Post on 03-Apr-2020
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DBQ #1: The Columbian Exchange
Historical Context: In the late 1400s, European explorers found the North American continent. Native
American peoples who were already living in North America had created a system of government and society
that rivaled Europe's. The cultural and biological exchange between the "New World" and the "Old World"
(North America and Europe, respectively) is often called the Columbian Exchange in reference to Christopher
Columbus.
Directions: The following question is based on the accompanying documents in Part A. As you analyze the
documents, take into account both the source of the document and the author’s point of view.
Be sure to:
• Carefully read the document based question.
o Consider what you already know about the topic
o How would you answer the question if you had no documents to examine?
• Now, read each document carefully, underlining key phrases and words that address the document based
question.
o You may also wish to use the margin of your paper for notes
o Answer the questions that follow each document
• Based on your knowledge of the topic and on the information found in the documents, formulate a
thesis that directly answers the question.
• Organize supportive and relevant information using the attached 5 paragraph outline worksheet.
o Completely write out your thesis statement in the appropriate place
o Completely write out each paragraph topic sentence
o The outline should be able to prove your thesis
o The information in the outline should be logically presented
o The outline should include both information from the documents and from your outside
knowledge of the subject
Question: In a well-planned essay, identify and evaluate: The reaction Native Americans had to the
Europeans; the reaction Europeans had to the Native Americans; how world culture/commerce was affected
because of the interaction between these two cultures.
Terms and concepts that do not appear in the documents but could be used in the final essay:
Bartholomew Dias Vasco da Gamma Henry the Navigator “The Black Legend”
Mercantilism Spices Encomienda Inca
Francisco Pizzaro Balboa Treaty of Tordesillas Papal Bull of 1494
“Virgin field outbreak”
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DBQ #1: The Colombian Exchange - Documents and Main Points
Essay Question: The reaction Native Americans had to the Europeans; the reaction Europeans had to the Native
Americans; how world culture/commerce was affected because of the interaction between these two cultures.
Organize your evidence: Which documents have the evidence?
Document Numbers Effects of the Colombian Exchange
Develop your Main Points: Group your effects of the Colombian Exchange. Use this to develop the three main
points of your essay.
Effects Unifying Main Point for the Essay
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
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Document 1
From the diary of Christopher Columbus during his first voyage of exploration.
Saturday, 13 October. [1492] At daybreak great multitudes of men came to the shore, all young and of
fine shapes, very handsome; their hair not curled but straight and coarse like horse-hair, and all with foreheads
and heads much broader than any people I had seen; They came loaded with balls of cotton, parrots, javelins,
and other things too numerous to mention; these they exchanged for whatever we chose to give them.
Sunday, 14 October I saw a piece of land which appeared like an island, although it is not one, and on it
there were six houses. It might be converted into an island in two days, though I do not see that it would be
necessary, for these people are very simple as regards the use of arms, as your Highnesses will see from the
seven that I caused to be taken, to bring home and learn our language and return; unless your Highnesses
should order them all to be brought to Castile, or to be kept as captives on the same island; for with fifty men
they can all be subjugated and made to do what is required of them.
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author? What might account for this bias? _____________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What did Columbus observe about the Natives? ___________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
What do the immediate actions of both the Native Americans and Spaniards tell us about their priorities?
_________________________________________________________________________________________
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Document 2
A description of Aztec reaction to Cortez from a messenger's report to Montezuma, 1519. Translated from
Aztec by Franciscan missionaries in the late-1500s.
[Montezuma] was also terrified to learn how the cannon roared, how its noise resounded, how it caused
one to faint and grow deaf. The messengers told him: “A thing like a ball of stone comes out of its entrails: it
comes out shooting sparks and raining fire. The smoke that comes out of it has a pestilential odor, like that of
rotten mud. If the cannon is aimed against a mountain, the mountain splits and cracks open. If it is aimed
against a tree, it shatters the tree into splinters. This is a most unnatural sight, as if the tree had exploded from
within.”
The messengers also said: “Their trappings and arms are all made of iron. They dress in iron and wear
iron casques [helmets] on their heads. Their swords are iron; their bows are iron; their shields are iron; their
spears are iron. Their deer carry them on their backs wherever they wish to go. These deer, our lord, are as tall
as the roof of a house.
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“The strangers’ bodies are completely covered, so that only their faces can be seen. Their skin is white,
as if it were made of lime. They have yellow hair, though some of them have black. Their beards are long and
yellow, and their moustaches are also yellow. Their hair is curly, with very fine strands.
When [Montezuma] heard this report, he was filled with terror. It was as if his heart had fainted, as if it
had shriveled. It was as if he were conquered by despair.
