Do Now 8/28 Complete your Historical Causation worksheet. This is a silent and individual activity. Please use your annotated notes in the AMSCO text to help you. Lots to do today! Let’s keep it moving!

Period 1: 1491-1607 Notes

Outcomes SWBAT Identify and explain three reasons European nations explored and colonized the Americas. Explain the Spanish transition from the encomienda system to the asiento system.

Bering Land Bridge The original inhabitants of the Americas came over from Asia on the Bering Land Bridge, between what is now Russia and Alaska.

Peoples of Americas 50 to 100 million people in 1491 Crops such as corn (maize) and potatoes allowed civilizations such as the Mayas, Aztecs, and Incas to flourish.

Native American Groups of North America

The Northwest Housing: longhouses Diet based on: hunting, fishing, foraging Iconic Culture: totem poles Major Tribe: Chinook

The Southwest Housing: cave and cliff dwellings Diet based on: maize farming Iconic Culture: irrigation and architecture Major Tribes: Pueblo, Anasazi

The Great Plains Housing: tepees Diet based on: buffalo and farming Iconic Culture: seminomadic, horses Major Tribe: Sioux

The Eastern Woodlands Housing: longhouses Diet based on: hunting, fishing, agriculture Iconic Culture: maternal society in villages Major Tribe: Iroquois Confederation, Algonquian

Secotan Algonquian village, 1585 Challenge Question #1: Secotan Algonquian village, 1585

Iroquois Confederacy AKA Iroquois League Made up of the Five Nations – Mohawk, Oneida, Onondaga, Cayuga, and Seneca Territory: New York, Canada, Great Lakes Cultural group that assumed political and military roles in response to the Europeans

Challenge Question #2: Why did the Europeans explore and colonize the Americas?

Motivations for Colonization Technology – New technology allowed ships to sail farther and make more accurate maps compass, sextant, better ships Wealth – European nations needed wealth to increase their military power mercantilism and joint stock companies Power and Status – The growth of large nation-states (Spain, Portugal, France, England) led to international competition conquistadores found personal wealth and glory Religion – Conflict between Catholics and Protestants led to a desire to spread the “right” kind of Christianity

The Columbian Exchange Long term exchange of crops, livestock, goods, diseases, and culture between Europe (“Old World”) and the Americas (“New World”)

“Old World” to “New World” Animals – horses, cows, chickens Crops – apples, carrots, coffee, sugar cane Diseases – plague, cholera, smallpox

“New World” to “Old World” Animals – turkey, llama Crops – beans, cocoa, maize (corn), potatoes, tobacco Diseases – syphilis

Results of the Columbian Exchange In Europe In the Americas New crops from the Americas provided a nutritious, stable food source This allowed the European population to boom and encouraged the move from feudalism to capitalism The European belief in white superiority was strengthened New diseases wiped out millions of Native Americans Horses changed the lives of the Plains Indians Native people increasingly resisted forced cultural change

Encomienda System Forced labor system in which Native Americans were forced to work in exchange for being “cared for” by a Spanish landowner Forced conversion to Christianity was also common Plantation-based agriculture for crops like sugar, and mining of precious metals like silver Eventually replaced by slavery

Challenge Question #3: Why did the Spanish eventually replace the encomienda system with the asiento system (slavery)?

Spanish Slavery With devastated native populations leading to a lack of workers, the Spanish turned to the asiento system Slaves were brought from West Africa The system was allowed and even encouraged because a tax was paid to the king for each slave brought to Spanish territory

Caste System Racially mixed populations of Spanish settlers, Native Americans, and African slaves led to a rigid caste system based on race For example, a “Mestizo” was someone of mixed Spanish and native parents

Bartolomé de Las Casas Priest who fought for better treatment for Native Americans Wrote “The Destruction of the Indies” and “In Defense of the Indians”

“Then too there exist extraordinary kingdoms among our Indians who live in regions west and south of us. There are large groupings of human beings who live according to a political and a social order. There are large cities, there are kings, judges, laws, all within civilizations where commerce occurs, buying and selling and lending and all the other dealings proper to the law of nations. That is to say, their republics are properly set up, there are institutions. And our Indians cultivate friendship and they live in large cities. They manage their affairs in them with goodness and equity, affairs of peace as well as war. They run their governments according to laws that are often superior to our own... they are inferior to none .... And in a good many customs they outdo, they surpass the English, the French and some groups in our native Spain.”

Why didn’t the native peoples fight back more? Disease Brutal military suppression They did – Pueblo Revolt, Pequot War, King Philip’s War, Pontiac’s Rebellion, Creek War, Black Hawk War, Second Seminole War, Nez Perce War, Ghost Dance War, and dozens upon dozens of others over the years.

Pueblo Revolt, 1680 Angered by forced work and forced conversion, the Pueblo, led by Popé rebelled against the Spanish government. The Pueblo killed hundred of Spanish colonists and forced the thousands that still live to leave Spanish returned a decade later

Challenge Questions #34-36