CHAPTER 2 • SECTION 3
S
1
Plan & Prepare
CTIO
3
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Reading for Understanding
Key Ideas
Objectives
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
• Explain how Spain organized its empire
and colonies
European powers faced conflict and
tension as they competed for riches in
North America.
Native Americans’ lives were transformed
as Spain grew rich from its new empire.
• Describe the role of the Church in the
Spanish colonies
• Identify the effects of the Columbian
Exchange
Vocabulary
TERMS & NAMES
BACKGROUND VOCABULARY
encomienda grant of Native American labor
plantation large farm that raises cash crops
hacienda large farm or estate
export to send abroad for trade or sale
mission settlement created by the Spanish
church in order to convert Native Americans to
Christianity
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “How did
Europeans transform life in the Americas?”
Bartolomé de Las Casas Spaniard who
fought for Native American rights
Columbian Exchange transfer of plants,
animals and diseases between the Western
and Eastern hemispheres
Vocabulary
Best Practices Toolkit
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Vocabulary Strategies, TT9–TT16
Visual Vocabulary Mission
Reading Strategy
Re-create the diagram shown at
right. As you read and respond
to the KEY QUESTIONS, use the
diagram to note important details
that support the main idea of this
section.
See Skillbuilder Handbook, page R4.
MAIN IDEA AND DETAILS
Spanish Colonies
New Spain and
______
Reading Strategy
Best Practices Toolkit
Display the Main Idea and Details
transparency.
• Remind students that finding main ideas
means noting the most important points
in a segment of text.
Land and
______
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
40 Chapter 2
PRETEACHING VOCABULARY
• Model filling in the main ideas using the
subheads throughout this section.
English Learners
Inclusion
• Have students suggest entries. Remind
them that vocabulary terms and names
are sometimes details that support a
main idea.
Pronounce and Preview
Add to Definitions
Pronounce each term for students.
Review the meanings of words within
definitions, such as grant, estate, and
transfer.
Read each term and its definition
aloud. Have students find the terms in
the section and discuss the context in
which they appear. Then have students
review each term and its definition for
themselves, adding details, examples,
or clarifications to the definitions based
on what they learned from the term’s
context. Model this activity before
assigning it.
• Display the graphic organizer for students
to review.
Main Idea and Details, TT34
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 1 Resource Book
• Building Background Vocabulary,
p. 92
• Vocabulary Practice, p. 91
40 • Chapter 2
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CHAPTER 2 • SECTION 3
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The Spanish and
Native Americans
One American’s Story
2
3-Minute Warm-Up
Write on the board or display the transparency:
• True or False? If false, correct the statement to
make it true:
“After the defeat of the Spanish Armada, Spain
was no longer a world power.”
(False; Spain was still a world power.)
Unit 1 Transparency Book
• 3-Minute Warm-Ups, TT6
Guamán Poma de Ayala, a Peruvian Native American,
wrote to King Philip III of Spain in the early 1600s. He
described the treatment of Native Americans at the hands
of the Spanish.
One American’s Story
PRIMARY SOURCE
“
More About . . .
It is their [the Spanish] practice to collect Indians into
groups and send them to forced labor without wages,
while they themselves receive the payment.
—Guamán Poma, Letter to a King
Focus & Motivate
Guamán Poma de Ayala
”
Poma de Ayala’s letter to King Philip III was
actually a 1,200-page work that took him
20 to 30 years to complete.
In his letter, Poma de Ayala asked the king to help the
Native Americans and uphold the rule of law in Peru. If
the king actually read the letter, it made no difference.
Spanish colonists continued to mistreat Native Americans
as the Spanish Empire expanded in the Americas.
Unit 1 Resource Book
• Active Citizenship, pp. 129–130
Spanish Colonies in the Americas
KEY QUESTION How did Spain draw wealth from its new lands?
The Spanish Empire grew rapidly, despite competition from other European
countries. Eventually, Spain controlled much of the Americas. Spain took
several steps to establish an effective colonial government. It also transformed the landscape and reorganized societies throughout the Americas.
A Spanish missionary
forces a Native American
woman to work at a
loom.
3 Teach
Spanish Colonies in the
Americas
Reader, Recorder, Reporter
Organizing the Empire First, Spain divided its American empire into two
• How did Spain provide food and transportation
for its colonists? (grants of land; forced Native
Americans to work; built roads across empire)
provinces called New Spain and Peru. Each province was called a viceroyalty. The
top official of each viceroyalty, called the viceroy, ruled in the king’s name.
The Spanish also built new roads to transport people and goods across the
empire. These roads stretched outward from the capitals at Mexico City and
Lima. The roads helped Spain control the colonies by allowing soldiers to
• Main Idea and Details Why was sugar
such an important crop? (It was popular in
Europe, but there was no place to grow it.)
European Exploration of the Americas 41
SECTION 3 PROGRAM RESOURCES
ON LEVEL
Unit 1 Resource Book
• Reading Study Guide, p. 63
• Section Quiz, p. 111
STRUGGLING READERS
Unit 1 Resource Book
• RSG with Additional Support, p. 71
• Building Background Vocabulary,
p. 92
• Section Quiz, p. 111
• Reteaching Activity, p. 115
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 1 Resource Book
• RSG (Spanish), p. 79
• RSG with Additional Support
(Spanish), p. 87
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 1 Resource Book
• RSG with Additional Support, p. 71
• Section Quiz, p. 111
• Reteaching Activity, p. 115
GIFTED & TALENTED
Unit 1 Resource Book
• Section Quiz, p. 111
PRE-AP
Unit 1 Resource Book
• Primary and Secondary Sources,
p. 102
• Active Citizenship, p. 129
TECHNOLOGY
Unit 1 Transparency Book
• 3-Minute Warm-Ups, TT6
• Fine Art, TT7
• Geography, TT8
• Cause-and-Effect Chapter
Summary, TT9
• Essential Question Graphic, TT10
Daily Test Practice Transparencies
• Chapter 2, Section 3, TT6
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 41