Chapter 24: Latin American Independence PDF

LESSON PLAN 1 Arc de Triomphe, Paris, France Claude Monet, Poppies OBJECTIVES Latin American Peoples...

LESSON PLAN 1 Arc de Triomphe, Paris, France Claude Monet, Poppies OBJECTIVES Latin American Peoples Identify the elements of colonial society that caused unrest in Latin America. Explain how Haiti won independence. Win Independence Describe the activities of Bolívar, San MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES Martín, Native Americans, and mestizos in liberation events. REVOLUTION Spurred by Sixteen of today’s Latin peninsulare José de San Martín discontent and Enlightenment American nations gained their creole Miguel Hidalgo Describe Brazil’s peaceful liberation. ideas, peoples in Latin America independence at this time. mulatto José María Morelos fought colonial rule. Simón Bolívar FOCUS & MOTIVATE During the colonial period, most people SETTING THE STAGE The successful American Revolution, the French Revolution, and the Enlightenment changed ideas about who should control had few rights or opportunities. Ask government. Ideas of liberty, equality, and democratic rule found their way students, Have you ever felt that way? across the seas to European colonies. In Latin America, most of the population Describe your feelings. (Possible Answers: resented the domination of European colonial powers. The time seemed right for Yes; anger, humiliation, determination) the people who lived there to sweep away old colonial masters and gain control of the land. INSTRUCT Colonial Society Divided TAKING NOTES Colonial Society Divided Clarifying Identify details In Latin American colonial society, class dictated people’s place in society about Latin American and jobs. At the top of Spanish-American society were the peninsulares independence movements. Critical Thinking (peh neen soo LAH rehs), people who had been born in Spain, which is on the Wh Who Wh Where Why could only peninsulares hold the Iberian peninsula. They formed a tiny percentage of the population. Only penin- sulares could hold high office in Spanish colonial government. Creoles, highest offices? (more trustworthy since Spaniards born in Latin America, were below the peninsulares in rank. Creoles When Why they were born in Spain) could not hold high-level political office, but they could rise as officers in How did the Spanish feel about Indians? (least important people) The Divisions in Spanish Colonial Society, 1789 In-Depth Resources: Unit 5 Mestizos (7.3%) Africans (6.4%) 1,034,000 902,000 Guided Reading, p. 73 (also in Spanish) Mulattos (7.6%) 1,072,000 SKILLBUILDER Answers 1. Clarifying Indians and Europeans Peninsulares and EUROPEANS {Creoles (22.9%) 3,223,000 2. Making Inferences creoles Total 14,091,000 Indians (55.8%) Source: Colonial Spanish America, TEST-TAKING RESOURCES 7,860,000 by Leslie Bethell Test Generator CD-ROM SKILLBUILDER: Interpreting Graphs Strategies for Test Preparation 1. Clarifying Which two groups made up the vast majority of the population in Spanish America? Test Practice Transparencies, TT89 2. Making Inferences Of the Europeans, which group—peninsulares or creoles—probably made up a larger percentage? Online Test Practice Nationalist Revolutions Sweep the West 681 SECTION 1 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 5 In-Depth Resources: Unit 5 Guided Reading, p. 73 Guided Reading, p. 73 eEdition CD-ROM Skillbuilder Practice: Hypothesizing, p. 78 Building Vocabulary, p. 77 Voices from the Past Audio CD History Makers: Simón Bolívar, p. 88 Reteaching Activity, p. 91 Power Presentations CD-ROM Formal Assessment Reading Study Guide, p. 227 World Art and Cultures Transparencies Section Quiz, p. 381 Reading Study Guide Audio CD AT52 Father Miguel Hidalgo Crowns Mexico Electronic Library of Primary Sources ENGLISH LEARNERS GIFTED AND TALENTED STUDENTS Patterns of Interaction Video Series In-Depth Resources in Spanish In-Depth Resources: Unit 5 Revolutions in Latin America and South Africa Guided Reading, p. 168 Primary Source: from Proclamation of 1813, p. 81 classzone.com Skillbuilder Practice: Hypothesizing, p. 172 Literature: from All Souls’ Rising, p. 85 Reading Study Guide (Spanish), p. 227 Electronic Library of