Differentiated Instruction

44 Chapter 2

Section 2 Step-by-Step Instruction

Section Focus QuestionHow did Spain establish an empire in the Americas?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson Focus: Spanish conquistadors took control of land in the Americas, and then Spain created a formal system to rule over the new lands.)

Prepare to Read

Build Background Knowledge L2

Remind students about what they have learned about the Columbian Exchange. Ask students to look at the illustration and caption on p. 45 to predict one outcome of the Columbian Exchange. Tell them they will review their predictions and correct them as needed after they have read the section.

Set a Purpose L2

Read each statement in the Reading n

Readiness Guide aloud. Ask students to mark the statements True or False.

Teaching Resources, Unit 1, Reading Readiness Guide, p. 44

Have students discuss the statements in n

pairs or groups of four, then mark their worksheets again. Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share their group’s perspectives. The students will return to these worksheets later.

L1 Less Proficient Readers L1 Special Needs

Study Aid To help students remember details about the Spanish conquistadors, have them create a graphic organizer showing the relationships among the vari ous groups identified in the text, such

as the Spanish, the Incas, and the Aztecs. Students should provide details about each of these groups in their graphic organizers.

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44 Chapter 2 Europe Looks Outward

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Spain’s Empire in the Americas

Section Focus Question: How did Spain establish anempire in the Americas?

Spanish ConquistadorsBy the early 1500s, the Spanish had a firm foothold in the

Americas. From Spain’s island colonies in the Caribbean,soldier-adventurers called conquistadors set out to exploreand conquer a world unknown to them. They hoped forriches and glory for themselves and for Spain.

Cortés and Pizarro In 1519, conquistador HernandoCortés sailed from Cuba to Mexico with more than500 soldiers. The first Native Americans he met presentedhim with gifts of gold.

On November 8, 1519, Cortés marched into the Azteccapital city of Tenochtitlán. As the Spaniards moved closerto Tenochtitlán, many Native Americans joined them.Conquered by the Aztecs, they hated the Aztec’s brutal rule.

The Aztec leader Moctezuma (mokt uh ZOO muh) (alsospelled Montezuma) met with Cortés and tried to get him toleave by offering him gold. The gold had the opposite effect.Cortés took Moctezuma hostage and claimed all of Mexicofor Spain. However, the Aztecs soon rebelled and forced theSpaniards to flee.

Key Terms and PeopleconquistadorHernando CortésMoctezumaplantationencomienda

Bartolomé de Las Casas

missionpeninsular

The Indians Fear Us“The Indians of the coast, because of some fears of us, have abandoned all the country, so that for thirty leagues not a man of them has halted.”

—Hernando de Soto, Spanish explorerand conqueror, report on

expedition to Florida, 1539

Why It Matters Even though Columbus never realizedthat he had reached a region previously unknown to Euro-peans, his voyages gave Spain a head start on its Europeanrivals in colonizing the Americas.

� Hernando de Soto

Reading Skill

Identify Supporting Details Text includes details to support a main idea. These details might be examples, reasons, facts, or descriptions. They enable readers to understand a main idea by helping them to picture it, to make sense of its argument or to believe its accuracy. As you read Section 2, look for details that support the main ideas.

Objectives• Describe how the Spanish were able to defeat

the empires of the Aztecs and Incas.

• Identify Spanish explorations in areas that later became part of the United States.

• Explain how society was organized in Spain’s empire in the Americas.

Review and PreviewStudents have learned about new con tacts between peoples of the Eastern and Western hemispheres during the Age of Exploration. Now students will focus on Spain’s early success at estab-lishing col onies in the Americas.

Chapter 2 45

Teach

Spanish Conquistadorsp. 44

Instruction L2

High-Use Words n Before teaching this section, preteach the High-Use Words factor and rigid before reading, using the strategy on TE p. T21.

Key Terms Have students continue fill ing in the See It–Remember It chart for the Key Terms in this chapter.

Have students read Spanish Conquista-n

dors using the Structured Silent Reading strategy (TE, p. T22).Ask students: n Why did some Native Americans join the Spanish against the Aztecs? (The ruling Aztecs treated them unfairly.)Discuss the ways that technology n

con tributed to the Spanish victories over larger armies of Native Americans. (The more advanced technology of the Spanish meant that they had significantly better weapons than the Native Americans.)

Independent PracticeHave students begin to fill in the Study Guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 2, Section 2 (Adapted Version also available.)

Monitor ProgressAs students fill in the Notetaking Study Guide, circulate to make sure that they understand how the conquistadors helped Spain gain territory in the Americas. Pro vide assistance as needed.

Use the information below to teach students this section’s high-use words.

