Year 8 History Notes - Spanish Conquest PDF

**Year 8 History Notes** ======================== **1. The Spanish Conquest of the Americas** ------------------------------------------- ### **Mesoamerica and the Indigenous Civilizations** - **Major Civilizations:** - **Aztec**: Central Mexico - **Inca**: South America, mainly P...

**Year 8 History Notes** ======================== **1. The Spanish Conquest of the Americas** ------------------------------------------- ### **Mesoamerica and the Indigenous Civilizations** - **Major Civilizations:** - **Aztec**: Central Mexico - **Inca**: South America, mainly Peru - **Maya**: Southern Mexico and Central America - **Capitals:** - Aztec: Tenochtitlan - Inca: Cusco - Maya: No single capital (major cities: Tikal, Copán) #### Social Structure ### **ֿAztec Religion** #### **Gods** - 200+ - **Huitzilopochtli** -- God of sun, war and the nation - **Quetzalcoatl** -- God of knowledge, creation, priesthood and wind - **Tlaloc** -- God of rain #### **Sacrifice** - How- The priests stretched subject over an alter, lit a fire on the heart. Tore out the heart, placed it in a sacred dish, sometimes ate some, rolled sacrifices down the side of the temple - Why -- they believed the sun had to fight against the darkness so it could rise. To ask for things, for festivals. - Much \~20,000 a year - Who -- mostly war prisoners or slaves. Some priest blood was used for important rituals. More blood = more important/powerful. High priest = emperor - Where -- temples, pyramid shaped (taltech inspired), enormous and elaborate to worship #### **Afterlife** - It\'s about how you die. A noble death (sacrifice, battle, childbirth) means straight to heaven, a non-noble death means they must pass through the underworld before reaching the realm of the dead ### **Key Figures in the Conquest** - **Christopher Columbus**: An explorer for the Spanish who reached the Americas in 1492, believing he had found a new route to China and India. (For silk and spices) - **Hernán Cortés**: The Spanish conquistador who led the expedition, claiming to come in peace, but was a major contributor in the fall of the Aztec Empire. - **La Malinche**: Translator for Hernan Cortes and his lover - **Montezuma 11:** Emperor of Aztecs. Thought Cortes was God due to: skin, guns, armour, horses ### **The Timeline:** 1. 1492: Christopher Columbus discovers the Americas because he was trying to find new trade routes to India and China 2. 1519 (November): Montezuma II meets Hernan cortes. Montezuma may have thought cortes was the god Quetzalcoatl as forhold in a prophecy to end the world (white skin, armour, horses) 3. 1520: Pedro De Alvardo and other Spaniard\'s massacre people at Toxcatl festival. This was because the Spanish saw the Aztecs eating human flesh and it went against their Christian beliefs. 4. 30 June 1520: La Nochle Tristle, the night of sorrows. Spaniards, suffer heavy losses, so they left Tenochtitlan, they were weighed down by their gold, jewels and other armour 5. May 1521: Siege and destruction of Tenochtitlan ### **ֿThe Meeting of Cortés and Montezuma II** Cortés met Montezuma II, the Aztec emperor, in 1519. Montezuma welcomed Cortés with gifts, believing him to be a god due to his completions, battle armour and battle horse. ### **ֿReasons for Spanish Exploration** - **Search for gold** -- For coins, jewelry, and thread - **Spread of Christianity --** Pope + co. Want to convert Pagans - **Personal glory for explorers --** 2nd son of nobility to find adventure and wisdom. - **Expanding empires** -- expand powers and wealth through new colonies by trade, tax and slavery - **New trade routes** -- for spices, silk, gold ### **Columbian Exchange** The **Columbian Exchange** refers to the vast transfer of plants, animals, people, technologies, and diseases between the Americas, Africa, and Europe following Columbus\'s voyages in 1492. - **Animals**: Europeans brought horses, cattle, pigs, and sheep to the Americas, while receiving turkeys and llamas in return. This brought a biological, economic and social revelation. - **Plants**: New World crops like maize, potatoes, and tomatoes were introduced to Europe, while Old World crops like wheat and sugarcane transformed American agriculture. Improved health helped trigger population growth in Europe and other regions. - **Diseases**: European diseases like smallpox and influenza devastated indigenous populations in the Americas due to lack of immunity. This lessened their population and army, contributing to the establishing of African slavery. - **Culture and Ideas**: European languages, Christianity, and governance spread to the Americas, while Native American