Latin America
Latin America
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Dominated by Spain
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Why? -- Treaty of Tordesillas
Europe in midst of new maritime system of
empire – exception: Latin America
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Maritime in Africa & Indian Ocean
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Latin America = old-style Land Empire
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Why?
Land Empires
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Control of huge lands & people
Vulnerable to invasion & naval dominance
Requires strong military & superior technology
to suppress natives
Dependence on native collaborators
Expanded contact with imperial subjects
Latin America = Syncretism

Columbus Day called “Dia de la Raza”
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Land Empire, so: blending of native, Spanish,
African cultures
1492-1570
Bellringer
Answer each of the following to assess your own
understanding of the reading.
1.
2.
3.
4.
5.
6.
When (did the conquest take place)?
Where (areas conquest was focused in)?
Who (countries, types of people)?
What (was done by Iberians)?
How (was the conquest conducted & made successful)?
Why (motivations for conquest)?
Conquest: 1492-1570
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Carried out by “Conquistadores”
Motivations?
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So,
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GOLD! GOD! GLORY!
Who were they?
Where did they conquer?
Result in destruction of native peoples…
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Thus the slave trade
Conquest via Primary Docs
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Laws of the Burgos (source book pg.11)
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Sepulveda’s “Just Cause”
Point of View practice
Common Ways to Address POV
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“_________(author) emphasizes
_________(content) because ________(circumstance).”
“_________(author) attempts to persuade
_________(content) because ________(circumstance).”
“_________(author) attempts to justify
_________(content) because ________(circumstance).”
Political Cartoon
Create a political cartoon representing the
interactions of Europeans and
Amerindians (1492-1570)
 exaggeration
 symbolism
 irony or satire
 expresses an opinion
1570-1700
Colonization: 1570-1700
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Colonization implies: Settlement
With settlement & population growth comes complexity

Social Structures – becomes more rigid
 Key Idea:
Creole
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Derived from Latin, “criar,” to bring up
Refers to groups “brought up” in the New World
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Economy – moves beyond search for gold
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Government – becomes more formal
Social Structures
Spanish Casta System

In your group,
1.
2.
Sort the pictures into their appropriate social
rankings.
What do you notice about the social groups?
El Espanol
Spanish & Spanish heritage
El Creole
Spanish American & Spanish American heritage
El Castizo
Spanish American & Mestiso heritage
El Mestiso
Native & Spanish heritage
La Morisca
Mulatto & Spanish American heritage
El Mulatto
Spanish & African heritage
El Cholos
Mestizo & Native heritage
El Indio
Native & Native heritage
El Lobo
African & Native heritage
Economy
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Profitability focused on:
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Silver
…then Sugar
Locally, subsistence farming & industries
developed
Silver
Sugar
State & Church
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Government functions fulfilled by two
institutions: state & church
State = mirrors Spanish heritage
→ rule of law
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Church =
→fulfills intellectual & educational functions
Syncretism Spread Church

Catholicism = unquestioned religion of
Latin America
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Result of Jesuits
 Hospitals, schools
 Sacrificed some Christian doctrine for
conversion → folk Catholicism
 Missions
Is this process new?
Folk Catholicism
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Catholic plays
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Saints
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Religious stories behind native stimulants
Our Lady of Guadalupe
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But utilized native & African dance
“first Mexican”
African animism & Christian influence

Candomble, Vodun
Folk Catholicism
Research…
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Our Lady of Guadalupe or
Dia de los Muertos or
Candomble & African-Brazilian adaptations
of Christianity or
Vodun & African-Haitian adaptations of
Christianity
Bellringer

Finish questions #4-6 on the back of
Friday’s activity hand-out.
Bellringer

Fold a piece of paper in half length-wise

On the left side of the paper,

Tell a story (from beginning to end) of
the last time you went to a party.
1700-1800
Chronological Connections
European Intellectual
Movements
European Maritime
Powers
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1400s:
 Portugal
1500s:
 Spain
1600s:
 Dutch Republic
1700s:
 Britain
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1400s
 Renaissance
1500s
 Reformations
1600s
 Scientific Revolution
1700s
 Enlightenment
Results of 1700s in Spain

1700 =
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Spain in decline
Spanish government losing control
Losing territory & shipping to Britain
→Enlightenment-style Reforms
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Strike at groups Spanish crown can’t control:
Creoles, Jesuits
→Results of tighter control

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Short-term gain: Spanish revenue ↑
Long-term loss: Colonial Dissatisfaction ↑
North America
Historical Consequences Today
Latin America
North America
Reflect
Summary

Write a 1-3 paragraph narrative summary
of Spanish America’s history b/t 1492 &
1800.
Now:
1.
2.
3.
Analyze social changes & continuities.
Analyze economic changes & continuities.
Analyze political changes & continuities.
Spanish America (1492-1800)
Changes
Continuities
Columbian Exchange
Trace / evaluate how the Columbian Exchange
impacted the 5 of the following:
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Conquistador
Catholic Priest
Aztec survivor
Peasant in Spain
Agricultural slave in New World
Mine laborer
Sailor
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Spanish royal
West African king
male African peasant in Africa
female Africa peasant in Africa
Chinese peasant
Spanish America vs. Brazil

How are Spanish American and Brazil
similar
&
different?
Design a Test

A properly crafted test should:
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Require a student to distinguish between main ideas
and misconceptions
Make connections between events, cause & effects, etc
Knowledge of foundational vocabulary
An Ability to craft a good test demonstrates:

Understanding of main ideas and themes
Design a Test
Example:
1.
How did the Portuguese method of obtaining slaves change in the
15th century?
a)
The Portuguese discovered that the military gave them power
over large numbers of people who could be reduced to slavery.
b)
Due to the natural increase in slave populations, the demand for
slaves dropped, and the trade volume declined.
c)
Upon reaching the Indian Ocean, the Portuguese were able to
obtain slaves from the already established Muslim sources.
d)
The Portuguese began to utilize the trans-Saharan trade route to
extract slaves from sub-Saharan Africa.
e)
After initial raids, the Portuguese discovered that trade was a
more secure and profitable way to get slaves.
Design a Test
Example:
2.
Which of the following was NOT part of the system of “triangular
trade”?
a)
Shipment of slaves to the Americas
b)
Exportation of European manufactured goods to Africa
c)
Shipment of North American manufactured products to the
Caribbean
d)
Transport of plantation products to Europe
e)
Use of slaves in the Caribbean
3.
The African contribution to the “Columbian Exchange” was ______.
4.
Explain the spread of Christianity in Latin America.
Design a Test
Anti-Example:
1.
2.
How many Native Americans died after first contact with Europeans?
a)
42 million
b)
45 million
c)
50 million
d)
52 million
The name of the French territory in North America was ______.
Design a Test
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Create an assessment:
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3
3
1
1
multiple choice questions,
fill-in-blank questions,
question needing a sentence response, &
question needing a paragraph response.
Remember…
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Require a student to distinguish between main ideas
and misconceptions
Make connections between events, cause & effects, etc
Knowledge of foundational vocabulary
Design a Test

Discuss:

Give group members your test questions

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What are the correct answers?
What mistakes might a test-taker make on each question?
What important ideas were not tested amongst your
group?