Chapter 3 Section

2

115

SECTION

Vocabulary Builder

2

2

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Explain how Spain ruled its empire in the Americas.

■

Analyze the major features of Spanish colonial society and culture.

■

Describe how Portugal and other European nations challenged Spanish power.

Prepare to Read

Build Background Knowledge

Ask students to brainstorm what they know about Latin America today, such as languages spoken, ethnic diversity, and so on. Have them infer which of these proba-bly had their roots in the colonial period.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio. Ask

How does the painting of the mine at Potosí reinforce Las Casas’s view?

(The picture shows the enormous scale of the silver mines, with humans forced to labor there like ants.)

AUDIO

Witness History Audio CD,

A Missionary Protests

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 2 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the flowchart sequencing the steps Spain took to establish its empire in the Americas.

Reading and Note Taking Study Guide,

p. 139

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

High-Use Word Definition and Sample Sentence

drastic, p. 114

adj.

severe; having a strong effectThe

drastic

reduction of the budget resulted in the cutting of several extra-curric-ular classes.

L3

L3

22

TradeCatholicChurch

Governingthe empire

••

••

• viceroys•

Spanish and Portuguese Colonies in the Americas

Objectives• Explain how Spain ruled its empire in the

Americas.• Analyze the major features of Spanish colonial

society and culture.• Describe how Portugal and other European

nations challenged Spanish power.

Terms, People, and PlacesviceroyencomiendaBartolomé de Las Casaspeonpeninsulare

creolemestizomulattoprivateer

Reading Skill: Recognize Sequence Use a flowchart like this one to keep track of the steps the Spanish took to establish an overseas empire. Add boxes as necessary.

A flood of Spanish settlers and missionaries followed the conquis-tadors to Spain’s new empire. Wherever they went they estab-lished colonies, claiming the land and its people for their king andChurch. When there was resistance, the newcomers imposed theirwill by force. Over time, however, a new culture emerged thatreflected European, Native American, and African traditions.

Ruling the Spanish EmpireBy the mid-1500s, Spain claimed a vast empire stretching fromCalifornia to South America. In time, it divided these lands intofour provinces, including New Spain (Mexico) and Peru.

Governing the Provinces Spain was determined to maintainstrict control over its empire. To achieve this goal, the king set upthe Council of the Indies to pass laws for the colonies. He alsoappointed viceroys, or representatives who ruled in his name, ineach province. Lesser officials and audiencias (ow dee EN see ahs),or advisory councils of Spanish settlers, helped the viceroy rule.The Council of the Indies in Spain closely monitored these colonialofficials to make sure they did not assume too much authority.

Spreading Christianity To Spain, winning souls for Christian-ity was as important as gaining land. The Catholic Church workedwith the government to convert Native Americans to Christianity.

A 1584 drawing of slaves laboring at the Potosí silver mine, Bolivia

A Missionary Protests

“ Everything that has happened since the mar-vellous discovery of the Americas . . . seems to overshadow all the deeds of famous men past, no matter how heroic, and to silence all talk of other wonders of the world. Prominent amid the aspects of this story which have caughtthe imagination are the massacres of innocentpeoples. . . .”—Friar Bartolomé de Las Casas, 1542

Focus Question How did Spain and Portugal build colonies in the Americas?

WITNESS HISTORYWITNESS HISTORY AUDIO

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116

The Beginnings of Our Global Age: Europe and the Americas

Solutions for All Learners

Teach

Ruling the Spanish Empire

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Point out the black heading Encomienda—A Sys-tem of Forced Labor and have them predict what the term

drastic

will refer to.

■

Teach

Point out that Spain main-tained tight control over its American colonies both to make them profitable and to Christianize them. Ask

What governmental systems did Spain set up to control its American provinces?

(Spain created the Council of the Indies in Spain, which passed laws for the colonies and monitored colonial officials.)

■

Quick Activity

Write on the board the six black headings that fall under the red heading Ruling the Spanish Empire (e.g.

