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11th Grade > APUSH - Time Period 1 (1492-1607) > Flashcards

APUSH - Time Period 1 (1492-1607) Flashcards

1
Q

Hopewell
definition and importance

A

Definition: A prehistoric Native American civilization/culture that existed in what is now Ohio. Known for building large earth mounds and having a big trading network.

Importance: It shows that ancient Native Americans were skilled builders and traders who had an advanced society and way of life.

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2
Q

Cahokia
definition and importance

A

Definition: An important Native American city near what is now St. Louis, Missouri. Known for big earth mounds and center of trade and culture.

Importance: Largest city in North America before the Europeans came. Big center for culture, people, and trade.

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3
Q

Iroquois (Confederacy)
definition and importance

A

Definition: An alliance of 6 Native American tribes in northeastern Native America. (Mohawk, Oneida, Onodaga, Cauiga, Seneca and later the Tuscarora) Had a strong political system that later influenced American democracy.

Importance: Showed how Native American tribes could work together politically, and later influenced American democracy.

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4
Q

Aztecs
definition and importance

A

Definition: An ancient civilization in Mexico known for their cities, culture, architecture, and religion.

Importance: They built advanced cities, practiced art, religion, and agriculture, which had a big influence on later Mexican cultures.

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5
Q

Tenochtitlan
definition and importance

A

Definition: The capital city of the Aztec empire.

Importance: Place for culture, trade, and power in the Aztec empire.

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6
Q

Maya
definition and importance

A

Definition: An ancient civilization in Mesoamerica.

Importance: Had advanced knowledge of astronomy, math, calendars, and writing. Practiced elaborate religious rituals.

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7
Q

Inca
definition and importance

A

Definition: An ancient civilization in South America and the Andes Mountains.

Importance: They had advanced cities and engineering, a strong government, and good agricultural techniques.

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8
Q

Three sisters
definition and importance

A

Definition: 3 crops grown by Native Americans (maize/corn, beans, and squash).

Importance: It was a good way for the Native Americans to grow food. The corn provided a structure for the beans to climb, beans fix nitrogen in soil, and squash shades the ground to keep moisture and prevent weeds.

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9
Q

maize
definition and importance

A

Definition: Corn

Importance: A food supply, a material to trade, and an item for ceremonies in the Americas.

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10
Q

Treaty of Tordesillas 1494
definiton and importance

A

Definition: A treaty signed in 1494 which was an agreement between Spain and Portugal that divied the new lands outside of Europe. Spain got the lands west of the line of demarcation, and Portugal got the lands to the east.

Importance: It helped peacefully divide the lands between Spain and Portugal without fighting.

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11
Q

maritime technology (3)
definition and importance

A

Definition: tools, equipment, techniques, and ship designs used to help navigate and build ships. Astrolabe and sextant - helped sailors navigate by stars to find out where they were at sea. Compass - allowed sailors to navigate where they were. Caravel - ship design that had square and lateen sails.

Importance - Helped sailors find out where they were and navigate where they are going safely.

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12
Q

joint stock companies
definition and importance

A

Definition: People invest money into a business by buying shares.

Importance: Allowed many people to invest in big projects while sharing risks and rewards.

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13
Q

God, gold, glory
definition and importance

A

Definition: the 3 main motives during the Age of exploration. God - desire to spread Christianity to new lands. Gold - the desire to become rich through trading. Glory - the want for personal glory, fame, and honor.

Importance: Explains why Europeans explored the Americas, and how they kept motivation.

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14
Q

Protestant Reformation 1517
definition and importance

A

Definition: A religious movement that aimed to reform the Catholic Church into Protestant Churches. Started by Martin Luther in 1517.

Importance: Led to the rise of new Christian beliefs and churches, which encouraged religious diversity.

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15
Q

Nation-state
definition and importance

A

Definition: A country where the people share a common culture, language, and history. They also have the same central government.

They unite people who have a common culture under a single rule, and it leads to stability.

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16
Q

Feudalism
definition and importance

A

Definition: A system in medieval Europe where Lords granted land in exchange for military service and loyalty.

Importance: It provided security in society between Lords and vassals, and organized land ownership, military, and social order.

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17
Q

Ferdinand Magellan
definition and importance

A

Definition: A Portuguese explorer who led the first expedition to circumnavigate the globe. He left in 1519 with 5 ships and died in the Philippines, but his expedition continued, with 1 ship returning to Spain in 1522.

