The American Southwest--17th Century
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The Kindle Version is linked above and the PDF version is linked here: Benita and Luis
Historical Events List |
Workshop Objective:
By the end of these reading and writing workshop sessions, students will 1) Analyze the historical context within a historical fiction text, identifying key events, figures, and social issues of the time period, 2) Understand how authors incorporate real historical events and settings into fictional narratives, and distinguish between historical fact and creative interpretation, 3) Evaluate the impact of historical setting on character development, plot, and themes within the story, 4) Compare and contrast historical fiction with other genres, focusing on the blending of history and fiction, 5) Develop critical thinking skills by making connections between the historical events portrayed and their relevance and 6) Demonstrate improved comprehension, interpretation, and analytical writing skills through discussions, essays, and creative projects related to historical fiction texts.
General Instructions:
Begin by reading the novella as a class. As students read, they should complete the Historical Thinking Guide. However, it can be shortened by modifying to focus on specific events. For example, the workshop might begin with a whole class reading of the entire novella, and then the workshop might consist of a single session or more. The goal is to engage participants in an exploration of history through historical fiction titled Benita and Luis, primary sources, and writing exercises that foster a deeper understanding of migration, cultural exchange, conflict, and resilience.
Reading & Writing Workshop Sessions
Conduct the group and individual activities highlighted below. Every session also incorporates one public-domain primary source—with a link provided—to enrich students’ historical context. Each session can stand alone, so the workshop is easily modified to fit schedule and time constraints.
Session 1: The Transatlantic Slave Trade and the Spanish Borderlands
1. Overview:
The novel introduces Khari, captured in Angola, transported across the Atlantic, and ultimately surviving in the Spanish frontier. This highlights the global scope of slavery and how enslaved Africans sometimes found pathways to indigenous communities.
2. Readings:
Session 2: Coronado’s Expedition in the Southwest
1. Overview:
Francisco Vázquez de Coronado’s 16th-century expedition in search of mythical “cities of gold” forever altered Pueblo lifeways through violence, demands for tribute, and forced conversions.
2. Readings:
Session 3: Don Juan de Oñate’s Colonization and Acoma Massacre1. Overview:
The novel mentions Oñate’s role in subjugating the Pueblos, as well as the infamous punishment of the Acoma people after their rebellion in 1599.
2. Readings:
Session 4: Spanish Mission System and Forced Conversions1. Overview:
Missions played a central role in colonizing the Southwest. Priests like Father Rendon in the novel highlight how missions could be both oppressive and—rarely—relatively tolerant.
2. Readings:
Session 5: The Spanish Caste System1. Overview:
In the novel, Benita’s baptism records her as “Mestizo” to elevate her social standing, illustrating how Spain’s strict casta hierarchy affected identity, legal rights, and daily life.
2. Readings:
Session 6: The Camino Real de Tierra Adentro1. Overview:
The novel frequently mentions the “Camino Real,” the long trade route from central Mexico into northern New Mexico, crucial for commerce, migration, and military supply.
2. Readings:
Session 7: Trade Fairs and Captivity along the Rio Grande1. Overview:
The novel shows how captives like Ahote were taken by the Ute and traded or sold along the Rio Grande’s well-established markets.
2. Readings:
Session 8: Relations Between Pueblo Tribes and Nomadic Tribes1. Overview:
The story describes alliances (e.g., with some Apache groups) and conflicts (raids from Navajo or Ute). This highlights the complexity of intertribal relationships.
2. Readings:
Session 9: Tensions Leading to the 1680 Pueblo Revolt1. Overview:
The buildup of grievances—forced labor, religious suppression, and Spanish violence—led Pueblo leaders (like Po’Pay) to plan an organized uprising.
2. Readings:
Session 10: The 1680 Pueblo Revolt (Led by Po’Pay)1. Overview:
The revolt successfully drove Spanish settlers out of much of New Mexico for over a decade, an unprecedented victory for indigenous peoples in North America.
