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Europe and the New World: New Encounters, 1500-1800

IB WORLD. Europe and the New World: New Encounters, 1500-1800. IB Exam Topics. Prescribed Subject 2: Conquest and its impact – Focuses on the Spanish conquest of Mexico & Peru Case Study 2: The Conquest of Mexico & Peru World History Topic 4: Societies in Transition (1400-1700).

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Europe and the New World: New Encounters, 1500-1800

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  1. IB WORLD Europe and the New World: New Encounters, 1500-1800

  2. IB Exam Topics • Prescribed Subject 2: Conquest and its impact – Focuses on the Spanish conquest of Mexico & Peru • Case Study 2: The Conquest of Mexico & Peru • World History Topic 4: Societies in Transition (1400-1700)

  3. Focus Question • Why did Europeans begin to embark on voyages of discovery and expansion at the end of the 15th Century?

  4. 1. Fantastic Lands in Literature • Fantasy literature about “other worlds” popular in the middle ages. • Attracted Europeans to the lure of foreign lands • The Travels of John Mandeville (14th century) • - a fictitious account of a man’s (English Knight?) travels to lands far, far, away • - Possibly inspired by The Travels of Marco Polo (13th century)

  5. The Travels of John Mandeville (14th century) • Ostensibly written by an English knight, the Travels purport to relate his experiences in the Holy Land, Egypt, India and China. Mandeville claims to have served in the Great Khan's army, and to have travelled in 'the lands beyond' - countries populated by dog-headed men, cannibals, Amazons and Pygmies. Although Marco Polo's slightly earlier narrative ultimately proved more factually accurate, Mandeville's was widely known, used by Columbus, Leonardo da Vinci and Martin Frobisher, and inspiring writers as diverse as Swift, Defoe and Coleridge. This intriguing blend of fact, exaggeration and absurdity offers both fascinating insight into and subtle criticism of fourteenth-century conceptions of the world. – Amazon Books Description

  6. Intellectualizing Fantastical Accounts • The notion that the “fantastic” and “exotic” reside outside the (known) periphery. • A way to distinguish self/ regional identity from “the other”. • Biases and stereotypes are constructed and/or reinforced through literary narratives.

  7. The Travels of John Mandeville • http://www.romanization.com/books/mandeville/ • In Groups, choose a chapter • 1. Does the story reveal any biases or stereotypes the author has of those who reside outside his world? Cite Evidence to support your answer. • OR • 2. Can you find evidence of the author’s opinions of those living in foreign lands? Cite evidence to support your answer.

  8. 1. Fantastic Lands in Literature • Las Sergas de Esplandián, (The Adventures of Esplandian) written by GarciRodríguez de Montalvo (1500) • Wrote about a mythical island of black women ruled by Queen Califia • This island was full of gold

  9. The Adventures of Esplandian, 1500 • “Know ye that on the right hand of the Indies there is an island called California, very near the Terrestrial Paradise and inhabited by black women without a single man among them and living in the manner of Amazons. They are robust of body, strong and passionate in the heart, and of great valor. Their island is one of the most rugged in the world with bold rocks and crags. Their arms are all of gold, as is the harness of the wild beasts which, after taming, they ride. In all the island there is no other metal. . . .” – from GarciRodríguez de Montalvo (1500)

  10. 2. Economic Motives • After 1200, European elites became aware of their marginal position in Eurasian trade/commerce • Merchant class sought direct access to Asian wealth • Wanted to avoid reliance on Muslim intermediaries

  11. 2. Economic Motives • European Merchants, adventurers, and government officials had hopes of finding new areas of trade • Desired material gain

  12. 3. Religious Motivation • To “save souls” / convert “heathens” to Catholicism • To spread the faith • Persecuted minorities were in search of a new start in life

  13. “We came here to serve God and the King, and also to get rich” – Spanish Conquistador “ God, Glory , and Gold”

  14. 4. The Means for Expansion • Made possible by innovations in mapmaking, navigation, sailing techniques, ship design. • Europeans build on knowledge they acquired through contact with Mediterranean, Indian Ocean, and Chinese regions.

