I need an Early Globalization discussion write-up of at least 250 words following the links below in 6-7 Hours;
1) Read the two YAWP readings links provided.
Journal of Christopher Columbus, 1492
Bartolome de Las Casas Describes the ..
Columbus’s Thoughts on Natives
2) Read pages 22 27 of the US History online text.
3) Then review the videos provided.
4) Read the Howard Zinn chapter excerpt provided.
5) Review the Thanksgiving PowerPoint
6) Review the article link “More cities celebrating Indigenous Peoples Day amid effort to abolish Columbus Day”
What is the common theme of the sources provided? What does the Howard Zinn chapter teach you about explorer and missionary views of Native Americans? How does the article on Indigenous Peoples Day relate to what you have learned? Has your perspective of Columbus and the treatment of Native Americans changed? Did globalization effect the culture of the Native people? What is the most surprising information you learned this week?
Build the thesis (main idea) of your post by asking yourself similar questions as the examples provided above. Make sure to read and utilize all of the resources provided in order to create an informed and engaging conversation with the class. If you utilize a source, please cite it. Questions should be answered in separate paragraphs.
Zinn, Howard. A People’s History of the United States. New York, NY: HarperCollins, 2009.
Chapter 1: COLUMBUS, THE INDIANS, AND HUMAN PROGRESS
Arawak men and women, naked, tawny, and full of wonder, emerged from their villages onto the island’s beaches and swam out to get a closer look at the strange big boat. When Columbus and his sailors came ashore, carrying swords, speaking oddly, the Arawaks ran to greet them, brought them food, water, gifts. He later wrote of this in his log:
They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks’ bells. 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 edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane . They would make fine servants . With fifty men we could subjugate them all and make them do whatever we want.
These Arawaks of the Bahama Islands were 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 force in order that they might learn and might give me information of whatever there is in these parts.
The information that Columbus wanted most was: Where is the gold? He had persuaded the king and queen of Spain to finance an expedition to the lands, the wealth, he expected would be on the other side of the Atlantic-the Indies and Asia, gold and spices. For, like other informed people of his time, 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. Its population, mostly poor peasants, worked for the nobility, who were 2 percent of the population and owned 95 percent of the land. Spain had tied itself to the Catholic Church, expelled all the Jews, driven out the Moors. Like other states of the modern world, Spain sought gold, which was becoming 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 land routes to Asia, a sea route was needed. Portuguese sailors were working their way around the southern tip of Africa. Spain decided to gamble on a long sail across an unknown ocean.
In return for bringing back gold and spices, they promised Columbus 10 percent of the profits, 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, part-time weaver (the son of a skilled weaver), and expert sailor. He set out with three sailing ships, the largest of which was the Santa Maria, perhaps 100 feet long, and thirty-nine crew members.
Columbus would never have made it to Asia, which was thousands of miles farther away than he had calculated, imagining a smaller world. He would have been doomed by that great expanse of sea. 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. It was early October 1492, and thirty-three days since he and his crew had left the Canary Islands, off the Atlantic coast of Africa. Now they saw branches and sticks floating in the water. 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 sea. The first man to sight land was supposed to get a yearly pension of 10,000 maravedis for life, but Rodrigo never got it. Columbus claimed he had seen a light the evening before. He got the reward.
So, approaching land, 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: it led Columbus to take some of them aboard ship as prisoners because he insisted that they guide him to the source of the gold. He then sailed to what is now Cuba, then to Hispaniola (the island which today consists of Haiti and the Dominican Republic). There, bits of visible gold in the rivers, and a gold 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 crewmembers there, with instructions to find and store the gold. He took more Indian prisoners and put them aboard his two remaining ships. At one part of the island he got into a fight with Indians who refused to trade as many bows and arrows as he and his men wanted. Two were run through with swords and bled to death. Then the Nina and the Pinta set sail for the Azores and Spain. When the weather turned cold, the Indian prisoners began to die.
