The Conquest of the Americas

Section 2 Standards-Based Instruction Section 2 The Conquest of the Americas Standards at a Glance In the last section, students read about the dawn of the Age of Exploration. In this section, they will read about the consequences of that exploration on the lands and native people of the Americas. Section Focus Question How did Spain gain wealth and territory at the expense of the Aztecs and Incas? Before you begin the lesson for the day, write the Section Focus Question on the board. (Possible answers: Spanish conquerors took the riches of these empires and set themselves up to rule, claiming the land for Spain. They enslaved the Inca and Aztec populations and destroyed their records and culture. The Aztecs and Incas paid dearly by losing their freedom and their culture; many of them also lost their lives because they had no immunity to smallpox, which the Spanish introduced to the Americas.) Prepare to Read Build Background Knowledge Review the concept of power by discussing what students remember from Unit 4 about the powerful empires and civilizations of Mexico and South America. Ask students to predict how these peoples might have responded to a Spanish invasion; have them explain their predictions. Use this discussion time to introduce the concept of conquistador. Set a Purpose Read each statement in the Reading Readiness Guide aloud. Ask students to mark the statements true or false. Reading Readiness Guide, p. 74 Have students discuss the statements in pairs or groups of four and then mark their worksheets again. Use the Think- Write-Pair-Share strategy (TE p. T39) to call on students to share their group s perspectives. Students will return to these worksheets later. H-SS 7.7.3 Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish. E-LA Reading 7.1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. Spanish soldiers defeated the Aztecs and Incas. vital (V T uhl) adj. necessary for something to succeed or exist 542 Chapter 19 The Age of Exploration Universal Access L1 English Language Learners L1 Less Proficient Readers Aiding Comprehension Give students a page protector to put over the text. As students read Section 2, have them mark each sentence with a * if they understand it, a? if they are uncertain or don t understand it, and a! if they find the information interesting or new. Review any sentences they marked with a question mark. Pair Reading Preview Reading Skill Identify Idioms Because idioms include phrases and expressions that cannot be understood literally, you must learn their meanings and try to remember them. When you encounter an idiom, think about the description or imagesuggested by the unfamiliar phrase. Try to connect that image to the context to understand the author s meaning. High-Use Words vital (V T uhl), p. 542 enrich (ehn RIHCH), p. 545 Key Terms and People Moctezuma (MAWK tay SOO mah), p. 542 colonization (kahl uh nih ZAY shuhn), p. 542 conquistador (kahn KWIHS tuh dor), p. 542 Hernán Cortés (kor TEHZ), p. 542 Francisco Pizarro (pee THAHR roh), p. 544 Atahualpa (ah tuh WAHL puh), p. 544 bullion (BOOL yuhn), p. 545 immunity (ih MYOON uh tee), p. 546 Background Knowledge As you read in Unit 4, the Aztecs built a great empire in Mexico. Moctezuma was the Aztec leader. In South America, the vast Inca Empire ruled more than 10 million people. The arrival of the Spanish in the Americas spelled doom for both empires. The Spanish Conquer Two Empires In the Americas, Spain quickly began colonization, or the process of taking over territory, creating a new government, and settling towns. Spain s Caribbean colonies served as bases for conquering the mainland. The explorers and soldiers who conquered territory were known as conquistadors. Cortés Defeats Moctezuma In 1519, Hernán Cortés sailed to Mexico to conquer the rich Aztec Empire. He had no more than 600 soldiers to counter Moctezuma s strong army. However, the Spanish had two interpreters. Through them, the conquistador learned vital information about the Aztecs. L1 Special Needs students to compare their! sentences. Listing Details Ask students to pause whenever they recognize a change that the Spanish brought to the Americas. They should write each change on a list. At the end of Section 2, have students share their notes and compile a master list. 542 Chapter 19

The interpreters information helped Cortés form alliances with the Aztecs enemies. Some Mexican city-states joined him. Tens of thousands of native soldiers were added to his army. Cortés and his soldiers reached Tenochtitlán, the capital of the Aztecs. Moctezuma welcomed Cortés as an honored guest. According to a witness, Moctezuma took a splendid necklace of gold... and placed it around Cortés s neck. His hospitality was met with treachery. Cortés took Moctezuma prisoner. Tension mounted between the Aztecs and Spaniards. In the battle that broke out, Moctezuma was killed. Soon after, the Spanish were forced to retreat. Cortés returned and began a siege of the city. Then, a smallpox epidemic killed many Aztecs. The survivors surrendered in August 1521. A poet described the Aztec defeat: Nothing but flowers and songs of sorrow are left in Mexico and Tlatelolco... We are