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author? What might account for this bias? _____________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What is the Aztec impression of the Spaniards? What might account for this? ___________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
How does this passage explain the initial military success of the Spaniards? ____________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Document 3
The Amerindians' fate did not go unnoticed in Europe, where the ethical and legal basis of their harsh treatment
became the subject of significant debate. Charles V, king of Spain and the Holy Roman Emperor, added fuel to
the fire. In 1550, he ordered a panel of lawyers and theologians at the University of Valladolid to evaluate the
positions of two prominent opposing voices on the issue, Juan Ginés de Sepúlveda (1490–1573) and Bartolomé
de Las Casas (1474 –1566). Drawing heavily on Aristotle's notion that hierarchy was natural, Sepúlveda argued
that the Spanish had the right to enslave Amerindians because they were an inferior and less civilized people.
Las Casas, whose response is excerpted below, rejected Sepúlveda's position, based in part on his own
experience living in Spanish America. Here he witnessed firsthand the devastating human impact of
colonization and was ultimately swayed by the local Dominicans' campaign against the mistreatment of Indians.
[The Indians] are not ignorant, inhuman, or bestial. Rather, long before they had heard the word
Spaniard they had properly organized states, wisely ordered by excellent laws, religion, and custom. They
cultivated friendship and, bound together in common fellowship, lived in populous cities in which they wisely
administered the affairs of both peace and war justly and equitably, truly governed by laws that at very many
points surpass ours, and could have won the admiration of the sages of Athens.
The Indian race is not that barbaric, nor are they dull witted or stupid, but they are easy to teach and
very talented in learning all the liberal arts, and very ready to accept, honor, and observe the Christian religion
and correct their sins (as experience has taught) once priests have introduced them to the sacred mysteries and
taught them the word of God. They have been endowed with excellent conduct, and before the coming of the
Spaniards, as we have said, they had political states that were well founded on beneficial laws.
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What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author? What might account for this bias? _____________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
How does Las Casas depict Amerindian civilization? What attributes does he highlight and why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Despite Las Casas's vigorous defense of the Indians, what prejudices and assumptions of his own did he bring to
bear in this work?
Document 4
The College Board: Teaching and Learning with Documents. Farming and Food Mega Calories
North America Europe
Chief Crops Mega Calories per Hectare Chief Crops Mega Calories per Hectare
Maize 7.3 Rice 7.3
Potato 7.5 Wheat 4.2
Yams (Sweet Potato) 7.1 Barley 5.1
Cassava 9.9 Oats 5.5
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author? What might account for this bias? _____________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Which area had a higher calorie average? ________________________________________________________
_________________________________________________________________________________________
Of the 4 European crops listed, which one was the most important? Why? (Hint: look beyond calories and think
about the geography and climate of Europe) _____________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
What effect did this exchange have on Europe and European society? _________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What effect did this exchange have on the peoples of North and South America? _________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Document 5
The College Board: Teaching and Learning with Documents.
Forms of Biological Life Going From:
Old World to New World: New World to Old World:
Diseases Smallpox
Measles
Chicken Pox
Malaria
Yellow Fever
Influenza
The Common Cold
Syphilis
(This is a matter of scientific dispute. There is
some evidence to suggest that syphilis existed in
Europe before the 15th century voyages of
exploration.)
Animals Horses
Cattle
Pigs
Sheep
Goats
Chickens
Turkeys
Llamas
Alpacas
Guinea Pigs
Plants Rice
Wheat
Barley
Oats
Coffee
Sugarcane
Bananas
Melons
Olives
Dandelions
Daisies
Clover
Ragweed
Kentucky Bluegrass
Corn (Maize)
Potatoes (White & Sweet Varieties)
Beans (Snap, Kidney, & Lima Varieties)
Tobacco
Peanuts
Squash
Peppers
Tomatoes
Pumpkins
Pineapples
Cacao (Source of Chocolate)
Chicle (Source of Chewing Gum)
Papayas
Manioc (Tapioca)
Guavas
Avocados
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author? What might account for this bias? _____________________________________
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__________________________________________________________________________________________
What were the overall effects of this exchange on the Europeans? ____________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
What were the overall effects of this exchange on the Native Americans? ______________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Document 6
The Estimated Populations of Later Medieval and Early Modern Europe. Estimates by sociologists J. C.
Russell (red) and Jan de Vries (blue)
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author as it relates to the essay? What might account for this bias? _________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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What might account for the trends depicted in these graphs?
How might these trends affect European politics, culture and economics?
Document 7
These graphs refer only to populations in what is now the United States. There is no full consensus among
scholars regarding the figures underlying Graph 1; in particular, the size of the indigenous population of the
New World at the time of contact is a matter of dispute, and indeed may be unknowable. From: Sources for
America’s History, 7th Edition (2010)
Graph 1: Native American Population in North
America
Graph 2: Non-native Population in North America
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author as it relates to the essay? What might account for this bias? _________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What might account for the trends depicted in these graphs?
Put this rate of decline in perspective by thinking about a family, a clan, or a tribe. Speculate about the social
impact. Imagine a state—say, Wisconsin, with a population of about 5 million in 1990—losing 95 percent of its
people. How would the survivors feel? How could they maintain their economic activities?
__________________________________________________________________________________________
__________________________________________________________________________________________
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__________________________________________________________________________________________
Document 8
"Loss of hand because gold quota not met" Engraving commissioned by Bartolome De Las Casas for his 1552
book A Short Account of the Destruction of the Indies.
