Mr. Borrero

Evander Childs High School

Global History 3

Webquest

Social and Economic Injustice

In Spain’s American Colonies’

Introduction:

From the 16^th to the early 19^th Centuries, Spain’s American colonies were not allowed to conduct trade with each other or any other countries. Under a system known as Mercantilism, Spanish colonies like Cuba, Santo Domingo, Puerto Rico and Perú could only export raw materials such as sugar cane, tobacco, indigo, etc. at cheap prices to Spain while importing finished goods such as rum, cigars, tools, etc. at expensive prices from the Spanish Crown. Under these conditions, the Spanish crown drained the potential wealth of its American colonies. A rigid class system based on race was created in the Spanish colonies that upheld the commercial monopoly held by the Spanish Crown. At the top of the class system were Spain’s representatives, known as Peninsulares, who usually held the top military, religious and judicial positions. Then came the Creoles, who were usually the sons and grandchildren of Peninsulares born in the Americas and who owned large farms (Plantations/haciendas), mines or were wholesale merchants. Under the creoles were two groups of mixed-blood people, mulattos (of European and African origin) and mestizos (of European and Native American origin) who were usually artisans (skilled laborers) or small farmers. The lowest two classes were composed of Native Americans and Africans, who were usually slaves. This situation led to the serious problems of economic injustice and social injustice in Spain’s American colonies.

It is 1810 and you have just been elected to the Spanish Cortés (the newly formed ‘liberal’ Parliament formed to oust the French-imposed king from Spain) You are a delegate of the American colonies. You are going to investigate the social and economic problems that exist in the Spanish American colonies during the early 19^th Century. In an address to the Cortés you will advocate on behalf of the Spanish American colonies for policy solutions to these economic and social problems. It is your job to convince the ruling Spanish mercantile elite that that ar real social problem exists and public policies need to be changed. Good luck !

Task

In a two page, type-written letter to be read to the whole Cortés you should describe the economic and social problems that have developed in Spain’s American colonies. In your letter you will use the GHPPA to analyze how the commercial monopoly and class structure imposed by Spain on its American colonies impacted each social class from the creoles down to Native American and African slaves. You will also explain why Nationalist (Independence) movements resulted as a policy response to these problems within Spain’s colonies. Your letter should be double-spaced. You may also include additional pictures, graphics, tables, etc. to enhance your presentation. Remember to include a separate title page that includes your name, teacher’s name and class number.

Process

In groups of two and three, you will research the websites below to obtain information about life in Spain’s colonies. The GHPPA will guide you along 5 easy steps in order to be able identify the problems that existed in Spain’s colonies, gather evidence related to these problems, determine the causes of the problems, evaluate the policy for solving them, and finally comparing this policy with other similar situations. Read EACH section of the GHPPA before completing worksheets. They will explain each step in the GHPPA

To start this process, simply click onto the LINKS below each step below and answer the questions.

Step one: Identifying the problem

Start by clicking on: http://www.maxwell.syr.edu/plegal/PPA/worksheet1gh.doc to define the problems that existed in Spain’s American colonies.

Step two: Gathering evidence

Use the worksheet at: http://www.maxwell.syr.edu/plegal/PPA/worksheet2gh.doc to help you gather the evidence related to economic injustice and social inequity in Spain’s American colonies. You should then visit the following websites to obtain evidence of these problems:

1. http://www.danfrench.com/jtanski/colonial_legacy.htm - For data on the social structure of Spain’s American colonies
2. http://campus.northpark.edu/history/WebChron/Americas/DelasCasas.html Why Bartolome de las Casas opposed Indian Slavery in Spain’s Colonies
3. http://www.vanderbilt.edu/AnS/Anthro/Anth210/maps_of_colonial_latin_america.htm Maps of Spain’s colonies
4. http://encarta.msn.com/encnet/refpages/RefMedia.aspx?refid=461545298&artrefid=761576293&pn=3&sec=-1 – Latin American Independence Timeline
5. http://www.emory.edu/COLLEGE/CULPEPER/BAKEWELL/texts/jamaica-letter.html Simón Bolívar’s famous Jamaican Letter outlining why he opposed the Spanish Crown and what kind of government he favored
6. http://www.as.ua.edu/history/nv20dec6.htm Case Study of the struggle for Mexican Independence

Step three: Determine the causes of the problem

On the worksheet located at: http://www.maxwell.syr.edu/plegal/PPA/worksheet3gh.doc document the causes of the problems of economic injustice and social inequity in Spain’s American colonies.

