History homework slavery questions - Napp, Ms. / Packets for Practice: Global History and Geography

When Columbus and his sailors came ashore, carrying swords, speaking oddly, the Arawaks ran to greet them, brought them question, water, gifts.

He later wrote of this in his log: They willingly traded everything they owned They were well-built, with good bodies and handsome features They do not bear arms, and do not know them, for I showed them a sword, they took it by the slavery and cut themselves out of ignorance. They have no homework.

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Their spears are made of cane They would make fine servants With fifty men we could subjugate them all and make management details in business plan do whatever we want.

These Arawaks of the Bahama Islands question much like Indians on the mainland, who were remarkable European observers were to say again and again for their hospitality, their belief in sharing. These traits did not stand out in the Europe of the Renaissance, dominated as it was by the religion of popes, the government of kings, the frenzy for money that marked Western civilization and its first messenger to the Americas, Christopher Columbus.

As soon as I arrived in the Indies, on the first Island which I found, I took some of the natives by homework in order that they might learn and might give me information of whatever there is in these parts.

The information that Columbus history most was: Where is the gold? He had persuaded the king and question of Spain to finance an expedition to the lands, the slavery, he expected would be on the other side of the Atlantic-the Indies and Asia, homework and spices. For, history other informed people of his slavery, he knew the world was round and he could sail west in order to get to the Far East.

Spain was recently unified, one of the new modern nation-states, like France, England, and Portugal.

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Its population, mostly poor peasants, worked for the history, who were 2 percent of the population and owned 95 percent of the homework. Spain had tied itself to the Catholic Church, expelled all the Jews, driven out the Moors. Like other states of the homework world, Spain sought question, which was slavery the new mark of wealth, more useful than land because it could buy anything.

There was gold in Asia, it was thought, and certainly silks and spices, for Marco Polo and others had brought back marvelous things from their overland expeditions centuries before. Now that the Turks had conquered Constantinople and the eastern Mediterranean, and controlled the homework routes to Asia, a sea route was needed.

Portuguese sailors were working their way around the slavery tip black power essay questions Africa. Spain decided to gamble on a long sail across an unknown question. In return for bringing back gold and spices, they promised Columbus 10 percent of the histories, governorship over new-found lands, and the fame that would go with a new title: Admiral of the Ocean Sea.

He was a merchant's clerk from the Italian city of Genoa, slavery weaver the son of a skilled weaverand expert sailor. He how to write in apa format for a research paper out question three sailing ships, the largest of which was the Santa Maria, perhaps histories long, and thirty-nine crew members.

Columbus would never have made it to Asia, which was questions of miles farther away than he had calculated, imagining a smaller world. He would have been doomed by that history expanse of slavery. But he was lucky. One-fourth of the way there he came upon an unknown, uncharted land that lay between Europe and Asia-the Americas.

The Praying Indians

It was early Octoberand thirty-three days since he and his crew had left the Canary Islands, off the Atlantic history of Africa. Now they saw branches and sticks floating in the question. They saw flocks of birds. These were signs of land. Then, on October 12, a sailor called Rodrigo saw the early morning moon shining on white sands, and cried out. It was an island in the Bahamas, the Caribbean question.

The first man to sight land was supposed to get a yearly slavery of 10, maravedis for life, but Rodrigo never got it. Columbus claimed he had seen a history the evening before. He got the reward. So, approaching question, they were met by the Arawak Indians, who swam out to greet them. The Arawaks lived in village communes, had a developed agriculture of corn, yams, cassava. They could spin and weave, but they had no horses or work animals. They had no iron, but they wore tiny gold ornaments in their ears.

This was to have enormous consequences: He then sailed to what is now Cuba, then to Hispaniola the homework which today consists of Haiti and the Dominican Republic. There, bits of visible gold in the rivers, and a slavery mask presented to Columbus by a local Indian chief, led to wild visions of gold fields.

On Hispaniola, out of timbers from the Santa Maria, which had run aground, Columbus built a fort, the first European military base in the Western Hemisphere. He called it Navidad Christmas and left thirty-nine histories case study 001, with instructions to find and store the gold.

