Docsity
Docsity

Prepare for your exams
Prepare for your exams

Study with the several resources on Docsity


Earn points to download
Earn points to download

Earn points by helping other students or get them with a premium plan


Guidelines and tips
Guidelines and tips

European Settlements in North America: Spanish, French, and English Colonization - Prof. B, Study notes of World History

An overview of the early european exploration and colonization of north america, focusing on the spanish, french, and english experiences. Topics include the reasons for exploration, key figures and events, the establishment of colonies, and the impact on native populations.

Typology: Study notes

2010/2011

Uploaded on 03/11/2011

haleydover
haleydover 🇺🇸

1 document

1 / 27

Toggle sidebar

Related documents


Partial preview of the text

Download European Settlements in North America: Spanish, French, and English Colonization - Prof. B and more Study notes World History in PDF only on Docsity! Native North America 01/20/2011  Tribes in Nebraska  Omaha  Sioux  Pawnee  British came into a very active native world  The Pacific Northwest, Plateau, California & Great Basin  Washington, Part of Idaho, etc  Rainy, mild weather, lots of food, lots of salmon  People with more free time—create a culture  Complex, unique religious system, political, social, etc  Potlatch- Party to give away things—shows how wealthy you are (the more you give away, the wealthier you are)  Violent region—a lot of slave trade, natives from Alaska intruding  Alaskan tribes spend most time getting food—not a complex culture  Believed that if you kill an animal their spirit will become a part of you are haunt you  California  Densely populated area  Lots of food, natural resources—hunting and fishing, little gathering  Plateau and Great Basin  Lots of salmon  Great religious and spiritual systems  Everything in life had a religious ceremony  Great Basin—speak same language just with different dialects  Southwest  Pueblo peoples—among Rio Grande  Hopis and Zunis—Arizona  Classified by housing, not by tribal affiliation  Have most immediate contact with Spanish  Zuni—a lot of agriculture  Have complex religious societies  Kiva- where they old dances and ceremonies  Navajos are intruders—come from Pacific Northwest  This causes scatterings of tribes across America  The Great Plains  About half is grass lands—Buffalo and other large game  Largely unpopulated by people  No horses until Spanish come up  Southeast  5 civilized tribes—Creeks, Choctaws, Chackasaws & Natchez  Had newspapers, language, slaves, etc  Indebted Slaves —bought and sold, absorbed into families they work for, work off debt  Slaves - captured by war, go East  Money in west African slave trade  Large, organized African empires in charge  New Slavery  Magnitude-larger  Dehumanization- new extremes to how they’re treated- like livestock  Labor—work on plantations until they die  Race—used as ideological base for slavery  To the Americas 1492-1522  Christopher Columbus—looking for someone to fund trip across Atlantic  Thought globe was smaller, thinks America is Asia  Called it the “enterprise to the Indies”  Portugal found different route—Spain funds Columbus  One month- lands in Bahamas  Goes to Hispanolia- finds Gold!  1503—Map drawn, still thinks Islands are Asia  Drew Demarcation line- east of line is Portugal’s land, west is Spain  Don’t know what is out there  Spanish Conquistadors 1492-1536  Columbus and Spanish set up permanent settlements  Force natives to mine gold  1599- Cortez lands in Yucatan—brings natives and goes to the Aztec world  Moctezuma —leader of Aztec Empire  War quickly broke out—many soldiers killed  Return and kill all Aztecs  Spain continues to Expand North, then south, all across the Western Hemisphere  The Columbian Exchange  Transfer in both directions of goods  Americas to Europe, Africa and Asia  Squash, Pumpkins, Turkeys, Peanuts, Potatoes, Tomatoes, Corn, Peppers, Tobacco, Pineapples, Cacao, Beans, Vanilla, Sweet Potatoes  Europe, Africa, and Asia to Americas o Onions, Olives, Turnips, Coffee Beans, Peaches, Pears, Grains, Livestock, Disease, Sugar Cane, Bananas, Grapes, Citrus Fruits, Honeybees  People mixing  Majority of people coming to Americas were men  A lot of interracial marriages, mixed race children  A lot of French-native marriages  European men having children with their African slaves—malato children  GOLD is fueling all of this  Spanish finding gold in central and south America, later move to Peru and mine silver too  Exporting tons of gold back to Europe  Colonial Footholds—Where are they going in the Americas?  