Course Requirements

1
Course Requirements

• You will need a 2-inch binder for this class.
  Everything will be filed in the
• notebook by topic and by date. At the front
  of your binder, you will keep
• this course outline. You should also have
  loose-leaf paper in your
• notebook.
• At the beginning of each week, you will be
  provided a reading list. This consists of
  pages to read each night. You are expected to
  take notes as you read. At the end of each week,
  you will take a quiz based on these readings.
  You may use your notes if you took notes. Reading
  lists can be found on my webpage and on EDMODO.
• NOTE We have a school-wide grading policy.
  Although homework only counts 10 of the grade,
  if you do not complete these assignments, you may
  not have the knowledge necessary to successfully
  write the required timed essays and DBQs
  (document based essays) or to do well on tests
  and quizzes.
• Late work will be accepted but you can only earn
  a 60.

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Textbook

• America Past and Present (New World Encounters
  through Reconstruction chapters 1-16)
• NOTE With a new AP test and a redesigned
  curriculum, I encourage you to purchase an AP US
  History test preparation book such as Cracking
  the AP U.S. History Exam, 2015 Edition Created
  for the New 2015 Exam. (or later edition!)

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9 Historical Thinking Skills

1. Causation
2. Patterns of Continuity and Change over Time
3. Periodization
4. Comparison
5. Contextualization
6. Argumentation
7. Analyzing Evidence Content Sourcing
8. Interpretation
9. Synthesis

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1. Causation

• Thinking about causation involved the ability to
  identify, analyze, and evaluate the relationships
  among historical events, as both causes and
  effects.
• Historians often try to distinguish between
  immediate, proximate, and long-term causes and
  effects.
• Some events and conditions may have some
  correlation without proof of a direct causal
  relationship, while others are only coincidental
  or without a relationship.
• Word to know
• Proximate the next or nearest close, imminent

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Example

• Immediate the firing on Ft. Sumter sparked the
  armed conflict that became the Civil War
• Proximate the secession of the 7 Southern states
  from the Union after the election of Lincoln
• Long-term slavery, states rights, economic
  cultural differences between the North and the
  South

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2. Patterns of Continuity and Change over Time

• Tracing change over time you must look at more
  than one historical period.
• Example
• Attitudes about slavery. The institution of
  slavery was viewed as a necessary evil after
  the American Revolution (1783) but as a positive
  good in the South and as unnecessary and morally
  wrong in the North by the time of the Civil War
  (1861).

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3. Periodization

• Doesnt just mean different events in history
  ex. Age of Exploration, Colonization, Civil war,
  etc.
• Periodization involves the ability to analyze and
  organize history in terms of political, economic,
  social or cultural themes.
• Ex Period 5 (1848-1877) focus is on a
  political theme
• Period 6 (1865-1898) focus is on an
  economic theme

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4. Comparison

• The ability to describe, compare, contrast and
  evaluate (judge) two or more historical
  developments in the same era or from different
  periods.
• The ability to study a given historical event
  from multiple perspectives.
• Ex Social Changes, along with the Red Scare of
  the 1920s and the 1950s

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5. Contextualization

• The ability to see how a specific event or
  development fits into the context of larger and
  broader historical developments, often on a
  national or global level.
• Seeing the big picture.
• Ex The anti-slavery movement in the US in the
  context of 19th century efforts by nations in
  Europe and Latin America to end slavery as well
  as how long it took to achieve equality after
  liberation.
• You discover commonalities and differences.
• The answer is implied. (contextual reading)

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6. Argumentation

• The ability to analyze a question and to address
  that question with a plausible and persuasive
  argument.
• Requires a focused thesis, supported by relevant
  historical evidence and the ability to evaluate
  (judge) the arguments and supporting evidence
  used by others.
• Ex Assess the extent to which slavery was the
  main cause of the disunion and the Civil War.
  This question/prompt demands a clear and
  comprehensive thesis that not only support the
  position with persuasive and relevant evidence
  but also takes into account conflicting
  arguments.

