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Conquest in the Americas

Conquest in the Americas

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Step-by-Step WITNESS AUDIO SECTION Instruction 1 Moctezuma Hears Strange News In 1519, the Aztec ruler Moctezuma heard an Objectives astounding report from his messengers. They As you teach this section, keep students described unusual people who had just arrived in the region—people with white skin and yellow focused on the following objectives to help hair, clad completely in iron, who rode “deer” as them answer the Section Focus Question tall as a house and had dogs with burning yellow and master core content. 1 eyes. According to a Spanish translation of native ■ Analyze the results of the first encoun- accounts, “When Moctezuma heard this, he was ters between the Spanish and Native filled with terror. It was as if his heart grew faint, A Spanish manuscript dating from as it shrank; he was overcome by despair.” Americans. the mid- shows the Spanish Focus Question How did a small number of ■ Explain how Cortés and Pizarro gained arrival in (top). At bottom, Moctezuma listens to his messengers. Spanish conquer huge Native control of the Aztec and Incan . American empires? ■ Understand the short-term and long- term effects of the Spanish on the peoples of the . Conquest in the Americas

Prepare to Read Objectives In 1492, explorer landed in the • Analyze the results of the first encounters islands that are now called the . The wave of explora- Build Background Knowledge L3 between the Spanish and Native Americans. tion he spurred in the Americas would have drastic, far-reaching consequences for the people who already lived there. Ask students to recall interactions be- • Explain how Cortés and Pizarro gained control tween Europeans, Africans, and Asians. of the Aztec and Incan empires. Have them predict what the pattern of • Understand the short-term and long-term effects of the Spanish on the peoples of the Americas. First Encounters in the Americas interaction would be between Europeans Terms, People, and Places Columbus’s first meeting with Native Americans began a cycle of and peoples of the Americas. encounter, conquest, and death that would be repeated throughout alliance the . Moctezuma Set a Purpose L3 Hernán Cortés Meeting the Taínos When Columbus first arrived in the West ■ WITNESS HISTORY Read the selection Tenochtitlán civil war Indies, he encountered the Taíno (TY noh) people. The Taínos lived

aloud or play the audio. Ask What is Malinche in villages and grew corn, yams, and , which they wove into the main idea of this passage? cloth. They were friendly and open toward the Spanish. Columbus noted that they were “generous with what they have, to such a (The messengers’ report of unusual Reading Skill: Recognize Sequence Keep track newcomers fills Moctezuma with fear.) of the sequence of events that led to European degree as no one would believe but he who had seen it.” Despite the friendly reception, relations soon soured. The AUDIO Witness History Audio CD, empires in the Americas by completing a chart like Moctezuma Hears Strange News the one below. Taínos offended the Spanish when out of ignorance they failed to pay proper respect to Christian symbols. Columbus’s actions ■ Focus Point out the Section Focus showed that he felt himself superior to the Taínos and could there- Establishes An Question and write it on the board. fore decide their fate. He claimed their land for Spain, and then Tell students to refer to this question Columbus Cortés Pizarro took several Taínos as prisoners to take back to the Spanish king. as they read. (Answer appears with Columbus’s encounter was repeated by a wave of Spanish • Columbus • • Section 1 Assessment answers.) arrives in the conquistadors (kahn KEES tuh dawrz), or conquerors, who soon arrived in the Americas. They first settled on the islands of Hispan- ■ Preview Have students preview the West Indies. • • • iola (now the and ), , and . Section Objectives and the list of Terms, People, and Places. ■ Reading Skill Have students use the Reading Strategy: Recognize Sequence Vocabulary Builder worksheet. Teaching Resources, Unit 1, p. 48 Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 1 p. 47; Teaching Resources, Skills Handbook, p. 3 ■ Have students read this

section using the Structured Read Aloud High-Use Word Definition and Sample Sentence strategy (TE, p. T20). As they read, have compel, p. 110 v. to force students fill in the chart sequencing The bailiff compelled the witness to leave the courtroom. Spain’s actions in the Americas. Reading and Note Taking Study Guide, p. 137

