Exploration & Effects on Native Americans

QUESTION

Required Resources

Read/review the following resources for this activity:

• Textbook: Chapter 1, 2, 3, 4
• Lesson
• Minimum of 1 scholarly source (in addition to the textbook)

Optional Resources to Explore

Feel free to review the library guide for scholarly sources and videos at the following link:

• Link (website): History Library GuideLinks to an external site.

Introduction

The purposes of each case study assignment include the following:

• To hone your abilities to research using scholarly sources
• To advance critical thinking and writing skills
• To compile a response to the prompts provided
• To explore a historical topic and make connections to change over time

Instructions

Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic:

Option 1: Exploration and Effects on Native Americans

• Explain what motivated the European world powers to explore the Americas.
• Describe the economic effects of exploration based on the Colombian exchange.
• Analyze the effects of exploration on Native Americans.
• Based on research, analyze if Europeans might be held accountable for transmitting Old World diseases to people in the Western Hemisphere.

Option 2: Slavery vs. Indentured Servitude

• Explain how and why slavery developed in the American colonies.
• Describe in what ways the practice of slavery was different between each colonial region in British North America.
• Analyze the differences between slaves and indentured servants.

Option 3: Women in Colonial America

• Pick two colonies (New England, Middle, or Southern colonies) and explain how women’s roles differ in the two colonies of your choice.
• Describe what legal rights women held during the colonial period.
• Analyze how Native women’s lives were different from colonial women’s lives.

Make sure to use your course text and incorporate an additional scholarly source from the Chamberlain Library in your response.

Writing Requirements (APA format)

• Length: 1-2 pages (not including title page or references page)
• Use standard essay writing process by including an introduction, body paragraphs, and a conclusion.
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page (minimum of 1 scholarly source)
• No abstract is required
• In-text citations that correspond with your end references

 

ANSWER

Option 1: Exploration and Effects on Native Americans

Explain what motivated the European world powers to explore the Americas.

There were three main motives for European exploration: glory, gold, and God. The primary goal of nations such as Spain and Portugal was to retake Muslim land and convert natives into Christians. Prince Henry of Portugal said, “great desire to make an increase in the faith of our Lord Jesus Christ and to bring him all the souls that should be saved” (Corbett et al. 2016, p.22). Europeans also hoped to gain global recognition, status, and wealth as they sought trade routes to lucrative markets.

Another motive for exploration was gold. According to Corbett et al. 2016, many initial sailors told stories about the land’s exotic gold, jewels, and silver. These tales captured the attention of other merchants, including Marco Polo and Christopher Columbus, who wanted to discover and acquire the untold wealth of the land. Columbus requested the Spanish monarchy to fund his expedition. Isabella of Castile agreed to fund Columbus’ trip with the primary goal of spreading her Christian beliefs to the Far East.

Describe the economic effects of exploration based on the Colombian exchange.

Columbian exchange refers to exchanging items, such as animals, plants, and diseases, between Europe/Africans and the Americas. The Colombian exchange promotes trade, especially in agricultural products. The main agricultural products traded were: sugar, tobacco, chocolate, chicken, horses, pigs, cows, etc.

The Columbian exchange also promoted capitalism. The colonizing countries needed to amass wealth to gain power. Therefore, they created mercantilism, a protectionist policy that rejected free trade and campaigned for government control and regulation of commerce. The colonists were also prohibited from trading with any other country apart from Europe. These policies led to capitalism, characterized by commodification and recasting of native economies.

Analyze the effects of exploration on Native Americans.

1. The exploration spread infectious diseases such as measles, chickenpox, mumps, and smallpox to the natives. The loss of life due to this disease was vast because the Native Americans did not have immunity against them. Millions of Native Americans succumbed to smallpox due to a lack of immunity.
2. The exploration also came with significant cultural changes. According to Corbett et al. (2016), Africans, Native Americans, and Europeans came together for the first time due to the exploration. This consolidation came with significant socio-cultural and religious changes. The Native Americans were forced to abandon their religion and convert to colonist’s religion. Material cultures also changed. For example, the Europeans initially hated tobacco but later accepted it for its medicinal properties. The natives’ material culture also changed as they became more dependent on European products.

