exploration and the early settlers focus and motivate la

Exploration and the Early Settlersfrom La Relación Report by Álvar Núñez Cabeza de Vaca

did you know? Cabeza de Vaca . . .• recorded the only

accounts of some now-extinct Native American groups?

• was the first European to cross North and South America?

• was accompanied by an enslaved African named Esteban?

Meet the Author

In 1536, Spanish slave hunters raiding in northern Mexico were startled by a strange sight: a Spaniard “strangely dressed and in company with Indians.” Long given up for dead, Álvar Núñez Cabeza de Vaca had survived one of the most disastrous expeditions in the history of the Spanish conquest to become the first European to cross North America.

Conquering Hero Cabeza de Vaca came from a family of Spanish conquistadors, or conquerors. He had been a soldier for nearly 20 years when, in 1527, he joined an expedition to Spanish North America. Appointed by the king of Spain, he became treasurer and second in command, assigned the task of colonizing the territory northand east of the Gulf of Mexico.

Disaster Strikes Led by Pánfilo de Narváez, the expedition sailed with five ships and 600 men. Two ships were lost in a hurricane; 200 men drowned or deserted. After landing in Tampa Bay, Narváez sent his ships north and ordered 300 men to march to New Spain (present-day Mexico), which he guessed to be a few weeks away. Months later, the ships were gone and the desperate landing party was eating its horses to survive.

Using horsehide and nails made from melted armor, they built five

barges and sailed along the Gulf Coast from Florida to Texas, hoping to reach Spanish settlements in northern Mexico. Two barges and 80 men washed up on or near Galveston Island. Ultimately, only Cabeza de Vaca and three other men survived.

Cabeza de Vaca survived by adapting to his new surroundings. For six years, he lived with dozens of Native American groups in various roles—as a captive, a trader, and a well-known healer. In 1534, the four survivors escaped, setting out across the desert in search of New Spain. In 1536, they finally reached their goal. A year later, Cabeza de Vaca returned to Spain, where he wrote his account of the expedition, La Relación (The Account),as a report to the king.

Conqueror No More The king rewarded Cabeza de Vaca by appointing him governor of a South American colony, where his humane treatment of Native Americans may have cost him his job. By 1545, he had been ousted from his position and convicted on a corruption charge in Spain. Exiled to Africa, Cabeza de Vaca was eventually pardoned. In 1552, he returned to Spain to end his days as a judge.

Álvar Núñez Cabeza de Vaca c. 1490–1557

lost in a hurricaor deserted. AfBay, Narváez ordered 300Spain (presehe guessed Months laand the dwas eating

Using horfrom melte

Go to thinkcentral.com. KEYWORD: HML11-72Author Online

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RI 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI 6 Determine an author’s point of view or purpose in a text. RI 9 Analyze foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.

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Focus and Motivate

Selection Resources

RI 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI 6 Determine an author’s point of view or purpose in a text. RI 9 Analyze foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. W 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W 3a, d Engage and orient the reader by setting out a situation and its significance, establishing one point of view, and introducing a narrator and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture. L 3 Apply knowledge of language to make effective choices for meaning or style. L 3a Vary syntax for effect. L 4c Consult general and specialized reference materials, both print and digital, to determine or clarify a word’s etymology. L 6 Acquire and use accurately general and domain-specific words.

about the authorAfter students have read about Cabeza de Vaca, ask a volunteer to use a map to locate the places mentioned in the text: Tampa Bay, Mexico, the Gulf Coast, and Galveston Island. Then point out that the excerpt students are about to read recounts events described in Disaster Strikes.

NOTABLE QUOTE“Better than to exaggerate, I have lessened in all things.” —Álvar Núñez Cabeza de Vaca

* Resources for Differentiation † Also in Spanish ‡ Also in Haitian Creole and Vietnamese

RESOURCE MANAGER UNIT 1Plan and Teach, pp. 73–80Summary, pp. 81†, 82‡Text Analysis and Reading

Skill, pp. 83–84, 85–86†Vocabulary, pp. 87–89Grammar and Style, p. 92

DIAGNOSTIC AND SELECTION TESTSSelection Tests, pp. 37–40

BEST PRACTICES TOOLKITJigsaw Reading, p. A1Cluster Diagram, p. B18Sensory Notes, p. B9

INTERACTIVE READERADAPTED INTERACTIVE READERELL ADAPTED INTERACTIVE

READER

TECHNOLOGY Teacher One Stop DVD-ROM Student One Stop DVD-ROM PowerNotes DVD-ROM Audio Anthology CD GrammarNotes DVD-ROM ExamView Test Generator on the Teacher One Stop

See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.

Essential Course of Study ecosecos

Features on thinkcentral.com that support the selection include• PowerNotes presentation • ThinkAloud models to enhance

comprehension• WordSharp vocabulary tutorials• interactive writing and grammar

instruction

Find it Online!

