Presentation Assignments: https://docs.google.com/spreadsheets/d/1pw1dIruAlaXAK5463j4RfhpJ-luagEEpIeXL7htpt0w/edit#gid=0 Copy of the Assignment https://drive.google.com/drive/folders/0B4pMppnM1JZjTXJEMm83SDhRbDQ
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Slides for Judaism, Christianity, and Islam
https://docs.google.com/presentation/d/1cp2xcSUJnFXq-3S-tPrgqDqbcMzF2eZWcf3dewYmLwg/edit#slide=id.g4d89823cb1_3_82 Latin American Cast System Article
Las castas” – Painting containing complete set of 16 casta combinations. An 18th century socio-racial classification system used in the Spanish American colonies. The European conquest of Latin America beginning in the late 15th century, was initially executed by male soldiers and sailors from the Iberian Peninsula (Spain and Portugal). The new soldier-settlers fathered children with Amerindian women and later with African slaves. These mixed-race children were generally identified by the Spanish colonist and Portuguese colonist as “Castas”. The subsequent North American fur trade during the 16th century brought many more European men, from France and Great Britain, who took North Amerindian women as wives. Their children became known as “Métis” or “Bois-Brûlés” by the French colonist and “mixed-bloods”, “half-breeds” or “country-born” by the English colonist and Scottish colonist. Casta is an Iberian word (existing in Spanish, Portuguese and other Iberian languages since the Middle Ages), meaning “lineage”, “breed” or “race.” It is derived from the older Latin word castus, “chaste,” implying that the lineage has been kept pure. Casta gave rise to the English word caste during the Early Modern Period. The term Castas was a Spanish and Portuguese term used in 17th and 18th centuries mainly in Spanish America to describe as a whole the mixed-race people which appeared in the post-Conquest period. A parallel system of categorization based on the degree of acculturation to Hispanic culture, which distinguished between gente de razón (Hispanics) and gente sin razón (non-acculturated natives), concurrently existed and worked together with the idea of casta. The system of castas, or genizaros was inspired by the assumption that the character and quality of people varied according to their birth, color, race and origin of ethnic types. The system of castas was more than socio-racial classification. It impacted every aspect of life, including economics and taxation. Both the Spanish colonial state and the Church expected more tax and tribute payments from those of lower socio-racial categories. Even baptismal records includes your designation. This complex caste system was used for social control and also determined a person’s importance in society. There were four main categories of race: (1) Peninsular, a Spaniard born in Spain; (2) Criollo (feminine, criolla), a person of Spanish descent born in the New World; (3) Indio (fem. india), a person who is descendent of the original inhabitants of the Americas; and (4) Negro (fem. negra) – a person of black African descent, usually a slave or their free descendants. General racial groupings had their own set of privileges and restrictions, both legal and customary. So, for example, only Spaniards and Amerindians, who were deemed to be the original societies of the Spanish dominions, had recognized aristocracies. Also, in America and other overseas possessions, all Spaniards, regardless of their family’s class background in Europe, came to consider themselves equal to the Peninsular hidalgía and expected to be treated as such. Access to these privileges and even a person’s perceived and accepted racial classification, however, were also determined by that person’s socioeconomic standing in society. Persons of mixed race were collectively referred to as “castas”. Long lists of different terms, used to identify types of people with specific racial or ethnic heritages, were developed by the late 17th century. By the end of the colonial period in 1821, over one hundred categories of possible variations of mixture existed. I’m guessing that no one could keep up with them. The terms for the more complex racial mixtures tended to vary in meaning and use and from region to region. (For example, different sets of casta paintings will give a different set of terms and interpretations of their meaning.) For the most part, only the first few terms in the lists were used in documents and everyday life, the general descending order of precedence being:
2. Criollos (Spanish Americans) A Spanish term meaning “native born and raised,” criollo historically was applied to both white and black non-indigenous persons born in the Americas. In the contemporary historical literature, the term usually means only people who in theory were of full direct Spanish ancestry, born in the Americas. In reality white Criollos could also have some native ancestry, but this would be disregarded for families who had maintained a certain status. As the second- or third-generation of Spanish families, some Criollos owned mines, ranches, or haciendas. Many of these were extremely wealthy and belonged to the high nobility of the Spanish Empire. Still, most were simply part of what could be termed the petite bourgeoisie or even outright poor. As life-long residents of America, they, like all other residents of these areas, often participated in contraband, since the traditional monopolies of Seville, and later Cádiz, could not supply all their trade needs. (They were more than occasionally aided by royal officials turning a blind eye to this activity). Criollos tended to be appointed to the lower-level government jobs—they had sizable representation in the municipal councils—and with the sale of offices that began in the late 16th century, they gained access to the high-level posts, such as judges on the regional audiencias. The 19th-century wars of independence are often cast, then and now, as a struggle between Peninsulares and Criollos, but both groups can be found on both sides of the wars.
