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Christopher Columbus

Christopher Columbus

Journal of Christopher Columbus, 1492 Journal of Christopher Columbus, 1492 First encounters between Europeans and Native Americans were dramatic events. In this account we see the assumptions and intentions of Christopher Columbus, as he immediately began assessing the potential of these people to serve European economic interests. He also predicted easy success for missionaries seeking to convert these people to Christianity. Thursday, October 11 …Presently many inhabitants of the island assembled. What follows is in the actual words of the Admiral in his book of the first navigation and discovery of the Indies. “I,” he says, ” that we might form great friendship, for I knew that they were a people who could be more easily freed and converted to our holy faith by love than by force, gave to some of them red caps, and glass beads to put round their necks, and many other things of little value, which gave them great pleasure, and made them so much our friends that it was a marvel to see. They afterwards came to the ship’s boats where we were, swimming and bringing us parrots, cotton threads in skeins, darts, and many other things; and we exchanged them for other things that we gave them, such as glass beads and small bells. In fine, they took all, and gave what they had with good will. It appeared to me to be a race of people very poor in everything. They go as naked as when their mothers bore them, and so do the women, although I did not see more than one young girl. All I saw were youths, none more than thirty years of age. They are very well made, with very handsome bodies, and very good countenances. Their hair is short and coarse, almost like the hairs of a horse’s tail. They wear the hairs brought down to the eyebrows, except a few locks behind, which they wear long and never cut. They paint themselves black, and they are the color of the Canarians, neither black nor white. Some paint themselves white, others red, and others of what color they find. Some paint their faces, others the whole body, some only round the eyes, others only on the nose. They neither carry nor know anything of arms, for I showed them swords, and they took them by the blade and cut themselves through ignorance. They have no iron, their darts being wands without iron, some of them having a fish’s tooth at the end, and others being pointed in various ways. They are all of fair stature and size, with good laces, and well made. I saw some with marks of wounds on their bodies, and I made signs to ask what it was, and they gave me to understand that people from other adjacent islands came with the intention of seizing them, and that they defended themselves. I believed, and still believe, that they come here from the mainland to take them prisoners. They should be good servants and intelligent, for I observed that they quickly took in what was said to them, and I believe that they would easily be made Christians, as it appeared to me that they had no religion, our Lord being pleased, will take hence, at the time of my departure, six natives for your Highnesses that they may learn to speak. I saw no beast of any kind except parrots, on this island.” The above is in the words of the admiral…. ..As soon as dawn broke many of these people came to the beach, al! youths, as I have said, and all of good stature, a very handsome people. Their hair is not curly, but loose and coarse, like horse hair. In all the forehead is broad, more so than in any other people I have hitherto seen. Their eyes are very beautiful and not small, and themselves far from black, but the color of the Canarians. Nor should anything; else be expected, as this island is in a line east and west from the island of Hierro in the Canaries. Their legs are very straight, all in one line,’ and no belly, but very well formed. They came to the ship in small canoes, made out of the trunk of a tree like a long boat, and all of one piece, and wonderfully worked, considering the country. They are large, some of them holding 40 to 45 men, others smaller, and some only large enough to hold one man. They are propelled with a paddle like a baker’s shovel, and go at a marvelous rate. If the canoe capsizes they all promptly begin to swim, and to bale it out with calabashes that they take with them. They brought skeins of cotton thread, parrots, darts, and other small things, which it would be tedious to recount, and they give all in exchange for anything that may be given to them. I was attentive, and took trouble to ascertain if there was gold. I saw that some of them had a small piece fastened in a hole they have in the nose, and by signs I was able to make out that to the south, or going from the island to the south, there was a king who had great cups full, and who possessed a great quantity. I tried to get them to go there, but afterwards I saw that they had no inclination. I resolved to wait until to-morrow in the afternoon and then to depart, shaping a course to the S.W. Sunday, October 14 …These people are very simple as regards the u.se of arms, as your Highnesses will .sec from the seven that I caused to be taken, to bring home and learn our language and return; unless your Highnesses should order them all to be brought to Castile, or to be kept as captives on the same island; for with fifty men they can all be subjugated and made to do what is required of them… Sunday, November 4 …At sunrise the Admiral again went away- in the boat, and landed to hunt the birds he had seen the day before. After a time, Martin Alonso Pinzon came to him with two pieces of cinnamon, and said that a Portuguese, who was one of his crew, had seen an Indian carrying two very large bundles of it; but he had not bartered for it, because of the penalty imposed by the Admiral on anyone who bartered. He further said that this Indian carried some brown things like nutmegs. The master of the Pinta said that he had found the cinnamon trees. The Admiral went to the place, and found that they were not cinnamon trees. The Admiral showed the Indians some specimens of cinnamon and pepper he had brought from Castillo, and they knew it, and said, by signs, that there was plenty in the vicinity, pointing to the S.E. He also showed them gold and pearls, on which certain old men said that there an infinite quantity in a place called Holito} and that the people wore it on their necks, ears, arms, and legs, as well as pearls. He further understood them to say that there were great ships and much merchandise, all to the S.K. He also understood that, far away, there were men with one eye, and others with dogs’ noses who were cannibals, and that when they captured an enemy they beheaded him and drank his blood… The Journal of Christopher Columbus (During His First Voyage), and Documents Relating to the Voyages of John Cabot and Gaspar Corte Real, Clements R. Markham, ed. and trans. (London: 1893), 37-68

