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Spanish colonization of the Americas

Apush study Guide ecomienda

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US History
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Spanish colonization of the Americas
Unfree labor
Unfree labor
Labor history
Spanish West Indies
Encomenderos
Encomienda
Repartimiento

Name: ___________________________________________ The Encomienda System Big Idea Questions Guided Notes Areas of Concern Who groups benefited from encomiendas? Who was an individual that was instrumental in the decline of encomiendas? The New Curriculum and Encomiendas ? Key Concept 1.2, I, D. ?In the economies of the Spanish colonies, Indian labor, used in the encomienda system to support plantation-based agriculture and extract precious metals and other resources, was gradually replaced by African slavery.? ? Page 24 of the Curriculum framework ? Since the encomienda system is specifically mentioned in the framework, there is a good chance you will be directly assessed on it.

World War 2 Study guide

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US History
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Portuguese Empire
Age of Sail
spanish empire
trade routes
Colonization of the Americas
Conquistador
Christopher Columbus
Commercial Revolution
Ferdinand Magellan
Spice trade
Atlantic slave trade
Spanish colonization of the Americas

Unit 3 explorer test! Country of Origin and the accomplishments of the explorers: Prince Henry the Navigator: PORTUGAL Year: 1415 His conquests in Africa landed him spices and maps He founded a school of Navigation in 1419 to prefect mapmaking, shipbuilding, and instrument making Historians: honor his efforts with the name Henry the Navigator Vasco De Gama: PORTUGAL (Portugal > India) Year: 1498 Portugal > India Sails past the Cape of Good Hope and around Africa to India He helped Portugal compete with the overland spice trade routes Christopher Columbus: SPAIN (1451- 1506) (Spain > Hispaniola) Year: 1492 (he accidentally landed in the Americas instead of reaching the East Indies) Started his voyage August 3, 1492 and landed on an island in the Bahamas on October 12, 1492

New Worlds: The Americas and Oceania

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World History
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Spanish colonization of the Americas
Labor history
Spanish West Indies
Unfree labor
Colonial Mexico
Conquistador
Spanish conquest of the Aztec Empire
New Spain
Encomienda
Portuguese Empire
aztec
mexico

Kinberg, Nicholas Michael Chakmakian AP World History 7 August 2015 Chapter 24 Outline Americas/Oceania Woman Dona Marina, born 1500 to noble fam. In central Mexico, spoke Nahuatl,lang. of Aztec; fam. Sent her to Mexican coast as slave, new fam. Passed her to Yucatan peninsula Became fluent in Maya; Hernan Cortes arrived on Mexican coast in 1519, had Spanish soldier who learned Maya during captivity in Yucatan; couldn?t comm. With Aztec

Chapter 1 - Brinkley 13th edition

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US History
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Americas
Colonialism
Empires
Spanish colonization of the Americas
American culture
Native Americans in the United States
Fur trade
Massachusetts Bay Colony
British Empire
Pueblo Revolt
New Spain

Chapter One Review Notes (Pd. 6) Reasons for expansion/imperialist efforts: Gold ( in Asia) Spanish gains from expansion- Land Tobacco Trade Cultural interchange Gold importing Formal political strongholds in the new world England vs. Spain Sir Francis Drake in the ?Singeing of the King of Spain?s Beard? (Destruction of the Spanish Armada) Spanish Armada Undermining efforts towards Spain?s economic power in the new world (i.e. luxurious natural resources) Political Structures/Presence in the New World Viceroys/Audiencias/Peninsulares Creoles: Citizens born at colonies by settlers Mestizo: Mixture of Spanish/Native American Mulatto: Mixture of Black/Spanish Native Americans: Driving labor force in the New World

Traditions and Encounters Chapter 25 Test Bank

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World History
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Americas
Spanish colonization of the Americas
Ethnic groups in Latin America
Colonialism
Labor history
Spanish West Indies
European colonization of the Americas
Audiencia Real
Mestizo
aztec
Encomienda
Spanish conquest of the Aztec Empire

CHAPTER 25 TEST QUESTIONS MULTIPLE CHOICE 1. Do?a Marina was a. the first viceroy of the Spanish colonies in the Americas. b. the leading Spanish banker who funded exploration. c. the Portuguese explorer who first sighted Australia. d. a Mexican woman who aided Cort?s in his conquest of the Aztecs. * e. the nautical term for the dominant westerly wind that made voyages to the Americas faster. (p. 665) 2. When the Spanish invaded the Aztec empire, a. the subject tribes of the empire remained faithful to the Aztecs. b. the subject tribes fled south for Inca protection. c. they were emboldened by their previous easy conquest of the Inca. d. they were interested in gaining control of tobacco as a profitable cash crop.

