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Spanish and Portuguese Colonies in the Americas

Spanish and Portuguese Colonies in the Americas

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WITNESS HISTORY AUDIO Step-by-Step SECTION Instruction A Missionary Protests 2 Everything that has happened since the mar- “ vellous discovery of the . . . seems to Objectives overshadow all the deeds of famous men past, As you teach this section, keep students no matter how heroic, and to silence all talk of focused on the following objectives to help other wonders of the world. Prominent amid them answer the Section Focus Question the aspects of this story which have caught and master core content. 2 the imagination are the massacres of innocent peoples. . . . ■ Explain how ruled its in —Friar Bartolomé” de Las Casas, 1542 the Americas. Focus Question How did Spain and ■ Analyze the major features of Spanish build in the Americas? colonial society and culture. ■ A 1584 drawing of slaves laboring at the Potosí Describe how Portugal and other silver mine, European nations challenged Spanish power. Spanish and Portuguese

Colonies in the Americas Prepare to Read

Objectives A flood of Spanish settlers and missionaries followed the conquis- Build Background Knowledge L3 • Explain how Spain ruled its empire in the tadors to Spain’s new empire. Wherever they went they estab- Ask students to brainstorm what they Americas. lished colonies, claiming the land and its people for their and know about America today, such as • Analyze the major features of Spanish colonial Church. When there was resistance, the newcomers imposed their spoken, ethnic diversity, and so society and culture. will by force. Over time, however, a new culture emerged that on. Have them infer which of these proba- • Describe how Portugal and other European reflected European, Native American, and African traditions. bly had their in the colonial period. nations challenged Spanish power. Terms, People, and Places Ruling the Set a Purpose L3 creole By the mid-, Spain claimed a vast empire stretching from ■ WITNESS HISTORY Read the selection

to . In time, it divided these lands into aloud or play the audio. Ask How does Bartolomé de Las Casas four , including () and . the painting of the mine at Potosí reinforce Las Casas’s view? (The peninsulare Governing the Provinces Spain was determined to maintain strict control over its empire. To achieve this goal, the king set up picture shows the enormous scale of the to pass laws for the colonies. He also the silver mines, with humans forced to Reading Skill: Recognize Sequence Use a appointed viceroys, or representatives who ruled in his name, in labor there like ants.) flowchart like this one to keep track of the steps each . Lesser officials and audiencias (ow dee EN see ahs), AUDIO Witness History Audio CD, the Spanish took to establish an overseas empire. or advisory councils of Spanish settlers, helped the viceroy rule. A Missionary Protests Add boxes as necessary. The Council of the Indies in Spain closely monitored these colonial ■ Focus Point out the Section Focus officials to make sure they did not assume too much authority. Governing Catholic Question and write it on the board. the empire Church Spreading Christianity To Spain, winning souls for Christian- Tell students to refer to this question • viceroys • • ity was as important as gaining land. The worked as they read. (Answer appears with • • • with the government to convert Native Americans to Christianity. Section 2 Assessment answers.) ■ Preview Have students preview the Section Objectives and the list of Terms, People, and Places. Vocabulary Builder ■ Have students read this

Use the information below and the following resources to teach the high-use word from this section. section using the Paragraph Shrinking Teaching Resources, Unit 1 p. 47; Teaching Resources, Skills Handbook, p. 3 strategy (TE, p. T20). As they read,

have students fill in the flowchart High-Use Word Definition and Sample Sentence sequencing the steps Spain took to drastic, p. 114 adj. severe; having a strong effect establish its empire in the Americas. The drastic reduction of the budget resulted in the cutting of several extra-curric- Reading and Note Taking ular classes. Study Guide, p. 139