Terms of 1500s (Spanish and Christopher Columbus)

Christopher Columbus (life summary + brief causes and consequences of Age of Exploration)

Christopher Columbus Chapter 12

English: Christopher Columbus

U7_Chapter 19 - Christopher Columbus: A Controversial Hero

1453: Fall of Constantinople - The Ottoman Empire captures Constantinople, marking the end of the Byzantine Empire and boosting Ottoman control over Eastern Mediterranean trade. Mid-1400s: European Age of Exploration Begins - Motivated by the search for direct trade routes to Asia, European nations like Portugal and Spain begin to explore the Atlantic. 1450s: Invention of the Printing Press - Johannes Gutenberg’s printing press in Europe revolutionizes the spread of ideas and literacy. Late 15th Century 1492: Columbus's First Voyage - Christopher Columbus reaches the Americas, initiating sustained European contact with the Americas and the Columbian Exchange. 1494: Treaty of Tordesillas - Divides newly discovered lands outside Europe between Spain and Portugal along a meridian. 16th Century (1500s) 1500s: Columbian Exchange - Widespread exchange of plants, animals, and diseases between the Old and New Worlds, profoundly impacting global populations. 1517: Martin Luther's 95 Theses - Marks the beginning of the Protestant Reformation, challenging the Catholic Church's practices and leading to religious conflicts in Europe. 1521: Fall of Tenochtitlán - Hernán Cortés and Spanish forces conquer the Aztec Empire, beginning Spanish dominance in Mesoamerica. 1532–1533: Conquest of the Inca Empire - Francisco Pizarro conquers the Inca Empire, extending Spanish control in South America. Mid-1500s: Rise of the Atlantic Slave Trade - European nations begin to establish colonies in the Americas, leading to the establishment of the transatlantic slave trade. 1555: Peace of Augsburg - Recognizes the division of Christianity in the Holy Roman Empire, allowing rulers to choose between Catholicism and Lutheranism. 1588: Spanish Armada Defeated - The defeat of Spain’s naval fleet by England marks a shift in naval power and contributes to England’s rise as a major colonial power. 17th Century (1600s) 1600: Establishment of the British East India Company - Sets the stage for British influence and control in India over the coming centuries. 1603: Tokugawa Shogunate Established - Unifies Japan and brings a period of peace and isolation (sakoku), lasting until the mid-19th century. 1618–1648: Thirty Years' War - A major religious and political conflict in Europe, leading to the Peace of Westphalia, which introduces the concept of sovereign states. 1644: Manchu Conquest of China - Marks the beginning of the Qing Dynasty in China, which will become the last imperial dynasty. Mid-1600s: Scientific Revolution - Figures like Galileo, Newton, and Kepler lay the foundations of modern science, challenging traditional beliefs about the universe. 1689: Glorious Revolution - Establishes constitutional monarchy in England and strengthens parliamentary power over the monarchy. 1689–1725: Reign of Peter the Great - Peter I of Russia modernizes Russia and establishes it as a major European power. 18th Century (Early 1700s) 1700s: Rise of Mercantilism - European powers compete for global trade dominance and colonial wealth, following policies that emphasize national self-sufficiency. 1707: Formation of Great Britain - England and Scotland unite, creating the Kingdom of Great Britain. 1720s: Height of the Atlantic Slave Trade - The transatlantic slave trade reaches its peak, with millions of Africans forcibly transported to the Americas. 1750: Beginning of the Industrial Revolution - Although traditionally set later, the roots of the Industrial Revolution start to take shape in Britain, with innovations in textiles and manufacturing.