2. Readings:
Concluding Notes for Your Workshop
By the end of these reading and writing workshop sessions, students will 1) Analyze the historical context within a historical fiction text, identifying key events, figures, and social issues of the time period, 2) Understand how authors incorporate real historical events and settings into fictional narratives, and distinguish between historical fact and creative interpretation, 3) Evaluate the impact of historical setting on character development, plot, and themes within the story, 4) Compare and contrast historical fiction with other genres, focusing on the blending of history and fiction, 5) Develop critical thinking skills by making connections between the historical events portrayed and their relevance and 6) Demonstrate improved comprehension, interpretation, and analytical writing skills through discussions, essays, and creative projects related to historical fiction texts.
General Instructions:
Begin by reading the novella as a class. As students read, they should complete the Historical Thinking Guide. However, it can be shortened by modifying to focus on specific events. For example, the workshop might begin with a whole class reading of the entire novella, and then the workshop might consist of a single session or more. The goal is to engage participants in an exploration of history through historical fiction titled Benita and Luis, primary sources, and writing exercises that foster a deeper understanding of migration, cultural exchange, conflict, and resilience.
Reading & Writing Workshop Sessions
Conduct the group and individual activities highlighted below. Every session also incorporates one public-domain primary source—with a link provided—to enrich students’ historical context. Each session can stand alone, so the workshop is easily modified to fit schedule and time constraints.
Session 1: The Transatlantic Slave Trade and the Spanish Borderlands
1. Overview:
The novel introduces Khari, captured in Angola, transported across the Atlantic, and ultimately surviving in the Spanish frontier. This highlights the global scope of slavery and how enslaved Africans sometimes found pathways to indigenous communities.
2. Readings:
- Novel Excerpts: Sections detailing Khari’s journey (Ch. 1–2).
- Primary Source (Public Domain):
- Excerpts from A Brief and True Report of the New Found Land of Virginia by Thomas Hariot (though focused on the early English side, it describes aspects of Indigenous contact and captivity). Online via Project Gutenberg:
http://www.gutenberg.org/files/4247/4247-h/4247-h.htm - Or consult broad Transatlantic Slave Trade overviews from the Library of Congress:
https://www.loc.gov/exhibits/african/afam002.html
- Excerpts from A Brief and True Report of the New Found Land of Virginia by Thomas Hariot (though focused on the early English side, it describes aspects of Indigenous contact and captivity). Online via Project Gutenberg:
- Discussion: Compare how Khari’s experience differs from the typical North American slavery narrative. How did Spanish colonial slavery differ from British or French systems?
- Activity: “Mapping the Journey.” In small groups, trace Khari’s route from Angola to Cuba to the borderlands. Use a blank world map to highlight the distances and major stops.
- Prompt: Write a one-page fictional diary entry from Khari’s perspective as he first encounters the Pueblo people. Focus on the clash of cultures and the sense of hope or fear.
- Explore further at the Slave Voyages database (maps and data in the public domain):
https://www.slavevoyages.org/
Session 2: Coronado’s Expedition in the Southwest
1. Overview:
Francisco Vázquez de Coronado’s 16th-century expedition in search of mythical “cities of gold” forever altered Pueblo lifeways through violence, demands for tribute, and forced conversions.
2. Readings:
- Novel Excerpts: References to Coronado’s early attacks on Pueblos (look for mention of “Coronado” and the historical background).
- Primary Source (Public Domain):
- “Coronado’s Letter to the King, August 3, 1540.” Digitized via the Wisconsin Historical Society:
http://content.wisconsinhistory.org/cdm/ref/collection/aj/id/198 - Or see Library of Congress page on early Spanish explorers:
https://www.loc.gov/collections/exploring-the-early-americas/articles-and-essays/cabeza-de-vaca-coronado-and-de-soto/
- “Coronado’s Letter to the King, August 3, 1540.” Digitized via the Wisconsin Historical Society:
- Discussion: What motivations drove Coronado’s men? How did these goals clash with Pueblo worldviews?