Importance: he opened up several trade routes, expanded European knowledge of the world, and proved that it was round.

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18
Q

Christopher Columbus 1492
definition and importance

A

Definition: An Italian explorer who sailed for Spain in 1492 in search of a westward route for Asia. However, he landed in the Americas and initiated European contact with the New World.

Importance: His voyages led to European exploration, connection, and colonization of the Americas.

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19
Q

conquistador
definition and importance

A

definition: a person who conquers new territories

importance: they found new areas and brought ideas, diseases, and items/trade

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20
Q

Samuel de Champlain 1608
definition and importance

A

definition: a French conqueror who founded Quebec in 1608, known as “Father of New France”

importance: founded Quebec, mapped Great Lakes and part of Canada, formed alliance with Huron tribe, helped French expand and colonize

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21
Q

Henry the Navigator
definition and importance

A

definition: a portuguese prince who funded voyages to Africa in the 15th century

importance: started the age of exploration and founded trade routes to Africa

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22
Q

Valladolid Debate 1550
definition and importance

A

definition: a debate held in Valladolid, Spain to talk about the rules of colonization and how to treat Native Americans

importance: showed differing views on colonization and changed Spain’s views on colonization and was the first moral debate on colonization and human rights

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23
Q

Juan Gines de Sepulveda
definition and importance

A

definition: a Spanish philosopher who fought pro-conquests and wanted to treat the Native Americans badly during the Valladolid debate

Importance: influence others to agree with the idea that people should go on conquests and treat Native Americans badly

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24
Q

Bartolome de las Casas
definition and importance

A

definition: a priest who wanted Native Americans to be treated well

importance: fought against Juan Gines de Sepulveda, and wanted fair treatment of Native Americans

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25
Q

casta system
definition and importance

A

definition: a Latin America social class system based on race

importance: influenced social status, economic opportunities, rights, and social dynamics in Latin America

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26
Q

Peninsulares
definiton and importance

A

definition: the top class of the Casta system, spanish born ppl who came to the americas

importance: overlooked the economy and held big government positions

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27
Q

criollos
definition and importance

A

definition: 2nd highest rank on the castas system, Spaniards born in the New World

Importance: fought with peninsulares for control and wanted more representation in their class

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28
Q

castas
definition and importance

A

definition: 3rd highest in the casta system, mixed with European, indigenous people, and Africans

importance: shaped the fabric culture, and maintained control by favoring Europeans in arguments against Africans and indigenous people

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29
Q

mulattos
definition and importance

A

definition: 4th highest on the casta system, mixed with African and European

importance: added to the diverse culture complexities of social status

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30
Q

mestizos
definition and importance

A

definition: 4th highest on the casta system, people mixed with European and indigenous people

importance: influenced the culture and further complicated the casta system

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31
Q

african
definition and importance

A

definition: 6th highest on the casta system, pure african

importance: always put to work in mines, domestically, and in farms, contributed to afro-latin culture, and were victims of early discrimination

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32
Q

indigeneous ppl

A

native americans who lived there before colonization

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33
Q

native americans
definition and importance

A

definition: 7th highest/last on the casta system, native american race

importance: preserved culture, language, knowledge systems, wanted land rights, no discrimination, and cultural preservation

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34
Q

encomienda system
definition and importance

A

definition: a system where settlers were given land and Native American slaves in exchange for spreading Christian ideas from the Spanish crown

importance: sparked debates on how Native Americans should be treated, and settlers got slaves for mining, farming, and the economy

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35
Q

casta system order highest to lowest

A

Peninsulares
Criollos
Castas
Mulattos
Mestizos
African
Native Americans
please can cassie munch meals and not apples

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36
Q

asiento system
definition and importance

A

definition: the Spanish crown made a contract with other European nations where they were allowed to bring African slaves to the Americas

importance: influenced European nations to participate in the transatlantic slave trade and led to arguments, and led to the slaves being used a lot

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37
Q

chattel slavery
definition and importance

A

definition: the slavery system where slaves could be bought, sold, inherited, and traded

importance: there were slaves to do the spanish people’s labor, dehumanization was promoted, and debated were sparked over human rights

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38
Q

the columbian exchange
definition and importance

A

definition: the exchange between the old world and the Americas. food, animals, culture, ideas, technology, and diseases were exchanged

importance: new food was introduced, new deadly diseases were introduced to the indigenous people, and new cultural ideas (religion, technology, and languages) were exchanged