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Throughout the region, the conquistadors seized the Native Americans’ gold ornaments and then made them pan for more gold. At the same time, the Teach Spanish forced the Native Americans to convert to Christianity. Guns, Horses, and Disease Although Spanish conquistadors only First Encounters in the numbered in the hundreds as compared to millions of Native Americans, they had many advantages. Their guns and cannons were superior to the Americas L3 Native Americans’ arrows and spears, and European metal armor pro- Instruct vided them with better protection. They also had horses, which not only were useful in battle and in carrying supplies, but also frightened the ■ Introduce: Key Terms Have students Native Americans, who had never seen a horse. find the key term conquistadors (in Most importantly, an invisible invader—disease—helped the conquis- This passage from a Maya book written blue) in the text and explain its mean- tadors take control of the Taínos and other Native Americans. Europeans in the 1500s describes life before the ing. Explain that these explorers and unknowingly carried diseases such as , , and influenza arrival of the Spanish. What does the treasure-hunters conquered vast areas to which Native Americans had no immunity, or resistance. These dis- writer say was the main effect of of land in the Americas for Spain, eases spread rapidly and wiped out village after village. As a result, the Europeans on the Maya? enslaving and killing Native Americans Native American population of the Caribbean islands declined by as Primary Source AUDIO and plundering their wealth. much as 90 percent in the 1500s. Millions of Native Americans died from There was then no sickness; ■ Teach Discuss the first encounters disease as Europeans made their way inland. “ They had then no aching bones; between conquistadors and Native How did Spanish conquistadors treat the Taínos? They had then no high fever; Americans. Ask What advantages They had then no smallpox; did the Spanish have over Native Cortés Conquers Mexico They had then no burning chest. . . Americans? (Though there were more At that time the course of humanity Native Americans, the Spanish had From the Caribbean, Spanish explorers probed the coasts of the Ameri- was orderly. guns and cannons that were superior to cas. They spread stories of empires rich in gold, but they also told of The foreigners made it otherwise Native American arrows and spears; fierce fighting people. Attracted by the promise of riches as well as by when they arrived here. religious zeal, a flood of adventurers soon followed. ” they used horses in battle and for labor; and they were immune to the diseases Cortés Advances on the Among the earliest conquistadors was they brought.) What might the Hernán Cortés. Cortés, a landowner in Cuba, heard of Spanish expeditions Taínos and other Native Americans that had been repelled by Indians. He believed that he could succeed have done differently to defend where none had before. In 1519, he landed on the coast of Mexico with about themselves against the conquista- Malinche Shapes History 600 men, 16 horses, and a few cannons. He began an inland trek toward dors? (Students might suggest Native Tenochtitlán (teh nawch tee TLAHN), the capital of the . A Malinche’s parents sold her as a slave when she was a child, believing that she was Americans could have been less trusting young Indian woman named Malinche (mah LEEN chay), called Doña born under an unlucky star. Despite her of newcomers, could have sought help Marina by the Spanish, served as his translator and advisor. Malinche knew unfortunate beginning, she left a major from other Native Americans, and so on.) both the Maya and Aztec , and she learned Spanish quickly. mark on the . Malinche told Cortés that the Aztecs had gained power by conquering other groups of people. The Aztecs sacrificed thousands of their captives Independent Practice to the Aztec gods each year. Many conquered peoples hated their Aztec Primary Source To help students bet- overlords, so Malinche helped Cortés arrange alliances with them. They ter understand the Spanish conquest of agreed to help Cortés fight the Aztecs. the Aztecs, have them read the selection Moctezuma Faces a Dilemma Meanwhile, messengers brought word Massacre in the Temple of Tenochtitlán about the Spanish to the Aztec Moctezuma (mahk tih ZOO muh). and complete the worksheet. Terrified, he wondered if the leader of the pale-skinned, bearded strangers Teaching Resources, Unit 1, p. 51 might be Quetzalcoatl (ket sahl koh AHT el), an Aztec god-king who had long ago vowed to return from the east. Because Moctezuma did not know Monitor Progress for sure if Cortés was a god, he did not know how to respond to the news. He sent gifts of turquoise, feathers, and other goods with religious impor- As students fill in their charts, circulate tance, but urged the strangers not to continue to Tenochtitlán. to make sure they understand how Euro- Cortés, however, had no intention of turning back. He was not inter- peans built American empires. For a com- ested in the Aztec religious objects, but was extremely interested in the pleted version of the chart, see gold and silver ornaments that Moctezuma began sending him. Note Taking Transparencies, 123

Solutions for All Learners

L1 Special Needs L2 Less Proficient Readers L2 English Learners

Have students suppose that they came upon a lost Use the following resources to help students acquire Incan tribe in the rainforests of . Have basic skills: students draw or write a story of their interaction with Adapted Reading and Note Taking Answers the tribe. Could they successfully communicate with Study Guide the tribe? How so? How would the tribe respond to PRIMARY SOURCE They brought ■ Adapted Note Taking Study Guide, p. 137 them? What would the likely condition of the tribe be ■ Adapted Section Summary, p. 138 disease to the Maya. in one year? In 50 years? In another 500 years? as inferiors