- Activity: Create a two-column chart: “Spanish Motivations” vs. “Pueblo Realities.” Students fill it out with details from primary and novel passages.
- Prompt: Draft a fictional “letter home” that Coronado or one of his soldiers might have written, describing what they found in Pueblo country and their attitudes toward the native inhabitants.
- Additional translations of Coronado’s reports from American Journeys archives:
https://www.americanjourneys.org/
Session 3: Don Juan de Oñate’s Colonization and Acoma Massacre1. Overview:
The novel mentions Oñate’s role in subjugating the Pueblos, as well as the infamous punishment of the Acoma people after their rebellion in 1599.
2. Readings:
- Novel Excerpts: References to Oñate’s arrival, the violent subjugation of certain Pueblo groups, and Acoma (Ch. 8 or wherever Oñate is mentioned).
- Primary Source (Public Domain):
- “Account of the Acoma Massacre” (multiple 17th-century Spanish sources excerpted at the New Mexico Office of the State Historian):
http://newmexicohistory.org/ (search ‘Acoma’ in public domain texts) - Or see LOC references to Oñate:
https://www.loc.gov/item/2021667447/
- “Account of the Acoma Massacre” (multiple 17th-century Spanish sources excerpted at the New Mexico Office of the State Historian):
- Discussion: Examine how the Acoma Massacre shaped the relationship between Spaniards and Pueblos.
- Activity: In pairs, students locate and highlight references to forced servitude and punishments in the primary text. Then share out how this impacted Pueblo morale and future resistance.
- Prompt: From the perspective of a young Acoma survivor, write about the immediate effects of Oñate’s reprisals on daily life and community well-being.
- Compare with other colonial tactics in North America (e.g., British in the East) and reflect on similarities or differences.
Session 4: Spanish Mission System and Forced Conversions1. Overview:
Missions played a central role in colonizing the Southwest. Priests like Father Rendon in the novel highlight how missions could be both oppressive and—rarely—relatively tolerant.
2. Readings:
- Novel Excerpts: Scenes involving Father Rendon and mission work; references to forced labor in other Pueblos.
- Primary Source (Public Domain):
- Selections from Fray Alonso de Benavides’s 1630 Memorial (descriptions of mission work in New Mexico). Available via Internet Archive:
https://archive.org/details/frayalonsodebena00benauoft - Or consult “Spanish Missions in the Southwest” from the National Park Service (public domain text/images):
https://www.nps.gov/subjects/tellingallamericansstories/missions.htm
- Selections from Fray Alonso de Benavides’s 1630 Memorial (descriptions of mission work in New Mexico). Available via Internet Archive:
- Discussion: Why did priests view conversion as “saving souls,” and how did Pueblo communities perceive it differently?
- Activity: Analyze a mission record excerpt, noting the language used to describe Pueblo people. Then compare with how the novel shows Father Rendon’s more sympathetic approach in Picuris.
- Prompt: Write a short reflection on the cultural conflicts that arise when an external religion enforces its practices on an indigenous community.
- Explore modern-day mission sites in New Mexico (e.g., San Estévan del Rey Mission, Acoma Pueblo).
Session 5: The Spanish Caste System1. Overview:
In the novel, Benita’s baptism records her as “Mestizo” to elevate her social standing, illustrating how Spain’s strict casta hierarchy affected identity, legal rights, and daily life.
2. Readings:
- Novel Excerpts: Scenes detailing her baptism and the subsequent classification that determined status.
- Primary Source (Public Domain):
- Colonial-era casta paintings and explanatory texts (e.g., those of Miguel Cabrera, 18th century). Many are digitized at Wikimedia Commons (public domain images) and at the LOC:
https://www.loc.gov/pictures/search/?q=casta%20paintings
- Colonial-era casta paintings and explanatory texts (e.g., those of Miguel Cabrera, 18th century). Many are digitized at Wikimedia Commons (public domain images) and at the LOC:
- Discussion: How did labels like “Mestizo,” “Mulatto,” or “Indio” influence personal identity and societal place?
