APUSH | Wiley | Period 1 TOC & Summary (1491-1607) Name:.

Document Number

Document Name Table of Contents Instructions & Reminders

Introduction to the American Indian The table of contents should contain an accurate listing of all document names. You are responsible for updating the table of contents as new documents are received, as well as recording the document number in the appropriate place on the document.

All work is to be complete, thorough, original, and done in a legible fashion.

All reading materials should be actively read. This means annotated/highlighted with purpose.

Responses should reveal critical thinking and authenticity.

At any point in the period, documents could be collected for a formative assignment.

Period 1 Summary

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Key Questions for Period 1:- Who were the first Americans? What were the Americas like, prior to European arrival?- What were the positive and negative impacts of European conquest of the Americas?- How should the Columbus story be told? - Did a genocide of Native Americans take place in American history?- How was the African slave trade initiated and what was its impact?- Where are Native Americans today? What is their political, economic, and social status?

The Key Concepts, Related Ideas/Examples, and Course Themes are copied directly from the College Board to show you their curriculum outline. These are the specific items they may evaluate on the national exam. It makes for extremely dry reading, but I wanted to be as transparent as possible with regards to what the College Board is looking for:

Key Concept 1: As native populations migrated and settled across the vast expanse of North America over time (before the arrival of Europeans), they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments through innovations in agriculture, resource use, and social structure.

Related Ideas/Examples:- Present-day Mexico and northward into present-day American Southwest spread of maize (corn) cultivation supported

economic development, settlement, advanced irrigation, and social diversification among societies- Great Basin and Plains societies responded to the aridity (dry climate) of the Great Basin and grasslands of the western Great

Plains by developing largely mobile lifestyles- Northeast, Mississippi River Valley, and Atlantic seaboard some societies developed mixed agricultural and hunter-gatherer

economies that favored the development of permanent villages- Northwest and present-day California some supported themselves by hunting and gathering, and in some areas developed

settled (permanent) communities supported by the vast resources of the ocean

Related Themes: - Migration and Settlement : Analyze causes of internal migration and patterns of settlement in what would become the U.S., and

explain how migration has affected American life.- Geography and the Environment : Explain how geographic and environmental factors shaped the development of various

communities, and analyze how competition for and debates over natural resources have influenced groups/policies.

Key Concept 2:Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange (see picture on following page) and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

Related Ideas/Examples:- European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and

changes within European societies. o 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. o The Columbian Exchange brought new crops and new sources of mineral wealth to Europe from the Americas, which

stimulated European population growth and facilitated the European shift from feudalism to capitalism. o Improvements in maritime technology and more organized methods for conducting international trade, such as joint-

stock companies, helped drive changes to economies in Europe and the Americas.

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- The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

o 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.

o In the encomienda system, Spanish colonial economies exploited Native American labor to support plantation-based agriculture and extract precious metals and other resources.

o European traders partnered with some West African groups to forcibly extract slave labor for the Americas. The Spanish and Portuguese imported enslaved Africans to labor in plantation agriculture and mining.

o The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans into their empire.

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

o 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. Many developed a belief in white superiority to justify their subjugation of American Indians and Africans.

o 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.

o 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. Similarly, Africans in the Americans strove to maintain their cultural autonomy in the face of European challenges to their independence and core beliefs.

Related Themes: - Migration and Settlement : Explain the causes of migration to colonial North America and, later, the U.S., and analyze

immigration’s effects on U.S. society. - Geography and the Environment : Explain how geographic and environmental factors shaped the development of various

communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.

- Work, Exchange and Technology :o Explain how different labor systems developed in North America and the U.S., and explain their effects on workers’

lives and U.S. society.o Explain how patters of exchange, markets, and private enterprise have developed, and analyze ways that governments

have responded to economic issues. o Analyze how technological innovation has affected economic development and society.

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- Culture and Society :o Explain how religious groups and ideas have affected American society and political life.o Explain how ideas about women’s rights and gender roles have affected society and politics. o Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed

over time.- America in the World : Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and

peoples have influenced political, economic, and social developments in North America.

Key People, Terms, Events, Places, and/or Sources for the Period:All documents from the period should be reviewed before the exam, as questions will be drawn from each document. What follows is a brief list of some—not all—of the people, terms, events, places, and/or sources from the period you will need to be familiar with. - Animism - Impact of geography on pre-Columbian peoples- Incas- Mayas - Encomienda System- Caste system (and related terms: mestizo, mulatto)- Columbian Exchange- Columbus debate- Geographic claims of New Spain and Portugal in the Americas- Bartolemé de las Casas and his Brief Account of the Devastation of the Indies (1542) - Initiation of the African slave trade- Reservations today- Aaron Huey’s TED Talk- Touch the Earth, T.C. McLuhan - Pueblo Revolt- Literature review on the American Genocide Debate- Red Skin mascot debate

Exam Information:- National Exam (May 2017): Period 1 is a short unit that comprises approximately 5% of the national APUSH exam. No DBQ or

LEQ will deal with a Period 1 topic exclusively.- Ms. Wiley’s period exam will consist of:

o 1) Short answer questions that cover all Period 1 documents, along with some General Course documents (race, general politics materials, etc.). Students may be able to use their period documents for some of the exam.

o 2) Multiple choice questions regarding the Introduction to Politics document (but other documents may be added at a later date). Notes may not be used at any time for this portion of the exam.

Textbook Readings: - We are not utilizing the textbook for our course, but you may see Chapters 1 and 2 in the text for additional information if you’d

like to further your understanding of Period 1.

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