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Cortés Conquers Mexico L3 Instruct ■ Introduce: Vocabulary Builder Have students read the Vocabulary term and definition. Point out that Díaz Sets the Record Straight Cortés used Moctezuma’s fear that he Bernal Díaz del Castillo was a Spanish soldier might be a god, as well as the support of who came to Cuba in 1514. In 1519, he accom- other Native American peoples who panied Hernán Cortés on his conquest of the hated the Aztecs, to compel Moctezuma Aztecs. More than 40 years later, Díaz wrote to give Aztec land and treasure to the his True History because he felt other accounts of the conquest—written by historians who had Spanish. Use the Idea Wave strategy not been there—were inaccurate. He insisted (TE, p. T22) and ask students to list that as an eyewitness of events he was a better other tactics that people use to compel historical source. For example, Díaz was there others to do something. when Moctezuma took Cortés to the top of the ■ Teach Explain how and why Cortés great temple to look at Tenochtitlán, his conquered the Aztecs. Ask What moti- magnificent capital on the lake. vated non-Aztec Native Americans to help Cortés fight the Aztecs? (The Aztecs conquered neighboring peo- ples and sacrificed thousands from those groups to their gods.) What con- ditions prevented Cortés from defeating the Aztecs in 1519, but enabled him to prevail in 1521? (In 1519, competing conquistadors arrived and in the fighting that followed, half Cortés became more determined than ever to reach Tenochtitlán. Fight- the Spanish died. By 1521, European ing and negotiating by turns, Cortés led his forces inland toward the cap- diseases had killed many Aztecs, allow- ital. At last, the Spanish arrived in Tenochtitlán, where they were ing Cortés’s brutal assault to succeed.) dazzled by the grandeur of the city. ■ Analyzing the Visuals Direct stu- Tenochtitlán Falls to the Spanish Moctezuma welcomed Cortés to dents to the visuals in the Traveler’s his capital. However, relations between the Aztecs and soon Tales feature on this page. Have stu- grew strained. The Spanish scorned the Aztecs’ religion and sought to dents describe the city of Tenochtitlán, convert them to Christianity. At the same time, as they remained in the including its location, grid-like layout, city, they saw more of the Aztec treasure. They decided to imprison great plaza with temple, and so on. Vocabulary Builder Moctezuma so they could gain control of the Aztecs and their riches. Then display Color Transparency compel—(kum PEL) v. to force Cortés compelled Moctezuma to sign over his land and treasure to the 93: Templo Mayor, which shows the Spanish. In the meantime, a new force of Spanish conquistadors had religious and political center of the arrived on the coast to challenge Cortés. In the confusion that followed— Aztec Empire. Ask students how the with various groups of Spanish, Aztecs, and Native Americans all fight- Spanish might have felt upon seeing it. ing for control—the Aztecs drove the Spanish from the city. More than half of the Spanish were killed in the fighting, as was Moctezuma. Color Transparencies, 93 Cortés retreated to plan an assault. In 1521, in a brutal struggle,

Cortés and his Indian allies captured and demolished Tenochtitlán. The Independent Practice Spanish later built on the ruins of Tenochtitlán. As in the Traveler’s Tales To extend students’ Caribbean, disease had aided their cause. Smallpox had spread among understanding of the conquest of Mexico, the Aztecs from the 1519 encounter, decimating the population. have them read the selection Bernal Díaz What impact did the Aztecs’ religious beliefs have on and the Conquest of and com- Cortés’s approach to Tenochtitlán? plete the worksheet. Teaching Resources, Unit 1, p. 52

Monitor Progress Check that students’ responses on the Solutions for All Learners worksheet reflect a solid understanding of L4 Advanced Readers L4 Gifted and Talented the Traveler’s Tales enrichment selection. To challenge students, ask them to identify the knowl- Moctezuma might have obtained this knowledge. edge that Moctezuma and his successors would have Then have students write a short scenario in which Answer needed in order to better defend the Aztec empire Moctezuma is able to thwart the advances of the against Cortés (e.g. Cortés was not a god; he would Spanish. Ask volunteers to read their scenarios to They believed that Cortés might be one of kill for riches; his troops were carriers of deadly dis- the class.

their gods, and therefore were more welcom- ease, and so on). Have them also consider how ing than they might have been otherwise.