- Activity: Examine casta paintings in small groups. Identify the scenes depicted, the nomenclature used, and how they compare to Benita’s experience.
- Prompt: In a journal entry, imagine Benita’s feelings upon learning she was labeled “Mestizo” to protect her. How would that shape her self-perception?
- Investigate local (or online) museum exhibits on casta paintings or genealogical records from Spanish colonial New Mexico.
Session 6: The Camino Real de Tierra Adentro1. Overview:
The novel frequently mentions the “Camino Real,” the long trade route from central Mexico into northern New Mexico, crucial for commerce, migration, and military supply.
2. Readings:
- Novel Excerpts: Chapters describing travel, especially references to caravans and rest stops along the Camino Real.
- Primary Source (Public Domain):
- Historic maps of El Camino Real de Tierra Adentro, via the Library of Congress:
https://www.loc.gov/resource/g4321p.ct000839/
- Historic maps of El Camino Real de Tierra Adentro, via the Library of Congress:
- Discussion: Why was the Camino Real so vital to sustaining Spanish colonies? How might it have changed the cultural and economic fabric of Pueblo communities?
- Activity: Use a historical map to trace the major stops along the route. Students can highlight key places in the novel, such as Santa Fe, San Juan, and how far it extends into Mexico.
- Prompt: Write a short narrative from the perspective of a merchant traveling the Camino Real, describing the goods, challenges, and interactions with locals.
- The National Park Service information (public domain text/images) about the trail:
https://www.nps.gov/elca/index.htm
Session 7: Trade Fairs and Captivity along the Rio Grande1. Overview:
The novel shows how captives like Ahote were taken by the Ute and traded or sold along the Rio Grande’s well-established markets.
2. Readings:
- Novel Excerpts: Scenes of Ahote’s capture and the trade fairs where captives were bartered.
- Primary Source (Public Domain):
- Various captivity narratives (though more commonly from the Plains or Eastern Woodlands). For southwestern captivity references, see “Narrative of the Adventures of Zenas Leonard” (1839) at Project Gutenberg:
http://www.gutenberg.org/files/65037/65037-h/65037-h.htm
(While set slightly later, it shows how captivity and trade fairs persisted.)
- Various captivity narratives (though more commonly from the Plains or Eastern Woodlands). For southwestern captivity references, see “Narrative of the Adventures of Zenas Leonard” (1839) at Project Gutenberg:
- Discussion: Contrast forced captivity with voluntary trade. How did captivity/fairs impact alliances or hostilities between tribes and with the Spanish?
- Activity: Create a “cause and effect” chain showing how one kidnapping (like Ahote’s) might ripple through communities, families, and larger politics.
- Prompt: Write a letter from Ahote to her family, if she could have sent one during her captivity, describing her emotions and the environment at the trade fair.
- Explore historical scholarship on Plains-Pueblo trade fairs to see broader patterns of southwestern exchange.
Session 8: Relations Between Pueblo Tribes and Nomadic Tribes1. Overview:
The story describes alliances (e.g., with some Apache groups) and conflicts (raids from Navajo or Ute). This highlights the complexity of intertribal relationships.
2. Readings:
- Novel Excerpts: Passages referencing alliances, raids, or mutual defense efforts (e.g., how Picuris allied with Apache).
- Primary Source (Public Domain):
- Spanish administrative records describing tribal relations, from Historical Documents Relating to New Mexico, Nueva Vizcaya, and Approaches Thereto, to 1773 (via HathiTrust):
https://catalog.hathitrust.org/Record/011405350
- Spanish administrative records describing tribal relations, from Historical Documents Relating to New Mexico, Nueva Vizcaya, and Approaches Thereto, to 1773 (via HathiTrust):
- Discussion: Why might the Picuris ally with the Apache, while others become targets? How did Spanish intrusion alter these existing dynamics?