Majority of people coming are in Caribbean and central America  By 1600—in St. Augustine in Florida  Spain’s Northern Frontier  Built on mineral wealth  Hear reports on great minerals in north  Spanish Exploration in the Southeast, 1513-1532  Juan Ponce de Leon—goes to Florida, founds St. Augustine  Panfilo de Narvaez—lands in Florida, men die, 4 men shipwreck on Texas coast, walk from Houston around northern frontier, find a Spanish settlement in Mexico—leader=Cabesa de Vaco  Hernando de Soto—looks for gold on the interior land of the Southeast  Men are spreading a lot of disease  Mississippian people are dying off like crazy  Francisco Vasquez de Coronado —heard of 7 cities of gold (Kansas), each native group they encounter sends them different directions, make it to Kansas, there are NO 7 cities of gold, return to settlement  Decide to colonize the Pueblo people, northern frontier is a buffer to protect them from hostile native people and the English, keeps the wealth in Mexico hidden  Juan de Onate inscription—1605—claimed land just north of the border New Mexico (present day name), Onate ruled with iron fist, claimed the place  Spanish Encomienda System  Francisan missionaries trying to spread Christianity, convince Spain to stay in region to save souls and bring people to civilization, Spain has a foothold in North America (New Mexico)  France In Canada  Jaques Cartier—sails around Quebec, up river into Montreal, LOOKING FOR NORTHWEST PASSAGE, names place Canata (where we get the name Canada), returns later with 400 soldiers, 300 sailors, and some women, last about 300 years, then return to France  Spain saw Canada and convinced there was nothing of worth up there  1562—French Huegonots, kicked out of France and head down to Florida, settle the town of Jacksonville, Florida  Spain is a little interested in Florida—they come later and kill all men in Jacksonville and destroy the settlement  Henry Hudson—sails through Hudson River and claims all surrounding lands for the Dutch (1609)  1614—found New Netherland  Dutch settle on the island of Manhattan—name it New Amsterdam  Into fur trade with Mohawks  Duth-Iriqouis alliance  1630—All primary powers on the scene of North America, all have different goals, different ways of achieving those goals   Emerging Colonial Societies to 1700 01/20/2011  Overview  Chesapeake  New England  Slavery in the Carribbean and Carolina  The Middle Colonies  Spain and France in North America  English Migration 1610-1660  Majority of people heading to the west indies—plantations, sugar  Chesapeake Society  The first place where English colonists prosper and start making money  Economy built on tobacco  1620s there is a tobacco boom  Life is short, health is bad, comforts of family and community aren’t there, society is unequal—Maryland and Virginia  Church and State in Virginia  ROYAL colony  House of Burgesses—local people, landowners  Governor’s Council—lifelong appointments  Local Courts  Ran by the crown  Church of England, fines and taxes—required to pay taxes to Anglican Church  Attendance at Church was also required—or fined or forced labor for the state  No separation of Church and State  Church and State in Maryland  PROPRIETARY colony  No royal tax  Appoint local leaders  Create nobility  CANNOT wage war or trade  Elected assembly  Set up as a catholic colony  St. Mary’s city is first city established in Maryland  Becomes refuge of English Catholics  Lord Baltimore rules absentee from England—causes lots of problems  In the end, very few Catholics go to Maryland—mostly Protestants  Balitmore passes the Act for Religious Tolertations  1654-Protestants take over, repeal toleration act, repeal catholics from voting  1655- Religious army to take over Protestant leaders  1658- Baltimore comes and resumes direct control, phase protestant resistance to any catholic public events  Death, Gender and Kinship in the Chesapeake  Indentured Servants  More men than women—desperate for wives  Disease  Public Confession  Bible Literary  Harvard (1636, originally to train ministers, Puritans train clergy here, first 30 years over half of graduates become ministers)  Church v. State  Dissident puritans  Roger Williams—separatist minster, argued for complete separation of church and state, worried that the state will have too much influence on the church, doesn’t want church corrupted by politics, buys land that will become Rhode Island (1647 est.)