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Teach

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text analysis: historical contextWhen you read historical works, you may notice statements that seem strange or even offensive. These remarks might be a reflection of the work’s historical context—the ideas and details from the author’s time that influence the written work.It was amazing to see these wild, untaught savages howlinglike brutes in compassion for us.The author’s statement reflects views about Indians that most people of his time shared. While his purpose was to communicate the experience of a life-threatening adventure, his account was shaped by the culture that shaped him. To familiarize yourself with the historical context of La Relación, read the author biography on page 72 and the background information on page 74. Then, as you read the work, note details that reflect this context.

reading strategy: reading a primary sourceUnlike a history book, La Relación is an eyewitness report. Suchprimary sources give us special insight into history. When using these sources, consider the intended audience, the author’s role in events, and where and when the document was written.As you read, complete a chart like the one shown. Consult the author biography and background information as needed.

Questions Answers

What do I know about the author and his times?

What details tell me about life in 16th-century North America?

What is the relationship between the author and his audience?

What is the author’s role in the events he describes?

vocabulary in contextThe following words help bring this explorer’s account to life. Choose a synonym for each word from the numbered terms.

word list

cauterizeembody

ingratiateinundate

locomotiontarry

1. movement 3. burn 5. flood 2. personify 4. seek favor 6. delay

Complete the activities in your Reader/Writer Notebook.

What’s the storybehind the glory?Dreams of wealth, glory, and conquest lured adventurers to the Americas, but few were prepared for the harsh reality that awaited them. For every hero who claimed a fortune, there were hundreds of others who died trying. Often, the greatest prize of all was living to tell the tale. What enabled some to survive while others failed?DISCUSS In a small group, share stories you’ve read or heard that describe a person’s struggle to survive in desperate circumstances, such as a shipwreck, war, or a natural disaster. Then make a list of traits that those people or characters exhibit. Decide what qualities seem essential in a survivor.

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What’s the STORY behind the GLORY? After the class speculates about why some people survive an ordeal while others perish, tell students to complete the DISCUSS activity.

Model the Skill: historical context

Read aloud Conqueror No More on page 72 and the background information on page 75. Ask students what they can infer about the views most Spanish conquistadors of Cabeza de Vaca’s time period held about Native Americans. What can they infer about the author’s views? Possible answer: Most Spanish conquistadors of Cabeza de Vaca’s time period viewed Native Ameri-cans as inferior people to be conquered, their riches plundered. Though a conqueror, Cabeza de Vaca treated Native Americans more humanely and respectfully than his own culture thought was appropriate.GUIDED PRACTICE Ask students to name a book, movie, or TV show that reflects the values of its time period but seems outdated.

T E X T A N A L Y S I S

Model the Skill: reading a primary source

Refer students to the four questions on page 73. Model how to answer the last two questions. Point out that Cabeza de Vaca’s intended audience is the king of Spain and Cabeza de Vaca is a participant. GUIDED PRACTICE Have students use the author biography to answer the questions.

RESOURCE MANAGER—Copy MasterReading a Primary Source p. 85

R E A D I N G S T R A T E G Y

V O C A B U L A R YVV O CV O CV O C A B UA B UA B U L A RL A RL A R YYY

vocabulary in contextDIAGNOSE WORD KNOWLEDGE Have students complete Vocabulary in Context. Check their selection of synonyms against the following:cauterize (kôPtE-rFzQ) v. to burn or sear to

destroy diseased tissueembody (Dm-bJdPC) v. to represent in human

form

ingratiate (Gn-grAPshC-AtQ) v. to gain another’s favor by deliberate effort

inundate (GnPOn-dAtQ) v. to cover with water; to overwhelm

locomotion (lIQkE-mIPshEn) n. the power to move from place to place

tarry (tBrPC) v. to delayRESOURCE MANAGER—Copy Master Vocabulary Study p. 87

V O C A B U L A R Y S K I L L

la relación 73

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74 unit 1: early american writing

Álvar Núñez Cabeza de Vaca

background In the 1500s, Spanish conquistadors took to the seas to claim new land for Spain. Seeking gold and silver, they explored unfamiliar territory and encountered Native American cultures they did not understand. By the time Cabeza de Vaca sailed, Spaniards had conquered the Aztecs of Mexico and the Inca of Peru, two of the most advanced civilizations in the Americas. Millions of Native Americans would die in this often brutal cultural encounter. In La Relación, Cabeza de Vaca finds himself unexpectedly at the mercy of the people he came to conquer.

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At this point in the account, Narváez’s barge has abandoned the rest, and Cabeza de Vaca’s barge has joined one commanded by two other officers. The next three chapters describe the shipwreck of Cabeza de Vaca’s barge on Galveston Island and the crew’s encounter with the Karankawa Indians who lived there.

A Sinking and a LandingOur two barges continued in company for four days, each man eating a ration of half a handful of raw corn a day. Then the other barge was lost in a storm. Nothing but God’s great mercy kept us from going down, too.

It was winter and bitterly cold, and we had suffered hunger and the heavy beating of the waves for many days. Next day, the men began to collapse. By sunset, all in my barge had fallen over on one another, close to death. Few were any longer conscious. Not five could stand. When night fell, only the navigator and I remained able to tend the barge. Two hours after dark he told me I must take over; he believed he was going to die that night. a

So I took the tiller. After midnight I moved over to see if he were dead. He said no, in fact was better, and would steer till daylight. In that hour I would have welcomed death rather than see so many around me in such a condition. When I had returned the helm to the navigator, I lay down to rest—but without much rest, for nothing was farther from my mind than sleep.

