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ᮤ Francisco Vásquez de Coronado WITNESS HISTORY AUDIO Step-by-Step Cities of Gold In 1540, the Spanish explorer Francisco Vásquez SECTION Instruction de Coronado, along with 300 soldiers, set out to find Cibola, one of the fabled Seven Cities of Gold. Hoping to discover riches that equaled those SECTION found in , the expedition journeyed into Objectives the lands north of Mexico (the present-day U.S. As you teach this section, keep students Southwest). Instead of Cibola, the group found: focused on the following objectives to help “...a little, crowded village, looking as if it had them answer the Section Focus Question and been crumpled all up together. There are ranch master core content. houses in New which make a better • Explain Spanish explorers’ achievements. appearance at a distance. It is a village of about 200warriors....” • Describe Spanish society in —Pedro de Casteneda, and . The Journey of Coronado, 1596 • Evaluate the causes and effects of Spanish Disappointment turned to rage as Coronado’s imperial policies in the American Southwest. men searched the village for gold. When they found none, they attacked the village, defeating it in about an hour. Prepare to Read

Background Knowledge L3 Spain’s Empire in the Remind students of Spain’s successes in Central and South America in the early 1500s. Ask them to predict Objectives Why It Matters During the sixteenth century, the Spanish cre- whether Spanish expansion in the ated a great empire by conquering and colonizing the lands in the Americas would continue and how the • Explain Spanish explorers’ achievements. Caribbean as well as large portions of North and South America. This • Describe Spanish society in New Spain and colonizers would govern their new American empire was more than ten times larger than Spain and rich Peru. territories. in gold and silver. The potential for great wealth motivated other • Evaluate the causes and effects of Spanish European nations to join the quest for colonies in the Americas. Soon Set a Purpose L3 imperial policies in the American Southwest. rivalries emerged in the Americas as European empires vied for ½ territory. Section Focus Question: How did Spain strengthen its colonies WITNESS HISTORY Read the selec- Terms and People tion aloud, or play the audio. in the Americas? missionary Witness History Audio CD, mission Cities of Gold Religious Divisions Cause Conflict Enriched by conquests in the Americas, Spain financed an Ask How does Casteneda show Reading Skill: Summarize Complete a aggressive military policy in Europe. This aggression alarmed the his disappointment? (Possible Dutch, French, and English, who sought their own share of the concept web to summarize how each item answer: He describes the village as riches in the Americas. These nations probed the coast of North strengthened the Spanish American Empire. crumpled and crowded.) What America, seeking places where they might establish their own colo- questions might historians ask nies. They also encouraged pirates to rob Spanish treasure ships. Missions as they read Casteneda’s account • • Religious divisions added to the conflict among nations in Europe. In of Coronado’s expedition? (Possi- • • 1517, a movement called the Protestant Reformation began in Ger- Spanish ble answer: What was Casteneda’s America many when a monk named Martin Luther challenged the authority of background, and how did he know Explorers Native the . Luther and other dissenters became known as • Americans Protestants because they protested against the power of the pope and what he claimed to know?) • • • against the Church, which they viewed as corrupt and materialistic. ½ Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this ques- tion as they read. (Answer appears with Section 1 Assessment answers.) Use the information below and the following resource to teach students the high-use words ½ Preview Have students preview the Section Objectives and the list of from this section. Teaching Resources, Vocabulary Builder, p. 12

Terms and People. High-Use Word Definition and Sample Sentence ½ Using the Paragraph urban adj. relating or belonging to a city

Shrinking strategy (TE, p. T20), During the 1400s, some urban areas in Europe became large trading centers. have students read this section. As they read, have students summarize tangible adj. solid; capable of being touched or understood how different factors strengthened Although people have long searched for artifacts, relatively little tangible the Spanish American empire. evidence exists from prehistoric cultures. Reading and Note Taking Study Guide