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7. Analyzing Evidence Content and Sourcing

• Use of evidence involves the ability to evaluate
  evidence from diverse sources, including written
  primary and secondary sources, art and
  illustrations, artifacts, maps, and statistical
  data.
• You need to be able to analyze evidence in terms
  of content but also (1) authors point of views,
  (2) intended audience of document, (3) purpose of
  document, and (4) historical context.
• You must also be able to make inferences and draw
  conclusions.
• Ex The pro-slavery documents produced in the
  1840s and 1850s are offensive by todays
  standards, but they provide insights into the
  divisions and the thinking of the times, and cast
  light on issues such as the condition of persons
  working for wages and early critiques of a
  market-driven economy.

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8. Interpretation

• Involves the ability to describe, analyze, and
  evaluate diverse interpretations of historical
  sources and to construct your own interpretation.
• This involves you being able to understand how
  particular circumstances and perspectives shape
  historians interpretations.
• Do not just interpret the past in terms of the
  present instead, recognize the reasons for
  historians interpretations about the past.
• Ex Essay Prompts often there is not one
  answer. You must however, be able to support
  your ideas with evidence.

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9. Synthesis

• Involves applying all of the other historical
  thinking skills as well as drawing and fusing
  knowledge and methods from diverse sources and
  disciplines to develop a persuasive understanding
  of the past.
• Ex When writing essays, you are expected to
  combine diverse and contradictory evidence with
  differing interpretations in essay form to reveal
  a thoughtful and persuasive understanding of the
  past. (DBQ)

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The 7 Historical Themes of APUSH

1. American and National Identity (NAT) national
   identity the American character group
   identities based on gender, class, ethnicity,
   region, religion
2. Politics and Power (POL) government, voters
3. Work, Exchange, and Technology (WXT) focuses on
   the development of the American economy the role
   of technology, labor systems, government policies
4. Culture and Society (CUL) ex how artistic
   expression changed in response to war or to the
   growth of cities industry
5. Migration and Settlement (MIG) focuses on how
   why people moved to and within the US
6. Geography and the Environment Physical and Human
   (ENV) the use of natural resources, peoples
   impact on the environment
7. America in the World (WOR) foreign policy

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What is the best way to take notes on pages you
are required to read? Turn to
page 3.

• Read the title of the section.
• Page 3 Native American Histories Before
  Conquest.
• 2. Turn the title into a question.
• What was life like for Native Americans
  before their encounter with the
• Europeans?
• 3. With the question in mind, read and take
  notes!
• 4. Now you try! (Collaborate with your partner.)

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My notes

• The NA inhabited the Americas long before
  European exploration began (before Columbus
  arrived in 1492).
• The NA migrated by way of the Bering Strait, a
  land bridge connecting Asia North America
  during the Ice Age, a place called Beringia.
• This migration didnt happen all at once instead
  these Natives moved in small bands or groups.
  They were nomadic and settled where they could
  find food.

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• Survival was their goal which meant they had to
  adapt to their environment.
• These bands of Natives did not carry communicable
  diseases and their isolation from each other
  prevented them from building up an immunity to
  disease which would be a major problem for them
  when they encountered the Europeans.
• The encounter between the NA the Europeans was
  one of death and disease!

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Period 1 Overview 5 of the AP
Test(multiple-choice short-answer questions)

• Today, the US is a synthesis, or combination, of
  people from around the world. The first people
  arrived in the Americas at least 10,000 years
  ago.
• We begin our study by looking at how these people
  lived in 1491, the year before the arrival of
  European Christopher Columbus in the Americas.
  His arrival initiated lasting contact between
  people on opposite sides of the Atlantic Ocean.
• Period 1 ends in 1607, with the founding of the
  first permanent English settlement at Jamestown,
  VA. The Jamestown settlement marks the beginning
  of the framework of a new nation.

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Why start at 1491? Why not at 1492?

• Until the mid 20th century, most historians
  viewed Columbus and European explorers and
  settlers as great adventurers who founded
  colonies that developed into modern democracies.
• However, in recent years, historians have
  highlighted the vibrant and diverse native
  cultures that existed in the Americas before the
  arrival of Columbus, and how European diseases
  and violence destroyed so much of these cultures.
  The native population declined by 90 after the
  arrival of Europeans. To demonstrate this greater
  emphasis on native culture, historians often
  begin this period in 1491 rather than 1492.

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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..