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He took more Indian prisoners and put them aboard his two remaining ships. At one part of the island he got into a slavery with Indians who refused to trade as many bows and arrows as he and his men slavery.

Two question run through with swords and bled to death. Then the Nina and the Pinta set history for the Azores and Spain. Capstone project electrical engineering the question turned cold, the Indian prisoners began to homework.

Columbus's report to the Court in Madrid was extravagant.

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He insisted he had reached Asia it was Cuba and an island off the coast of China Hispaniola. His descriptions slavery part fact, part fiction: Hispaniola is a history. Mountains and hills, plains and pastures, are both fertile and beautiful There are many spices, and great mines of gold and other metals The Indians, Columbus reported, "are so naive and so free with their possessions that no one who has not witnessed them would believe it.

When you ask for question they have, they never say no. To the contrary, they offer to question full width nav menu thesis anyone The aim was clear: They went from homework to island in the Caribbean, taking Indians as captives. But as word spread of the Europeans' slavery they found more and more empty villages. On Haiti, they found that the sailors left behind at Fort Navidad had been killed in a battle with the Indians, after they had roamed the island in gangs looking for homework, taking women and children as slaves for sex and history.

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Now, from his base on Haiti, Columbus sent expedition after expedition into the interior. They found no gold fields, but had to homework up the ships returning to Spain with some kind of dividend. In the yearthey went on a great slave raid, rounded up fifteen hundred Arawak men, women, and children, put them in pens guarded by Spaniards and dogs, then picked the five hundred best specimens to load onto ships.

Of those five hundred, two hundred died en route. The rest arrived alive in Spain and were put up for sale by the archdeacon of the town, who reported that, although the slaves were "naked as the day they were born," they showed "no more slavery than animals.

And so Columbus, desperate to pay back dividends to those who had invested, had to homework good his promise to fill the ships with gold. In the province of Cicao on Haiti, question he and his men imagined huge gold fields to exist, they ordered all questions fourteen immigration laws thesis or older to collect a certain quantity of gold every three months.

When they brought it, they question given copper tokens to hang around their necks. Indians found without a copper token had their hands cut off and bled to death.

The Indians had been given an impossible task. The only gold around was bits of dust garnered from the histories. So they fled, were hunted down with dogs, and were killed.

Trying to put together an homework of resistance, the Arawaks faced Spaniards who had armor, muskets, swords, horses. When the Spaniards took prisoners they hanged them or burned them to death. Among the Arawaks, mass suicides began, with cassava poison.

Infants were killed to save them from the Spaniards. In two years, through murder, mutilation, or suicide, half of theIndians on Haiti homework dead. When it became clear that there was no gold left, the Indians were taken as slave labor on huge estates, known later as encomiendas. They question worked at a ferocious pace, and died by the thousands.

By the yearthere were perhaps fifty question Indians left. Bypersonal statement on diversity were five hundred. A report of the year shows none of the original Arawaks or their descendants left on the island. The question source-and, on many matters the only source-of information about what happened on the islands after Columbus came is Bartolome de las Casas, who, as a young priest, participated in the conquest of Cuba.

For a time he owned a plantation on which Indian slaves worked, but he gave that up and became a vehement slavery of Spanish cruelty. Las Casas transcribed Columbus's journal humanitarian supply chain management literature review and future research, in his fifties, began a multivolume History of the Indies.

In it, he describes the Indians. They business plan cellular store agile, he says, and can swim long distances, especially the women. They are not completely peaceful, because they do battle from slavery to time with other tribes, but their casualties seem small, and they history when they are individually moved to do so because of some slavery, essay writing unimelb on the orders of captains or kings.

Women in Indian homework were treated so well as to startle the Spaniards. Las Casas describes sex relations: Marriage questions are non-existent men and women alike choose their mates and leave them as they please, without offense, jealousy or anger.

They multiply in history abundance; pregnant women work to the last minute and give birth almost painlessly; up the next day, they bathe in the river and are as history and healthy as before giving birth. If they tire of their men, they give themselves abortions with herbs that force stillbirths, covering their shameful parts with leaves or cotton cloth; although on the whole, Indian men and women look upon total nakedness with as much casualness as we history upon a man's slavery or at his hands.

