Dividing the New World: Tracing the Treaty of Tordesillas and Its Impact on Indigenous Civilizations

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Historical Context

In the late 1400s, European countries were racing to explore and claim new lands across the globe. After Christopher Columbus’s first voyage in 1492, Spain and Portugal, two of the most powerful nations at the time, began competing over who had the right to control the newly “discovered” lands in the Americas. To avoid conflict, they turned to the Catholic Church for help. In 1494, the two countries signed the Treaty of Tordesillas, which drew an imaginary line down the Atlantic Ocean. Everything west of the line would belong to Spain, and everything east would belong to Portugal. At the time, Spain got most of the Americas, while Portugal gained control of parts of Africa, Asia, and later Brazil, which lay just east of the line. This agreement was made without consulting the Indigenous peoples who had lived in these lands for thousands of years. The Treaty of Tordesillas had a major impact on Indigenous civilizations. It gave European powers permission to take over vast areas of land, often by force. Spanish explorers and conquerors, like Hernán Cortés and Francisco Pizarro, used this agreement to justify their invasions of powerful Indigenous empires like the Aztecs and Incas. As a result, millions of Indigenous people were killed by violence, disease, and forced labor. Their societies, cultures, and governments were disrupted or destroyed. Though the treaty was an agreement between European powers, its effects were felt most strongly by the Native peoples of the Americas in addition to regions of Africa and Asia. Understanding the Treaty of Tordesillas helps us see how European colonization began with not just exploration, but also division, conquest, and control, often at the expense of Indigenous lives and sovereignty.

Connection to History’s Habits of Mind

The Treaty of Tordesillas provides a powerful opportunity to practice critical reading, especially when examining who created the document, who it served, and who was left out. By analyzing this agreement through a critical lens, students can question the motives of Spain, Portugal, and the Catholic Church, and reflect on how the language of “discovery” and “division” concealed the violent realities of conquest. This habit of mind encourages students to interrogate primary and secondary sources, ask whose voices are missing, especially Indigenous perspectives, and explore how power, bias, and historical context shape the way events are recorded and remembered. In doing so, they begin to see history not as a neutral record, but as a narrative shaped by decisions, justifications, and consequences.

Discussion Question

  • Who wrote or agreed to the Treaty of Tordesillas, and what were their goals? What assumptions did the treaty make about land ownership and sovereignty?
  • How does the treaty reflect the values and worldview of 15th-century European powers?
  • Whose voices and perspectives are missing from the treaty, and why might that be important?
  • What language in the treaty (or its description) tries to justify colonization or control of Indigenous lands?
  • How did the Treaty of Tordesillas shape the colonization of Latin America and the Caribbean?
  • Why do you think Portugal was able to claim Brazil even though it’s part of South America?
  • In what ways did this treaty set the stage for the violence and destruction experienced by Indigenous peoples?
  • How did this document influence language, religion, and culture in the Americas today?
  • Can the Treaty of Tordesillas be seen as an early example of international law? Why or why not?

Suggested Activity

Materials Needed:

Part 1: Warm-up: Mapping the Treaty for Context [5-10 mins]

  • Project or distribute a world map centered on the Atlantic Ocean.
  • Have students use rulers and markers to draw the line 370 leagues west of the Cape Verde Islands (roughly near modern-day Brazil).
  • Color code:
    • Everything east of the line = Portugal (i.e. Brazil, parts of Africa and Asia)
    • Everything west of the line = Spain (i.e. most of the Americas)

Part 2: Critical Reading [15-20 mins]

Have students critically read the online translated copy of the Treaty of Tordesillas (linked in the guide) while using the Treaty of Tordesillas (1494) Critical Reading Guide as a support for the language that is used in the document.

Part 3: Guided Small Group Discussion [15-20 mins]

Have students break into small groups, discuss the following questions, and have one student record their responses on a sheet of paper :

  • Who was included in this treaty? Who was excluded? Why does that matter?
  • What problems do you think could happen because of this agreement?
  • If you were an Indigenous person living in the Americas in 1494, how might this treaty have affected your life?
  • What does this treaty tell us about how Spain and Portugal viewed the rest of the world?
  • What are the long-term impacts of this division of land?

Exit Ticket [5 mins]: Have students respond individually to this prompt on an index card or slip of paper: “Was the Treaty of Tordesillas more about peace or power? Defend your answer in 2–3 sentences.”