What type of source is this? (Primary or
secondary and WHAT is it?)
_____________________________________
_____________________________________
_____________________________________
_____________________________________
What is the bias of the author? What might
account for this bias?
Based on the document, what was the standard
attitude of the Spanish towards the Natives?
_________________________________________________________________________________________
_________________________________________________________________________________________
According to the title this document, the penalty for missing the Gold quota was a loss of a hand. Why would
the Spanish cut off workers hands? What other actions are evident in this source?
_________________________________________________________________________________________
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Document 9
Between 1637 and 1639, Spanish missionary Cristoval de Acuña made an exploration of South America's Amazon River. Acuña published this account of his adventure, New Discovery of the Amazons, in 1641.
All this new world, if we may call it so, is inhabited by barbarians, in distinct provinces and nations, of
which I am enabled to give an account, naming them and pointing out their residences, some from my own
observations, and others from information of the Indians.
They exceed one hundred and fifty, all with different languages. These nations are so near each other,
that from the last villages of one they hear the people of the other at work. But this proximity does not lead to
peace; on the contrary, they are engaged in constant wars, in which they kill and take prisoners great numbers
of souls every day.
But though, among themselves, they are so warlike, none of them showed courage to face Spaniards, as
I observed throughout the voyage, in which the Indians never dared to use any defense against us, except that of
flight.
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What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author? What might account for this bias? _____________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
How dose Acuña portray the Native Americans? __________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
How might this attitude influence European policy? ________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Document 10
A Spanish explorer and adventurer, Hernando Cortés landed in Mexico in 1519 and promptly claimed the region for Spain. Below is an excerpt of a letter he wrote to Spain's King Charles V in 1520, describing Mexico.
Three halls are in this grand temple, which contain the principal idols; these are of wonderful extent
and height, and admirable workmanship, adorned with figures sculptured in stone and wood. In these chapels
are the images of idols, although, as I have before said, many of them are also found on the outside; the
principal ones, in which the people have greatest faith and confidence, I precipitated from their pedestals, and
cast them down the steps of the temple, purifying the chapels in which they had stood, as they were all polluted
with human blood, shed ill the sacrifices. In the place of these I put images of Our Lady and the Saints.
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author? What might account for this bias? _____________________________________
__________________________________________________________________________________________
What does this action indicate about future Spanish policy towards the Native Americans?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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Document 11
By 1740, the European powers had colonized much of North and South America and incorporated their colonies
there into a worldwide system of commerce centered on the slave trade and plantation production of staple
crops. Europeans still sought spices and luxury goods in China and the East Indies, but outside of Java, few
Europeans had settled permanently in these areas. From: The Making of the West, 3rd Edition by Lynn Hunt.
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author as it relates to the essay? What might account for this bias? _________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Describe the trade pattern shown here. What products are going to Europe? Which products to the colonies?
What products or resources are NOT listed in this source? (See #4 and #5)
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What would be the economic, social and political effects of this trade system?
Document 12
Part of a French expedition to Peru, South America to accumulate scientific measurements regarding the Earth's
meridian at the equator, Jorge Juan and Antonio de Ulloa were gifted Spanish mathematicians and scientists.
They published this account of their travels, an excerpt of which appears below, in 1748.
The inhabitants of Lima [Peru] are composed of whites, or Spaniards, Negroes, Indians, Mestizos, and
other casts, proceeding from the mixture of all three.
The Spanish families are very numerous; Lima according to the lowest computation, containing sixteen
or eighteen thousand whites, Among these are reckoned a third or fourth part of the most distinguished nobility
of Peru; and many of these dignified with the style of ancient or modern Castilians, among which are no less
than 45 counts and marquises. The number of knights belonging to the several military orders is also very
considerable. Besides these are many families no less respectable and living in equal splendor; particularly 24
gentlemen of large estates, but without titles, tho' most of them have ancient seats, a proof of the antiquity of
their families.
The Negroes, Mulattoes, and their descendants, form the greater number of the inhabitants; and of these
are the greatest part of the mechanics; tho' here the Europeans also follow the same occupations, which are not
at Lima reckoned disgraceful to them, as they are at Quito; for gain being here the universal passion, the
inhabitants pursue it by means of any trade, without regard to its being followed by Mulattoes, interest here
preponderating against any other consideration.
The third, and last class of inhabitants are the Indians and Mestizos, but these are very small in
proportion to the largeness of the city, and the multitudes of the second class. They are employed in agriculture,
in making earthen ware, and bringing all kinds of provisions to market, domestic services being performed by
Negroes and Mulattoes, either slaves or free, though generally by the former
What type of source is this? (Primary or secondary and WHAT is it?) _________________________________
__________________________________________________________________________________________
What is the bias of the author as it relates to the essay? What might account for this bias? _________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What does this passage indicate about the society that the Spanish developed after their conquest of South
America?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Five Paragraph Outline Worksheet
Introduction Paragraph
Background- No more than two sentences. (What was going on at the time and the historical significance of the
period-as it relates to the question)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Main point #1- No more than one sentence.
