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2
WITNESS HISTORY
AUDIO
A Missionary Protests
that has happened since the mar“ Everything
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 caught
the imagination are the massacres of innocent
peoples. . . .
—Friar Bartolomé de Las Casas, 1542
”
Focus Question How did Spain and Portugal
build colonies in the Americas?
A 1584 drawing of slaves laboring at the Potosí
silver mine, Bolivia
SECTION
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.
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 Places
viceroy
encomienda
Bartolomé de Las Casas
peon
peninsulare
creole
mestizo
mulatto
privateer
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.
Governing
the empire
• viceroys
•
Catholic
Church
•
•
A flood of Spanish settlers and missionaries followed the conquistadors to Spain’s new empire. Wherever they went they established colonies, claiming the land and its people for their king and
Church. When there was resistance, the newcomers imposed their
will by force. Over time, however, a new culture emerged that
reflected European, Native American, and African traditions.
Build Background Knowledge
Set a Purpose
By the mid-1500s, Spain claimed a vast empire stretching from
California to South America. In time, it divided these lands into
four provinces, including New Spain (Mexico) and Peru.
■
Governing the Provinces Spain was determined to maintain
strict control over its empire. To achieve this goal, the king set up
the Council of the Indies to pass laws for the colonies. He also
appointed viceroys, or representatives who ruled in his name, in
each 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 colonial
officials to make sure they did not assume too much authority.
Definition and Sample Sentence
adj. severe; having a strong effect
The drastic reduction of the budget resulted in the cutting of several extracurricular classes.
L3
WITNESS 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
Spreading Christianity To Spain, winning souls for Christianity was as important as gaining land. The Catholic Church worked
with the government to convert Native Americans to Christianity.
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 3, p. 47; Teaching Resources, Skills Handbook, p. 3
L3
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 probably had their roots in the colonial period.
Ruling the Spanish Empire
Vocabulary Builder
High-Use Word
drastic, p. 478
Prepare to Read
Trade
•
•
2
Step-by-Step
Instruction
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Church leaders often served as royal officials and helped to regulate the
activities of Spanish settlers. As Spain’s American empire expanded,
Church authority expanded along with it.
Franciscans, Jesuits, and other missionaries baptized thousands of
Native Americans. They built mission churches and worked to turn new
converts into loyal subjects of the Catholic king of Spain. They also introduced European clothing, the Spanish language, and new crafts such as
carpentry and locksmithing. Where they could, the Spanish missionaries
forcibly imposed European culture over Native American culture.
Teach
Ruling the Spanish
Empire
L3
Instruct
■
■
■
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Point out
the black heading Encomienda—A System of Forced Labor and have them
predict what the term drastic will
refer to.
Teach Point out that Spain maintained 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.
Controlling Trade To make the empire profitable, Spain closely controlled its economic activities, especially trade. The most valuable resources
shipped from Spanish America to Spain were silver and gold. Colonists
could export raw materials only to Spain and could buy only Spanish manufactured goods. Laws forbade colonists from trading with other European
nations 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 plantations
needed large numbers of workers to be profitable.
Cultural Blending
Encounters with Native Americans, or stories
about such encounters, influenced Spanish
and Portuguese artists. This painting dating
from the early 1500s places a Biblical
story—the adoration of the Magi—in the
Americas, with Native American figures.
Vocabulary Builder
drastic—(DRAS tik) adj. severe; having
a strong effect
A Spanish Priest Speaks Out A few bold priests, like Bartolomé de
Las Casas (bahr toh loh MAY deh lahs KAHS ahs), condemned the evils of
the encomienda system. In vivid reports to Spain, Las Casas detailed the
horrors that Spanish rule had brought to Native Americans and pleaded
with the king to end the abuse.
Prodded by Las Casas, Spain passed the New Laws of the Indies in
1542. The laws forbade enslavement and abuse of Native Americans, but
Spain was too far away to enforce them. Many Native Americans were
forced to become peons, workers forced to labor for a landlord in order to
pay off a debt. Landlords advanced them food, tools, or seeds, creating
debts that workers could never pay off in their lifetime.
Independent Practice
Viewpoints To help students better
understand the impact of Spanish colonization on Native Americans, have them
read the selection Two Views of the Treatment of Indians and complete the worksheet.
Bringing Workers From Africa To fill the labor shortage, Las Casas
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
the brutal African slave trade.
The Spanish began bringing Africans to the Americas as slave laborers by the 1530s. As demand for sugar products skyrocketed, the settlers
Teaching Resources, Unit 3, p. 50
Monitor Progress
■
As students list facts on the board, circulate to make sure their work is accurate and that they understand the
main ideas of each topic.