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Pizarro Takes / “When we saw so all those and villages Effects of the Spanish built in the water, and other great towns on dry land, and that straight and level causeway Conquistadors L3 leading toward [Tenochtitlán], we were Instruct astounded. These great towns and [pyramids] made and buildings rising from the water, all ■ Introduce Display Color Transpar- of stone, seemed like an enchanted vision… ency 90: Inca Shirt. Use the lesson Indeed, some of our soldiers asked whether it suggested in the transparency book to was not all a dream…. It was all so wonderful guide a discussion about Incan culture. rst that I do not know how to describe this fi Color Transparencies, 90 glimpse of things never heard of, seen or ■ dreamed of before. Teach Discuss Pizarro’s conquest of ” the Inca and the broader effects of the “We turned back to the great market and the Spanish conquest of the Americas. Ask swarm of people buying and selling. The mere students to Compare and contrast Hernán Cortés ᭤ murmur of their voices was loud enough to be Pizarro’s conquest of the Inca to heard more than three miles away. Some of Cortés’s conquest of the Aztec. Thinking Critically our soldiers who had been in many parts of (Like Cortés, Indian allies, superior 1. Draw Inferences Why do you think Díaz the , in , in Rome, and all included the opinions of “some of our weapons, and European disease aided over Italy, said that they had never seen a Pizarro’s success. Unlike Cortés, arge, so orderly, soldiers”? market so well laid out, so l 2. Make a Reasoned Judgment Do you agree Pizarro’s efforts followed a bloody civil and so filled with people.” with Díaz that the best historical accounts are war that probably weakened the Incas.) — Bernal Díaz del Castillo written by people who participated in or In what way did the Spanish con- from The True History of the witnessed the events? Explain your answer. Conquest of New Spain quest affect Native Americans who survived? (They were demoralized and hopeless. Their cultures and ways of life Pizarro Takes Peru were often destroyed.) Cortés’s success inspired other adventurers, among them Spaniard ■ Quick Activity Display Color Trans- Francisco Pizarro (pee SAHR oh). Pizarro was interested in Peru’s Inca parency 89: The Americas. Use the empire, which was reputed to have even more riches than the Aztecs. lesson suggested in the transparency Pizarro arrived in Peru in 1532, just after the Incan ruler (ah book to guide a discussion. tah WAHL puh) had won the throne from his brother in a bloody civil Color Transparencies, 89 war. A civil war is fought between groups of people in the same nation. Pizarro’s secretary described Atahualpa as Independent Practice Primary Source Primary Source To extend students’ “ a man of thirty years, good-looking and poised, somewhat stout, with a wide, understanding of the impact of the Span- handsome, and ferocious face, and the eyes flaming with blood . . .” ish conquest of the Americas on Native —Francisco de Xerez Americans, have them read the selection Atahualpa refused to become a Spanish vassal or convert to Christianity. and complete the In response, Pizarro, aided by Indian allies, captured him and slaugh- worksheet. tered thousands of Inca. The Spanish demanded a huge ransom for the Teaching Resources, Unit 1, p. 49 ruler. The Inca paid it, but the Spanish killed Atahualpa anyway. Despite continuing resistance, Pizarro and his followers overran the Incan heartland. He had superior weapons, and the Inca were weakened Monitor Progress by European diseases. From Peru, Spanish forces surged across Check Reading and Note Taking Study and . Before long, Spain had added much of South America to its Guide entries for student understanding. growing empire. Pizarro himself was killed by a rival Spanish faction a few years after he established the city of . What factors encouraged Spanish success in Peru? Answers History Background the Inca civil war, Indian allies, superior

weapons, and disease La Malinche Also known as Doña Marina, La spoke various Mayan dialects along with her native Thinking Critically Malinche was the daughter of Aztec nobles. Her Aztec language and quickly learned Spanish. Her work 1. Díaz’s account gained credibility by stating that mother sold her into as a young girl; as Cortés interpreter helped save thousands of lives a number of his soldiers who had traveled to the eventually, she and 19 other slaves were given since it allowed him to negotiate rather than fight. He great capitals of the world felt that Tenochtitlán to Cortés when he arrived in the Yucatan. acknowledged the tremendous contribution she made was truly remarkable. Cortés had been relying on a Spanish priest who when he wrote: “After God, we owe this conquest of 2. Sample: Firsthand accounts of events provide spoke Mayan to interpret for him, but the priest could New Spain to Doña Marina.” authenticity, but by people who read not speak the Aztec language. Malinche could. She and synthesize a variety of firsthand accounts can provide a broader view.