Primary Sources Reading Study Guide Audio CD (Spanish) Teacher’s Edition 681 CHAPTER 24 Section 1 Spanish colonial armies. Together these two groups controlled land, wealth, and power in the Spanish colonies. Below the peninsulares and creoles came the mestizos, persons of mixed European and Indian ancestry. Next were the mulattos, persons of mixed European and African ancestry, and enslaved Africans. Indians were at the bottom Revolutions in the Americas of the social ladder. Critical Thinking Revolutions in the Americas How did the American Revolution By the late 1700s, colonists in Latin America, already aware of Enlightenment inspire the slaves of Saint Domingue ideas, were electrified by the news of the American and French Revolutions. The to revolt? (Possible Answer: The slaves success of the American Revolution encouraged them to try to gain freedom from thought if the American colonists could their European masters. win freedom, then they could also.) Revolution in Haiti The French colony called Saint Domingue was the first Latin How could just 30,000 French troops American territory to free itself from European rule. The colony, now known as force Toussaint and his army of 100,000 Haiti, occupied the western third of the island of Hispaniola in the Caribbean Sea. Nearly 500,000 enslaved Africans worked on French plantations, and they out- to halt the revolution? (Possible numbered their masters dramatically. White masters used brutal methods to terror- Answer: They were better equipped ize them and keep them powerless. and trained.) While the French Revolution was taking place, oppressed people in the French colony of Haiti rose up against their French masters. In August 1791, 100,000 ▼ Toussaint enslaved Africans rose in revolt. A leader soon emerged, Toussaint L’Ouverture Creoles Lead Independence L’Ouverture led enslaved Africans in (too SAN loo vair TOOR). Formerly enslaved, Toussaint was unfamiliar with mili- tary and diplomatic matters. Even so, he rose to become a skilled general and a revolt against the diplomat. By 1801, Toussaint had taken control of the entire island and freed all the Critical Thinking French that ended slavery and resulted enslaved Africans. From the view of the colonial powers, in the new nation In January 1802, 30,000 French troops landed in Saint Domingue to why were the creoles the most of Haiti. remove Toussaint from power. In May, Toussaint agreed to halt the revolu- dangerous part of the population? tion if the French would end slavery. Despite the agreement, the French soon (well-educated, trained as accused him of planning another uprising. They seized him and sent him to soldiers, wealthy) a prison in the French Alps, where he died in April 1803. What factors caused the revolution Haiti’s Independence Toussaint’s lieutenant, Jean-Jacques Dessalines in Latin America? (Possible Answer: (zhahn ZHAHK day sah LEEN), took up the fight for freedom. On January Creole discontent over privileges of 1, 1804, General Dessalines declared the colony an independent country. It was the first black colony to free itself from European control. Dessalines the peninsulares; Enlightenment ideas; called the country Haiti, which in the language of the Arawak natives meant Napoleon’s takeover) “mountainous land.” A. Possible Answer Creoles Lead Independence The French Revolution inspired Tip for Gifted and Talented Even though they could not hold high public office, creoles were the least Latin Americans; Students oppressed of those born in Latin America. They were also the best educated. the Haitians In fact, many wealthy young creoles traveled to Europe for their education. rebelled against the Toussaint L’Ouverture was one of the In Europe, they read about and adopted Enlightenment ideas. When they French when they most fascinating leaders of a liberation returned to Latin America, they brought ideas of revolution with them. were least able to respond. movement. A complex, mysterious man, Napoleon’s conquest of Spain in 1808 triggered revolts in the Spanish he was also a brilliant general. Ask stu- colonies. Removing Spain’s King Ferdinand VII, Napoleon made his brother dents to read the excerpt from All Souls’ Joseph king of Spain. Many creoles might have supported a Spanish king. Recognizing Effects Rising, a novel about Haiti’s liberation. However, they felt no loyalty to a king imposed by the French. Creoles, recall- How did the ing Locke’s idea of the consent of the governed, argued that when the real king French Revolution In-Depth Resources: Unit 5 was removed, power shifted to the people. In 1810, rebellion broke out in sev- affect the colonists Literature: from All Souls’ Rising, p. 85 eral parts of Latin America. The drive toward independence had begun. in the Americas? 