...role play. The mother country was responsible for providing money for supplies for voyages such as ships, food, soldiers, and weapons etc. Also, England was responsible for the processing and manufacturing of raw materials. Settlers of the colonies needed markets to sell their goods and labor. They also needed a source of labor for the production of raw materials. This new labor force was made up of Native Americans, indentured servants (white slaves who served terms of up to seven years as slaves), and Africans. Columbus and his crew stated that when they arrived in the Americas they found Africans already there. In 1502, the Spanish were the first Europeans to enslave Africans in the Americas. Yet the local population died from European diseases like smallpox and from overwork. Thus in 1502, ten years after Columbus' landing, the Spanish brought the first African slaves to Cuba from West Africa to replace Indian slaves who were dying out. This began the trans-Atlantic slave deal between West Africa and the Americas and the integration of Native Americans and Africans. The Spanish conquerors of the Americas—known as Conquistadors were...
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...1) Why does Chasteen believe that Latin-Americans come to the United States? Chasteen believes that Latin Americans wanted to be able to live and work in conditions similar to the United States middle class, along with poverty and proximity. 2) Who was Hernán Cortez? Cortez was a Spanish explorer and conquistador that led an expedition to overthrow the Aztec empire of Tenochtitlan. 3) Who was Bartolomé de las Casas? What is he best known for? Bartolome de las Casas was a university-educated, fortune-seeking young man. By the age of 40, he preached against Spanish exploitation of encomiendas to protect indigenous Americans from the system. He is best known for protection of the Indians and the famous writing “A Brief Account of the Destruction of the Indies”. 4) What is the “encomienda”? A system that started in Spain where the conquerors were rewarded with people. Indigenous people were assigned to each conqueror, who had the responsibility of Christianizing them and using them for labor. 5) What does “mestizo” mean? “Mestizo” is a person of mixed race, such as indigenous and European heritage. ESSAY QUESTIONS 1. Give three examples of things that all Latin-Americans have in common according to Chasteen. According to Chasteen, Latin Americans are interpreted as “Hot-blooded Latins” with too much “nonwhite blood”. He mentions that as...
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...Although Latin America has faced many social, political, and economic issues within the last three centuries, inequality remains one of the most important, historical, and omnipresent aspects of the region’s culture. As Europeans took over Latin America during the time of colonization, they implemented many elitist social structures that have held strong and are evident today (Harris). Income inequality is the most visible and greatest disparity that the region faces; yet inequality between gender, ethnicities, and education remain strong and significant problems with a necessity for improvement. Inequality of wealth and disparity of power and influence are Latin American’s greatest curses and are at the root of many of the developmental, social, criminal, and political problems that continue to plague the region (De Ferranti). Since inequality has pervaded into every feature of Latin American society, it is important to measure inequality accurately in order to obstruct the causes of the discrimination and prevent new ones from beginning. The Gini Coefficient is an effective way that people indicate the inequality of a country by measuring a frequency distribution of income or wealth. Using the "Gini Index" of inequality in the distribution of income and consumption, the researchers found that Latin America and the Caribbean, from the 1970s through the 1990s, measured nearly 10 points more unequal than Asia, 17.5 points more unequal than the 30 countries in the Organization...
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...of human history the strongest nations were comprised into a group known as the West. The west is home to the ideologies of democracy, capitalism, and consumerism. The idea of democracy has been forced upon many nations in the world by the Western states. Democracy however has been shown to be a very easily manipulated system. Capitalism has shown the need for expansion and exploitation over Africa, Asia, and Latin America. The west has always been in contention with other nations, along with contending with each other. Competition between western nations has led to a technological race and an arms race, which is now more apparent than ever in the United States. With military might came the need to take over other nations and thus the ideas of imperialism, and nation aristocracy. Africa, Latin America, and Asia has suffered and continues to suffer a great deal because of the triumph of the west through exploitation, expansion, and wealth, all major goals of capitalism and imperialism. The West has retarded the development in all facets for many countries in Africa, Latin America, and Asia and thus led to the suffering of the world. One of the oldest ideologies from the west to the world is democracy. Democracy comes from the Greek words “demo” meaning people and “kratia” meaning rule, therefore rule of the people. Democracy is an egalitarian system of governance where all citizens together decide public policy, laws, the actions of the state, and public representatives...