34 Europeans Establish Colonies hsus_te_ch02_na_s01_s.fm Page 35 Monday, April 12, 2004 10:43 AM

Protestants favored the individual’s right to seek God by reading the Bible and by heeding ministers who delivered evangelical sermons. Without the unifying power of the pope, Protestants soon divided into many different denominations, Teach

including Lutherans, Calvinists, Baptists, Anglicans, and Quakers. The Protestant movement spread throughout northern Europe, including the Religious Divisions Netherlands and England. The French divided into hostile Protestant and Catholic camps, but the Spanish remained Catholic. Indeed, Spanish monarchs Cause Conflict L3 led the Catholic effort to suppress . Rival nations carried the con- flict across the Atlantic to their new colonies in the Americas. Instruct ½ What issues divided the nations of Europe during the 1500s? Introduce Have students preview the paragraphs about religion below the blue heading “Spain Organizes Spain Organizes Its American Empire Its American Empire.” Ask them Although the were successful at conquering territory and whether the effects of the Protestant establishing colonies for Spain, they were not effective at running the colonies. Reformation are visible in North Under Spanish rule, Indians were enslaved and forced to labor on , America today. large Spanish-owned plantations. They were also forced to mine for silver and ½ gold. They suffered harsh treatment and were often beaten or worked to death. Teach Ask How did Spain finance The Spanish worried that the conquistadors killed too many Indians, its aggressive military policy in who might otherwise have become tax-paying subjects. Eager to stabilize the Europe during the sixteenth cen- new conquests, the king heeded priests such as Bartolomé de Las Casas, who urged tury? (partly from the wealth it the royal government to adopt laws protecting Indians. Catholic friars served as derived from its conquests in the missionaries—people who work to convert others to their religion. The friars aimed Americas) What was the Protes- to convert Indians to Christianity and to persuade them to adopt Spanish culture. Missionaries and Indians tant Reformation and when did it Although less brutal than the conquistadors, the friars demanded that the Soon after the Spanish conquest of a begin? (The Protestant Reformation, region, missionaries arrived to convert Indians surrender their traditions in favor of Christian beliefs and Spanish ways. which began in 1517, was a religious Indians to Christianity and to persuade The friars destroyed Indian temples and sacred images. Then, missionaries ordered them to adopt Spanish culture. In this movement that challenged the author- the Indians to build new churches and adopt the rituals of the Catholic faith. painting, friars and conquistadors ity and teachings of the Catholic The missionaries also forced Indians to work for them. The friars relied on Span- watch in approval as an Indian is Church.) Using the Numbered Heads ish soldiers who set up presidios, or forts, near the missions. baptized. strategy (TE, p. T23), ask students to discuss factors that might have influ- New Spain and Peru Established During the 1530s and 1540s, the Spanish Crown divided the American empire enced whether the Protestant Refor- into two immense regions, known as , each mation took root in particular states ruled by a viceroy appointed by the king. The of or regions of Europe. New Spain consisted of Mexico, Central America, and the ½ Analyzing the Visuals Have stu- Caribbean islands. The included all of dents examine the painting of the South America except Portuguese Brazil. To control the Indian baptism on this page. Ask viceroys, the Spanish Crown forced them to share power Which Indians might the Span- with a Crown-appointed council and an archbishop. The ish have attempted to convert Spanish did not permit elected assemblies in their colonies. first? (Possible answer: They prob- Society in Spain’s American Colonies During the six- ably sought to convert Indian leaders teenth century, about 250,000 Spanish people, mostly men, who exercised influence over the rest immigrated across the Atlantic to the American empire. The of the population.) male colonists generally took Indian wives. Children of mixed Spanish and Indian ancestry became known as . Independent Practice As the Native American population declined from diseases, Have students use library resources the mestizos became the largest segment of Spain’s colonial and school-approved Internet Web population by the eighteenth century. Next in proportion sites to find information about the were enslaved Africans, especially in the Caribbean region. spread of Protestantism in Europe. To maintain their authority, colonial officials developed a complex system of racial hierarchy known as the . Tell each student to use the informa- At the bottom lay the pure Africans and Indians, while tion that he or she finds to make a line graph showing the number of Protes- tants in Europe from 1520 to 1600.

