Step 1: Welcome to our classroom.

​

Step 2: Try to answer as many of these questions as you can so we can get to know each of you.

Step 1: Welcome to our classroom.

​

Step 2: Try to answer as many of these questions as you can so we can get to know each of you.

https://digital.wwnorton.com/givemeliberty6brhs

v16

https://digital.wwnorton.com/givemeliberty7brhs

v24

- Mon: 7pm-8pm EST: CONTENT: review content of one chapter in the textbook; teacher driven; lecture style)��- Wed : 7pm-8pm EST: APPLICATION: how to answer different types of prompts/questions using content from Mon’s�LL; teacher and students work together or in breakout rooms

​

�- (various days/times) other APUSH teachers: we will offer LLs that focus on SKILLS and/or CONTENT required for the course and the AP exam

APUSH

Live Lessons

CH. 1:�“OLD WORLDS�AND NEW”

Mrs. Shafar�APUSH

OBJECTIVES:

Students will be able to:

- compare Spanish, French, and Dutch settlements in the New World�(finish from previous LL)�- apply Ch. 1 content to MCQ and SAQ

​

[1865-2001]

[1890-2001]

V16 6^th Edition

V24 7^th Edition

St. Augustine

- most people think Jamestown, Virginia [1607] was the first permanent British settlement in the �New World; yet the oldest city is St. Augustine, Florida, in the northeast corner of the state �(was already 42 years old)�

- St. Augustine was first claimed for Spain by Juan Ponce de León, the explorer who first spotted �FL on [April 2, 1513]; again in [1521]; he sailed down Atlantic coast of FL, to the FL Keys, and north �along Gulf coast; according to myth, in search of the legendary “Fountain of Youth”��- [1562] French Huguenots tried to settle in the SE part of US (SC/FL)��- the real Spanish connection to FL doesn’t establish itself until 52 years after de Leon, when a group�under the command of Pedro Menéndez de Avilés founded the settlement on [Sept. 8, 1565]; they�killed all French in the area (except women and children); Menendez was FL’s 1^st governor��- St. Augustine: oldest continuously occupied European settlement in the present-day US�

- Spaniards brought diseases such as smallpox and measles which devastated the local �Timucuan Indians; developed into a cosmopolitan town; its residents included Minorcans, �Native Americans (mostly women who married the Spaniards and converted to Catholicism), �Africans (both slaves and free people), French, and Germans; Franciscan missionaries worked to�convert Native Americans and by [1600] established a chain of missions across northern FL

de Leon

Menendez de Aviles

- a Spanish conquistador or “conqueror;” signed contracts with�Spanish monarch, raised money from investors, then recruited�an army; most in 20s-30s; very few were nobles; about ½ were�professional soldiers and sailors; the rest were peasants, �artisans, or members of middle class

​

[1519] Hernan Cortes landed with ~500 men in present-day�Mexico; wipes out the Aztecs; killed Montezuma, many �others died from smallpox and other diseases; population �went from 20+ million to 2 million in less than a century��[1532] Francisco Pizarro went into South America �with less than 200 men and faced off against �Atahualpa who had over 100,000 mean; the �Spanish used gunpowder and horses to wipe�out the Incas; helped by de Soto�

​

�

conquistadores

Cortes

Pizarro

Council of the Indies

[1524] set up and ruled by the crown of Spain; in charge of Spanish empire in the Americas and the Philippines (exceeded the Roman Empire in size)

​

viceroys: governors; made laws; held court

Requerimiento

“The Spanish Requirement of [1513]:” declaration by the Spanish monarchy of its divinely ordained right to take possession of territories in the New World and to subjugate, exploit, and when necessary, to fight the Natives; read to the Indians