• The exploration also led to the enslavement of the native people. The Natives supplied the Europeans with cheap labor. They were forced to work in mines, plantations, etc.

Analyze if Europeans might be held accountable for transmitting Old World diseases to people in the Western Hemisphere.

The civilizations of the Western Hemisphere include the Olmec, Aztec, Maya, and Inca. The Aztec civilization lived in Mexico City, while the Olmec flourished in Central Mexico. Nunn and Qian (2010) indicate that the population in Central Mexico dropped from 15 million to 1.5 million after the population’s initial contact with Europeans. This area was ruled by the Aztecs, one of the populations in the western hemisphere. This study suggests that Europeans are responsible for transmitting Old World disease to people in the Western Hemisphere. The natives contracted the disease after their initial contact with the Europeans, meaning the Europeans were responsible for the disease transmission.

Option 2: Slavery vs Indentured Servitude

Explain how and why slavery developed in the American colonies.

Legalization of Slavery

The Europeans did not have enough colonies to supply them with labor. In response to their labor needs, Spain developed encomiendas- a legislation that gave successful conquistadors legal rights to native labor (Corbett et al. 2016, p. 48). The Spanish with these rights ruthlessly exploited them, leading to forced labor. In 1680, Virginia passed a similar legislation prohibiting enslaved people from congregating, seeking freedom, and assaulting Christians (Corbett et al. 2016, p. 70). These laws helped legalize slavery, leading to its widespread use.

The Demand for New Labor

The demand for cash crops, such as rice, coffee, sugar, and rice, continued to grow. The colonists created large-scale plantations to sustain the demands; hence, needed permanent and plentiful of skilled labor. However, because many natives succumbed to diseases, their labor was inadequate to meet the needs of the colonists. Therefore, many colonialists opted for African labor to supplement that of the natives. Africans were also skilled in animal husbandry, making them even more ideal for Europeans’ business endeavors.

Slave Trade

The Slave trade also contributed to slavery in American colonies. In 1672. The English Crown chartered the Royal African Company. The company acquired a monopoly in the slave trade, transporting hundreds of thousands of Africans to English colonies. As more Africans flocked to the nations, the colonies, especially Chesapeake, became more reliant on their labor.

The Middle Passage

Describe how the practice of slavery differed between each colonial region in British North America.

The middle colonies, such as Pennsylvania and Delaware, relied heavily on indentured servants more than others. The economy of southern colonies was agricultural-driven; hence, they heavily relied on slave labour. New England had a diverse economy; therefore, it was not uncommon to see enslaved people learning specialized skills (National Geographic Society, 2020). Unlike the South, where most of the enslaved people worked in fields, those in New England worked work alongside tradespeople, merchants, households, and doctors due to their specialized skills (National Geographic Society, 2020). New England’s slavery practice also evolved differently from other colonies. Initially, New England granted enslaved people rights similar to indentured servants. Enslaved people enjoyed these rights until Massachusetts Bay Colony passed a law that stripped them of these rights (National Geographic Society, 2020). Although New England also benefitted from the slavery practices, they outlawed it toward the end of the 18th century. While New England support the end of slavery, Southern colonies fiercely resisted it.

Analyze the differences between enslaved people and indentured servants.

Indentured servants were young, illiterate Englishmen and women, while enslaved people mainly were of African origin. Indentured servants worked under contract. They signed contracts, pledging to work for a certain number of years in exchange for food, lodging, clothing, and a passage to America. On the other hand, slave labor was forced. Many slaves did not agree to the labor obligations.