—only colony that was founded because of religious toleration  Ann Hutchinson—lived in Boston, upset with clergy for judging people by their good works, believed in pre-destination, people upset that she is going against gender laws, banished and goes to Rhode Island, later converts to Quakerism  Towns, Families and Farm life  Land divisions—meeting house in the middle, plots of land stretching out from there, geared towards getting land into the hands of the individual settlers and farmers, this is influential to the rest of US history  women stay at home (work as midwives), exchange goods with one another, create a community of women (enforces morals), a lot of women get divorces—women cannot own land  Life is generally better in New England—more balanced diets, longer life spans, larger families  Economic and Religious Tensions  Expansion and Natives  Farmers are demanding more land  Have new hobbies and new trades  There is a civil war in England—Oliver Cromwell takes over, Puritans think it will get better, by 1660 “city on a hill” idea is gone, New England ways are gone  Native Americans selling land as an act of desperation, people are gone  Pequot War, 1637  King Phillip’s War 1675—Wampano chief, English told him he had to sell his lands, refused to do so  Salem Witchcraft, 1691-1693  2/3 of those accusing were girls between the ages of 11 and 20, a lot of the accusers were orphans of parents who were killed in the Phillip’s war  Accusing gives you power, those women were going to inherit estates  Last gasp of puritan new England  Colonists go from being Puritans to being Yankees—driven by material gain, commercial pursuit  Slavery in the Caribbean and Carolina  Sugar and Slaves  1640s—being copulating sugar in large quanities, make a lot of money, can be very profitable  Sugar takes 3 times as many more workers than tobacco  Prefer slaves to servants: Can work them harder, had to keep them until they die  White population throughout stays constant  England has been fighting with the Netherlands, create trade acts for the sugar trade  Sugar trade makes England the richest country  Rice and Slaves  Carolinas: Practice English common law, wealthy land owners run the show, people get land based off of slave owernship, grow rice as a staple crop, changes South Carolina’s industry, heavy crop, lots of labor, prefer African Slaves—more immune, work better in swampy areas  The Middle Colonies  New Netherlands—1614-1644  Pretty diverse colony, no churches built, 17 taverns, traded with Natives, fought in war with Natives against the French and another tribe, Dutch and English cooperate in war against natives, population reduced  New Sweden—1638-1655  Trading post on the lower Delaware river, New Netherlands took it over, built the first log cabin on the continent, promotes a cultural and ethnic diversity  These didn’t quite make it  New York and New Jersey, 1664  New Jersey—mostly Delaware Indians, groups of quakers (east and west Jersey), 1702—two Jerseys combine and unify  Pennsylvania Quakers  Penn’s Woods  Pennsylvania 1681  Quakers are way outside society  Think you can have direct personal communication with God  Believe in equality of all beings, no war, full equality of women  Rivals in North America: France  France controls more land, but not a lot of French people out there  Unable to attract colonists  Team up with Native traders  Independent travelers moving into interior and marrying into tribes  Rivals in North America: Spain  Russia  Corporate Control  The Russian American Company ad the Royal Monopoly 1799-1867  Want to convert natives to Christianity  Claim Russian America down to California  1867—US purchases Alaska  French Natives with Iroquois  Iroquois population is going down  More Iriquois die than the English, French and Dutch in this whole war  Treaty is signed, create Neutrality and Trade rights between natives and the colonists  Queen Anne’s War/War of Spanish Succession  At the end, English North Americans feel weak now  Seize Hudson’s Bay, Acadia, see Expulsion of French Canadians (move to Louisiana)  By the time we get to the Revolution—colonists think the Crown should protect their rights  Leads the colonies to acknowledge their dependence on the United Kingdom  Colonial Economies and Societies, 1660-1750  Mercantilism  Turn to economic competition  First: How much gold and silver do you have?  Second: Balance of Trade—More exports than imports  Third: need a system of the colonies producing raw materials, send to mother country who turns them into manufactured goods and sells them to the colonies  Navigation Act  1651-all trade has to be with English Ships  1660-colonies have to ship certain commodities to ENGLAND, not to buyers  1663-imports VIA England, not directly from suppliers  1733-Molasses ACT, takes imported molasses, sugar  4 Effects:  Limit trade to British ships  “Enumerated Exports”  Encourage Economic Diversification  Protected Market for Britain—England is dependent on the colonies buying their goods *this encourage American made ships and sailors  Population Growth and Diversity  IN 1700: 80% of people are English and Welsh  By 1755: only 52% are English and Welsh  More diverse  French have less people because no one wants to move to Canada  People migrating