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39
Q

smallpox
definition and importance

A

definition: a deadly disease that includes a fever and a rash

importance: it wiped out a large portion of Native Americans, it made it easier for the Spanish to conquer, and it led to the creation of the smallpox vaccine by Edward Jenner in the late 18th century

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40
Q

The Pueblo Revolt 1680
definition and importance

A

definition: a revolt in New Mexico in which the Native Americans drove out the Spanish

Importance: led to the Spanish leaving New Mexico for a long time, the Native Americans being able to preserve their culture and religion, and forced the Spanish to treat the Native Americans better

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41
Q

subarctic
environment/ecosystem, economy, location

A

environment/ecosystem: long cold winters, short mild summers, boreal forest/taiga, coniferous trees (spruce, pine), wetlands, rivers, lakes, caribou, moose, fish, bears

ecosystem: traded fur/meat/fish and animals with Arctics, used animals for food/clothes/tools, mostly hunted and trapped animals and fished and gathered roots/berries/nuts,

41
Q

Arctic
environment/ecosystem, economy, location

A

environment/ecosystem: cold and dry winters, cool short summers, ice, tundras, seals, whales, polar bears

economy: traded with neighboring areas (Dene, Cree, Inuit, Norse), fished, hunted, could not farm so heavy reliance on sea and ice, used animals for food, clothing, tools,

42
Q

northwest coast
environment/ecosystem, economy, location

A

environment/ecosystem: mild climate, wet winters, lots of rain and vegetation, dense temperate rainforests, rugged coastline, several rivers and streams, salmon, seals, whales, birds

economy: heavily relied on fishing (mostly salmon), developed advanced fishing tools/techniques, hunted and gathered deer, berries, roots, used wood to make houses, canoes, totems, traded fish, sea products, furs, and meat with inland tribes

43
Q

california coastal
environment/ecosystem, economy, location

A

environment/ecosystem: Mediterranean climate, wet mild winters, dry warm summers, coastal plains, rolling hills, mountain ranges, sandy beaches, rocky shorelines, deer, rabbits, birds, fish, shellfish

economy: heavily relied on fishing and gathering, limited farming, basket weaving, tool making, shell bead currency, traded fish, beads, crafts, obsidian, and food with inland tribes

44
Q

Plateau
environment/ecosystem, economy, location

A

environment/ecosystem: dry, hot summers, cold winters, elevated plateau with mountains, valleys, rivers, limited vegetation (sagebrush, juniper, pine), deer, elk, coyotes, birds

Economy: limited agriculture (corn, beans, and squash near rivers), hunted deer, elk, gathered roots, berries, seeds, traded with neighboring tribes, weaved baskets, beadwork

45
Q

great basin
environment/ecosystem, economy, location

A

Environment/Ecosystems: dry desert, hot summers, cold winters, mountain ranges, limited vegetation (sagebrush, saltbrush, desert shrubs), rabbits, rodents, reptiles, birds

Economy: hunting small game and gathering, migrated seasonally to find food and water, traded obsidian, baskets, and medicinal plants through mountains and rivers, practiced spiritual ceremonies and basket weaving

46
Q

Southwest
environment/ecosystem, economy, location

A

Ecosystem/Environment: dry, hot summers, mild winters, desert plains, canyons, mesas, mountain ranges, limited vegetation (cacti, mesquite, desert shrubs, pine, juniper), coyotes, jackrabbits, lizards, rattlesnakes

Economy: used irrigation systems to grow corn, beans, squash, cotton, developed big trade networks with neighboring tribes, traded food, pottery, turquoise, known for pottery making, basket weaving, and turquoise jewelry making, build permanent villages (pueblos) and cliff dwellings organized in clans and different religious societies

47
Q

plains
environment/ecosystem, economy, location

A

Environment/Ecosystem: dry and humid, hot summers, cold winters, big grasslands, few trees, rivers, lakes, hills, buffalo grass, grama grass, shrubs, bison, antelope, deer, wolves, birds

Economy: hunted bison for food, clothes, tools, and trade, nomandic lifestyle, followed bison herds, gathered berries and roots, traded buffalo products, horses, furs, and tools with other tribes, created sun dances

47
Q

northeast
environment/ecosystem, economy, location

A

Environment/Ecosystem: temperate with 4 different seasons, cold winters, warm summers, forests, rivers, lakes, vegetation included oak, maple, beach trees, riverside marshes, wetlands, wildlife including deer, bears, beavers, turkeys, birds

