Day 1

1. Day 1

2. Chapter 15-17 Quiz

3. Homework • Essays 4, 5, & 6. Due Jan. 5/6. • DO NOT spend more than 40 min on any of the essays individually. • Graphic Organizer: Spanish & Portuguese Efforts • Due Jan. 5/6

4. Essays 4, 5, & 6 Topics Also found on the class website and on the Handout currently being passed out.

5. Essays 4, 5, & 6 Topics • All essays must be hand written on the same type of paper. • Staple the completed DBQ and CCOT essays to the back of the Essay Handout in order. • Keep the C/C essay separate. • Fill out the heading on the Essay Handout. • Each Essay needs to have a title of what type of Essay it is. • DBQ, CCOT & C/C will do.

6. Essays 4, 5, & 6 Topics • DBQ • Document Based Question • Topic and documents found on page D-5 of your text book. • Topic I. 5 Documents. • CCOT • Changes and Continuities Over Time • Analyze the economic, political and cultural evolution of the Roman empire of the classical period to the Byzantine empire of the postclassical era. Identify both continuities and changes in the transformation from Roman to Byzantine society. • C/C • Compare and Contrast • Compare and contrast the role that China played in the development of Korea, Vietnam, and Japan to the role played by Byzantium in eastern Europe and Russia.

7. Graphic organizers as a study tool.

8. Graphic organizers as a study tool. Create a graphic organizer to help identify the difference and similarities between Spanish and Portuguese colonization efforts in the Americas. Draw two intersecting circles in your notes (Venn Diagram) and label one circle “Spanish Efforts” and label the other “Portuguese Efforts.” In the center where the two circles intersect, list the similarities between the two nations’ efforts at colonization.

9. Graphic organizers as a study tool. To list your differences, you should draw lines out from each circle and draw smaller circles at the end of each line. In these smaller circles, you should list the dissimilar ways that Spain and Portugal set up and run their colonies. These Graphic Organizers will be graded when we return.

10. Chapter 19 Early Latin America

11. Colonization policies Chapter Theme

12. Colonization policies • This chapter makes an interesting comment about the difference between the Russian czars’ selective westernization policy and the enforced acculturation of Mesoamericans and Andean peoples by Spain and Portugal. (Refer back to Chapter 18 for C/C) • This subject might prove an interesting one to pursue in group study sessions. • Thoughts/ideas on this assumption? • Refer back to earlier cultures you have studied to see whether conquerors always impose their own ways on those they come to dominate.

13. Mercantilism Chapter Theme

14. Mercantilism Mercantilism, an economic theory that had a wide-ranging impact on the peoples of the world. Its execution affected the economies of all nations involved, as well as developments in politics, society, culture, and religious beliefs over time. Understanding of the theory of mercantilism and its political and social ramifications is important to understanding Europe in the 18th century.

15. Mercantilism Prior to this time, European conflict was focused on religious issues, a remnant of the Reformation. By the 18th century, however, European nations were looking outward and had begun to create empires. Now nation-states came into conflict with one another over territorial possessions and the right to trade with one another’s colonies.

16. Compare the social organization of the Americas and Europe, and explain why the differences in social hierarchy contributed to a sense of self-identity in the colonies.

17. Social organization of the Americas and Europe • The great difference was the significance of color and the existence of miscegenation. • Miscegenation: marriage or cohabitation between a man and woman of different races, esp., in the U.S., between a black and a white person. Interbreeding between members of different races. The mixing or a mixture of races by interbreeding. • Their presence created a social hierarchy based not so much on wealth or the prestige associated with social function that was typical in Europe but on a hierarchy based on color.

18. Social organization of the Americas and Europe • Whites (divided into peninsulares and Creoles) were at the top, mixed races (castas) in the middle, and blacks and Indians at the bottom. • Peninsulares: Spanish-born residents of the New World. • Creoles: People of European ancestry born in Spanish New World colonies; dominated local economies; ranked socially below peninsulares. • The distinct social system gave rise to a sense of self-identity, especially among Creoles and castas. • It created a sense of difference from Europeans, contributed to 18th-century rebellions, and eventually stimulated independence movements.