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Church leaders often served as royal officials and helped to regulate the Teach activities of Spanish settlers. As Spain’s American empire expanded, Church authority expanded along with it. Franciscans, Jesuits, and other missionaries baptized thousands of Ruling the Spanish Native Americans. They built mission churches and worked to turn new Empire L3 converts into loyal subjects of the Catholic king of Spain. They also intro- duced European clothing, the Spanish , and new crafts such as Instruct carpentry and locksmithing. Where they could, the Spanish missionaries ■ Introduce: Vocabulary Builder forcibly imposed European culture over Native American culture. Have students read the Vocabulary Controlling Trade To make the empire profitable, Spain closely con- Builder term and definition. Point out trolled its economic activities, especially trade. The most valuable resources the black heading Encomienda—A Sys- shipped from Spanish America to Spain were silver and gold. Colonists tem of Forced Labor and have them could export raw materials only to Spain and could buy only Spanish manu- predict what the term drastic will factured goods. Laws forbade colonists from trading with other European refer to. nations or even with other Spanish colonies. ■ Teach Point out that Spain main- When sugar cane was introduced into the West Indies and elsewhere, tained tight control over its American it quickly became a profitable resource. The cane was refined into sugar, colonies both to make them profitable molasses, and rum. Sugar cane, however, had to be grown on , large estates run by an owner or the owner’s overseer. And plantations and to Christianize them. Ask What needed large numbers of workers to be profitable. governmental systems did Spain Cultural Blending set up to control its American Encomienda—A System of Forced Labor At first, Spanish mon- Encounters with Native Americans, or stories provinces? (Spain created the Council about such encounters, influenced Spanish archs granted the (en koh mee EN dahs), of the Indies in Spain, which passed and Portuguese artists. This painting dating the right to demand labor or from Native Americans in a particu- laws for the colonies and monitored from the early 1500s places a Biblical lar area. The conquistadors used this system to force Native Americans colonial officials.) story—the adoration of the Magi—in the to work under the most brutal conditions. Those who resisted were Americas, with Native American figures. hunted down and killed. Disease, starvation, and cruel treatment caused ■ Quick Activity Write on the board drastic declines in the Native American population. the six black headings that fall under The encomienda system was used in the mines as well as on planta- Vocabulary Builder the red heading Ruling the Spanish tions. By the , tons of silver from the Potosí region of Peru and Empire (e.g. Governing the Provinces, drastic—(DRAS tik) adj. severe; having a strong effect Bolivia filled Spanish treasure ships. Year after year, thousands of and so on). Organize students into six Native Americans were forced to extract the rich ore from dangerous groups. Without looking at the book, shafts deep inside the Andes Mountains. As thousands of Indians died have students in each group list on the from the terrible conditions, they were replaced by thousands more. board as many facts as they can recall A Spanish Priest Speaks Out A few bold priests, like Bartolomé de about each topic. Then have groups Las Casas (bahr toh loh MAY deh lahs KAHS ahs), condemned the evils of switch topics and check or add to the the encomienda system. In vivid reports to Spain, Las Casas detailed the other groups’ work. horrors that Spanish rule had brought to Native Americans and pleaded with the king to end the abuse. Independent Practice Prodded by Las Casas, Spain passed the of the Indies in Viewpoints To help students better 1542. The laws forbade enslavement and abuse of Native Americans, but understand the impact of Spanish coloni- Spain was too far away to enforce them. Many Native Americans were zation on Native Americans, have them forced to become , workers forced to labor for a landlord in order to read the selection Two Views of the Treat- pay off a debt. Landlords advanced them food, tools, or seeds, creating ment of Indians and complete the work- debts that workers could never pay off in their lifetime. sheet. Bringing Workers From To fill the labor shortage, Las Casas Teaching Resources, Unit 1, p. 50 urged colonists to import workers from Africa. He believed that Africans were immune to tropical diseases and had skills in farming, mining, and metalworking. Las Casas later regretted that advice because it furthered Monitor Progress the brutal African slave trade. ■ As students list facts on the board, cir- The Spanish began bringing Africans to the Americas as slave labor- culate to make sure their work is accu- ers by the . As demand for sugar products skyrocketed, the settlers rate and that they understand the main ideas of each topic. ■ As students fill in their flowcharts, cir- culate to make sure they understand Solutions for All Learners how Spain established its empire. For a L1 Special Needs L2 Less Proficient Readers L2 English Language Learners completed version of the flowchart, see Note Taking Transparencies, 124A Have students make a graphic organizer, such as a Use the following resources to help students acquire pyramid, to better understand the relationships basic skills: among those involved in the Spanish colonies of the Adapted Reading and Note Taking Americas. They should include the king, Council of the Study Guide Indies, viceroys, audiencias, conquistadors, settlers, ■ Adapted Note Taking Study Guide, p. 139 Native Americans, and enslaved Africans. Where ■ Adapted Section Summary, p. 140 might priests fit in their graphic organizers? Why?

