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In 1588, King Philip II of Spain sent an armada (a fleet of ships) to collect his army from the Netherlands, where they were fighting, and take them to invade England. This was done in the name of religion, because England had become Protestant and no longer accepted the Pope as the head of the Church; Spain was Catholic and the Pope had encouraged Philip to try to make England become Catholic again. He also had a political reason to go to war with England because Spain ruled the Netherlands, but the people there were rebelling against Spanish control and England had been helping them. The English were worried about the threat of invasion and they attacked the Spanish ships as they sailed along the Channel, but the Armada was so strong that most of the ships reached Calais safely. The Armada was difficult to attack because it sailed in a ‘crescent’ shape. While the Armada tried to get in touch with the Spanish army, the English ships attacked fiercely. However, an important reason why the English were able to defeat the Armada was that the wind blew the Spanish ships northwards. To many English people this proved that God wanted them to win and there were pictures and medals made to celebrate this fact. Use this lesson to work with original documents which tell the story of England and the invasion of the Spanish Armada. TasksBackground
When Mary I died in 1558, England and Spain were allies in a war against France. As the war ended, Philip II of Spain wanted to stay on good terms with the new queen, Elizabeth I, and even suggested that they marry but Elizabeth politely refused. However, Elizabeth also wanted to stay friends with Spain because there was an alliance between Scotland and France – a situation which was very dangerous for her. Until Elizabeth married and had children, the next in line for the throne was her relative, Mary Stuart, the Queen of Scotland. Many Catholics believed Henry VIII’s marriage to Anne Boleyn had not been not lawful, which meant Elizabeth should not be queen at all and Mary, Queen of Scots, should take over immediately. To make matters worse, Mary was going to marry the French prince, so it was possible that French and Scottish armies would invade England to make Mary queen. Luckily for Elizabeth, Philip did not want to see France becoming so powerful and he was willing to protect her, even though she made England Protestant again. When Philip had to deal with a rebellion in the Netherlands, it was even more important to him to be on good terms with England because his ships had to sail along the English Channel. However, England felt some sympathy with the people in the Netherlands because one of the reasons they were rebelling against Spain was that some of them wanted to be Protestant. On top of this, there was a lot of anger among English sailors and traders because Philip would not let other countries share in the wealth that had been found in the areas Spain controlled in Central and South America. Meanwhile, England was less threatened because Mary, Queen of Scots’ husband had died, which ended the link with France and she had returned to Scotland. Also, two groups in France were fighting for control, which meant there was far less danger to England. By the 1580s, the two countries were clearly enemies and Spain was supporting attempts to make England Catholic again. Plans for an invasion began in 1585 but had to be delayed when Francis Drake burned some ships and destroyed lots of water barrels. Drake called this ‘singeing the King of Spain’s beard’ (burning the edges), but it wasn’t enough to prevent the Armada which was ready to sail in 1588. Teachers' notesStudents are introduced to a range of different original documents. The first is an extract from a letter giving details of the progress of the Spanish Armada from Lord Howard of Effingham, the Admiral of the English fleet and a letter from John Hawkins, a sea captain and one of the earliest English people to be involved in the Transatlantic Slave trade and was later funded by Elizabeth I. He was knighted for his service in the fleet against the Spanish invasion. The final source is an extract from a Spanish captain’s account of the events. He had survived after being shipwrecked on the Irish coast and was then interrogated by the English. All documents are provided with transcripts and simplified transcripts will be added. Students can work through the questions individually or in pairs and report back to the class. If you are using these documents with Key stage 2 for work on Significant Events it suggested that you limit the size of the extracts again and introduce some visual sources relating to Armada. You could also carry out some of these activities: Activities for Key stage 2 1. Hold a Privy Council meeting to give Elizabeth advice on:
2. Draw of list items which could be included in a painting of Elizabeth intended to commemorate the English victory and explain the symbolism of each item. This could then be compared with Elizabeth I’s Armada portrait by George Gower. This video explains the portrait. 3. Draw a strip cartoon showing at least four key events, e.g. :
4. After this defeat, when fewer than half the ships managed to get back to Spain, why did Philip send other ‘armadas’ against England? 5. As the English troops waited at Tilbury to fight against an invasion, Elizabeth made a famous speech in which she said that even though she was a ‘weak and feeble woman’, the fact that she was the ruler of England made her strong. What did she mean by this? Do you think a female ruler would have been at a disadvantage if the invasion had taken place? 6. Find the text of Elizabeth’s speech at Tilbury and put it your own words External linksFind more detail on the Spanish Armada here: The first visual representations of the defeat of the Spanish Armada. The maps are a set of ten ink and watercolour drawings: Connections to curriculumKey stage 2 Significant Event: Invasion of Spanish Armada; Significant People, Elizabeth I Key stage 3 The Elizabethan religious settlement and conflict with Catholics (including Scotland, Spain and Ireland)Key stage 4 Edexcel GCSE History: Early Elizabethan England, 1558–88: The Armada OCR GCSE History: The Elizabethans, 1580–1603: the Armada and war with Spain Back to top
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Copyright National Humanities Center, 2015 Lesson ContentsFirst contact experiences on Hispaniola included brutal interactions between the Spanish and the Native Americans. Conquistadors subjugated populations primarily to garner personal economic wealth, and Natives little understood the nature of the conquest. As early as 1522 Bartolome de Las Casas worked to denounce these activities on political, economic, moral, and religious grounds by chronicling the actions of the conquistadors for the Spanish court.
