2
2
SE C
CT I O
ON
N
S
Section
Step-by-Step Instruction
Review and Preview
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.
”
Students have learned about new
con­tacts between peoples of the Eastern
and Western hemispheres during the
Age of Exploration. Now students will
focus on Spain’s early success at establishing col­onies in the Americas.
—Hernando de Soto, Spanish explorer
and conqueror, report on
expedition to Florida, 1539
�
Section Focus Question
Spain’s Empire in the Americas
How 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.)
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.
Prepare to Read
Build Background
Knowledge
n
n
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.
L2
Key Terms and People
Read each statement in the Reading
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
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.
44 Chapter 2
conquistador
Hernando Cortés
Moctezuma
plantation
encomienda
Why It Matters Even though Columbus never realized
that he had reached a region previously unknown to Europeans, his voyages gave Spain a head start on its European
rivals in colonizing the Americas.
Section Focus Question: How did Spain establish an
empire in the Americas?
Spanish Conquistadors
By 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 explore
and conquer a world unknown to them. They hoped for
riches and glory for themselves and for Spain.
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
Hernando de Soto
Bartolomé de Las
Casas
mission
peninsular
Cortés and Pizarro In 1519, conquistador Hernando
Cortés sailed from Cuba to Mexico with more than
500 soldiers. The first Native Americans he met presented
him with gifts of gold.
On November 8, 1519, Cortés marched into the Aztec
capital city of Tenochtitlán. As the Spaniards moved closer
to 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) (also
spelled Montezuma) met with Cortés and tried to get him to
leave by offering him gold. The gold had the opposite effect.
Cortés took Moctezuma hostage and claimed all of Mexico
for Spain. However, the Aztecs soon rebelled and forced the
Spaniards to flee.
44 Chapter 2 Europe Looks Outward
Differentiated Instruction
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
vari­ous 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.
About a year later, Cortés returned with a larger force, recaptured
Tenochtitlán, 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 Mexico
that 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 about
170 soldiers through the jungle into the heart of the Inca Empire.
Pizarro then took the Inca ruler Atahualpa (ah tuh WAHL puh) prisoner. Although the Inca people paid a huge ransom to free their ruler,
Pizarro executed him anyway. By November 1533, the Spanish had
defeated the leaderless Incas and captured their capital city of Cuzco.
Teach
Spanish Conquistadors
p. 44
Instruction
n
Why were a few Spanish conquistadors able to
defeat the larger armies of the Aztecs and Incas?
High-Use Words Before teaching this
Vocabulary Builder
factor (FAK tor) n. important
section, preteach the High-Use Words
factor and rigid before reading, using
the strategy on TE p. T21.
Key Terms Have students continue
fill­ing in the See It–Remember It chart
for the Key Terms in this chapter.
element of something
n
Why the Spanish Were Victorious How could a few
hundred Spanish soldiers defeat Native American armies many
times their size? Several factors explain the Spaniards’ success. First
among these was technology. The Indians’ weapons simply were no
match for the armor, muskets, and cannons of the Europeans. In
addition, many of the Spaniards rode horses, which the Native
Americans had never before seen. Finally, the Native Americans
were divided among themselves. In Peru, a civil war had just ended.
In Mexico, many Native Americans hated the Aztecs.
L2
Spanish Conquistadors
The 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?
n
n
Have students read Spanish Conquista­
dors using the Structured Silent Reading
strategy (TE, p. T22).
Ask students: Why did some Native
Americans join the Spanish against the
Aztecs? (The ruling Aztecs treated them
unfairly.)
Discuss the ways that technology
con­tributed 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 Practice
Have students begin to fill in the Study
Guide for this section.
Explore More Video
To learn more about Spanish
exploration in the Americas,
view the video.
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 how the conquistadors helped
Spain gain territory in the Americas.
Pro­vide assistance as needed.
Discovery School Video
Section 2 Spain’s Empire in the Americas 45
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.
Show 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
bet­ter weapons than the Native Americans, 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.
Chapter 2 45
Spanish Explorers in
North America
Spanish Explorations
in North America
p. 46
De Soto, 1539–1542
Coronado, 1540–1547
.
R
an
0 km
sas
500
0 miles
500
Azimuthal Equal-Area Projection
R.
W
60°
C olo
Ask: Why did Spanish explorers travel
to North America? (They hoped to find
gold.)