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imported millions of Africans as slaves. They were forced to work as field Colonial Society hands, miners, or servants in the houses of wealthy landowners. Others became skilled artists and artisans. Within a few generations, Africans and Culture L3 and their American-born descendants greatly outnumbered European settlers throughout the Americas. In the , some enslaved Africans Instruct earned enough money to buy their freedom. Others resisted by ■ Introduce: Key Terms Have students rebelling or running away. find and define the key terms (in blue) What was the encomienda system? , creoles, , and mulattoes. Ask them to analyze what the use of such specific terms says Colonial Society and Culture about Spanish colonial society. In Spanish America, the mix of diverse peoples gave rise to a new social ■ Teach Discuss the new American cul- structure. The blending of Native American, African, and European peo- ture that developed in the Spanish col- ples and traditions resulted in a culture distinct to the Americas. onies. Use the Numbered Heads Cultural Blending Although Spanish culture was dominant in the cit- strategy (TE, p. T23) and ask What did ies, the blending of diverse traditions changed people’s lives throughout Spanish, Native American, and the Americas. Settlers learned Native American styles of building, ate African cultures contribute to the foods native to the Americas, and traveled in Indian-style canoes. Indian new American culture? (Spanish: artistic styles influenced the newcomers. At the same time, Europeans architecture, universities, painting and taught their religion to Native Americans. They also introduced animals, poetry, livestock, religion; Native Ameri- especially the horse, thereby transforming the lives of many Native A Spanish Cathedral A group of Tzotzil Maya women gather in can: styles of building, food, means of Americans. Africans contributed to this cultural mix with their farming front of the Cathedral of San Cristóbal in travel; African: farming methods and methods, cooking styles, and crops. African drama, dance, and song , Mexico. The church was originally crops, cooking styles, drama, dance, heightened Christian services. In , , and elsewhere, Africans built in 1528. How can you tell that the church is a vital part of life in the town? song, religion) Do you think that the forged new religions that blended African and Christian beliefs. benefits of European civilization outweighed the vast upheaval it brought to millions of people? Explain. (Responses might argue that European domination was inevitable, whether or not it was beneficial; or that no benefits could outweigh the terrible cost in human lives.) ■ Analyzing the Visuals Have stu- dents study the circle graphs on the next page. Ask Why do you think Native Americans were a smaller percentage of the population in 1650 than in 1570? (By 1650, more white settlers and enslaved Africans had arrived; there were more mixed populations; and possibly, more Native Americans had died.)

Independent Practice Have students choose one of the groups discussed in the text under Colonial Soci- ety and Culture and write a paragraph describing what a typical day might have been like for a person in that group.

Monitor Progress Read aloud the black headings from this History Background section and have students summarize the content under each. Women’s Rights Sor Juana Inés de la Cruz, in Sor Juana responded to such prejudices in a poem addition to being a poet and a dramatist, was an called “Hombres Necios,” or “Foolish Men.” In the ardent defender of a woman’s right to an education. poem, she pointed out that men often dismissed Answers Most men of her time, however, believed that educat- women as being ignorant. Yet it was the men them- ing women was excessive and even harmful. In fact, a selves who, with their social restrictions, perpetuated a system in which the Spanish had the right to

bishop wrote her a letter calling her scholarly work the ignorance of women. demand labor from Native Americans inappropriate and ordered her to stop. Caption It is the largest building in the town square; people are using the space in front of it as a gathering place.