_________________________________________________________________________________________
Main point #2- No more than one sentence.
_________________________________________________________________________________________
Main point #3- No more than one sentence.
_________________________________________________________________________________________
Thesis (must directly answer the question and tie the main points together)
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Body Paragraph #1
Topic sentence (Same as main point #1, limits paragraph to ONE idea and must directly support the thesis)
_________________________________________________________________________________________
_________________________________________________________________________________________
Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Transition (Connects to the next paragraph in a complex manner using a connecting sentence)
_________________________________________________________________________________________
Body Paragraph #2
Topic sentence (Same as main point #2, limits paragraph to ONE idea and must directly support the thesis)
_________________________________________________________________________________________
_________________________________________________________________________________________
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Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Transition (Connects to the next paragraph in a complex manner using a connecting sentence)
_________________________________________________________________________________________
Body Paragraph #3
Topic sentence (Same as main point #3, limits paragraph to ONE idea and must directly support the thesis)
_________________________________________________________________________________________
_________________________________________________________________________________________
Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Evidence (specific person, law, treaty, development…)
_________________________________________________________________________________________
Transition (Connects to the next paragraph in a complex manner using a connecting sentence)
_________________________________________________________________________________________
Conclusion paragraph
Very brief review of the essay. Sum it up in no more than two sentences.
_________________________________________________________________________________________
_________________________________________________________________________________________
Importance of the topic during its time
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Long term historical importance of the topic
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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(CDD 1-1) Ordinances for Calvinist Churches (1547)
The Calvinist churches, like others during the Protestant Reformation, emphasized the need for stricter moral
regulation of individual behavior. These ordinances placed on churches in Geneva and surrounding areas show
how all aspects of behavior, including popular entertainments, were subject to scrutiny.
Concerning the Times of Assembling at Church
That the temples be closed for the rest of the time [outside the time of services], in order that no one shall enter
therein out of hours, impelled thereto by superstition; and if anyone be found engaged in any special act of
devotion therein or nearby he shall be admonished for it: if it be found to be of a superstitious nature for which
simple correction is inadequate then he shall be chastised.
Blasphemy.
Whoever shall have blasphemed, swearing by the body or by the blood of our Lord, or in similar manner, he
shall be made to kiss the earth for the first offence; for the second to pay 5 sous (roughly a day’s wage), and for
the third 6 sous, and for the last offence be put in the pillory for one hour.
Drunkenness.
1. That no one shall invite another to drink under penalty of 3 sous.
2. That taverns shall be closed during the sermon, under penalty that the tavern-keeper shall pay 3 sous, and
whoever may be found therein shall pay the same amount.
3. If anyone be found intoxicated he shall pay for the first offence 3 sous and shall be remanded to the
consistory [church council or governing body]; for the second offence he shall be held to pay the sum of 6 sous,
and for the third 10 sous and be put in prison.
4. That no one shall make roiaumes [popular festivals] under penalty of 10 sous.
Songs and Dances.
If anyone sings immoral, dissolute or outrageous songs, or dance the virollet or other dance, he shall be put in
prison for three days and then sent to the consistory.
Usury.
That no one shall take upon interest or profit more than five per cent., upon penalty of confiscation of the
principal and of being condemned to make restitution as the case may demand.
Games.
That no one shall play at any dissolute game or at any game whatsoever it may be, neither for gold nor silver
nor for any excessive stake [i.e., gambling], upon penalty of 5 sous and forfeiture of stake played for.
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Document questions:
• Answer the following questions for discussion in class on the day specified by the syllabus.
• Be sure to note where the information to answer the question is located in the document (i.e., Highlighting
or notes in the margin)
• Answer the questions in your own words.
1. What type of document is this? (Primary/Secondary and what IS it?) ________________________________
__________________________________________________________________________________________
2. What is the bias of this Author, as it relates to this topic? What might account for this bias?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Judging from these regulations, what sorts of behavior were of greatest concern to the Calvinist leaders?
__________________________________________________________________________________________
__________________________________________________________________________________________
4. What insight do the regulations provide into the relationship between church and state in Geneva?
__________________________________________________________________________________________
__________________________________________________________________________________________
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(CDD 1-2) Act of Supremacy (1534)
Enacted in 1534 by the English Parliament, acting under the forceful guidance of King Henry VIII, the Act of Supremacy
broke England's ties to the Roman Catholic Church, thus initiating the English Reformation. The law removed the pope as
head of the English Church and installed the monarch in his place. Henry orchestrated such a dramatic move because the
pope refused to annul his 20-year marriage to Catherine of Aragon, thus preventing him from marrying his pregnant
mistress Anne Boleyn. Queen Mary I repealed the act in 1554 but Queen Elizabeth I essentially reinstated it with the Act
of Supremacy of 1559.