High-Use Word Definition and Sample Sentence

factor, p. 45 n. important element of something A major factor in pushing Spain to explore a sea route to Asia was the control of the land route by Italy.

rigid, p. 48 adj. not bending; not flexible European feudalism was a rigid social system that prevented people from rising in society.

Section 2 Spain’s Empire in the Americas 45

About a year later, Cortés returned with a larger force, recapturedTenochtitlán, and then destroyed it. In its place he built Mexico City,the capital of the Spanish colony of New Spain.

Cortés used the same methods to subdue the Aztecs in Mexicothat another conquistador, Francisco Pizarro, used in South America.Pizarro landed on the coast of Peru in 1531 to search for the Incas,who were said to have much gold. In September 1532, he led about170 soldiers through the jungle into the heart of the Inca Empire.Pizarro then took the Inca ruler Atahualpa (ah tuh WAHL puh) pris-oner. Although the Inca people paid a huge ransom to free their ruler,Pizarro executed him anyway. By November 1533, the Spanish haddefeated the leaderless Incas and captured their capital city of Cuzco.

Why the Spanish Were Victorious How could a fewhundred Spanish soldiers defeat Native American armies manytimes their size? Several factors explain the Spaniards’ success. Firstamong these was technology. The Indians’ weapons simply were nomatch for the armor, muskets, and cannons of the Europeans. Inaddition, many of the Spaniards rode horses, which the NativeAmericans had never before seen. Finally, the Native Americanswere divided among themselves. In Peru, a civil war had just ended.In Mexico, many Native Americans hated the Aztecs.

Why were a few Spanish conquistadors able to defeat the larger armies of the Aztecs and Incas?

Vocabulary Builderfactor (FAK tor) n. important element of something

Explore More VideoTo learn more about Spanish exploration in the Americas, view the video.

Spanish ConquistadorsThe Spanish soldiers were outnumbered by the Aztecs and the Incas, yet they were able to easily defeat these empires. Critical Thinking: Explain Problems Some Native Americans sided with the Spanish against the Aztecs and the Incas. What problems might this have caused between the groups after the battle?

Discovery School VideoShow the video Spanish Exploration in the Americas to tell the story of Aztec life before the arrival of the Spanish.

Answers The Spanish had much

bet ter weapons than the Native Ameri-cans, as well as horses, and the Native American groups were very divided.

Explain Problems Answers may differ, but students may say that some Native Americans may have been treated badly by the Aztecs and/or the Incas.

Differentiated Instruction

46 Chapter 2

Spanish Explorers in North Americap. 46

Instruction L2

Have students read Spanish Explorers n

in North America. Remind students to look for the sequence of events.

Ask: n Why did Spanish explorers travel to North America? (They hoped to find gold.)Discuss with students the role that n

infor mation played in the Spanish explora tion of the Americas. See that students understand that information, misinfor mation, and a need for more informa tion played a large role in this explora tion. (The Spanish were motivated to explore by stories about cities of gold, but they suffered greatly when they tried to explore new lands about which they did not have much knowledge.)

Independent PracticeHave students continue to fill in the Study Guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 2, Section 2 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure that they understand the reasons why the Spanish began exploring North America. If stu­dents do not have a good understanding, have them reread the section. Provide assistance as needed.

L3 Advanced Readers L3 Gifted and Talented

Write a Newspaper Article Have stu­dents learn more about Spanish explora­tion of North America and the challenges that explorers faced. Have students write a story about one of the expeditions for a newspaper. Tell them that their story

should be directed toward either a Spanish or a Native American audience. Remind students to use the five W’s: who, what, where, when, and why. Have students share their articles with the class.

46 Chapter 2 Europe Looks Outward

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Ponce de León, 1513

Cabeza de Vaca/Estevanico, 1528–1536

De Soto, 1539–1542

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Spanish Explorers in North AmericaThe Spanish did not limit themselves to the exploration of what

we now call Latin America. In 1513, Juan Ponce de León sailed northfrom Puerto Rico to investigate reports of a large island. He foundbeautiful flowers there, so he named the place La Florida. Ponce deLeón became the first Spaniard to set foot in what is now the UnitedStates.

Exploration along Florida’s west coast began in 1528, when about400 Spaniards landed near the present-day city of St. Petersburg.Finding none of the gold they had hoped for, they marched intonorthern Florida. There, under attack by Native Americans, theybuilt five crude boats and set out to sea. About 80 survivors led byÁlvar Núñez Cabeza de Vaca eventually landed at present-dayGalveston Island on the Texas coast.