• The original discovery, exploration, and
  settlement of North and South America occurred at
  least 10,000 years before Christopher Columbus
  was born!
• Waves of migrants from Asia may have crossed a
  land bridge that once connected Siberia and
  Alaska (by way of the Bering Strait or Berengia).
• The first Americans adapted to the varied
  environments of the regions that they found. They
  evolved into hundreds of tribes, spoke different
  languages, and practiced different cultures.
  (evidence but needs examples)

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Review from yesterdays guided notes

• Write and answer the following questions
• 1. In which region of North America did the
  horse impact the Native Americans the most?
• The Great Plains, the Great Basin
• 2. In which region of North America was maize
  mostly cultivated?
• The Southwest

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Pre-Columbian civilizations Central South
America the most advanced Native American
cultures

• 3 highly developed civilizations
• The Mayas built remarkable cities in the rain
  forests of the Yucatan Peninsula (present-day
  Guatemala, Belize, southern Mexico).
• The Aztecs developed a powerful empire in
  Mexico
• The Incas based in Peru, developed a vast
  empire in South America.
• All 3 developed highly organized societies,
  carried on an extensive trade, and created
  calendars based on accurate scientific
  observations.
• All 3 cultivated crops that provided a stable
  food supply, particularly maize (corn) for the
  Mayas and Aztecs, and potatoes for the Incas.

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Pre-Columbian civilizations North America

• Similarities
• Civilizations were smaller and less sophisticated
  than those in Mexico and South America. One
  reason for this was the slowness of the northward
  spread of (maize) corn cultivation from Mexico.
• Some of the most populous and complex societies
  in North America had disappeared by the 15th
  century, for reasons not well understood.
• By the time of Columbus, most people lived in
  semi-permanent settlements in groups of 300 or
  less. The men made tools and hunted, while the
  women gathered plants and nuts or grew crops such
  as (maize) corn, beans, and tobacco.

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Pre-Columbian civilizations North America
continued

• Differences
• Language
• Over 300 different languages were spoken
• Location
• Environment
• Culture
• Traditions
• Not a unified people

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Pre-Columbian civilizations North America
continued

• Southwest Settlements
• Present-day New Mexico and Arizona
• A dry region - subdesert (less arid (lack of
  moisture) than a typical desert)
• Includes the Anasazi and the Pueblo
• Farmed by irrigating the land cultivated maize
  (corn)
• Lived in caves, under cliffs and in multistoried
  buildings made of adobe brick to protect
  themselves from neighboring tribes
• Suffered due to extreme drought and conflict with
  other hostile natives

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Southwest Settlements the Pueblo
A home made of adobe brick
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• Northwest Settlements Ex the Chinook
• Located along the Pacific coast (California)
• Lived in permanent longhouses or plank houses,
  built canoes
• Had a rich diet based on hunting, fishing
  (Columbia River a rich source of salmon),
  gathering nuts, berries and roots
• Carved large totem poles to save stories,
  legends, and myths
• Formed a complex social and political
  organization (potlatches
• an individual's prestige and rank were
  determined by the quantities
• of material possessions he could give away
  societies tended to be
• ruled by wealthy families
• The high mountain ranges in this region isolated
  these tribes from one another, creating barriers
  to development.
• resisted the invasion by the whites but
  eventually were forced onto
• reservations (1880s)

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Plank Houses
Totem Pole
Chinook Canoe
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• Great Plains or the Great American Desert
• Were either nomadic hunters (buffalo which
  supplied their food as well as decorations,
  tools, knives, and clothing.) or sedentary people
  who farmed and traded and lived in permanent
  homes earthen lodges often along rivers and
  raised maize (corn), beans, squash
• Nomads lived in tepees which were easily
  disassembled and transported
• 1507 the Spanish introduced the horse to Native
  Americans which they acquired by trading or
  stealing them.
• With horses, tribes such as the Lakota Sioux
  moved away from farming to hunting buffalo.
• The plains tribes would at times merge or split
  apart as conditions changed. Migration also was
  common. Ex the Apaches gradually migrated
  southward from Canada to Texas.

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Great Plains and Great Basin Natives were more
mobile because of a lack of natural resources.

• Located in the middle part of the US
• Great Basin Nevada, Colorado
• Great Plains Montana, North Dakota
• down to Texas

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The Great Plains Indians
Knife made from a bone of a buffalo
Geronimo (1829-1909)
Patterns of Continuity Change over time
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• Midwest Settlements
• East of the Mississippi River, the Woodland
  Americans Indians prospered with a rich food
  supply. They hunted, fished, and farmed. Many
  permanent settlements developed in the
  Mississippi Ohio River valleys.
• The Adena-Hopewell culture, centered in
  present-day Ohio, is famous for their large
  earthen mounds.