Discuss with students the role that
infor­mation played in the Spanish
explora­tion of the Americas. See that
students understand that information,
misinfor­mation, and a need for more
informa­tion played a large role in this
explora­tion. (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.)
o
rad
k
30°N
Flo
R
a
io
Gr
PACIFIC
OCEAN
an
de
N
W
CUBA
¡
E
Hispaniola
Compostela
Caribbean Sea
70°W
80°W
90°W
100°W
S
Gulf of Mexico
110°W
20°N
ATLANTIC
OCEAN
ri d
n
Cabeza de Vaca/Estevanico, 1528–1536
Ar
n
NORTH AMERICA
Have students read Spanish Explorers
in North America. Remind students to
look for the sequence of events.
120°W
n
40°N
L2
Ponce de León, 1513
R.
pi
ip
Instruction
KEY
Mi
ssi
ss
Spanish conquistadors explored parts of North America in the 1500s.
Independent Practice
(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?
Have 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.)
For: Interactive map
Visit: PHSchool.com
Web Code: mvp-1022
Spanish Explorers in North America
Monitor Progress
The Spanish did not limit themselves to the exploration of what
we now call Latin America. In 1513, Juan Ponce de León sailed north
from Puerto Rico to investigate reports of a large island. He found
beautiful flowers there, so he named the place La Florida. Ponce de
León became the first Spaniard to set foot in what is now the United
States.
Exploration along Florida’s west coast began in 1528, when about
400 Spaniards landed near the present-day city of St. Petersburg.
Finding none of the gold they had hoped for, they marched into
northern Florida. There, under attack by Native Americans, they
built five crude boats and set out to sea. About 80 survivors led by
Álvar Núñez Cabeza de Vaca eventually landed at present-day
Galveston Island on the Texas coast.
Starvation and disease reduced their number to 15 before Indians
enslaved them. Finally, only four—including Cabeza de Vaca and
Estevanico, an African slave—remained alive. After six years in
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 stu­
dents do not have a good understanding,
have them reread the section. Provide
assistance as needed.
46 Chapter 2 Europe Looks Outward
Answers
(a) Ponce de León–Puerto
Rico, the Southeastern United States from
Florida to Louisiana; Cabeza de Vaca/
Este­vanico–western Florida, Texas,
Mexico, and New Mexico; De Soto–
southeastern United States from the
Carolinas to Okla­homa; Coronado–New
Mexico, Texas, Ari­zona, and Kansas (b) the
southern United States
46 Chapter 2
Differentiated Instruction
L3
Advanced Readers
L3
Gifted and Talented
Write a Newspaper Article Have stu­
dents learn more about Spanish explora­
tion 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.
Colonizing Spanish
America
captivity, they escaped and spent two more years finding their
way to Mexico City. In 1536, eight years after landing in Florida,
the four survivors of the 400-man expedition returned to Spanish
lands.
In Mexico City, the men related stories they had heard from
Native Americans about seven great cities filled with gold far to
the north. Officials asked the survivors to head an expedition to
find these cities. However, only Estevanico was willing to go. In
1539, he led a group into what is now western New Mexico.
When Estevanico was killed by Indians, the others returned to
Mexico City.
The conquistador Francisco Coronado (koh roh NAH doh) set
out with about 1,100 Spaniards and Native Americans to find the
golden city. Although he never found the city, he did explore
much 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’s
southeastern United States. De Soto traveled as far north as the
Carolinas and as far west as Oklahoma. He died in what is now
Louisiana, in 1542, having found the Mississippi River but no
cities of gold.
p. 47
Instruction
n
n
n
Native Americans received harsh
treatment from Spaniards.
What regions in the present-day United States did
Spaniards explore?
n
Colonizing Spanish America
At first, Spain let the conquistadors govern the lands they had
conquered. However, this was not successful. In order to control its
new empire, Spain created a formal system of government to rule its
colonies.
Harsh Life for Native Americans Within Spain’s vast
empire, there was little place for Native Americans except as a
source of labor. Government officials granted settlers huge tracts of
land to start mines, ranches, and plantations—large farms worked
by laborers who live on the property. To help Spanish colonists find
needed workers, the Spanish government granted encomiendas (ehn
KOH mee ehn dahz). These were land grants that included the right
to demand labor or taxes from Native Americans. The Spanish
forced Native Americans to work in the gold and silver mines. Many
died when the tunnels caved in. Some Spaniards protested this cruel
treatment. The priest Bartolomé de Las Casas traveled through New
Spain working for reform. Largely due to Las Casas’s efforts, the
government of Spain ordered reform of the encomienda system in the
mid-1500s.
