APUSH Review: Key Concept 1 Period 1: 1491 - 1607 APUSH Review: Key Concept 1 Everything You Need To Know About Key Concept 1 To Succeed In APUSH

The New Curriculum Key Concept 1.1 “As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.” Page 25 of the Curriculum Framework The Columbian Exchange revolutionized life in the Americas, Europe, and Africa. Big idea: How were natives alike? How were they different? How did natives adapt to their environment.

Pre-Columbian time period. First Americans came from Asia Crossed the Bering Strait during the Ice Age Following a food source Gradual migration

Early Human Migrations 1st Migration, 38,000-1800 BCE 2nd Migration, c. 10,000-4,000 BCE 3rd Migration, c. 8,000-3,000 BCE

CULTURE AREAS OF NATIVE AMERICANS

How were natives alike? Organized into tribes, many into leagues – Iroquois Federation Life was dominated by natural resources Religion of the spirit world – single creator god, not monotheistic Land was not owned but “common” to everyone Most were matrilineal and women had high status

Key Concept 1.1, I “Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.” (made them different) A) Impact of maize cultivation: Very popular in the southwest Societies developed vast irrigation systems (Pueblos in Rio Grande) How did maize transform societies? Less emphasis on hunting and gathering Increase in population Establishment of permanent villages with socially diverse societies Tenochtitlan – 250,000 people, social classes

B) Great Plains and Great Basin Most natives lived off of hunting and gathering Lack of natural resources Large, flat area that was arid (dry) – Basin Grassland- Plains With the introduction of the horse, life on the Great Plains was drastically altered Bison hunting became much easier Natives with horses became stronger militarily Natives in the Great Basin hunted bison and sheep Like natives on the Great Plains, horses helped natives become more powerful

C) Northeast, Mississippi River Valley, and Atlantic Seaboard Many societies were a mix of hunting and gathering, and agriculture and developed permanent villages Iroquois (Present day NY and PA): Adapted to their environment: Burned forests to hunt and grow crops Villages were built around maize Iroquois were a matriarchal (mother authority) society: Power was based on female authority Women were instrumental in councils and decision-making Women would tend to crops and oversaw community affairs while men hunted Cahokia Indians – near present-day St. Louis (around 30,000 people in 1200) Built giant mounds Largest settled community until NY and Philadelphia in 1800

D) Northwest And Present-Day California Roughly 300,000 natives lived in California prior to the arrival of Europeans Most of these societies were based on hunting, gathering, and foraging Gather nuts, fish, and hunted Societies tended to be ruled by wealthy families Chinooks Advocated warrior traditions Used advanced fighting techniques Lived in longhouses which could house many families

Test Tips Multiple-Choice and Short Answer Questions: Map of different areas of North America: How did natives adapt to their environment? What made them alike and different? Example: What made Native Americans similar and different? Describe one specific example of how they were similar? Describe one specific example of how they were different? Essay Questions: above

The New Curriculum and The Columbian Exchange Key Concept 1.2 “Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.” Page 26 of the Curriculum framework The Columbian Exchange revolutionized life in the Americas, Europe, and Africa. Big Ideas: What were positives and negatives of the Columbian Exchange on both hemispheres? What were reasons that led to European exploration?

Key Concept 1.2, I Key Concept 1.2, I: “European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.” Page 26 of the Curriculum framework A) Reasons for European exploration: Countries sought new sources of wealth – gold and silver Economic and military competition – glory (defeat of the Spanish Armada by the English) Spread Christianity – Spain

CULTURAL CLASHES VS Used the land for economic needs WHITE EUROPEANS Used the land for economic needs Clearing the land, destroying hunting areas and fencing it off into private property Divided the land and selling it for monetary value.    NATIVE AMERICANS Relationship with environment as part of their religion Need to hunt for survival Ownership meant access to the things the land produced, not ownership of the land itself. VS

DISCOVERY OF A NEW WORLD First Americans-----Pre-Columbian 2. Europe Exploration - REVIEW Causes Indirect Direct Effects   notes

European Explorations Indirect Causes of European Explorations

Earlier Explorations Islam & the Spice Trade  Silk Road New Player  Europe Awareness of new trade New nations  monarchs had the authority & the resources to fund explorations Better seaworthy ships.