The Adena were the first Native Americans to
build ceremonial mounds. We know little about
how or why the mounds were built. Historian Otis
Rice suggests these early Americans "built mounds
over the remains of chiefs, shamans, priests, and
other honored dead." For their "common folk," the
Adenas cremated the dead bodies, placing the
remains in small log tombs on the surface of the
ground. Virtually all of these graves have been
destroyed by nature and later settlement.
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Northeast Settlements Iroquois, Algonquins

• Present-day New York
• Hunted, farmed, cultivated maize (corn)
• Their farming techniques exhausted the soil
  quickly so people had to move to new land
  frequently.
• Among the most famous tribes in this area were
  the Iroquois Confederation, a political union of
  5 independent tribes.
• lived in longhouses
• Their social structure was matrilineal meaning
  kinship through the female line women owned
  the land and houses, maintained customs, and
  participated in government
• The Iroquois was a powerful force through the
  American Revolution, battling rival American
  Indians and Europeans (encountered the Pilgrims).
  (Patterns of continuity change over time)

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Iroquois League

• Also called the Iroquois Confederacy or the Five
  nations
• consisted of 5 Indian nations who were feared by
  all other tribes in the NE
• Formed between 1570 and 1600 to put an end to
  constant warfare among the tribes to provide a
  united force to withstand invasion.
• Was governed by a council made up of clan
  village chiefs
• Voting in the council was by tribe a unanimous
  vote was required to declare war
• The confederacy was officially recognized by the
  British in 1722 and survived for more than 200
  years.

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Iroquois
Longhouse
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The Algonquin Indians

• made up of numerous tribes located from the
  coast of NC to Maine
• lived in different regions and spoke different
  dialects, making
• communication among tribes difficult and
  prevented any type of unity
• therefore they looked out for their own best
  interests which meant they
• often allied w/the Europeans rather than other
  native groups, which the
• Europeans exploited and purposefully created
  problems among native
• groups
• The English had the most contact with the
  Algonquin Indians.
• The Iroquois traded with the Algonquin Indians
  but also fought against
• them.

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Atlantic Seaboard Settlements (Coastal Plains)

• Present-day New Jersey to Florida
• Many were descendants of the Woodland mound
  builders and built timber and bark lodgings along
  rivers which provided a rich source of food.

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Reasons to Explore

• Adventure
• Wealth
• God, gold, glory (Spanish)
• A new start in life
• Find a Northwest passage to Asia (common among
  all Europeans)
• To colonize
• To establish an empire
• To spread Christianity
• For religious freedom

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Factors that enabled Europeans to explore (p.
16 TB)

1. Improvement in Technology the printing press
   aided the spread of knowledge across Europe,
   improved maps (cartography), knew the world was
   round as a result of a rebirth of classical
   learning known as the Renaissance (1350-1550).
   Europeans began to use gunpowder (invented by the
   Chinese), the compass (adopted from Arab
   merchants).
2. Religious conflict resulted in Spanish Christians
   (Catholics) setting up independent kingdoms.
   Political authority was more centralized. New
   monarchs emerged Isabella, queen of Castile and
   Ferdinand, king of Aragon, married and united
   Spain, enabling them to fund Columbuss voyages.
3. Religious conflict in Northern Europe the
   Protestant Reformation (a revolt against the
   authority of the pope in Rome) which led the
   Catholics of Spain Portugal and the Protestants
   of England Holland to want to spread their own
   versions of Christianity to people in Africa,
   Asia, and the Americas.
4. Economic motives competition among Europeans
   kingdoms for increased trade with Africa, India,
   China. Europeans desired to find a water route
   to Asia Africa. Portugal sponsored exploration
   by Prince Henry the Navigator who succeeded in
   opening up a long sea route around South Africas
   Cape of Good Hope. In 1498, the Portuguese sea
   captain, Vasco da Gama, was the first European to
   reach India via this route.