682 Chapter 24 Name ______________________________________________________________ Date ______________________ CHAPTER 24 Section 1 (pages 681–686) TERMS AND NAMES DIFFERENTIATING INSTRUCTION: STRUGGLING READERS peninsulares Latin Americans born Latin American Peoples in Spain creoles Spaniards born in Latin America Win Independence mulattos Africans or people of mixed European and African ancestry Simón Bolívar Leader of Venezuelan BEFORE YOU READ independence movement In the last section, you read about revolution and the José de San Martín Leader who Understanding Class Structure Congress of Vienna. helped win independence for Chile and Argentina In this section, you will learn how Latin American countries Miguel Hidalgo Priest who began got their independence. the revolt against Spanish rule in Mexico AS YOU READ José Morelos Leader of the Mexican Use the time line below to take notes on when each revolt after Hidalgo was defeated country got its independence. Class Time 15 minutes up each group. If students need additional help, use 1804 Haiti declares its independence 1818 1822 Task Creating a graphic representation of class structure Reading Study Guide, p. 227. 1816 1821 Purpose To clarify understanding of class structure in Colonial Society Divided (pages 681–682) Revolutions in the Americas colonial Latin America Peninsulares What classes existed in Latin American society? (page 682) Where in Latin America was © McDougal Littell Inc. All rights reserved. In Latin America, society was divided into six class- independence first declared? es of people. Peninsulares—those born in Spain— In the early 1800s, colonial peoples in Latin were at the top. Next were creoles, or Spaniards America fought for independence. The French Instructions Draw a blank diagram on the chalkboard like Creoles who had been born in Latin America. Below them were mestizos. Mestizos had mixed European and Indian ancestry. Next were mulattos, with mixed colony of Saint Domingue was the first Latin American colony to fight for independence. Almost all of the people who lived in the European and African ancestry, and then Africans. French colony were slaves of African origin. In the one shown. Then guide a discussion of the hierarchy At the bottom were Indians. 1. Which groups of society were of European ancestry? 1791, about 100,000 of them rose in revolt. Toussaint L’Ouverture, a former slave, became their leader. In 1802 Napoleon sent troops to the of social classes in Latin America during the colonial Mestizos island to end the rebellion. They failed. In 1804, the colony declared its independence as Haiti. 2. How did Haiti become independent? period. Have students create their own diagrams and Mulattos CHAPTER 24 NATIONALIST REVOLUTIONS SWEEP THE WEST 227 complete them by writing the names of each class in the Reading Study Guide correct box. You might extend the activity by having stu- Africans dents add the percentages of the population that make Indians 682 Chapter 24  CHAPTER 24 Section 1 Simó́n Bolívar José de San Martín 1783–1830 1778–1850 Called Libertador (Liberator), Unlike the dashing Bolívar, San Bolívar was a brilliant general, a Martín was a modest man. History Makers visionary, a writer, and a fighter. Though born in Argentina, he He is called the “George spent much of his youth in Washington of South America.” Spain as a career military Simón Bolívar and José de Bolívar planned to unite the officer. He fought with Spanish San Martín Spanish colonies of South forces against Napoleon. He How were Bolívar and San Martín alike? America into a single country returned to Latin America to called Gran Colombia. The area be a part of its liberation from (brilliant generals, liberated nations of of upper Peru was renamed Spain. Fighting for 10 years, South America, discouraged by political Bolivia in his honor. he became the liberator of infighting that followed liberation) Discouraged by political Argentina, Chile, and Peru. disputes that tore the new Latin Discouraged by political One of the most important events in the American nations apart, he is infighting, San Martín sailed liberation of South America occurred at reported to have said, ”America for Europe. He died, almost is ungovernable. Those who forgotten, on French soil Guayaquil (now in Ecuador) in 1822 have served the revolution have in 1850. when Bolívar and San Martín met. No ploughed the sea.” records exist of the meeting. What is known is that Bolívar took charge of the combined armies and completed the lib- The South American wars of independence rested on the achievements of two eration of Peru. San Martín returned to brilliant creole generals. One was Simón Bolívar (see MAWN boh LEE vahr), a Lima in disappointment. He resigned his wealthy Venezuelan creole. The other great liberator was José de San Martín protectorship of Peru a few months later (hoh SAY day san mahr TEEN), an Argentinian. and went into exile in Europe, where he Bolívar’s Route to Victory Simón Bolívar’s native Venezuela declared its inde- lived the rest of his life. pendence from Spain in 1811. But the struggle for independence had only begun. In-Depth Resources: Unit 5 Bolívar’s volunteer army of revolutionaries suffered numerous defeats. Twice Bolívar had to go into exile. A turning point came in August 1819. Bolívar led over Primary Source: from Proclamation of 1813, 2,000 soldiers on a daring march through the Andes into what is now Colombia. p. 81 (See the 1830 map on page 685.) Coming from this direction, he took the Spanish History Makers: Simón Bolívar, p. 88 army in Bogotá completely by surprise and won a decisive victory. Electronic Library of Primary Sources By 1821, Bolívar had won Venezuela’s independence. He then marched south into from Address to the Second National Ecuador. In Ecuador, Bolívar finally met José de San Martín. Together they would Congress of Venezuela, 1819 decide the future of the Latin American revolutionary movement. San Martín Leads Southern Liberation Forces San Martín’s Argentina had declared its independence in 1816. However, Spanish forces in nearby Chile and Peru still posed a threat. In 1817, San Martín led an army on a grueling march across the Andes to Chile. He was joined there by forces led by Bernardo O’Higgins, son of a former viceroy of Peru. With O’Higgins’s help, San Martín finally freed Chile. In 1821, San Martín planned to drive the remaining Spanish forces out of Lima, Peru. But to do so, he needed a much larger force. San Martín and Bolívar dis- cussed this problem when they met at Guayaquil, Ecuador, in 1822. No one knows how the two men reached an agreement. But San Martín left his army for Bolívar to command. With unified revolutionary forces, Bolívar’s army went on to defeat the Spanish at the Battle of Ayacucho (Peru) on December 9, 1824. In this last major battle of the war for independence, the Spanish colonies in Latin America won their freedom. The future countries of Venezuela, Colombia, Panama, and Ecuador were united into a country called Gran Colombia. Nationalist Revolutions Sweep the West 683 Name Date SKILLBUILDER PRACTICE: HYPOTHESIZING CHAPTER SKILLBUILDER PRACTICE Hypothesizing 24 Historians develop hypotheses to explain why events happened, what the con- sequences were or might be, and why the events are significant. Like scientists, Section 1 they test the validity of their hypotheses against historical evidence. In this sec- tion, you have read about independence movements in Latin America. In the chart below, write a hypothesis about the role of creoles in the independence movements in Latin America. Then read the passage below and record three facts from the passage in the chart. Tell whether each fact you recorded supports your hypothesis. (See Skillbuilder Handbook) Examining Bolívar and San Martín I n Latin America, creoles took the lead in battles for independence. The creoles had a number of long-standing