Motives for European Exploration Crusades  by-pass intermediaries to get to Asia. Renaissance  curiosity about other lands and peoples. Reformation  refugees & missionaries. Monarchs seeking new sources of revenue. Technological advances. Fame and fortune.

New Maritime Technologies Better Maps Hartman Astrolabe (1532) Mariner’s Compass Sextant

New Weapons Technology

15th century trade routes

European trade routes

The 3 motives reinforce each other Direct Causes = 3 G’s Political: Become a world power through gaining wealth and land. (GLORY) Economic: Search for new trade routes with direct access to Asian/African luxury goods would enrich individuals and their nations (GOLD) Religious: spread Christianity and weaken Middle Eastern Muslims. (GOD) The 3 motives reinforce each other

Treasures from the Americas!

EFFECTS EUROPEAN EXPLORATION 1400 TO 1600 Europeans reach and settle Americas Expanded knowledge of world geography Growth of trade, mercantilism and capitalism Indian conflicts over land and impact of disease on Indian populations Introduction of the institution of slavery Columbian Exchange

explorers

European Colonization Once the New World is discovered, the Big 4 four European countries begin competing for control of North America and the world…. Spain England France Portugal This power struggle ultimately leads to several wars.

The Spanish Spanish first to pursue colonization Start in Caribbean, then Central and South America— most important was conquest of Aztecs by Cortez (1521) and Incas by Pizzaro (1531) First permanent colonies in what will become United States are founded by Spain St. Augustine (Florida) is founded (1565) to protect Spanish treasure fleets

Ferdinand Magellan & the First Circumnavigation of the World

Spanish empire by the 1600’s consisted of the part of North America Central America Caribbean Islands Much of South America.

First Spanish Conquests: The Aztecs Cortes conquered Aztec Empire in 1519 and took control of modern day Mexico. vs. Hernando Cortés Montezuma II

Mexico Surrenders to Cortés

Cycle of Conquest & Colonization https://www. youtube. com/watch Explorers Conquistadores Missionaries European Colonial Empire Permanent Settlers

The Influence of the Colonial Catholic Church Guadalajara Cathedral Our Lady of Guadalupe Guadalajara Cathedral Spanish Mission

The Treaty of Tordesillas, 1434 & The Pope’s Line of Demarcation, 1493

Key Concept 1.2, I B) Columbian Exchange and its impacts What was it? The exchange of plants, animals, culture, humans, diseases, etc. between the Americas, Europe, and Africa Impact of exchange? In Europe and Asia: massive population growth due to new food; increase in wealth; decrease in feudalism and a rise of capitalism In Africa: Spanish and Portuguese used Africans from West Africa to be used as slaves in the Americas In the Americas: spread of diseases (smallpox and measles), social classes (Mestizos), horse transformed Native life (made hunting easier), Encomienda system

Columbian Exchange or the transfer of goods involved 3 continents, Americas, Europe and Africa * Squash * Avocado * Peppers * Sweet Potatoes * Turkey * Pumpkin * Tobacco * Quinine * Cocoa * Pineapple * Cassava * POTATO * Peanut * Tomato * Vanilla * MAIZE * Syphilis * Olive * Coffee Beans * Banana * Rice * Onion * Turnip * Honeybee * Barley * Grape * Peach * Sugar Cane * Oats * Citrus Fruits * Pear * Wheat * HORSE * Cattle * Sheep * Pig * Smallpox * Flu * Typhus * Measles * Malaria * Diptheria * Whooping Cough

Key Concept 1.2, I C) Technology and trade New technology aided exploration: Sextant – could be used to find exact position on earth – more precise sailing Caravel, compass, and quadrant improved sailing efficiency

Key Concept 1.2, II A) Impact of Spanish exploration: Deadly diseases: Key Concept 1.2, II: “The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.” Page 27 of the Curriculum framework A) Impact of Spanish exploration: Deadly diseases: Smallpox, malaria Killed as many as 90% of Natives in some areas – not immune to European diseases Introduction of new animals and crops: Horse – transformed Native life on the Great Plains Crops – wheat, rice, and sugar

Page 24 of the Curriculum framework Key Concept 1.2, I, D. “In the economies of the Spanish colonies, Indian labor, used in the encomienda system to support plantation-based agriculture and extract precious metals and other resources, was gradually replaced by African slavery.” Page 24 of the Curriculum framework Since the encomienda system is specifically mentioned in the framework, there is a good chance you will be directly assessed on it.