Columbus’s report to the Court in Madrid was extravagant. He insisted he had reached Asia (it was Cuba) and an island off the coast of China (Hispaniola). His descriptions were part fact, part fiction:
Hispaniola is a miracle. Mountains and hills, plains and pastures, are both fertile and beautiful the harbors are unbelievably good and there are many wide rivers of which the majority contain gold. . . . 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 something they have, they never say no. To the contrary, they offer to share with anyone .” He concluded his report by asking for a little help from their Majesties, and in return he would bring them from his next voyage “as much gold as they need and as many slaves as they ask.” He was full of religious talk: “Thus the eternal God, our Lord, gives victory to those who follow His way over apparent impossibilities.”
Because of Columbus’s exaggerated report and promises, his second expedition was given seventeen ships and more than twelve hundred men. The aim was clear: slaves and gold. They went from island to island in the Caribbean, taking Indians as captives. But as word spread of the Europeans’ intent 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 gold, taking women and children as slaves for sex and labor.
Now, from his base on Haiti, Columbus sent expedition after expedition into the interior. They found no gold fields, but had to fill up the ships returning to Spain with some kind of dividend. In the year 1495, they 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 embarrassment than animals.” Columbus later wrote: “Let us in the name of the Holy Trinity go on sending all the slaves that can be sold.”
But too many of the slaves died in captivity. And so Columbus, desperate to pay back dividends to those who had invested, had to make good his promise to fill the ships with gold. In the province of Cicao on Haiti, where he and his men imagined huge gold fields to exist, they ordered all persons fourteen years or older to collect a certain quantity of gold every three months. When they brought it, they were 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 streams. So they fled, were hunted down with dogs, and were killed.
Trying to put together an army 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 the 250,000 Indians on Haiti were 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 were worked at a ferocious pace, and died by the thousands. By the year 1515, there were perhaps fifty thousand Indians left. By 1550, there were five hundred. A report of the year 1650 shows none of the original Arawaks or their descendants left on the island.
The chief 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 critic of Spanish cruelty. Las Casas transcribed Columbus’s journal and, in his fifties, began a multivolume History of the Indies. In it, he describes the Indians. They are agile, he says, and can swim long distances, especially the women. They are not completely peaceful, because they do battle from time to time with other tribes, but their casualties seem small, and they fight when they are individually moved to do so because of some grievance, not on the orders of captains or kings.
Women in Indian society were treated so well as to startle the Spaniards. Las Casas describes sex relations:
Marriage laws are non-existent men and women alike choose their mates and leave them as they please, without offense, jealousy or anger. They multiply in great 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 clean 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 look upon a man’s head 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 600 people at one time made of very strong wood and roofed with palm leaves . 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 value on gold and other precious things. They lack all manner of commerce, neither buying nor selling, and rely exclusively on their natural environment 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 first urged replacing Indians by black slaves, thinking they were stronger and would survive, but later relented when 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:
Endless testimonies . .. prove the mild and pacific temperament of the natives . 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 after a while refused to walk any distance. They “rode the backs of Indians if they were in a hurry” or were carried on hammocks by Indians running in relays. “In this case they also had Indians carry large leaves to shade them from the sun and others to fan them with goose wings.”
Total control led to total cruelty. The Spaniards “thought nothing of knifing Indians by tens and twenties and of cutting slices off them to test the sharpness of their blades.” Las Casas tells how “two of these so-called Christians met two Indian boys one day, each carrying a parrot; they took the parrots and for fun beheaded the boys.”
The Indians’ attempts to defend themselves failed. And when they ran off into the hills they were found and killed. So, Las Casas reports, “they suffered and died in the mines and other labors in desperate silence, knowing not a soul in the world to whom they could turn for help.” He describes their work in the mines:
mountains are stripped from top to bottom and bottom to top a thousand times; they dig, split rocks, move stones, and carry dirt on their backs to wash it in the rivers, while those who wash gold stay in the water all the time with their backs bent so constantly it breaks them; and when water invades the mines, the most arduous task of all is to dry the mines by scooping up pansful of water and throwing it up outside .