Governing the Provinces,

and so on). Organize students into six groups. Without looking at the book, have students in each group list on the board as many facts as they can recall about each topic. Then have groups switch topics and check or add to the other groups’ work.

Independent Practice

Viewpoints

To help students better understand the impact of Spanish coloni-zation on Native Americans, have them read the selection

Two Views of the Treat-ment of Indians

and complete the work-sheet.

Teaching Resources, Unit 1,

p. 50

Monitor Progress

■

As students list facts on the board, cir-culate to make sure their work is accu-rate and that they understand the main ideas of each topic.

■

As students fill in their flowcharts, cir-culate to make sure they understand how Spain established its empire. For a completed version of the flowchart, see

Note Taking Transparencies,

124A

L1

Special Needs L2

Less Proficient Readers

Have students make a graphic organizer, such as a pyramid, to better understand the relationships among those involved in the Spanish colonies of the Americas. They should include the king, Council of the Indies, viceroys, audiencias, conquistadors, settlers, Native Americans, and enslaved Africans. Where might priests fit in their graphic organizers? Why?

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 139

■

Adapted Section Summary, p. 140

L3

L2

English Language Learners

Church leaders often served as royal officials and helped to regulate theactivities of Spanish settlers. As Spain’s American empire expanded,Church authority expanded along with it.

Franciscans, Jesuits, and other missionaries baptized thousands ofNative Americans. They built mission churches and worked to turn newconverts into loyal subjects of the Catholic king of Spain. They also intro-duced European clothing, the Spanish language, and new crafts such ascarpentry and locksmithing. Where they could, the Spanish missionariesforcibly imposed European culture over Native American culture.

Controlling Trade To make the empire profitable, Spain closely con-trolled its economic activities, especially trade. The most valuable resourcesshipped from Spanish America to Spain were silver and gold. Colonistscould export raw materials only to Spain and could buy only Spanish manu-factured goods. Laws forbade colonists from trading with other Europeannations or even with other Spanish colonies.

When sugar cane was introduced into the West Indies and elsewhere,it quickly became a profitable resource. The cane was refined into sugar,molasses, and rum. Sugar cane, however, had to be grown on plantations,large estates run by an owner or the owner’s overseer. And plantationsneeded large numbers of workers to be profitable.

Encomienda—A System of Forced Labor At first, Spanish mon-archs granted the conquistadors encomiendas (en koh mee EN dahs),the right to demand labor or tribute from Native Americans in a particu-lar area. The conquistadors used this system to force Native Americansto work under the most brutal conditions. Those who resisted werehunted down and killed. Disease, starvation, and cruel treatment causeddrastic declines in the Native American population.

The encomienda system was used in the mines as well as on planta-tions. By the 1540s, tons of silver from the Potosí region of Peru andBolivia filled Spanish treasure ships. Year after year, thousands ofNative Americans were forced to extract the rich ore from dangerousshafts deep inside the Andes Mountains. As thousands of Indians diedfrom the terrible conditions, they were replaced by thousands more.

A Spanish Priest Speaks Out A few bold priests, like Bartolomé deLas Casas (bahr toh loh MAY deh lahs KAHS ahs), condemned the evils ofthe encomienda system. In vivid reports to Spain, Las Casas detailed thehorrors that Spanish rule had brought to Native Americans and pleadedwith the king to end the abuse.

Prodded by Las Casas, Spain passed the New Laws of the Indies in1542. The laws forbade enslavement and abuse of Native Americans, butSpain was too far away to enforce them. Many Native Americans wereforced to become peons, workers forced to labor for a landlord in order topay off a debt. Landlords advanced them food, tools, or seeds, creatingdebts that workers could never pay off in their lifetime.

Bringing Workers From Africa To fill the labor shortage, Las Casasurged colonists to import workers from Africa. He believed that Africanswere immune to tropical diseases and had skills in farming, mining, andmetalworking. Las Casas later regretted that advice because it furtheredthe brutal African slave trade.