Monitor Progress As students fill in their concept webs, L1 Special Needs Students L2 Less Proficient Readers circulate to make sure that they under- Have students who need extra reading practice skim have completed their outlines, organize them in pairs stand how the factors listed in the web the visuals and the red and blue headings in the and have the pairs switch outlines, filling in informa- contributed to the strengthening of the section. Help them make an outline of what they pre- tion that the other person may have missed. Circu- Spanish American empire. For a com- dict they will learn. If necessary, review the proper late to make sure that students’ entries are accurate. pleted version of the concept web, see outline format with students. Then, ask them to Tell students to use their outlines as study guides. Note Taking Transparencies, B-18. revise their outlines as they read. When students Answer

competition for the resources of North and South America and a growing rift between Catholics and Protestants Chapter 2 Section 1 35 hsus_te_ch02_na_s01_s.fm Page 36 Monday, April 12, 2004 10:43 AM

For: Interactive map Spain Organizes Its Europeans Explore the Americas, 1497–1682 Web Code: ncp-0202 American Empire L3 Map Skills After Columbus’s voy- 1. Locate: (a) River, 3. Predict Consequences Based ages, other European explorers sailed (b) St. Lawrence River, (c) Gulf of on this map, what regions do you Instruct on behalf of any power that would Mexico think France will control in North ½ sponsor them. For example, Verra- 2. Movement Describe the journey America? Introduce: Key Term Explain the zano was Italian but sailed for France. meaning of mestizos (in bold) and of Jolliet and Marquette. castas to students. Ask What do these words indicate about Spanish influence in America? (Possible answer: Spanish intermar- Spain Hudson 1610 England riage with Indians created new social France 60° N classes within the Spanish colonies.) Hudson Bay ½ Teach Ask What were the names ENGLAND of Spain’s two American viceroy- Cabot 1497 alties and of what regions did NORTH St. Lawrence AMERICA 536 they consist? (New Spain included Champlain River 5–1 EUROPE 153 1609–1615 tier Mississippi Car Mexico, Central America, and the River FRANCE Caribbean islands, while Peru Jolliet and Marquette Hudson included all of South America except Oñate 1672–1673 La Salle 1598–1605 River SPAIN 40° N Portuguese Brazil.) Why might Indi- 1681–1682 de Soto ans have disliked missionaries as 1539–1542 Verrazano 1524 well as conquistadors? (Sample Narváez 1528 answers: Both tried to destroy the Atlantic Ocean Indian way of life; one primarily

through weapons and the other pri- Cortés N 1519 marily through cultural assimilation; AFRICA 20° N W E Coronado Aztec both enslaved the Indians; both sup- 1540–1542 Maya ported the castas.) How might inter- Caribbean Sea S 60° W marrying with a local population Miller Projection affect the ability of a colonizing 0500 1,000 mi Pacific Ocean power to rule colonized peoples? 0500 1,000 km (Possible response: It might enable the 80° W SOUTH AMERICA 0° Equator colonizing power to maintain order 40° W with less use of force.) 100° W 20° W 0° Independent Practice Have students access Web Code ncp- Spaniards were at the pinnacle. The higher castas enjoyed superior status and 0202 to use the Geography Inter- Vocabulary Builder greater legal privileges at the expense of those of lower status. active map and then answer the urban–(UHR buhn) adj. relating In both New Spain and Peru, the Spanish developed an urban and cosmopolitan map skills questions found in their or belonging to a city culture. Carefully planned towns possessed a spacious grid of streets, with the town textbook. hall and a church arranged around a central plaza. The wealthiest families dwelled near the central plaza. The common people lived in the outer districts of the towns. Monitor Progress How did Spain maintain control over its American colonies? As students answer the map skills questions, circulate to make sure Spanish Explorers Push North that they are correctly interpreting the map. Cortés’s success in conquering and plundering Mexico inspired later conquis- tadors. Seeking their own golden empires, and Francisco Vásquez de Coronado led expeditions into the lands north of Mexico.