- Activity: In groups, design a mini-timeline or “relationship web” showing how each tribe mentioned in the novel interacted or traded with others.
- Prompt: Imagine you are a scout responsible for negotiating peace between your Pueblo and a nomadic group. Outline your strategy, concerns, and hopes in a diplomatic journal entry.
- Look into modern tribal relations to see how historical alliances or rivalries persist or have transformed.
Session 9: Tensions Leading to the 1680 Pueblo Revolt1. Overview:
The buildup of grievances—forced labor, religious suppression, and Spanish violence—led Pueblo leaders (like Po’Pay) to plan an organized uprising.
2. Readings:
- Novel Excerpts: Scenes in which Luis, Father Rendon, and the Picuris Chief note discontent and coordinate with Taos and other Pueblos.
- Primary Source (Public Domain):
- “Declaration of the Pueblo Revolt,” multiple Spanish accounts from 1680–1681. For example, Charles Wilson Hackett’s Revolt of the Pueblo Indians of New Mexico, 1680 (public domain via Internet Archive):
https://archive.org/details/revoltofpuebloin01hack
- “Declaration of the Pueblo Revolt,” multiple Spanish accounts from 1680–1681. For example, Charles Wilson Hackett’s Revolt of the Pueblo Indians of New Mexico, 1680 (public domain via Internet Archive):
- Discussion: Explore how secrecy and coordination were vital for a multi-Pueblo effort. Why was trust between different Pueblo languages/communities so essential?
- Activity: In small groups, read a short excerpt from the Spanish testimony following the revolt. Have students highlight the Spanish perspective vs. the novel’s Pueblo-centered viewpoint.
- Prompt: Write a page as one of the runners carrying the knotted cords, detailing the urgency and importance of unifying the Pueblos.
- Look at modern commemorations of the Pueblo Revolt (e.g., annual gatherings at Ohkay Owingeh, formerly San Juan).
Session 10: The 1680 Pueblo Revolt (Led by Po’Pay)1. Overview:
The revolt successfully drove Spanish settlers out of much of New Mexico for over a decade, an unprecedented victory for indigenous peoples in North America.
2. Readings:
- Novel Excerpts: Chapters describing how Po’Pay led the action and how the Picuris participated, culminating in Spanish retreat.
- Primary Source (Public Domain):
- Further testimony and letters regarding the Revolt in Hackett’s Revolt of the Pueblo Indians (same link as Session 9).
- Also see the “Pueblo Revolt testimonies” at the New Mexico State Records Center and Archives:
https://www.srca.nm.gov/christian-documents-the-1680-pueblo-revolt/
- Discussion: How did Po’Pay’s actions reshape power dynamics in the region? Why was the Pueblo Revolt’s success both short-lived and yet deeply significant?
- Activity: “Fishbowl” debate—have half the group argue from the Pueblo perspective on why revolt was necessary; the other half from the Spanish viewpoint on how to respond.
- Prompt: Write an epilogue describing the immediate aftermath for one character in the novel—perhaps a Pueblo family forced to decide whether to remain or to confront returning Spaniards.
- Investigate how the Pueblo Revolt is remembered in modern celebrations or art around New Mexico (e.g., sculptures of Po’Pay).
Concluding Notes for Your Workshop
- Balancing Group vs. Independent Activities:
Each session mixes discussions, small-group brainstorming, and personal writing. Adapt durations to your schedule—some can be done in a single class block, while others may span multiple days. - Workshop Format:
This outline follows the general structure of the Khari and Ngozi workshop: a brief overview, direct reading recommendations from Benita and Luis, a corresponding primary source, group activities, and an independent writing reflection. - Using Primary Sources:
All listed sources above are in the public domain (from sites like Project Gutenberg, Internet Archive, Library of Congress, or official State/University archives). Be sure to confirm each link’s availability prior to the session. - Reflection and Extension:
Encourage students to reflect on parallels between historical injustices and contemporary issues. The novel’s themes—identity, forced migration, cross-cultural alliances—remain deeply relevant.