Introduction:
The setting of The Pearl is La Paz, Mexico. La Paz is located on the Baja Peninsula on the western portion of the nation. The time period of the novel is never explicitly given, but based on context clues, one can conclude that it is roughly the early 1900's. There are no cars present in the town and the pearl divers do not use any modern equipment. Division of Social Classes: The characters of the story can be separated into two main groups of social classes: the Native Mexican population and the Mexican population that can trace their roots to Spain. Below is a chart that categorizes the characters. |
Historical Background and Social Culture:
At the time the story takes place, the Indians of Mexico had already been under the domination of people of Spanish descent for 300 years. The governing class was primarily made up of those of Spanish descent and the Roman Catholic Church who, together, kept the Mexican Indians at the bottom of the social hierarchy or social ladder. In most cases, the Indians were not allowed to attend school or own land. (Keeping people uneducated and dependent keeps them oppressed). Although Spanish culture and Catholic rituals were forced upon the Indians, they fiercely held onto many of their spiritual beliefs, cultures, and customs of their various tribes. WATCH FOR EVIDENCE OF THIS IN THE NOVEL!
For additional background on the native populations and colonization of Mexico, check out the videos below.
At the time the story takes place, the Indians of Mexico had already been under the domination of people of Spanish descent for 300 years. The governing class was primarily made up of those of Spanish descent and the Roman Catholic Church who, together, kept the Mexican Indians at the bottom of the social hierarchy or social ladder. In most cases, the Indians were not allowed to attend school or own land. (Keeping people uneducated and dependent keeps them oppressed). Although Spanish culture and Catholic rituals were forced upon the Indians, they fiercely held onto many of their spiritual beliefs, cultures, and customs of their various tribes. WATCH FOR EVIDENCE OF THIS IN THE NOVEL!
For additional background on the native populations and colonization of Mexico, check out the videos below.
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Activity:
You will be looking at comparing and contrasting the point of views of an event in Mexico's history. We will be looking at the capture and destruction of the Aztec people. There is a collection of paintings that depict the event that is housed at the Library of Congress. Check it out at the link below.
Paintings of the Aztec Conquest at the Library of Congress
Now you will be looking at how different perspectives affect how an event in history is portrayed. The event is the surrender of the Aztec empire through the eyes of the Spanish and the Native Mexicans. Read through each of the excerpts and then complete the chart on the google classroom.
You will be looking at comparing and contrasting the point of views of an event in Mexico's history. We will be looking at the capture and destruction of the Aztec people. There is a collection of paintings that depict the event that is housed at the Library of Congress. Check it out at the link below.
Paintings of the Aztec Conquest at the Library of Congress
Now you will be looking at how different perspectives affect how an event in history is portrayed. The event is the surrender of the Aztec empire through the eyes of the Spanish and the Native Mexicans. Read through each of the excerpts and then complete the chart on the google classroom.
The Spanish Version:
Cuauhtemoc Taken Prisoner From Cortés, Third Letter, 331–32 In the mean time, the brigantines suddenly entered that part of the lake, and broke through the midst of the fleet of canoes, the warriors who were in them not daring to make any resistance. It pleased God, that the captain of a brigantine, named Garci Holguin came up behind a canoe in which there seemed to be persons of distinction; and when the archers who were stationed in the bow of the brigantine took aim at those in the canoe, they made a signal that the cacique was there, that the men might not discharge their arrows; instantly our people leaped into the canoe, and seized in it Cuauhtémoc, and the lord of Tacuba, together with other distinguished persons that accompanied the cacique. Immediately after this occurrence, Garci Holguin, the captain, delivered to me on a terrace adjoining the lake, where I was standing, the cacique of the city with other noble prisoners; who, as I bade him sit down, without showing any asperity of manner, came up to me, and said in his own tongue, "That he had done all that was incumbent on him in defense of himself and his people, until he was reduced to his present condition; that now I might do with him as I pleased." He then laid his hand on a poniard [dagger] that I wore, telling me to strike him to the heart. I spoke encouragingly to him, and bade him have no fears. Thus the cacique being taken a prisoner, the war ceased at this point, which it pleased God our Lord to bring to a conclusion on Tuesday, Saint Hippolytus' day, the thirteenth of August 1521. So that from the day when the city was first invested, the 30th of April in that year, until it was taken, seventy-five days had elapsed; during which time your Majesty will see what labors, dangers, and calamities your subjects endured; and their deeds afford the best evidence how much they exposed their lives. |
The Mexican Version:
Cuauhtemoc Surrenders From Fray Bernardino de Sahagún, Florentine Codex, Book 12, Chapter 40 Here it is told how the men of Tlatilulco and Tenochtitlan surrendered to the Spaniards and what happened when they were among them. And when they had gotten him [Cuauhtémoc] there and when he was on land, all the Spaniards came to see. They came to take him. The Spaniards grasped him by the hand, took him up to the roof and put him in front of the Captain [Cortés], the war leader. And when they had proceeded to stand him before [Cortés], they looked at Cuauhtémoc, stroked his hair, then seated him next to the Captain. [Then] they fired the cannons; they hit no one, but they aimed over the [common] people, the [shots] just went over the heads of the Indians. Then they brought out a cannon, put it in a boat, and took it to the home of Coyohuehuetzin. When they arrived, they took it up on the roof. Then again they killed people, many died there. But [the Mexicas] only fled, and the war came to an end. Then there was shouting; they said: "It is enough! Let everyone leave! Eat greens!" And when they heard this, the people left; they went into the water. But when they went out by the roads, again they [the Mexicas] killed some people, which made the Spaniards angry. A few of them carried their shields and obsidian-bladed swords. Those who lived in houses went straight to Amaxac, where the road forks. There, the people divided, some going toward Tepeyacac, some toward Xoxohuiltitlan, some toward Nonoalco. But no one went toward Xoloco and Mazatzintamalco. And all who lived in boats and on platforms [in the water] and those at Tolmayecan went into the water. The water came to the stomachs of some, to the chests of others, to the necks of others, and some sank entirely into the deep water. The little children were carried on people's backs. Weeping was everywhere, but some rejoiced and amused themselves as they went along the road. And those who owned boats, all boatmen, left by night; though some left by day. They seemed to knock against one another [as they fled]. For their part, the Spaniards along every stretch of the road robbed people. They looked for gold; they cared nothing for green-stone [jade?], quetzal feathers, or turquoise. [They looked for it everywhere]--often stripping the Mexicans of clothes in search of valuables. And also some men were singled out--those who were strong, grown to manhood, and next the young boys. [They] would become their messengers, their servants, their runners. On some they branded their cheeks. On some they marked the cheek or mouth. And when the shield was laid down, when we collapsed, it was the year count Three House and the day count was One Serpent. |
Now, that you have a better understanding of how different perspectives can yield different stories, I would like you to take all of your new knowledge and create a mural. The directions are below:
"You have been commissioned by the Mexican Historical Society to create a mural detailing the history between Spanish Mexicans and Native Mexicans. Using what you learned from the website and articles, grab a sheet from the front and draw your idea for the mural. Describe the mural and what is depicted below your drawing."
"You have been commissioned by the Mexican Historical Society to create a mural detailing the history between Spanish Mexicans and Native Mexicans. Using what you learned from the website and articles, grab a sheet from the front and draw your idea for the mural. Describe the mural and what is depicted below your drawing."