Near dawn I seemed to hear breakers resounding; the coast lying low, they roared louder. Surprised at this, I called to the navigator, who said he thought we

Analyze VisualsWhat details in theimage convey the desperate situation ofthe shipwrecked men?

a PRIMARY SOURCEDescribe the tone of lines 4–9. In what ways might the author’s choice of tone be influenced by his intended audience?

Illustration by Tom McNeely.

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Targeted Passage1

NA_L11PE-u01s21-Relac.indd 75 12/22/10 4:52:50 PMdifferentiated instruction

Practice and ApplysummaryThis excerpt from the report La Relación opens with Cabeza de Vaca and his dying men adrift on a barge. They wash ashore on Galveston Island, where the Karankawa Indians welcome and feed them. When the conquistadors em-bark again, their barge capsizes, and the starv-ing survivors return to shore. The Karankawas care for them again, but when disease spreads throughout the island, the Native Americans make the Spaniards serve as medicine men.

read with a purposeHelp students set a purpose for reading. Tell them to discover how the writer’s beliefs about Native Americans change as a result of his harrowing experiences.

for english language learnersOptions for Reading Read the selection summary aloud to give students an overview of the selection. Then, have students silently read along as they listen to the Audio Anthol-ogy CD. Divide students into Jigsaw groups and assign one Targeted Passage to each. Have students present their passages.

BEST PRACTICES TOOLKITJigsaw Reading p. A1

for struggling readersIn combination with the Audio Anthology CD, use one or more Targeted Passages (pp. 74, 77, 78) to ensure that students focus on key events and concepts. Targeted Passages are also good for English learners. 1 Targeted Passage [Lines 1–14]

This passage introduces students to the conflict Cabeza de Vaca and his men face in this excerpt.

R E A D I N G S T R A T E G Ya Model the Skill: primary

sourceDemonstrate the process of identifying tone by helping students find words that suggest the writer’s attitude toward his subject or his audience.Possible answer: The author relates frightening details in a calm, objective tone. Cabeza de Vaca may have chosen this tone to present himself as a calm, clear-thinking leader to his audience: the king.IF STUDENTS NEED HELP . . . Work with them to answer the third question in the prereading chart introduced on page 73. Then have students use the answer to infer that Cabeza de Vaca’s choice of tone reflects his desire to present himself to the king as a calm, clear-thinking leader.Questions AnswersWhat is the rela-tionship between the author and his audience?

The author’s audi-ence is the king of Spain—the person who controls his career and future.


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Analyze VisualsPossible answer: Details such as the anguished expressions on the men’s faces and their need to crawl just to get water convey the men’s desperate situation.

backgroundKarankawas The now-extinct Karankawa Indians, who lived along the Gulf Coast of Texas, were a nomadic group whose move-ments were dictated by food supply and climate. The Karankawas lived in portable teepees, called ba-ak, and traveled in groups of 30 to 40 people. As new settlers began encroaching on the Karankawas’ territory in Texas, confrontations became frequent. Dur-ing the 1820s, Stephen F. Austin led a group of settlers to destroy the Karankawas, whose population continued to diminish due to this aggression. By 1858, about three hundred years after Cabeza de Vaca’s encounter with the Karankawas, they had died out as a result of disease and American colonization.

cultural connectionConquering Cultures Spain was not the only country to attempt to conquer other cultures in the pursuit of land. Throughout history, powerful countries or cultures have tried to dominate less powerful ones for their own gain. One example of this type of conquest is the Roman Empire’s use of military force to conquer England, Spain, France, Greece, the Middle East, and the North African coastal region. Invite students to share other exam-ples of conquering cultures.

• When the excerpt begins, where are Cabeza de Vaca and his men? (lines 1–2)

• What has happened to the other barge? (line 2)

• What problems are the men facing? (lines 4–7)

• Why does Cabeza de Vaca take the tiller? (lines 8–9)

• Why does he say that he “would have wel-comed death”? (lines 11–12)

for advanced learners/apResearch Ask students to work alone or in pairs to research the celestial navigation system that Cabeza de Vaca and his crew used to travel the seas. How did sailors in the past read the stars? What instruments did they use? Do modern navigators still use the system? Why or why not? Have students pres-ent their findings to the class or write a short essay summarizing their research.

This selection on thinkcentral.com includes embedded ThinkAloud models–students “thinking aloud” about the story to model the kinds of questions a good reader would ask about a selection.

Reading Support

la relación 75



were coming close to land. We sounded and found ourselves in seven fathoms.1 The navigator felt we should stay clear of the shore till daylight; so I took an oar and pulled it on the shore side, wheeling the stern to seaward about a league2 out.

As we drifted into shore, a wave caught us and heaved the barge a horseshoe-throw [about 42 feet] out of the water. The jolt when it hit brought the dead-looking men to. Seeing land at hand, they crawled through the surf to some rocks. Here we made a fire and parched some of our corn. We also found rain water. The men began to regain their senses, their locomotion, and their hope.

This day of our landing was November 6.