19. Evaluate the following statement: Spanish and Portuguese colonies were extensions of the global network of the West.

20. Spanish and Portuguese colonies were extensions of the global network of the West. • The mixed economies established in Latin America initially were based on estate agriculture systems (sugar) staffed by coerced labor (African slaves or encomienda grants). • Encomiendas: Grants of estates Indian laborers made to Spanish conquerors and settlers in Latin America; established a framework for relations based on economic dominance. • Mining—silver by the Spanish, gold and diamonds in Brazil—developed later. • Ranching developed to supply local demands, as did small industries, such as textiles.

21. Spanish and Portuguese colonies were extensions of the global network of the West. • The result was an economy typical of the dependent economic zone in the global trade network. • The Iberian nations served as a conduit of American goods to the core economic region of northwestern Europe. • Both nations failed to develop banking systems or industrial capacity. • Their negative balance of trade led to the outflow of bullion from the New World to the core economic region. • Let’s see how this works.

22. Laws for the Indies Preparing for our Council Activity next class. It all goes with the reading online.

23. Dividing the class for a simulated Council of the Indies lawmaking session: Conquistadors: Soldiers and encomienda masters who conquered the New World for Spain Viceroys: The king's representatives in the New World. Each heads the government of a Spanish colony. Missionaries: Members of religious orders who want to convert the Indians to Christianity Indian Defenders: People like Las Casas who protest the mistreatment of Indians and defend their human rights Council of the Indies: The lawmaking body for the Indies

24. Instructions The first four role groups will prepare a position with arguments on each of the proposed laws while the last group (the council) develops questions to ask. Each group will then present its position on the first proposed law before the Council of the Indies. The council will ask questions of each group after it has finished. The council will then discuss and decide whether to approve, disapprove, or modify the proposed law. The same procedure will be followed in considering the other proposed laws.

25. Proposed Laws Indians shall not be permitted to go without clothing, worship idols, or make human sacrifices. Sons of Indian leaders will be instructed in reading, writing, and the Catholic faith at the expense of their encomienda masters. The encomienda system will be phased out. When a current encomienda master dies, his Indians shall become vassals of the crown. Books by Juan Gines de Sepulveda shall not be printed or distributed in the Indies.

26. The Decline of Spain A case study of how NOT to encourage economic growth. CONCEPTS Economic Growth Government Spending Taxation Monopoly Human Resources Inflation Price Controls

27. History In the late 1400s and early 1500s, Spanish commanders Columbus, Pizarro, and Cortez claimed lands rich in gold and silver for the Spanish crown. Between 1503 and 1650, 16 million kilograms of silver and 185,000 kilograms of gold entered the Spanish port of Seville.

28. Mystery In spite of the gold and silver that flowed into Spain, Spanish rulers declared bankruptcy eight times between 1557 and 1680. Living standards of the Spanish people fell and famine was common. Spain became one of the poorest nations in western Europe and even today lags behind most western European countries economically.

29. Economic History • The Spanish economy failed to grow for many reasons. • These included: • disastrous government spending and taxing policies • expulsion of minorities with productive skills • failure to cultivate a productive middle class • and inappropriate reactions to the inflation of the 1500s

30. THE DECLINE OF SPAIN • Today you will be working together to study how nations can encourage economic growth. • What do you think is meant by the term “economic growth”? • An continuous increase in the total amount of goods and services available to people in a society.

31. THE DECLINE OF SPAIN Remember that in the late 1400s and early 1500s, the Spanish acquired lands in the New World that contained vast quantities of gold and silver. Between 1503 and 1650, 16 million kilograms of silver and 185,000 kilograms of gold were shipped to Spain from the New World. It would seem that such a vast treasure would have helped Spain to grow economically. Yet, Spanish rulers declared bankruptcy eight times between 1557 and 1680.

32. THE DECLINE OF SPAIN High taxes caused the living standards of the Spanish people to fall and famine became common. Spain became one of the poorest nations in western Europe; even today Spain lags behind most of western Europe economically. What does this say about money and economic growth? You will be studying Spain as an example of how NOT to encourage economic growth.