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...In history, people often look over Latin America and their fight for independence is often forgotten. One instance of a disremembered independence is the Dominican Republic’s underground revolution against dictatorship under Trujillo. In the Time of the Butterflies, Julia Alvarez retells the story of the Mirabal sisters and their sacrifice for change. The four Mirabal sisters (Patria, Dede, Minerva, and Maria Teresa) work as a unit along with others to raise awareness against oppression. Although Dede is the only one to survive, the sisters are well known in Latin America for their efforts. In Gabriel Garcia Marquez’s speech, “The Solitude of Latin America,” his statement rings true when he explains that “In spite of [a history of violence],...
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...Name Instructor Course Date World History Reasons why America and Japan became successful after 1860 The United States made many efforts to become successful in the earlier 1860’s; among them, they sought all means possible to control markets in order to multiply profits. Monopoly of markets control was achieved by the organization of trust. For example between 1868, when the first standard oil company was started in Pennsylvania, and 1900, Rockefeller’s oil company brought other companies under its control. Standard oil companies were in California, Iowa, Ohio, and New Jersey, but were brought together, and Standard Oil Company gained control of competing companies such as Acme oil, Atlantic refining among others. On the other hand, Japan became successful because of its revitalizing relationship with the United States. The combination of the Chinese ports to regular trade ensured that there was steady stream of maritime traffic between North America and Asia. The combination of its advantageous geographic position and rumors that Japan had deposits of coal increased the appeal of establishing commercial and diplomatic contacts with the Japanese. Reason for the decline of Chinese power after 1800 The imperial conquest of the British and Western countries led to a major fall of china’s power in 1800’s. This is because the imperial conquest was based on the militaristic nature of the imperial state, its non-reciprocal economic relations with overseas trading countries and the western...
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...popular books, “Open Veins of Latin America: Five Centuries of the Pillage of a Continent” in 1971, and gives readers a left-winged perspective of the history of the post-colonial Americas. Throughout this book, Galeano presents the argument that the underdevelopment of Latin America resulted because of exploitation. Since the 15th century, Latin America served as a location where European countries could be made wealthier. The Latin American continent has suffered massively in terms of constant abuse and capitalism of their natural resources from colonial nations. The book begins with the history of Christopher Columbus’ arrival in the West Indies and the discovery of...
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...Clayton Partridge World History to 1750 Professor Schultz Colonization and the First Globalization In order for one to gain a better knowledge of how terrestrial and ocean colonization unfolded in the Americas, Siberia, Africa, and China, a person must first understand the definition of colonization. Simply put, colonization is an ongoing process of control by which a central system of power dominates the surrounding land and its components. This means that a foreign government moves into the land and seizes control; gaining power, natural resources, and a larger economy. In the year 1492, an Italian explorer by the name of Christopher Columbus set out on an expedition departing from Spain in search of a faster ocean route to reach Asia. Him and his crew set foot on an island in the Bahamas 36 days after deporting from Spain. While in the Bahamas, Columbus and his men visited a total of three islands and built a settlement on Hispaniola Island with salvaged wreckage from one of their ships. Convinced he had reached Asia, he then set sail back to Spain with the two remaining ships. Columbus failed to find what he set out for – a new route to Asia along with the riches it promised, and he passed away short of success in 1506. However, Columbus was still successful in other terms. He is credited with the discovery of the New World and opening the Americas for European colonization. Following Columbus’s discovery, European nations that were on the Atlantic Rim exploited...
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...All began in October 12 of 1498 when Christopher Columbus arrived in what he would call later; it’s little Venice comparing this early town with the Italian city (see maps 1 and 2 on the anexus). Over time, Spain took away most of the mineral richness of Venezuela, installing kingdoms and creating small cities around the mainland. However, not all that Spaniards left in the Latin American countries were poverty, inequality and corruption. The Iberic Empire brought a whole knowledge in economy, religion, education, culture and industrialization. In this essay I would like to explain the economics systems in Spain as well as Venezuela and their neighbors of Latin America. How was Venezuela’s society build? Which are the differences between Spain and Venezuela in the economy field? Before the colonization, different types of tribes like Caribes, Yanomamis, Wayuus, Caracas, etc populated Venezuela. They had a rudimentary economy based on trades: each family was in charged of the collecting of a different type of plants, fruits or animals. Each item had a value in references with the rest of them, for example a watermelon had the same value as ten limes. Primitivism was all over the place, starting on the language passing through alimentation and finishing on the medical attention. With the arrival of the Spaniards, all this economic system went away as well as the culture,...