agricultural techniques, like crop rotation and quinine for malaria, influenced Europe. The Columbian Exchange reshaped global economies and populations, boosting European growth but causing massive losses in the Americas due to disease. ### **ֿThe Festival of Toxcatl** During a religious festival, the Spanish ambushed the Aztecs after seeing cannibalism, which went against beliefs, and posed a threat of uprising, leading to a massacre. ### **The Siege of Tenochtitlan** #### How Spanish defeated Aztecs The Spanish also had immunity towards diseases like smallpox that they brought to the Americas. Without the immunity, \~90% of Aztec population died off, lessening the armies. The Comparision of the technologies between Aztecs and Spanish: =============================================================== Aztecs Spanish ------------------------------------- --------------------------------------- Bows and arrows (hard to master) Cross bows and guns (easy & powerful) Obsidian blades (sharp but shatter) Steel swords Macuahuitl- Aztec war club small mercenary tribes Wooden shields Steel armour and shields Spears War horses & dogs Jaguar and eagle warriors (best) Cannons ### **Aftermath of the Conquest** 1. European disease 2. Forced labour and slavery 3. The spread of Christianity: 4. Agriculture and food 5. Spread of the Spanish language **2. Medieval Europe** ---------------------- The Middle Ages (476-1492) began with the fall of the Roman Empire and ended with the start of the Renaissance.  ### **2.1 Geography** **North** -- Denmark, Sweden, Norway, British Isles (jump-rope) **East** -- Russia, Poland, Hungary, Germany **South** -- Italy, Slovenia, Greece **West** -- France, Spain, Portugal ### **2.2 The Feudal System** Feudalism emerged as the dominant of social, political and economic control in the Middle Ages. King, Greater lords (nobles, clergy), lesser lords (knights), peasants Going down - land and protection Going up - labour and military service ### **2.3 Christianity** #### Main Beliefs - Jesus is Messiah (savior) and God - JC died for mankind\'s sins - Crucified by romans, then resurrected and ascended to heaven - Jesus will return in the second coming and bring peace, and judgement to the wicked and righteous. - Holy trinity: Son (Jesus as manifestation), father (omnipotent/cient transcendent god), holy spirit (God's influence and guidance). - Catholics: Pope represents God and leads church. Royals seek guidance and permission. #### Influence of the Church - Nobles gave land and money - Tithe (1/10 pay to church) - Church controlled 1/3 Europe - Mass on Sundays - Church looked to for explanations - Doom paintings displayed beliefs to illiterate majority ### **2.4 The Crusades** A series of religious wars initiated by Christian western powers to reclaim the Holy Land, particularly Jerusalem, from Muslim control. 1095-1270 ### **2.5 Crime and Punishment in Medieval Europe** #### Crimes - Treason (Against King) - Heresy (Against Church) - Witchcraft (Heresy) - Murder - Stealing (sometimes cut off hands/nose/ear) #### Trials - Compurgation - 10-12 men read out a vouch, mess up = guilty - Combat - 2 people fight or choose a fighter (champion) to death - Ordeal - Water -- Priest blesses water, person is bound and thrown in. If guilty water spits out (floats), if sink/drown innocent. - Iron/fire - Poker heated till white, person walks 3 paces holding. After 3 days: healed -- innocent (God protects) - Jury (12 random people) - Torture #### Punishments - "The rack" Chained, stretched. - Thumb screws -- mettle sheet, slowly pressed down - Burning (witches) - Hung, drawn, and quartered -- hung (not killed), gut you and cook them in front of you, tie limbs to a horse and send them in opposite direction - Ducking stool -- repeatedly almost drown - Pay fines - Imprisonment - "The wheel" - Big wheel used to crush bones. Tie you to wheel (along edge) and Beat/roll ### **2.7 Famous Figures** #### Charlemagne - **Life Summary** - (c.747-814) King of the Franks, eventually became the most powerful ruler in Europe. - Established a vast empire, including significant parts of Europe. - Known for ordering the death of thousands of \"pagans\" who refused to convert to Catholicism. - **Different Perspectives** - **Pagans**: Viewed him as a violent and cruel ruler due to forced conversions and executions. - **Merchants**: Saw him as a king who enhanced prosperity and connectivity. - **Citizens**: Appreciated his efforts in uniting Europe through common laws and Christianity. - **Achievements and Influence** - Promoted Europe's cultural revival through education and the arts. - Preserved ancient texts, aiding the