Albeit the king's majesty justly and rightfully is and ought to be the supreme head of the Church of England, and so is
recognized by the clergy of this realm in their convocations, yet nevertheless for corroboration and confirmation thereof,
and for increase of virtue in Christ's religion within this realm of England, and to repress and extirp all errors, heresies,
and other enormities and abuses hereto fore used in the same; be it enacted by authority of this present Parliament, that the
king our sovereign lord, his heirs and successors, kings of this realm, shall be taken, accepted; and reputed the only
supreme head in earth of the Church of England, called Anglicana Ecclesia; and shall have and enjoy, annexed and united
to the imperial crown of this realm, as well the title and style thereof, as all honors, dignities, pre-eminences, jurisdictions,
privileges, authorities, immunities, profits, and commodities to the said dignity of supreme head of the same Church
belonging and appertaining; and that our said sovereign lord, his heirs and successors, kings of this real have full power
and authority from time to time to visit, repress, redress, reform, order, correct, restrain, and amend all such errors,
heresies, abuses, offences, contempts, and enormities, whatsoever they be, which by any manner spiritual authority or
jurisdiction ought or may lawfully be reformed, repressed, ordered, redressed, corrected, restrained, or amended, most to
the pleasure of Almighty God, the increase of virtue in Christ's religion, and for the conservation of the peace, unity, and
tranquility of this realm; any usage, custom, foreign law, foreign authority, prescription, or any other thing or things to the
contrary hereof notwithstanding.
Document questions:
• Answer the following questions for discussion in class on the day specified by the syllabus.
• Be sure to note where the information to answer the question is located in the document (i.e., Highlighting
or notes in the margin)
• Answer the questions in your own words.
1. What type of document is this? (Primary/Secondary and what IS it?) ________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What is the bias of this Author, as it relates to this topic? What might account for this bias?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What is the purpose of this document?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Describe the powers of the monarch as set forth in this document.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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(CDD 1-3) Act of Supremacy (1559)
The Act of Supremacy of 1559 was the first piece of legislation passed after Queen Elizabeth I came to the
English throne in late 1558. The law essentially reinstated the Act of Supremacy of 1534, which had been
orchestrated by Elizabeth's father King Henry VIII in order to sanction his marriage to Elizabeth's mother,
Anne Boleyn. The Act of Supremacy denied the authority of the Roman Catholic Church in England,
establishing instead the Church of England, with the monarch at its head. Below is an excerpt of the act.
An act restoring to the crown the ancient jurisdiction over the state ecclesiastical and spiritual and abolishing all
foreign power repugnant to the same. Most humbly beseech your most excellent majesty your faithful and
obedient subjects, the lords spiritual and temporal and the commons in this your present parliament assembled,
that, where in time of the reign of your most dear father of worthy memory, King Henry VIII, divers good laws
and statutes were made and established, as well for the utter extinguishment and putting away of all usurped and
foreign powers and authorities out of this your realm and other your highness's dominions and countries, as also
for the restoring and uniting to the imperial crown of this realm the ancient jurisdictions, authorities,
superiorities, and pre-eminences to the same of right belonging and appertaining; by reason whereof we, your
most humble and obedient subjects, from the five-and-twentieth year of the reign of your said dear father, were
continually kept in good order, and were disburdened of divers great and intolerable charges and exactions
before that time unlawfully taken and exacted by such foreign power and authority as before that was usurped,
until such time as all the said good laws . . . in the first and second years of the reigns of the late King Philip and
Queen Mary . . . were . . . repealed . . . ;' by reason of which act of repeal your said humble subjects were soon
brought under an usurped foreign power and authority, and vet do remain in that bondage, to the intolerable
charges of your loving subjects, if some redress by the authority of this your high court of parliament with the
assent of your highness be not had and provided: may it therefore please your highness, for the repressing of the
said usurped foreign power and the restoring of the rights jurisdictions, and pre-eminences appertaining to the
imperial crown of this your realm, that it may be enacted by the authority of this present parliament that the said
act . . . and all and every branch, clauses, and articles therein contained, other than such branches, clauses, and
sentences as hereafter shall be excepted, may from the last day of this session of parliament, by authority of this
present parliament, be repealed, and shall from thenceforth be utterly void and of none effect . . .
And to the intent that all usurped and foreign power and authority, spiritual and temporal, may forever be
clearly extinguished and never to be used nor obeyed within this realm or any other your majesty's countries,
may it please your highness that it may be further enacted by the authority aforesaid that no foreign prince,
person, prelate, state, or potentate, spiritual or temporal, shall at any time after the last day of this session of
parliament use, enjoy, or exercise any manner of power, jurisdiction, superiority, authority, pre-eminence, or
privilege, spiritual or ecclesiastical, within this realm or within any other your majesty's dominions or countries
that now be or hereafter shall be, but from thenceforth the same shall be clearly abolished out of this realm and
all other your highness's dominions forever, any statute, ordinance, custom, constitutions, or any other matter or
cause whatsoever to the contrary in any wise notwithstanding . . . ; and that your highness, your heirs, and
successors, kings or queens of this realm, shall have full power and authority . . . to exercise . . . all manner of
jurisdictions, privileges, and preeminences in any wise touching or concerning any spiritual or ecclesiastical
jurisdiction within these your realms. . . .