Economy: grew corn, beans, squash, tobacco, hunted deer, bear, salmon, and trout, had many trade networks and traded furs and shell beads

48
Q

southeast
environment/ecosystem, economy, location

A

Ecosystem/Environment: warm and humid, long growing seasons, lots of rain, mild winters, coastal plains, wetlands, swamps, forests, rivers, rolling hills, lush forests, deciduous trees, evergreen trees, mangrove trees, cypress trees, lots of wildlife including deer, turkey, alligators, fish

Economy: grew the three sisters, lots of fertile land, hunted deer, turkey, fish, made pottery, baskets, tools, traded animal skins and crafted items

49
Q

caribbean
environment/ecosystem, economy, location

A

Ecosystem/Environment: tropical climate, warm all the time, wet and dry seasons, several islands, coastal plains, beaches, rainforests, mountain regions, lots of tropical forests with cassava, sweet potatoes, yams, maize, pineapples, bananas, lots of marine life

Economy: practiced growing cassava, maize, sweet potatos, lots of fertile soil, fished, used mainly marine resources, did pottery, weaving, tool making, traded cotton, woven baskets, pottery, and food with neighboring islands, used canoes for inter island travel and trade

49
Q

mesoamerica
environment/ecosystem, economy, location

A

Ecosystem/Environment: tropical rainforests, dry highlands, coastal plains, warm, seasonal rain, mountain ranges, volcanic plateaus, lowland jungles, coastal regions, plants such as corn, beans, squash, cacao, chili peppers, animals such as jaguars, monkeys, birds, reptiles

Economy: grew corn, beans, squash, cacao, terraced, irrigated, big trade networks, made pottery, weaved baskets, jewelry, carved stones, built big cities like pyramids, temples, plazas

50
Q

Inca
Geographic Region

A

South america, Andes Mountains Pacific Coast

51
Q

Inca
Economy/Resources

A

traded potatoes, maize, minerals, animals, crops, tools, llamas

52
Q

Inca
Political Organization

A

emperor supreme ruler of the state, empire divided into four Suyus, each under a governor who reported to the king

53
Q

Inca
Political Organization

A

emperor supreme ruler of the state, empire divided into four Suyus, each under a governor who reported to the king

54
Q

Inca
Social Structure

A

Sapa Inca ruling over society, royalty, nobles, commoners, peasants

55
Q

Mayans
Geographic Region

A

central america, mesoamerica, Yucatan Peninsula

56
Q

Mayans
Economy/Resources

A

irrigation and water storage, temples, cities, maize traded crops and gold, copper, jade, pottery, limestone to build

57
Q

Mayans
Political Organization

A

hierarchical (different levels) government ruled by kings and priests, independent city states with rural communities and urban ceremonial centers

58
Q

Mayans
Social Structure

A

Rulers who they believed descended from the gods, class structure with four main levels: nobility, priesthood, common people, and slaves

59
Q

Aztecs
Geographic Region

A

central america, mesoamerica

60
Q

Aztecs
Economy/Resources

A

Tenochtitlan (city), written language, systems of irrigation, maize, economy based on agriculture and trade, fruits, vegetables, beans

61
Q

Aztecs
Political Organization

A

Government similar to a monarchy with an emperor or king as the primary ruler, ultimate power in the land, descended from gods and divine right

62
Q

Aztecs
Social Structure

A

Priests upholding fertility with human sacrifice, eight different social classes: rulers, warriors, nobility, priests, free poor, slaves, servants, middle class
Restaurants Will Never Put Free Produce Samples Since Many Come

63
Q

Pueblo
Geographic Region

A

Southwest, New Mexico and Arizona

64
Q

Pueblo
Economy/Resources

A

Sedentary (stayed in same area), maize, built adobe and masonry homes, corn, beans, squash, agricultural economy, Turquoise currency

65
Q

Pueblo
Political Organizations

A

autonomous villages (run themselves), governed by a council, composed of the heads of religious societies, tribal governor and war chief, staff

66
Q

Pueblo
Social Structure

A

Highly organized society with administrative offices, religious centers, and craft shops, clan system with many tribes, women owned house and garden, egalitarian

67
Q

Ute
Geographic Region

A

Great Basin/ Plains

68
Q

Ute
Economy/Resources

A

hunting, bison, small animals, fish, plants, traded meats and hides

69
Q

Ute
political organization

A

Egalitarian, everyone has equal rights, Bands consisted of several residential units (demes) that united under a leader, usually an elder male who had demonstrated prowess as a hunter as well as wisdom in decision making. Leaders often had one or more assistants who served as speakers or in other capacities.