Starvation and disease reduced their number to 15 before Indiansenslaved them. Finally, only four—including Cabeza de Vaca andEstevanico, an African slave—remained alive. After six years in

Spanish Explorations in North America

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Spanish conquistadors explored parts of North America in the 1500s.

(a) Read a Map Key List the explorers represented on the map, and briefly describe the area each one explored.

(b) Link Past and Present Based on this map, in what areas of the present-day United States would you expect to find Latino influence strongest?

Answers

(a) Ponce de León–Puerto Rico, the Southeastern United States from Florida to Louisiana; Cabeza de Vaca/Este vanico–western Florida, Texas, Mexico, and New Mexico; De Soto– southeastern United States from the Carolinas to Okla homa; Coronado–New Mexico, Texas, Ari zona, and Kansas (b) the southern United States

History Background

Chapter 2 Section 2 47

Colonizing Spanish Americap. 47

Instruction L2

Have students read Colonizing Spanish n

America. Remind students to look for details that answer the reading check­point question.

Ask: n How did encomiendas affect life in the Spanish colonies? (They not only gave Spanish colonists the right to claim land but also the power to force Native Americans to work the land and pay taxes.)Ask: n Why did the Spanish begin bring ing enslaved Africans to the Americas? (The death toll among Native Americans was so high that there were not enough workers in the colonies.)Discuss how the rigid social system n

helped Spain maintain control over the colonies. (The most powerful people in the colonies were the people who had been born in Spain, so Spanish interests were always represented by the people in power.)Display the transparency The n Encomien-da System to show students the details of Spanish colonization in North America.

Color Transparencies, The Encomienda System

Independent PracticeHave students complete the Study Guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 2, Section 2 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study n

Guide, circulate to make sure that they understand Spanish colonization of North America. If students do not have a good understanding, have them reread the section. Provide assistance as needed.

Tell students to fill in the last column of n

the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

Teaching Resources, Unit 1, Reading Readiness Guide, p. 44

Answer the Southeast and the

South west

Bartolomé de Las Casas Las Casas him self received an encomienda as a reward for joining several expeditions in the Ameri cas. After helping take control of Cuba in 1513, he received a land grant which included the right to demand work from local Native Americans. However, a

year later he gave up his encomienda and began working to improve conditions for Native Americans. In his work Historia de las Indias, published after his death, Las Casas described domination, oppression, and injustice as sins for which Spain would one day be divinely punished.

Section 2 Spain’s Empire in the Americas 47

captivity, they escaped and spent two more years finding theirway to Mexico City. In 1536, eight years after landing in Florida,the four survivors of the 400-man expedition returned to Spanishlands.

In Mexico City, the men related stories they had heard fromNative Americans about seven great cities filled with gold far tothe north. Officials asked the survivors to head an expedition tofind these cities. However, only Estevanico was willing to go. In1539, he led a group into what is now western New Mexico.When Estevanico was killed by Indians, the others returned toMexico City.

The conquistador Francisco Coronado (koh roh NAH doh) setout with about 1,100 Spaniards and Native Americans to find thegolden city. Although he never found the city, he did exploremuch of what is now New Mexico, Arizona, Texas, and Kansas.

While Coronado was trekking through the southwest,Hernando de Soto was searching for riches in today’ssoutheastern United States. De Soto traveled as far north as theCarolinas and as far west as Oklahoma. He died in what is nowLouisiana, in 1542, having found the Mississippi River but nocities of gold.

What regions in the present-day United States did Spaniards explore?

Colonizing Spanish AmericaAt first, Spain let the conquistadors govern the lands they had

conquered. However, this was not successful. In order to control itsnew empire, Spain created a formal system of government to rule itscolonies.

Harsh Life for Native Americans Within Spain’s vastempire, there was little place for Native Americans except as asource of labor. Government officials granted settlers huge tracts ofland to start mines, ranches, and plantations—large farms workedby laborers who live on the property. To help Spanish colonists findneeded workers, the Spanish government granted encomiendas (ehnKOH mee ehn dahz). These were land grants that included the rightto demand labor or taxes from Native Americans. The Spanishforced Native Americans to work in the gold and silver mines. Manydied when the tunnels caved in. Some Spaniards protested this crueltreatment. The priest Bartolomé de Las Casas traveled through NewSpain working for reform. Largely due to Las Casas’s efforts, thegovernment of Spain ordered reform of the encomienda system in themid-1500s.

Like other Europeans in the Americas, the Spanish believed theyhad a duty to convert Native Americans to Christianity. They set upmissions, religious settlements, run by Catholic priests and friars.San Francisco, San Diego, San Antonio, and a number of other U.S.cities got their start as Spanish missions in the 1700s.