Answers L4 Advanced Readers L4 Gifted and Talented Students Map Skills 1. Review locations with students. Tell students that reading biographies can be an ence most interest them and locate a biography of 2. They set out from the Great Lakes region exciting way to learn more about history. Ask them that person that is well-regarded by both readers and traveled south and back north on the to make a list of the names featured on the map on and historians. After students have selected and read . this page and to do some preliminary research about a biography, ask them to write a brief review of each individual, either using the school library or the biography, commenting on the author’s style, 3. the Great Lakes Region and the Mississippi River valley school-approved Internet Web sites. Then, have them the depth of research conducted by the author, and choose the individual whose adventures and experi- whether the book changed their view of the subject. by establishing a network of presidios, forcing indigenous populations to adopt Spanish culture and religion, setting up a racial hierarchy, and intermarrying 36 Europeans Establish Colonies hsus_te_ch02_na_s01_s.fm Page 37 Monday, April 12, 2004 10:43 AM

De Soto Explores In 1539, de Soto’s conquistadors crossed present-day Florida, , , , , , Missis- Spanish Explorers sippi, and . Frustrated in their search for riches, the conquistadors mas- L3 sacred Indian villages, ravaged fields, emptied storehouses, and burned towns. Push North After de Soto died of disease in 1542, his men gave up and fled to Mexico in boats. They left behind deadly new diseases, which continued to spread among the Indi- Instruct ans of the Southeast. ½ Introduce: Key Term Have stu- dents find the key term missions (in Coronado Searches for Golden Cities Coronado marched north from Mex- ico into the Rio Grande valley in 1540. Unable to defeat the Spanish, the Pueblo bold) in the text and point out the Indians in the region tried to get rid of them by appealing to their greed. The term’s relationship to the word mis- Pueblos told alluring stories of a golden kingdom named Quivira to the north- sionary. Ask students if Spanish east, on the far side of a great, grassy plain. In pursuit of Quivira, Coronado and missions would have been as effec- his men crossed the Great Plains to what is now . They found only villages tive had they not been backed by of grass-thatched lodges inhabited by Wichita Indians, who possessed neither Spanish military forces. gold nor silver. Returning to the Rio Grande in a rage, the Spanish took a bloody ½ Teach Display Color Transpar- revenge on the Pueblos before retreating to Mexico in 1542. ency: Spanish Explorers in the Spain Colonizes Florida After the expensive failures of de Soto and Coro- Vocabulary Builder Americas. Ask Who were Her- nado, the Spanish Crown lost interest in the northern lands. Lacking tangible tangible–(TAN juh buhl) adj. nando de Soto and Francisco wealth, the northern frontier did not seem worth the effort to conquer and colo- solid; capable of being touched Vásquez de Coronado? (Spanish nize. But attacks by French, Dutch, and English pirates began to change Spanish or understood explorers who led unsuccessful expe- minds during the 1560s. By occupying Florida and the Rio Grande valley, the ditions into the regions north of Mex- Spanish hoped to create a defensive zone, to keep hostile European rivals far from ico in search of riches) Have the precious mines and towns of Mexico. This plan became urgent when the students discuss why these explor- Spanish learned that the French had built a small base on the Atlantic coast of ers treated the Indians they encoun- Florida. Worse still, these French colonists were Protestants, whom the Spanish tered as they did. Ask What factor hated as heretics. renewed Spanish interest in the In 1565, Pedro Menendez de Avilés attacked and destroyed the French base, northern lands? (The arrival of slaughtering the captured Protestants. He then founded the fortified town of European rivals in the region St. Augustine, which became the first enduring colonial town within what would Pueblo Indians create katsinas, images that represent ancestral spurred the Spanish to create a later become the . However, Florida failed to attract a large number spirits. defensive zone in the north that of Spanish colonists, who numbered a mere 1,000 by the end of the century. Friars would protect its towns and mines in tried to convert Indians to Christianity by building missions in the native villages. Mexico.) Why would such a large By 1675, the friars had gathered 20,000 native converts in 36 mission churches number of Spanish missionaries spread across northern Florida. (See the infographic on the next page.) be interested in settling in areas Spain Colonizes During the , a Spanish expedition led by that were so isolated from the de Oñate returned to the lands explored by Coronado in the Rio Grande population centers in New valley. There, Spain established the colony of New Mexico, with Santa Fe as Spain? (Possible answers: They gen- the capital (after 1607). The colony’s isolation from Mexico, however, reduced the uinely believed in the importance of colonists’ income and drove up the cost of their imported goods. Because few spreading the Catholic faith; they Spanish settlers wished to join such an isolated and poor colony, New Mexico’s colo- had few other career prospects or nial population stagnated. In 1638, the 2,000 colonists were greatly outnumbered ways of securing livelihoods for by the 40,000 Pueblo Indians. A soldier described New Mexico as “at the ends of themselves.) Have students describe the earth . . . remote beyond compare.” the Pueblo response to Spanish mis- As in Florida, only the friars thrived in New Mexico. By 1628, they had founded sionaries and discuss how the Indi- 50 missions. The progress was remarkable because the friars demanded so much ans might have kept their religious from their converts. Christian churches replaced the circular kivas, the sacred and cultural practices secret from structures for religious dances and ceremonies. The priests smashed or burned the Spanish missionaries. Color the katsina figures held sacred by the Indians. (Katsinas are wooden figures Transparencies A-5 that represent ancestral spirits.) The friars also expected the Indians to dress, cook, eat, and speak like Spaniards. For a couple of generations, the Pueblos did their best to adapt to the friars. Independent Practice In part, the Indians acted from fear of the Spanish soldiers, who backed up the ½ Direct students’ attention to the Info- graphic on the next page and have them answer the Thinking Critically questions that accompany it. ½ Have students read and complete L1 Special Needs Students L2 English Language Learners L2 Less Proficient Readers the Biography: Francisco Vásquez de

