Period 1 APUSH - PDF

Preview

Summary

Apush...

Description

Reading/Note Taking Guide

APUSH Period 1: 1491-1607 (American Pageant Chapters 1-2)

Key Concept 1.1: As native populations 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. Sub Concept I: Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure. Topics A.) The spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies.

Notes

-Civilizations developed highly organized societies, carried on an extensive trade, and created calendars. -These Civilizations cultivated crops that provided a stable food supply which included corn (maize). -In the region north of Mexico which is now present-day United States and Canada the native societies were smaller and less sophisticated compared to Mexico and South America. -The cultivation of corn (maize) very slowly spread northward from Mexico. -The American Indian languages constituted more than 20 language families. The largest came from the Great Plains. -Multifaceted societies were supported by farming with an irrigation system. -In today’s Alaska people lived in permanent longhouses or plank houses.

B) Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles.

-Their diet relied on them hunting, fishing, and fathering buts, berries, and roots. -People who lived on the Great Plains were nomadic hunters or sedentary people who farm and traded. -Nomadic tribes survived on hunting mainly buffalo and lived in tepees. -The farming tribe also hunted but they lived permanently in earthen lodges often along rivers. -They raised corn, beans, and squash while trading horses with other tribes. -The plains tribes would sometimes merge or split as conditions changed.

C) In the Northeast, the Mississippi River Valley and along the Atlantic seaboard some societies developed mixed agricultural and huntergatherer economies that favored the development of permanent villages.

-East of the Mississippi River, the Woodland American Indians prospered with a rich food supply. -They hunted, fished, and did agriculture. -Permanent settlements developed in the Mississippi and Ohio River valleys and elsewhere. -The Adena-Hopewell culture is famous for the large earthen mounds it created. -One of the largest settlements in the Midwest was Cahokia.

Reading/Note Taking Guide

APUSH Period 1: 1491-1607 (American Pageant Chapters 1-2) -Descendants of the Adena-Hopewell culture spread from the Ohio Valley into New York.

D) Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.

-Farming was a part of their culture but because of the techniques they used the soil was exhausted quickly because of this people had to move to fresh land frequently. -From New Jersey south to Florida lived the people of the Coastal Plains. -These were descendants of Woodland mound builders and bulity timber and bark lodgings along rivers. -The water provided a rich source of food.

Related Thematic Learning Objectives (Focus of Exam Questions)

MIG 2.0- Analyze causes of internal migration and patterns of settlement in what would be become the United States, and explain how migration has affected American life GEO 1.0- Explain how geographic and environmental factors shaped the development of communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.

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. Sub Concept I: European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition within European societies Topics

Notes

-Portugal moved down by the African Coast. A.) European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity.

-Spain completed Reconquista and supported Christopher Columbus. -Christopher Columbus wanted to sail West. --Christopher Columbus’s discovery brought more explorers. -Other countries wanted to be like Portugal because of their slaves, gold, ivory and trade with India. -Spain wanted to prevent this type of competition.

B) The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism.

C) Improvements in maritime technology and more

-Corn (Maize) caused the population in Europe to increase rapidly. -This led to an increase in migration, colonization, and imperialism. -The development of capitalism in Europe and China was created with the help of silver and gold. -Made a global trading network. -Since the Roman Empire this was a money supplier.

-Cash crops expanded exploration and trade. -Capital and labor source was brought by African slave trade.

Reading/Note Taking Guide

APUSH Period 1: 1491-1607 (American Pageant Chapters 1-2) --Portuguese made the caravel.

organized methods for conducting international trade such as joint-stock companies, helped drive changes to economies in Europe and the Americas.

-The caravel is a triangular sail called a lateen to allow for tacking. -Monopolies would give profit incentives to companies. -Muslims bettered their navigation with the help of the Chinese compass and calculating latitude. -The risk for individuals went down with the help of joint stock companies. -Joint stock also helped English and Dutch with colonization.

