APUSH Period One (1491-1607) Key Concepts Review PDF

APUSH  PERIOD  ONE  (1491-­‐1607)  KEY  CONCEPTS  REVIEW     Use  the  space  provided  to  write  down  specific  details  that  could  be  used  to  discuss  the  key  concepts.     Key  Concept  1.1   As  native  population  migr...

APUSH  PERIOD  ONE  (1491-­‐1607)  KEY  CONCEPTS  REVIEW     Use  the  space  provided  to  write  down  specific  details  that  could  be  used  to  discuss  the  key  concepts.     Key  Concept  1.1   As  native  population  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.   I.    Different  native  societies  adapted  to  and  transformed  their  environments  through  innovations  in  agriculture,   resource  use,  and  social  structure.   A) The  spread  of  maize  cultivation  from   *  Three  Sisters  –  corn,  beans,  and  squash   present-­‐day  Mexico  northward  into  the   *  Corn  provided  starches,  beans  proteins,  and  squash  vitamins   present-­‐day  American  Southwest  and   *  Allows  for  food  surplus,  which  increases  population  and  frees   beyond  supported  economic   up  people  to  be  more  than  farmers  –  allows  for  artisans,  soldiers,   development,  settlement,  advanced   priests,  kings,  etc.   irrigation,  and  social  diversification   *  Without  Three  Sisters,  little  chance  for  anything  above  hunter-­‐ among  societies.   gatherer  level   *  Supported  Aztec  and  Mayan  pyramid  building,  Mississippi   Valley  moundbuilders  (Cahokia),  Pueblo  cultures  of  Chaco   Canyon   B) Societies  responded  to  the  aridity  of  the   *  Spanish  introduction  of  the  horse  transformed  Plains  Indians,   Great  Basin  and  the  grasslands  of  the   allowing  them  to  become  better  warriors,  raiders,  and  hunters   western  Great  Plains  by  developing   *  Comanche  and  Sioux  exerted  control  over  large  territories  as  a   largely  mobile  lifestyles.   result   *  Bison  herds  more  easily  hunted,  increasing  food  and  supplies   C) In  the  Northeast,  the  Mississippi  River   *  Three  Sisters  allowed  for  moundbuilding  (Cahokia)  in   Valley,  and  along  the  Atlantic  seaboard   Mississippi  Valley   some  societies  developed  mixed   *  Eastern  Woodlands  tribes  of  Northeast  didn’t  build  mounds,   agricultural  and  hunter-­‐gatherer   and  kept  hunting  and  fishing  as  well  (colder  climates  meant   economies  that  favored  the   shorter,  less  productive  growing  seasons)   development  of  permanent  villages.   *  Food  surpluses  allowed  for  permanent  villages  and  leaders,  like   Powhatan,  or  councils  of  sachems,  like  Iroquois  Confederacy   D) Societies  in  the  Northwest  and  present   *  California  had  little  surplus,  so  tribes  remained  small,  hunter-­‐ day  California  supported  themselves  by   gatherer  groups   hunting  and  gathering,  and  in  some   *  Pacific  Northwest  had  tremendous  abundance  from  fishing,   areas  developed  settled  communities   using  large  dugout  canoes   supported  by  the  vast  resources  of  the   *  Pacific  Northwest  had  large  populations,  with  status   ocean.   determined  by  giving  away  wealth  at  potlatch  feasts   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.   I.    European  expansion  into  the  Western  Hemisphere  generated  intense  social,  religious,  political,  and  economic   competition  and  changes  within  European  societies.   A) European  nations’  efforts  to  explore  and   *  Crusades  connected  Europe  to  Asia,  for  silks,  spices,  tea,  china   conquer  the  New  World  stemmed  from  a   *  Mediterranean  trade  networks  dominated  by  Arabs  and  Italy   search  for  new  sources  of  wealth,   *  Portugal  began  slowly  moving  down  and  around  African  coast   economic  and  military  competition,  and   *  Spain  completed  Reconquista,  began  inquisition,  and  supported   a  desire  to  spread  Christianity.   a  crazy,  mathematically  challenged  Italian  named  Christopher     Columbus  in  his  desire  to  sail  West  to  find  the  orient   A)  cont.   *  Columbus’  discovery  unleashed  a  slew  of  explorers   *  Portugal’s  acquisition  of  slaves,  gold,  ivory,  and  trade  with  India   led  to  other  countries  challenging  them  for  control   *  Cortés’  and  Pizarro’s  successes  over  Aztecs  and  Incas  drove   desire  to  copy  them,  both  for  gold  and  to  convert  natives  to  both   Protestant  and  Catholic  faiths   *  Spain  and  Philip  II  tried  hard  to  prevent  competition,  especially   with  the  Spanish  Armada  and  the  Counter-­‐Reformation   B) The  Columbian  Exchange  brought  new   *  Corn  and  potato  caused  European  population  explosion,  which   crops  to  Europe  from  the  Americas,   then  led  to  increased  migration,  colonization,  and  imperialism   stimulating  European  population   *  Gold  and  silver  created  enough  surplus  to  allow  for  the   growth,  and  new  sources  of  mineral   development  of  capitalism  in  Europe  and  China,  facilitating  a   wealth,  which  facilitated  the  European   global  trading  network  –  first  true  money  supply  since  Roman   shift  from  feudalism  to  capitalism.   Empire   C) Improvements  in  maritime  technology   *  Portuguese  developed  the  caravel,  using  a  triangular  sail  called   and  more  organized  methods  for   a  lateen  to  allow  for  tacking  into  the  wind   conducting  such  international  trade,   *  Adapted  Muslim  astrolabe  for  better  navigation,  by  calculating   such  as  joint-­‐stock  companies,  helped   latitude,  and  Chinese  compass   drive  changes  to  the  economies  in   *  Development  of  cash  crops  like  sugar  drove  the  desire  to   Europe  and  the  Americas.   expand  exploration  and  trade   *  African  slave  trade  provided  capital  and  labor  source   *  Granting  of  monopolies  provided  profit  incentive  to  companies   *  Creation  of  joint-­‐stock  companies  decreased  risk  for  individuals,   and  made  colonization  possible  for  English  and  Dutch   (Jamestown,  Plymouth,  New  Amsterdam,  Boston,  etc.)   II.  The  Columbian  Exchange  and  development  of  the  Spanish  Empire  in  the  Western  Hemisphere  resulted  in   extensive  demographic,  economic,  and  social  changes.   A) Spanish  exploration  and  conquest  of  the   *  Disease  was  the  single  most  important  factor  allowing  Cortés   Americas  were  accompanied  and   and  Pizarro  to  conquer  vast  Aztec  and  Incan  empires,  making   furthered  by  widespread  deadly   resistance  to  invasion  very  difficult   epidemics  that  devastated  native   *  Approximately  90%  of  Native  Americans  died  from  European   populations  and  by  the  introduction  of   diseases,  especially  smallpox   crops  and  animals  not  found  in  the   *  Horses  and  large  dogs  were  used  as  weapons  against  Native   Americas.   Americans   *  Pigs  were  set  loose;  they  devoured  Native  American  crops   *  European  weeds  infested  Native  American  fields,  making   agriculture  more  difficult   *  Cattle  also  destroyed  native  vegetation,  and  eventually  replaced   bison   B) In  the  encomienda  system,  Spanish   *  The  encomienda  system  tried  to  replicate  feudalism  in  the   colonial  economies  marshaled  Native   Americas,  placing  the  Spanish  at  the  top  the  social  hierarchy,  and   American  labor  to  support  plantation-­‐ forcing  Native  Americans  to  be  peasants,  grow  crops,  and  tend   based  agriculture  and  extract  precious   animals  in  service  to  the  Spanish  lords   metals  and  other  resources.   *  Native  Americans  were  used  as  labor  force  in  mines  as  well   *  The  encomienda  system  was  used  by  Father  Junipero  Serra  to   construct  the  chain  of  missions  up  the  California  coast  (began   1769,  so  out  of  Period  1  –  but  a  good  synthesis  point!)       C) European  traders  partnered  with  some   *  Portuguese  replaced  Arabs  in  the  slave  trade  (and  were  in  turn   West  African  groups  who  practiced   replaced  by  the  Dutch  and  then  the  English)   slavery  to  forcibly  extract  slave  labor  for   *  West  Africans  willingly  captured  other  Africans  to  sell  them  to   the  Americas.    The  Spanish  imported   the  Europeans,  thus  leading  to  widespread  devastation  of  several   enslaved  Africans  to  labor  in  plantation   cultures  and  kingdoms   agriculture  and  mining.   *  When  Native  Americans  proved  to  be  particularly  susceptible  to   disease,  Spain  shifted  to  Africans  who  were  immune  to  most   European  and  tropical  diseases  (at  the  urging  of  Bartolomé  de  las   Casas  in  particular,  who  thought  using  African  slaves  would   protect  Native  Americans  from  exploitation)   D) The  Spanish  developed  a  caste  system   *  The  “casta”  system  had  specifically  labeled  categories  which   that  incorporated,  and  carefully  defined   placed  every  kind  of  person  on  a  social  hierarchy  that  pinned   the  status  of,  the  diverse  population  of   them  to  a  specific  status.   