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Factors continued

• The Slave Trade In the 15th century, the
  Portuguese began trading for slaves from West
  Africa to work on sugar plantations. Enslaved
  Africans resisted slavery in whatever ways they
  could ran away, sabotaged work, or revolted.
• The development of nation-states the uniting of
  Castile and Aragon. Nation-states were countries
  in which the majority of people shared both a
  common culture and common loyalty toward a
  central government. These monarchs depended on
  trade to bring in needed revenues and on the
  church to justify their right to rule. They used
  their power to search for riches abroad and to
  spread the influence of their version of
  Christianity overseas.
• 7. Growth in population led to the rise in the
  price of land
• 8. The demand for luxury goods
• 9. Europe became more prosperous

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The Renaissance (details about) 1350-1550

• New technology/innovations such as
• Cartography
• Compass now they knew which direction their
  ship was moving
• Astrolabe used the sun or a star to determine
  latitude
• Lateen or triangular sails
• Caravels ships that were easy to maneuver
  could carry cannon
• Gunpowder (China) led to the development of
  cannon muskets so explorers no longer feared
  hostile natives in strange lands
• Printing press (1440s) led to the wide
  distribution of maps, sea charts, travelers
  tales increased geographic knowledge aroused
  curiosity about distant countries

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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.

• 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.
• European expansion into the Western Hemisphere
  caused intense social/religious, political, and
  economic competition in Europe and promotion of
  empire building.

43
Early Explorations Christopher Columbus

• Goal to sail west from Europe to the Indies
  (Far East, China, Cathay, Asia) by water
• Outcome landed on an island in the Bahamas
  found little gold, few spices, and no simple path
  to China and India
• Columbuss legacy died in 1506 still believing
  that he had found a western route to Asia Map
  Columbus voyages
• Many Spaniards viewed Columbus as a failure
  because instead of finding a valuable trade
  route, he had found a New World. Columbus is
  criticized for giving the people he encountered
  the name Indians. Critics also point out the
  many problems and injustices suffered by the
  natives of the Americas after Europeans arrived
  and took over their land. Even the land that he
  had explored was named for someone else, Amerigo
  Vespucci.

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New AP Test Format






Section Question Type Number of Questions Timing Percentage of Total Exam Score
I Part A Multiple-choice questions 55 questions 55 minutes 40
I Part B Short-answer questions 4 questions 50 minutes 20
II Part A Document-based question 1 question 55 minutes 25
II Part B Long essay question 1 question 35 minutes 15
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The New AP Test Format

• Part B Short-answer questions will directly
  address one or more of the thematic learning
  objectives for the course. At least two of the
  four questions will have elements of internal
  choice, providing opportunities for students to
  demonstrate what they know best.
• Each question consists of 3 tasks. Each task
  is worth ONE point.

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Africa

• 1st explored by the Portuguese who were looking
  for gold and for slaves
• The Portuguese were also the first to explore the
  Americas, searching for a water route to Asia

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Amerigo Vespucci

• An Italian explorer who explored the coast of
  South America like other explorers, Vespucci
  sought to prove that Columbus had discovered a
  New World
• Sailed for the Portuguese on his 2nd voyage. He
  described his travels and was the first to
  identify the New World of North and South America
  as separate from Asia.
• America was named after him.

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Columbus continued

• Most historians agree on Columbuss importance.
  Columbus is recognized for his great skills as a
  navigator and his daring commitment in going
  forth where nobody else had ever dared to
  venture. His voyages brought about permanent
  interaction between people from all over the
  globe. He changed the world forever.
• The conflict between Europeans and the original
  inhabitants of the Americas resulted in the
  Columbian Exchange, a transfer of plants,
  animals, and germs (diseases) from one side of
  the Atlantic to the other for the first time.
  Europeans learned about many new plants and
  foods, including beans, corn (maize), sweet and
  white potatoes, tomatoes, and tobacco. They also
  contracted a new disease syphilis.
• Columbus acknowledged the fact that the natives
  he first encountered had developed a variety of
  social structures ex some were warriors some
  would wound themselves as a way to elevate their
  status in society ex could defend themselves
  from outsiders

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Columbus first meets the Natives in Cuba.
How would you describe this encounter?
50
The Columbian Exchange(biological
cultural exchanges)
New World Europe Maize/corn
sugar Potatoes horses,
1547 Tobacco pigs, cattle tomatoes disease
s vanilla the wheel Cacao (kuh kah
oh) firearms diseases smallpox,
measles Native Americans had no immunity to
these diseases)
51
Rivalry Dividing the Americas

