Bellwork

• In the last lesson, we discussed how the Spanish began to colonize the Americas. What were the consequences of the Spanish being in the new world? Please name at least 2 consequences. – Be prepared to discuss this concept.

American History

Section 3, Unit 2Spanish Colonization

Objectives

• Identify the geographic areas in which the Spanish controlled after the discovery of the new world

• Identify cultural characteristics of Spanish-American life

• Explain what outside forces influenced the settlements

Question

• Why did the Spaniards in the previous lesson begin to move northward? What were they looking for?

Spanish America

• P. 17 To the left, we see the lengths of the Spanish Empire in the Americas (highlighted in red). The Spanish, around the early 1500’s, did not extend far into the eastern United States or Canada due to outside forces from other European nations (we will discuss this later). As well, Spain did not have control over Brazil, which Portugal claimed sometime around 1500.

La Florida• By the early 1500’s, the Spanish had already

turned their attention to La Florida.• Spain’s goal of La Florida was to establish

permanent settlements and safe harbors in which to conduct trade.

La Florida (cont.)

• One of the first attempts to establish a settlement in Florida took place in 1526.

• Lucas Vazquez Ayllon led some 500 colonists from Hispaniola to a site on the coast of present day South Carolina.

• The colonists- which included families, missionaries, and African slaves, built San Miguel de Gualdape, but the colony did not last the first winter. – Nearly two-thirds of the settlers perished and the rest

struggled home in early 1527.

La Florida (cont.)• Farther south in Florida,

settlers again had trouble establishing a colony. Native American groups living in the area fought the Spanish to keep them from settling the area.

• However, in 1565, a expedition by Pedro Menendez de Aviles succeeded in planting a permanent settlement in Florida- St. Augustine, which is still the oldest European-established city in the United States.

New Mexico

• In 1609, about 1,500 miles west of St. Augustine, Pedro de Peralta- the newly appointed governor of the New Mexican territory- established the capital of Santa Fe. This outpost would help Spain keep a hold on the whole of the Spanish territory in the west.

Pueblo Indians and the Spanish

• The Pueblo Indians and the Spanish struggled for control of this area.

• The Pueblo resented the Spanish for attempting to tax them and force them into Catholicism.

Question: How did the Tainos in our previous lesson respond to Spanish demands? Do you think the Pueblo would handle the situation differently?

Pueblo Revolt

• In 1680, the Pueblo’s temporarily drove the Spanish out of Santa Fe while under the leadership of Popé- the Pueblo Prophet.

• By the time the Pueblo Revolt was over, some 400 Spaniards were dead and 2,000 settlers fled south.

Aftermath• Popé had hoped that by destroying all traces of

Spanish culture, his people could reestablish their own customs. However, the Pueblos would lose control of the territory in 1690 (10 years after the revolt) to New Mexico’s new governor, Diego de Vargas.

• Under Vargas, Spanish rule was reestablished after a successful reconquest. – Instead of punishing the Pueblo’s, the Spanish

wisely pardoned them and allowed them to accede to Spanish rule without excessive violence.

Arizona• Around 1690, the

Spanish also began to move into Arizona.

• Father Eusebio Kino began to build Catholic Missions near present-day Nogales in 1687 and Tucson in 1700.

• He also explored the southern reaches of the Colorado River.

Defensive settlements

• During the 1700s, the fear of the French and British expansion (which we will discuss later) prompted the Spanish to speed up their colonization of both New Mexico and Arizona.

• They established presidios (forts), missions, villages, towns, and large ranges across the region.

Texas

• Spanish settlement in present-day Texas proceeded slowly.

• The first permanent Spanish colony was founded at Ysleta in 1681 by the settlers who escaped the Pueblo Revolt.

• However, France’s colonization activity in North America prompted Spain to strengthen it’s hold on Texas:– They began to build more missions and other settlements

near the Rio Grand, but because of few resources and raid by the Apaches and Comanche's, settlement was slow.

California

• California was the last of Spain's northern territories to be colonized.

• Juan Rodriguez Cabrillo explored much of the California coastline in 1542, but it was not until the 1700’s that Spain (who was threatened by Russian explorations in Northern California, Washington, and Oregon) that they attempted to build permanent settlements.

California• In 1769, Gaspar de

Portola founded San Diego and, seven years later, Juan Bautista de Anza, founded San Francisco.

• California would also be home to many Catholic missions over the next several decades of colonization, most of them built near the Pacific Coast.

Spanish America• By 1780, Spanish America was one of the largest

colonial empires the world had ever known. • Within its borders were lands of rich geographic

diversity- coasts, deserts, rainforests, and mountains.

• To oversee this huge and diverse empire, Spain organized it into viceroyalties (territories ruled by a colonial governor). The first two viceroyalties formed was New Spain and Peru. – Each was governed by a viceroy- who was the kings

representative- and the viceroy supervised lesser officials.

New Spain Peru

Colonial Government• Colonial government worked better in theory than

in practice. • Orders issues by the crown or Catholic church had

to be carried thousands of miles across the Atlantic and the land to reach the outposts of the empire.