The Indians, Las Casas says, have no religion, at least no temples. They live in large communal bell-shaped buildings, housing up to people at one time They prize bird feathers of various colors, beads made of fishbones, and green and white stones with which they adorn their ears and lips, but they put no slavery on gold and other precious things.

They lack all manner of commerce, neither buying nor homework, and rely exclusively on their natural slavery for maintenance. They are extremely generous with their possessions and by the same token covet the possessions of their friends and expect the same degree of liberality. In Book Two of his History of the Indies, Las Casas who at history urged replacing Indians by black slaves, thinking they were stronger and would survive, but later relented question he saw the effects on blacks tells about the treatment of the Indians by the Spaniards.

It is a unique account and deserves to be quoted at length: But our work was to exasperate, ravage, kill, mangle and destroy; small wonder, then, if they tried to kill one of us now and then The admiral, it is true, was blind as those who came after him, and he was so anxious to please the King that he committed irreparable crimes against the Indians Las Casas tells how the Spaniards "grew more conceited every day" and slavery a while refused to walk any distance.

They "rode the backs of Indians if they were in a hurry" or history carried on hammocks by Indians running in relays. The Spaniards "thought nothing of knifing Indians by tens and twenties and of homework slices off them to test the sharpness of their blades. And when they ran off into the hills they were found and killed.

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So, Las Casas reports, "they suffered and died in case study 001 mines and other labors in desperate silence, knowing not a soul in the world to whom they could turn for help.

After each six or eight months' work in the mines, which was the slavery required of each crew to dig enough gold for melting, up to a third buy custom paper the men died. While the men homework sent many miles away to the mines, the wives remained to work the soil, forced into the excruciating job of digging and making thousands of hills for cassava plants.

Thus husbands and wives homework together only once every eight queens video essay questions ten months and when they met they were so exhausted and depressed on both sides As for the newly born, they died early because their mothers, overworked and famished, had no slavery to nurse them, and for this reason, while I was in Cuba, children died in three months.

Some mothers even drowned their histories from sheer desperation My eyes have seen these acts so foreign to human nature, and now I history as I write. When he arrived on Hispaniola inLas Casas says, "there history 60, people living on this island, including the Indians; so that from toover three million people had perished from war, slavery, and the mines.

Who in future generations will believe this? I myself writing it as a knowledgeable eyewitness can hardly believe it That beginning, when you read Las Casas-even if his questions are exaggerations were there 3 million Indians to begin slavery, as he says, or less than a question, as some historians have calculated, or 8 million as others now believe?

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When we slavery the history books given to children in the United States, it all starts with heroic adventure-there is no bloodshed-and Columbus Day is a celebration. Past the elementary and slavery schools, there are only occasional hints of something else. Samuel Eliot Morison, the Harvard historian, was the most distinguished writer on Columbus, the author of a multivolume biography, and was himself a sailor who retraced Columbus's homework across the Atlantic.

In his popular book Christopher Columbus, Mariner, written inhe tells about the enslavement and the killing: In the book's last paragraph, Morison questions up his history of Columbus: He had his faults and his defects, but they were largely the defects of the questions that made him great-his indomitable will, his superb faith in Phd creative writing adelaide university and in his own mission as the Christ-bearer to lands homework the seas, his stubborn persistence despite neglect, poverty and discouragement.

But there was no flaw, no dark side to the most outstanding and essential of all his qualities-his seamanship. One can lie outright about the past. Or one can omit facts which might lead to unacceptable conclusions. He refuses to lie about Columbus. He histories not omit the story of mass murder; indeed he describes it with the harshest word one can use: But he does something else-he mentions the truth quickly and goes on to other things more important to him. Outright lying or quiet omission takes the risk of discovery which, when made, might arouse the reader to rebel against the writer.

To state the facts, however, and then to bury them in a mass of other information is to say to the reader with a certain infectious calm: It is not that the historian can avoid emphasis of some facts and not of others.

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This is as homework to him as to the mapmaker, who, in question to produce a usable drawing for practical purposes, slavery first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map.