crushed to the ground; we lie in ruins. Aztec poem See The Conquest of Mexico in the Reference Section at the back of this book. Hernán Cortés This painting shows the conquistadors battling the Aztecs. The conquistadors had strong metal weapons and armor, which helped them defeat the Aztecs. Critical Thinking: Draw Inferences Based on this painting, what other advantage did the Spanish have over the Aztecs? Teach The Spanish Conquer Two Empires H-SS 7.7.3 Instruction High-Use Words Before teaching this lesson, preteach the high-use words vital and enrich, using the strategy on TE p. 533. Key Terms Following the instructions on p. 533, have students continue to preview key terms. Have students read The Spanish Conquer Two Empires, using the Structured Silent Reading strategy (TE p. T36). Point out that the 600 conquistadors of Cortés were vastly outnumbered. Ask: How did they defeat the Aztecs in spite of this disadvantage? (They built an army by making alliances with the Aztecs enemies, and they had better weapons. They killed Moctezuma early in the campaign. They unintentionally infected the Aztecs with smallpox, leaving the survivors to surrender.) Seeing the Main Idea Have students examine the painting on this page. Ask: How do you think the Aztecs would have reacted to the sight of the conquistadors, and why? (Possible answer: They probably were terrified. In the painting, the conquistadors look very impressive. The Aztecs had never seen horses before, nor had they ever seen clothing or armor like that worn by the Spaniards.) History Background Smallpox! The smallpox germ was the most effective and most unintentional weapon of the Spanish. Native Americans already suffered from a variety of diseases, including tuberculosis. Smallpox and measles carried by the Spanish invaders were 543 new to them, however, and killed far more of them than the conquistadors did. Historians estimate that from 1517 to 1524, between 33 percent and 75 percent of all Native Americans exposed to smallpox died of it. Independent Practice Have students begin to fill in the Interactive Reading and Notetaking Study Guide. Interactive Reading and Notetaking Study Guide, Chapter 19, Section 2 (Adapted version also available.) Monitor Progress As students fill in the Notetaking Study Guide, circulate to make sure they understand the factors in the Spanish conquest of the Aztecs and Incas. Provide assistance as needed. Answer Draw Inferences The Spanish had armor, guns, and horses. Chapter 19 Section 2 543

Instruction (continued) Invite students to compare the Incas loss of Atahualpa to the Aztecs loss of Moctezuma. Ask: Why did these deaths make the conquistadors campaign easier? (Possible answer: With their strong leaders gone, the Aztecs and Incas lacked the direction and perhaps the will to fight the Spanish effectively.) At this point, distribute the Biography worksheet Atahualpa, Huáscar, and the Fall of the Inca Empire. Ask: What does the treatment of Atahualpa reveal about the priorities of the Spanish conquerors? (The Spanish wanted both gold and converts to Christianity.) Atahualpa, Huáscar, and the Fall of the Inca Empire, p. 77 Pizarro s Trap Francisco Pizarro takes the Inca ruler Atahualpa prisoner in the center of the painting above. Pizarro later ordered Atahualpa killed. Critical Thinking: Analyze Cause and Effect What effect did Atahualpa s death have on the Inca Empire? E-LA 7.1.1 Identify Idioms Explain the idiom in their hands. Atahualpa Falls Into Pizarro s Trap Rumors of another golden empire drew Francisco Pizarro and a small group of conquistadors to the Inca Empire in 1531. There, a smallpox epidemic had killed many Incas. Among the dead was the Inca emperor. After a civil war, Atahualpa won the throne, but the war had weakened and divided the empire. Pizarro took advantage of the chaos in the empire. He invited Atahualpa, the new emperor, to a friendly meeting and then had him imprisoned. Atahualpa arranged for a ransom that added up to almost 20 tons of gold and silver. This was said to be the biggest ransom in history. However, Pizarro did not honor his end of the bargain. He rejected the Inca ransom and ordered Atahualpa killed. Without their leader, the Incas struggled to maintain political and military unity. Some Incas helped the Spanish. In November 1533, the Spaniards entered the city of Cuzco as victors. The Inca Empire was now in their hands. Answers Analyze Cause and Effect Without Atahualpa, the Inca Empire had no central ruler, so politics and the military were fragmented. The empire easily fell under conquistador control. The Spanish laid siege to the Aztecs capital. Once smallpox broke out, the survivors surrendered. The Spaniards took advantage of internal political problems in the Inca Empire, and captured and killed the emperor. Reading Skill In their hands means under their control. 544 Chapter 19 The Age of Exploration Universal Access L3 Advanced Readers L3 Gifted and Talented Reading About an Amazing Explorer Assign the reading Relation of Alvar Nuñez Cabeza de Vaca from Readings in Social Studies, pp. 114 122. This is a first-person account from a sixteenth-century Spanish explorer who was part of an expedition in southern North America that was far less successful than the expeditions of Cortés How did the Spanish defeat the Aztecs and Incas? and Pizarro. In particular, the account chronicles Cabeza de Vaca s struggle to survive among the natives of present-day Georgia, Alabama, Louisiana, and Texas. Share the History Background information about Cabeza de Vaca on TE p. 545. Have students meet in small reading groups to discuss their reactions. 544 Chapter 19

