History 9/12
Housekeeping and Course Logistics
End of a long week; quick housekeeping reminders before moving on.
Primary source work:
You completed Primary Source One and answered the questions in the quiz.
If you haven’t done the quiz, please do it.
Primary source proposals:
There is a sample proposal in the GimiFrank history unit; you don’t have to go that far.
What is required: your name, your topic, at least one source (one book or article; more is fine), and ideally an outline at the bottom (not mandatory but suggested).
You may change your topic as you go (widen, narrow, or adjust), but share what you’re working on now.
Timeline and planning:
We are at the end of Week 3; Week 4 to Week 11 is the window to set your own timetable.
Example approach: if a book has six chapters, you might do Chapter 1 in Week 4, Chapter 6 in Week 5, Chapter 3 in Week 7, etc. Midterms insert a break.
The goal is to learn to plan and manage large projects, not to rush at the last minute.
Time-management rationale:
It’s common to underestimate time for big assignments; the instructor’s due date is earlier to help students start early.
Personal anecdote: for a 10-page paper, about two hours per page (research + writing/clean-up) is typical, totaling around ~20 hours, often spread over 3–4 days with 3–6 hours per day, rather than cramming last minute.
If you underestimate, you panic, cut corners, and risk a lower grade.
Proposal duration:
The proposal should take no longer than 15 minutes (if more than 20 minutes, something is off).
You need topic, source, and a rough plan for achieving the project.
Other online tasks:
Primary sources quiz and discussion: don’t respond to peers in the online discussion; this is a face-to-face task.
The proposal is a quick exercise; manage your time accordingly.
Reading and preparation tips:
If you want, you can start reading Chapter 3, but that’s optional for now.
Research notes and Chicago style:
On a piece of paper, put the source at the top; use Chicago style if possible. If unsure, experiment and the instructor will give feedback.
Chicago style basics (for a source): author (last name, first name), title, location/publisher/year; an alternative is location, publisher, year.
On the left margin, include page numbers so you can locate quotes quickly.
Books typically yield 60–200 notes; articles 20–40 notes; the point is to have rich notes to consult later.
Not having page numbers is a problem later; including page numbers saves time.
Teachable moments assignment:
On November 9, you’ll write a summary (teachable moments) based on your notes; you may submit typed or handwritten notes, with the most important pieces typed into the teachable moments assignment.
If handwritten, you should type up the essential parts for submission.
Last topic recap mentioned:
Germ warfare and the Laws of 1542 and slavery were discussed previously; the current recap builds on that context.
Recap of historical context we’re about to cover:
The encounter between Spaniards and Native Americans; leadership targeted by Spaniards; leadership decapitation and incorporation of the rest of society into the labor system; intermarriage (mestizo) and Catholic Church influence.
Smallpox and other diseases reduced Native American labor force; the need for workers led to new policies.
Key figures referenced in this section:
Bartolomé de las Casas (Das Casas): a missionary who documented abuses by Spanish soldiers and pressed the king for reform.
The 1542 Laws (Laws of 1542): aimed to protect Native Americans from killing and torture and to address the mistreatment by colonizers.
The shift to enslaved African labor as a response to labor shortages after restrictions on Native Americans.
Key Concepts and Terms from the Lecture
When a speaker uses two related terms, note that:
Revolutions vs rebellions: Revolution = change of political order, often deemed successful; rebellion = attempted change that fails to install a new head of state.
Latin roots: revolutio means “to turn.” Hence, revolution = turn in political authority; rebellion = insurrection without lasting power.
Examples mentioned: a rebellion may fail (e.g., Stone/Stono Rebellion, Jonah Rebellion) while a revolution is successful (historical, discussed in class).
Ethnic and demographic patterns in the Atlantic world:
The transatlantic slave trade: Europeans imported enslaved Africans to the Americas; enslaved labor became foundational to colonial economies.
Distribution of African slaves across the Americas:
A fraction ended up in the Spanish colonies: of Africans in Spanish colonies.