Step four: Evaluate policy

Various social classes in Spain’s American colonies pushed for political reforms to address the problems of economic injustice and social inequity. The most obvious ‘Policy Response’ was to wage nationalist struggles for political independence. These Independence Movements, though led by the Creoles, included members of all social classes. Using the worksheet at: http://www.maxwell.syr.edu/plegal/PPA/worksheet4gh.doc evaluate the Creole-led policy of struggling for independence. You should point out any differences between the motives and interests of the Creoles and the other social classes that supported independence movements. (A good source of information on these differences can be found at: http://www.janus.umd.edu/Feb2001/Sor01/Meisel.doc ) You should also consider how you might advocate a different kind of policy response to deal with economic injustice and social inequity.

Step five: Do a comparative analysis

Finally, compare the policy of nationalism (political independence) as a means of solving the problems of economic injustice and social inequity in Spain’s American colonies with another case of economic injustice and social inequity that you have learned about in Global History. Some examples you may consider are: The French Revolution, the Slave revolts in ancient Greece and Rome, the American Revolution, etc. (You are not limited to these suggestions) Use the following worksheet to help you do a comparative analysis: http://www.maxwell.syr.edu/plegal/PPA/worksheet5gh.doc .

You will use the information gathered on the worksheets to complete the web quest “task”.

You will use the resources listed below and print material to research the social problem and complete the GHPPA steps.

Resources:

In order to obtain information for your project, visit the following websites:

Maps of Spain’s American colonies

http://www.vanderbilt.edu/AnS/Anthro/Anth210/maps_of_colonial_latin_america.htm

****Impact of Spanish colonialism in the Americas

http://www.danfrench.com/jtanski/colonial_legacy2.htm

****Information on the population of the Spanish American Colonies

http://www.bartleby.com/67/908.html

**Images of different social classes in the Spanish American colonies

http://history.smsu.edu/jchuchiak/HST%20350--Theme%2021--Castas--INTRO--Caste_system_in_colonial_latin_a.htm

http://history.smsu.edu/jchuchiak/HSt%20350--Theme%2021--Connection_between_race_and_occu.htm

**Economic conditions and trade in the Spanish American Colonies

http://www.bartleby.com/67/911.html

Rebellions in the Spanish American Colonies

http://www.bartleby.com/67/913.html

****Causes of Latin American Independence

http://www.as.ua.edu/history/nv20dec6.htm

http://www.bartleby.com/67/1643.html

****On the conflicts between the Creoles and the Mestizos, Mulattos and slaves

http://www.janus.umd.edu/Feb2001/Sor01/Meisel.doc

****Sample essay on Latin American independence

http://www.wowessays.com/dbase/ae4/smr251.shtml

Timeline of LA independence http://encarta.msn.com/encnet/refpages/RefMedia.aspx?refid=461545298&artrefid=761576293&pn=3&sec=-1

Latin America after Independence

http://www.bartleby.com/67/1657.html

You may also try some general search engines like:

www.Yahoo.com

www.Teoma.com

www.Google.com

Click on the following pictures for more graphics depicting social classes in Spain’s American colonies:

Mestizo women Mestizo

Mulatto woman Mulatto child

Native American and African Slaves

Click on an Independence leader for biographical information:

Simón Bolívar José Antonio de Sucre

José de San Martín Miguel Hidalgo

Evaluation:

Each delegate will be graded according to the following simple table:

Performance	Needs Improvement 1	Satisfactory 2	Good 3	Excellent 4
Completion of Worksheets 1 – 5 related to the Process (Fully understood the social problem, its causes, and public policy that arose from it)
Completion of a two-page type-written letter to the Cortés (Comprehensively analyzed the social problem existing in the colonies as well as its impact on different social classes, explained the policy solution, and evaluated this solution by comparing it with other historical examples)
Oral Presentation (Communicated facts and ideas clearly, enhanced presentation with visuals)

A= 10-12 POINTS B=7-9 POINTS C= 4-6 POINTS F=BELOW 3

Standards

IN CONFORMANCE WITH SOCIAL STUDIES STANDARDS, STUDENTS WILL:

1. use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

2. study of the major social, political, cultural, and religious developments in world history while learning about the important roles and contributions of individuals and groups.

3. use the skills of historical analysis to explain the importance of historical evidence, and understand the concepts of change and continuity over time.

IN COMFORMANCE WITH ELA STANDARDS, STUDENTS WILL,

1. read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

2. read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Conclusion:

At the end of this project, you should be able to demonstrate an understanding of the social and economic causes of the Latin American Independence movements. You should also be familiar with how Spanish colonialism impacted the various social classes that developed in Latin America in different ways as well as the major figures during the period of nationalist struggle. In addition, you should be able to make connections to policy solutions (nationalism/political revolution) arising from similar conditions throughout history as well as today. Finally, you should have ‘predicted’ the social problems and economic challenges that the newly independent countries of Latin America would face. These might serve in the future as a starting point for a new Webquest!!!