What Befell Oviedo with the IndiansAfter we ate, I ordered Lope de Oviedo, our strongest man, to climb one of the trees not far off and ascertain the lay of the land. He complied and found out from the treetop that we were on an island. [This was Galveston Island.] He also said that the ground looked as if cattle had trampled it and therefore that this must be a country of Christians. b

I sent him back for a closer look, to see if he could find any worn trails, but warned him not to risk going too far. He went and came upon a path which he followed for half a league to some empty huts. The Indians were gone to shoal-flats3 [to dig roots]. He took an earthen pot, a little dog, and a few mullets4 and started back.

We had begun to worry what might have happened to him, so I detailedanother two men to check. They met him shortly and saw three Indians withbows and arrows following him. The Indians were calling to him and he wasgesturing them to keep coming. When he reached us, the Indians held backand sat down on the shore.

Half an hour later a hundred bowmen reinforced the first three individuals. Whatever their stature, they looked like giants to us in our fright. We could not hope to defend ourselves; not half a dozen of us could even stand up.

The Inspector [Solís] and I walked out and greeted them. They advanced, and we did our best to placate and ingratiate. We gave them beads and bells, and each one of them gave us an arrow in pledge of friendship. They told us by signs that they would return at sunrise and bring food, having none then.

The Indians’ Hospitality Before and After a New CalamityAs the sun rose next morning, the Indians appeared as they promised, bringing an abundance of fish and of certain roots which taste like nuts, some bigger than walnuts, some smaller, mostly grubbed from the water with great labor.

That evening they came again with more fish and roots and brought their women and children to look at us. They thought themselves rich with the little bells and beads we gave them, and they repeated their visits on other days.

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1. We sounded . . . fathoms: We measured the depth of the water and found it to be about 42 feet. (A fathom is equal to 6 feet, or 1.83 meters.)

2. league: a unit of distance; Cabeza de Vaca probably used the Spanish league, equal to 3.1 miles (5 kilometers). 3. shoal-flats: stretches of level ground under shallow water. 4. mullets: certain edible fish.

locomotion (lIQkE-mIPshEn) n. the power to move from place to place

ingratiate (Gn-grAPshC-AtQ) v. to gain another’s favor by deliberate effort

b HISTORICAL CONTEXTIn the 1500s, “Christians” was used as a synonym for Europeans. What does this suggest about how the Spaniards saw the world? How does such a belief shape the author’s purpose?

NA_L11PE-u01s21-Relac.indd 76 12/22/10 4:52:57 PMdifferentiated instructionfor struggling readersDevelop Reading Fluency Lead students in an echo reading activity. Read aloud a section of the text, including its heading. Then pause for the entire class to read aloud the words you just read. Tell students to mimic your cadence, intonation, and enunciation. Afterwards, ask volunteers to summarize the information in the sections they read aloud.

for advanced learners/apAnalyze and Research [paired option] Have student pairs find examples in the selection that show Cabeza de Vaca’s Christian faith and beliefs. Examples: “God’s great mercy” (line 3), “The Lord willed” (line 73), “we prayed for mercy and pardon” (line 75), “Our method . . . was to . . . pray earnestly to God our Lord” (lines 122–123). Then have students research some of the main beliefs of Christians during this time

period, recording their findings in a Cluster Diagram. For example, what did Christians believe prayer accomplished? How did they believe they should treat strangers? Did they believe in healing? After students finish the selection, have them identify actions of Cabeza de Vaca that did—or did not—reflect his Christian beliefs.

BEST PRACTICES TOOLKIT—TransparencyCluster Diagram p. B18


b historical contextPossible answer: Christianity was the central feature of the Spaniards’ cultural identity; the Spaniards assumed that all Europeans were Christians, and that all people should be.

V O C A B U L A R Y

own the word• locomotion: Explain that the root word

loc is Latin for “place,” and that motion comes from a Latin word meaning “movement.”

• ingratiate: The word ingratiate suggests that the person seeking favor lacks influ-ence. Ask students to think of reasons why they might want to ingratiate themselves to another person. Possible answers: They may ingratiate themselves with a person who might mentor them to gain knowl-edge.

revisit the big QUESTION What’s the STORYBehind the GLORY?Discuss What do lines 20–24 suggest that people need to survive in desperate circum-stances? Possible answer: People need hope. As soon as the almost-dead men see land, they revive a bit and become more hopeful (lines 21–24). They act as if they will survive.



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tiered discussion promptsUse these prompts to help students consider the Spanish conquistadors’ decision to try to leave the island as described in lines 54–86:

Connect Have you ever failed to solve a difficult problem and then confronted the same situation again? How did you respond? Accept all reasonable responses. Intepret Why do you think the men decide to embark again and leave the island so soon? Possible answer: The men feel refreshed by the food the Indians have given them. They feel a bit hopeful and think that they have enough strength to sail again. They may also feel that the Indians might not continue to be welcoming. Evaluate Do you think the conquistadors’ decision to leave was a good one? Why or why not? Possible answers: No; the men were obviously still weak (lines 54–56), and the Indians showed no unfriendly signs. The men had only a barge to sail on; they should have waited until they had built a more seaworthy vessel. Yes; The men needed to try to leave the island. This was the best time to leave—before any hostility developed.