Europeans,  Africans,  and  Native   *  Top  rank  were  pure  Spaniards  born  in  Spain,  called   Americans  in  their  empire.   peninsulares;  in  descending  rank,  creoles  (pure  Spaniards  born  in   the  Americas),  mestizos  (Spanish  and  Native  American),  mulattos   (European  and  African),  zambos  (African  and  Native  American),   Native  Americans,  and  enslaved  Africans.   *Catholicism  was  required,  as  was  the  Spanish  language   III.  In  their  interactions,  Europeans  and  Native  Americans  asserted  divergent  worldviews  regarding  issues  such  as   religion,  gender  roles,  family,  land  use,  and  power.   A) Mutual  misunderstandings  between   *  Columbus  thought  Native  Americans  were  Indians   Europeans  and  Native  Americans  often   *  Moctezuma  thought  Cortés  was  the  god  Quetzlcoatl   defined  the  early  years  of  interaction   *  Native  Americans  didn’t  understand  the  concept  of  owning  the   and  trade  as  each  group  sought  to  make   land;  when  they  “sold”  the  land,  they  didn’t  think  it  was   sense  of  the  other.    Over  time,   permanent  (Manhattan  sold  to  the  Dutch);  Europeans  insisted  the   Europeans  and  Native  Americans   sales  were  permanent   adopted  some  useful  aspects  of  each   *  Plains  Indian  fought  by  counting  coup,  while  Europeans  fought   other’s  culture.   to  kill   *  Native  American  men  hunted,  while  women  often  did  the   farming;  Europeans  appalled  by  this  division  of  labor   *  Europeans  adopted  the  Three  Sisters,  particularly  in  New   England  and  the  Chesapeake,  which  allowed  them  to  stay  alive   *  Native  Americans  adopted  European  technology,  including   knives,  pots,  and  weapons   *  Native  Americans  often  learned  European  languages  and   converted  to  Christianity,  particularly  in  the  Spanish  empire   B) As  European  encroachments  on  Native   *  The  Aztecs  resisted  Cortés  and  the  Spanish  by  bribing  them  to   Americans’  lands  and  demands  on  their   go  away,  and  then  by  fighting  against  them  until  disease  wore   labor  increased,  native  peoples  sought   them  down   to  defend  and  maintain  their  political   *  The  Incas  fought  back  against  Pizarro  and  the  Aztecs   sovereignty,  economic  prosperity,   *  Our  Lady  of  Guadalupe  shows  a  religious  vision  which  insisted   religious  beliefs,  and  concepts  of  gender   the  Virgin  Mary  had  visited,  showing  dark  skin   relations  through  diplomatic   *  Native  American  males  refused  to  become  farmers  (that  was   negotiations  and  military  resistance.   women’s  work  to  them),  choosing  ranching  or  herding  instead     *  Native  Americans  took  advantage  of  the  European  desire  for     furs  to  gain  European  trade  goods       *  Powhatan  “adopted”  John  Smith  [after  1607]     *  Pocahontas  became  Rebecca  and  married  John  Rolfe  [after     1607]   B)  cont.   *  Opechancanough  arranged  a  sneak  attack  on  Jamestown  and   the  English  in  1622,  and  almost  succeeded  in  wiping  them  out   [after  1607]   *  Squanto  joined  the  Pilgrims,  working  with  them  to  provide  a   diplomatic  connection  and  preserve  his  own  power  [1620-­‐1622]   *Iroquois  Confederacy  played  the  French  and  British  off  against   each  other  for  over  a  century  [after  1607]   C) Extended  contact  with  Native  Americans   *  Columbus  seizing  Native  Americans  and  enslaving  them,  on  the   and  Africans  fostered  a  debate  among   model  of  African  slavery  from  Portugal   European  religious  and  political  leaders   *  Spanish  forcibly  assimilating  Native  Americans  into  Catholicism   about  how  non-­‐Europeans  should  be   *  French  Jesuits  living  among  Natives  to  convert  them  gently   treated,  as  well  as  evolving  religious,   *  Bartolome  de  las  Casas  demanding  Native  Americans  were   cultural,  and  racial  subjugation  of   Christians  and  shouldn’t  be  treated  as  slaves;  suggested   Africans  and  Native  Americans.   switching  to  African  slaves  (Valladolid  debates  with    Juan  Ginés   de  Sepúlveda)