70
Q

Ute
Social Structure

A

families were small - a husband and wife, their children, and sometimes elderly grandparents. Elders made important decisions and were treated with great respect. Eventually, when the size and number of families increased, the Utes organized into seven groups called bands.

71
Q

Chumash
Geographic Region

A

CA

72
Q

Chumash
Economy/Resources

A

Hunters, gatherers, fishermen, wide-ranging trading network, shell beads for money, acorns, seeds, bulbs, roots, nuts, bears, seals, deer, otters, rabbits

73
Q

Chumash
Political Organization

A

Village, headed by a hereditary chief which was passed down in their family, sedentary and permanent

74
Q

Chumash
Social Structure

A

Three-class social structure, lower, middle, and upper, chiefs, doctors, then craftspeople

75
Q

Chinook
Geographic Region

A

Northwest Coast

76
Q

Chinook
Economy/Resources

A

Ocean, fishing villages, forests, elk, great cedar trees to build plank houses

77
Q

Chinook
Political Organization

A

basic social unit was a local group consisting of close relatives and headed by a senior member

78
Q

Chinook
Social Structure

A

Giant houses holding up to 70 members of the same kinship band, divided into classes of free individuals and slaves

79
Q

Iroquois
Geographic Location

A

Northeast

80
Q

Iroquois
Economy/Resources

A

Maize, squash, beans, agricultural, hunted, fished, nuts, berries, and shells, beads and rocks as wampum and currency

81
Q

Iroquois
Political Organization

A

a common council composed of clan and village chiefs, Each moiety (group) is made up of two or three clans, or families, who are led by the Clan Mother, the oldest woman in the clan, females

82
Q

Iroquois
Social Structure

A

Villages of several hundred people, longhouses holding between 30-50 family members, households (each representing a lineage) were divisions of clans, several clans constituted each moiety (social tribe) and the two moieties combined to create a tribe

83
Q

Cahokia
Geographic Region

A

Mississippi River Valley, north of Mesoamerica, central and the southeast

84
Q

Cahokia
Economy/Resources

A

Largest settlement in their region, Along with corn, Cahokians cultivated goosefoot, amaranth, canary grass and other starchy seeds, economy derived from agricultural labor

85
Q

Cahokia
Political Organization

A

Government led by powerful chieftains who centralized the government and engaged in trade networks

86
Q

Cahokia
Social Structure

A

chief and elite class controlling workers in lower classes

87
Q

What is Nash’s thesis about the differences between European and Native American societies?

A

Nash’s thesis about the differences between European and Native American societies is that while Europeans are focused on their own personal ego, Native Americans believed in collective ambition. The individual ambition of Europeans caused them to migrate across the Atlantic in the sixteenth century and seventeenth centuries. On the other hand, benefiting the Native American’s society as a whole was their main focus. Selfish acts such and personal ambition were not accepted.

88
Q

How is Nash’s thesis supported by historical events of the sixteenth and seventeenth centuries?

natives vs europeans behavior

A

During the sixteenth and seventeenth centuries, the Columbian Exchange brought several goods and ideas to the Americas, Europe, Africa, and Asia. The Europeans would go to the Americas for personal and selfish goals of becoming rich through trading, gaining glory, fame, and honor. However, when the Native Americans would trade with the Europeans, they would share all of their new goods among themselves, and focused on trading for the benefit of the people.

89
Q

What is Crosby’s thesis about how horses affected the lives of American Indians?

A

What is Crosby’s thesis about how horses affected the lives of American Indians? Crosby believes that horses caused the Indians to have a new way of gaining food. Farming was too difficult, due to the tough soil. According to Crosby, the horses allowed the Indians to take advantage of the excessive amounts of buffalo and cattle, due to their impressive speed and stamina. The Indians would then use these athletic animals in order to hunt for excessive amounts of food, which they could not previously obtain due to their speed. The American Indians would also eventually stop farming. Their horses were able to assist in gathering excessive amounts of food, so there was no need for them to grow more when they could simply use the horses.

90
Q

List two pieces of historical evidence that support Crosby’s thesis.