for struggling readers2 Targeted Passage [Lines 77–92]

This passage introduces the conflict the conquistadors face after their barge capsizes. • Why do the Indians return with food? (line 77)• Why do the conquistadors look “so strange-

ly different” to the Indians? (lines 78–79)• How do the Indians respond to the

conquistadors’ plight? (lines 83–86)• Why are some of the conquistadors afraid

to go to the Indians’ homes? (lines 87–89)

for english language learnersVocabulary: Idioms Help students use context clues to determine the meanings of these idioms: brought . . . to (lines 21–22), “brought back to consciousness”; regain their senses (line 24), “feel better”; came upon (line 32), “discovered”; held fast (line 61), “held on tightly”; On top of everything else (line 71), “Along with everything else that happened”; as a matter of fact (line 119), “actually.”

V O C A B U L A R Y

own the word• inundate: Ask students to focus on the

second meaning of inundate. Challenge them to identify things that might inun-date them. Possible answer: homework

• tarry: Ask students to think of synonyms for tarry and to discuss each word’s conno-tation. Possible answers: delay, postpone

c primary sourcePossible answer: The author does not nor-mally eat horse meat (line 70), and he could not bring himself to do so, even though he is starving.

R E A D I N G S T R A T E G Y

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la relación 77

Being provided with what we needed, we thought to embark again. It was a struggle to dig our barge out of the sand it had sunk in, and another struggle to launch her. For the work in the water while launching, we stripped and stowed our clothes in the craft.

Quickly clambering in and grabbing our oars, we had rowed two crossbow shots from shore when a wave inundated us. Being naked and the cold intense, we let our oars go. The next big wave capsized the barge. The Inspector and two others held fast, but that only carried them more certainly underneath, where they drowned.

A single roll of the sea tossed the rest of the men into the rushing surf and back onto shore half-drowned.

We lost only those the barge took down; but the survivors escaped as naked as they were born, with the loss of everything we had. That was not much, but valuable to us in that bitter November cold, our bodies so emaciated we could easily count every bone and looked the very picture of death. I can say for myself that from the month of May I had eaten nothing but corn, and that sometimes raw. I never could bring myself to eat any of the horse-meat at the time our beasts were slaughtered; and fish I did not taste ten times. On top of everything else, a cruel north wind commenced to complete our killing. c

The Lord willed that we should find embers while searching the remnants of our former fire. We found more wood and soon had big fires raging. Before them, with flowing tears, we prayed for mercy and pardon, each filled with pity not only for himself but for all his wretched fellows.

At sunset the Indians, not knowing we had gone, came again with food. When they saw us looking so strangely different, they turned back in alarm. I went after them calling, and they returned, though frightened. I explained to them by signs that our barge had sunk and three of our number drowned. They could see at their feet two of the dead men who had washed ashore. They could also see that the rest of us were not far from joining these two.

The Indians, understanding our full plight, sat down and lamented for half an hour so loudly they could have been heard a long way off. It was amazing to see these wild, untaught savages howling like brutes in compassion for us. It intensified my own grief at our calamity and had the same effect on the other victims.

When the cries died down, I conferred with the Christians about asking the Indians to take us to their homes. Some of our number who had been to New Spain warned that the Indians would sacrifice us to their idols.5 But death being surer and nearer if we stayed where we were, I went ahead and beseeched the Indians. They were delighted. They told us to tarry a little while, then they would do as we wished.

Presently thirty of them gathered loads of wood and disappeared to theirhuts, which were a long walk away; while we waited with the remainder untilnear nightfall. Then, supporting us under our arms, they hurried us from one

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5. New Spain . . . their idols: New Spain included what is now the southwest United States, Mexico, Central America north of Panama, and some West Indian islands. In Mexico, conquistadors had encountered Aztecs who practiced human sacrifice.

inundate (GnPOn-dAtQ) v. to cover with water; to overwhelm

c PRIMARY SOURCEReread lines 68–71. What does the author’s reponse to his current situation tell you about his usual diet?

tarry (tBrPC) v. to delay


Targeted Passage2

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to another of the four big fires they had built along the path. At each fire, when we regained a little warmth and strength, they took us on so swiftly our feethardly touched ground. d

Thus we made their village, where we saw they had erected a hut for us with many fires inside. An hour later they began a dance celebration that lasted all night. For us there was no joy, feasting, or sleep, as we waited the hour they should make us victims.

In the morning, when they brought us fish and roots and acted in every way hospitably, we felt reassured and somewhat lost our anxiety of the sacrificial knife.

Cabeza de Vaca learned that men from one of the other barges had also landed on the island, bringing the number of Europeans there to about 90. In a matter of weeks, all but 16 of them died of disease, which spread to the Karankawas and killed half of them as well. Some of the Karankawas wanted to put the remaining Europeans to death but were dissuaded by Cabeza de Vaca’s host. Cabeza de Vaca and his men were later forced to act as healers.

