Students learn the main characteristics and motivations of the Spanish colonies in the Americas. They are introduced to the practice of encomienda, a forerunner of slavery in the Americas, and they examine how Bartoleme de las Pasas changed his views on this social issue.
Students read an overview of the experience that introduces New Spain and explains that they will learn about Spanish motivations for colonization and the encomienda system. They examine a map showing the extent of New Spain and note that Spanish remains a dominant language in many former colonies. Students then respond to a word cloud prompt by naming U.S. cities or states whose names come from Spanish.
Teacher MovesPresent the lesson objective and briefly introduce New Spain using the map. As students contribute to the word cloud, offer examples of Spanish place names (such as Texas, Florida, and cities beginning with “San”) to build connections between Spanish colonization and present-day geography and language.
Students learn that King Ferdinand and Queen Isabella sponsored early exploration and colonization, then watch the video New Spain to explore key features of Spanish colonies, including regions colonized, religion, interested parties, economic activity, settlement patterns, number of colonists, evangelism, and relationships with Native Americans. As they watch, they complete a graphic organizer alongside the video narrator, using new vocabulary such as mission, conquistador, peninsulare, creole, mestizo, and encomienda.
Teacher MovesGuide students in completing the graphic organizer while the video plays, pausing around 6:40 to review and check their entries before continuing. Highlight how this organizer will be reused in later experiences on French, Dutch, and English colonization to support future comparison and discussion.
Students review that Spanish monarchs were motivated by “God, Glory, and Gold,” then post to a class wall explaining how Spanish colonies reflected each of the three Gs.
Teacher MovesRead student posts and select interesting or exemplary responses to share with the class. Use these examples to clarify that Spain sought to convert Native Americans through missions (God), expand power and prestige through conquest and empire-building (Glory), and gain wealth through control of resources, taxes, and coerced labor (Gold).
Students read background text explaining the encomienda system as a form of slavery in the Spanish colonies and describing how Bartolomé de las Casas shifted from supporting encomienda and African slavery to opposing these practices and working to improve Native lives. They read a brief biography of de las Casas in Bartolomé de las Casas Summary to deepen their understanding, then write a letter from de las Casas’s point of view explaining why he now objects to encomienda and how his views have changed. After posting, students review classmates’ letters and respond to two with a question or positive comment.
Teacher MovesOptionally have students read The New Laws of 1542 beforehand to provide additional context on encomienda and de las Casas’s role in changing Spanish policy. After students write and respond to letters, lead a class discussion about how attitudes toward social issues can change over time, connecting de las Casas’s shift to contemporary issues such as civil rights or environmental concerns. Briefly note that ending encomienda contributed to the rise of the transatlantic slave trade and that slavery in the United States continued until the Civil War.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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