The Earth and its Peoples: 5th Edition - Chapter 17 Notes

Subject: 
World History
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Americas
Colonialism
Ethnic groups in Latin America
Colonization of the Americas
Spanish colonization of the Americas
Native American genocide
European colonization of the Americas
Creole peoples
Indigenous peoples of the Americas
Mulatto
British Empire
Colonial history of the United States

Chapter 17 Notes The Columbian Exchange Demographic Changes The Columbian Exchange ? The exchange of plants, animals, technologies, diseases between the Americas and the rest of the world following Columbus?s voyages Smallpox was the most deadly early epidemic Malaria and yellow fever also were present. Malaria came w/ the African slave trade Smallpox arrived in the Caribbean and in Mexico and Central America from EU Disease was an early result of the Columbian Exchange and caused high death rates among many indigenous peoples. Transfer of Plants and Animals The New and Old Worlds continued to exchange these two in mass despite new epidemics Maize, potatoes, manioc revolutionized agriculture in Europe, Africa, and Asia

American Colonial Society

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World History
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Americas
Food and drink
Biology
Age of Discovery
Columbian Exchange
Spanish colonization of the Americas
Cassava
Smallpox

Warm Up 1/14 On your way in please pick up the handout for today? Hand in your work from last class? In the space provided discuss with a partner and define ?Columbian Exchange? in your own words? What We Will Cover Unit: Period 4 Lesson: American Colonial Society Objective: By the end of class students will have reviewed the Columbian Exchange and the development of colonial society in order to compare differing models of settlement. Agenda Background Notes Comparison Discussion Background Notes Please follow along using the outline provided? Columbian Exchange Background Massive population loss in New World due to disease (smallpox, malaria) Old World plants/animals come to Americas, incorporated into indigenous diet

The Earth And Its Peoples, 3rd Edition Vocabulary Flashcards for Chapters 15-18

Subject: 
World History
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Americas
Colonialism
Colonization of the Americas
Ethnic groups in Latin America
Slave Trade
Spanish colonization of the Americas
British Empire
Indigenous peoples of the Americas
spanish empire
Creole peoples
slavery
Conquistador

Arawak Amerindian peoples who inhabited the Greater Antilles of the Carribean at the time of Columbus Atahualpa Last ruling Inca emperor of Peru, executed by the Spanish Atlantic Circuit the network of trade routes connecting Europe, Africa, and the Americas; underlay the Atlantic system Atlantic system network of trade links after 1500 that moved goods, wealth, people and cultures around the Atlantic Ocean basin balance of power policy in international relations in which the major European states acted together to prevent any one of them from becoming too powerful Bartolome de Las Casas First bishop of Chiapas, Mexico; protected Amerindian peoples from exploitation and helped establish the New Laws of 1542, which limited the ability of

Latin American History Final

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World History
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Americas
Spanish colonization of the Americas
Bourbon Reforms
spanish empire
New Spain
Viceroyalty of Peru
Indian Reductions
Suppression of the Society of Jesus
Creole peoples
Peru
Mestizo
Afro-Latin American
behavior
Human development
Interpersonal relationships
Love
Psychoanalysis
Human behavior
Personal life
Attachment theory
Evolutionary biology
Technology

11/10/14 9:14 PM BOOK NOTES p.146-154, 177-180 Structure = familiar from the conquest period Mines provide basic economic motor Export product and currency International merchants imported European goods Paid in silver which then went to Europe in return for more goods Two Zones of Silver Production Mexican North South-Central Andes (Potosi) Mine shafts could extend hundreds of feet in depth (growing deeper and wider) major problems with drainage Required large-scale investment far in advance of return Refineries headquarters of each mining sight housed owners, technical staff, skilled workers Two-part structure of the industry = radical separation of business Distinction between more skilled refinery workers and more quickly shifting, less skilled workers

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