Title: Comparison of Spanish — America and the

Teacher: Anne Sharkey, Huntley High School

Summary: This lesson took part as a comparison of the different aspects of the Spanish maritime with a comparison of Spanish colonization of & to that of the Philippines. The lessons in this unit begin with a basic understanding of each based of the period 1450-1750 (, Ottomans, ) and then with a movement to the maritime transoceanic empires (, , , Britain). This lesson will come after the students already have been introduced to the Spanish and the Spanish systems through the Atlantic and Pacific. Through this lesson the students will gain an understanding of Spanish systems of colonial rule and control of the peoples and the territories. The evaluation of causes of actions of the Spanish, reactions to native populations, and consequences of Spanish involvement will be discussed with the direct correlation between the social systems and structures created, the influence of the Christian , the rebellions and conflicts with native populations between the two locations in the Latin American Spanish and the Philippines.

Level: High School

Content Area: AP World History, World History, Global Studies

Duration:

Lesson Objectives: Students will be able to:  Compare the economic, political, social, and cultural structures of the Spanish involvement in with the Spanish involvement with the Philippines  Compare the effects of on Latin America and the Philippines  Evaluate the role of the and system on both regions  Evaluate the influence of the silver trade on the economies of both regions  Analyze the creation of a colonial society through the development of social classes—, creoles, , , etc.

Procedures:  Teacher will go through background with students concerning the ’s role within each region—SEE APPENDIX #1: BACKGROUND INFORMATION  Students will hypothesize why there would be differences between the rules and impacts on the two regions o Discussion Questions: . What are the Spanish goals for each of the territories? Think economically, politically, socially, etc. . How is the location or geography going to affect Spanish involvement? . How are cultural divisions in the conquered territory going to affect Spanish involvement?  Students will work in small groups to complete a stations activity (alternatively could be completed as packets, or an online activity) in order to look at comparable data and information concerning the Philippines and Latin America including data & primary sources on the economic effects, social effects, and social views of the Spanish rule  Teacher and students will participate in discussion concerning the impact of Spanish rule on both regions in order to see similarities and understand the for the differences.  Students will write a comparative essay o Essay Question: “Analyze similarities and differences in the role of Spain in Latin America & the Philippines from the until the .” SEE APPENDIX FOR COMPLETE ESSAY AND AP RUBRIC o This can be done as an in-class essay for an AP World History course as following the AP rubric, or as a structured research or response essay in other courses

Assessments:  Practice Quiz on Maritime Empires  Students will complete a AP style comparison essay on the two regions demonstrating their knowledge and also showing the mastery of the skills of the essay prompt & rubric

Extensions:  In the World History AP curriculum Period 5 (1750 to 1900), the students will be looking at the rise of revolutions and the fall of maritime & land empires such as Spain. Students will analyze multiple documents written by individuals from various countries to see the goals and consequences of various independent movements—examples from the Philippines, Mexico, and (as well as those from the , , and France) will be used to see the outcomes of the revolutionary movements. This will continue on the comparison between the Philippines and other nations. Students will analyze the results of the revolutionary movements and see whether or not these nations gained what was desired to figure out what factors led to the results.

Resources: "The Spanish Philippines.” The Emergence of Modern : A New History. Ed. Norman G. Owen. Honolulu: U of , 2005. Print.

" and Economic Change.” The Emergence of Modern Southeast Asia: A New History. Ed. Norman G. Owen. Honolulu: U of Hawaii, 2005. Print.

Alip, Eufronio Melo. "The Philippines of Yesteryears; The Dawn of History in the Philippines." The United States and Its Territories, 1870-1925: The Age of . 1904. Web.