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Beyond the Spanish A Changing Population Empire L3 The population of Spanish America changed dramatically within a century, as the two circle graphs illustrate. Artist Miguel Cabrera showed Instruct this diversity in a painting of a single family made up of a ■ Introduce Point out the quote by Spanish father, a Native American mother, and a mestizo daughter. Francis I under the heading Challeng- ing Portugal and Spain. Explain that Population of Spanish America his words summed up the resentment Black, mulatto, 1570 1650 Mulatto and White 1.3% felt by other European powers as they and mestizo White 6.3% mestizo 5.7% watched Spain and Portugal gobble up 2.5% Black 6.9% South America and its untold wealth. Ask students to predict what nations Native American Native American such as and might do 96.2% 81.1% in response. SOURCE: Spain and Portugal in the , Lyle N. McAlister ■ Teach Trace the growth of the Chart Skills Study the circle graphs. of Brazil as well as the efforts of other By what percentage did the black, mulatto, European nations to thwart Spanish and mestizo population increase from 1570 and Portuguese dominance in South to 1650? A Layered Society Spanish colonial society was made up of distinct and . Ask What social classes. At the top were peninsulares (peh neen soo LAH rayz), peo- agreement gave the Portuguese ple born in Spain. (The term peninsular referred to the , Brazil? (the 1494 ) on which Spain is located.) Peninsulares filled the highest positions in What did other European nations both colonial governments and the Catholic Church. Next came creoles, do to get around the treaty? (They American-born descendants of Spanish settlers. Creoles owned most of the encouraged ; they continued plantations, ranches, and mines. to seek new lands and wealth.) Lower social groups reflected the mixing of populations. They included mestizos, people of Native American and European descent, and ■ Quick Activity Divide students into mulattoes, people of African and European descent. Native Americans small groups. Pose the following ques- and people of African descent formed the lowest social classes. tion to them: Was French, English, and Dutch resentment of Spain Lively Towns and Cities Spanish settlers generally lived in towns and Portugal justified, and might and cities. The population of Mexico grew so quickly that by 1550 it other nations or groups also have was the largest Spanish-speaking city in the world. Colonial cities were had cause for resentment? Have centers of government, commerce, and European culture. Around the central plaza, or square, stood government buildings and a Spanish-style groups discuss their responses and church. Broad avenues and public monuments symbolized European present them to the class. power and wealth. Cities were also centers of intellectual and cultural life. Architecture and painting, as well as poetry and the exchange of Independent Practice ideas, flourished in Spanish cities in the Americas. Have students begin filling Emphasizing Education To meet the Church’s need for educated in the Venn diagram showing the similar- priests, the colonies built universities. The University of Mexico was ities and differences between the Spanish Compare and Contrast Complete a Venn diagram like this one to compare and established as early as 1551. A dozen Spanish American universities and Portuguese in the Americas. contrast the Spanish and Portuguese were already educating young men long before Harvard was founded in Reading and Note Taking empires in the Americas. 1636 as the first college in the 13 English colonies. Study Guide, p. 139 Women wishing an education might enter a convent. One such woman was Sor Juana Inés de la Cruz (sawr HWAN uh ee NES deh lah krooz). Monitor Progress Spanish Portuguese Refused admission to the University of Mexico because she was female, empire empire Juana entered a convent at around the age of 18. There, she devoted her- As students fill in their Venn diagrams, self to study and the writing of poetry. She earned a reputation as one of circulate to make sure they understand the greatest poets ever to write in the . what the two empires had in common and how they differed. For a completed ver- What was the role of the Church in colonial education? sion of the Venn diagram, see Note Taking Transparencies, 124B

Solutions for All Learners Answers Graph Skills 10.1% The Church fostered the creation of universi-

ties in the colonies to provide for the education of priests.