Native Americans received harsh treatment from Spaniards.

48 Chapter 2

Section 2 Check Your Progress

1. (a) The Southeastern and Southwestern areas(b) They defeated the empires that exist ed and gathered information about the lands to take back to Spain.

2. (a) He convinced Spain to reform the encomienda system.(b) Possible answer: Their lives were

Assess and Reteach

Assess Progress L2

Have students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 1, Section Quiz, p. 54

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 2, 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.

Interactive Reading and Notetaking Study Guide, Chapter 2, Section 2 (Adapted Version also available.)

Extend L3

Have students conduct research to find out more about the Aztecs, Incas, or other Native American empires. Ask students to create an illustrated brochure about one of them, including such information as the empire’s location, its size, and details about its people. Have volunteers share their brochures with the class.

Progress Monitoring Online

Students may check their comprehen-sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answers

Reading Skill Almost all govern-ment officials came from the peninsulares class, people who were born in Spain. Next were Creoles, colonists born in America of two Spanish parents.

They were forced to pay taxes or work in often dangerous condi tions. probably miserable because they were

forced to work in dangerous conditions.

3. Government officials came from the peninsulares class; Creoles held many important positions in government; mulattos had very little power. These details explain how rigidly the class sys tem worked.

4. Conquistador: a Spanish soldier-adven-turer; someone who explored and con quered the Americas for Spain; planta tion: large farm worked by

laborers who lived on the property; big farm with one owner and many workers; mission: reli gious settlement; an outpost of priests and friars; peninsulares: Spanish colo nists born in Spain; the highest of the social classes in the Spanish colonies

5. (a) Student outlines should describe accurately the section content relating to Spanish colonization in the Americas.(b) Sentences should indicate that de Las Casas wanted to treat the Native Americans fairly and conquistadors wanted to conquer them.

48 Chapter 2 Europe Looks Outward

Section 2 Check Your Progress

The Trade in Humans As the death toll for Native Americanscontinued to rise, Spanish colonists looked across the Atlantic Oceanfor a new source of labor.

In 1517, Spain brought about 4,000 Africans to the Caribbeanislands and forced them to work there. By the middle of the 1500s, theSpaniards were shipping about 2,000 enslaved Africans each year toHispaniola alone. You will read about the growing slave trade inanother chapter.

Society in the Spanish Colonies A rigid social system basedon birthplace and ethnic group developed in the Spanish colonies. Atthe top of the social structure were the peninsulares, Spanish colonistswho had been born in Spain. Almost all government officials camefrom this class. Colonists born in America of two Spanish parents werecalled Creoles. Generally, Creoles also held important positions. Manyof the wealthiest merchants and plantation owners were Creoles.

People of mixed parentage were lower on the social ladder.Mestizos, people of Spanish and Indian heritage, could achieveeconomic success as ranchers, farmers, or merchants. But entranceinto the upper levels of society was impossible for them. Belowmestizos were mulattos—people of Spanish and African heritage.Native Americans and African Americans were held at the bottom ofsociety. This rigid class system helped Spain keep control of itsempire in the Americas for more than 300 years.

How were Native Americans treated under the encomienda system?

Looking Back and Ahead The resentment and tensionscaused by the rigid class system eventually provided the seeds forrevolutions in the early 1800s that ended Spain’s American empire.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mva-1022

Comprehension and Critical Thinking1. (a) Identify What parts of the

North American continent did Spanish conquistadors explore?(b) Apply Information How did the conquistadors help establish the Spanish Empire in the Americas?

2. (a) Identify What was the lasting accomplishment of Bartolomé de Las Casas?(b) Summarize How would you describe the lives of Native Americans in New Spain?

Reading Skill3. Identify Supporting Details

Read the text following the sub-heading “Society in the Spanish Colonies.” Identify three details that support its main idea: A rigid social system, based on birthplace and ethnic group, developed in Spain’s colonies over time. Explain how the details support the main idea.

Key Terms4. Write two definitions for each

of the following key terms: conquistador, plantation, mission,

peninsular. First, write a formal definition for your teacher. Sec-ond, write a casual definition in everyday English for a classmate.

Writing5. (a) Prepare an outline you would

use to write an essay describing the effects of Spanish coloniza-tion in the Americas.(b) Then, write several sentences describing the views of Bartolomé de Las Casas and a conquistador about Spanish rule in the Americas.

Vocabulary Builderrigid (RIH jihd) adj. not bending; not flexible

Identifying Supporting DetailsIdentify two details in

these two paragraphs that support the following main idea: Spain created a formal system of government in America to rule the vast regions it claimed. Explain how the details support the main idea.