Transcript Period 1 1491* to 1607

Period 1
1491* to 1607
Key Concepts and Required Vocabulary
1/19/2015
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**Note: Period 1 will comprise
only 5% of the test and will not
be used exclusively for a DBQ
or Long Essay.
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On a North American continent controlled by
American Indians, contact among the peoples
of Europe, the Americas, and West Africa
created a new world.
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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.
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Native Americans
• I. As settlers migrated and settled across the vast expanse
of North America over time, they developed quite different
and increasingly complex societies by adapting to and
transforming their diverse environments.
• A. The spread of maize cultivation from present-day Mexico
northward into the American Southwest and beyond supported
economic development and social diversification among societies
in these areas; a mix of foraging and hunting did the same for
societies in the Northwest and areas of California.
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Native Americans
Example: Chinook Nation of Oregon/Washington.
Known as flatheads because they bound babies
heads until their foreheads were flattened
Caste system that included an upper class minority
(flatheads), worker class, and slaves
Adapted to Northwest by fishing and hunting
Food was plentiful so they settled in
permanent villages
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Native Americans
• B. Societies responded to the lack of natural resources in the Great Basin
and the western Great Plains by developing largely mobile lifestyles.
Example: The Sioux Nations of the Plains
 Nomadic – survived by hunting and gathering
 Battled other nations frequently
 Adapted to use of horses when they were introduced
 increased frequency of warfare
• C. In the Northeast and along the Atlantic Seaboard some societies
developed a mixed agricultural and hunter–gatherer economy that favored
the development of permanent villages.
Required terms: • Iroquois, Algonquian
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Native Americans
• Iroquois Nations of the Northeast (New York and Ontario)
Also known as the 5 tribes
 Seneca, Cayuga, Oneida, Onondaga, Mohawk, (later joined by Tuscarora)
Lived in area for 4,000 years
About 1500 created confederation of 5 tribes
Organized, complex societies with unwritten constitution, representatives,
councils, and veto power
Matrilineal society – marriage brought the man to the woman’s family
Women had a separate council and could advise the men
Women organized a distributed the food, making them very powerful
Frequently fought other nations and settlers
Major roles in both the French & Indian War and Revolution
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Native Americans
• Algonquin Nations of Atlantic Coast, St. Lawrence River, Great Lakes
Included dozens of individual tribes linked by common language
 Pequot, Powhatan, Shawnee, Miami, Lenape (Delaware), Cheyenne, Fox, Ottawa
Built long houses for winter months but moved frequently to follow fish and game
Farmed in the summer months but used slash/burn method of clearing land
 Depleted the soil quickly, forcing them to keep moving
Contact with other nations and later the settlers often led to war
 Massacre at Mystic
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Key Concept 1.2
European overseas expansion resulted in the Columbian Exchange,
a series of interactions and adaptations among societies
across the Atlantic.
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• 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.
A. Spanish and Portuguese exploration and conquest of the Americas led to:
•widespread deadly epidemics (example: smallpox)
•the emergence of racially mixed populations
•a caste system defined by an intermixture among Spanish settlers,
Africans, and Native Americans.
Caste System:
European Descent
Mestizos – mix of Native America & European
Zambo/Sambo – mix of African & Native American
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• B. Spanish and Portuguese traders reached West Africa and
partnered with some African groups to exploit local resources and
recruit slave labor for the Americas.
• C. The introduction of new crops and livestock by the Spanish had
far-reaching effects on native settlement patterns, as well as on
economic, social, and political development in the Western
Hemisphere.
Required terms: horses, cows
• Horses made tribes more mobile, leading to greater conflict
• Cattle and sheep made some tribes more stable
• Tobacco, potatoes, corn, and chocolate transformed Europe
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• D. In the economies of the Spanish colonies, Indian labor, used in the
encomienda system to support plantation-based agriculture and extract
precious metals and other resources, was gradually replaced by African
slavery.