Christopher Columbus

The Silk Road: A network of ancient trade routes connecting Europe, China and the Mediterranean Sea, facilitating cultural and economic exchange. Mercantilism: An economic system where the government controls trade and accumulates wealth through a favorable balance of trade, often through colonies. Capitalism: An economic system where private individuals or corporations own the means of production and operate for profit in competitive markets. Columbian Exchange (Grand Exchange): The widespread exchange of plants, animals, goods, diseases, and ideas between the Old World (Europe, Africa, Asia) and the New World (Americas) after Christopher Columbus's voyages. European motivations for imperialism & neo-imperialism: Desire for resources, new markets, political power, cultural superiority, and strategic dominance. European motivations for exploration: Seeking new trade routes to Asia, spreading Christianity, gaining glory, and acquiring wealth through discovery. European motivations for colonialism: Establishing settlements abroad to exploit resources, assert dominance, and spread European culture and governance. Eurocentrism: Viewing the world from a European or Western perspective, often interpreting other cultures and histories in relation to Europe. Ethnocentrism: Evaluating other cultures according to the standards and values of one's own culture, often leading to a biased perspective. Economic imperialism: Economic dominance and control over regions or countries by powerful nations or corporations, often through indirect means like trade agreements or debt. Slave trade: The buying, selling, and transporting of human beings, especially Africans, as forced laborers to the Americas between the 16th and 19th centuries. Indentured labor: Contractual labor where a person agrees to work for a specified period (often several years) in exchange for transportation, food, housing, and other benefits. Child labor: The employment of children in any work that deprives them of their childhood, potential, dignity, and is harmful to physical and mental development. Depopulation: Significant reduction in the population of a region or country, often due to disease, war, or forced migration. Colonization of India: British control and exploitation of India from the 18th to 20th centuries, resulting in political, economic, and cultural dominance. Mahatma Gandhi: Leader of the Indian independence movement against British rule, known for his philosophy of nonviolent resistance (Satyagraha). Apartheid: System of institutionalized racial segregation and discrimination in South Africa enforced by the government from 1948 to 1994. Rwanda: A country in East Africa known for the 1994 genocide where Hutu extremists killed an estimated 800,000 Tutsis and moderate Hutus. Colonization in Canada: European settlement and control over indigenous lands in what is now Canada, leading to displacement, cultural suppression, and conflict. Treatment of indigenous peoples in Canada: Historic and ongoing issues including land dispossession, forced assimilation, and social marginalization of indigenous populations. African Scramble: The rapid colonization and division of Africa by European powers during the late 19th century, motivated by resource extraction and strategic control. Forces Driving Colonization: Economic motives (resources, trade), political competition (power and influence), religious zeal (spreading Christianity), and cultural superiority (ethnocentrism).

