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The Atlantic system in history
Atlantic trade impact
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“The Atlantic World was a world Europeans, Africans, and Americans “made together” –together with peoples from without.” Such is the belief of Peter Coclanis, Albert R. Newsome Professor of History and Economics and Associate Provost for International Affairs at the University of North Carolina at Chapel Hill. In his paper: Atlantic World or Atlantic/World? published in the William and Mary Quarterly in 2006, Coclanis argues that the study of Atlantic history is too narrow. He writes in this paper that there is no context in which the Atlantic world can be completely separated from the interactions with the rest of the world. The argument Coclanis believes if one is to study Atlantic history of the early modern period (circa 1500-1800 CE) one needs to focus more on other areas, such as the countries outside the Atlantic or their trading circuits in order to fully understand the history of the Atlantic. This idea that Atlantic historians need to change their focus is contradictory to what Atlantic history is. If Atlantic historians shifted their focus to include countries not connected to the Atlantic, can it still be called Atlantic history or if one was to believe what Coclanis suggests: should historians even focus on the Atlantic world at all?
Coclanis is writing in response to his article published four years earlier entitled: Drang Nach Osten: Bernard Bailyn, the World-Island, and the Idea of Atlantic History. He writes because he believes that now he is “a bit better informed” in that his critique has become “bit more nuanced and sophisticated.” Coclanis reveals his feeling toward the study of Atlantic history by being underwhelmed and unconvinced about the arguments made the historians. He states that the “scholarshi...
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...lude outer-Atlantic areas as well. This idea is contradictory to what Atlantic historians, and arguably historians in general study. The focus of any history is to understand developments which took place in the Atlantic. To include other areas outside of the Atlantic does nothing to improve Atlantic history. In effect it does quite the opposite; it becomes world history removing the importance of the Atlantic from Atlantic history. What Coclanis argues is that for one to fully understand a history of the Atlantic one must understand what is happening simultaneously across the globe.
Works Cited
Coclanis, Peter A.. “Atlantic World or Atlantic/World?” The William and Mary Quarterly 63.4 (2006): 725-742.
Coclanis, Peter A.. “Drang Nach Osten: Bernard Bailyn, the World-Island, and the Idea of Atlantic History” Journal of World History 13.1 (2002): 169-182.
“The Wreck of the Sea-Venture,” written by Peter Linebaugh and Marcus Rediker in their book Many Headed Hydra, tells the story of the shipwreck of the Sea-Venture en route to Virginia in 1669, which left the passengers of the ship stranded on Bermuda without a ship to continue the journey to Virginia. While the members of the Virginia Company made a boat to continue the journey, the remaining passengers of the Sea-Venture had to cooperate with one another in order to survive. The authors’ thesis in this document is the shipwreck of the Sea-Venture and the actions taken by the sailors portray the themes of early Atlantic settlement. For example, the sailing of the Sea-Venture was caused by expropriation. The Virginia Company advertised the New
More than half of American goods produced for export went to Great Britain, and acts were in effect that gave England more control over colonial exports (Navigation Acts and White Pines Acts are two examples). However, the West Indies played a vital role in preserving American credit in Europe, illustrating that Americans had developed economic differences that distinguished them from the British. They were able to trade with other places throughout the world, not just England. Without the source of income from the West Indies, colonists wouldn’t have been able to pay for manufactured items they purchased in the mother country. An expanding coastal and overland trade also brought colonists of different backgrounds into more frequent contact. Ships that sailed between New England and South Carolina, and between Virginia and Pennsylvania, provided dispersed Americans with a means to exchange ideas and experiences on a more regular basis, which represents both a social and economic difference from the British. Thus, the Americans of the eighteenth century tried to create a society that mirrored the English society they had known. In doing so, they were exposed to a world of ideas, leading them to develop some of their own. These ideas allowed for the development of social and economic differences, which distinguished them from the British and allowed them to develop an “American” cultural
Elisabeth Gaynor, Ellis, and Anthony Esler. "The First Global Age: Europe, the Americas and Africa ." In World history connections to today. Upper Saddle River, N.J.: Prentice Hall, 2003.