Spanish �Mission �System

- Spanish settled southern portion of US and created mission system to facilitate colonial expansion and to pacify the Indians��- Catholic priests and friars built missions or churches/chapels; worked alongside the Indians planting crops, hunting game, and preaching Catholicism; taught Indians about Spanish culture(language, arts and crafts, and politics); popular in FL, TX, NM, and CA��- provided housing for Indians, missionaries, and guests; merchant shops; storage buildings; presidio: fort with protective walls�to protect against hostile Indians or European rivals��- outside walls the mission owned 1,000s of acres of land for farming/pasturing herds of cattle/sheep��- after 5-10 yrs mission land was given to converted Indians �and they were given full Spanish citizenship including the �right to pay taxes; then they were trained in European �warfare; as mission system grew, the Spanish priests sought �more control over Indians and their culture; missionaries �destroyed objects deemed sacred by the Indians and �suppressed their ancient spiritual rituals and ceremonial �dances

Encomienda System

CB definition:�“Spanish colonial economies marshaled Native American labor to support �plantation-based agriculture and extract precious metals and other resources”��simplified definition:�labor system of the Spanish crown started in [1503] in New Spain; �given a chunk of land with Native Americans to work the land �if they promised to convert them to Catholicism and teach them�Spanish��encomendero: Spanish man was granted a number of Native�American laborers who would pay tributes to him (gold, metals, �or crops) in exchange for his protection��supposed to be mutually beneficial but turned into slavery in �most cases; the Native Americans were treated cruelly and �forced into hard labor; Laws of Burgos: [1512-1513] an attempt �to end abuses in the system; not effective��haciendas: rural estates or large-scale farms in New Spain

- the indigenous peoples of the Americas AKA Native Americans (N.A.) were enslaved in large numbers (often not talked about in history); Spanish were almost totally dependent on Indian labor in most of their colonies; worked in gold and silver mines, on plantations, as apprentices for artisans, and as domestic servants—just like African slaves and European white indentured servants��- extremely harsh conditions for an American Indian who worked in the silver mines of Peru or an African who produced sugar cane in Barbados��- people could be kept as slaves for religious purposes (Aztecs and Pacific Northwest Indians) or as a by-product of warfare, where they made little contribution to the economy or basic social structure (Eastern Woodlands)

​

- Central America: shipped to the West Indies, also a common destination for Indians transported out of Charleston, SC, and Boston, MA��- within the Americas: Sioux Indians from MN enslaved in Quebec; Choctaws from Mississippi to New England; from modern-day UT and CO south into Mexico

​

- Columbus: [1493] shipped Indians to Spain; moved N.A. from Hispaniola to Puerto Rico, Jamaica, Cuba, �and the Bahamas; w/in 10 years, N.A. were taken from Curacao, Trinidad, and Aruba; ~650,000 from�Nicaragua, Costa Rica, and Honduras by the [16^th c]

Indian Slavery in the Americas

From the [16^th-18th c], Spanish mines in Mexico and South America produced roughly 80% of the world's silver production and 70% of gold at a time when these precious metals were the most widely accepted international currency.

Rise of Transatlantic Slave Trade

1^st record of a slave trade voyage direct from Africa to the Americas is for a �ship that landed in Santo Domingo, on the island of Hispaniola in [1525] and �then in [1526] to Brazil��worked on coffee, cocoa, sugar, and cotton�plantations, in gold and silver mines, in rice�fields, the construction industry, cutting timber�for ships, as domestic servants, etc.�

1^st African slaves appeared in British colonies �in [1619] (Virginia colony)

Spanish America

New Laws of [1542] AKA “Laws of the Indies” which limited the �encomienda system and most Indians could no longer be �enslaved; people labeled cannibals could still be enslaved

​

​

​

​

[1550] Spain abolished the encomienda system�

replaced by the repartimiento system: residents of Indian villages remained�legally free and entitled to wages but were still required to perform a fixed

amount of labor each year; Indians were not slaves (had access to land, �were paid wages, and could not be bought and sold); still allowed for �abuses as part of the conversion process

​

then used the asiento system: required the Spanish to pay tax to king on each �African slave they imported; Spain used Portuguese slave traders at 1^st but �then French and British slave traders to bring African slaves to Spain’s�American colonies (esp. to South America in large numbers)�

Spanish America

Francisco Vazquez de Coronado:�Spanish conquistador; led expedition [1540-1542 through�present-day Mexico and into present-day SW US (AZ, NM, TX, OK, KS); he hoped to reach �the “Seven Cities of Gold;” 1^st European sightings of the Grand Canyon and the Colorado River;�his expedition had been a failure and forced him into bankruptcy; charges of war crimes against�him by the Council of the Indies; caused a large loss of life among the Pueblo Indians