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...James Monroe played an important role in our American History. For example, he wrote the Monroe Doctrine and became the fifth president of the United States. The Monroe Doctrine was created by James Monroe, it was too not permit any European Nation to extend its holdings. Monroe expressed the Doctrine in answer two pressing problems, the first to was a plan by the russians to establish a colony on the Pacific Northwest Coast. The second was a plan by several European nations to help Spain win back its former Latin American colonies(“Monroe Doctrine”). One statement warned Russia that the American continents were “not to be considered as subjects colonization by any European power”. A second warned France, Russia, Prussia, and Austria that any attempt to extend their “system to any portion of this Hemisphere” would be considered “ dangerous to our peace and safety”(“Monroe Doctrine”). James’...
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...fifteenth and the sixteenth century the states of Europe began their modern exploration of the world with a series of sea voyages. These explorations increased European knowledge of the wider world, particularly in-relation to sub-Saharan Africa and the Americas. These explorations were frequently connected to conquest and missionary work, as the states of Europe attempted to increase their influence, both in political and religious terms, throughout the world. Through their explorations the Europeans also gained control of the spice trade. This accomplishment reduced the price of spices tremendously for the Europeans.With the lands they "discovered" they found new resources and a new market to sell their goods as well. Europe's conquest and colonization of North and South America and the Caribbean islands from the fifteenth century onward created an insatiable demand for African laborers, who were deemed more fit to work in the tropical conditions of the New World. The numbers of slaves imported across the Atlantic Ocean steadily increased, from approximately 5,000 slaves a year in the sixteenth century to over 100,000 slaves a year by the end of the eighteenth century. Evolving political circumstances and trade alliances in Africa led to shifts in the geographic origins of slaves throughout the seventeenth and eighteenth centuries. Slaves were generally the unfortunate victims of territorial expansion by imperialist African states or of raids led by predatory local strongmen, and...
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...change in both. Cultural contact can be the result of many different factors, but the most common examples found in history have been the result of colonization and conquest. While cultural contact does not always result in negative changes, more often than not one group is subjected to and forced to accept the culture of the other or face dire consequences. This was the exact case in the contact between the Spaniards and the Aztec peoples of 16th century Mexico, with the ending result being the complete destruction of the Aztec civilization. Prior to the arrival of Cortes and his men in Mexico, the Aztecs resided in Northern Mexico and under the leadership of Motecuhzoma maintained control over several other native groups in the areas. In general, the Aztecs showed no mercy and ruled nations beneath them with an iron fist, plundering and seizing control whenever they pleased. Despite this, there was no system in place for direct rule. Instead, the Aztecs followed a tribute system in which each group under Aztec control was required to pay varying amounts of tribute to them. Religiously, the Aztec people practiced polytheism, believing in multiple gods which were based on human activities and elements in nature. By contrast, the Spanish were practicing Christians and believed in a single God. The Aztecs saw and observed most things from a spiritual standpoint. One such example of this was the idea that they were given signs or omens, approximately 10 years prior to the arrival...
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...Essay Vietnam and the 20th Century Experience Introduction This paper analyzes the sociopolitical, cultural, and economic characteristics of European nations that drove them to establish policies of overseas colonization. Societies developing within the constraints of the European landmass had many incentives to move beyond their own borders into other regions, areas often occupied by another culture. European nations have a long history of being competitive with one another. Cultural and religious pride and arrogance, and an intolerance of differing cultures and religions, were used to justify imperialistic policies of domination and suppression of local peoples. Europeans, of necessity, would bring along their economies of technology and infrastructure to support their control of the local population. This would also include their Latin-based language and educational systems. Attempts to assimilate local culture into the European culture were often a source of conflict within the overseas colonies. European Cultural Characteristics Religion, and particularly the evangelical mission of Catholicism, has strongly influenced European cultures since the Middle Ages. The French utilized Catholic Missionaries as a way to access many overseas regions, including that part of Asia later to be known as “French Indochina.” Missionaries are typically non-violent and non-threatening. They often could enter a foreign country and merge with the local culture without opposition...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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