Transcript AP 2 Columbus and de Las Casas Primary Source Work
APUSH
Mr. Weber
Activator
1. What do you think of our textbook?
How much did you read?
What did you like?
What did you not like so much?
What did you find difficult? 2. How many pages do you anticipate reading tonight?
Agenda
Activator, agenda, and objective (10 minutes) First Americans Lecture / Chapter Outline (20 minutes) Columbus and De Las Casas reading (15 minutes) European’s View of Native Americans – observing primary sources (20-30 minutes) “Voices of Freedom” primary source analysis (30-45 minutes) APPARTS primary source strategy (10 minutes) Exit ticket and homework (5 minutes)
Objective
You all will… Examine the transatlanic encounters between Europeans and American Indians, focusing on Spain’s empire and the Pueblo Revolt.
(From CollegeBoard’s AP topic #2). Analyze primary sources and record your observations in writing.
Give Me Liberty!
Ch. 1 Presentation (20-30 minutes)
I. First Americans
A. Arrival of Native Americans
- Gradual settlement across Americas - Environmental change and rise of agriculture
B. Aztec and Inca Empires
C.
I. First Americans (cont’d)
North American Indians
Wide-ranging and evolving societies
Mississippi Valley
Ohio River Valley
Southwest
West Coast
Great Plains
Southeast
Northeast Interrelations among Indian societies
Trade Diplomacy War
D. North American Indians
3.
4.
5.
Distinguishing factors among Indian societies
Political organization
Religious beliefs
Language
Absence of shared identity Common characteristics among Indian societies
Spiritual outlook
Place of ritual
Views on natural and supernatural Views on secular and religious Conceptions of property Relative lack of material inequality Systems of gender relations European disdain for Indian customs and values
II. Indian freedom, European freedom
Indian conceptions of freedom
Basis in collective belonging, self-determination, mutuality Absence of basis in individual autonomy, private property European incomprehension of
European conceptions of freedom
Christian liberty Freedom from sin No freedom of religious choice Freedom and inequality in early modern England Emphasis on ordered, hierarchical society Gender hierarchies Class hierarchies Unequal distribution of freedoms
III. Start of European expansion
Initial aims
Commercial sea route to Asia Circumvention of Islamic middlemen
Slavery and Africa
Traditional patterns of African slavery Acceleration of slave trade following European arrival
Eastward expansion
Portugal’s exploration, extension of trading empire
West Africa
Cape of Good Hope
Far East Portugal’s colonization of Atlantic islands
India Sugar plantations
Slaves from Africa
Westward expansion
Voyages of Christopher Columbus
Quest for westward route to Asia
Sponsorship of Spain
First Spanish presence in New World
Settlements at Hispaniola
Explorations by Amerigo Vespucci First English and Portuguese presence in New World
John Cabot (Newfoundland)
Pedro Cabral (Brazil)
IV. Spanish conquest of New World
Motivations Demographic consequences
Acquisition of wealth National glory Spread of Catholicism
“Columbian exchange” of goods and people The Conquistadores
Vasco Nú ň ez de Balboa’s expedition to Panama, the Pacific
Ferdinand Magellan’s expedition around the world
Hernán Cortés’s conquest of the Aztecs
Background on Aztec empire
Defeat, devastation, subjugation of the Aztecs Francisco Pizarro’s conquest of the Incas
Background on Inca empire Defeat, devastation, subjugation of the Incas
Devastation of Indian population
Breadth and magnitude
Causes
War
Enslavement
Disease
Spanish conquistadores murdering Indians at Cuzco, in modern-day Peru. The Dutch-born engraver Theodor de Bry and his sons illustrated ten volumes about New World exploration published between 1590 and 1618. A Protestant, de Bry created vivid images that helped to spread the Black Legend of Spain as a uniquely cruel colonizer.
VI. The Spanish Empire
Spain and the Indians
Dual agenda of saving souls and exploiting labor
External restraints on brutalization of Indians
Pope Paul III’s ban on Indian enslavement
Bartolomé de las Casas’s
Destruction of the Indies
Spanish reforms of colonist-Indian relations
Abolition of Indian enslavement Abolition of
encomienda
system
Implementation of
repartimiento
system Continuing abuse of Indians
Colonial labor system at end of sixteenth century
Involuntary wage labor by Indians Slave labor by Africans
Emergence of Black Legend image of Spanish colonizers Spanish explorations of North America
Motivations
Riches
Strategic bases Religious conversion
VI. The Spanish Empire
Spanish explorations of North America
2.
Exploratory expeditions Juan Ponce de Léon Juan Rodriguez Cabrillo Hernando de Soto Cabeza de Vaca Francisco Vásquez de Coronado 3.
Devastation of Indian communities 4.
Establishment of Spanish settlements In present-day Southeast In present-day Southwest
VI. The Spanish Empire
Pueblo Revolt
Sources of Pueblo resentment of colonial authorities
Labor exploitation
Pressure to convert to Catholicism
Assault on Pueblo religious traditions Failure to protect Pueblos from drought, external attacks
The 1680 Revolt
Popé
Background
Leadership Unity of Pueblo rebels Defeat and ouster of Spanish colonizers
Pueblo Revolt
3.
Aftermath of revolt
Eradication of Spanish cultural presence
Collapse of Pueblo unity Return of Spanish colonial rule Easing of colonial practices toward Pueblos
VII. The French and Dutch empires
Overall significance The Dutch empire
As part of Atlantic rivalry with Spain Establishment and scope of
Place within Dutch commercial empire Modesty of, compared to Spanish empire
Conceptions of liberty and toleration
The French empire
Social and economic arrangements Initial aims Initial obstacles
Limits of growth Establishment and scope of
Relations with Indians Relations with Indians Social and economic arrangements Limits of growth
European’s Thinking about Indigenous Peoples
Christopher Columbus:
Rethinking Schools
, pp.89-102
Lies My Teacher Told Me
, pp.38-39. De Las Casas
History of the Indies
European’s View of Native Americans
What do you see?
(Write down only observations based on the document).
European’s View of Native Americans
Voices of Freedom
Turn to pp.38-39 in Give Me Liberty! In groups examine either Bartolome de Las Casas’ History of the Indies or Josephe’s “Declaration of Joseph.” Answer the following questions: 1. Observation: What kind of document is it? What is the title? Who is the author? When was it written? For what audience was it written? 2. Expression: What do you find interesting or important about this document? Is there a particular phrase or section you find particularly meaningful or surprising? 3. Connection: What does this document tell us about life at the time it was written? What ideas of freedom are apparent in the document?
Primary Source Strategy: APPARTS
Exit ticket
Homework
Continue reading Give Me Liberty! Ch.1 pp.1-40 due Tuesday.
Zinn reading questions. Prepare for debate tomorrow.