And for the better observation and maintenance of this act, may it please your highness that it may be further
enacted by the authority aforesaid that all and every archbishop, bishop, and all and every other ecclesiastical
person and other ecclesiastical officer and minister, of what estate, dignity, pre-eminence, or degree soever he
or they be or shall be, and all and every temporal judge, justicer, mayor, and other lay or temporal officer and
minister, and every other person having your highness's fee or wages within this realm or any your highness's
dominions shall make, take, and receive a corporal oath upon the Evangelist, before such person or persons as
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shall please your highness, your heirs or successors, under the great seal of England to assign and name to
accept and take the same, according to the tenor and effect hereafter following, that is to say—
"I, ______________ ______________, do utterly testify and declare in my conscience that the queen's highness
is the only supreme governor of this realm and of all other her highness's dominions and countries, as well in all
spiritual or ecclesiastical things or causes as temporal, and that no foreign prince, person, prelate, state, or
potentate hath or ought to have any jurisdiction, power, superiority, pre-eminence, or authority, ecclesiastical or
spiritual, within this realm; and therefore I do utterly renounce and forsake all foreign jurisdictions, powers,
superiorities, and authorities, and do promise that from henceforth I shall bear faith and true allegiance to the
queen's highness, her heirs, and lawful successors, and to my power shall assist and defend all jurisdictions, pre-
eminences, privileges, and authorities granted or belonging to the queen's highness, her heirs, and successors, or
united or annexed to the imperial crown of this realm: so help me God and by the contents of this Book."
And for the more sure observation of this act and the utter extinguishment of all foreign and usurped power and
authority, may it please your highness that it may be further enacted by the authority aforesaid that, if any
person or persons dwelling or inhabiting within this your realm or in any other your highness's realms or
dominions . . . , shall by writing, printing, teaching, preaching, express words, deeds, or act, advisedly,
maliciously, and directly affirm, hold, stand with, set forth, maintain, or defend the authority, preeminence,
power, or jurisdiction, spiritual or ecclesiastical, of any foreign prince, prelate, person, state, or potentate
whatsoever, heretofore claimed, used, or usurped within this realm or any dominion or country being within or
under the power, dominion, or obeisance of your highness, or shall advisedly, maliciously, or directly put in ure
or execute anything for the extolling, advancement, setting forth, maintenance, or defense of any such pretended
or usurped jurisdiction, power, pre-eminence, or authority, or any part thereof, that then every such person and
persons so doing and offending, their abettors, aiders, procurers, and counselors, being thereof lawfully
convicted and attainted according to the due order and course of the common laws of this realm [shall suffer
specified penalties, culminating in punishment for high treason on the third offence] . . . .
Provided always, and be it enacted by the authority aforesaid, that such person or persons to whom your
highness, your heirs, or successors, shall hereafter by letters patents under the great seal of England give
authority to have or execute any jurisdiction, power, or authority spiritual, or to visit, reform, order, or correct
any errors, heresies, schisms, abuses, or enormities by virtue of this act, shall not in any wise have authority or
power to order, determine, or adjudge any matter or cause to be heresy but only such as heretofore have been
determined, ordered, or adjudged to be heresy by the authority of the canonical Scriptures, or by the first four
general councils or any of them, or any other general council wherein the same was declared heresy by the
express and plain words of the said canonical Scriptures, or such as hereafter shall be ordered, judged, or
determined to be heresy by the high court of parliament of this realm, with the assent of the clergy in their
convocation—anything in this act contained to the contrary notwithstanding. . . .
Document questions:
• Answer the following questions for discussion in class on the day specified by the syllabus.
• Be sure to note where the information to answer the question is located in the document (i.e., Highlighting
or notes in the margin)
• Answer the questions in your own words. You may hand write or word process your answers.
1. What type of document is this? (Primary/Secondary and what IS it?) ________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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2. What is the bias of this Author, as it relates to this topic? What might account for this bias?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What is the purpose of this document?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Describe the powers of the monarch as set forth in this document.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. What is included in this version of The Act of Supremacy that is not in the 1534 version? Why might these
extra conditions have been included?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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(CDD 1-4) The Thirty-Nine Articles of Religion (1571)
The Thirty-Nine Articles of 1571 were a series of statements clarifying the Church of England's official position
on a number of contentious religious issues of the period. All members of the English clergy were required to
swear allegiance to them, but in an attempt to soften any doctrinal differences and avoid conflict, Queen
Elizabeth I ordered that some of the articles be made deliberately ambiguous. Thus, she managed to defuse
much of the controversy surrounding religion during her reign and brokered a tenuous settlement between
members of various faiths who lived within her realm. The articles have gone through several revisions but are
still official doctrine for the Church of England today.
