APUSH Review: Key Concept 1.1

Everything You Need To Know About Key Concept 1.1 To Succeed In APUSH

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Period 1: 1491 - 1607

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.”▫Page 23 of the Curriculum Framework

•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

decision-making▫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

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

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Period 1: 1491 - 1607

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.”▫Page 24 of the Curriculum framework

• 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 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic.”▫Page 24 of the Curriculum framework

• Big Ideas:▫What were positives and negatives of the Columbian Exchange

on both hemispheres?▫What were reasons that led to European exploration?

The Columbian Exchange

•What was it?▫ The exchange of plants, animals, culture, humans, diseases,

etc. between the Americas, Europe, and Africa

•Examples of goods:▫ Americas to Europe and Africa: potatoes, maize (corn),

tomatoes▫ Europe to the Americas: wheat, rice, horses, chickens, oxen

•Impact of exchange?▫ In Europe and Asia: massive population growth due to new

food▫ 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), 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.”▫Page 24 of the Curriculum framework

• What drove European exploration and conquest?▫3 G’s – Gold, Glory, Gospel▫To spread Christianity – Spain

• Money and food from the Americas led to population growth in Europe and helped shift the economy to capitalism▫ Joint-stock companies – used to raise $ for explorations

Used in Jamestown (1607)• New technology aided exploration:

▫Sextant – could be used to find exact position on earth – more precise sailing

Test Tips

•Multiple-Choice Questions and Short Answer:▫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 Africans – drastic growth in

slavery •Essay Questions:

▫Not likely since it is from period 1

Everything You Need To Know About Key Concept 1.3 To Succeed In APUSH

APUSH Review: Key Concept 1.3

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Period 1: 1491 - 1607

The New Curriculum

•Key Concept 1.3 “Contact among American Indians, Africans, and Europeans challenged the worldviews of each group.”▫Page 25 of the Curriculum Framework

•Big idea: ▫How did Europeans view the Natives and

justify their treatment of them?▫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.”▫ Page 25 of the Curriculum Framework

• Many Spanish and Portuguese did not understand Natives and their cultures▫ Natives were viewed as “Savages” by many Europeans

• 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 Protection in exchange for service/labor

• 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▫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▫Maroon Communities:

Consisted of runaway slaves, many were located in the Caribbean▫Many Africans would combine elements of Christianity with

their native African religions and customs

Test Tips

•Multiple-Choice and Short Answer Questions:▫Excerpt from a Spanish official about

Natives: How were they viewed?▫Comparing/Contrasting Spanish and

Portuguese colonization▫Similarities in Native and African resistance

•Essay Questions:▫Not likely since it is from period 1▫Comparing European colonization