The Spanish began bringing Africans to the Americas as slave labor-ers by the 1530s. As demand for sugar products skyrocketed, the settlers

Cultural BlendingEncounters with Native Americans, or stories about such encounters, influenced Spanish and Portuguese artists. This painting dating from the early 1500s places a Biblicalstory—the adoration of the Magi—in the Americas, with Native American figures.

Vocabulary Builderdrastic—(DRAS tik) adj. severe; having a strong effect

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Chapter 3 Section

2

117

History Background

Colonial Society and Culture

Instruct

■

Introduce: Key Terms

Have students find and define the key terms (in blue)

peninsulares, creoles, mestizos,

and

mulattoes

. Ask them to analyze what the use of such specific terms says about Spanish colonial society.

■

Teach

Discuss the new American cul-ture that developed in the Spanish col-onies. Use the Numbered Heads strategy (TE, p. T23) and ask

What did Spanish, Native American, and African cultures contribute to the new American culture?

(Spanish: architecture, universities, painting and poetry, livestock, religion; Native Ameri-can: styles of building, food, means of travel; African: farming methods and crops, cooking styles, drama, dance, song, religion)

Do you think that the 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 section and have students summarize the content under each.

Answers

a system in which the Spanish had the right to demand labor from Native Americans

Caption

It is the largest building in the town square; people are using the space in front of it as a gathering place.

Women’s Rights

Sor Juana Inés de la Cruz, in addition to being a poet and a dramatist, was an ardent defender of a woman’s right to an education. Most men of her time, however, believed that educat-ing women was excessive and even harmful. In fact, a bishop wrote her a letter calling her scholarly work inappropriate and ordered her to stop.

Sor Juana responded to such prejudices in a poem called “Hombres Necios,” or “Foolish Men.” In the poem, she pointed out that men often dismissed women as being ignorant. Yet it was the men them-selves who, with their social restrictions, perpetuated the ignorance of women.

L3

imported millions of Africans as slaves. They were forced to work as fieldhands, miners, or servants in the houses of wealthy landowners. Othersbecame skilled artists and artisans. Within a few generations, Africansand their American-born descendants greatly outnumbered Europeansettlers throughout the Americas. In the cities, some enslaved Africansearned enough money to buy their freedom. Others resisted slavery byrebelling or running away.

What was the encomienda system?

Colonial Society and CultureIn Spanish America, the mix of diverse peoples gave rise to a new socialstructure. The blending of Native American, African, and European peo-ples and traditions resulted in a culture distinct to the Americas.

Cultural Blending Although Spanish culture was dominant in the cit-ies, the blending of diverse traditions changed people’s lives throughoutthe Americas. Settlers learned Native American styles of building, atefoods native to the Americas, and traveled in Indian-style canoes. Indianartistic styles influenced the newcomers. At the same time, Europeanstaught their religion to Native Americans. They also introduced animals,especially the horse, thereby transforming the lives of many NativeAmericans. Africans contributed to this cultural mix with their farmingmethods, cooking styles, and crops. African drama, dance, and songheightened Christian services. In Cuba, Haiti, and elsewhere, Africansforged new religions that blended African and Christian beliefs.

A Spanish CathedralA group of Tzotzil Maya women gather in front of the Cathedral of San Cristóbal in Chiapas, Mexico. The church was originally built in 1528. How can you tell that the church is a vital part of life in the town?

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118

The Beginnings of Our Global Age: Europe and the Americas

Solutions for All Learners

Beyond the Spanish Empire

Instruct

■

Introduce

Point out the quote by Francis I under the heading Challeng-ing Portugal and Spain. Explain that his words summed up the resentment felt by other European powers as they watched Spain and Portugal gobble up South America and its untold wealth. Ask students to predict what nations such as France and England might do in response.

■

Teach

Trace the growth of the colony of Brazil as well as the efforts of other European nations to thwart Spanish and Portuguese dominance in South and Central America. Ask

What agreement gave the Portuguese Brazil?

