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What is meant by the Americas? / The New World

What is meant by the Americas? / The New World. Please turn in your Pocahontas essay & o utline w/ attached rubric. Warm-Up. What does the cartoon tell us about the discovery of the Americas? Who really discovered Americas?. Warm-Up. What is America? Who defined what America is?.

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What is meant by the Americas? / The New World

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  1. What is meant by the Americas? / The New World Please turn in your Pocahontas essay & outline w/ attached rubric

  2. Warm-Up • What does the cartoon tell us about the discovery of the Americas? • Who really discovered Americas?

  3. Warm-Up • What is America? • Who defined what America is?

  4. A Homogeneous America • At face value, the Americas seem homogenous… • All countries share the same alphabet • All countries are ex-colonies • All countries achieved independence at roughly the same time • All countries have Christianity as the prevailing religion

  5. A Heterogeneous America • The reality, however, is more complicated… • With a partner, create a list of 10 things that separate/differ between the countries of the Americas

  6. All of the countries of the Americas are created equal… • True…? • False...? • Why or why not?

  7. Case Study: Dominant Neighbors • Canada and New Zealand suffer from similar fates: both are former British colonies that are often compared or eclipsed by their larger neighbors, the United States and Australia • Why then, are generalizations made about these two countries? • Why are they seen as devoid of their own identities by outsiders? • Are there other countries that are treated in a similar manner?

  8. Should the United States dominate a regional study course? • To some the answer is unequivocally yes… • Let’s Take a Look…

  9. IB COMMAND TERMS • To what extent = asks you to consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

  10. QUICKWRITE:USA! USA! USA! vs.USA!, CANADA!, PERU!, etc. • Please fully respond to the following prompt… • To what extent should the United States dominate a regional study course such as IB History of the Americas? • Please underline your thesis statement

  11. For Homework: Complete the Map of the Americas Be sure to include all countries, oceans, seas, and the Mississippi and Amazon Rivers

  12. Warm-Up: Quickwrite • Based on what you have read, seen, and heard, why do you believe that European society was more likely to explore the Americas than the other way around?

  13. Indian settlement of America

  14. Locations of Major Indian Groupsand Culture Areas

  15. Simple map of subsistence methods in the pre-Columbus Americas • hunter gatherers • simple farming societies • complex farming societies (tribal chiefdoms or civilization)

  16. Columbus’ “New World” Columbus’s first voyage, 1492

  17. America Before Columbus Columbus reaches the Americas… Take notes on… • The “dramatized” first interaction between the two “sides” (realistic or unrealistic?) • The notion of “give and take” between the two “sides” (who gets the better end of the deal)

  18. Columbian Exchange

  19. “Columbian Exchange Contest” • With a partner, identify the “winners” and “losers” in the “Columbian Exchange Contest” • Determine which area (Africa, Europe, or the New World) benefited most from the Columbian Exchange • Determine the one element (other than disease) that had the most profound impact on Africa, Europe, and the New World • Compare the experiences of these different areas of the world in a whole-class discussion

  20. The Invasion of America

  21. Comparing Perspectives: Juan Gines de Sepulveda & Bartolome de Las Casas &

  22. SOAPSTone: Reading Strategy Guide • SPEAKER—Who is the voice who tells the story? • OCCASION—What is the time and the place of the piece – the context that the writing to happen? • AUDIENCE—Who is the audience – the groups of readers for which this piece was intended for? • PURPOSE—Why was this text written? • SUBJECT—What is the general topic, content, and ideas contained in the text? • Tone—What is the attitude of the author?

  23. HOMEWORK! READ CHAPTER 6 FROM AMERICAN PAGEANT ; Compare and Contrast it with People’s History

  24. Comparing Perspectives • Read Juan Gines Sepulveda… (1547) [pgs. 3-4]; CompleteSOAPSTone questions and answer… • ReadBartolome de Las Casas… (1552) [pgs. 4-6]; CompleteSOAPSTone questions and answer…

  25. Comparing Perspectives • What differences does Sepulveda emphasize between Europeans (especially Spaniards) and the Indians? • On what grounds does Sepulveda assert the superiority of European culture? • How are de Las Casas views of the Indians different from those of Sepulveda? • What ideas did the two debaters share?