• Government officials in the new territories would become impatient and make their own decisions– and in the case where they ignored orders from the crown, punishment was rare. – Most settlements formed their own local governments

to make up for the inefficient government.

Missions

• Spanish Missions were designed to win Native Americans over to Catholicism, teach them Spanish ways, and make them loyal Spanish subjects– Natives often worked in Missions as “mission Indians” and worked in the crafts or farmed.

• However, their attempts only fostered resentment among the Natives due to harsh labor systems force onto Natives by the missions, the discipline systems, and diseases brought by the Spanish.

Missions

• The missions were just one form of settlement, but it was not uncommon for many people to live in, or around, the area of a mission (which included farming areas, workshops), with the center of the mission being a church.

Haciendas and Ranchos

• Outside the missions, the Spanish government divided the land into farming and ranching estates.

• Haciendas, some consisting of hundreds of thousands of acres, were the largest.

• Smaller farms and ranches were called ranchos.

Peons• Peons, or landless laborers (mostly Natives)

worked on haciendas. • In theory, hacienda owners were to pay the

peons, who were free to come and go as they please. – In reality, most land owners kept the peons bound

to the land by land debts and they could not leave until they pay off their debts– it was similar to the encomienda system.

– As well, children of peons often had to assume the debts of their deceased parents.

Ranchos• Most owners of ranchos lived

on their land and worked alongside their laborers, unlike those who owned the haciendas.

• The Spaniards who drove the cattle on haciendas and ranchos were excellent horsemen called vaqueros– Their lifestyle and language-

which included the lasso, rodeo, and corral- became the model for the North American cowboys.

Colonial Life

• People living on haciendas, in missions, or in the bustling cities of Spanish America developed a unique social structure.

• Peninsulares- Spaniards born in Spain- and criollos- Spaniards born in the colonies- held the most privileged positions in the Americas. Most lived in huge homes and had many servants, owned businesses and owned haciendas.

• Spaniards held high government positions and studied law, theology, or medicine.

Mestizos• Below the Spaniards were the

mestizos, men and women born of European-Indian unions. If they looked more Spanish than native or were related to important Spanish families, mestizos could aspire to high positions in society.

• However, most mestizos lived moderately as artisans, estate supervisors, traders or shopkeepers.

Caste system• Overtime, a caste system

began to form (see right). • At the bottom was the

Native Americans, Africans, or people of mixed ancestry.

• These groups were legally prevented from holding public office and certain jobs. – Most of these people

worked laborious jobs.

1. Peninsular – a European born in Spain;

2. Criollo (fem. criolla) – a White person with Spanish or European descent born in the Americas;

3. Mestizo (fem. mestiza) – a person of mixed White European and American Indian ancestry;

4. Pardo (fem. parda) – a person of mixed white European, Native American Indian and African Black ancestry;

5. Indio (fem. India) – a person who is a pure native of, or indigenous to, the Americas;

6. Mulato (fem. mulata) – a person of mixed White European and Black African ancestry;

7. Zambo – a person of mixed Black African and Native American Indian Ancestry;

8. Negro (fem. negra) – a person of African descent. Persons of mixed race were collectively referred to as castas.

Women

• The roles of women were also heavily defined by race.

• Spanish women maintained a degree of economic independence because they could own property in their own names. They could also manage family businesses, either with their husbands or by themselves (if they were widowed). – Many wealthy Spanish women were taught to read, write,

sew, and cook- however most still could not read and they were discouraged from pursuing higher education.

Women

• However, women who were Native American, African, or mixed had few opportunities to receive a formal education.

• They were taught useful skills for the home, but they could do little independently.

Spanish America

• Overall, Spanish presence in North America would have a long-lasting effect on the colonization of the country.

• They would continue to have a powerful empire for another century, up until around the mid-1800’s.

• However, the influence of the empire can still be seen in modern society, whether it be the art, architecture, culture, or language of the southwest.

Review Objectives

• Identify the geographic areas in which the Spanish controlled after the discovery of the new world

• Identify cultural characteristics of Spanish-American life

• Explain what outside forces influenced the settlements – French presence– Native American presence

Video

• To transition into the next lesson, please watch the following video about Spanish Expansion in the Americas.

Video: The Black Legend, Native Americans, and the Spanish

Questions

• If you have any questions, please ask now.

Next Lesson

• In the net lesson, we are going to talk briefly about the French expansion in North America.

Review1. Around what characteristic did the Spanish revolve their

caste (class) system? How do you think this reflected their feelings about differences between the Spanish and other groups?

2. What caused the Pueblo Revolt? 3. How did the Spanish govern their new empire? What

problems arose with this form of government and how did small towns and villages react?

4. Name three (3) cultural characteristics that you can see in the west today that reflect on the Spanish American influence.

5. How was the labor system on the hacienda similar to the encomienda system we discussed in the previous lesson (consider how they treat the laborers)?