Bartolome de Las Casas, A Brief Account of the Destruction of the Indies. Text TypeBook excerpt, Literary nonfiction. Text ComplexityGrade 11-CCR complexity band. For more information on text complexity see these resources from achievethecore.org. In the Text Analysis section, Tier 2 vocabulary words are defined in pop-ups, and Tier 3 words are explained in brackets. Click here for standards and skills for this lesson. Teacher’s NoteUsing excerpts from A Brief Account of the Destruction of the Indies, published in 1552, students will explore in this lesson how Bartolome de Las Casas (1484–1566) argued for more humane treatment of Native Americans in the Spanish New World colonies. In the first excerpt students will look at the author’s general description of the actions of the Spanish on Hispaniola, home to the Taino Indians. In the next three excerpts students will investigate the Spanish presence in a specific Hispaniola kingdom, Magua. De Las Casas argued to the Spanish King that his agents, the conquistadors, were brutalizing native peoples and that those actions were destroying the Spanish as well as the natives. A Brief Account details extremely graphic interactions between the Taino and the Spanish, but by strategic excerption this lesson works to temper the more sensational descriptions of atrocities while remaining true to the tone of the original text. This lesson approaches American first contacts by reminding students that the exploration of the Americas involved brutal invasions with economic rather than religious objectives uppermost in the minds of the conquistadors. The New World inhabitants little understood the goals of the invaders and were not able to launch a successful defense. The events related in this lesson occurred mainly during the reigns of Ferdinand II of Aragon (1452–1516) and Isabella I of Castile (1451–1504). Their marriage in 1469 marked the uniting of Spain through a joint reign, although both Aragon and Castile maintained independent political, economic and social identities. De Las Casas occasionally refers to the Spanish as “Castilian.” This lesson is divided into two parts, both accessible below. In addition to close reading questions, interactive exercises and an optional followup lesson accompany the text. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and the follow-up assignment. The student’s version, an interactive PDF, contains all of the above except the responses to the close reading questions and the follow-up assignment.
BackgroundBackground Questions
In this lesson you will explore excerpts from one of the first written accounts of interactions between Spanish conquistadors and Native Americans. The first passage describes Hispaniola, the Caribbean island that today includes Haiti and the Dominican Republic. One of the islands explored during his first voyage in 1492, Columbus found there the self-sufficient Taino tribe, numbering up to 3 million people by some estimates. The following passages detail interactions between Spanish conquistadors and the Taino. Why did the Spanish land in Hispaniola? In brief, they explored for “God, Gold, and Glory.” King Ferdinand and Queen Isabella, known as the “Catholic Monarchs,” sought to centralize Spain as a Catholic stronghold. Religious passions spread widely after Spain had driven Moors and Jews out of the Iberian Peninsula in 1492, and the Pope issued a decree in 1493 exhorting Spain to spread the Catholic faith into new lands. In addition, Pope Alexander VI granted to Spain any new world territory not already claimed by a Christian prince, and these newly discovered lands offered wide opportunities to convert to Christianity large numbers of “heathens.” In order to understand the Spanish hunger for gold in the 16th century, one must recognize the Spanish treasure fleet system. Spain at this time had a strong navy but no real industry within the country, and so she had to buy all her goods from other nations, making gold and silver very important. To help fund their naval and colonial activities in the midst of competition with Portugal, the Spanish King and Queen financed Columbus’s voyages to search for trade routes and fresh sources of gold and silver through new colonies. The New World gold and silver mines became the largest source of precious metals in the world, and Spain passed laws that colonists could trade only with Spanish ships in order to keep the gold and silver flowing through Spain. The large flow of treasure to Spain from the capture of the Aztecs (1517), the Incas (1534), and Mexico (1545) sharpened the appetite for gold and silver in Hispaniola. Columbus was soon followed by other explorers seeking glory for themselves as well as for Spain, including Bartolome de Las Casas (1484–1566), author of this text. Las Casas knew Christopher Columbus — his father and brother went with Columbus on his second voyage, and Bartolome edited Columbus’s travel journals. The Spanish King awarded de Las Casas and his family an encomienda, a plantation that included the slave labor of the Indians who lived on it, but after witnessing the brutality