retention of historical knowledge. - Introduced standardized money and weights, facilitating trade. - Unified Western Europe under shared laws and policies. - Helped form a shared European identity rooted in culture and Catholic spirituality. #### Eleanor of Aquitaine - **Life Summary** - (c.1122-1204) Queen of both England and France, significantly influential in politics. - Initially married to Louis VII of France; later divorced him and married Henry Plantagenet, who became King of England. - Attempted to lead a revolt against Henry, resulting in her imprisonment. - **Different Perspectives** - **Supporters**: Recognized as a politically astute leader who challenged norms for women. - **English Authorities**: Viewed her as a rebellious and ambitious figure. - **Historians**: Admired for her patronage of the arts and influence on cultural evolution. - **Achievements and Influence** - Political and military influence shaped her time and the region. - Patron of the arts, literature, and education, fostering cultural development. - Pushed boundaries for women in power, impacting future generations\' views on gender roles. - Contributed to shaping the courts of both France and England, influencing European culture. #### Saladin - **Life Summary** - (c.1137-1193) Sultan of Egypt and Syria, known for leading Muslim forces during the Crusades. - Famous for the Battle of Hattin (1187), where he reclaimed Jerusalem from the Crusaders. - Celebrated for his chivalry, diplomacy, and fairness in warfare. - **Different Perspectives** - **Crusaders**: Respected adversary noted for his honorable conduct. - **Muslims**: Seen as a hero symbolizing unity and resistance. - **Later Generations**: Viewed as a model of tolerance and justice in conflict. - **Achievements and Influence** - Unified Muslim forces, creating a significant opposition to the Crusaders. - Reclaimed Jerusalem while ensuring religious respect and peace among inhabitants. - Left a legacy of religious tolerance, setting an example of respect for different faiths in conflicts. #### William Wallace - **Life Summary** - (c.1270-1305) Scottish knight who led resistance against English occupation of Scotland. - Achieved notable victories, such as the Battle of Stirling Bridge. - Captured by the English and executed as a traitor. - **Different Perspectives** - **Scots**: Considered a national hero and a symbol of Scottish independence. - **English Authorities**: Viewed as a traitor and an outlaw. - **Later Generations**: Seen as a model of resistance and self-determination. - **Achievements and Influence** - Key figure in Scotland's struggle for independence from England. - Inspired future independence movements with his legacy of resilience and patriotism. - Remembered as a national hero who symbolized freedom and the right to self-governance. #### #### Joan of Arc - **Life Summary** - (c.1412-1431) French peasant who became involved in the Hundred Years\' War after visions instructed her to support Charles VII. - Led French troops to significant victories and helped crown Charles VII. - Captured by the English and executed for heresy at 19; later canonized as a saint. - **Different Perspectives** - **English**: Viewed as a heretic and a dangerous threat. - **French**: Regarded as a hero and a divinely inspired savior. - **Catholic Church**: Canonized her as a saint; respected as a martyr and religious figure. - **Achievements and Influence** - Led campaigns that shifted momentum in the Hundred Years\' War in favor of France. - Inspired national pride and unity in France through her faith and courage. - Remains a symbol of faith, courage, and patriotism globally, with enduring significance as a saint and a martyr. ### Timeline 476 -- fall of the western roman empire 1095-1300 -- crusades 1347 -- black plague 1492 -- founding of Americas, start of the modern world **3. Japan Under the Shoguns** ------------------------------ ### **3.2 Impact of Geography on Japanese Society** - The mountainous terrain led to the concentration of populations in coastal areas, fostering trade and fishing. - Natural disasters, such as earthquakes and tsunamis, shaped societal resilience and spirituality. ### **3.4 The Role of the Samurai** Samurai were the military elite and adhered to the **Bushido** code, which emphasized loyalty, honor, and discipline. They were different from other social classes due to their warrior status, their right to bear arms, and their unique social responsibilities. **Vocab** --------- - **Mesoamerica**: A historical region in Central America where pre-Columbian civilizations like the Aztecs and Mayans thrived. - **Aztec**: A powerful Mesoamerican