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2
WITNESS HISTORY AUDIO
A Missionary Protests
“ Everything that has happened since the mar-
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
2
Step-by-Step
SECTION Instruction
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 Prepare to Read
Objectives A flood of Spanish settlers and missionaries followed the conquis- Build Background Knowledge L3
• Explain how Spain ruled its empire in the tadors to Spain’s new empire. Wherever they went they estab- Ask students to brainstorm what they
Americas. lished colonies, claiming the land and its people for their king and know about Latin America today, such as
• Analyze the major features of Spanish colonial Church. When there was resistance, the newcomers imposed their languages spoken, ethnic diversity, and so
society and culture. will by force. Over time, however, a new culture emerged that on. Have them infer which of these proba-
• Describe how Portugal and other European reflected European, Native American, and African traditions. bly had their roots in the colonial period.
nations challenged Spanish power.

Terms, People, and Places Ruling the Spanish Empire Set a Purpose L3
viceroy creole By the mid-1500s, Spain claimed a vast empire stretching from ■ WITNESS HISTORY Read the selection
encomienda mestizo California to South America. In time, it divided these lands into aloud or play the audio. Ask How does
Bartolomé de Las Casas mulatto four provinces, including New Spain (Mexico) and Peru. the painting of the mine at Potosí
peon privateer
Governing the Provinces Spain was determined to maintain reinforce Las Casas’s view? (The
peninsulare
strict control over its empire. To achieve this goal, the king set up picture shows the enormous scale of
the Council of the Indies to pass laws for the colonies. He also the silver mines, with humans forced to
Reading Skill: Recognize Sequence Use a appointed viceroys, or representatives who ruled in his name, in labor there like ants.)
flowchart like this one to keep track of the steps each province. Lesser officials and audiencias (ow dee EN see ahs), AUDIO Witness History Audio CD,
the Spanish took to establish an overseas empire. or advisory councils of Spanish settlers, helped the viceroy rule. A Missionary Protests
Add boxes as necessary. The Council of the Indies in Spain closely monitored these colonial
■ Focus Point out the Section Focus
officials to make sure they did not assume too much authority.
Governing Catholic Trade Question and write it on the board.
the empire Church Spreading Christianity To Spain, winning souls for Christian- Tell students to refer to this question
• viceroys • •
• • •
ity was as important as gaining land. The Catholic Church worked as they read. (Answer appears with
with the government to convert Native Americans to Christianity. Section 2 Assessment answers.)
■ Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
Vocabulary Builder
■ Have students read this
Use the information below and the following resources to teach the high-use word from this section. section using the Paragraph Shrinking
Teaching Resources, Unit 3, p. 47; Teaching Resources, Skills Handbook, p. 3 strategy (TE, p. T20). As they read,
have students fill in the flowchart
High-Use Word Definition and Sample Sentence sequencing the steps Spain took to
drastic, p. 478 adj. severe; having a strong effect establish its empire in the Americas.
The drastic reduction of the budget resulted in the cutting of several extra- Reading and Note Taking
curricular classes.
Study Guide, p. 139

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Teach
Ruling the Spanish
Empire
Instruct
■ Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Point out
the black heading Encomienda—A Sys-
tem of Forced Labor and have them
predict what the term drastic will
refer to.
■ Teach Point out that Spain main-
tained 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.
Independent Practice
Viewpoints To help students better
understand the impact of Spanish coloni-
zation on Native Americans, have them
read the selection Two Views of the Treat-
ment of Indians and complete the work-
sheet.
Teaching Resources, Unit 3, p. 50
Monitor Progress
■ As students list facts on the board, cir-
culate to make sure their work is accu-
rate and that they understand the
main ideas of each topic.
■ As students fill in their flowcharts, cir-
culate to make sure they understand
how Spain established its empire. For a
completed version of the flowchart, see
Note Taking Transparencies, 111A
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L3
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 intro-
duced 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 con-
trolled 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 manu-
factured 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 mon-
archs granted the conquistadors encomiendas (en koh mee EN dahs),
the right to demand labor or tribute from Native Americans in a particu-
lar 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 planta-
tions. 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
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.
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 labor-
ers 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. 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
Colonial Society
became skilled artisans, artists, and mechanics. In time, Africans and and Culture L3
their American-born descendants greatly outnumbered European set-
tlers throughout the Americas. In the cities, some enslaved Africans Instruct
earned enough money to buy their freedom. Others resisted slavery by ■ Introduce: Key Terms Have students
rebelling or running away. find and define the key terms (in blue)
What was the encomienda system? peninsulares, creoles, mestizos, and
mulattoes. Ask them to analyze what
the use of such specific terms says
Colonial Society and Culture about Spanish colonial society.
In Spanish America, the mix of diverse peoples gave rise to a new social ■ Teach Discuss the new American cul-
structure. The blending of Native American, African, and European peo-
ture that developed in the Spanish col-
ples and traditions resulted in a culture distinct to the Americas.
onies. Use the Numbered Heads
Cultural Blending Although Spanish culture was dominant in the cit- strategy (TE, p. T23) and ask What did
ies, the blending of diverse traditions changed people’s lives throughout Spanish, Native American, and
the Americas. Settlers learned Native American styles of building, ate African cultures contribute to the
foods native to the Americas, and traveled in Indian-style canoes. Indian new American culture? (Spanish:
artistic styles influenced the newcomers. At the same time, Europeans architecture, universities, painting and
taught their religion to Native Americans. They also introduced animals, poetry, livestock, religion; Native Ameri-
especially the horse, thereby transforming the lives of many Native A Spanish Cathedral
A group of Tzotzil Maya women gather in can: styles of building, food, means of
Americans. Africans contributed to this cultural mix with their farming travel; African: farming methods and
front of the Cathedral of San Cristóbal in
methods, cooking styles, and crops. African drama, dance, and song Chiapas, Mexico. The church was originally crops, cooking styles, drama, dance,
heightened Christian services. In Cuba, Haiti, and elsewhere, Africans built in 1528. How can you tell that the song, religion) Do you think that the
forged new religions that blended African and Christian beliefs. church is a vital part of life in the town?
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 stu-
dents 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.)