Spanish America

Hernando de Soto: Spanish conquistador; helped Pizarro�wipe out the Inca Empire in Peru; but is best known for

leading the 1^st European expedition deep into �modern-day SE US (FL, GA, AL, MI, and most likely AR); 1^st European �documented as having crossed the Mississippi River; searching for �gold and for a passage to China or the Pacific coast��very brutal treatment of Native Americans: used as slave labor, sexual exploitation,�starvation, burning of villages/crops, execution of 200 in FL��died [1542]; hid his death b/c they were afraid Native

Americans would dig up his body and mutilate it based�off his treatment of them; hid his corpse in blankets �weighted with sand and sank it in the middle of the�Mississippi River during the night

Burial of de Soto�William A. Crafts [1876]�Pioneers in the settlement of �America: from FL in 1510 to CA

Library of Congress’ engraving. The Spanish caption reads: “HERNANDO DE SOTO: Extremaduran, one of the discoverers and conquerors of Peru: he travelled across all of FL and defeated its previously invincible natives, he died on his expedition in the year 1542 at the age of 42.”

The Valladolid Debate [1550-1551]�1^st moral debate in�history to discuss rights of colonized pple; �took place in Spain

“Black Legend”

- started after Valladolid Debate and the writing of Las Casas brought awareness to New Spain’s treatment of Native Americans��- propaganda; false concept that the Spanish conquerors merely tortured and butchered the Indians (“killing for Christ”), stole their gold, infected them with smallpox, and left little but misery behind (focuses only on the bad impacts of Spanish exploration)��- Spanish invaders did indeed kill, enslave, and infect countless natives, but they also erected a colossal empire, sprawling from CA and FL to Tierra del Fuego (far southern Argentina)

​

- they grafted their culture, laws, religion, and language onto a wide array of native societies ��- iron-tipped plow, windmill, and water wheel made farming more efficient��- Spanish were empire builders and cultural innovators in the New World; their establishment was larger/richer than the initial British settlement��- Spanish built churches, hospitals, monasteries, government buildings, �New World’s first university in [1518] (Harvard isn’t established in British colony �of Massachusetts until [1636])

​

​

Juan de Onate: [1598] Spanish conquistador; led a group of 400 soldiers, colonists, and missionaries north from Mexico to establish a permanent settlement; Acoma Pueblo lived there (Acoma means “sky city”) near present-day NM; Onate and his men demanded the Acoma feed and work for them and killed and raped those that didn’t comply��the Acoma Puebloans were spread over 80 independent towns and spoke 6 diff’t languages; they had had enough and attacked a Spanish patrol, killing Onate’s nephew and 14 soldiers were killed by Acoma��Onate decided to teach them a lesson; led a 2 day siege, killing 800 of its 1500 inhabitants (including 300 women); of the 600 Indians captured (women and children were made servants for Spanish families and adult men were punished by the cutting off of one foot); became known as the Acoma War [1599]; Onate�was ordered home and punished��[1609] Spain ordered the New Mexican colonists�to establish a separate town and grow their own�food; only married soldiers were to be stationed�there to reduce likelihood of sexual violence; thus, �Spanish established Santa Fe in [1609]: the �oldest capital city in North America; in present-day �New Mexico

Pueblo Revolt

AKA Popé’s Rebellion

Native Americans in New Mexico: [1600] 60,000; by [1680] 17,000

​

[1675] Pope was 1 of 47 Indians arrested for practicing trad’l religion; 4 were�hanged and the rest brought to Sante Fe to be publicly whipped��[1680] in New Mexico; 3,000 Spanish colonists; Spanish were relentless �to convert Indians to Catholicism (intimidation and violence); didn’t think �Native Americans could unite against them

​

Popé (Native American): main organizer; aimed to drive the Spanish out and restore Indian’s traditional autonomy; Pueblos spoke 6 different languages but used Spanish as their lingua franca (bridge language to communicate); 2,000 warriors destroyed isolated farms and burned every mission (Catholic church); Native Americans killed 400 colonists (including 21 Franciscan missionaries) and drove 2,000 others out; most Spanish survivors and several 100 Christian Indians made their way south; w/in a few weeks a century of colonization was destroyed