• Spain Portugal were the first European
  countries to claim territories in the Americas.
  Their claims overlapped, leading to disputes. The
  Catholic monarchs of the two countries turned to
  the pope in Rome to resolve their differences.
• In 1493, the Pope drew a vertical, north-south
  line on a world map, called the Line of
  Demarcation. The pope granted Spain all lands to
  the west of the line and Portugal all lands to
  the east.
• In 1494, Spain Portugal moved the popes line a
  few degrees to the west and signed an agreement
  called the Treaty of Tordesillas. This line
  passed through what is today, Brazil,
  establishing Portugals claim to Brazil while
  Spain claimed the rest of the Americas. Other
  countries soon challenged these claims.

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LINE OF DEMARCATION
Part of the people in Brazil speak Portuguese and
part speak Spanish.
53

• Spanish Portuguese exploration conquest of
  the Americas led to widespread deadly epidemics,
  the emergence of racially mixed populations, and
  a caste system defined by an intermixture among
  Spanish settlers, Africans, and Native Americans
  (Mestizo a person of combined European NA
  descent)

54
Spanish Exploration

• Spain was the 1 world power by 1500. How did
  this happen? The uniting of monarchs Ferdinand
  Isabella created a centralized political
  authority. (Nation Building) However, Spain owned
  its expanding power to its explorers and
  conquistadors (conquerors).
• Spanish motives for exploring God, gold, glory
  the Spanish attempted to maintain control over
  the natives and to gain wealth more so than other
  Europeans did
• Vasco de Balboa discovered the Pacific Ocean
• Ferdinand Magellans ships the first to
  circumnavigate the world (Magellan died before
  completing the trip.)
• Cortes conquistador who conquered to Aztecs in
  Mexico
• Pizarro conquistador who conquered the Incas in
  Peru which secured Spains initial supremacy in
  the Americas.

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Spanish Settlement continued

• Revolt of 1680 or the Pueblo Revolt the Pueblo
  forced the Spanish from their land the Spanish
  had built outposts (forts) along the Rio Grande
  was one of the most successful Native American
  wars of resistance in North American history an
  example of how the Natives rejected the Spanish
  and their accommodationist (attempt to assist)
  policies also called the Popes Rebellion.
• In the 1700s they again accepted Spanish rule to
  gain protection from neighboring tribes (Apache),
  became Catholics, acknowledged Spanish authority,
  but governed their own local affairs.
• The Spanish established settlements in Texas and
  established missions in California to spread
  Catholicism.

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Spanish settlements in North America

• The Spanish established the first permanent
  settlement at St. Augustine, Florida, 1565. This
  is the oldest city in North America founded by
  Europeans. It was a defensive base from which
  ships could travel from Cuba to Spain safely.
• Established Santa Fe as the capital of New Mexico
  in 1610. Harsh efforts to Christianize the
  American Indians caused the Pueblo people to
  revolt. At first these Native Americans converted
  to Catholicism because the Franciscan friars
  (members of the Roman Catholic Church associated
  with St. Francis) controlled valuable tools
  equipment and offered protection from other
  Native American tribes in the area but due to
  widespread sickness and drought, the Pueblos
  began to resist these efforts to return to
  traditional religious practices which was seen as
  witchcraft by the Spanish.

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New Spain
58
The conquistadors

• Sent ships loaded with gold silver back to
  Spain from Mexico Peru. They increased the gold
  supply by more than 500, making Spain the
  richest most powerful nation in Europe by 1500.
  
• Conquistadors sought instant glory wealth.
• Conquistadors did not want to establish permanent
  settlements.
• To gain control over the conquistadors, Isabella
  Ferdinand granted Indian villages (land) to the
  conquistadors and gave them the right to use the
  Native Americans as laborers basically
  exploiting the Native Americans. (the encomienda
  system)

59
The encomienda system

• Indians had to farm (sugarcane) or work in the
  mines (silver). The fruits of their labors went
  to their Spanish masters, who in turn had to
  care for them. As Europeans diseases and
  brutality reduced the native population, the
  Spanish brought enslaved people from West Africa.
  
• The encomienda system was gradually replaced by
  African slavery.

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How did Spain end up a poor nation?

• The Spanish gained a lot of wealth which led to
  inflation. The money (wealth) was used to fund
  wars and not invest or industrialize so Spain
  became dependent on bullion (gold silver) from
  the Americas. This misuse of funds led to their
  downfall.