  15. 4. The Means for Expansion • Caravel -Ships designed to sail against the wind • Ship makers mastered the use of the axial rudder (for steering) and use of lateen (triangular) sails

  16. 4. The Means for Expansion • Introduction of the compass, astrolabe • Growing knowledge of wind patterns in the Atlantic ocean • Ptolemy’s Map (2nd century) became known to Europeans after 1477

  17. 5. Geography • Countries on the Atlantic rim of Europe (Portugal, Spain, Britain, France) closer to the Americas • Fixed winds of the Atlantic blew steadily in one direction

  18. Why Didn’t Asian Powers Show Interest in Exploring and Colonizing New Lands? • The enormously rich markets of the Indian ocean provided little incentive for its Chinese, Indian, or Muslim participants to venture beyond their own waters.

  19. Earlier Chinese Maritime Explorations • Chinese admiral Zheng He led seven naval expeditions • Indian Ocean between 1405 and 1433 • Explored East Africa on the sixth voyage • http://www.wsj.com/video/china-greatest-admiral-zheng-he/21B62E19-2469-46D5-917B-44B59A781166.html

  20. Zheng He's Art of Collaboration: Pt 1. Explorer and Manager • https://www.youtube.com/watch?v=lXZxQmWdgA0 • 1. Describe any aspect of the documentary clip that showed you something you hadn’t seen before, caused you to think in a new way, or helped you understand something more thoroughly than before.

  21. Focus Question • How did Portugal acquire its overseas empire?

  22. Portugal’s Maritime Empire • 1419 Prince Henry “The Navigator” established a school for navigators in Portugal • Portuguese naval expeditions along African coast and India 1430’s-1488

  23. Portugal’s Maritime Empire • Portugal established a vast trading empire by 1498 ( posts in India, southern China, Indonesia) • Seized control of spice trade from Muslim merchants

  24. How Portugal Became the First Global Sea Power (2013) • https://www.youtube.com/watch?v=dcdO0QTmxIU&list=PLGoNgJ0ZL3XY-KNMTjl6YfYOldT0nkgxw • 1. Describe any aspect of the documentary clip that showed you something you hadn’t seen before, caused you to think in a new way, or helped you understand something more thoroughly than before.

  25. Portugal & Slave Trade • Began colonizing Atlantic islands and established sugar plantations worked by slaves • The arrival of the Portuguese accelerated the buying and selling of slaves within Africa

  26. Pedro Alvares Cabral, 1500 • Reached the coast of modern day Brazil • Ship was on its way to India and was blown off course… • Goal: • To monopolize the lucrative trade of pau-brasilia,brazilwood(valued for making dye) • To establish permanent settlements

  27. Colonization in Brazil • establish permanent settlements • monopolized the lucrative trade of pau-brasilia,brazilwood (valued for making dye) • Established Sugar plantations • ½ of all African slaves were brought to Brazil 1502-1860

  28. Focus Question • How did Spain acquire its overseas empire?

  29. Competition between European Powers • King Ferdinand and Queen Isabella of Spain • Sponsored Christopher Columbus’ voyage in 1492 • Spain wanted to compete with Portugal and gain access to trade routes • Columbus Believed he could reach Asia by sailing westward

  30. The Voyages of Christopher Columbus • October 12, 1492 – landed in Hispaniola modern day • Three more voyages 1493, 1498, 1502 • Sailed for Spain giving them the advantage

  31. Columbian Exchange • Trans-Atlantic flow of goods and people • Global transfer of plants, animals, disease, knowledge, and technologies • Ships took plants, animals , and people from the Americas back to Europe and Africa back to the Americas

  32. News of the New World and Conquest of the Americas – “Americas Before Columbus” • https://www.youtube.com/watch?v=RkicPYuEv2E • Start minute 50 -1:02

  33. Impact of Contact - Americas • 1. Demographic Collapse of Indigenous populations – exact numbers debated by scholars. • Largest concentrations of people prior to 1492 lived in Mesoamerica and South America • Smallpox, measles, influenza deadly to Indigenous populations • Biological Impact as foreign plants, animals introduced to Americas

  34. Impact of Contact - Europeans • 1. American Foods such as corn, potatoes, tomatoes allowed for population growth in Europe • 2. The silver mines of Mexico and Peru fueled trans-Atlantic commerce • 3. The Trans Atlantic slave trade created a lasting link between Africa, Europe, Americas • 4. New Information flooded Europe – making people question their understandings and paving way for Scientific Revolution