Required terms: Sugar, Silver
• Sugar was brought to the New World by Europeans
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Climate in Caribbean excellent
Requires large labor force
Enslaved Indians died of disease, snake-bites, brutality
Replaced with African slaves, who were more resistant to diseases
• Silver was discovered in Latin American countries
• Dangerous conditions led to the deaths of thousands of Indian/African Slaves
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II. European expansion into the Western Hemisphere caused intense
social/religious, political, and economic competition in Europe
and the promotion of empire building.
A. European exploration and conquest were fueled by a desire for
new sources of wealth, increased power and status, and
converts to Christianity.
*Gold, Glory, & God
Note: European countries that were exploiting the New World were
gaining in wealth and prestige at home. Many were developing as
true nations for the 1st time.
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• B. New crops from the Americas stimulated European population
growth, while new sources of mineral wealth facilitated the
European shift from feudalism to capitalism.
• C. Improvements in technology and more organized methods for
conducting international trade helped drive changes to economies
in Europe and the Americas.
Required terms: sextant, joint-stock companies
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• Sextant – (1730) Instrument for measuring distance by reflecting 2
mirrors off of celestial bodies and the horizon; more accurate
navigation allowing for more reliable, safe travel, at longer distances
• Joint-stock companies – Investors pool their money to fund high risk
and/or costly enterprises; raises large amounts of capital because it
spreads out the risk
Note: similar to corporations in that they have stock that can be
traded; different in that a corporation is a separate entity,
whereas a joint-stock company is an association of members
that can be liable
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Key Concept 1.3:
Contacts among American Indians, Africans, and Europeans
challenged the worldviews of each group.
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• 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.
• A. With little experience dealing with people who were different
from themselves, Spanish and Portuguese explorers poorly
understood the native peoples they encountered in the Americas,
leading to debates over how American Indians should be treated
and how “civilized” these groups were compared to European
standards
Required terms: Juan de Sepúlveda, Bartolomé de Las Casas
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• Bartolomé de Las Casas
• His father traveled to America on Columbus’ 2nd voyage;
returned with amassed wealth
• De Las Casas became a priest and later a bishop but also owned
land and slaves in the West Indies
• Lobbied various kings for a ban on the encomienda system
• Law of 1542 eventually banned all enslaved labor but there
were many exceptions and many of the West Indies natives
were already dead
• Wrote A Short Account of the Destruction of the Indies, giving
valuable insight into life in 16th century Spanish colonies
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• Juan de Sepúlveda
• Spanish priest, philosopher
• Debated de la Casas in Spanish court (1550) about the merits of
slavery
• Native Americans were natural slaves and violence was needed to
make them be amenable to conversion
• Often called the father of modern racism
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• B. Many Europeans developed a belief in white superiority to justify
their subjugation of Africans and American Indians, using several
different rationales.
Note: Prejudice and discrimination are not the same thing; you can
have 1 without the other. However, it is easier to justify
discrimination to yourself if you are prejudiced.
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• 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.
• A. European attempts to change American Indian beliefs and worldviews
on basic social issues such as religion, gender roles and the family, and
the relationship of people with the natural environment led to American
Indian resistance and conflict.
Examples:
Spanish mission system – enslaved Native Americans throughout the
Spanish colonies to ‘convert’ them
Juan de Oñate – Conquistador that explored New Mexico & California in
search of gold. Dealt harshly with both his own men and Native Americans
Pueblo – Group of Indian Nations that inhabited the Southwest. The
Pueblo Revolt (Pope’s Revolt) killed 400 Spanish settlers but was eventually
halted by the Spanish
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• In spite of slavery, Africans’ cultural and linguistic adaptations to
the Western Hemisphere resulted in varying degrees of cultural
preservation and autonomy
Required terms: maroon communities in Brazil and the Caribbean,
mixing of Christianity and traditional African religions
• Maroon communities – established by escaped slaves; threat to rule
by Spanish, Portuguese, and later the British
• Mix of religions – African traditional religions mixed with European
Christianity and Native American religions to forms dozens of new
religions; most famous Santeria of Cuba and Dominican Vudu
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The End!
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