Spanish and Portuguese Colonies in the Americas

Transcription

1 2 Objectives Governing the empire viceroys Vocabulary Builder 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 High-Use Word drastic, p. 478 Spanish and Portuguese Colonies in the Americas 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 A 1584 drawing of slaves laboring at the Potosí silver mine, Bolivia Catholic Church 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. Trade WITNESS HISTORY AUDIO A Missionary Protests Everything that has happened since the marvellous 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 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. Ruling the Spanish Empire 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. 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. Definition and Sample Sentence adj. severe; having a strong effect The drastic reduction of the budget resulted in the cutting of several extracurricular classes. SECTION 2 Step-by-Step ion 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 probably had their roots in the colonial period. Set a Purpose 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 Chapter 15 Section 2 477

2 Teach Ruling the Spanish Empire 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. 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. Teaching Resources, Unit 3, p. 50 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 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 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? 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. 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. 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. 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 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. 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 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 The Beginnings of Our Global Age: Europe and the Americas

3 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. 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. 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 How can you tell that the church is a vital part of life in the town? Colonial Society and Culture 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.) 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. 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. 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. Chapter 15 Section 2 479

4 Beyond the Spanish Empire 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.) 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 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 Chart Skills Study the pie graphs. Which 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. 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 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. Population of Spanish America Black, mulatto, and mestizo 2.5% 1570 White 1.3% Native American 96.2% White 6.3% Black 6.9% SOURCE: Spain and Portugal in the New World, Lyle N. McAlister 1650 Native American 81.1% Mulatto and mestizo 5.7% 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. Emphasizing Education To meet the Church s need for educated priests, the colonies built universities. The University of Mexico was established as early as 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? Answers 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. 480 The Beginnings of Our Global Age: Europe and the Americas

5 The Portuguese Colony in Brazil 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. 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. 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 What was Brazil s economy based on? Smuggling Brazilwood A panel carved from brazilwood in the 1550s shows French privateers illegally cutting Portuguese brazilwood and storing it on their boats. Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: naa-1521 Assess and Reteach Assess Progress Have students complete the Section Assessment. Administer the Section Quiz. Teaching Resources, Unit 3, p. 43 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 Study Guide, p. 140 Extend Adapted Reading and L1 Note Taking Study Guide, p. 140 Spanish Reading and Note Taking Study Guide, p. 140 L4 See this Chapter s Professional Development pages for the Extend Online activity. Answer the cutting and exportation of brazilwood, plantation agriculture, and cattle ranching L2 L2 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. 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? 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? 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. 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 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 Chapter 15 Section 2 481