grievances against Spain. Peninsulares held almost all of the high government offices in Spain’s Latin American lands. Of some of Mexico and Peru were under direct Spanish control, which the creoles resented. The direct cause of the Latin American revolts, however, was Napoleon’s conquest of Spain in 1808. Napoleon made his brother Joseph king of 170 viceroys who held office between 1492 and Spain. Many creoles might have remained loyal to a Spanish king, but they felt no loyalty at all to a Class Time 15 minutes meeting in Guayaquil and why San Martín turned over his 1810, for example, only 4 were creoles. One creole aristocrat complained to the Spanish king: that Frenchman placed on the Spanish throne by force. the “viceroys here and their retainers... mock, Fighting broke out in 1810 in several parts of humiliate and oppress us” and deprive creoles of Latin America. These wars for independence were “any honorific office of consequence.” complicated and confusing, since loyalties were army to Bolívar. (Some historians think that San Martín Spain also kept tight control over the economy divided. The viceroys and their armies remained Task Asking questions about history of its colonies. Merchants in Spanish colonies could trade only with Spain. They could transport their goods only on Spanish ships. The valuable mines loyal to Spain, as did some creoles. Native Americans and mestizos fought on both sides, often forced into armies against their will. Purpose To develop in-depth knowledge of a left in anger after a quarrel with Bolívar. Others think San Hypothesis: Martín deliberately stepped aside in favor of Bolívar so Fact 1: Fact 2: Fact 3: historical topic that the independence movement could unite behind a Instructions Explain to students that historians develop single leader). Have students reread the text that hypotheses, or possible explanations, about events in Does it support hypothesis? Does it support hypothesis? Does it support hypothesis? describes the character and actions of Bolívar and San yes/no yes/no yes/no order to better understand why the events happened, Martín. You might also encourage them to do additional what the consequences were or might be, and why the 78 Unit 5, Chapter 24 research. Then have them write a hypothesis about events events are significant. Then they test their hypotheses In-Depth Resources: Unit 5 at Guayaquil and support it with reasons and facts. against historical evidence to check their validity. Ask students to hypothesize about what happened at the Teacher’s Edition 683 CHAPTER 24 Section 1 Global Impact Struggling Toward Democracy OBJECTIVE Revolutions are as much a matter of ideas as they are of weapons. Simón Bolívar, the hero of Latin American independence, was both a thinker and Understand the impact of a fighter. By 1800, Enlightenment ideas spread widely across the Latin Enlightenment ideas on democracy in American colonies. Bolívar combined Enlightenment political ideas, South America. ideas from Greece and Rome, and his own original thinking. The result was a system of democratic ideas that would help spark revolutions INSTRUCT throughout Latin America. Explain to students that Bolívar was an inspiration to later revolutionaries throughout Latin America. For example, Enlightenment Ideas Spread he inspired the Cubans who rose up to Latin America, 1789–1810 against Spain in the struggle for inde- pendence in 1895, as well as a later revolution in Cuba led by Fidel Castro 2 London EUROPE After winning South American in the 1950s. Often these revolutions Paris independence, Simón Bolívar realized his ATLANTIC were influenced by a variety of sources, u dream of Gran Colombia, a sort of United uie ine OCEAN Madrid sq NORTH Washington States of South America. Pa such as Marxist doctrine, as well as 1 nte as AMERICA Thomas Jeffe nklin Benjamin Fra Mo om u ea Bolívar’s example. Th de ss ou e, ron ck sR Ba Lo ue e, hn Patterns of Interaction cq Mexico City air AFRICA rson, Jo -Ja lt Vo an Struggling Toward Democracy: Je Caracas Revolutions in Latin America and Interactive This image is available in Bogotá South Africa an interactive format on the eEdition. PACIFIC The Latin American independence movement is Students can