I. Of Faith in the Holy Trinity.
There is but one living and true God, everlasting, without body, parts, or passions; of infinite power, wisdom,
and goodness; the Maker, and Preserver of all things both visible and invisible. And in the unity of this
Godhead there be three Persons, of one substance, power, and eternity; the Father, the Son, and the Holy Ghost.
II. Of the Word or Son of God, which was made very Man.
The Son, which is the Word of the Father, begotten from everlasting of the Father, the very and eternal God,
and of one substance with the Father, took Man's nature in the womb of the blessed Virgin, of her substance: so
that two whole and perfect Natures, that is to say, the Godhead and Manhood, were joined together in one
Person, never to be divided, whereof is one Christ, very God, and very Man; who truly suffered, was crucified,
dead, and buried, to reconcile his Father to us, and to be a sacrifice, not only for original guilt, but also for
actual sins of men.
III. Of the going down of Christ into Hell.
As Christ died for us, and was buried; so also it is to be believed, that he went down into Hell.
IV. Of the Resurrection of Christ.
Christ did truly rise again from death, and took again his body, with flesh, bones, and all things appertaining to
the perfection of Man's nature; wherewith he ascended into Heaven, and there sitteth, until he return to judge all
Men at the last day.
V. Of the Holy Ghost.
The Holy Ghost, proceeding from the Father and the Son, is of one substance, majesty, and glory, with the
Father and the Son, very and eternal God.
VI. Of the Sufficiency of the Holy Scriptures for Salvation.
Holy Scripture containeth all things necessary to salvation: so that whatsoever is not read therein, nor may be
proved thereby, is not to be required of any man, that it should be believed as an article of the Faith, or be
thought requisite or necessary to salvation. In the name of the Holy Scripture we do understand those canonical
Books of the Old and New Testament, of whose authority was never any doubt in the Church.
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VII. Of the Old Testament.
The Old Testament is not contrary to the New: for both in the Old and New Testament everlasting life is offered
to Mankind by Christ, who is the only Mediator between God and Man, being both God and Man. Wherefore
they are not to be heard, which feign that the old Fathers did look only for transitory promises. Although the
Law given from God by Moses, as touching Ceremonies and Rites, do not bind Christian men, nor the Civil
precepts thereof ought of necessity to be received in any commonwealth; yet notwithstanding, no Christian man
whatsoever is free from the obedience of the Commandments which are called Moral.
VIII. Of the Creeds.
The Nicene Creed, and that which is commonly called the Apostles' Creed, ought thoroughly to be received and
believed: for they may be proved by most certain warrants of Holy Scripture.
X. Of Free Will.
The condition of Man after the fall of Adam is such, that he cannot turn and prepare himself, by his own natural
strength and good works, to faith, and calling upon God. Wherefore we have no power to do good works
pleasant and acceptable to God, without the grace of God by Christ preventing us, that we may have a good
will, and working with us, when we have that good will.
XI. Of the Justification of Man.
We are accounted righteous before God, only for the merit of our Lord and Saviour Jesus Christ by Faith, and
not for our own works or deservings. Wherefore, that we are justified by Faith only, is a most wholesome
Doctrine, and very full of comfort, as more largely expressed in the Homily of Justification.
XII. Of Good Works.
Albeit that Good Works, which are the fruits of Faith, and follow after Justification, cannot put away our sins,
and endure the severity of God's judgment; yet are they pleasing and acceptable to God in Christ, and do spring
out necessarily of a true and lively Faith; insomuch that by them a lively Faith may be as evidently known as a
tree discerned by the fruit.
XV. Of Christ alone without Sin.
Christ in the truth of our nature was made like unto us in all things, sin only except, from which he was clearly
void, both in his flesh, and in his spirit. He came to be the Lamb without spot, who, by sacrifice of himself once
made, should take away the sins of the world; and sin (as Saint John saith) was not in him. But all we the rest,
although baptized, and born again in Christ, yet offend in many things; and if we say we have no sin, we
deceive ourselves, and the truth is not in us.
XVIII. Of obtaining eternal Salvation only by the Name of Christ
They also are to be had accursed that presume to say, That every man shall be saved by the Law or Sect which
he professeth, so that he be diligent to frame his life according to that Law, and the light of Nature. For Holy
Scripture doth set out unto us only the Name of Jesus Christ, whereby men must be saved.
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XIX. Of the Church.
The visible Church of Christ is a congregation of faithful men, in which the pure Word of God is preached, and
the Sacraments be duly ministered according to Christ's ordinance, in all those things that of necessity are
requisite to the same.
As the Church of Jerusalem, Alexandria, and Antioch, have erred; so also the Church of Rome hath erred, not
only in their living and manner of Ceremonies, but also in matters of Faith.
XX. Of the Authority of the Church.
The Church hath power to decree Rites or Ceremonies, and authority in Controversies of Faith: and yet it is not
lawful for the Church to ordain anything that is contrary to God's Word written, neither may it so expound one
place of Scripture, that it be repugnant to another. Wherefore, although the Church be a witness and a keeper of
Holy Writ, yet, as it ought not to decree any thing against the same, so besides the same ought not to enforce
any thing to be believed for necessity of Salvation.