A

Before the Native Americans had horses, it was difficult for them to hunt, since they had to run on foot. When the Europeans discovered the Americas, they brought horses. Tribes in the Plains and Great Basin area such as the Ute began using these quick animals. This allowed them to capture more buffalo and cattle, since they could now catch up to them. Another example is when the Native Americans began to use horses to trade. Horses allowed them to travel to tribes that were far away, in order to help them trade for new items.

91
Q

What reason does de Betanzos give for the different perspectives of the Spanish conquistadores compared to the Incas?

A

Betanzo believes that the Spanish conquistadores have different perspectives than the Incas because of their lack of interest. The Spanish conquistadores were more focused on acquiring land than learning about the Incas and their language. Due to their inability to understand the Incas, they were unable to ask questions about the land. They also have differing perspectives because the Incas were too afraid to tell the conquistadores everything, and give a full account.

92
Q

What differences does Sepulveda emphasize between Europeans (especially Spaniards) and the Native American Indians?

A

Sepulveda emphasizes the difference of intelligence between Europeans and and Native Americans. He thinks that the Spaniards are superior to the Natives, and describes their relationship as apes to men, children to adults, and women to men. Sepulveda also says that while the Europeans are smart and talented, the Indians are not even literate, and have no written laws. He also says that while the Europeans are good in battle, the Native Americans are very cowardly, and flee at the sight of the Spaniards.

93
Q

What evidence does he use to assert the superiority of European culture and politics? (sepulveda)

A

Sepulveda describes the Indians as inferior to the Europeans because they are illiterate and cowardly. His evidence is that they have no written laws, and they always run away during battle with the Europeans. Sepulveda proves that the Europeans are superior, due to their temperance and humanity. He believes that while the Europeans present temperance, it cannot be expected by the Indians, who eat human flesh. Sepulveda also states that after battle, the Europeans put forward effort to save the conquered, and protect them from their allies. While the Indians do not consider their victories worth while unless they are able to put their enemies’ bodies on display.

94
Q

How does Sepulveda define civilized?

A

Sepulveda believes that civilized people elect their leaders through a vote, build their cities in a rational way, carry out commercial activities together in a civilized manner, are religious, and present humanity, temperance, prudence, magnanimity, and talent.

95
Q

What does de las Casas’ writing say about the relationship between the Spanish and Native Americans?

A

Bartolome de las Casas describes the Spanish as thieves who have taken the Native Americans’ property and assumed that they present unintelligence. However, de las Casas says that the Native Americans are ready to learn, embrace, and accept the teachings of Christ. He believes that they are not stupid and barbaric, but rather they are accepting and simple people.

96
Q

How does de las Casas’ writing reflect the reasons for Spanish exploration and imperialism, in theory and practice?

A

Bartolome de las Casas’ shows that a reason for Spanish exploration was spreading Christian ideas. When the Europeans went to the Americas, one of their goals was spreading the teachings of Christ. Bartolome says that they have been assuming that the Indians are stupid and barbaric. On the other hand, he describes them as simple people, who are ready and eager to learn. In actuality, they also present how easy it was to understand what was being taught.

97
Q

What is Thornton’s thesis about the formation of an Afro-American and Afro-Caribbean culture?

A

Thornton sees Afro-American and Afro-Caribbean culture as several dozens of independent cultures mixed together. Due to the conditions of slave trade, direct transmissions of African culture were not possible. When slaves were being transferred in groups, the slaves in the same group were randomized, and would not normally be from the same area. Therefore, their different cultures would end up mixing together, and creating an entire new culture.

98
Q

The Terrible Transformation: the middle passage, PBS
Based on the information in the link, write a thesis about the middle passage as experienced by captured Africans like Olaudah Equiano who would be sold into slavery.

A

The Middle Passage is a horrible pathway. Many Africans were traded for goods to the Europeans, and forced onto a cramped ship. They had to abruptly leave, with no idea where their destination would be. Rumors of field work have been spread, but it was hard to believe due to the simplicity of farming. Many believed that they would be eaten. They had shackles on their limbs and brands on their bodies. About 300 to 400 Africans were forced into a very tiny area, with little ventilation, and filled with feces. It became very hot, and many of them grew sick and even died due to the unhealthy air. Some Africans would rather die than live in these inhumane conditions, but it proved difficult with the food being forcibly shoved down their throats in order for them to stay in good condition for trading.

11th Grade (4 decks)

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