How We Became Medicine-MenThe islanders wanted to make physicians of us without examination or a review of diplomas. Their method of cure is to blow on the sick, the breath and the laying-on of hands supposedly casting out the infirmity. They insisted we should do this too and be of some use to them. We scoffed at their cures and at the idea we knew how to heal. But they withheld food from us until we complied. An Indian told me I knew not whereof I spoke in saying their methods had no effect. Stones and other things growing about in the fields, he said, had a virtue whereby passing a pebble along the stomach could take away pain and heal; surely extraordinary men like us embodied such powers over nature. Hunger forced us to obey, but disclaiming any responsibility for our failure or success.

An Indian, falling sick, would send for a medicine-man, who would apply his cure. The patient would then give the medicine-man all he had and seek more from his relatives to give. The medicine-man makes incisions over the point of the pain, sucks the wound, and cauterizes it. This remedy enjoys high repute among the Indians. I have, as a matter of fact, tried it on myself with good results. The medicine-men blow on the spot they have treated, as a finishing touch, and the patient regards himself relieved.

Our method, however, was to bless the sick, breathe upon them, recite a Pater noster and Ave Maria,6 and pray earnestly to God our Lord for their recovery. When we concluded with the sign of the cross, He willed that our patients should directly spread the news that they had been restored to health. e

In consequence, the Indians treated us kindly. They deprived themselves of food to give to us, and presented us skins and other tokens of gratitude. !

Translated by Cyclone Covey

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110

120

6. Pater noster (pAPtEr nJsPtEr) and Ave Maria (äPvA mE-rCPE): the Lord’s Prayer (“Our Father”) and the Hail Mary, named for the prayers’ opening words in Latin.

e HISTORICAL CONTEXTIn Cabeza de Vaca’s time, no one had good knowledge of what caused disease. Reread lines 105–125. In what ways did the Spanish and the Karankawas have similiar ideas about healing?

cauterize (kôPtE-rFzQ) v. to burn or sear to destroy diseased tissue

embody (Dm-bJdPC) v. to represent in human form

d GRAMMAR AND STYLEReread lines 93–98. Note how the author uses prepositional phrases, such as “until near nightfall” and “along the path,” to add important details about where and when events are happening.


Targeted Passage3

NA_L11PE-u01s21-arRel.indd 79 12/22/10 4:48:19 PMdifferentiated instruction


revisit the big QUESTIONWhat’s the STORYbehind the GLORY?Discuss In lines 106–109, what does the Karankawas’ insistence that the Spaniards serve as medicine men tell you about their desire to survive? Possible answer: Despite their generosity the Karankawas are willing to refuse to give the Spaniards food unless they help them overcome this lethal sickness.

selection wrap–upREAD WITH A PURPOSE Ask students to dis-cuss the writer’s attitude toward the Native Americans. Possible answers: At the end of the selection, the author shows respect for the Na-tive Americans despite their cultural differences. He is grateful for their kindness.

for struggling readers3 Targeted Passage [Lines 115–127]

This passage shows how the Spanish and the Karankawas resolved their relationship.• What do the Karankawa medicine men do

to “heal” their patients? (lines 117–119)• What does Cabeza de Vaca think of the

Indians’ remedies after he has tried them? (lines 119–121)

• When the conquistadors serve as medi-cine men, how do they “heal” their patients? (lines 122–123)

• How do the Karankawas respond? (lines 126–127)

for advanced learners/apAnalyze Have small groups discuss these questions and share their findings:• What preconceived notions did the

Spanish have about the Indians?• Did the Karankawas’ actions support the

conquistadors’ preconceived notions? • How much are the preconceived notions a

person holds based on historical context rather than personal experience?

V O C A B U L A R Y

own the word• embody: Have students complete this

sentence: Olympic athletes embody. . .Possible answers: strength, patriotism, integrity, and determination.

• cauterize: Ask students to explain why the medicine man cauterizes a wound. Possible answers: to heal it, to burn away germs.

d grammar and style

Analyze Details These prepositional phrases tell readers about the setting and the men’s experience. Ask students to iden-tify other prepositional phrases that pro-vide important details. Possible answers: “to land,” “in seven fathoms” (line 17); “of the sea,” “into the rushing surf” (line 63)

e historical contextPossible answer: Both the Spanish and the Karankawas believed in a power beyond themselves that is capable of healing (lines 109–113, 122–125).


RI 1RI 6

L 4

L 3L 3a



la relación 79

After Reading

Comprehension 1. Summarize What was life like for the Spaniards on the barges? 2. Recall What happened to Cabeza de Vaca’s men when they tried to leave

Galveston Island? 3. Clarify Why did the Karankawas enlist the Spaniards as healers?

Text Analysis 4. Make Inferences Based on the events and reactions Cabeza de Vaca

describes, what appears to be the Karankawas’ view of the Spaniards?Cite details to support your answer.

5. Evaluate a Primary Source Review the information you collected about La Relación as you read. In what ways would you consider this account a valuable and reliable source of information? What are its shortcomings? Explain your conclusions.

6. Make Generalizations About Historical Context To understand the historical context of a work, you need to consult sources outside of the work for information. Identify three passages from La Relación that reflect ideas, values, or events from the author’s time. Then, using the footnotes to the text and the background information on page 74 as sources, explain the historical context of each example. Based on your results, what generalizations can you make about 16th-century Spanish perspectives? Create a chart to organize your notes.