APPENDIX #1: BACKGROUND INFORMATION ON SPAIN AND THE SPANISH EMPIRE—COMPLETED WORKSHEET

SPAIN SPANISH SPANISH PHILIPPINES  New Social Hierarchies created in the Americas  Pre-Spanish society was ruled within the o Peninsulares—Spanish officials and families clan/tribal organization with local chieftains from Spain (the ) that rule that would control the community and govern Spanish colonies  New Social Hierarchies created in the o Crillos (Creoles)—Born in the to Philippines Spanish parents—looked down upon and o Peninsulares—Full-blooded Spanish restricted from high positions by the living the Philippines but born in Spain

—educated & wealthy (later the o Insulares—Full-blooded Spanish born group that pushes for ) in the Philippines o Mestizos—European and Native ancestry o Illustrados—Wealthy group of SOCIAL o Mulattos—European and African ancestry individuals born in the Philippines that o Native —often poorly treated by were able to study abroad Peninsulares leading to the use of new o Chinese/Spanish Mestizos—People laborers with mixed racial origins who were o Africans—imported to the Americas as economically sufficient slaves without significant rights involved o Indio—Native/Full-blooded o —Full-blooded Chinese living the Philippines  Spanish Habsburg Empire—part of larger family  Gain control of (Hernan Cortes)  Spanish leadership was soon established over empire along with the Holy , and () taking many small independent communities that parts of Spain, and Austro-Hungarian Empire— population and wealth of the former empires previously had known no central rule. Habsburg family splits with religious divisions  Viceroys—appointed of the Spanish  Permanent settlements established in 1565  Involved in Thirty Year’s War between Hapsburg colonies Empires (Catholic v. Protestant) and neighboring areas of FranceKing Charles V— Hapsburg ruler who had strong control over

Spain—also controlled parts of , France, , , etc. but later abdicates and divides the Hapsburg empire between 2 rulers POLITICAL  Philip II—gain large areas of land under his control solidifying rule (also gains Portugal but rules separately)  —conflicts between the Spanish & Portuguese in the Americas— resolves by creating line through the Americas with Portugal gaining all land to East and Spain to the West

CULTURAL INTERACTION WITH THE ENVIRONMENT 

protestants from within Spain within from protestants and heretics of getrid : Spanish SPAIN

   

o o o o o o Silver : SilverMining: immunity of native people native of immunity of lack to due affectedareas greatly and Americas the to travelled Diseases: in L. America L. in similarbeliefs; with gods their to of Saints relate natives; Natives to understandable terms in Christianity explain to sought Saints of “Cult the of Creation Americas beli Christian spread and defended Heavily Christianity: Spreading

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— SPANISH AMERICAS SPANISH

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Virgin Mary gains importance gains Mary Virgin

efs throughout the the efs throughout

from 20 million to million to 20 from ” —

—

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create largest largest

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in during 1570 during Manila in stianity dates back to to back dates stianity

ECONOMIC

SPAIN

   

o to Asia where silver becomes the currency the becomes silver where Asia to trade silver the dominate to Spanish area Silver the Inca empire that continues under Spanish Spanish under continues empire that Inca the System Mit’a system feudal the to similar System: Encomienda regions these in wealth to leading Mexico in especially Gold villages former their to return allow for not did earliertimes unlike but agriculture, or mines, in service for work force of male 1/7 provide to were required communities rule,

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public works, works, public — especially especially

     to Asia through Manila Manila through Asia to America Latin the SilverTrade Spanish the of (corruption falla the paying by from polo exempted be could One projects. community to services personal give to obligated were who years age 60of to 16 from men ranging for days for40 labor forced of •A system Servicioy Polo production. one for responsible were and animals work and tools provided cultivators the season, whereas planting the during over cultivators tide to necessary cash and seed the supplied landowners t •Under KasamaSystem lowprices. very at government the to products sell to their were coerced Ban cedula. the pay to obliged were Philippines wasit revised tha but , pay to had only Chinese Filipinos and Before, pueblo. of a member legitimate a and Spain of was a one that proof as was used which paper asa served 1884.This Tax Cedula dala System: dala Falta, meaning "absence") daily. "absence") meaning Falta,

implemented in which the nativesthe which in implemented SPANISH PHILIPPINES SPANISH -

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his arrangement, the the his arrangement,

Stations Sources:

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