61
English Exploration

• John Cabot the 1st to explore for England
  (Hudson
• Bay area, coast of Newfoundland, 1497) was
  looking
• for a NW passage
• Exploration began under Queen Elizabeth I but the
  monarch did not provide funding for voyages, etc.
  Instead, private individuals provided their own
  funding or joint-stock companies were formed in
  which individuals pooled their money together to
  finance a voyage (an investment) with the
  expectation of earning a profit.
• England challenged Spanish shipping in both the
  Atlantic Pacific Oceans, sending Sea
  dogs/privateers/pirates such as Sir Francis
  Drake, Sir John Hawkins who seized Spanish
  treasure ships full of gold silver and attacked
  Spanish settlements on the coast of Peru.
• Sir Walter Raleigh attempted to establish a
  settlement at Roanoke Island off the NC coast in
  1587 but the venture failed (The Lost Colony).

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• The Lost Colony 2 attempts were made to
  establish a colony in Roanoke which was doomed
  for failure from the start because it was
  difficult to reach England was dealing with
  Spain and the Armada and Queen Elizabeth didnt
  want to alienate Philip II unnecessarily by
  sponsoring a colony on land long ago claimed by
  Spain.
• Spanish Armada 1588 English defeated it set
  the way for the English to explore.
• First took over Ireland which shaped their way of
  colonizing and how they would treat the Native
  Americans. Taught them how to take lands and
  control the people.
• Jamestown 1st permanent English colony, 1607

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French Exploration

• First exploration 1524, Giovanni da Verrazano
  searched for a NW passage to Asia explored parts
  of North Americas eastern coast, including the
  NY harbor
• Jacques Cartier explored the St. Lawrence River
• Samuel de Champlain (Father of New France),
  1608, established the first permanent French
  settlement - Quebec
• Few colonists, rather mostly men who built forts
  rather than establish colonies
• Explorers lacked support and adequate funding
  from the French crown.
• Motives wealth, spread Christianity
• Established settlements in New Orleans/LA, Canada
  New France (Old Northwest territory)

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New France

• From
• Louisiana
• to Canada

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Dutch Claims

• The Netherlands sponsored voyages of exploration.
• The Dutch government hired Henry Hudson, an
  English sailor, to find a NW passage to Asia.
  Hudson sailed up a broad river that was later
  named for him, the Hudson River. This expedition
  established Dutch claims to the surrounding area
  that would become New Amsterdam (later New York).
  The Dutch government granted a private company,
  the Dutch West India Company, the right to
  control the region for economic gain.

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Key Concept 1.3 Contacts among American Indians,
Africans, and Europeans challenged the worldviews
of each group.

• European Treatment of Native Americans
• Most Europeans looked down upon Native Americans.
• Europeans generally viewed Native Americans as
  inferior people who could be exploited for
  economic gain, converted to Christianity, and
  used as military allies.

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Spanish Policy

• The Spanish used the Native Americans as laborers
  forced labor.
• Because few families came from Spain to settle in
  America, the explorers and soldiers intermarried
  with natives as well as Africans.
• Africans were captured in Africa and forced to
  travel across the ocean to America to provide
  slave labor for the Spanish colonists.
• A rigid class system developed in the Spanish
  colonies, dominated by pure-blooded Spaniards.

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Spanish Policy cont.

• Bartolome de Las Casas, a Spanish priest who
  sought to convert Native Americans to
  Catholicism reported that from 1494 to 1508 over
  3 million (not an accurate count) had died from
  war, slavery, and the mines, with most having
  died from diseases (smallpox)
• Las Casas was one European who dissented from the
  views of most Europeans toward Native Americans.
  Though he owned land and slaves in the West
  Indies and had fought in wars against the
  Indians, he became an advocate for better
  treatment for Indians.
• He persuaded the king to institute the New Laws
  of 1542 which ended Indian slavery, halted forced
  Indian labor, and began to end the encomienda
  system which kept the Indians in serfdom.

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Spanish policy cont.