ENCOMIENDA SYSTEM 1. Spanish practice of securing an adequate and cheap labor supply = FEUDALISM “granted” to deserving subjects of the King 2. Conquistador controlled Indian populations –part of Black Legend Required Indians to pay tribute from their lands Indians often rendered personal services as well. 3. In return the conquistador was obligated to protect his wards instruct them in the Christian faith defend their right to use the to live off the land 4. Encomienda system eventually decimated Indian population. 5. The King prevented the encomienda with the New Laws (1542) supported by de Las Casas, the system gradually died out.

Caste system

Spanish Outposts/Settlements Spanish men only – no families came to settle help Christianize the Natives and contained missions Harsh Indian labor – part of Black Legend

Key Concept 1.2, III “In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.” Page 28 of the Curriculum framework A) Misunderstandings between each group Gender – many Natives societies were matrilineal and matriarchal Land – Natives did not own individual land Religion – Natives believed in animism, polytheistic; shamans held power Some useful aspects of each other’s cultures were eventually adapted: Natives adapted technology Europeans adapted agriculture techniques

Father Bartolomé de Las Casas Believed Native Americans had been treated harshly by the Spanish. Indians could be educated and converted to Christianized. Believed Indian culture was advanced as European but in different ways. New Laws --> 1542

Native Resistance Mexica (Aztecs) against Cortez – stoned Montezuma as traitor; rebelled and killed many Spaniards; Cortez conquered – hanged leaders; priests devoured by dogs Many ran away – if caught tortured and killed; starved to death Pueblo Revolt of 1680 – Pope leader destroyed churches, executed Spanish and priests – took Spain 14 years to reestablish control of New Mexico

Downfall of the Encomienda System Many Catholics began to protest the harsh treatment of the Natives Mestizos (individuals of Spanish and Native Ancestry) could not be forced to work the encomienda system In time, this helped lead to the decline of the system Gradually, the system was replaced by African slave labor, like many areas of the Americas Bartolomé de las Casas

Test Tips Multiple-Choice Questions and Short Answer: Essay Questions: Spanish men came to settle – not families Spanish intermarried with Natives to create mixed races Encomienda system was Indian slave labor by another name Gradually replaced by African slave labor Essay Questions: Impact of Columbian Exchange on Native Americans and Europeans

Key Concept 1.2, III B) Native resistance to European encroachment and labor: Natives sought to preserve political, economic, and religious autonomy (independence, self- rule) Diplomatically and/or militarily C) Debates over how non-Europeans should be treated: Many Europeans saw Natives and Africans as “savages” Juan de Sepulveda: Advocated harsh treatment of Natives Claimed slavery for Natives was justified under Christianity Bartolome de Las Casas: Argued that Natives deserved the same treatment as all other men Played an instrumental role in the ending of the encomienda system Contributed to the “Black Legend” Arguments used to subjugate Africans and Natives? Racism, religious - spread of Christianity, Natives and Africans were seen as “barbaric”

Test Tips Multiple-Choice Questions and Short Answer: Essay Questions: Be familiar with the impacts of the Columbian Exchange – not just food Increase in world trade, permanently connecting two hemispheres Identify specific goods and their impacts – horse and potato Impact on Europe – new foods like the potato created population growth and more need to expand for that population; cultural changes like syphilis and tobacco Impact on Natives – horse changed way of life for Plains Indians; smallpox killed about 90% of Native population Encomienda System Impact on Africans – drastic growth in slavery Essay Questions: European interactions with Native Americans Could be part of larger topic – comparing Spanish colonization with other European countries (Period 2)