A larger share ended up in the Caribbean and Brazilian regions (e.g., Brazil’s massive Afro-descendant population).
A smaller fraction ended up in North America: , or about 5%, in North America.
Haiti as a notable case: the revolution that led to independence in the Caribbean; often discussed as a key example of revolutionary change in the Atlantic world.
A comparative ratio used in the lecture: one Frenchman to nine African slaves in Haiti, illustrating the demographic imbalance during slave revolts.
Early Modern Atlantic World: Key Geographic and Political Players
Spain and Native America:
Spanish strategy often involved targeting leadership to weaken Native American societies and facilitate labor extraction.
Intermarriage with Native populations and Mestizo identity emerged as a factor in social integration, under Catholic influence.
Das Casas argued that mistreatment undermined Christianization efforts; his reports to the king helped motivate the 1542 Laws.
The 1542 Laws aimed to protect basic rights of Native Americans (i.e., no murder or torture), trying to reform colonial practices.
Because Native American labor could no longer be exploited to death, Spain turned to enslaved Africans to meet labor demands.
Other European powers (Portugal, England, Netherlands) also engaged in slave trade, often outsourcing the brutal work to colonial agents.
Relative distribution by region: the Caribbean and Brazil saw the largest enslaved African populations; North America the smallest share.
The Caribbean and Latin America demographics:
The Caribbean’s African-descended populations became deeply rooted culturally and demographically; this influenced property, property law, and social relations in post-colonial periods.
In Cuba, the legacy of African heritage remains a significant component of national identity and social memory.
England: Dynastic Succession, Religion, and Constitutional Limits
Henry VIII and the Church of England:
Henry VIII breaks with the Catholic Church primarily to obtain a royal divorce; this leads to the creation of the Church of England (Protestant Anglicanism) and a split from Rome.
Mary I (Mary the Catholic) reclaims Catholic alignment and earns the nickname "Bloody Mary" for persecuting Protestants while attempting to reverse the church settlement.
Elizabeth I continues Protestant settlement and avoids marriage to solidify political autonomy; her death leaves no heir, triggering succession questions.
The James lineage and union of the crowns:
James VI of Scotland becomes James I of England, uniting crowns; the union plus religious alignment leads to a shared reformation-era project.
The King James Bible (Authorized Version) is produced under James I as part of efforts to standardize English worship and reading.
Puritans and Calvinists:
Puritans seek stricter reform than the Church of England; they push for further purification, often clashing with the monarchy.
The Stuart era and the constitutional framework:
The Magna Carta-era concept (referred to by the lecturer as the “Big Chart”) underpins a power-sharing arrangement between the Crown and Parliament: the king could be commander-in-chief and make laws only with Parliament’s consent on taxation.
In 1625–1649, Charles I attempts to consolidate power, sidestepping Parliament, which provokes a constitutional crisis and civil conflict.
The English Civil War and the Interregnum:
Oliver Cromwell emerges as the leader, calling himself Lord Protector; Parliament gains the upper hand during the civil war.
The monarchy is temporarily replaced, and Parliament governs through the Protectorate while a Catholic/Protestant religious balance is contested.
The Restoration and the Glorious Revolution:
Richard (Cromwell’s era) ends; Parliament seeks stability and asks Charles II to return; Charles II reoccupies the throne for ~25 years with a cautious approach.
James II, Charles II’s brother, attempts to reassert Catholic influence and centralize power, alarming Protestants.
The “Dutch connection”: Parliament invites James II’s daughter Mary and her husband William of Orange (Protestants) from the Netherlands to counter James II’s Catholic policies.
The Glorious Revolution (1688–1689): William and Mary invade, James II flees to France, and Parliament facilitates a peaceful turnover—no bloodshed.
Outcome: William and Mary become joint rulers; the revolution demonstrates a peaceful transfer of power and reinforces constitutional limits on the monarchy.
The aftermath and the emergence of constitutional monarchy:
The Glorious Revolution establishes that the king rules with the consent of Parliament and under the law, a foundational moment for later American Revolution thinking about consent of the governed and representative government.
