and Settlers in North America n n Indigenous peoples traded pelts for wool blankets, iron pots, firearms, alcohol Beaver hunts caused frequent incursions into neighboring territories, conflicts q n Beaver Wars, Iroquois against Hurons European settler-cultivators also displaced natives from traditional lands q Initially dependent on native assistance, as European grains did not grow well in many areas Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 27

CFU n Describe the Economic differences between colonies in north and Central/South America. Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 28

Tobacco and Other Cash Crops n Products developed for European markets q q n Tobacco Rice Indigo Cotton Increased demand for imported slave labor q European indentured servants, 4 - to 7 -year terms n Chronically unemployed, orphans, political prisoners, criminals Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 29

Export of Tobacco from Virginia Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 30

Slavery in North America n n n African slaves in Virginia from 1619 Increasingly replaced European indentured laborers, late seventeenth to early eighteenth centuries Less prominent in north due to weak nature of cash-crop industry q q Slave trading still important part of economy Also, products made through slave labor n Rum, based on sugar from plantations Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 31

Spanish Missionaries (South/Central America) n Franciscans, Dominicans, Jesuits from sixteenth century q n n Taught Christian doctrine, literacy Often accumulated cultural knowledge to better communicate their message Due to conquest and plague, many natives felt gods had abandoned; converted to Catholicism q Often retained elements of pagan religion n Syncretism Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 32

CFU n n Describe the differences in Slavery between North and South America. Evaluate the impact of Missionaries in Central/South America. Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 33

French and English Missions n Less effective than Spanish missions q q q Spaniards ruled native populations more directly Migration patterns of North American natives made it more difficult to conduct missions English colonists had little interest in converting natives Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 34

Australia and the Larger World n n n Aborigines: Broadly similar experiences to American natives Portuguese mariners long in region, but Dutch made first recorded sighting of Australia in 1606 VOC surveyed territory, concluded of little value q q n Limited contact with indigenous peoples Nomadic, fishing, and foraging societies British Captain James Cook landed at Botany Bay, 1770 q Convicts shipped to Australia, outnumbered free settlers until 1830 Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 35

Pacific Islands and the Larger World n Manila galleons interested in quick trade routes, little exploration of Pacific q q n Islands of Guam and Marianas significant; lay on trade routes 1670 s– 1680 s, took control of islands; local population destroyed by smallpox James Cook visited Hawai`i, 1778 q q q Good relationship with Hawaiians Sailors spread venereal disease Cook not welcomed in 1779; killed in dispute over thefts Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 36

Manila Galleon Route and the Lands of Oceania, 1500– 1800 Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 37

CFU n n Describe differences in missionary activity between North and South America. Identify the significance of Oceania in regards to Global trade/Resource exploitation. Copyright © 2015 Mc. Graw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of Mc. Graw-Hill Education. 38