Text Criticism 7. Biographical Context Later in life, Cabeza de Vaca spoke out against the

enslavement of Native Americans. How might his experiences as a captive, trader, and healer among the Karankawas and other groups have influenced his position? Explain your answer, citing evidence from the text.

What’s the story behind the glory?What qualities of a hero and survivor does Cabeza de Vaca demonstrate in this selection? Support your answer with evidence from the landing on Galveston Island and from the narrator’s encounters with the Karankawas.

Examples from Text Information from Other • Sources• •• • •

Generalizations About Historical Context•••

RI 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI 6 Determine an author’s point of view or purpose in a text. RI 9 Analyze foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.

NA_L11PE-u01s21-arRel.indd 79 1/6/11 10:19:08 AM

Practice and ApplyFor preliminary support of post-reading questions, use these copy masters.

RESOURCE MANAGER—Copy MastersReading Check p. 90Historical Context p. 83 Question Support p. 91Additional selection questions are provided for teachers on page 77.

answers 1. The Spaniards were lost at sea,

starving to death, and freezing. 2. A wave capsized their barge. Three men

drowned; the others washed ashore, naked and having lost all their supplies.

3. They believed the Spaniards to be extraordi-nary men with power over nature.

Possible answers: 4. The Karankawas are curious about the

Spaniards (lines 51–52). They think the Spaniards have magical powers (lines 112–113). They are unafraid of the Spaniards and feel empathy for them (lines 83–101).

5. common core focus Evaluate a Primary Source Reliable: The author uses a calm tone and gives detailed observations; Unreliable: The author has personal motives and makes cultural assumptions that can dis-tort his interpretation of events (lines 41–43, 88–89).

6. common core focus Make General-izations About Historical Context Students should cite passages and source material that lead to valid generalizations, as shown here. Text Example: Spanish conquistadors were afraid that Indians would sacrifice them to their idols (lines 88–89). Other Sources: Footnote on page 77 supports idea; background information says conquistadors encountered Native American cultures they didn’t understand. Generalization: In the 16th century, Spanish explorers feared and misunderstood Native Americans.

7. He saw how compassionate and generous the Native Americans were (lines 46–47, 48–50, 77–92, 99–102). He appreciated the Indians’ culture and humanity (lines 115–121). His captivity showed him that slavery was unjust (lines 105–110).

What’s the STORY behind the GLORY? Possible answer: Cabeza de Vaca demonstrates leadership qualities by remaining calm in a crisis (lines 1–3), taking over the boat’s tiller (lines 10–13), showing strength despite personal misery (lines 67–72), and consulting his crew before making a decision that may affect all their lives (lines 87–92).

la relación 79

RI 1, RI 6, RI 9



word listcauterize embody ingratiateinundatelocomotiontarry

Vocabulary in Context vocabulary practice

Choose the word that is not related in meaning to the other words. 1. (a) transit, (b) locomotion, (c) movement, (d) connection 2. (a) inane, (b) incompetent, (c) ingratiate, (d) inept 3. (a) deluge, (b) inundate, (c) wind, (d) overwhelm 4. (a) cauterize, (b) sear, (c) singe, (d) weep 5. (a) obtain, (b) dawdle, (c) tarry, (d) linger 6. (a) embody, (b) personify, (c) actualize, (d) construct

academic vocabulary in writing

What cultural biases about Native Americans does Cabeza de Vaca reveal in this selection? Document your answer with evidence from the text. Try to use at least three of the Academic Vocabulary words as you write.

vocabulary strategy: etymologies Many English words have intriguing histories, or etymologies. The etymology of a word, or its origin and history, can provide insight into the word’s meaning. Standard dictionaries, as well as etymological dictionaries, are excellent sources of word histories. Information about a word’s etymology will often appear near the beginning or end of a dictionary entry, as in the following example:

cau•ter•ize (kôPtE-rFzQ) tr.v. -ized, -iz•ing, -iz•es 1. To burn or sear with a cautery. 2. To deaden, as to feelings or moral scruples. [Middle English cauterizen, from Late Latin cauterizare, to cauterize, brand, from Latin cauterium, cautery.] —cau•ter•i•za•tion (-tEr-G-zAPshEn) n.

PRACTICE Consult a print or online dictionary to answer these questions. 1. From what language did oratorio enter English? 2. From which Greek word is cynosure derived? What is the word’s current

meaning? 3. What is the origin of the word malaprop? 4. Through which languages can the history of querulous be traced?

• document • illustrate • interpret • promote • reveal

Go to thinkcentral.com.KEYWORD: HML11-80

InteractiveVocabulary

L 4c Consult general and specialized reference materials, both print and digital, to determine or clarify a word’s etymology. L 6 Acquire and use accurately general and domain-specific words.

