The First Global Age

Europeans encounter the Americas George S. Vascik Miami University Hamilton October 14, 2008 Teaching American History, Year I

Benchmarks and Indicators

• Grade Five, History – Settlement •

primary topic

• Explain why European countries explored and colonized North America •

secondary topic

• Describe the lasting effects of Spanish, French and English colonization in North America Teaching American History, Year I

Benchmarks and Indicators

• Grade Eight, History – The First Global Age •

primary topics

• Reasons for colonization, including religion, desire for land and economic opportunity • Key differences among the Spanish, French and British colonies •

secondary topics

• Interactions between American Indians and European settlers, including the agricultural and cultural exchanges, alliances and conflicts • Conflicts among colonial powers for control of North America.

Teaching American History, Year I

Background readings

• Jared Diamond,

Guns, Germs and Steel

• Eric Jones,

The European Miracle

• Alan Taylor,

American Colonies

Teaching American History, Year I

Why Europe?

• In 1400, European civilization was on a par with Chinese and Arab civilizations.

• What motivated the European voyages of discovery and the creation of colonial empires?

– economic necessity – religious insecurity – the social dynamic Teaching American History, Year I

Economic “necessity”

• nobles “needed” products from the East to maintain their lifestyle • severed trade links with East when Turks conquered Constantinople in 1453 • new opportunities for profit with the discovery of new areas for raising sugar and other crops • transporting slaves for labor Teaching American History, Year I

The religious dynamic

• Religious insecurity – The Reformation fractured the unity of the

corpus Christiana

– Importance of this for the Holy Roman Empire, Spain, and France • Religious freedom – only manifested in English colonies Teaching American History, Year I

The social dynamic

• In 1500, Europe had an excess of young, noble males – only one male could inherit, the others had to find socially acceptable employment • Were commoners driven by poverty?

– France, the Netherlands, and England • Opportunities differed by geography – tropics, mountains, woodlands, plains Teaching American History, Year I

National distinctions

• timing – Portuguese and Spanish; Dutch, French, English • motivation • governance • economic exploitation • interaction with native peoples • settlement (to be

discussed in February)

Teaching American History, Year I

Motivation

• push-pull dynamic – to what extent were settlers attracted to new lands, and to what extent did they feel compelled to migrate because of internal conditions in the home country?

– varied over time and by country – myth of “poverty driven” colonization Teaching American History, Year I

Governance

tradition Variables country need time

English example

colonial government attracting colonists Teaching American History, Year I imperial control

National variations

• Spanish – viceroy,

audencia

,

cabildo

,

visita

• French – governor-general,

intendant

, bishop • Dutch – West India Company • English – displayed the most diversity and change over time Teaching American History, Year I

Economic Exploitation

• Portuguese (spices) • Spanish (gold and silver) • Dutch (sugar, slaves, carrying trade) • French (sugar and furs) • English (sugar, slaves, and raw commodities) •

Mercantilism in February

Teaching American History, Year I

Colonists and native peoples

• conquest or accommodation – successful conquest involved exploiting local conditions – disease – labor shortage • Christianization – national variations Teaching American History, Year I

Imperial conflict

• Which areas mattered and which didn’t?

– the gold & silver mines and the Sugar Islands – Furs?

– Staple products (wood and food) • A timeline approach – Dutch and English privateering – mid-17th century Anglo-Dutch Wars •

More on this in February

Teaching American History, Year I

Benchmarks and Indicators

• Grade Five, History – Settlement •

primary topic

• Explain why European countries explored and colonized North America •

secondary topic

• Describe the lasting effects of Spanish, French and English colonization in North America Teaching American History, Year I

Benchmarks and Indicators

• Grade Eight, History – The First Global Age •

primary topics

• Reasons for colonization, including religion, desire for land and economic opportunity • • Key differences among the Spanish, French and British colonies

secondary topics

• Interactions between American Indians and European settlers, including the agricultural and cultural exchanges, alliances and conflicts • Conflicts among colonial powers for control of North America.

Teaching American History, Year I