Coronado worksheet. Teaching Help students complete the Biography: Spanish the major accomplishments of each explorer and Resources, p. 17 Explorers and Conquistadors worksheet. Tell them to . Have students use their flashcards to read the introduction, and answer any questions they help them answer the Questions to Think About. Monitor Progress may have after reading the text. Then, ask students Teaching Resources, p. 16 to read each biography and create flashcards to note Circulate to make sure that students’ worksheets reflect a complete under- standing of Coronado’s life.

Chapter 2 Section 1 37 hsus_te_ch02_na_s01_s.fm Page 38 Monday, April 12, 2004 10:43 AM

INFOGRAPHIC The Pueblos Revolt Silver crucifix and rosary beads belonging Against the Spanish L3 to Christian Indians As Spanish conquistadors explored and conquered Instruct territory in the Americas, Spanish missionaries worked ½ Introduce Ask students to read to convert American Indians to Christianity. During the the introductory paragraph below 1500s and 1600s, Spanish soldiers and missionaries Firing established a number of settlements in New Mexico Wooden Platform the blue heading on the following Palisade page. Have students discuss why and Florida. Missions, or religious settlements run by Blockhouse worsening conditions during the friars or priests, included a church, a friary, houses, and often a fort to protect settlements from attacks by Bastion 1660s and 1670s caused the Pueblos Main Gate to revolt against the Spanish. European rivals or Indian adversaries. The illustrations and pictures here depict the Spanish settlement at San Dry Moat ½ Teach Ask What was the signifi- Luis de in Florida, established in 1656. San A drawing shows the plan of the cance of the 1680 Pueblo Indian Luis was the western capital of , while fort at San Luis de Apalachee. revolt against the Spanish in St. Augustine was its eastern capital. Today, archaeolo- New Mexico? (It was the greatest gists and historians are re-creating the site. This illustration shows the construction of setback that the Indians ever inflicted the fort at San Luis de Apalachee. Spaniards on colonial expansion.) Was the direct Apalachee Indians to complete the revolt successful in the long walls of the fort. term? Why? (Possible response: No; the Pueblos resumed fighting among themselves and with the , and the Spanish eventually reestablished themselves in the region.) In spite of events such as the , many Indians accepted the Catholic faith and, at times, Catholic priests Thinking Critically even incorporated native practices 1. Recognize Effects How did into their rituals. This blending of Spanish missionaries affect religious practices is known as Indian culture? syncretism.Ask Why do you think priests might have been willing 2. Draw Conclusions Why do to incorporate such practices? you think the Spanish built forts as well as missions in many of (Sample: Catholic priests may have the places they settled? allowed native practices to influence them because they saw that it made the new religion easier for the Native Americans to accept.)

