compare the first citizens account of conditions of salary with Las casas's account of the native people.

Explanation:

Using 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.

the influence of charles louis de secondant , baton montesquieu.