Like other Europeans in the Americas, the Spanish believed they
had a duty to convert Native Americans to Christianity. They set up
missions, 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.
n
Bartolomé de Las Casas Las Casas
him­self received an encomienda as a reward
for joining several expeditions in the
Ameri­cas. 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
Ask: 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: Why did the Spanish begin
bring­ing 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
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 Encomienda System to show students the details
of Spanish colonization in North
America.
Independent Practice
Have students complete the Study Guide
for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 2,
Section 2 (Adapted Version also available.)
Monitor Progress
n
n
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.
Have students read Colonizing Spanish
America. Remind students to look for
details that answer the reading check­
point question.
Color Transparencies, The Encomienda
System
Section 2 Spain’s Empire in the Americas 47
History Background
L2
As students fill in the Notetaking Study
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
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
South­west
the Southeast and the
Chapter 2 Section 2 47
The Trade in Humans As the death toll for Native Americans
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.
Vocabulary Builder
rigid (RIH jihd) adj. not bending;
not flexible
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
Identify 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.
Society in the Spanish Colonies A rigid social system based
on birthplace and ethnic group developed in the Spanish colonies. At
the top of the social structure were the peninsulares, Spanish colonists
who had been born in Spain. Almost all government officials came
from this class. Colonists born in America of two Spanish parents were
called Creoles. Generally, Creoles also held important positions. Many
of 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 achieve
economic success as ranchers, farmers, or merchants. But entrance
into the upper levels of society was impossible for them. Below
mestizos were mulattos—people of Spanish and African heritage.
Native Americans and African Americans were held at the bottom of
society. This rigid class system helped Spain keep control of its
empire in the Americas for more than 300 years.
How were Native Americans treated under the
encomienda system?
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 comprehension 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
­condi­tions.
Section
Identifying
Supporting Details
continued to rise, Spanish colonists looked across the Atlantic Ocean
for a new source of labor.
In 1517, Spain brought about 4,000 Africans to the Caribbean
islands and forced them to work there. By the middle of the 1500s, the
Spaniards were shipping about 2,000 enslaved Africans each year to
Hispaniola alone. You will read about the growing slave trade in
another chapter.
2 Check Your Progress
1. (a) The Southeastern and Southwestern
areas
(b)They defeated the empires that
exist­ed 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
48 Chapter 2
Looking Back and Ahead The resentment and tensions
caused by the rigid class system eventually provided the seeds for
revolutions in the early 1800s that ended Spain’s American empire.
Section 2
Check Your Progress
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mva-1022
Comprehension
and Critical Thinking
Reading Skill
peninsular. First, write a formal
definition for your teacher. Sec3. Identify Supporting Details
ond, write a casual definition in
Read the text following the sub1. (a) Identify What parts of the
everyday English for a classmate.
heading “Society in the Spanish
North American continent did
Colonies.” Identify three details
Spanish conquistadors explore?
that support its main idea: A rigid Writing
(b) Apply Information How did
social system, based on birthplace 5. (a) Prepare an outline you would
the conquistadors help establish
and ethnic group, developed in Spain’s
use to write an essay describing
the Spanish Empire in the
colonies over time. Explain how the
the effects of Spanish colonizaAmericas?
details support the main idea.
tion in the Americas.
2. (a) Identify What was the lasting
(b) Then, write several sentences
accomplishment of Bartolomé
Key Terms
describing the views of Bartolomé
de Las Casas?
4. Write two definitions for each
de Las Casas and a conquistador
(b) Summarize How would
of the following key terms:
about Spanish rule in the Americas.
you describe the lives of Native
conquistador, plantation, mission,
Americans in New Spain?
48 Chapter 2 Europe Looks Outward
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
sys­tem worked.
4. Conquistador: a Spanish soldier-adven­
turer; someone who explored and
con­quered the Americas for Spain;
planta­tion: large farm worked by
laborers who lived on the property; big
farm with one owner and many workers;
mission: reli­gious settlement; an outpost
of priests and friars; peninsulares: Spanish
colo­nists 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.