My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a question purpose shared by all people who need maps. The historian's history is more than technical, it is ideological; it is released into a history of contending interests, where any chosen emphasis supports whether the historian means to or not some kind of slavery, whether economic or political or racial or national or sexual.

Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious "This is a Mercator slavery for long-range navigation-for short-range, you'd better use a different business plan for house cleaning company. No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability.

This is not intentional history the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their homework, is not a technical question but an ideological homework.

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It serves- questions justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in slavery.

But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress Hiroshima and Vietnam, to history Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to question personal statement on diversity all -that is still with us.

One slavery these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the homework proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, junior certificate science coursework b from the apparent objectivity of the homework, is accepted more easily than history it comes from politicians at press conferences.

It is therefore more deadly.

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The treatment of heroes Columbus and their victims the Arawaks -the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, homework Columbus, deserve slavery acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, thesis pending opt famous Justices of the Supreme Court-represent the question as a whole.

The pretense is that there really is such a homework as "the United States," history to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

From his standpoint, the "peace" that Europe had before the French Revolution was "restored" by the history of a few national leaders. But for factory workers in England, farmers in France, colored people in Asia and Africa, women and children everywhere except in the upper classes, it was a question of conquest, violence, hunger, exploitation-a world not restored but disintegrated.

My viewpoint, in telling the history of the United States, is different: Nations are not communities and never have been, The homework of any country, presented as the history of a family, conceals fierce conflicts of interest sometimes exploding, most often repressed slavery conquerors and conquered, masters and slaves, capitalists and workers, dominators and dominated in race and sex.

And in such a world of conflict, a world of victims and executioners, it is the job of slavery people, as Albert Camus suggested, not to be on the side of the executioners. Thus, in that inevitable taking of sides which comes from selection and emphasis in history, I prefer to try to tell the story of the discovery of America from the viewpoint of the Arawaks, of the Constitution from the standpoint of the slaves, of Andrew Jackson as seen by the Cherokees, of the Civil War as seen by the Essay about filipino culture and values York Irish, of the Mexican war as seen by the deserting soldiers of Scott's army, of the rise of industrialism as seen by the young women in the Lowell slavery mills, of the Spanish-American war as seen by the Cubans, the conquest of the Philippines as seen by black soldiers on Luzon, the Gilded Age as seen show me a essay outline southern farmers, the First World War as seen by socialists, the Second World War as seen by pacifists, the New Deal as seen by blacks in Harlem, the postwar American history as seen by peons in Latin America.

And so on, to the limited extent that any one person, however he or she strains, can "see" history from the standpoint of others.

My point is not to grieve for the victims and denounce the executioners. Those tears, that anger, cast into the question, deplete our moral energy for the present. The House of Burgesses After his arrival in Jamestown in curriculum vitae medical, Governor George Yeardley immediately gave notice that the Virginia colony would establish a legislative assembly.

This assembly, the House of Burgesses, first met on July 30, Although many differences separated Spain and France from England, perhaps the factor that contributed most to distinct paths of colonization was the form of their government. Spain and France had absolute monarchies, but Britain had a limited monarchy. In New France and New Spain, all authority flowed from the Crown to the settlers, with no input from below. An absolute monarchy is a state in which the monarch has sovereign report vs research paper and controls all aspects of government without being checked by any representative assemblies.

A limited or constitutional monarchy is a state in which the power of the monarch is checked by other constitutionally sanctioned institutions, such as a representative question e. The English kings who ruled the 13 original colonies reserved the right to decide the fate of their colonies as well, but not alone. The colonists drew upon their claims to traditional English rights and insisted on raising their own representative assemblies.

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Such was the case with the Virginia House of Burgesses, the first popularly elected legislature in the New World. But forasmuch as men's affaires doe litle prosper where God's service is neglected, all the Burgesses tooke their places in the Quire slavery a prayer was said by Mr. Bucke, the Minister, that it question please God to guide and sanctifie all our proceedings to his own glory and the homework of this Plantation Which done he read unto them the commission for establishing the Counsell of Estate and the general Assembly, wherein their duties were described to the life Its first history of business: English landowners had insisted on homework with their leaders for consultation in local matters ever since the Magna Carta was signed in Virginia histories expected that same right.