to New England, having lots of kids  African Origins of North American Slaves, 1690-1807  Treated like cargo  Purchase slaves from different parts of Africa—cant talk to each other and rebel  Rural Whites  Farm, go to the frontier and take open land or cheap land  Become a mountain man  Become a sailor  Rely on women and daughters to make things to sell  Women had little power, when married they lose property rights  Woodland environment is gone to make room for farms  The Urban Paradox  Populations of cities rising—lots of poor people  Lots of disease  Bad sanitation  Wealth is concentrated  Slave life  Average life span is going up  Having slaves is cheaper than indebtured servants  Working much longer hours  American born slaves are sometimes put higher on some sort of pecking order within the slave system  Lighter skinned slaves are often placed in roles of leadership, etc  There are 2 different types of slave labor systems: Task System— everyday each slave is given a certain amount of work to do, once you finish youre done for the day (Carolinas, the deep south) Gains labor system—work from sun up to sun down, work is never done, no time to pursue anything on their own (Chesapeake, Virginia)  Stono Rebellion 1739  Tension between slave population  Sometimes more slaves in the population than whites  Want to keep slave populations under control  Rules: curfew, cant gather in public, certain fabrics they cant wear, etc  20 slaves escape, march under a flag, “liberty,” joined by 80 others and head south to Florida to a Maroone (tribes of escaped slaves in Florida/everglades), burn plantations, kill whites, Militia comes and they’re all killed, every mile post the way they took they cut the hands off and posted them on the signs as a warning  Rise of Colonial Elites  John Potter and Family  Have slave in their family portrait to show their wealth  Most colonial elite inherited their status and elite  There are a lot of things to buy now!  People are living a more luxourious lifestyle and showing their wealth  New phenomenon in the Americas  Yamasee had helped the English against the Tuscarora’s, team up with a lot of other tribes to attack the English, Carolina militias team up with a tribe, get the Yamasees to flee south to Florida and to join with Creek Indians  Covenant Chain  Walking Purchase  English want more land, the Delaware are forced to sell acres of their land, Penn Brothers forge a deed that said that some Delaware had agreed to sell their land as far west as they can walk in one day, hire two guys to practice walking for a series of months, cover about 55 miles in 18 hours, immediately settlers expand into land  Colonial Politics  Rise of Colonial Assemblies  Voting/Suffrage restrictions  No campaigning  Governor has to play nice, people control the funds  Lower assemblies controlled by wealthy elite  80% of men cant vote, no women can vote  Have to own a lot of land to vote  Need money (independent wealth) to go and be in the colonial assemblies  Thought serving in public office was a public service—doing a duty  No career politicians like today  The Englightenment  Intellectualism  Benjamin Franklin  John Locke  “Essay Concerning Human Understanding” 1690  Deism  People are highly educated—a lot of men and women are literate and can read  Have a group of men, gentrys, blacksmiths, etc—falling into this englightment idea from Europe  Yearning to be taken seriously and be on par with Europe  Rise of rationalism and decline of irrationality  Benjamin devotes life to science (making life better), public service— Inspired by John Locke  Essay: arguing about reason over irrationality, thoughts that follow leave many people to believe that to accept rational religion, reasonable religion, they are not inborn but are inquired by experimentation, reflection on your own experience, see there is order in nature and that means there must be a God  Call themselves Christians, go to church  These are concepts and ideas circulating around colonial America  The Great Awakening  Same time as enlightenment, there is a counteract  For most Americans—they don’t have predictable, comfortable lives  Turn to church when life gets hard  People finding themselves less able to related to the clergy—not helping  Great Awakening cuts across class, gender, race  Represents society—the longings of ordinary people—interested in sin and salvation  People giving powerful sermons, out in the open air, a very passionate religious experience, preaching hellfire, damnation, etc  People flocking to this new religious experience  Start to see divide between two groups  Start colleges  Very very different from the puritans religious ideas  See beginning of black churches  Blurring within families—going to different churches  01/20/2011