NA_L11PE-u01s21-arRel.indd 80 1/6/11 10:19:10 AMNA_L11PE-u01s21-arRel.indd 81 1/6/11 10:19:12 AMdifferentiated instructionfor advanced learners/apVocabulary Strategy Have pairs select five words from Cabeza de Vaca’s account and research each word’s etymology. Then have them use the five words in a paragraph about some aspect of the report. Have pairs share their etymologies and paragraphs with the class.

answersVocabulary in Contextvocabulary practice 1. (d) connection 4. (d) weep 2. (c) ingratiate 5. (a) obtain 3. (c) wind 6. (d) construct

RESOURCE MANAGER—Copy MasterVocabulary Practice p. 88

academic vocabulary in writingCabeza de Vaca’s memoir documents his physical hardships (hunger, pain, cold) and dif-ficult decisions (whether to ask his men to take shelter with the Native Americans). His actions and decisions and suggest that they reveal him to be a true leader.

vocabulary strategy: etymologies • Explain to students that general and special-

ized dictionaries are excellent sources of etymologies and can be found in print and online.

• Emphasize that etymologies can help them recognize related words and therefore figure out their meanings.

• Note that students’ answers may vary slightly based on the dictionary they use.

Possible answers: 1. Italian 2. kunosoura, meaning “dog’s tail”; “focal

point or center of attention” 3. The word comes from the name of a charac-

ter, Mrs. Malaprop, who misuses words in Richard Brinsley Sheridan’s 18th-century play The Rivals.

4. Latin, Old French, and Middle English

RESOURCE MANAGER—Copy MasterVocabulary Strategy p. 89

Keywords direct students to a WordSharp tutorial on thinkcentral.com or to other types of vocabulary practice and review.

Interactive Vocabulary


L 4c, L 6



la relación 81

Language grammar and style: Add Necessary DetailsReview the Grammar and Style note on page 78. Cabeza de Vaca uses numerous details throughout his account to help readers visualize his amazing journey. Prepositional phrases include details about what happens, as well as where, when, and how. Read this example from La Relación:

A single roll of the sea tossed the rest of the men into the rushing surf and back onto shore half-drowned. (lines 63–64)

PRACTICE Rewrite each sentence, adding prepositional phrases that modify the boldfaced words. Follow the directions in parentheses. An example has been done for you.

example

The barges, filled with half-starved men, drifted for days. (Tell where they drifted.)The barges, filled with half-starved men, drifted on the stormy seas for days.

1. They told us they would return and bring us food. (Tell when they will return.) 2. We traveled through the woods to the village. (Add two phrases. Tell how

long they traveled and where the village was located.) 3. We waited anxiously for news. (Tell what kind of news was expected.)

reading-writing connectionExpand your understanding of these excerpts from La Relación by responding to this prompt. Then use the revising tips to improve your journal entry.

�YOUR

TURN

Go to thinkcentral.com.KEYWORD: HML11-81

InteractiveRevision

• Write in the first person, using the pronouns I and me.

• Clearly recount a specific event or moment in the nar-rator’s exploration.

• Concentrate on action and momentum.

• Vividly describe surround-ings, people, or events influ-encing the moment.

• Show the narrator’s reac-tions to the events.

EXPLORER’S ACCOUNT Explorers often keep journals of their experiences. These accounts—from the writings of Lewis and Clark to the reports of a modern astronaut—describe what the explorers see and how they are changed by their experiences. Write a two-to-four-paragraph journal entry describing an interesting moment in an exploration. The journey can be real or fictional—a trip to a new town or galaxy, a trek across the desert, or the race to a new invention. Be sure to share your reactions to it.

writing prompt revising tips

L 3 Apply knowledge of language to make effective choices for meaning or style. L 3a Vary syntax for effect. W 3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W 3a, d Engage and orient the reader by setting out a situation and its significance, establishing one point of view, and introducing a narrator and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture.


Language grammar in context

Remind students that a prepositional phrase begins with a preposition (such as of, on, in, against, and for), and includes the object of the preposition and any words that modify the object. (It does not include a verb. For more on adding details with prepositional phrases, see Grammar Handbook, page R65.)Possible answers: 1. They told us they would return in the

morning and bring us food. 2. We traveled for three hours through the

woods to the village in their territory. 3. We waited anxiously for news about the

missing men.

RESOURCE MANAGER—Copy MasterAdd Necessary Details p. 92

reading-writing connectionEncourage students to use a Sensory Notes organizer to help them record vivid and meaningful descriptions that they have either experienced or imagined.

BEST PRACTICES TOOLKIT—TransparencySensory Notes p. B9

AssessDIAGNOSTIC AND SELECTION TESTS

Selection Test A pp. 37–38Selection Test B/C pp. 39–40

Interactive Selection Test on thinkcentral.comReteachLevel Up Online Tutorials on thinkcentral.com

for struggling writersWriting Support• Help students get started by asking, When

did you experience this moment? What were you exploring?

• Work with students to translate several details from their Sensory Notes organizer into sentences that describe their journey.

• Limit the length of the assignment to two paragraphs.

All of the interactive tools and features on WriteSmart are also available online at thinkcentral.com—in the Writing Center.

Writing OnlineThe following tools are available online at thinkcentral.com and on WriteSmart CD-ROM: • Interactive Graphic Organizers• Interactive Student Models• Interactive Revision LessonsFor additional grammar instruction, see GrammarNotes on thinkcentral.com.

Writing Online

Assess and Reteach

la relación 81

L 3, L 3a, W 3, W 3a, W 3d


exploration and the early settlers focus and motivate la

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