After each six or eight months’ work in the mines, which was the time required of each crew to dig enough gold for melting, up to a third of the men died.
While the men were 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 were together only once every eight or ten months and when they met they were so exhausted and depressed on both sides they ceased to procreate. As for the newly born, they died early because their mothers, overworked and famished, had no milk to nurse them, and for this reason, while I was in Cuba, 7000 children died in three months. Some mothers even drowned their babies from sheer desperation . in this way, husbands died in the mines, wives died at work, and children died from lack of milk . .. and in a short time this land which was so great, so powerful and fertile was depopulated. My eyes have seen these acts so foreign to human nature, and now I tremble as I write.
When he arrived on Hispaniola in 1508, Las Casas says, “there were 60,000 people living on this island, including the Indians; so that from 1494 to 1508, over 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 .”
Thus began the history, five hundred years ago, of the European invasion of the Indian settlements in the Americas. That beginning, when you read Las Casas-even if his figures are exaggerations (were there 3 million Indians to begin with, as he says, or less than a million, as some historians have calculated, or 8 million as others now believe?)-is conquest, slavery, death. When we read 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 high 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 route across the Atlantic. In his popular book Christopher Columbus, Mariner, written in 1954, he tells about the enslavement and the killing: “The cruel policy initiated by Columbus and pursued by his successors resulted in complete genocide.”
That is on one page, buried halfway into the telling of a grand romance. In the book’s last paragraph, Morison sums up his view of Columbus:
He had his faults and his defects, but they were largely the defects of the qualities that made him great-his indomitable will, his superb faith in God and in his own mission as the Christ-bearer to lands beyond 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. Morison does neither. He refuses to lie about Columbus. He does not omit the story of mass murder; indeed he describes it with the harshest word one can use: genocide.
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: yes, mass murder took place, but it’s not that important-it should weigh very little in our final judgments; it should affect very little what we do in the world.
It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must 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 common purpose shared by all people who need maps. The historian’s distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, 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 projection for long-range navigation-for short-range, you’d better use a different projection”). 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 deception; 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 genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to 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 morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason 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 same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.
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, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as “the United States,” subject 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.
“History is the memory of states,” wrote Henry Kissinger in his first book, A World Restored, in which he proceeded to tell the history of nineteenth-century Europe from the viewpoint of the leaders of Austria and England, ignoring the millions who suffered from those statesmen’s policies. From his standpoint, the “peace” that Europe had before the French Revolution was “restored” by the diplomacy 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 world of conquest, violence, hunger, exploitation-a world not restored but disintegrated.
My viewpoint, in telling the history of the United States, is different: that we must not accept the memory of states as our own. Nations are not communities and never have been, The history of any country, presented as the history of a family, conceals fierce conflicts of interest (sometimes exploding, most often repressed) between 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 thinking people, as Albert Camus suggested, not to be on the side of the executioners.
So, Columbus and his successors were not coming into an empty wilderness, but into a world which in some places was as densely populated as Europe itself, where the culture was complex, where human relations were more egalitarian than in Europe, and where the relations among men, women, children, and nature were more beautifully worked out than perhaps any place in the world.
They were people without a written language, but with their own laws, their poetry, their history kept in memory and passed on, in an oral vocabulary more complex than Europe’s, accompanied by song, dance, and ceremonial drama. They paid careful attention to the development of personality, intensity of will, independence and flexibility, passion and potency, to their partnership with one another and with nature.
John Collier, an American scholar who lived among Indians in the 1920s and 1930s in the American Southwest, said of their spirit: “Could we make it our own, there would be an eternally inexhaustible earth and a forever lasting peace.”
Perhaps there is some romantic mythology in that. But the evidence from European travelers in the sixteenth, seventeenth, and eighteenth centuries, put together recently by an American specialist on Indian life, William Brandon, is overwhelmingly supportive of much of that “myth.” Even allowing for the imperfection of myths, it is enough to make us question, for that time and ours, the excuse of progress in the annihilation of races, and the telling of history from the standpoint of the conquerors and leaders of Western civilization.