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Assess and Reteach Effects of the Spanish Conquistadors The Spanish conquistadors accomplished a major victory in the Assess Progress L3 Americas. Within a few decades, a few hundred European sol- diers—helped by superior weapons, horses, and especially dis- ■ Have students complete the ease—had conquered millions of Native Americans. The Spanish Section Assessment. had seized huge quantities of valuable goods. And they had used ■ Administer the Section Quiz. Native American labor to establish silver mines in Peru and Mex- ico to finance their new empire. In the 1500s and early , Teaching Resources, Unit 1, p. 42 treasure fleets sailed each year to Spain or the Spanish Philip- ■ To further assess student under- pines loaded with gold and silver. With this wealth, Spain became standing, use Europe’s greatest power. The effect on Native Americans, however, was quite different. Progress Monitoring Transparencies, 62 Sunken Treasure Some Native Americans believed that the disasters they suffered Spanish ships sunk in the waters Reteach off Cuba’s coast hundreds of years ago marked the world’s end. As tens of thousands of Indians died, still yield gold and silver treasure to divers some of the bewildered and demoralized survivors felt that their If students need more instruction, have today. A craftsman of mixed Spanish and gods were less powerful than the god of their conquerors. They them read the section summary. made these therefore stopped resisting. Many Native Americans converted to Reading and Note Taking L3 ceremonial weapons in 1631. Christianity in the hopes that their suffering would end. Study Guide, p. 138 Yet many Indians continued to resist the Spanish in any way they could. For centuries, the Maya fought Spanish rule in Mex- Adapted Reading and L1 L2 ico and . Long after the death of Atahualpa, revolts erupted among the Inca. And throughout the Americas, Note Taking Study Guide, p. 138 Indians resisted European influences by preserving aspects of their own culture, including language, religious traditions, and Spanish Reading and L2 clothing. In time, Native American culture came to influence the Note Taking Study Guide, p. 138 culture of America. The early encounters between the Spanish conquistadors and Extend L4 Native Americans had long-lasting impacts that reached far See this chapter’s Professional Develop- beyond these two groups. By establishing an empire in the Amer- ment pages for the Extend Online activity icas, Spain dramatically changed the pattern of global encounter on Pizarro and the . set in motion with the first European of . For the first time, much of the world was now connected by sea routes, on which traveled ships carrying goods, people, and ideas. Answer In what ways did Native Americans resist Europeans? The Maya and the Inca fought or rebelled for

years. Indians throughout the Americas resisted Progress Monitoring Online the Spanish by preserving aspects of their own For: Self-quiz with vocabulary practice 1 Web Code: nba-1511 cultures. Terms, People, and Places Comprehension and Critical Thinking ● Writing About History 1. What do each of the key terms listed at 3. Determine Relevance Which factor Quick Write: List Things to Compare the beginning of the section have in was the most important in aiding Span- When you write an expository essay com- common? Explain. ish success in the Americas? paring and contrasting two things, you first 4. Summarize Information How did need to decide which things are useful to Cortés gain control of Tenochtitlán? compare. List several people, places, or 2. Reading Skill: Recognize Sequence 5. Recognize Cause and Effect How activities from this section to compare. The Use your completed chart to answer the did the Incan civil war affect the Span- things you choose should be appropriate Focus Question: How did a small num- ish outcome in Peru? for comparison. For example, comparing ber of Spanish conquistadors conquer 6. Identify Alternatives How might the Malinche and Columbus would not make huge Native American empires? history of Europeans in the Americas sense because their roles and purposes have been different if the Indians had were so different from one another. not been killed by European diseases?

belief in Spanish superiority, willingness forces, meaning that they could have Section 1 Assessment to lie to strangers, and so on. retained control of the .

1. They all relate to the founding of the 4. He played upon Aztec religious beliefs to ● Writing About History in the Americas. enter the capital and then overpowered a Students’ choices should show they under- 2. They had tremendous advantages that population weakened by disease. stand what kinds of things are appropriate Native Americans lacked, including supe- 5. The Incan civil war weakened the empire, to compare. rior weapons, immunity to European dis- exhausting its resources and killing its eases, and horses. fighters, thus leaving the door open to 3. Students should argue reasonably for a conquest by the Spanish. For additional assessment, have students factor such as weapons, immunity, horses, 6. Sample: With their far greater numbers, access Progress Monitoring Online at they might have repelled the European Web Code nba-1511.

114 The Beginnings of Our Global Age: Europe and the Americas

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