view the locations that OCEAN SOUTH one example of how the Enlightenment spread Bolívar visited and trace the sources of Lima AMERICA democratic ideals throughout the world. Democratic ideals continue to inspire people to struggle for his ideas. La Paz political independence and to overthrow oppressive governments. Ascunción Santiago Montevideo Buenos Aires 1. Making Inferences How are Enlightenment thought and the successes of the American and 1 Bolívar’s 1807 return from Europe by way of the United States allowed him French Revolutions reflected in to study the American system of government. Bolívar’s thinking? See Skillbuilder Handbook, page R10. 2 In 1810, Bolívar went to London to seek support for the revolution in Latin America. At the same time, he studied British institutions of government. 2. Comparing What recent events in today’s world are similar to Simón Bolívar’s movement for Latin American independence? 684 Chapter 24 CONNECT TO TODAY: ANSWERS 1. Making Inferences 2. Comparing Possible Answer: Bolívar promoted the idea of Possible Answers: Students might mention the government by consent of the governed, he struggles in eastern European nations, the believed in the ideal of democracy, and he Basques in Spain, East Timor, and Afghanistan. wanted to unite all of the people. 684 Chapter 24  Mexico Ends Spanish Rule CHAPTER 24 Section 1 In most Latin American countries, creoles led the revolutionary movements. But in Mexico, ethnic and racial groups mixed more freely. There, Indians and mestizos played the leading role. A Cry for Freedom In 1810, Padre Miguel Hidalgo (mee GEHL ee THAHL goh), Mexico Ends Spanish Rule a priest in the small village of Dolores, took the first step toward independence. Hidalgo was a poor but well-educated man. He firmly believed in Enlightenment Critical Thinking ideals. On September 16, 1810, he rang the bells of his village church. When the What was there about Padre Miguel peasants gathered in the church, he issued a call for rebellion against the Spanish. Hidalgo that inspired people to follow Today, that call is known as the grito de Dolores (the cry of Dolores). The very next day, Hidalgo’s Indian and mestizo followers began a march toward him in rebellion? (He was poor like his Mexico City. This unruly army soon numbered 80,000 men. The uprising of followers but well educated. They felt the lower classes alarmed the Spanish army and creoles, who feared the loss of their they could trust him.) property, control of the land, and their lives. The army defeated Hidalgo in 1811. The Why did Iturbide first defeat a revolu- rebels then rallied around another strong leader, Padre José María Morelos tion and then lead one? (He wanted to (moh RAY lohs). Morelos led the revolution for four years. However, in 1815, a cre- keep power for the creoles.) ole officer, Agustín de Iturbide (ah goos TEEN day ee toor BEE day), defeated him. Mexico’s Independence Events in Mexico took yet another turn in 1820 when a revolution in Spain put a liberal group in power there. Mexico’s creoles feared the loss of their privileges in the Spanish-controlled colony. So they united in support History from Visuals of Mexico’s independence from Spain. Ironically, Agustín de Iturbide—the man who had defeated the rebel Padre Morelos—proclaimed independence in 1821. Interpreting the Map Point out to students that the best way to understand the differences between the two maps is to look at the different ele- Latin America, 1800 Latin America, 1830 ments in each key. UNITED 40° N UNITED Extension Have students compare the STATES VICEROYALTY OF NEW SPAIN STATES ATLANTIC MEXICO ATLANTIC map of 1830 with the map of South OCEAN OCEAN Gulf of SAINT- Gulf of CUBA (Sp.) America in the atlas to see what coun- SANTO Mexico DOMINGUE SANTO Mexico Tropic of Cancer Dolores DOMINGO Tropic of Cancer HAITI DOMINGO (Sp.) tries have remained the same and what Mexico CAPTAINCY-GENERAL Mexico City PUERTO City JAMAICA OF VENEZUELA JAMAICA (Br.) RICO (Sp.) political boundaries and names have BR. HONDURAS C a ri bbean Sea PACIFIC BR. HONDURAS bbean Sea BRITISH C a ri GUIANA changed since 1830. PACIFIC Caracas DUTCH GUIANA OCEAN UNITED PROVINCES OF Caracas DUTCH CENTRAL AMERICA Boyacá