​

end [1680s] warfare broke out among Indians; Pope died in [1690]

​

[1692] Spanish launched an invasion and reconquered New Mexico by [1694]; Spanish took back over the region and executed 70 warriors and their families plus gave out 10 years of servitude or�enslavement to the Pueblo

[1680]

New France

- France wanted a share of American gold and silver, but they were more � interested in finding a westward route to Asia: Northwest Passage

​

- [1524] the French sent Italian Giovanni da Verrazzano to search for a passageway through the New World; Verrazano spotted the coast of SC and sailed north, into NY Harbor, and as far as Nova Scotia, but found no such water route or valuable treasure; Verrazano Bridge in NY is named after him��- [1534] Jacques Cartier led 1^st European expedition into the Gulf of St. Lawrence; 2^nd voyage in [1535] Cartier traveled as far as present-day Montreal, wintering at the site of Quebec; Huron Indians were friendly, later attempts in the [1540s] by Cartier to establish a colony in North America failed, and France was soon engulfed in a religious civil war that pitted Catholics against Huguenots (French Protestants); persecuted French Huguenots moved to the New World and established villages in SC and FL; in the [1560s], the French settlers built a fort/colony on the St. John’s River in FL; [Aug. 28, 1565] Spanish army overpowered the Huguenots; renamed the town St. Augustine

​

- [1608] Samuel de Champlain founded Quebec, France’s 1^st sustained settlement in the New World; French established a lucrative economic network with the Huron and Algonquin Indians for fur trading, which soon developed into a military alliance against the English settlers to the south; “coureurs de bois” = means “runners of the woods;” trappers �covered vast territory, from the Great Lakes and present-day Saskatchewan to trails along the Arkansas �and Missouri Rivers, and even into Texas; French trappers shipped so many pelts back to France that �they nearly extinguished the beaver population in North America; ��- seigneuries: agricultural estates along the St. Lawrence River; Jacques Marquette and Louis Jolliet� [1673] explored Mississippi River; Robert de La Salle [1682] explored Mississippi Basin which he �named Louisiana after French King Louis XIV

- [1614] Champlain invited Franciscan friars (Catholic missionaries) to New France to convert Natives; they asked for help from the Jesuits (AKA The Society of Jesus; founded in Europe in [1540] by Ignatius Loyola; engaged in evangelization); both groups arrived in Quebec in [1625]; Native Americans called the Jesuits “Black Robes”��- many tribes were wary of the Europeans and reluctantly allowed the missionaries into their villages; while some natives befriended the missionaries, many refused to convert to Christianity; French missionaries were less divisive than Spanish missionaries in New Spain; they didn’t immediately require Indians to abandon their tribal ties or ways of life

�- fur traders generally followed, and they frequently cemented their ties with the Indians by marrying into the tribe; many took Indian wives/concubines; metis: children of French fur traders and Indian women�

- befriended the Hurons first; Iroquois attacked Hurons in [1648] �killing missionaries and burning villages; many Hurons died off �from European disease; no long-term success with Iroquois

�- population of New France was ~3,000 by [1663]; mostly men;� traders or Jesuit priests

�- they tried to persuade indigenous people to adopt the European �way of life and lived near French settlements; they were most �successful after demonstrating their ability to write letters to each�other, which the Indians wanted to learn how to do��

Religion in New France

[1645]

[1745]

Dutch Exploration

New Netherlands

[1602] the Dutch East India Company was �founded as 1^st joint-stock company of the world;�[1609] Henry Hudson sailed what would be called the Hudson River in NY looking for a Northwest Passage; the Dutch had an active trade in furs around present-day NY