Independent Practice Have students read the HISTORY MAKERS friars with firearms and horses. The Pueblos were also interested in the domes- feature about Popé. Ask them to write ticated animals and metal tools provided by the missions. But the Pueblos would not give up all of their traditional beliefs. Instead, they a brief speech in the voice of Popé, A reconstruction of the considered Christianity a supplement to their own sacred practices. To please explaining why the Apaches must join church at San Luis the Pueblos and fight the Spanish. the priests, the Indians became public Christians, but they privately mixed Christianity with traditional ways, keeping in secret their kivas and katsinas. When the missionaries discovered these secrets, they felt the fury of betrayal. Monitor Progress The harsh punishments inflicted by the friars angered the Pueblos. Circulate to make sure that students’ speeches are in the correct voice. Why did the Spanish explore and colonize New Mexico and Florida in the 1600s?

Answers The 19 Pueblos of New Mexico With roots run- Most of the traditional languages of the Pueblo Thinking Critically ning back more than 2,000 years, 19 Eastern Pueblo communities are based on either Keresan or Tanoan, 1. They introduced ideas and practices that communities have come together to protect and cele- and all groups practice a pantheistic religion. When dramatically changed Indian culture. brate their respective ancient cultures. People have lived visiting the communities, visitors must refrain from 2. to protect the priests and their communities in Acoma Pueblo since before the twelfth century. Euro- speaking or interfering during the traditional dances from attacks by Native Americans and pean influence can be seen in the Spanish mission con- and ceremonies and they may not applaud. The com- European rivals; the presence of soldiers structed there in 1629. Some accept visitors and tourists, plex and diverse society that exists among the Pueblo also reinforced the authority of the priests. but others, such as the Pueblo of Jemez, only accept today shows the adaptive nature and strength of these visitors on certain days to respect the residents’ privacy. people who have preserved their way of life in spite They originally explored the area look- The San Juan Pueblo, existing under a social structure of centuries of outside influences.

ing for gold; they colonized the area to divided into Winter People and Summer People, performs create a defensive zone to keep other many ceremonies yearly to which visitors are welcomed. Europeans away from New Spain. 38 Europeans Establish Colonies hsus_te_ch02_na_s01_s.fm Page 39 Tuesday, May 15, 2007 9:51 AM