The Impact of Conquest Spanish conquistadors defeated the Aztec and Inca empires. The former Aztec Empire became the Spanish territory of New Spain. The Spanish set up the territory of Peru where the Incas had once ruled. Both colonies brought great wealth to Spain. By contrast, the Aztecs and Incas were devastated. Disease had wiped out millions of people. Their cultural treasures were destroyed. The Treasure of Empire The wealth of the Aztecs and Incas filled Spain s treasury. The Spanish monarch took one fifth of all the treasures taken by the conquistadors. An Inca writer described the conquistadors in their search for treasure: Every day they did nothing but think about the gold and silver and riches of the Peruvian Indies. They were like desperate men, foolish, crazy, their judgment lost with the greed for gold and silver. Felipe Guaman Poma de Ayala Every year, a large fleet of treasure galleons sailed from the Americas to Europe. Ships armed with cannons protected them. The galleons carried gold and silver bullion from the colonies mines. Bullion is precious metals melted into bars. By 1660, the galleons had carried 200 tons of gold and 18,000 tons of silver to Spain. However, not all the treasures reached Spain. Some galleons sank. French, Dutch, or English pirates captured others. In 1628, Dutch pirates caught the entire fleet. Europeans were not content with piracy for long. Other European nations sent their own explorers to map and conquer colonies for themselves. The Loss of People and Cultures Aztec and Inca gold enriched Spain. However, it is impossible to measure the loss to Native American cultures. The conquistadors melted down beautifully carved gold ornaments, statues, and wall decorations. These masterpieces of Aztec and Inca art were lost forever. The conquistadors wrecked Native American cities as well. In Tenochtitlán, the Spanish tore down the Templo Mayor and other buildings. Over its ruins, the Spanish built their own capital, Mexico City. In Peru, Pizarro stripped all the riches from the Inca capital. Conquests enriched Spain but devastated the Aztecs and Incas. Inca Gold The Incas were skilled metalworkers. They crafted beautiful jewelry, statues, and figurines, like this llama. Critical Thinking: Draw Conclusions Why would objects like this be of interest to the Spanish conquerors? enrich (ehn RIHCH) v. to make wealthy Section 2 The Conquest of the Americas 545 The Impact of Conquest H-SS 7.7.3 Instruction Have students read The Impact of Conquest. Remind them to look for causes and effects as they read. Point out the word devastated in the first paragraph and the two sentences that follow it. Ask: Based on this information, what do you think devastated means? (Possible answers: destroyed ; overwhelmed ; left empty and hopeless ) Do you think that most Spaniards cared that the Aztecs and Incas were devastated? Why or why not? (Possible answer: Some individual Spaniards may have felt compassion for these people; however, since the point of coming to the Americas was to gain land and treasure, most Spaniards probably felt that success in this goal was all that mattered.) Ask: Why do you think that the dangers of shipwreck and pirates did not discourage the conquistadors? (Possible answer: The wealth of the Americas seemed immense. The conquistadors may have felt that although some treasure was lost to those dangers, they and Spain could still grow rich from what was left.) Invite students to share what they know about Mexico and South America today, for example, what languages are spoken there and what the culture is like. Then, ask: What does your description of present-day Latin America suggest about the impact of the early Spanish explorations? (Possible answers: Today, many Latin Americans speak Spanish and Portuguese. Many Latin Americans are Catholics, so the explorers succeeded in imposing their culture and religion on the native population.) Independent Practice Have students complete the Interactive Reading and Notetaking Study Guide. (Adapted version available.) History Background Cabeza de Vaca When Álvar Nuñez Cabeza de Vaca reached modern-day Florida in 1528, his party decided to split into two groups. One group would explore the land; the other would sail along the coast. The land explorers became lost, and the ships left without them. Disease and starvation killed many of them. The rest built rafts in an effort to leave Florida by sea, and many of them were driven by storms onto the Texas coast. There, the Karankawa Indians enslaved them. Cabeza de Vaca, two other Spaniards, and an African called Esteban (or Estevanico) won their freedom by combining medical skills, Latin prayers, and a bit of theater to persuade the Native Americans that they had special powers. Monitor Progress Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement. Reading Readiness Guide, p. 74 Answer Draw Conclusions It is made of gold. Chapter 19 Section 2 545