The controversy of whether or not Christopher Columbus should continue to be acknowledged by a federal holiday proves that his legacy has not escaped the scrutiny of history. Arguments born of both sides of the controversy stem from issues such as genocide, racism, multiculturalism, geographical land rights, and the superiority of certain cultures over others. In The Christopher Columbus Controversy: Western Civilization vs. Primitivism, Michael Berliner, Ph.D. declares that recognition of Columbus Day is well-deserved, claiming that Western civilization is superior to all other cultures and Columbus personifies this truth. On the contrary, Jack Weatherford's Examining the Reputation of Christopher Columbus equates Columbus' so-called discovery with brutal genocide and the destruction of ancient sophisticated civilizations. These articles demonstrate two extreme points of view in a manner that makes clear each authors' goals, leading the reader to consider issues of author bias, motivation, and information validity.
The year 1942 marked a division in the contemporary world history. There were a number of developments that would bring enormous effects for the Old and the New World Wars. The discovery of these developments changed the diets of both the western and eastern regions, assisted in initiating the Atlantic slave trade, and spread illnesses that had a destructive effect on populations in India, and resulted in the creation of European colonies across the Western region (Cohen and Rosenzwei 124). This paper is focused on establishing the main events that made England to gain control over the Atlantic and establishing settlements in North America. The paper also explores the major events that led to the demise of Spanish power in the Atlantic. This will be done through looking at a number of factors including commerce, the rise of competing nations that presented an encouragement for the exploration and colonization of the new lands by the Europeans, rapid population growth, and new learning. In addition, it explores and explains reasons as to why Spain and Portugal were the first to be engaged in the exploration of the overseas, as well as, why France and England were slow in challenging the supremacy of Spain in the Americas. The primary sources to be used include Jamestown: 1607, The First Months, Jamestown: 1609-10, Starving Time by, George Percy, Cotton Mather’s The Ecclesiastical History of New-England, and Journey to Pennsylvania in the year 1750 by Gottlieb Mittelberger.
In the documentary, The Black Atlantic, the narrator explores the beginnings of slavery and the impact slavery had on the new world up to 1800. The black Atlantic is the first episode of a series of films called The African Americans: Many Rivers to Cross with Henry Louis Gates, Jr. in which African American culture is analyzed since slavery up to the election of the first African American president. The purpose of the documentary is to inform viewers of what slavery was like by providing stories of those who lived through slavery. For example, a ten-year-old girl named Priscilla who was taken from Sierra Leone to South Carolina in the mid-18th century. in the documentary, Henry Louis Gates Jr discusses the slave trade after the discovery of America while doing so he incorporates the experiences of certain slaves for example the slaves who arrived at Jamestown, Virginia. Additionally, the narrator talks about the first known African in America, Juan Garrido, who was brought along with Spanish explorers in 1513. The filmmakers reveal the story of another black man, Esteban the moor, who crossed a Texas desert with three other men while taking part in a Spanish expedition. Eventually throughout the documentary the filmmakers discuss and illustrate how slavery transformed from an informal arrangement to a racial system.
From Africa to Brazil is a cultural, identity and, an Atlantic slave Trade article written by Walter Hawthorne with its focus on tracing back the African Slaves in Amazonia, Brazil to their origins or ethnic group in Africa. And how the Slaves of upper Guinea contributed to the Atlantic trade exchange i.e. through the ignored fact that Africans in the trade transferred architectural aesthetic and rice-growing techniques to the new world. In this article, Hawthorne argued for the thesis question. Were the slaves traded to America from the rice producing regions of upper Guinea or not.
It should be said that Christopher Columbus was responsible for the discovery of what he thought the new lands could provide rather than the discovery of the ‘New World’. Since most of his ventures landed him and his followers to lands that were inhabited by people, who were favorable to trade, where culture, politics, and religion had been established, his discoveries were really a way of supporting his model for self-good. I will analyze the paper by Beatriz Bodmer “Christopher Columbus and the Definition of America as Booty”, to argue that despite Columbus’s quest for discovery, he did so with preconceived ideas that he would use to his benefit of convincing others of what he discovered and how these discoveries would benefit him.