XXII. Of Purgatory.
The Romish (Catholic) Doctrine concerning Purgatory, Pardons, Worshipping and Adoration, as well of Images
as of Relics, and also Invocation of Saints, is a fond thing, vainly invented, and grounded upon no warranty of
Scripture, but rather repugnant to the Word of God.
XXIV. Of Speaking in the Congregation in such a Tongue as the people understandeth.
It is a thing plainly repugnant to the Word of God, and the custom of the Primitive Church, to have public
Prayer in the Church, or to minister the Sacraments, in a tongue not understanded of the people.
XXV. Of the Sacraments.
Sacraments ordained of Christ be not only badges or tokens of Christian men's profession, but rather they be
certain sure witnesses, and effectual signs of grace, and God's good will towards us, by the which he doth work
invisibly in us, and doth not only quicken, but also strengthen and confirm our Faith in him.
There are two Sacraments ordained of Christ our Lord in the Gospel, that is to say, Baptism, and the Supper of
the Lord.
Those five commonly called Sacraments, that is to say, Confirmation, Penance, Orders, Matrimony, and
Extreme Unction, are not to be counted for Sacraments of the Gospel, being such as have grown partly of the
corrupt following of the Apostles, partly are states of life allowed in the Scriptures; but yet have not like nature
of Sacraments with Baptism, and the Lord's Supper, for that they have not any visible sign or ceremony
ordained of God.
The Sacraments are not ordained of Christ to be gazed upon, or to be carried about, but that we should duly use
them. And in such only as worthily receive the same, they have a wholesome effect or operation but they that
receive them unworthily, purchase to themselves damnation, as Saint Paul saith.
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XVII. Of Baptism
Baptism is not only a sign of profession, and mark of difference, whereby Christian men are discerned from
others that be not christened, but it is also a sign of Regeneration or New-Birth, whereby, as by an instrument,
they that receive Baptism rightly are grafted into the Church; the promises of the forgiveness of sin, and of our
adoption to be the sons of God by the Holy Ghost, are visibly signed and sealed; Faith is confirmed, and Grace
increased by virtue of prayer unto God.
The Baptism of young Children is in any wise to be retained in the Church, as most agreeable with the
institution of Christ.
XXXII. Of the Marriage of Priests.
Bishops, Priests, and Deacons, are not commanded by God's Law, either to vow the estate of single life, or to
abstain from marriage: therefore it is lawful for them, as for all other Christian men, to marry at their own
discretion, as they shall judge the same to serve better to godliness.
XXXIV. Of the Traditions of the Church.
It is not necessary that the Traditions and Ceremonies be in all places one, or utterly like; for at all times they
have been divers, and may be changed according to the diversity of countries, times, and men's manners, so that
nothing be ordained against God's Word. Whosoever, through his private judgment, willingly and purposely,
doth openly break the Traditions and Ceremonies of the Church, which be not repugnant to the Word of God,
and be ordained and approved by common authority, ought to be rebuked openly, (that others may fear to do the
like,) as he that offendeth against the common order of the Church, and hurteth the authority of the Magistrate,
and woundeth the consciences of the weak brethren.
Every particular or national Church hath authority to ordain, change, and abolish, Ceremonies or Rites of the
Church ordained only by man's authority, so that all things be done to edifying.
XXXVII. Of the Power of the Civil Magistrates.
The Power of the Civil Magistrate extendeth to all men, as well Clergy as Laity, in all things temporal; but hath
no authority in things purely spiritual. And we hold it to be the duty of all men who are professors of the
Gospel, to pay respectful obedience to the Civil Authority, regularly and legitimately constituted.
The Bishop of Rome hath no jurisdiction in this Realm of England.
The Laws of the Realm may punish Christian men with death, for heinous and grievous offenses.
It is lawful for Christian men, at the commandment of the Magistrate, to wear weapons, and serve in the wars."
XXXVIII. Of Christian Men's Goods, which are not common.
The Riches and Goods of Christians are not common, as touching the right, title, and possession of the same; as
certain Anabaptists do falsely boast. Notwithstanding, every man ought, of such things as he possesseth,
liberally to give alms to the poor, according to his ability.
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XXXIX. Of a Christian Man's Oath.
As we confess that vain and rash Swearing is forbidden Christian men by our Lord Jesus Christ, and James his
Apostle, so we judge, that Christian Religion doth not prohibit, but that a man may swear when the Magistrate
requireth, in a cause of faith and charity, so it be done according to the Prophet's teaching in justice, judgment,
and truth.
Document questions:
• Answer the following questions for discussion in class on the day specified by the syllabus.
• Be sure to note where the information to answer the question is located in the document (i.e., Highlighting
or notes in the margin)
• Answer the questions in your own words.
1. What type of document is this? (Primary/Secondary and what IS it?)
2. What is the bias of this Author, as it relates to this topic? What might account for this bias?
3. Explain HOW the “39 Articles” can be seen as a “compromise” between Protestants and Catholics
4. What are the secular concerns or elements of this document?