The succession after William and Mary:
Mary and William have a daughter, Anne, who redefines the line of succession; with no direct heir, the throne passes to the House of Hanover (via George I) later on.
The 13 English Colonies and Early North American Settlement
The colonies and their timeline:
13 colonies established in various phases; the first 12 were created between James I (early 1600s) and William and Mary (late 1600s).
Jamestown (Virginia) founded in 1607; named after King James I.
The last colony chartered under the early period was Georgia in 1732 (chartered by King George II).
Early settlement patterns and borderlands:
French Huguenots (French Calvinists) fled religious persecution and settled in areas such as South Carolina and Florida; the Spanish contested these settlements near Saint Augustine, Florida.
Saint Augustine (FL) is cited as the oldest European permanent settlement in what would become the United States, predating English Jamestown by several decades.
The Spanish established fortifications in Saint Augustine to secure territory and deter encroachment by other powers.
French exploration and colonization:
The French explored the St. Lawrence River and eventually claimed regions around the Great Lakes and the Mississippi River valley.
Quebec’s early colonial status is debated (sources cite 1612 or 1623 as key dates for French claim), with fur trade as the economic backbone due to Canada’s cold climate and limited crop viability.
The fur trade depended on Native American labor, particularly the Huron and later other Iroquoian groups, with beads, firearms, and liquor facilitating exchange.
Competition and conflict arose among European powers and Native groups, driving what could be described as a triangle of exchange and friction (French, Dutch, English, and Native nations such as the Iroquois and Huron).
Native American and European interaction dynamics:
The French built alliances with Native peoples to participate in the fur trade, which in turn affected regional power dynamics and migration routes.
The “couriers de bois” (forest runners) operated as intermediaries moving between French settlements and Native villages to trade and bring back goods.
Louisiana and the Mississippi basin:
French claim extended to the Mississippi River valley; the territory was named Louisiana in honor of Louis XIV.
Louisiana extended on both sides of the Mississippi River; the Louisiana Purchase later expanded U.S. territory further west.
The Atlantic world as a single political and economic system:
The lecture emphasizes how English colonization, Spanish colonization, Dutch and French competition, and Indigenous agency interacted to shape early American history.
Summary Takeaways: Linking to the American Revolution and Modern Context
The Glorious Revolution provides a model for peaceful political transition and the idea that monarchy operates within constitutional limits; this concept helps frame later debates about representation and governance in the American colonies.
The 13 colonies, though initially disunited, become a unified entity through shared experiences of governance, taxation, colonial administration, and British imperial policy—setting the stage for a combined response in the American Revolution.
Economic systems based on slave labor, indigenous labor, and European mercantile policies created deep-seated social and economic tensions, the repercussions of which echo in the American struggle for independence and the shaping of subsequent U.S. policies.
The intersection of religion, law, and empire (e.g., Church of England, Puritans, Catholic monarchs, and the role of Parliament in taxation and lawmaking) continues to influence political philosophy and constitutional debates in the Atlantic world.
Quick Reference Dates and Figures (for exam sanity)
Jamestown founded:
Georgia chartered:
Glorious Revolution:
The King James Bible published under James I
1542 Laws (New Laws) for Native Americans in the Spanish Empire
First European permanent settlement in what is now the United States: Saint Augustine (Spanish), pre-dating Jamestown
Louisiana named after Louis XIV; claims extend along both sides of the Mississippi
Louisiana Purchase: acquired by the United States in 1803 (contextual reference to French Louisiana)
Practical Notes for Study Sessions
Remember to bring your topic and at least one source for the proposal; outline is helpful but not mandatory.
Use Chicago style for notes and keep page numbers for quick lookup.
Build a scaffolded study plan with weekly milestones (Week 4–Week 11) to avoid last-minute stress.
Distinguish between revolutions (successful turnover) and rebellions (often unsuccessful) when studying political change.
Keep in mind the broader patterns: imperial competition, transatlantic slave trade, Native alliances, and the religious-political shifts that shape policy and governance across the Atlantic world.