# Cram Study Guide ## Pre-European North American Societies 1. **Mississippian Culture** - Lived in the Mississippi River Valley. - Known for constructing large, earthen mounds and having a complex, hierarchical society. 2. **Iroquois Confederacy** - Located in the northeastern woodlands. - Consisted of five (later six) tribes, known for their matrilineal society and the political system of the Great Law of Peace. ## “Do Glaciers Listen?” - The phrase refers to the impact of environmental changes on human societies and how human activities are affected by natural phenomena like glaciers. It suggests a dynamic relationship between nature and human culture. ## Mesoamerican Reverence for Astronomers - Mesoamericans revered astronomers for their ability to predict celestial events, which were crucial for agricultural cycles and religious ceremonies. Astronomers held significant power due to their knowledge. ## Mesoamerican Empires 1. **Maya** - Known for their advanced writing system, mathematics, and astronomical knowledge. 2. **Aztec** - Renowned for their massive capital, Tenochtitlan, and their powerful empire in central Mexico. ## West African Nations Prior to 1492 1. **Mali Empire** - Famous for its wealth, particularly under Mansa Musa, and its vibrant trade networks. 2. **Songhai Empire** - Known for its control of trans-Saharan trade and its capital, Gao, as a center of learning and culture. ## Commercial Revolution and Nation States - The Commercial Revolution involved increased trade and the rise of banking and joint-stock companies, which led to the accumulation of wealth and the centralization of power, fostering the development of nation-states in Europe. ## First European Nation State to Colonize America - **Spain** was the first to establish colonies in America, starting with Christopher Columbus's voyages in 1492. ## Non-Human Environmental Factors in Colonization 1. **Disease** - Indigenous populations were decimated by diseases like smallpox brought by Europeans. 2. **Climate** - The Little Ice Age impacted agricultural productivity and settlement patterns. ## Jamestown Colony - Established in 1607 by the Virginia Company. - Goals included searching for gold and establishing trade routes. - Characterized by harsh conditions, high mortality rates, and eventual success with tobacco cultivation. ## New England Puritans - Mission: To create a "city upon a hill," a model of religious virtue and piety. - Theology: Predestination, the importance of a covenant community, and strict moral codes. ## John Winthrop’s ‘City on a Hill’ - John Winthrop envisioned the Puritan colony as a model of Christian charity and righteousness that would inspire others and demonstrate God's favor. ## Non-Warfare European & Indian Interactions 1. **Trade** - Exchange of goods like furs and European manufactured items. 2. **Alliances** - Formed for mutual defense and economic benefit. 3. **Intermarriage** - Led to cultural exchanges and mixed communities. ## African vs. American Slavery - African slavery often involved captives from wars, debtors, or criminals and was generally not hereditary. - American slavery was racial, hereditary, and brutal, focusing on lifelong bondage and dehumanization. ## Changes in Puritan Theology on the Frontier - Puritan theology became more individualistic and less strict as it spread to the frontier, adapting to the challenges of frontier life and contact with diverse cultures. ## Royal African Company - In the 1700s, it had a monopoly on the British slave trade, facilitating the transportation of enslaved Africans to the Americas and significantly impacting the British economy. ## Seven Years War Consequences - Britain gained vast territories in North America. - The war debt led to increased taxation of American colonies, fueling discontent and eventual revolution. ## Factors for American Independence 1. **Taxation Without Representation** - Colonists resented taxes imposed by a distant parliament without their consent. 2. **British Military Actions** - Events like the Boston Massacre and harsh measures like the Intolerable Acts. ## Reconquista’s Impact on Spanish Conquest - The Reconquista fostered a militant Catholicism and a mindset of conquest and conversion, influencing Spanish approaches in the New World. ## Bartolome de Las Casas’ Argument - De Las Casas argued that Spain's treatment of indigenous people was inhumane and advocated for their rights and better treatment. ## John Smith’s Narrative of Pocahontas - Revealed aspects of Powhatan culture, such as political alliances, kinship, and the complexity of Native American societies. ## Social Changes from the Great Puritan Migration - Led to the establishment of a new, religiously motivated society in New England with significant impacts on local governance, community structure, and relations with Native Americans. ## Roger Williams & Anne Hutchinson - Their narratives reveal the strictness and intolerance of dissent within Puritan culture, leading to their banishments and the founding of more tolerant colonies. ## Bacon’s Rebellion Causes and Consequences - Caused by frontier settlers' frustrations with colonial government policies and lack of protection from Native American attacks. - Resulted in increased tensions between wealthy planters and poorer settlers, and a