Assess and Reteach Assess Progress Have students complete Check Your Progress. Administer the Section Quiz. Section Quiz, p. 83 To further assess student understanding, use the Progress Monitoring Transparency. Progress Monitoring Transparencies, Chapter 19, Section 2 Reteach L1 If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question. (Adapted version available.) Extend L3 Have students go to PHSchool.com to research Hernando de Soto, a Spanish explorer who had served with Pizarro and who was later probably the first European to see the Mississippi River. Students can make timelines highlighting his voyages to the west and what he did there. Provide students with the Web Code. Web Code: wxe-1905 Writing Rubrics Share rubrics with students before they write their list. Score 1 Revision does not change sentences, or contains no examples of vivid language or figures of speech. Score 2 Revision attempts to improve sentences, but the language is not vivid, and/or figures of speech are vague. Score 3 Revision includes vivid language or a figure of speech, but perhaps not both; its use of language may be trite rather than fresh. Score 4 Revision improves sentences by including original, interesting examples of vivid language and figures of speech. Answers It was melted down and shipped back to Spain as gold bullion. Evaluate Information Possible answer: The picture provides some information about the suffering of the Aztec, but it fails to provide much detail about the fate of Native Americans in general. 546 Chapter 19 Deadly Diseases Native Americans suffered as a result of diseases Europeans brought to the Americas. This Aztec illustration shows a person infected with smallpox. Critical Thinking: Evaluate Information Is this picture a valid source of information about the effects of European contact with Native Americans? Why or why not? Section 2 Check Your Progress Comprehension and Critical Thinking 1. (a) Describe How did the numbers of Spanish conquistadors compare with the armies of the Aztecs and Incas? (b) Evaluate Information How did the Spanish conquer those empires despite the difference in numbers? 2. (a) Recall How was Spain enriched by its colonies? (b) Explain How were the riches carried to Spain? (c) Draw Conclusions How did Spanish rule affect native peoples? 546 Chapter 19 The Age of Exploration Section 2 Check Your Progress 1. (a) The Incas and Aztecs greatly outnumbered the Spaniards. (b) They made allies with the enemies of these peoples, had better weapons, executed the leaders of these peoples, and brought diseases that killed these peoples. 2. (a) The Spaniards benefitted from the precious natural resources (especially gold and silver) that these lands contained. (b) by Spanish ships (c) Possible answer: The native cultures were The Spaniards also attacked native religions. The conquistadors destroyed temples, statues of gods, and books. They even killed native priests. In Peru, the Spanish called the quipus books of the devil. The conquistadors burned the quipus. All the Inca history that had been recorded was lost. Aztec history books were burned as well. By far the biggest threat was the widespread loss of life. Millions of Aztecs and Incas died from smallpox. So many people died because they lacked immunity, or the ability of the body to fight a disease. The Spanish, by contrast, had built up resistance to the disease. Later epidemics killed even more people. These losses weakened the very foundations of Aztec and Inca cultures. What happened to Aztec and Inca artwork made of gold? Looking Back and Ahead In this section, you learned how the conquistadors defeated the Aztec and Inca empires. In the next section, you will read about the plants, animals, and ideas that flowed among Europe, Africa, Asia, and the Americas. H-SS: 7.7.3; E-LA: Reading 7.1.1 Reading Skill 3. Identify Idioms Explain the idiom in this sentence: Victory came at a great price. Complete each of the following sentences by adding a second part that further explains the meaning of the first part. 4. Spain s exploration of new lands ended in colonization:. 5. Much of the Aztec and Inca wealth was shipped to Spain as bullion:. 6. Aztecs and Incas had no immunity to smallpox:. For: Self-test with instant help Visit: PHSchool.com Web Code: mxa-7192 Writing 7. Writers use vivid expressions and figures of speech to engage their readers. Here is an example: Brilliantly lit from stem to stern, she looked like a sagging birthday cake. Walter Lord Rewrite the following sentences using vivid language or figures of speech: The Aztecs and the Incas had a lot of gold and silver. The conquistadors sent it to Spain. destroyed and the people were enslaved. 3. A great price means that the victors suffered losses in achieving their victory. 4. Possible answer: The lands were taken over and ruled by Spain. 5. Possible answer: Melted into bars, it was easy to load and stack on a ship. 6. Possible answer: They had no natural resistance to the disease. 7. Revisions should make the sentences more lively and vivid.