  26. Warm-Up:America Before Columbus • While watching, answer the guiding questions and consider… • To what extent was the discovery/exploration of the “New World” considered a success story?

  27. Map Study: Colonial vs. Modern America • Consider the two maps and answer the related questions… • The given map shows European colonies in the Americas around 1763 • Your self-created map of the Americas should reflect the present day borders / countries

  28. P.E.R.S.I.A. Notes on “The New World”

  29. Political control(lers) in the New World • Administration and government of the British and Iberian colonies ≈ expression of those of the motherlands

  30. Political control(lers) in the New World: Spaniards • Reflected the centralized, absolutist regimes of their home countries • From 1516 to 1700, Spain and the Spanish Empire were ruled by the Habsburg monarchy

  31. Political control(lers) in the New World: Spaniards • Had an extensive body of laws deals with the administration of the new world = complex bureaucratic and legal system

  32. Political control(lers) in the New World: Spaniards • “Decision makers” were Spanish-born and referred to as peninsulares • Creoles were virtually excluded from administrative tasks until… • Cabildo(town councils) administrative posts began to be sold to the highest bidder in the late 17th century

  33. Political control(lers) in the New World: Portuguese • Much like the Spanish Empire, high developed, costly bureaucracies emerged • Thwarts local economic initiative • Thwarts political experimentation

  34. Political control(lers) in the New World: Portuguese • Unlike the Spanish colonies, Portuguese rule was relatively relaxed in Brazil • No colonial administration until the 18th century

  35. Political control(lers) in the New World: English • Represents an extension of the English Parliament • Based on common law • Governance was an administrative and judicial system

  36. Political control(lers) in the New World: English • English colonies had the power of self-government • Representative assemblies voted in by popular support

  37. Economic systems of the New World • Colonial economy directly tied to mercantilism

  38. Economic systems of the New World:English • British begin passing regulatory laws to benefit their own economy • Colonies not allowed to compete with Britain in manufacturing • Navigation Acts—protectionist laws

  39. Economic systems of the New World:English • Many colonists defied the restrictions of the Navigation Acts and British government was often lax in enforcement • Leads to salutary neglect

  40. Economic systems of the New World:Spaniards • Unlike the English, Spanish mercantilism was tightly enforced… • Monopoly ports on either side of the Atlantic oversaw the collection of taxes • Transatlantic trade mostly confined to convoys • Low supplies of manufactured goods leads to price inflation

  41. Economic systems of the New World:Spaniards • Profitability problem… • raw materials a small % of cargo (gold/silver much higher %) • Spain sent the raw materials to foreign countries for production of finished goods

  42. Economic systems of the New World:Spaniards • Intra-continental trade develops • Emergence of new classes of elites but also downtrodden

  43. Social Systems of the New World:Push / Pull Factors

  44. Social Systems of the New World:English • Usually came in family groups or even as whole communities • Social structure largely based on (economic) class

  45. Social Systems of the New World:Spanish • Spanish emigrants did not come as family units • Mostly single men came over as soldiers, officials, or laborers • Much denser indigenous population (and lack of family units) leads to more intermarriage and interracial relationships

  46. Social Systems of the New World:Spanish • Racial classifications from the basis of maintaining class and power distinctions • Society has a highlycomplex racial make-up

  47. Social Systems of the New World:Spanish CASTAS

  48. Role of Religion in the New World • Americas were colonized by Europeans who wanted to extend the influence of Christianity • Spanish America dominated by the Roman Catholic Church • British colonies were mostly Protestant

  49. Role of Religion in the New World:Spaniards • Catholic Church played a significant and vital role in the colonies • Education • Culture • Evangelization of native population • Corporate owner of land, real estate, and capital

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