Another key difference is that the labor provided by indentured servants was temporary and available for only a limited time. In contrast, slave labor was permanent because they worked their whole life. Indentured servants had liberty rights even during the contract period. Many colonists considered Africans personal property and not humans; therefore, enslaved people had no rights. Indentured servants received remuneration for their labor depending on agreed contractual terms. Enslaved people did not receive any compensation for their labor.

Option 3: Women in Colonial America

Pick two colonies (New England, Middle, or Southern colonies) and explain how women’s roles differ in the two colonies of your choice. 

Chesapeake or Southern colonies did not have a unifying religion; hence, its people practiced Quakerism, Anglicanism, Catholicism, etc. New England consisted mainly of puritans. Having one unifying faith gave women in New England more authority and power than those in Chesapeake. The women in New England could lead battles for new churches, educate children on religious matters, expand Puritanism to other areas, and serve as guardians of ministerial reputation (Allen, n.d.). Women such as Anne Hutchinson organized rebellions against the Puritan patriarchal nature, while Mary Dyer led protests against the persecution of Quakers. These women illustrate the power held by women in New England colonies. Those in Chesapeake or Southern colonies did not have such rights.

Describe what legal rights women held during the colonial period.

Women had very few rights in the colonial period. They could not vote, question their husbands, or hold public offices. However, the Great Awakening and the Enlightenment brought major transformations to the colonies. The Daughters’, a non-importation movement, helped women acquire new roles, including the right to purchase household goods (Corbett et al., 2016, p.120). This movement also empowered women to take political action against British goods through boycotting. In 1830s, women replaced men as teachers (Arezki & Mahmoudi, 2013). Women preferred teaching to domestic work. Colonial women in New England were entitled to a third of their husband’s property upon their death.

Analyze how Native women’s lives were different from colonial women’s lives.

Native women, especially those of Eastern Woodland (Lenape, Muscogee, Cherokee, & Iroquis), had power and influence. According to Corbett et al. (2016), most Native societies in the East were matriarchal, meaning these societies were female-led (p.17). They could counsel and pass down their traditions and had more property rights than men (De Pauw, 1976). They could veto a declaration of war and enforce it (De Pauw, 1976). When their decisions were questioned, the women could refuse to supply field rations or moccasin, without which war was impossible. Colonial women did not have such political power. Their cultures were patriarchal, and men made all decisions, including family-related issues.

Native women in Eastern woodland, cultivated corn, beans, nuts, and other agricultural products. Corbett et al. (2016) reveal that White women were exempted from all groundwork, meaning they did not participate in field labor (p.70). For example, Corbett et al. (2016) indicate that men and boys would shear sheep while girls and women would wash and spin the wool into yarn (p.19).

According to De Pauw (1976), Native Americans had the expertise of initiating abortions and limited their family size to two or three children. On the other hand, European colonists could have four or five times that family size (De Pauw, 1976). Native women could divorce their husbands, but colonial women did not have divorcing rights (De Pauw, 1976).

References      

Allen, M. M. (n.d.). Wives, widows: women’s roles in the Chesapeake and New England Regions. https://www.eiu.edu/historia/allen.pdf

Arezki, K., & Mahmoudi, K. (2013). American women of the colonial period and of the nineteenth century city. Multilinguales, (2), 171-182. https://journals.openedition.org/multilinguales/2724

Corbett, P. S., Janseen, V., Lund, J., Pfannestiel, T., Vickery, P., & Waskiewicz, S. (2016). US History OpenStax.

De Pauw, L. G. (1976). Women and the Law: The colonial period. Hum. Rts., 6, 107. https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/huri6&section=11

National Geographic Society. (2020, January 13). New England colonies’ use of slavery. National Geographic Society. https://www.nationalgeographic.org/article/new-england-colonies-use-slaves/

Nunn, N., & Qian, N. (2010). The Columbian exchange: A history of disease, food, and ideas. Journal of Economic Perspectives, 24(2), 163-88.

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