■
As students fill in their flowcharts, circulate to make sure they understand
how Spain established its empire. For a
completed version of the flowchart, see
Note Taking Transparencies, 111A
Encomienda—A System of Forced Labor At first, Spanish monarchs granted the conquistadors encomiendas (en koh mee EN dahs),
the right to demand labor or tribute from Native Americans in a particular area. The conquistadors used this system to force Native Americans
to work under the most brutal conditions. Those who resisted were
hunted down and killed. Disease, starvation, and cruel treatment caused
drastic declines in the Native American population.
The encomienda system was used in the mines as well as on plantations. By the 1540s, tons of silver from the Potosí region of Peru and
Bolivia filled Spanish treasure ships. Year after year, thousands of
Native Americans were forced to extract the rich ore from dangerous
shafts deep inside the Andes Mountains. As thousands of Indians died
from the terrible conditions, they were replaced by thousands more.
Solutions for All Learners
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?
478 The Beginnings of Our Global Age: Europe and the Americas
L2 English Language Learners
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
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imported millions of Africans as slaves. They were forced to work as field
hands, miners, or servants in the houses of wealthy landowners. Others
became skilled artisans, artists, and mechanics. In time, Africans and
their American-born descendants greatly outnumbered European settlers throughout the Americas. In the cities, some enslaved Africans
earned enough money to buy their freedom. Others resisted slavery by
rebelling or running away.
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 culture that developed in the Spanish colonies. 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 American: 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 students 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.)
What was the encomienda system?
Colonial Society and Culture
In Spanish America, the mix of diverse peoples gave rise to a new social
structure. The blending of Native American, African, and European peoples and traditions resulted in a culture distinct to the Americas.
Cultural Blending Although Spanish culture was dominant in the cities, the blending of diverse traditions changed people’s lives throughout
the Americas. Settlers learned Native American styles of building, ate
foods native to the Americas, and traveled in Indian-style canoes. Indian
artistic styles influenced the newcomers. At the same time, Europeans
taught their religion to Native Americans. They also introduced animals,
especially the horse, thereby transforming the lives of many Native
Americans. Africans contributed to this cultural mix with their farming
methods, cooking styles, and crops. African drama, dance, and song
heightened Christian services. In Cuba, Haiti, and elsewhere, Africans
forged new religions that blended African and Christian beliefs.
L3
A Spanish Cathedral
A 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?
Independent Practice
Have students choose one of the groups
discussed in the text under Colonial Society 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.
History Background
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 educating 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 themselves who, with their social restrictions, perpetuated
the ignorance of women.
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.
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A Changing Population
The population of Spanish America changed dramatically within a
century, as the two pie charts 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.
L3
Instruct
■
■
■
Introduce Point out the quote by
Francis I under the heading Challenging 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.)
Population of Spanish America
Black, mulatto,
and mestizo
2.5%
Mulatto and
mestizo 5.7%
Native American
81.1%
SOURCE: Spain and Portugal in the New World, Lyle N. McAlister
group increased the most between 1570
and 1650? Notice that the 1650 graph
includes a category that the 1570 graph
does not. Explain why this is so.
A Layered Society Spanish colonial society was made up of distinct
social classes. At the top were peninsulares, (peh neen soo LAH rayz) people born in Spain. (The term peninsular referred to the Iberian Peninsula,
on which Spain is located.) Peninsulares filled the highest positions in
both colonial governments and the Catholic Church. Next came creoles,
American-born descendants of Spanish settlers. Creoles owned most of the
plantations, ranches, and mines.
Lower social groups reflected the mixing of populations. They included
mestizos, people of Native American and European descent, and
mulattoes, people of African and European descent. Native Americans
and people of African descent formed the lowest social classes.
Lively Towns and Cities Spanish settlers generally lived in towns
and cities. The population of Mexico City grew so quickly that by 1550 it
was the largest Spanish-speaking city in the world. Colonial cities were
centers of government, commerce, and European culture. Around the
central plaza, or square, stood government buildings and a Spanish-style
church. Broad avenues and public monuments symbolized European
power and wealth. Cities were also centers of intellectual and cultural
life. Architecture and painting, as well as poetry and the exchange of
ideas, flourished in Spanish cities in the Americas.
Compare and Contrast Complete a Venn
diagram like this one to compare and
contrast the Spanish and Portuguese
empires in the Americas.
Spanish
empire
Portuguese
empire
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 version of the Venn diagram, see
Note Taking Transparencies, 111B
Answers
1650
White 6.3%
Black 6.9%
Chart Skills Study the pie graphs. Which
Independent Practice
Monitor Progress
White 1.3%
Native American
96.2%
Quick Activity Divide students into
small groups. Pose the following question 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.