civilization known for its capital Tenochtitlan and its empire in central Mexico. - **Tenochtitlan**: The capital city of the Aztec Empire, located on an island in Lake Texcoco. - **Culture**: The customs, arts, social institutions, and achievements of a particular group of people. - **Sacrifice**: The ritual killing of animals or humans as an offering to deities, common in Aztec religion. - **Expedition**: A journey undertaken by a group of people with a particular purpose, such as exploration or conquest. - **Empire**: A group of states or territories controlled by one ruler or government. - **Conquistador**: A Spanish conqueror, particularly one who led expeditions in the Americas. Japan under the shoguns ======================= Geography: - Arkepagal: (multiple islands make up Japan) - They have been invaded twice, they invaded Japan on ships - Capitals have been in many places - Nara - Kyoto - Kamakura - Tokyo Why were the capitals at different places at different times Because the emperor would move his capital to new places, sometimes where he lived to create A new military economic and cultural centre (show strength) ### Geography: - Japan is a mountainous, volcanic island located in eastern Asia between the North Pacific Ocean and the Sea of Japan. - The country has four main islands: Hokkaido, Honshu, Shikoku and Kyushu. - Japan features a chain of islands. This is also called an archipelago. - Rugged mountainous regions cover Japan. Roughly 70% of Japan's terrain features mountains. - Many dormant and some active volcanoes. - The rivers of Japan are short in length and steep because of the mountains - **Nara (710--794):** Established as the first permanent capital to centralize governance and Buddhism. - **Kyoto (794--1868):** Moved to escape the influence of powerful Buddhist monasteries in Nara and to establish a grand imperial city. - **Tokyo (1868--present):** Shifted during the Meiji Restoration to symbolize modernization and align the political center with economic and military hubs How Japan geographical isolation influenced its cultural and history - It infl Examples -- dairy entry, book, website, artefact - uenced Japan to be independent - Rarely any cultural, economic or government changes ### Social Hierarchy Emperor: - Religious leader, even considered them as Gods - Highest ranking, little power Shogun - Military power \> court power - Shogun -- title from Emperor to top military commander - If Shogun/fam weak -- rebel seizes power become shogun Daimyo - Wealthy lords/Military commanders who owned land - Provided and in charge of samurai Samurai - If not bow, decapitate - Warriors - 10% Peasants - Farmers, fed everyone - Taxed heavily - What a person produces = importance Artisans - Craftsmen - worked with hands, making tools, objects - "Selfish" - Lived separate to rest Merchants - "parasites" - profit from others labour - Lived separate to rest - Rich and powerful = political power ### Samurai Training: - trained continuously from age 5- 22 - 5 -- instructional group for teach - 10 -- memorized instructional text - 10 --14 -- taught + perform ettiquette - 13 -- military instruction - 16 -- individual instruction - Reading, writing, ceremonial conduct, public service, archery, sword fighting, horse riding Clothing - Must be made of cotton - Helmet -- decorated with horns/frightening creatures - Body armour -- overcoat of metal plates, loose enough to move Weaponry - Samauri swords only for only for them. Symbol of military role - Bows and arrows and two curved swords of different lengths - Hilt is often covered in fish skin Beliefs - Japan\'s native belief system, Shinto. - Samurai would commit ritual suicide (seppuku) if - Behaved dishonorably, danger of being captured, order against conscience - Loyalty to daimyo Code of conduct (The bushido code) - The code of conduct is the Samurais code or rules for correct behaviour. - First loyalty is to the Daimyo if betrayed the Daimyo he would have to kill himself - He looks after and protects the Peasants artisans and merchants Role in society - Warriors - administrative role - When not fighting, manage estates Fun faCtS SO MUCh FUN iM HAvING - Def is 'those who serve' - Hair was very important, shaved top CALMDANT ======== - C- content - What information is provided - What is the topic of the source - A- Author - Who has created or composed this source - Is it public (newspaper) or private (diary) - L- language - Written language or visual - M- motive - Why was this made - D- Date - When was it made - A- Audience - Who is this source for - N- nature - Is this primary or secondary - T- type - Examples -- dairy entry, book, website, artefact