Related Thematic Learning Objectives (Focus of Exam Questions)

WXT 2.0- Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. WXT 3.0- Analyze how technological innovation has affected economic development and society. WOR 1.0- Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America

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. Sub Concept II: The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes. Topics

Notes -90% of Native Americans died from diseases brought from Europeans.

A.) Spanish exploration and conquest of the Americas were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas

-The Europeans weeds made agriculture difficult for Native Americans because of how much of their land was being infested with them. -Disease helped Cortes and Pizarro conquer cast Aztec and Incan empires -Europeans used animals like horses and dogs as weapons against Native Americans. -Because the Europeans set pigs loose, the Native Americans crops were destroyed. -Cattle destroyed native vegetation. -Cattle replaced bison.

B) The encomienda system, Spanish colonial economies marshaled Native American labor to support plantationbased agriculture and extract precious metals and other resources.

-Encomienda system was used as feudalism in the Americas. -Spanish were at the top of the social hierarchy. -Native Americans were peasants. This made them grow crops and tend animals. -Native Americans were labor forced in mines. -Father Junipero Serra used the encomienda system.

Reading/Note Taking Guide C) European traders partnered with some West African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining.

APUSH Period 1: 1491-1607 (American Pageant Chapters 1-2)

-Native Americans were killed by a lot of different European diseases. -Spain made sure to use Africans who were most immune to Europe’s diseases. -West Africans capture other Africans to sell them to Europe. -Abrabs took over Portuguese in the slave trade.

-The caste system placed everyone on a social hierarchy that gave them a certain status. -There were 5 different ranks. D) The Spanish developed a caste system that incorporated, and carefully defined the status of the diverse population of Europeans, Africans, and Native Americans in their Empire

-Peninsulares, Creoles, Mestizos, Mulattos, and Zambos. -Peninsulares were Spaniards born in Spain. -Creoles were Spainards born in America. -Mestizos were Spanish and Native Americans. -Mulattos were European and African. -Zambos were African and Native American. MIG 1.0- Explain the causes of migration to colonial North America and, later the United States, and analyze immigration’s effect on US society.

Related Thematic Learning Objectives (Focus of Exam Questions)

WXT 1.0- Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and US Society. GEO 1.0- Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for a debates over natural resources have affected both interactions among different groups and the development of government policies.

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. Sub Concept III: In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Topics

Notes

A.) Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over time, Europeans and Native Americans adopted some useful aspects of each other’s culture.

-When Christopher Columbus came to the New World he called the Native Americans Indians. -Native Americans sold their land without knowing what selling it really meant. -They thought selling was temporary and not permanently. -Men hunted and women farmed. (Native Americans) -Europeans adopted the Three Sisters. -Native Americans started to use European technology for example knives, pots, and weapons. -Native Americans learned European languages.

Reading/Note Taking Guide

APUSH Period 1: 1491-1607 (American Pageant Chapters 1-2) -Some Native Americans also converted to Christianity. -After 1607 Powhatan adopted John Smith.

B) As European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance.

C) Extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.

-Pocahontas married John Rolfe. -The Incas fought Pizarro and the Aztecs. -Native Americans didn't want to become farmers. -The Aztecs would bribe the Cortes and the Spanish to go away. -They would fight against Cortes and the Spanish until disease slowed them down. -A Sneak attack was arranged on Jamestown and the English in 1622.

-De Las Casas wanted Native Americans to be Christians. -He believed Native Americans shouldn’t be treated as slaves but instead Africans. -Valladolid and Juan Gines de Sepulveda discussed this. -Christopher Columbus enslaved Native Americans.

CUL 1.0- Explain how religious groups and ideas have affected American society and political life

Related Thematic Learning Objectives (Focus of Exam Questions)

CUL 3.0- Explain how ideas about women’s rights and gender roles have affected society and politics CUL 4.0- Explain how different group identities, including racial, ethnic, class and regional identities, have emerged and changed over time. WOR 1.0- Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America...