of other Spanish explorers to the local tribes, Bartolome gave it up. He became a Dominican priest, spending the rest of his life writing, speaking and encouraging the Christian conversion of the North American natives by peaceful rather than military means. De Las Casas started a mission in Guatemala and wrote several accounts, aimed at the king and queen and members of the royal court, that sought to expose the brutal methods of the conquistadors and persuade Spanish officials to protect the Indians. The excerpts in this lesson are from probably the best known of those accounts, A Brief Account of the Destruction of the Indies, published in 1552. What were the effects of his work? While the Pope had granted Spain sovereignty over the New World, de Las Casas argued that the property rights and rights to their own labor still belonged to the native peoples. Natives were subjects of the Spanish crown, and to treat them as less than human violated the laws of God, nature, and Spain. He told King Ferdinand that in 1515 scores of natives were being slaughtered by avaricious conquistadors without having been converted. He sought to protect the souls of Spain and the conquistadors against divine retribution for the destruction of the native populations by awakening the moral indignation of Christian men to counter the growing tide of barbarism. Between 1513 and 1543 Spain issued several laws attempting to regulate the encomienda system and protect native populations, but enforcement was haphazard and the subjugation of the native populations was already a fact. Nonetheless, through his self-proclaimed goal of bearing witness to the savagery of the Europeans against the simply civility of the indigenous peoples, de Las Casas became characterized as the conscience of Spanish exploration. If the immediate impact of his work was marginal, the long-term influence would be substantial. In the passages excerpted here and throughout A Brief Account, de Las Casas repeatedly asserts that he witnessed the events he is describing and thus bases his argument on the authority of his first-hand testimony. This practice makes his work an early example of empiricism, the idea that arguments and conclusions should be based upon observable fact. Unquestioned today, in the 1500s this was a new concept, for at that time people held that the proof of an argument should be based on the interpretation of texts rather than the concrete experience of an eye witness. De Las Casas’ book describes events he witnessed on the island of Hispaniola. As your read these excerpts think about what the Indian kingdoms were like when the Spanish arrived. How did the Indians initially respond to the Spanish? How did the Spanish respond to the Indians? How does the fact that de Las Casas was an eyewitness to these events lend authority to this account? Text AnalysisExcerpt 1
1. What did the Spanish do to the Natives? 2. How would you characterize the Spanish treatment of the natives? 3. How did the Natives come to characterize the Spanish? Why? 4. What does this characterization tell us about the original perception of the Natives regarding the Spanish? 5. How did the Natives respond to the Spanish cruelty? 6. How did the Natives respond to the Spanish violence against them? What were the results? 7. Once the Spaniards realized that the Indians were resisting, what did they do? 8. What tone does de Las Casas create in this excerpt? How does he create that tone? Cite evidence from the text. 9. How does de Las Casas portray the natives in this passage? Cite evidence from the text. 10. How does this portrayal advance de Las Casas’s argument? In this excerpt de Las Casas speaks of the beginning of Spanish atrocities on the island of Hispaniola. Pay attention to how the Spaniards viewed the inhabitants of Hispaniola, to how the Natives originally viewed the Spanish, and to how the Natives’ perceptions changed. (1) In this Isle, which, as we have said, the Spaniards first attempted, the bloody slaughter and destruction of Men first began: for they violently forced away Women and Children to make them Slaves, and ill-treated them, consuming and wasting their Food, which they had purchased with great sweat, toil, and yet remained dissatisfied too,… (2) and one individual Spaniard consumed more Victuals in one day, than would serve to maintain Three Families a Month, every one consisting of Ten Persons. (3) Now being oppressed by such evil usage, and afflicted with such greate Torments and violent Entertainment [treatment] they began to understand that such Men as those had not their Mission from Heaven; and therefore some of them conceal’d their Provisions and others to their Wives and Children in lurking holes, but some, to avoid the obdurate and dreadful temper of such a Nation, sought their Refuge on the craggy tops of Mountains; for the Spaniards did not only entertain them with Cuffs, Blows, and wicked Cudgelling, but laid violent hands also on the [Taino] Governours of Cities… (4) From which time they began to consider by what wayes and means they might expel the Spaniards out of their Countrey, and immediately took up Arms. (5) But, good God, what Arms, do you imagine? Namely such, both Offensive and Defensive, as resemble Reeds wherewith Boys sport with one another, more than Manly Arms and Weapons. (6) Which the Spaniards no sooner perceived, but they, mounted on generous Steeds, well weapon’d with Lances and Swords, begin to exercise their bloody Butcheries and Strategems, and overrunning their Cities and Towns, spar’d no Age, or Sex…. Excerpt 2