(the 1494 Treaty of Tordesillas)

What did other European nations do to get around the treaty?

(They encouraged privateers; they continued to seek new lands and wealth.)

■

Quick Activity

Divide students into small groups. Pose the following ques-tion to them:

Was French, English, and Dutch resentment of Spain and Portugal justified, and might other nations or groups also have had cause for resentment?

Have groups discuss their responses and present them to the class.

Independent Practice

Have students begin filling in the Venn diagram showing the similar-ities and differences between the Spanish and Portuguese empires in the Americas.

Reading and Note Taking Study Guide,

p. 139

Monitor Progress

As students fill in their Venn diagrams, circulate to make sure they understand what the two empires had in common and how they differed. For a completed ver-sion of the Venn diagram, see

Note Taking Transparencies,

124B

L3 The population of Spanish America changed dramatically within a century, as the two circle graphs illustrate. Artist Miguel Cabrera showed this diversity in a 1700s painting of a single family made up of a Spanish father, a Native American mother, and a mestizo daughter.

A Changing Population

Native American96.2%

Black, mulatto,and mestizo

2.5%

White 1.3%1570

Native American81.1%

Black 6.9%White 6.3%

Population of Spanish America

Mulatto andmestizo 5.7%

1650

SOURCE: Spain and Portugal in the New World, Lyle N. McAlister

Chart Skills Study the circle graphs. By what percentage did the black, mulatto, and mestizo population increase from 1570 to 1650?

Compare and Contrast Complete a Venn diagram like this one to compare and contrast the Spanish and Portuguese empires in the Americas.

Spanishempire

Portugueseempire

A Layered Society Spanish colonial society was made up of distinctsocial classes. At the top were peninsulares (peh neen soo LAH rayz), peo-ple born in Spain. (The term peninsular referred to the Iberian Peninsula,on which Spain is located.) Peninsulares filled the highest positions inboth colonial governments and the Catholic Church. Next came creoles,American-born descendants of Spanish settlers. Creoles owned most of theplantations, ranches, and mines.

Lower social groups reflected the mixing of populations. They includedmestizos, people of Native American and European descent, andmulattoes, people of African and European descent. Native Americansand people of African descent formed the lowest social classes.

Lively Towns and Cities Spanish settlers generally lived in townsand cities. The population of Mexico City grew so quickly that by 1550 itwas the largest Spanish-speaking city in the world. Colonial cities werecenters of government, commerce, and European culture. Around thecentral plaza, or square, stood government buildings and a Spanish-stylechurch. Broad avenues and public monuments symbolized Europeanpower and wealth. Cities were also centers of intellectual and culturallife. Architecture and painting, as well as poetry and the exchange ofideas, flourished in Spanish cities in the Americas.

Emphasizing Education To meet the Church’s need for educatedpriests, the colonies built universities. The University of Mexico wasestablished as early as 1551. A dozen Spanish American universitieswere already educating young men long before Harvard was founded in1636 as the first college in the 13 English colonies.

Women wishing an education might enter a convent. One such womanwas Sor Juana Inés de la Cruz (sawr HWAN uh ee NES deh lah krooz).Refused admission to the University of Mexico because she was female,Juana entered a convent at around the age of 18. There, she devoted her-self to study and the writing of poetry. She earned a reputation as one ofthe greatest poets ever to write in the Spanish language.

What was the role of the Church in colonial education?

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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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Chapter 3 Section

2

119

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 1,

p. 43

■

To further assess student under-standing, use

Progress Monitoring Transparencies,

63

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 140

Adapted Reading and Note Taking Study Guide,

p. 140

Spanish Reading and Note Taking Study Guide,

p. 140

Extend

Tell students that Spanish settlers and Native Americans in the American South-west influenced each other’s building tech-nique and created a unique style of architecture. Ask students to research this region’s architecture, choose a particular building, and create a multimedia presen-tation identifying its Native American and Spanish features. As a class, discuss these examples of cultural diffusion.

