Conquest of the New World part I
Emphasis is placed on the American Indian as the backbone of Mesoamerica. Discuss the Conquest of the New World to help students understand the slave system of the fifteenth century and other races and their influences on slave trade. Place emphasis on the slave trade of the Indians and Africans by the Spanish and Portuguese, first, and then other Europeans, and the effect the slave trade had on the Indians.
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I.
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Before the lesson begins, on the blackboard write down these vocabulary words. It would be to the advantage of the students if these words are copied out and given to them either one class ahead or in the beginning of class.
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Slash-and-burn
Shifting
fire
villages
weeding
agriculture
Mayan
primitive
tribes
planting
harvesting
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II.
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Have students say the words one time before beginning the discussion. Have them tell what they already know about each one. Reinforce their knowledge with the facts.
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When the Europeans came to the New World (North America) American Indians lived in villages, and communities that Europeans called “tribes.” Some were hunters; other were agriculturists and lived off the land. They depended upon the labor of women for planting, weeding and harvesting. Men cleared and burned the underbrush which is the process known as “slash-and-burn.” “Shifting” or “fire” agriculture is known to have been used by the Mayan. They devoted time to hunting and fishing during the rest of the year.
Racial and cultural mixtures have always happened in history, but after Columbus’ enterprise, mixture became a clear consequence of the European profit-making undertaking. The New World was richly endowed with fertile soils, a wide range of climates, and reserves of precious metals. “The Conquest of Mexico” was the capture of native labor (Harris 1964, 11).
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III.
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Have students take out the maps from lesson one and trace the expedition of the Spanish along the coasts of Mexico and North and South America and the Caribbean Islands. Discuss as you go.
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Europeans found it impossible to put the lowland Indians to work, except under a system of direct slavery. They were put to work on the production of plantation crops to produce agriculture, industrial and mineral products for the benefit of their invaders (Harris 1964, 12).
The Spanish thought the lowland Indians were good for slave labor and justified the forced labor by claiming them as heathens and cannibals. During the last days of the fifteenth century and the first decades of the sixteenth century slave expeditions came to the Caribbean Islands and along the coasts of Mexico and North and South America (Harris 1964, 12).
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IV.
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Bring into class Indian headbands and choose several students to act out the next part. Headbands can be made from construction paper and can even have a feather or two attached. Play authentic Indian music in order to give this factual story flavor. Also, use a “Tom-Tom” drum or any other drum you may have available and allow students to take turns drumming. This will add a sense of drama and rhythm.
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In the Caribbean the native slavery was doomed because of the cruelty and harshness of it. Added to this, there was a relatively small population (1,000,000±), in comparison with populations on the continent. They died by the thousands while in labor. Many committed suicide, while others disappeared into the forests. The Indians lacked immunity against Europeans and African diseases such as measles, smallpox and respiratory infections. By the end of the seventeenth century, practically the entire Indian population of the Caribbean had been wiped out. As the supply of lowland Indian slaves diminished, the Portuguese and lowland Spanish colonists took Africans for their labor force (Harris 1964, 13).
MATERIALS NEEDED
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1.
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Blackboard and chalk.
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2.
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Copies of the vocabulary for students to keep.
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3.
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Maps from lesson one.
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4.
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Indian headbands made of construction paper.
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5.
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Tape player.
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6.
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Authentic Indian music on tape.
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7.
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“Tom-Tom” drum or other Indian type rhythm instruments.
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