11. How many kingdoms were located on the island of Hispaniola? 12. Describe the Kingdom of Magua. What does its name mean? How large is it in square miles? 13. In what ways does de Las Casas compare Magua with Europe? What is the effect of the comparison? 14. In this description, what would be the most important detail for the Spanish King and Queen? Why? 15. What is the effect of de Las Casas providing such a detailed geographic description of the kingdom in this excerpt? 16. In excerpt 1 de Las Casas speaks of Hispaniola overall. In this excerpt he speaks of Magua, a specific kingdom on Hispaniola. What is the effect of shifting his eye witness account from the overall island to a specific kingdom on the island? In this excerpt de Las Casas describes one of the kingdoms of Hispaniola, Magua, and gives eye witness descriptions of the kingdom’s geography. Why would he go into such detail? How does this paradisiacal description contrast with the violence of excerpt 1? (7) This Isle of Hispaniola was made up of Six of their greatest Kingdoms, and as many most Puissant Kings, to whose Empire almost all the other Lords, whose Number was infinite, did pay their Allegiance. (8) One of these Kingdoms was called Magua, signifying a Campaign or open Country; which is very observable, if any place in the Universe deserves taking notice of, and memorable for the pleasantness of its Situation; (9) for it is extended from South to North Eighty Miles, in breadth Five, Eight, and in some parts Ten Miles in length; and is on all sides inclosed with the highest Mountains; above Thirty Thousand Rivers, and Rivulets water her Coasts, Twelve of which prodigious Number do not yield in all in magnitude to those famous Rivers, the Eber, Duer, and Guadalquivir*; (10) and all those Rivers which have their Source or Spring from the Mountains lying Westerly, the number [of rivers] whereof is Twenty Thousand are very rich in Mines of Gold; on which Mountain lies the Province of rich Mines, whence the exquisite Gold of Twenty Four Caracts* weight, takes denomination [is identified there]. Notes: Guadalquivir is the second longest river in Spain. Duero is the third longest river in the Iberian peninsula. Ebre is the second longest river in the Iberian peninsula. Twenty Four Caracts (karat) gold is pure gold, containing no other elements. Excerpt 3
17. Describe Guarionex’s kingdom, including its political structure. Why does de Las Casas describe it as he does? 18. De Las Casas describes King Guarionex as courageous, even tempered, obedient, and moral. What is the effect of this description? 19. What relationship did King Guarionex have with Spain? How did he prove this relationship? 20. Why was the king unable to continue the full measure of gold tribute? 21. Rather than large gold tributes, what alternative for making money did King Guarionex (the Caiu) offer in sentence 16? 22. According to de Las Casas, even at a reduced tribute how much gold could the Spanish King expect to receive each year? 23. If the Taino subjects “understood not the practical use of digging in Golden Mines,” what does that imply about the value of gold in the Taino culture? De Las Casas describes the relationship between the Taino and the Spanish. What was that relationship? From this account, how did the Taino value gold? (11) The King and Lord of this Kingdom was named Guarionex, who governed within the Compass of his Dominions so many Vassals and Potent Lords, that every one of them was able to bring into the Field Sixteen Thousand Soldiers for the service of Guarionex their Supream Lord and Soverain, when summoned thereunto. (12) Some of which I was acquainted with. (13) This was a most Obedient Prince, endued with great Courage and Morality, naturally of a Pacifick Temper, and most devoted to the service of the Castilian* Kings. (14) This King commanded and ordered his Subjects, that every one of those Lords under his Jurisdiction, should present him with a Bell full of Gold; (15) but in succeeding times, being unable to perform it, they were commanded to cut it in two, and fill one part therewith, for the Inhabitants of this Isle were altogether inexperienced, and unskilful in Mine-works, and the digging Gold out of them. (16) This Caiu [Guarionex] proferred his Service to the King of Castile, on this Condition, that he [Guarinoex] would take care, that those Lands should be cultivated and manur’d, wherein, during the reign of Isabella, Queen of Castile, the Spaniards first set footing and fixed their Residence, extending in length even to Santo Domingo, the space of Fifty Miles. (17) For he declar’d (nor was it a Fallacie, but an absolute Truth,) that his Subjects understood not the practical use of digging in Golden Mines. (18) To which promises he had readily and voluntarily condescended, to my own certain knowledge, and so by this means, the King would have received the Annual Revenue of Three Millions of Spanish Crowns, and upward, there being at that very time in that Island Fifty Cities more ample and spacious than Sevil it self in Spain. Note: Castilian – Spanish Castile, even though technically united with Aragon in 1469, retained a separate political identity until 1516. Excerpt 4