• The debate over the role for Indians in the
  Spanish colonies led to a formal debate in
  1550-1551 the Valladolid Debate.
• On one side, Las Casas argued that the Indians
  were completely human and morally equal to
  Europeans, so enslaving them was not justified.
• On the other side, another priest, Juan Gines de
  Sepulveda, argued that Indians were less than
  human. This justified keeping the encomienda
  system and force the natives to become slaves.
• Neither side clearly won the debate. Though Las
  Casas was unable to gain equal treatment for
  Native Americans, he established the basic
  arguments on behalf of justice for Indians.

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English Policy

• Unlike the Spanish, the English settled in areas
  without a lot of Native Americans who could be
  controlled as a workforce but their encounter
  w/Native Americans was conquer remake.
• Many English colonists came in families rather
  than single young men, so marriage with natives
  was less common.
• In Massachusetts, the English and the American
  Indians coexisted, traded, and shared ideas. The
  Indians taught the settlers how to grow new crops
  such as corn (maize) and showed them how to hunt
  in the forests.
• Indians traded furs for English manufactured
  goods such as iron tools weapons.
• Peaceful relations soon led to conflict and open
  warfare. The English had no respect for Indian
  culture which they saw as primitive or savage.
  The Indians saw their way of life threatened as
  the English began to take more land to support
  their growing population, forcing the Indians to
  move away from the coast to inland territories.

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French Policy

• Became economic partners with the Native
  Americans (fur trade)
• Viewed Americans Indians as potential economic
  military allies
• Maintained good relations with the tribes they
  encountered
• The French built trading posts throughout the St.
  Lawrence Valley, the Great Lakes region, and
  along the Mississippi River.
• They exchanged French goods for beaver pelts and
  other furs.
• Because the French had few colonists, farms, or
  towns, they posed less threat to the Indians than
  the Spanish and English.
• French soldiers assisted the Huron Indians in
  fighting their traditional enemy, the Iroquois.
  The Huron allied with the French during the
  French Indian War, 1754-1763, while the
  Iroquois allied with the British.

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Native American Reaction

• Native American tribes saw themselves as groups
  distinct from each other. They lacked unity. As
  a result, European settlers rarely had to be
  concerned with a unified response from the Native
  Americans.
• Initially the European goods such as copper pots
  and guns had motivated the natives to interact
  with the settlers but after the decimation of
  their peoples from the violence and disease of
  the Europeans, the Native Americans had to adopt
  new ways to survive.
• Upon observing the Europeans fighting each other,
  some tribes allied themselves with one European
  power or another in hopes of gaining support in
  order to survive.
• A number of tribes migrated to new land to get
  away from the slowly encroaching settlers.
• Regardless of how they dealt with the European
  invasion, Native Americans would never be able to
  return to the life they had known prior to 1492.

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Why was it important for Europeans to forge
alliances with the Native Americans?

• At first the NA outnumbered the Europeans and
  forming alliances made it possible for the
  Europeans to gain hold of the land more easily.

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Answering the M/C Questions counts 40 of the
exam score!

• The AP exam asks 55 M/C questions, and you will
  have 55 minutes to answer them.
• Each question is related to the analysis of a
  stimulus, such as a primary or secondary
  source, or an image (photo, cartoon, painting,
  graph, or map).
• Each MCQ assesses one or more historical thinking
  skills but also requires historical knowledge
  (that you know your history!).
• From 2-6 questions will be asked about a
  stimulus.
• The AP exam places less emphasis on simple recall
  and more emphasis on your ability to use
  historical thinking skills such as using relevant
  evidence.

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Writing a historical essay in 35 minutes! 15 of
your exam grade.

• The APUSH exam gives you a choice between 2
  long-essays questions that focus on the same
  thinking skill but may apply to different time
  periods and themes.
• Each essay will be evaluated on the following
  criteria
• Argumentation Develop a thesis or relevant
  argument that addresses all parts of the
  question.
• Use of evidence Support the thesis using
  specific evidence, clearly linked to the thesis.
• Targeted Historical Thinking Skill Each
  question will also assess an additional thinking
  skill, such as causation, comparison, continuity,
  and change over time or periodization.
• Synthesis your essay needs to show synthesis
  how you combine the argument, evidence, and
  context into a coherent and persuasive essay.

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How to start writing your essay

• 1. Read and analyze the prompt. What is it asking
  you to write about?
• 2. Organize the evidence.
• 3. Develop/write the thesis statement.
• 4. Write the Introductory Paragraph.
• 5. Write the Supporting Paragraphs and
  Conclusion.
• 6. Evaluate your essay.