Involvement in politics, or “political participation,” refers to the acts taken by public members to affect public policy, either directly or indirectly. Activities such as Voting, participating in a campaign, donating money to a candidate or organization, interacting with government officials, lobbying for change, and working with others on an issue all fit under this definition. In nations where powerful parties or political organizations give alternative resources, comprehensive cross-national statistics show that wealthy and more educated people engage at higher rates than those who are less fortunate. The Civic Voluntarism Model (CVM) study has shown that people apply the skills they learn in organizations to their political involvements (Weiss, 2020). The CVM and other recent studies have found that people engage more when recruited or mobilized. Using the Political Action experiment, researchers found that people had expanded their definition of “political action repertoire” to encompass more than just protest. Although the objectives of authoritarian governments and economically less developed countries differ, the core issues of their engagement remain the same.
One of the foundational tenets of government is political participation, as seen in the figure above (McKee, 2022). People can express their thoughts about the world and how it is controlled in various ways. As a result of these acts, people are also attempting to influence the decisions that affect their lives. As illustrated above, the exercise of democracy in the act of Voting is an example of political participation. Such activity has a great influence and impact on the citizens. The impacts may be realized from the works and actions partaken by the voted candidates. Under such circumstances, the actions of the voted candidates may improve or worsen the conditions of living for every citizen. This illustrates the impact of the respective activity. This implies that political participation is necessary for every citizen. Promoting at the local, regional or national level; developing thinking about disability or other social problems at the individual or family level; and participating in disabled people’s organizations or other groups and organizations are examples of these activities. Voting, affiliation with a political party, and candidacy for office are all formal politics. Participation in politics is open to people of all abilities, including those with disabilities. People with disabilities cannot participate in politics due to several obstacles. Many people with disabilities opt out of politics because they feel their issues are ignored or believe they have little effect on policy and decision-making. To empower persons with disabilities, it is essential to encourage them to participate in the democratic process. With a lack of participation from the disability community, the views of those with disabilities will be ignored, and their rights to justice will be constrained. All citizens must participate in the political process to ensure that all citizens are content and happy with their respective governments, as depicted above.
McKee, R. (2022). Cagle Cartoons. Truthdig: Expert Reporting, Current News, Provocative Columnists. Retrieved 1 June 2022, from https://www.truthdig.com/cartoons/viral-tap/.
Zaslove, A., Geurkink, B., Jacobs, K., & Akkerman, A. (2021). Power to the people? Populism, democracy, and political participation: a citizen’s perspective. West European Politics, 44(4), 727-751.
Weiss, J. (2020). What is youth political participation? Literature review on youth political participation and political attitudes. Frontiers in Political Science, 2, 1.
THE AMERICAN YAWP READER
A Documentary Companion to the
Table of Contents
Introduction .. 7
16. Capital and Labor
William Graham Sumner on Social Darwinism (ca.1880s) 10
Henry George, Progress and Poverty, Selections (1879) 12
Andrew Carnegies Gospel of Wealth (June 1889) ..14
Grover Clevelands Veto of the Texas Seed Bill (February 16, 1887) 16
The Omaha Platform of the Peoples Party (1892) .18
Dispatch from a Mississippi Colored Farmers Alliance (1889) ..23
The Tournament of Today A Set-To Between Labor and Monopoly ..27
Lawrence Textile Strike (1912) .28
17. The West
Chief Joseph on Indian Affairs (1877, 1879) ..30
William T. Hornady on the Extermination of the American Bison (1889) .32
Chester A. Arthur on American Indian Policy (1881) .35
Frederick Jackson Turner, Significance of the Frontier in American History (1893) .37
Turning Hawk and American Horse on the Wounded Knee Massacre (1890/1891) .39
Laura C. Kellogg on Indian Education (1913) 41
Helen Hunt Jackson on a Century of Dishonor (1881)
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