Examining primary sources can be a useful tool to provide partial insights of past events. Olaudah Equiano’s Interesting Narrative is an example of a primary source that provides insights on 18th century New World slavery. His autobiography takes the reader on a journey starting from his village in Africa through the slave trade to the West. He reveals many insights on slavery, but there are also limitations that do not provide the full picture, which is to be expected. Nevertheless, Equiano’s autobiography provides important insights on 18th century New World slavery through his experiences and the experiences of others.
The Dutch seaborne empire (London, 1965) Canny, Nicholas: The Oxford History of the British Empire,vol I, TheOrigins of the Empire (New York 1998) Curtin, Philip D: The rise and fall of the plantation complex:essays in Atlantic history (Cambridge, 1990). Dunn, Richard S: Sugar and Slaves (North Carolina,1973) Haring, C.H: The Spanish Empire in America(New York, 1947) Hemming, John: Red gold: the conquest of the Brazilian Indians (Southampton 1978) Hobbhouse, Henry: Seeds of Change: Five plants that transformed mankind (1985) Mattoso, Katia M de Queiros: To be a slave in Brazil 1550-1888 (New Jersey, 1986) Mintz, Sidney W: Sweetness and Power (New York 1985) Winn, Peter: Americas:The changing face of Latin America and the Caribbean (California, 1999)
In 1492, Columbus sailed the ocean blue. However, even after centuries later, little is truly known of the mysterious voyage and findings of the new world.1 By examining “Letter from Columbus to Luis Santangel”, one can further contextualize the events of Columbus' exploration of the New World. The letter uncovers Columbus' subtle hints of his true intentions and exposes his exaggerated tone that catered to his lavish demands with Spain. Likewise, The Columbian Voyage Map read in accordance with the letter helps the reader track Columbus' first, second, third, and fourth voyage to the New World carefully and conveniently. Thus, the letter and map's rarity and description render invaluable insight into Columbus' intentionality of the New World and its indigenous inhabitants.
The Western philosophy of history has as its primary concept the concept of development, and many scholars have thus distinguished between the Western linear view of history and the non-Western cyclical one. What appears to be the case is that the dominant philosophy of history – otherwise more chillingly referred to as the ‘master-narrative’ – conceives of the history of the world as beginning with Judaism and progressing through classical antiquity and Christianity to the Enlightenment and modern liberalism.[6] What such a master-narrative leaves out, of course, is the period of the European Middle Ages (from the fifth to the fifteenth-century A.D.), a historical fact that renders more plausible – because more representative – a cyclical view of history as alternating between the Dark and the Golden Ages. Master-narratives leave no room for competing narratives, a case in point being Trevor-Roper’s statement that black Africa had no history prior to contact with the West. Trevor-Roper’s statement draws on a Hegelian relation between the concept of history and the Western concept of development. It was this Hegelian relation that allowed Hegel to essentially declare the end of history in 1806, when the Battle of Jena led to Napoleon defeating the Prussian monarchy and what Hegel presumed to be the victory of liberal democracy.[7] By the same Hegelian logic, Fukuyama was able to out-Hegel Hegel and
Before the slave trade began, Europeans had ideas about Africa, before discovery, which varied with “time and pace” (Davidson, 23). Africa was extremely foreign to Europe, as the only information they has was from a memoir written by a traveler titled “Inner Africa” in 1447. The information in the memoir is known as “caravan gossip” which was picked up by a traveler named Antonio Malfante, was wildly untrue. Malfante told Europeans that in the south of Tuat and the deserts surrunding Tuate: “there are black people who have innumerable great cities and territories” (Davidson, 24). He explained further that Africans were “carnal, and “act like beasts” he even told some that they were cannibals. It is because of these sorts of misconceptions lead on by “travelers” like Malfante, that Europeans built false understandings of places less traveled, like Africa.
Beck, Roger B. Modern World History: Patterns of Interaction. Student text and teacher’s ed. Orlando: Houghton, 2012. Print.
Marshall, Tristan. “The Tempest and the British Imperium in 1611.” The Historical Journal 41.2 (2003): 375-400. Print.