Independent Practice
Have students choose one of the groups
discussed in the text under Colonial Soci-
ety 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 educat-
ing 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 them-
selves who, with their social restrictions, perpetuated
the ignorance of women.
Monitor Progress
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.

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Beyond the Spanish
Empire
Instruct
■ Introduce Point out the quote by
Francis I under the heading Challeng-
ing 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 ques-
tion 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.
Independent Practice
Have students begin filling
in the Venn diagram showing the similar-
ities and differences between the Spanish
and Portuguese empires in the Americas.
Reading and Note Taking
Study Guide, p. 139
Monitor Progress
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 ver-
sion of the Venn diagram, see
Note Taking Transparencies, 111B
Answers
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
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L3
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 Portuguese
empire empire
Solutions for All Learners
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, 1570 1650 Mulatto and
White 1.3% White 6.3% mestizo 5.7%
and mestizo
2.5% Black 6.9%
Native American Native American
96.2% 81.1%
SOURCE: Spain and Portugal in the New World, Lyle N. McAlister
A Layered Society Spanish colonial society was made up of distinct
social classes. At the top were peninsulares, (peh neen soo LAH rayz) peo-
ple 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 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 her-
self 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?
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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, Assess Progress L3
Portugal claimed its empire in the east, Brazil.
■ Have students complete the Section
Settling Brazil As in the Spanish empire, the Native Assessment.
Americans who lived in Brazil—the Tupian Indians—
had been largely wiped out by disease. In the 1530s, ■ Administer the Section Quiz.
Portugal began to issue grants of land to Portuguese Teaching Resources, Unit 3, p. 43
nobles, who agreed to develop the land and share prof-
its with the crown. Landowners sent settlers to build ■ To further assess student under-
towns, plantations, and churches. standing, use
Smuggling Brazilwood
Unlike Spain’s American colonies, Brazil offered no instant wealth from Progress Monitoring Transparencies, 63
A panel carved from brazilwood in the
silver or gold. However, early settlers cut and exported brazilwood. The Por- 1550s shows French privateers illegally
tuguese named the colony after this wood, which was used to produce a cutting Portuguese brazilwood and storing it Reteach
valuable dye. Soon they turned to plantation agriculture and raising cattle. on their boats.
If students need more instruction, have
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
them read the section summary.
Spanish America, a new culture emerged in Brazil that blended European, Reading and Note Taking L3
Native American, and African elements. Study Guide, p. 140
Challenging Portugal and Spain In the 1500s, the wealth of the Adapted Reading and L1 L2
Americas helped make Spain the most powerful country in Europe, with
Note Taking Study Guide, p. 140
Portugal not far behind. The jealous English and Dutch shared the resent-
ment 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.”
Spanish Reading and L2
To get around those countries’ strict control over colonial trade, smug-
Note Taking Study Guide, p. 140
glers traded illegally with Portuguese and Spanish colonists. In the Carib-
bean and elsewhere, Dutch, English, and French pirates preyed on treasure Extend L4
ships from the Americas. Some pirates, called privateers, even operated See this Chapter’s Professional Develop-
with the approval of European governments. Other European explorers con- ment pages for the Extend Online activity.
tinued to sail the coasts of the Americas, hunting for gold and other trea-
sure, as well as a northwest passage to Asia.
What was Brazil’s economy based on?
Answer

2 Progress Monitoring Online

For: Self-quiz with vocabulary practice
Web Code: naa-1521
the cutting and exportation of brazilwood,
plantation agriculture, and cattle ranching

Terms, People, and Places
1. Place each of the key terms at the
beginning of the section into one of the
following categories: culture, govern-
ment, 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 colo-
nies 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 Euro-
pean 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 differ-
ent. A graphic organizer can help you out-
line similarities and differences. Choose
two people, places, or events from the sec-
tion. 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 Euro-
pean blood at the top.
5. Similar: imposing their will on Native
Americans by force, using slave labor,
developing new, blended cultures. Differ-
ent: Spain’s empire included mineral
wealth, while Portugal’s American empire
relied on agriculture, cattle, and timber.
6. They wanted to check Spain and Portu-
gal’s growing wealth and power.
● Writing About History
Responses should show an understanding of
how Venn diagrams work, by grouping con-
trasting 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