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Course Requirements You will need a 2-inch binder for this class. Everything will be filed in the...

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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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Page 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,

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.

Page 2: 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,

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!)

Page 3: 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,

9 Historical Thinking Skills1. Causation2. Patterns of Continuity and Change over Time3. Periodization4. Comparison5. Contextualization6. Argumentation7. Analyzing Evidence: Content & Sourcing8. Interpretation9. Synthesis

Page 4: 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,

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:1.Proximate – the next or nearest; close, imminent

Page 5: 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,

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

Page 6: 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,

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).

Page 7: 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,

3. Periodization

• Doesn’t 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

Page 8: 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,

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

Page 9: 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,

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)

Page 10: 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,

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.

Page 11: 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,

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) author’s 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 today’s 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.

Page 12: 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,

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.

Page 13: 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,

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)

Page 14: 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,

The 7 Historical Themes of APUSH1. 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, voters3. 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, people’s impact on the environment

7. America in the World (WOR) – foreign policy

Page 15: 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,

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

1. 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.)

Page 16: 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,

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 didn’t happen all at once; instead

these Natives moved in small bands or groups. They were nomadic and settled where they could find food.

Page 17: 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,

• 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!

Page 18: 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,

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.

Page 19: 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,

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.

Page 20: 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,

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)

Page 21: 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,

Review from yesterday’s “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 Basin2. In which region of North America was maize mostly cultivated?The Southwest

Page 22: 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,

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 MexicoThe 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.

Page 23: 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,

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.

Page 24: 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,

Pre-Columbian civilizations – North America continued

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

Page 25: 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,

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

Page 26: 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,

Southwest Settlements: the Pueblo

A home made of adobe brick

Page 27: 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,

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)

Page 28: 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,

Plank Houses

Chinook Canoe

Totem Pole

Page 29: 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,

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-15071507 – 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.

Page 30: 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,

Great Plains and Great Basin: Natives were more mobile because of a lack of natural resources.Located in the middle part of the USGreat Basin – Nevada, ColoradoGreat Plains – Montana, North Dakota down to Texas

Page 31: 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,

The Great Plains IndiansKnife made from a bone of a buffalo

Geronimo (1829-1909)

Patterns of Continuity & Change over time

Page 32: 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,

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.

Page 33: 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,

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)

Page 34: 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,

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.

Page 35: 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,

Iroquois

Longhouse

Page 36: 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,

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.

Page 37: 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,

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.

Page 38: 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,

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

Page 39: 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,

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 Columbus’s 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 Africa’s Cape of Good Hope. In 1498, the Portuguese sea captain, Vasco da Gama, was the first European to reach India via this route.

Page 40: 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,

Factors continued…5. 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.

6. 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 land8. The demand for luxury goods9. Europe became more prosperous

Page 41: 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,

The Renaissance (details about) 1350-1550

•New technology/innovations such as:CartographyCompass – now they knew which direction their ship was movingAstrolabe – used the sun or a star to determine latitudeLateen or triangular sailsCaravels – ships that were easy to maneuver & could carry cannonGunpowder (China) led to the development of cannon & muskets so explorers no longer feared hostile natives in strange landsPrinting press (1440s) – led to the wide distribution of maps, sea charts, travelers’ tales; increased geographic knowledge & aroused curiosity about distant countries

Page 42: 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,

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.

Page 43: 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,

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• Columbus’s 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.

Page 44: 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,

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%

Part B: Short-answer questions 4 questions 50 minutes 20%

II

Part A: Document-based question

1 question 55 minutes 25%

Part B: Long essay question 1 question 35 minutes 15%

Page 45: 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,

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.

Page 46: 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,

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

Page 47: 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,

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.

Page 48: 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,

Columbus continued…• Most historians agree on Columbus’s 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

Page 49: 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,

Columbus first meets the Natives in Cuba.

How would you describe this encounter?

Page 50: 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,

The Columbian Exchange

(biological & cultural exchanges)

New WorldNew World Europe Europe Maize/cornMaize/corn sugarsugarPotatoesPotatoes horses, 1547horses, 1547TobaccoTobacco pigs, cattlepigs, cattletomatoestomatoes diseasesdiseasesvanillavanilla the wheelthe wheelCacao (kuh kah oh)Cacao (kuh kah oh) firearmsfirearms

**diseases: smallpox, measlesdiseases: smallpox, measles **Native Americans had no immunity to these diseases)Native Americans had no immunity to these diseases)

Page 51: 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,

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 pope’s 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 Portugal’s claim to Brazil while Spain claimed the rest of the Americas. Other countries soon challenged these claims.

Page 52: 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,

LINE OF DEMARCATIONLINE OF DEMARCATION

Part of the people in Brazil speak Portuguese and part speak Spanish.

Page 53: 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,

• 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)

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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, goldgold, 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 OceanFerdinand Magellan’s ships – the first to circumnavigate the world (Magellan

died before completing the trip.)Cortes – conquistador who conquered to Aztecs in MexicoPizarro – conquistador who conquered the Incas in Peru which secured Spain’s

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 Pope’s 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

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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)

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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.

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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 didn’t 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 America’s 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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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:1.Most Europeans looked down upon Native Americans.2.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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• At first the NA outnumbered the Europeans and forming alliances made it possible for the Europeans to gain hold of the land more easily.

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

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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:a.Argumentation – Develop a thesis or relevant argument that addresses all parts

of the question.b.Use of evidence – Support the thesis using specific evidence, clearly linked to

the thesis.c.Targeted Historical Thinking Skill – Each question will also assess an additional

thinking skill, such as causation, comparison, continuity, and change over time or periodization.

d.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.


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