OCEAN VICEROYALTY OF Bogotá FRENCH GRAN COLOMBIA (1819 ) GUIANA NEW GRANADA GUIANA FRENCH Pichincha Bogotá GUIANA Quito 0° Equator (1822 ) Quito SKILLBUILDER Answers British colonies Guayaquil Dutch colonies Independent countries 1. Region Spain and Portugal VICEROYALTY PERU BRAZIL Lima San Martín French colonies OF BRAZIL Bolívar Lima 2. Region Mexico, United Provinces of Portuguese colonies La Paz Ayacucho Spanish colonies Potosí Major battle (1824) Rio de Central America, Gran Colombia, VICEROYALTY BOLIVIA Janeiro Tropic of Capricorn OF PERU Rio de Tropic of Capricorn Bolivia, Peru, Chile, Paraguay, Uruguay, Asunción Janeiro PARAGUAY CHILE Chacabuco United Provinces of La Plata Mendoza (1817) Montevideo URUGUAY Santiago Buenos Santiago Buenos Aires Maipú Aires 40° S 40° S (1818) 0 2,000 Miles 0 2,000 Miles UNITED VICEROYALTY OF RIO DE LA PLATA PROVINCES OF LA PLATA 0 4,000 Kilometers 0 4,000 Kilometers Interactive These images are available in 120° W 40° W 120° W 80° W FALKLAND 80° W 40° W ISLANDS (Br.) an interactive format on the eEdition. Students can view the colonies ruled by GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region What two European countries held the largest colonial empires in Latin America in 1800? each European nation, the routes of 2. Region Comparing the two maps, which independent countries had emerged by 1830 from Bolívar and San Martín, and the sites of Spanish territory in the Americas? the battles. 685 AT MCDOUGAL LITTELL 52 Father Miguel Hidalgo Crowns Mexico and Breaks Chains Binding Her to Spain DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS Independence Day Celebrations Class Time 45 minutes “el Grito” from the National Palace in Mexico City: Task Creating a multimedia presentation Viva Mexico! Viva la Independencia! Vivan los Heroes! Purpose To learn more about independence Mexicans have other traditions for celebrating their libera- day celebrations tion as well, and so do many other countries. Have stu- dents work together to prepare a multimedia presentation Instructions Project Transparency AT52 and discuss the The Granger Collection, New York. about the independence day celebrations of different significance of the painting. Point out that it was created countries. They should divide into groups. One group to celebrate Mexican Independence Day, which is should investigate Mexico’s Independence Day traditions. September 16—the day Padre Hidalgo rallied the people Other groups should investigate the traditions of other of Dolores to fight for independence. By tradition, each World Art and Cultures countries. Have students combine their work into a year on this day, the president of Mexico shouts the Transparencies class presentation. Teacher’s Edition 685 CHAPTER 24 Section 1 Before the Mexican revolution, Central America was part of the viceroyalty of New Spain. It had been governed by the Spanish from the seat of colonial govern- ment in Mexico. In 1821, several Central American states declared their indepen- dence from Spain—and from Mexico as well. However, Iturbide (who had declared himself emperor), refused to recognize the declarations of independence. Iturbide Brazil’s Royal Liberator was finally overthrown in 1823. Central America then declared its absolute inde- pendence from Mexico. It took the name the United Provinces of Central America. Critical Thinking The future countries of Nicaragua, Guatemala, Honduras, El Salvador, and Costa Why did the Brazilians like having the Rica would develop in this region. Portuguese capital in Rio de Janiero? (The king was more concerned about Brazil’s Royal Liberator their welfare than when he was across Brazil’s quest for independence was unique in this period of Latin American his- the ocean.) tory because it occurred without violent upheavals or widespread bloodshed. In Why didn’t King John VI object to giving fact, a member of the Portuguese royal family actually played a key role in freeing Brazil from Portugal. Brazil its freedom? (Possible Answers: It In 1807, Napoleon’s armies invaded both Spain and Portugal. Napoleon’s aim had been his refuge for 14 years; his was to close the ports of these countries to British shipping. As French troops B. Possible Answer son