Period 1 1491 1607 APUSH Review Key Concept

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

The New Curriculum • Key Concept 1. 1 “Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other. ” • Big idea: ▫ How did natives adapt to their environment?

Maize (Corn) • Around A. D. 1000, maize agriculture began to spread from Central America through North America ▫ Maize was especially popular in the southwest ▫ Societies developed vast irrigation systems (Pueblos in Rio Grande) • Maize cultivation transformed societies ▫ Less emphasis on hunting and gathering ▫ Led to an increase in population �Villages were built around maize fields

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

Great Plains and Great Basin • Most natives lived off of hunting and gathering ▫ Lack of natural resources ▫ Large, flat area • 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

Northeast 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 society: ▫ Power was based on female authority ▫ Women were instrumental in councils and decisionmaking ▫ Women would tend to crops and oversaw community affairs while men hunted

Test Tips • Multiple-Choice Questions: ▫ Map of different areas of North America: How did natives adapt to their environment? • Short Answer: ▫ Map of different areas of North America: How did natives adapt to their environment? • Essay Questions: ▫ Not likely since it is from period 1

Period 1: 1491 - 1607 APUSH Review: Key Concept 1. 2 (The Columbian Exchange) Everything You Need To Know About Key Concept 1. 2 and The Columbian Exchange To Succeed In APUSH

The New Curriculum and The Columbian Exchange • Key Concept 1. 2 “European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. ” • The Columbian Exchange revolutionized life in the Americas, Europe, and Africa. • Key Concept 1. 2, I: “The arrival of Europeans in the Western Hemisphere in the 15 th and 16 th centuries triggered extensive demographic and social changes on both sides of the Atlantic. ” • Big Ideas: o What were positives and negatives of the Columbian Exchange on both hemispheres? o What were reasons that led to European exploration?

The Columbian Exchange • What was it? o The exchange of plants, animals, culture, humans, diseases, etc. between the Americas, Europe, and Africa • Examples of goods: o Americas to Europe and Africa: potatoes, maize (corn), tomatoes o Europe to the Americas: wheat, rice, horses, chickens, oxen • Impact of exchange? o In Europe and Asia: massive population growth due to new food o In Africa: Spanish and Portuguese used Africans from West Africa to be used as slaves in the Americas o In the Americas: spread of diseases (smallpox), social classes (Mestizos), horse transformed Native life (made hunting easier), Encomienda system

Key Concept 1. 2, II • “European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building. ” o Page 24 of the Curriculum framework • What drove European exploration and conquest? o 3 G’s – Gold, Glory, Gospel o To spread Christianity – Spain • Money and food from the Americas led to population growth in Europe and helped shift the economy to capitalism o Joint-stock companies – used to raise $ for explorations • Used in Jamestown (1607) • New technology aided exploration: o Sextant – could be used to find exact position on earth – more precise sailing

Test Tips • Multiple-Choice Questions and Short Answer: o Be familiar with the impacts of the Columbian Exchange – not just food • Increase in world trade, permanently connecting two hemispheres o Identify specific goods and their impacts – horse and potato o Impact on Africans – drastic growth in slavery • Essay Questions: o Not likely since it is from period 1

Period 1: 1491 - 1607 APUSH Review: Key Concept 1. 3 Everything You Need To Know About Key Concept 1. 3 To Succeed In APUSH

• The New Curriculum Key Concept 1. 3 “Contact among American Indians, Africans, and Europeans challenged the worldviews of each group. ” o Page 25 of the Curriculum Framework • Big idea: o How did Europeans view the Natives and justify their treatment of them? o How did Africans adapt to life in the Western Hemisphere while still preserving their own cultures?

European Views of Natives and Africans • Key Concept 1. 3, I “European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples. ” o Page 25 of the Curriculum Framework • Many Spanish and Portuguese did not understand Natives and their cultures o Natives were viewed as “Savages” by many Europeans • Juan de Sepulveda: o Advocated harsh treatment of Natives o Claimed slavery for Natives was justified under Christianity • Bartolome de Las Casas: o Argued that Natives deserved the same treatment as all other men o Played an instrumental role in the ending of the encomienda system • Europeans began to develop a belief in white superiority to justify the treatment of Africans and Natives

Views of Natives and Africans • Key Concept 1. 3, II “Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs” • Page 25 of the Curriculum Framework • The Spanish often tried to convert Natives to Christianity o Spanish Mission System: • Outposts throughout the Americas to help convert Natives • Outposts were often military bases as well • Don Juan de Onate defeated the Pueblos • Spanish established Santa Fe in 1610 • Spanish priests and government suppressed Native practices that were inconsistent with Christianity • Spanish demanded tribute and labor from Natives • Many Africans preserved their culture and autonomy in the New World o Maroon Communities: • Consisted of runaway slaves, many were located in the Caribbean o Many Africans would combine elements of Christianity with their native African religions and customs

Test Tips • Multiple-Choice and Short Answer Questions: o Excerpt from a Spanish official about Natives: How were they viewed? o Comparing/Contrasting Spanish and Portuguese colonization o Similarities in Native and African resistance • Essay Questions: o Not likely since it is from period 1 o Comparing European colonization