Answer

the cutting and exportation of brazilwood, plantation agriculture, and cattle ranching

Section 2 Assessment

1.

Sentences should reflect an understanding of the term, person, or place listed at the beginning of the section as well as the proper categorization.

2.

They conquered native peoples and used their land, resources, and forced labor to build colonies.

3.

Sample: They could have paid people to work for them.

4.

A hierarchy based on power and origins emerged, with those with the most Euro-pean blood at the top.

5.

Similar: imposing their will on Native Americans by force, using slave labor, developing new, blended cultures. Differ-ent: Spain’s empire included mineral wealth, while Portugal’s American empire relied on agriculture, cattle, and timber.

6.

They wanted to check Spain and Portu-gal’s growing wealth and power.

●

Writing About History

Responses should show an understanding of how Venn diagrams work, by grouping con-trasting facts separately, and comparable facts in the overlapping part.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code nba-1521.

L3

L1

L3

L2

L2

L4

22

Beyond the Spanish EmpireA large area of South America remained outside theSpanish empire. By the Treaty of Tordesillas in 1494,Portugal claimed its empire in the east, Brazil.

Settling Brazil As in the Spanish empire, the NativeAmericans who lived in Brazil—the Tupian Indians—had been largely wiped out by disease. In the 1530s,Portugal began to issue grants of land to Portuguesenobles, who agreed to develop the land and share prof-its with the crown. Landowners sent settlers to buildtowns, plantations, and churches.

Unlike Spain’s American colonies, Brazil offered no instant wealth fromsilver or gold. However, early settlers cut and exported brazilwood. The Por-tuguese named the colony after this wood, which was used to produce avaluable dye. Soon they turned to plantation agriculture and raising cattle.Like the Spanish, the Portuguese forced Indians and Africans to clear landfor plantations. As many as four million Africans were sent to Brazil. As inSpanish America, a new culture emerged in Brazil that blended European,Native American, and African elements.

Challenging Portugal and Spain In the 1500s, the wealth of theAmericas helped make Spain the most powerful country in Europe, withPortugal 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 seeAdam’s will, wherein he divided the Earth between Spain and Portugal.”

To get around those countries’ strict control over colonial trade, smug-glers traded illegally with Portuguese and Spanish colonists. In the Carib-bean and elsewhere, Dutch, English, and French pirates preyed on treasureships from the Americas. Some pirates, called privateers, even operatedwith the approval of European governments. Other European explorers con-tinued to sail the coasts of the Americas, hunting for gold and other trea-sure, as well as a northwest passage to Asia.

What was Brazil’s economy based on?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-1521

Terms, People, and Places

1. Place each of the key terms at the beginning of the section into one of the following categories: culture, govern-ment, or economics. Write a sentence for each term explaining your choice.

2. Reading Skill: Recognize SequenceUse your completed flowchart and Venn diagram to answer the Focus Question: How did Spain and Portugal build colo-nies in the Americas?

Comprehension and Critical Thinking

3. Identify Alternatives How might the Spanish have solved the problem of finding a dependable labor supply without the use of slavery?

4. Analyze Information How did the mix of peoples in Spanish America result in a new social structure?

5. Make Comparisons In what ways were the Spanish and Portuguese empires in the Americas similar? In what ways were they different?

6. Draw Inferences Why did some Euro-pean monarchs support the illegal activities of privateers?

● Writing About History

Quick Write: Make a Venn DiagramWhen you write an essay comparing and contrasting two things, you first need to make clear how they are similar and differ-ent. A graphic organizer can help you out-line similarities and differences. Choose two people, places, or events from the sec-tion. Then create a Venn diagram that you can use to compare and contrast them. Refer to the Venn diagram at the beginning of the section as an example.

Smuggling BrazilwoodA panel carved from brazilwood in the 1550s shows French privateers illegally cutting Portuguese brazilwood and storing it on their boats.

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