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Beyond the Spanish Empire Assess and Reteach A large area of South America remained outside the Spanish empire. By the Treaty of Tordesillas in 1494, Assess Progress L3 Portugal claimed its empire in the east, Brazil. ■ Have students complete the Section Settling Brazil As in the Spanish empire, the Native Assessment. Americans who lived in Brazil—the Tupian Indians— ■ had been largely wiped out by disease. In the 1530s, Administer the Section Quiz. Portugal began to issue grants of land to Portuguese Teaching Resources, Unit 1, p. 43 nobles, who agreed to develop the land and share prof- ■ its with . Landowners sent settlers to build To further assess student under- towns, plantations, and churches. standing, use Smuggling Brazilwood Unlike Spain’s American colonies, Brazil offered no instant wealth from Progress Monitoring Transparencies, 63 A panel carved from brazilwood in the silver or gold. However, early settlers cut and exported brazilwood. The Por- shows French privateers illegally tuguese named the colony after this wood, which was used to produce a cutting Portuguese brazilwood and storing it Reteach on their boats. valuable dye. Soon they turned to agriculture and raising cattle. If students need more instruction, have Like the Spanish, the Portuguese forced Indians and Africans to clear land them read the section summary. for plantations. As many as four million Africans were sent to Brazil. As in Spanish America, a new culture emerged in Brazil that blended European, Reading and Note Taking L3 Native American, and African elements. Study Guide, p. 140

Challenging Portugal and Spain In the 1500s, the wealth of the Adapted Reading and L1 L2 Americas helped make Spain the most powerful country in Europe, with Note Taking Study Guide, p. 140 Portugal not far behind. The jealous English and Dutch shared the resent- ment that French king Francis I felt when he declared, “I should like to see Spanish Reading and L2 Adam’s will, wherein he divided the between Spain and Portugal.”

To get around those countries’ strict control over colonial trade, smug- Note Taking Study Guide, p. 140 glers traded illegally with Portuguese and Spanish colonists. In the Carib- bean and elsewhere, Dutch, English, and French pirates preyed on treasure Extend L4 ships from the Americas. Some pirates, called privateers, even operated Tell students that Spanish settlers and with the approval of European governments. Other European explorers con- Native Americans in the American South- tinued to sail the coasts of the Americas, hunting for gold and other trea- west influenced each other’s building tech- sure, as well as a northwest passage to Asia. nique and created a unique style of What was Brazil’s economy based on? architecture. Ask students to research this region’s architecture, choose a particular building, and create a multimedia presen- Progress Monitoring Online For: Self-quiz with vocabulary practice tation identifying its Native American and 2 Web Code: nba-1521 Spanish features. As a class, discuss these examples of cultural diffusion. Terms, People, and Places Comprehension and Critical Thinking ● Writing About History 1. Place each of the key terms at the 3. Identify Alternatives How might the Quick Write: Make a Venn Diagram beginning of the section into one of the Spanish have solved the problem of When you write an essay comparing and Answer following categories: culture, govern- finding a dependable labor supply contrasting two things, you first need to the cutting and exportation of brazilwood, ment, or economics. Write a sentence without the use of slavery? make clear how they are similar and differ- for each term explaining your choice. 4. Analyze Information How did the ent. A graphic organizer can help you out- plantation agriculture, and cattle ranching mix of peoples in Spanish America line similarities and differences. Choose result in a new social structure? two people, places, or events from the sec- 2. Reading Skill: Recognize Sequence 5. Make Comparisons In what ways tion. Then create a Venn diagram that you Use your completed flowchart and Venn were the Spanish and Portuguese can use to compare and contrast them. diagram to answer the Focus Question: empires in the Americas similar? In Refer to the Venn diagram at the beginning How did Spain and Portugal build colo- what ways were they different? of the section as an example. nies in the Americas? 6. Draw Inferences Why did some Euro- pean monarchs support the illegal activities of privateers?

4. A hierarchy based on power and origins ● Writing About History Section 2 Assessment emerged, with those with the most Euro- Responses should show an understanding of 1. Sentences should reflect an understanding pean blood at the top. how Venn diagrams work, by grouping con- of the term, person, or place listed at the 5. Similar: imposing their will on Native trasting facts separately, and comparable beginning of the section as well as the Americans by force, using slave labor, facts in the overlapping part. proper categorization. developing new, blended cultures. Differ- 2. They conquered native peoples and used ent: Spain’s empire included mineral their land, resources, and forced labor to wealth, while Portugal’s American empire build colonies. relied on agriculture, cattle, and timber. For additional assessment, have students 3. Sample: They could have paid people to 6. They wanted to check Spain and Portu- access Progress Monitoring Online at work for them. gal’s growing wealth and power. Web Code nba-1521.

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