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musickatia [10]
3 years ago
14

Two things about all of these

History
1 answer:
Elenna [48]3 years ago
3 0

Answer:

The Newberry is an especially rich resource for the study of Early American history. Some types of primary sources one might find include colonial records; published state archives; historical and genealogical society papers; state, county and town histories; newspapers and periodicals; missionary accounts; travel literature; diaries, sermons and hymns; Indian captivity narratives; and historical monographs. These original sources are complemented by later published editions of primary sources, such as the Early American Imprints and Early American Newspapers microfilm series.

Colonial Period

Attempting to include all phases in the development of European colonies in the Americas, the Newberry has an abundance of primary source material documenting the British, French, Spanish and Portuguese colonies. Like other subject areas within American history, the Ayer and Ruggles collections have a wealth of material for the study of the Colonial Period.

British Colonies: The Newberry’s British Colonial History collections demonstrate the history of the settlement of the Atlantic Coast and the western movement into its hinterland. A complete list of the Newberry Library material for the British Colonies would reveal such rarities as

All the early editions of John Smith’s New England and Virginia

A Briefe and True Relation of the Discouerie of the North Part of Virginia by John Brereton (London, 1602)

Voyage Made this Present Yeere 1605 by James Rosier (London, 1605)

A complete set of the Eliot tracts, 1643-1671

In addition to these rare histories, there are a large number of pamphlets on the French and Indian War, extensive material on the Hudson Bay Company, Indian Wars, Captivities and Treaties, and a great wealth of printed archival material.

French Colonies: The Newberry, often within the Ayer collection, has many important sources on the history of the French colonies. Some of the special sources of note are

A complete set of the Jesuit Relations in original Cramoisy editions

Multiple editions of Hennepin and Champlain

And many other items, printed and manuscript, are essential sources on the history of the French colonies in North America.

Spanish Colonies: No less interested in those sections of the continent that were formerly under Spanish dominion, the Newberry has collected extensively for the history of Mexico and Latin America for the period of discovery, conquest, and colonization. Some of the rare printed works include:

Multiple editions of Las Casas between 1552 and 1877

The works of Oviedo and many editions of Acosta, Herrida, and Solis

Many manuscripts and transcripts of archives relating to the conduct of the Spanish colonies are available at the Newberry, most often within the Ayer collection. These collections generally consist of documents from the sixteenth, seventeenth, and eighteenth centuries which relate to the history of the territory of the United States formerly held by Spain. Transcripts have been copied from the archives of the Indes at Seville, Simancus, Madrid, Nacogdoches, and Matamoras.

Explanation:

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The Atlantic slave trade or transatlantic slave trade involved the transportation by slave traders of enslaved African people, mainly to the Americas. The slave trade regularly used the triangular trade route and its Middle Passage, and existed from the 16th to the 19th centuries. The vast majority of those who were enslaved and transported in the transatlantic slave trade were people from central and western Africa, who had been sold by other West Africans to Western European slave traders (with a small number being captured directly by the slave traders in coastal raids), who brought them to the Americas. The South Atlantic and Caribbean economies especially were dependent on the supply of secure labour for the production of commodity crops, making goods and clothing to sell in Europe. This was crucial to those western European countries which, in the late 17th and 18th centuries, were vying with each other to create overseas empires.


The Portuguese were the first to engage in the Atlantic slave trade in the 16th century. In 1526, they completed the first transatlantic slave voyage to Brazil, and other European countries soon followed. Shipowners regarded the slaves as cargo to be transported to the Americas as quickly and cheaply as possible, there to be sold to work on coffee, tobacco, cocoa, sugar and cotton plantations, gold and silver mines, rice fields, construction industry, cutting timber for ships, in skilled labour, and as domestic servants. The first Africans imported to the English colonies were classified as "indentured servants", like workers coming from England, and also as "apprentices for life". By the middle of the 17th century, slavery had hardened as a racial caste, with the slaves and their offspring being legally the property of their owners, and children born to slave mothers were also slaves. As property, the people were considered merchandise or units of labour, and were sold at markets with other goods and services.


The major Atlantic slave trading nations, ordered by trade volume, were: the Portuguese, the British, the French, the Spanish, and the Dutch Empires. Several had established outposts on the African coast where they purchased slaves from local African leaders. These slaves were managed by a factor who was established on or near the coast to expedite the shipping of slaves to the New World. Slaves were kept in a factory while awaiting shipment. Current estimates are that about 12 million Africans were shipped across the Atlantic,although the number purchased by the traders was considerably higher, as the passage had a high death rate. Near the beginning of the 19th century, various governments acted to ban the trade, although illegal smuggling still occurred. In the early 21st century, several governments issued apologies for the transatlantic slave trade.

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The correct answer is C) Simon Commission did not have a single India member.

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