The Pueblos Revolt Against the Spanish Assess and Reteach

Conditions worsened during the 1660s and 1670s. Popé (1630?–1690?) A prolonged drought undercut the harvests, reducing In 1675, the Spanish of New Mexico Assess Progress L3 many Pueblos to starvation. Disease, famine, and vio- ordered more than 40 Pueblo shamans publicly ½ Have students complete the Section whipped for following traditional religious lence cut their population from 40,000 in 1638 to 17,000 Assessment. by 1680. The losses made it harder for the Pueblos to practices. One of those punished that day pay tribute in labor and produce to the missionaries was Popé. That mistreatment spurred him ½ Administer the Section Quiz. to plan the Pueblo Revolt of 1680. He and colonists. Teaching Resources, p. 22 even convinced the Apaches, traditionally Fed up, in 1680 the Pueblos revolted under the lead- the Pueblos’ enemies, to join the fight to rid ½ To further assess student under- ership of a shaman named Popé. Encouraging resis- the region of the Spanish. The Spanish fled tance to Spanish ways, Popé urged a return to the standing, use Progress Monitoring and did not return for 12 years. During that Transparencies, 26. traditional Pueblo culture and religion. The rebels also time, Popé worked to restore Pueblo ways of drew support from the Apaches, who had their own life and religion. When and where he died is scores to settle with the Hispanic slave raiders. The not certain, but it likely happened before the Reteach Indians destroyed and plundered missions, farms, and Spanish return in 1692. If students need more instruction, ranches. Abandoning Santa Fe, the colonial survivors have them read the section summary. and Christian Indians fled to El Paso, which at the time was on the southern margin of New Mexico. The Pueblo Reading and Note Taking L3 Revolt was the greatest setback that the Indians ever Study Guide inflicted on colonial expansion. Adapted Reading and L1 L2 After victory deprived them of a common enemy, the Pueblos resumed feuding Note Taking Study Guide with one another and with the Apaches. The renewed violence discredited Popé, who had promised that the rebellion would bring peace and prosperity. Losing Spanish Reading and L2 influence, he died sometime before 1690. During the following three years, the Note Taking Study Guide Spanish reclaimed New Mexico. The bloody revolt taught the Pueblos and the Spanish to compromise. The Pueb- Extend L4 los accepted Spanish authority, while the Spanish colonists practiced greater Remind students that St. Augustine, restraint. The Pueblos once again became public Catholics while quietly maintain- Florida, is the oldest enduring European ing traditional ceremonies in their kivas. The Spanish and the Pueblos increasingly needed one another for mutual protection against the Apaches of the surrounding settlement in what became the United plains and mountains. States. Have students carry out further research on the settlement and use their How did Popé manage to defeat the Spanish settlers? findings to create a colorful brochure about St. Augustine’s history.

SECTION 1 Assessment Progress Monitoring Online Answer For: Self-test with vocabulary practice Web Code: nca-0203 by allying with the Apaches to destroy and plunder Spanish missions, farms, Comprehension Critical Thinking 2. Reading Skill: and ranches 1. Terms and People For each item Summarize Use your concept web 4. Recognize Ideologies How did below, write a sentence explaining to answer the Section Focus Question: Spanish friars view Native American its relationship to Spain’s American How did Spain strengthen its colonies religions? Explain. colonies. in the Americas? 5. Analyze Information What was the • missionary Writing About History system, and why was it created? • presidio 6. Recognize Cause and Effect What • viceroy 3. Quick Write: Identify Effects Write a paragraph describing the were the causes and effects of the • mestizo Pueblo Revolt? • mission effects of the Spanish in the Americas from a Native American point of view. Your paragraph should state a main idea and contain supporting details.

Section 1 Assessment 4. Possible response: The friars’ destruction of Native American sacred structures 1. Students’ sentences should reflect an and images showed their contempt for understanding of how each term relates native religions. to Spain’s American colonies. 5. a racial hierarchy adopted to maintain 2. Spain strengthened its colonies by using the system of colonial authority missionaries to promote Spanish religion 6. Disease, famine, and violence—caused or and culture, presidios to enforce its author- exacerbated by the Spanish—led to the ity, and encomiendas to gain wealth. Pueblo revolt, which forced colonists to 3. Students’ paragraphs should include a abandon Santa Fe temporarily and, main idea that accurately portrays a when they returned, to show greater For additional assessment, have students Native American perspective on Spanish restraint toward the Pueblos. and uses appropriate sup- access Progress Monitoring Online at porting details. Web Code nca-0203.

Chapter 2 Section 1 39