would be the new leader.) approached Lisbon, the Portuguese capital, Prince John (later King John VI) and the Dom Pedro lived in Brazil and royal family boarded ships to escape capture. They took their court and royal agreed with the treasury to Portugal’s largest colony, Brazil. Rio de Janiero became the capital of the creoles’ demands Portuguese empire. For 14 years, the Portuguese ran their empire from Brazil. After to become Napoleon’s defeat in 1815, King John and the Portuguese government returned to independent. Portugal six years later. Dom Pedro, King John’s son, stayed behind in Brazil. King John planned to make Brazil a colony again. However, many Brazilians Making could not accept a return to colonial status. In 1822, creoles demanded Brazil’s inde- Inferences pendence from Portugal. Eight thousand Brazilians signed a petition asking Dom In what way did Pedro to rule. He agreed. On September 7, 1822, he officially declared Brazil’s inde- the presence of the royal family in pendence. Brazil had won its independence in a bloodless revolution. Brazil help Meanwhile, the ideas of the French Revolution and the aftermath of the Napoleonic Portugal’s largest Wars were causing upheaval in Europe, as you will learn in Section 2. colony? ASSESS SECTION 1 ASSESSMENT SECTION 1 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. peninsulare creole mulatto Simón Bolívar José de San Martín Miguel Hidalgo José María Morelos Have students answer the questions indi- vidually. Then have them meet in small USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which independence 3. How was Spanish colonial 6. COMPARING AND CONTRASTING Compare and contrast groups to compare their answers. movement was led by society structured? the leadership of the South American revolutions to the Formal Assessment Toussaint L’Ouverture? 4. How was the Haitian leadership of Mexico’s revolution. Revolution different from 7. FORMING AND SUPPORTING OPINIONS Would creole Section Quiz, p. 381 Who Where revolutions in the rest of Latin revolutionaries tend to be democratic or authoritarian America? leaders? Explain. RETEACH When Why 5. Which groups led the quest for Mexican independence? 8. ANALYZING CAUSES How were events in Europe related to the revolutions in Latin America? Have students work in pairs and use the 9. WRITING ACTIVITY REVOLUTION Write a response to this Reading Study Guide for Section 1 to statement: “Through its policies, Spain gave up its right to rule in South America.” review the section. Reading Study Guide, p. 227 INTERNET ACTIVITY (also in Spanish) Use the Internet to find information on the Mexican Indian rebel INTERNET KEYWORD group, the Zapatistas. Create a multimedia presentation describing Zapatistas In-Depth Resources: Unit 5 the group and its goals. Reteaching Activity, p. 91 686 Chapter 24 ANSWERS 1. peninsulares, p. 681 creoles, p. 681 mulattos, p. 682 Simón Bolívar, p. 683 José de San Martín, p. 683 Miguel Hidalgo, p. 685 José María Morelos, p. 685 2. Sample Answer: Haiti—Slaves; fought France; 6. Possible Answers: Similar—Fought Spain, led 9. Rubric The response should new nation. Spanish South America—Creoles, by creoles. Different—South America, two lib- take a position either pro or con. fought Spain; new nations. Mexico—Indians, eration groups; Mexico, led by Indians and support the position with logic. mestizos, creoles; fought Spain; new nation. mestizos, then creoles, Central American contain a summary and support of Brazil—Creoles, royal family; end colonial rule; countries split away. the position. royal declaration; new nation. Answer: Brazil 7. Possible Answers: Democratic—Creoles only nation formed by royal decree. educated, knew Enlightenment, economic 3. peninsulares at the top, then creoles, interests. Authoritarian—military background; Rubric The multimedia presentation should mestizos, mulattos, slaves, and Indians felt superior to lower classes; economic present up-to-date information. 4. This revolt was accomplished by slaves. interests to protect. use facts from several media sources. 5. Indians and mestizos 8. French Revolution set off events linked to use appropriate software. 686 Chapter 24 Haiti and the Spanish-held colonies.  LESSON PLAN 2