  35. Spanish Led Exploration & Conquest • 1513 Vasco Nunez de Balboa trekked across the isthmus of Panama and reached the Pacific Ocean

  36. Spanish Led Exploration & Conquest • Between 1519-1522 Ferdinand Magellan led first expedition to sail around the world • Proved that he could reach Asia by sailing west

  37. Spanish Led Exploration & Conquest • 1. Florida • Juan Ponce de León in Florida (1513) • 2. The Gulf of Mexico & Southwest (1530’s -1540’s) • Alvar Nunez Cabeza de Vaca • Francisco Vasquez de Coronado • Hernando de Soto • 3. The Pacific Coastline (1530’s -1540’s) • Juan Rodriguez Cabrillo

  38. Spain’s Goals in the New World • 1. Political Motivation: • Territorial Expansion • 2. Economic motivation: • To extract natural Resources (gold & silver) • 3. Religious motivation: • To “save souls” / convert indigenous peoples to Catholicism • To spread the faith

  39. Critical Thinking • Your Textbook claims that the Spanish Conquest of the Aztec and Inca Empire was due to “ their superior weapons, organizational skills, and determination “ of the Conquistadors. • Do you agree or disagree with this statement? Why? Or why not?

  40. The Fall of the Aztec Empire, 1521 A REVIEW…

  41. The Aztec (Mexica) Empire • Mexica gained political power in the late 1300’s early 1400’s • Extended empire until 1521 when they were overthrown by the Spanish • Overpowered territories & demanded tribute, or “tax” to the Emperor

  42. Moctezuma II • Mexica/Aztec Emperor reigned from 1502-1520 • A scholar -Expert in Aztec mythology, religion astronomy, history • Regarded as a semi-divine ruler • Expanded empire through warfare • Supreme military commander of most elite warrior orders: the Jaguar and Eagle warriors

  43. Omens Prior to the Arrival of the Spanish (Indigenous Accounts) • 1. Comet over Tenochtitlan • 2. Lightning struck temple of Huitzilopotchtli (god of war) and it burst into flames • 3. A weeping woman passed by in the middle of the night, crying "My children, we must flee far away from this city!"  • 4. spread of disease • Sense of foreboding or prophesy

  44. Quetzalcoatl Myth • In the story, Quetzalcoatl promised to return in the year 1 Reed • Coincidence or prophesy? • Hernan Cortes entered the Aztec empire in the year 1519 • 1519 by coincidence, was the year 1 Reed!!

  45. The Arrival of Hernan Cortes and his Men, 1519 • Spanish“conquistador”/ • Arrived in Yucatan Peninsula in 1519 with: • 1. 300-600 men • 2. horses • 3. cannons, guns • 4. diseases • http://www.biography.com/people/hern%C3%A1n-cort%C3%A9s-9258320#synopsis

  46. The Arrival of Hernan Cortes and his Men, 1519 • It took Cortes and his men 3 months to travel from the Yucatan Peninsula to Tenochtitlan (Aztec Capital) • Moctezuma sent messengers to meet Cortes and his men with gifts • Why? Was Moctezuma scared? Was it strategy? Did he believe the Spanish were gods?

  47. Document Analysis • Each group will be assigned an excerpt from one of the letters written by Hernan Cortes to the Spanish Monarchs • 1. What is the Purpose of the piece? • 2. What are the values? (Please cite specific examples and explain why you believe these to be valuable pieces of info) • 3. What are the limitations? Why? • Like last time, we will then combine groups for discussion.

  48. Document Analysis (Group 1) • The letters of Hernan Cortes • Excerpt from first letter • “Cortes describes the country” • https://www.historians.org/teaching-and-learning/teaching-resources/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/letters-from-hernan-cortes/cortes-describes-the-country

  49. Document Analysis (Group 2) • The letters of Hernan Cortes • Excerpt from Second letter • “Cortes Defends his expedition” • https://www.historians.org/teaching-and-learning/teaching-resources/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/letters-from-hernan-cortes/cortes-defends-his-expedition

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