PRE COLUMBIAN AMERICA SPANISH SETTLEMENT AP US Contextualization

PRE COLUMBIAN AMERICA/ SPANISH SETTLEMENT AP US

Contextualization Skill 1: Contextualization • Describe an accurate historical context for a specific historical development or process • Explain how a relevant context influenced a specific historical development or process • Use context to explain the relative historical development or process

å Major Native American Tribes

Indian Group Pueblo Chinook Shoshone Apache Iroquois Powhatan Location/ Geography Lifesytle & Adaptations to Geography Picture

Comparison Skill 1: Comparison 1. A Describe similarities and/or differences between different historical developments and processes 1. B Explain relevant similarities and/or differences between specific historical developments and processes 1. C Explain the relative historical significance of similarities and/or differences between different historical developments or processes

Comparison – Practice Question Learning Objective 1 B: Explain how and why various native populations in the period before European contact interacted with the natural environment in North America. 1) Identify one similarity in how pre-Columbian Native American tribes interacted with the natural environment? 2) Why were they similar or different? 3) Identify one difference in how pre-Columbian Native American tribes interacted with the natural environment? 4) Why were they different? Mr. Betts

Historical Cause and/or Effect Skill 2: Historical Causation 2. A Describe causes and/or effects of a specific historical development or process 2. B Explain the relationship between causes and effects of a specific historical development or process 2. C Explain the difference between primary and secondary causes and between short- and long-term effects 2. D Explain how a relevant context influenced a specific historical development or process 2. E Explain the relative historical significance of different causes and/or effects

Causes of European Exploration • • • Crusades (goods) – desire for wealth Nation states/nationalism/competition (Great Britain, France, Spain, Portugal) capitalism • joint stock companies • mercantilism Spread Christianity Technology (compass, sextant, printing press, astrolabe, caravel)

Evaluate the reasons for European exploration in the late 1400 s/early 1500 s.

Evaluate the reasons for European exploration in the late 1400 s/early 1500 s. Thesis Formula: X. However, A and B. Therefore, Y. X = the counter-argument or the concession statement A = the first organizational theme B = the second organizational theme Y = the assertion with regard to the prompt Alternative Formula: Although X, A and B, therefore Y.

Evaluate the reasons for European exploration in the late 1400 s/early 1500 s. Thesis Formula: In the late 1400 s and early 1500 s, new technology made it possible for ships to sail around the world (X). This resulted in Europeans reaching America to set up colonies. However, economic interests (A) and religious goals (B) were the most important factors causing Europe to explore around the world (Y).

Christopher Columbus

The Columbian Exchange

Reading Questions 1. 2. 3. 4. How did epidemics caused by European conquest influence the Americas from 1491 -1607? How did the labor system evolve in the American from 1491 -1607? How did the introduction of new foods and animals shape both the Americas and Europe from 1491 -1607? How did the economic system in the Spanish colonies develop from 1491 -1607? (encomienda system) Casta System

Smallpox Epidemic

Casta System Caste System: • Peninsular • Criollo • Indio • Negro Mixing: • Mestizo • Zambo

Encomienda System

Encomienda System The encomienda system was created by the Spanish to control and regulate American Indian labor and behavior during the colonization of the Americas. Under the encomienda system, conquistadors and other leaders (encomenderos) received grants of a number of Indians, from whom they could exact “tribute” in the form of gold or labor. The encomenderos were supposed to protect and Christianize the Indians granted to them, but they most often used the system to effectively enslave the Indians and take their lands.

Key Ideas Example of Pre-Columbian Society � Reasons for Exploration � Significance of Columbus – Columbian Exchange � Epidemics � Enslavement (Encomienda System) � Social Change (Casta System) � Mr. Betts

Christopher Columbus

Bishop De Las Casas

Juan de Sepulveda

The Black Legend? – SAQ Intro

Discussion Does Christopher Columbus deserves his own holiday? (Only two individuals in American history have their own holiday/Martin Luther King Jr. is the other).

Spanish/Native Interaction: 1600 s Watch Adam Norris on the Pueblo Revolt (1680) and answer the following Short Answer Question (SAQ). a) What was the primary cause of the Pueblo Revolt? b) What was the primary result of the Pueblo Revolt?

QUIZ – NEXT BLOCK Study: • 14 matching terms - from review list • Explain HAPP • Review after school/Use Review Sheet • Watch: Adam Norris, Gilder Lehrman, Crash Course, Khan Academy • Flash Cards

Evaluate the effects of the development of transatlantic voyages from 1491 to 1680. Identify themes and bullet evidence to support

Evaluate the effects of the development of transatlantic voyages from 1491 to 1680. Thesis Formula: X. However, A and B. Therefore, Y. X = the counter-argument or the concession statement A = the first organizational theme B = the second organizational theme Y = the assertion with regard to the prompt Alternative Formula: Although X, A and B, therefore Y.

The Crusades

Mariner’s Astrolabe

Sextant

Early Printing Press

Early Exploration

Pueblos – Southwest (hot, dry) • • • Built irrigation systems to sustain farming Grew maize (corn) Created large permanent settlements: adobe buildings

Chinook – Northwest (cooler, damp) • Hunter-Gatherer • • • Live along rivers (Columbia) Fish Salmon/Hunt Elk Gather Nuts, Seeds Long houses from trees Social stratification

Shosone – Great Basin (hot, barren) • Hunter-Gather • • • Nomadic/Limited Resources Seasonal villages Traveled huge distances Bison/Sheep/Fish Nuts

Apache – S. Great Plains (varied weather, barren) • Hunter-Gather • • Nomadic/Limited Resources Traveled constantly Bison Traded with neighboring tribes

Iroquois – Northeast (4 seasons) • • Farm - 3 sisters Hunt Longhouses • move villages to replenish land Large, powerful group frequent wars

Powhatan – Atlantic Coast (mild weather) • • Confederacy of 30 Tribes Lived along rivers in Chesapeake area • • • Hunt/fish/gather Live in homes designed to deal with heat/humidity Men – hunt/fish/fight Women – build/farm/produce goods/childcare Large, powerful group frequent wars

Spanish Missions