Have students begin filling
in the Venn diagram showing the similarities and differences between the Spanish
and Portuguese empires in the Americas.
Reading and Note Taking
Study Guide, p. 139
1570
Emphasizing Education To meet the Church’s need for educated
priests, the colonies built universities. The University of Mexico was
established as early as 1551. A dozen Spanish American universities
were already educating young men long before Harvard was founded in
1636 as the first college in the 13 English colonies.
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).
Refused admission to the University of Mexico because she was a girl,
Juana entered a convent at around the age of 18. There, she devoted herself to study and the writing of poetry. She earned a reputation as one of
the greatest poets ever to write in the Spanish language.
What was the role of the Church in colonial education?
Solutions for All Learners
Graph Skills 10.1%; the population continued to
blend. However, the separation of the black
population shows the changes in social structure.
The colonies built universities because of the
Church’s need for educated priests. Women
could be educated in a convent.
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The Portuguese Colony in Brazil
Assess and Reteach
A large area of South America remained outside the
Spanish empire. By the Treaty of Tordesillas in 1494,
Portugal claimed its empire in the east, Brazil.
Assess Progress
Settling Brazil As in the Spanish empire, the Native
Americans 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 Portuguese
nobles, who agreed to develop the land and share profits with the crown. Landowners sent settlers to build
towns, plantations, and churches.
Unlike Spain’s American colonies, Brazil offered no instant wealth from
silver or gold. However, early settlers cut and exported brazilwood. The Portuguese named the colony after this wood, which was used to produce a
valuable dye. Soon they turned to plantation agriculture and raising cattle.
Like the Spanish, the Portuguese forced Indians and Africans to clear land
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,
Native American, and African elements.
Smuggling Brazilwood
A panel carved from brazilwood in the
1550s shows French privateers illegally
cutting Portuguese brazilwood and storing it
on their boats.
2. Reading Skill: Recognize Sequence
Use your completed flowchart and Venn
diagram to answer the Focus Question:
How did Spain and Portugal build colonies in the Americas?
■
To further assess student understanding, use
Progress Monitoring Transparencies, 63
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 140
Extend
L4
See this Chapter’s Professional Development pages for the Extend Online activity.
Answer
Progress Monitoring Online
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 European monarchs support the illegal
activities of privateers?
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.
Administer the Section Quiz.
L2
Spanish Reading and
Note Taking Study Guide, p. 140
For: Self-quiz with vocabulary practice
Web Code: naa-1521
Section 2 Assessment
■
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 140
What was Brazil’s economy based on?
Terms, People, and Places
1. Place each of the key terms at the
beginning of the section into one of the
following categories: culture, government, or economics. Write a sentence
for each term explaining your choice.
Have students complete the Section
Assessment.
Teaching Resources, Unit 3, p. 43
Challenging Portugal and Spain In the 1500s, the wealth of the
Americas helped make Spain the most powerful country in Europe, with
Portugal not far behind. The jealous English and Dutch shared the resentment that French king Francis I felt when he declared, “I should like to see
Adam’s will, wherein he divided the Earth between Spain and Portugal.”
To get around those countries’ strict control over colonial trade, smugglers traded illegally with Portuguese and Spanish colonists. In the Caribbean and elsewhere, Dutch, English, and French pirates preyed on treasure
ships from the Americas. Some pirates, called privateers, even operated
with the approval of European governments. Other European explorers continued to sail the coasts of the Americas, hunting for gold and other treasure, as well as a northwest passage to Asia.
2
L3
■
the cutting and exportation of brazilwood,
plantation agriculture, and cattle ranching
● Writing About History
Quick Write: Make a Venn Diagram
When you write an essay comparing and
contrasting two things, you first need to
make clear how they are similar and different. A graphic organizer can help you outline similarities and differences. Choose
two people, places, or events from the section. 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.
4. A hierarchy based on power and origins
emerged, with those with the most European blood at the top.
5. Similar: imposing their will on Native
Americans by force, using slave labor,
developing new, blended cultures. Different: Spain’s empire included mineral
wealth, while Portugal’s American empire
relied on agriculture, cattle, and timber.
6. They wanted to check Spain and Portugal’s growing wealth and power.
● Writing About History
Responses should show an understanding of
how Venn diagrams work, by grouping contrasting facts separately, and comparable
facts in the overlapping part.
For additional assessment, have students
access Progress Monitoring Online at
Web Code naa-1521.
Chapter 15 Section 2 481