33. Activity 1WELCOME TO THE UNITED NATIONS ECONOMIC DEVELOPMENT TASK FORCE Divide into groups of six. Each group represents a committee of the United Nations. Read Activity 1.

34. Activities 2, 3, and 4. Each group appoint subcommittees of two students each to study one of the three activities. Each group is to develop a list of policies that a developing nation should follow in order to encourage economic prosperity. List suggested policies in written form and explain why each would probably be beneficial to economic prosperity. Give examples from the passages you read of how the Spanish government made the wrong choices.

35. Suggested policies: Moderate government spending to avoid the need for heavy taxes or borrowing taxes that affect all people equally or at least do not provide incentives for people to abandon productive activities No monopolies to raise prices and shelter producers from the need to produce efficiently no internal taxes on trade; no discrimination against minority groups stable prices no price controls to discourage production

36. Closure Give examples from the passages you read of how the Spanish government made the wrong choices.

37. End of Day 1

38. Day 2

39. Homework • Read: Laws of the Indies: Spain and the Native Peoples of the New World (Website) by the start of class on Dec. 16 or 17. • Essays 4, 5, & 6. Due Jan. 5/6. • DO NOT spend more than 40 min on any of the essays individually.

40. Laws of the Indies: Spain and the Native Peoples of the New World Reading Quiz

41. Laws for the Indies The Council of the Indies considered at one time all the proposed laws for the Indies listed on the following slides.

42. Dividing the class for a simulated Council of the Indies lawmaking session: Conquistadors: Soldiers and encomienda masters who conquered the New World for Spain Viceroys: The king's representatives in the New World. Each heads the government of a Spanish colony. Missionaries: Members of religious orders who want to convert the Indians to Christianity Indian Defenders: People like Las Casas who protest the mistreatment of Indians and defend their human rights Council of the Indies: The lawmaking body for the Indies

43. Instructions The first four role groups will prepare a position with arguments on each of the proposed laws while the last group (the council) develops questions to ask. Each group will then present its position on the first proposed law before the Council of the Indies. The council will ask questions of each group after it has finished. The council will then discuss and decide whether to approve, disapprove, or modify the proposed law. The same procedure will be followed in considering the other proposed laws.

44. Proposed Laws Indians shall not be permitted to go without clothing, worship idols, or make human sacrifices. Sons of Indian leaders will be instructed in reading, writing, and the Catholic faith at the expense of their encomienda masters. The encomienda system will be phased out. When a current encomienda master dies, his Indians shall become vassals of the crown. Books by Juan Gines de Sepulveda shall not be printed or distributed in the Indies.

45. PRACTICE FOR THE AP EXAM: Use these hints, tips and tricks to improve your chances of a higher score on the AP Test.

46. In writing an essay, whether it is during the year or for the actual AP* exam, you must be comfortable with the rubric against which you will be graded. As you write, it is essential that you not only answer the question well, based on good writing standards, but that you understand the specific criteria for which the AP* readers will be looking. If you do not meet the basic standards, you will not score in the upper range (7–9).

47. How to Write a DBQ (Document-Based Question)

48. How to Write a DBQ • The DBQ is a test of skills, not content. • Specific outside knowledge of the material is neither expected nor required. • This DBQ format is similar to the European AP exam, in that outside knowledge is not required in the essay. • It is very different from the U.S. AP exam’s DBQ, in which specific outside knowledge constitutes a substantial part of the score you receive on this essay. • In essence, you are asked to write a mini-research paper based on the documents supplied.

49. How to Write a DBQ • The skills on which you are scored correspond to a historian’s task in: • (a) interpreting documents; • (b) creating an argument or interpretation based on those documents; • and (c) pondering what documents you wished you had to make your argument even stronger. • The DBQ is the easiest essay question on the world history AP exam if you understand that it is a skills test, and if you have been taught the skills!

50. How to Write a DBQ Take out your DBQ Scoring Guide. We are going to go over every part of the rubric. Remember! You must earn all 7 points in the Basic Core before you can receive any points in the Expanded Core.