24. How did the Spanish react when King Guarionex reduced the gold tribute? 25. Based on the Spanish reaction, what can you infer about how they view Guarionex, a king? Why? 26. How did King Guarionex respond to the Spanish? 27. How did the Spanish respond to King Guarionex’s actions? 28. What happened to the ship? How did de Las Casas see this as divine (God-given) justice? 29. The Spanish kings considered themselves champions of Christendom during this time, with a special responsibility to spread the Gospel and remain in God’s graces. What is the implication of sentence 24, “Thus it pleased God to revenge their enormous impieties?” 30. According to de Las Casas what was the true motivation of the Spanish explorers? 31. If you were a king or queen of Spain who sent the conquistadors to the New World to Christianize natives and ship back gold and silver to Spain, how would you respond to the story detailed here by de Las Casas? Why? Review the central points of the textual analysis. In this excerpt, the Spanish violently respond to the Taino attempt to reduce the gold tribute. De Las Casas relates God-given justice to the atrocities of the Spanish, and reveals the true motivations of the conquistadors. (19) But what returns by way of Remuneration and Reward did they make this so Clement and Benign Monarch, can you imagine, no other but this? (20) They put the greatest Indignity upon him imaginable in the person of his Consort who was violated by a Spanish Captain altogether unworthy of the Name of Christian. (21) He might indeed probably expect to meet with a convenient time and opportunity of revenging this Ingominy so unjuriously thrown upon him by preparing Military Forces to attaque him, but he rather chose to abscond in the Province De los Ciquayos (wherein a Puissant Vassal and subject of his Ruled) devested of his Estate and Kingdom, and there live and dye an exile. (22) But the Spaniards receiving certain information, that he had absented himself, connived no longer at his Concealment but raised War against him, who had received them with so great humanity and kindness, and having first laid waste and desolate the whole Region, at last found, and took him Prisoner, who being bound in Fetters was convey’d on board of a ship in order to his transfretation [transportation] to Castile, as a Captive: (23) but the Vessel perished in the Voyage, wherewith many Spaniards were also lost, as well as a great weight of Gold, among which there was a prodigious Ingot of Gold, resembling a large Loaf of Bread, weighing 3600 Crowns; (24) Thus it pleased God to revenge their enormous impieties. …. (25) The Spaniards first set Sail to America, not for the Honour of God, or as Persons moved and merited thereunto by servent Zeal to the True Faith, nor to promote the Salvation of their Neighbours, nor to serve the King, as they falsely boast and pretend to do, but in truth, only stimulated and goaded on by insatiable Avarice and Ambition, that they might for ever Domineer, Command, and Tyrannize over the West-Indians, whose Kingdoms they hoped to divide and distribute among themselves. (26) Which to deal candidly in no more or less intentionally, than by all these indirect wayes to disappoint and expel the Kings of Castile out of those Dominions and Territories, that they themselves having usurped the Supreme and Regal Empire, might first challenge it as their Right, and then possess and enjoy it. Follow-Up AssignmentPeople in positions of power or influence will sometimes change negative behaviors if these behaviors are made public. De Las Casas hoped that by making the actions of the conquistadors well-known he could bring pressure upon them to change their treatment of the Natives. Choose an example from history or current events where this principle has been applied, either successfully or unsuccessfully. You might investigate Helen Hunt Jackson (Century of Dishonor), Martin Luther King, Jr. (Montgomery Bus Boycott or other protests), the Arab Spring (2010–2012), issues from local, state, or national politics, or other topics as directed by your teacher. In what ways did making an action or actions known to the public change the situation? What were the effects of these changes (or lack of changes)? Once you have finished your research, design a PowerPoint slide, a Prezi, an Animoto, or other technological presentation as directed by your teacher that displays your research. Share your information with your classmates. Vocabulary Pop-Ups
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