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Lesson Plans
World Civilizations: The Global Experience ©2001
by Stearns, Adas, Schwartz, and Gilbert
Focus Lesson 12
Chapter 25: "Early Latin America"
AP* Course Description
Major Developments
- Change in global interactions, trade, and technology
- Knowledge of major empires and other political units and social systems
- Aztec, Inca, Portugal, Spain
- Territorial and commercial aspects of the above
- Diverse interpretations
- What are the debates about the timing and extent of European predominance in the world economy?
Key Components
- Instructor's Manual:
Chapter 25, pp. 182–191 - Study Guide, Vol. II:
Chapter 25, pp. 31–41 - Test Bank:
Chapter 25, pp. 320–333
Key Web Sites Listed in the Student Text
Given the changing nature of the Internet, you may wish to preview these sites.
- Chapter 25: p. 607
Key Words and Terms
- encomienda
- Hernán Cortés
- encomendero
- consulado
- José de Galvez
- Pedro De Valdiva
- haciendas
- Recopilación
- peninsulares
- Tupac Amaru
- Bartolomé de Las Casas
- Francisco Vásquez de Coronado
- Comunero revolt
- capitancies
- Creoles
- audiencia
- Francisco Pizarro
- Huancavelica
- sociedad de castas
- Casa de Contratración
- Potosí
- galleons
- Minas Gerais
- Marguqis of Pombal
- Hispaniola
- New Spain
- mita
- Treaty of Tordesillas
- Rio de Janeiro
- War of the Spanish Succession
Suggested Pacing
Allow one week to teach Chapter 25. Note that the Acorn book indicates that students should know the "importance of European exploration but not individual explorers."
Test Strategy
In writing an essay, whether it is during the year or for the actual AP* exam, students must be comfortable with the rubric against which they will be graded. As they write, it is essential that they not only answer the question well, based on good writing standards, but that they understand the specific criteria for which the AP* readers will be looking. If students do not meet the basic standards, they will not score in the upper range (7–9). It is, therefore, essential that as the AP* teacher you know the specific standards for the current year's exam by attending an AP* workshop (one-day, two-day, or week-long) and getting current information from the College Board Web site or from the Acorn book (the course description). To familiarize students with the standards, have them do peer "grading" on assigned essays throughout the year.
Key Concepts
- Colonization policies
This chapter makes an interesting comment about the difference between the Russian czars' selective westernization policy and the enforced acculturation of Mesoamericans and Andean peoples by Spain and Portugal. This subject might prove an interesting one to pursue with students. Have them refer back to earlier cultures they have studied to see whether conquerors always impose their own ways on those they come to dominate. - Mercantilism
At this time you might introduce mercantilism, an economic theory that had a wide-ranging impact on the peoples of the world. Its execution affected the economies of all nations involved, as well as developments in politics, society, culture, and religious beliefs over time. Understanding of the theory of mercantilism and its political and social ramifications is important to understanding Europe in the 18th century. Prior to this time, European conflict was focused on religious issues, a remnant of the Reformation. By the 18th century, however, European nations were looking outward and had begun to create empires. Now nation-states came into conflict with one another over territorial possessions and the right to trade with one another's colonies.
Summing Up Student Understanding
Introduce the use of graphic organizers as a study tool. Have students create a graphic organizer to help them identify the difference and similarities between Spanish and Portuguese colonization efforts in the Americas. Draw two intersecting circles on the board and label one circle "Spanish Efforts" and label the other "Portuguese Efforts." In the center where the two circles intersect, students are to list the similarities between the two nations' efforts at colonization. To list their differences, students should draw lines out from each circle and draw smaller circles at the end of each line. In these smaller circles, students should list the dissimilar ways that Spain and Portugal set up and run their colonies.
ADDITIONAL RESOURCES
You might also find these additional readings useful to develop students' background knowledge or for DBQ activities:
- The Global Experience, Vol. II, edited by Schwartz, Wimmer, and Wolfe—Chapters 14, 15, and 16
- Documents in World History, Vol. II, edited by Stearns, Gosch, and Grieshaber—Section One