shift towards African slavery. ## Phillis Wheatley’s Poetry - Challenged Anglo views by demonstrating the intellectual capabilities and humanity of African Americans, contributing to anti-slavery sentiments. ## Jonathan Edwards’ “Sense of the Heart” - Described a deep, personal experience of God’s grace and presence, emphasizing emotional and spiritual transformation. ## George Whitfield’s Revivals - His evangelical revivals democratized religion, appealing to marginalized groups and fostering a sense of equality and personal empowerment. ## Thomas Paine’s “Common Sense” - Galvanized American public opinion in favor of independence with its clear arguments against monarchy and for self-governance. ## Mercantilism and Colonial Conflict - Mercantilism’s emphasis on accumulating wealth through colonies led to restrictive trade policies, causing resentment and economic strain in the colonies. ## Columbian Exchange Transformations - Brought new crops and livestock to Europe and the Americas, transforming diets and agricultural practices, but also led to the spread of diseases. ## Great Awakening’s Impact on Identity - Fostered a sense of shared American identity, as colonists experienced a religious revival that emphasized personal faith and questioned traditional authority. ## Charles Woodmason’s “Mixed Medley” - Described the diverse and often unruly nature of Carolina frontiersmen, reflecting the challenges of colonial governance and social order. ## Anglo/Indian Trade Impact - Altered Native societies, introducing new goods and dependencies, but also creating new economic opportunities and alliances. ## Virginia Resolves Argument - Asserted that only the Virginia Assembly had the right to tax Virginians, challenging Parliament’s authority and laying groundwork for revolutionary thought. ## Parliament’s Response to Non-importation - Attempts to suppress colonial resistance through punitive measures only fueled further discontent and unified the colonies against Britain. ## Stono Rebellion Insights - Revealed the harsh conditions and resistance of enslaved Africans, highlighting the brutality of American slavery and the desire for freedom. ## Imperial Wars’ Impact on Relations - Strained colonial resources and fostered resentment towards Britain, contributing to a growing sense of American identity and independence. ## Lord Grenville’s Fiscal Policies 1. **Sugar Act** - Imposed taxes on sugar and molasses, affecting colonial trade. 2. **Stamp Act** - Required stamped paper for legal documents, inciting widespread protests. ## Stamp Act Congress and ‘British’ Identity - Showed colonial unity and a collective identity as British subjects demanding their rights, laying the foundation for coordinated resistance. ## Boston Massacre Trial - Exposed conflicting views: some saw it as a symbol of British tyranny, while others viewed it as a tragic misunderstanding, reflecting broader social tensions. ## 1st Continental Congress on Independence - Sought to address grievances and restore colonial rights within the British Empire, rather than immediate independence, reflecting a cautious approach. ## King George III’s Lexington & Concord Response - His decision to use military force solidified colonial opposition, leading to wider conflict and the push for independence. ## Unit One Essay Prompts ### European Expansion - **Driving Forces:** Economic motives (gold, trade routes), religious zeal (spread Christianity), and competition among European powers. - **Ideological Origins:** The Reconquista’s militant Catholicism, the Renaissance’s spirit of exploration, and mercantilist policies. - **Columbian Exchange:** Introduced new crops and animals to both worlds, spread diseases, and reshaped economies and cultures. ### English Colonial Society (1607-1740) - **Key Factors:** Economic opportunities, religious freedom, and political ambitions. - **Changes:** Growth of plantation economies in the South, development of urban centers in the North, and increased conflict with Native Americans. - **Conflicts:** Bacon’s Rebellion, religious dissent in New England, and tensions over land and resources. ### Imperial Wars & Great Awakening - **Relationship:** Wars strained colonial resources and governance, while the Great Awakening unified colonists through shared religious experiences. - **Changes in Colonies:** Increased diversity, economic growth, and social stratification. - **Evangelism:** Leaders like Jonathan Edwards sought to revive faith, contributing to a sense of identity and mission among marginalized colonists. ### American Revolution Causes - **Declaration of Independence:** Resulted from taxation without representation, British military actions, and the desire for self-governance. - **Independence Popularity:** Varied; strong support in some areas, but Loyalist opposition existed. - **Divisions:** Social, economic, and political differences highlighted the complexity of unifying diverse colonies. --- This study guide covers key points and questions, providing a foundation for deeper study and understanding of each topic.

Christopher Columbus Exploration Biography

Christopher Columbus' First Voyage

voca Christopher Columbus

CST: Christopher Columbus

Social Studies Christopher Columbus's Journey

Christopher Columbus

Christopher Columbus

christopher columbus