Other fanciful terms existed, such as a torna atrás (literally, “turns back”) and tente en el aire (“hold-yourself-in-midair”) in New Spain or a requinterón in Peru, which implied that a child of only one-sixteenth Black ancestry is born looking Black to seemingly white parents. These terms were rarely used in legal documents and existed mostly in the New Spanish phenomenon of Casta paintings (pinturas de castas), which showed possible mixtures down to several generations. The overall themes that emerge in these categories and paintings are the “supremacy of the Spaniards,” the possibility that Indians could become Spaniards through miscegenation with Spaniards and the “regression to an earlier moment of racial development” that mixing with Blacks would cause to Spaniards. These series generally depict the descendants of Indians becoming Spanish after three generations of intermarriage with Spaniards (usually the, “De español y castiza, español” painting). In contrast, mixtures with Blacks, both by Indians and Spaniards, led to a bewildering number of combinations, with “fanciful terms” to describe them. Instead of leading to a new racial type or equilibrium, they led to apparent disorder. Terms such as the above-mentioned tente en el aire and no te entiendo (“I don’t understand you”)—and others based on terms used for animals: mulato (mule) and lobo (wolf), chino (derived from cochino meaning “pig”)—reflect the fear and mistrust that Spanish officials, society and those who commissioned these paintings saw these new racial types. Different paintings depicted different combinations. In general, the Spanish-Indian combinations were in agreement between them, but the categories for black admixture are quite different. Today's Activities
1) Finish Lecture 2) The Encomienda System Critical Read The link for the reading is as: usp=sharingdrive.google.com/file/d/183BNjKid7yZ0nJwbTAagK0oDaWT2F2sK/view?usp=sharing
-encomendaros -reducciones -adelantados
What was the significance of the phrase “sin indios no hay Indias”? Why was the system eventually abolished? 3) Read Chapter 15, Section 2 (pages477-486) complete 10 notes, Key Terms, and questions 2,3,4,&5. The link for the study guide for the test on Monday is posted below :
https://drive.google.com/file/d/1baHXnuk3liDb6Rz92AJI2VRf3Ys8QkR7/view?usp=sharing Today we did the Latin America Culture Poster Walk. - if you have not turned in your poster you need to do so by tomorrow!
Reading for today:
For today: A. Vocabulary review. B. Emperor's New Grove clip C. reminder vocabulary quiz tomorrow D. Poster Project Create a travel poster about which civilization you consider to be the best from the ones we have studied. It is an advertisement selling your civilization as a destination for people to visit on vacation. Due Thursday Requirements: 1. At least 7 visuals 2. At least 5 pieces of historically accurate information on the civilization 3. An appealing heading/title 4. Geographic features/location of the civilization 5. Organized layout with legible handwriting From 12/10 1. Read pages 195-199 in your text book 2. Complete "Terms. People Nd places" on page 195 3. Read Section and take 10 notes on main ideas 4. complete the Note Taking graphic on page 195. 5. Complete question 2,3, and 4 on page 199. The link for the Latin American cultures LECTURE is posted below:
docs.google.com/presentation/d/19ZcMNJd7VLrxq06dO7IsVtm9QVgPso6BBjSd9O4QTkM/edit#slide=id.p https://drive.google.com/file/d/1Wo3GWudJEA1v0QbX4STPb7N1KVYDK0Bu/view?usp=sharing
The Inca reading link is above: Complete the notes for the Jigsaw and bring to class tomorrow.
The Jigsaw is posted below: read your assigned section (Person 1 - pages 271-272 to the "Arrival of the Aztecs" , Person 2 - pages 272- "Arrival of the Aztecs" to bottom of page 273, Person 3 - 274 through 275, Person 4 -276 through page 277)
The link for the Aztec Reading is poated below" drive.google.com/file/d/1Nv1Iz8k6Bw8LEA1c5iKylAA_G28sBy_J/view?usp=sharing |
Important Links:
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