​

[1621] Dutch West India Company founded/given a trade monopoly in the Dutch West Indies (Caribbean) and given jurisdiction over Dutch participation in the Atlantic slave trade, Brazil, the Caribbean, and North America; it then established a series of permanent �trading posts on the Hudson, Delaware, and Connecticut Rivers��they actively encouraged settlement of the region not just from Holland�but from Germany, Sweden, and Finland��[1629] Charter of Freedom and Exemptions: transported whole families to the �New World and granted vast feudal estates to landlords known as patroons �on condition that they brought 50 more immigrants to America with them w/in�4 years; huge chunk of land called patroonships��the colony of New Netherland and its principal town, New Amsterdam, on �Manhattan Island: its population was relatively small but very diverse; colony �was only loosely united; becomes the most culturally and ethnically diverse�settlement in North America (immigrants, religious toleration, and women’s�rights); by [1644] 18 diff’t languages spoken there

Spanish�or �French?

Columbian Exchange�OR

Triangular Trade?

Period 1: [1491-1607]

Period 5: [1844-1877]

Period 3: [1754-1800]

Period 4: [1800-1848]

Period 7: [1890-1945]

Period 6: [1865-1898]

Period 2: [1607-1754]

Period 8: [1945-1980]

Period 9: [1980-present]

Pre-Contact

Jamestown

Jamestown

Start F/I War

Start F/I War

“ Revolution” of [1800]

“ Revolution” of [1800]

Seneca Falls Convention

1^st telegram sent

Compromise of [1877]

End of Civil War

Spanish-American War

Riis: “How the Other Half Lives”

End of WWII

End of WWII

Resurgence of �Conservatism

Resurgence of �Conservatism

[2025]

Anchors or Book Ends

Period 1: [1491-1607]

Period 5: [1844-1877]

Period 3: [1754-1800]

Period 4: [1800-1848]

Period 7: [1890-1945]

Period 6: [1865-1898]

Period 2: [1607-1754]

Period 8: [1945-1980]

Period 9: [1980-present]

Exploration

Colonization

Revolutionary Era

Critical Period

Early Republic

Early Republic

Age of Jackson

Growing Sectionalism

Antebellum Reforms

Manifest Destiny

Growing Sectionalism

Civil War

Reconstruction

Market Revolution

Gilded Age

Urban America

Progressive Era

Populism

Spanish-American

War

Spanish-American

War

Progressive Era

Age of Imperialism

WWI

Roaring 20s

Great�Depression

WWII

Cold War: Korea/Vietnam

Cold War

Civil Rights

Movement

Great

Migration

Great

Migration

Space Race

[50s] vs. [60s]

Energy Crisis

Globalization

Resurgence of Conservatism

Computer/Digital Age

Native Americans

Major Eras

Period 1: [1491-1607]

Period 5: [1844-1877]

Period 3: [1754-1800]

Period 4: [1800-1848]

Period 7: [1890-1945]

Period 6: [1865-1898]

Period 2: [1607-1754]

Period 8: [1945-1980]

Period 9: [1980-present]

Major Wars/Conflicts

French and Indian War

Revolutionary War

War of [1812]

Mexican-American War

Civil War

Quasi War

Spanish-American War

WWI

WWII

Korean War

Vietnam War

Invasion of Grenada

Invasion of Panama

Persian Gulf War

Bosnia and Herzegovina

War on Terror: Iraq/Afghanistan

Pequot War

Anglo-Powhatan Wars

King Philip’s War

American Indian Wars

Spanish-American War

Period 1: [1491-1607]

Period 5: [1844-1877]

Period 3: [1754-1800]

Period 4: [1800-1848]

Period 7: [1890-1945]

Period 6: [1865-1898]

Period 2: [1607-1754]

Period 8: [1945-1980]

Period 9: [1980-present]

Rebellions/Revolts/Riots

Bacon’s Rebellion

Leisler’s Rebellion

NY Slave Revolt

Pueblo Revolt

Stono Rebellion

Gabriel Prosser Rebellion

Samba

Rebellion

Denmark Vesey Conspiracy

Nat Turner’s Rebellion

Paxton Boys

Pontiac’s Rebellion

Regulator Movement

Shays’ Rebellion

Whiskey Rebellion

New Orleans Rebellion

Harpers Ferry Raid

NY Draft Riot

Memphis Riots

New Orleans Riot

Colfax Riot/Massacre

Red Summer

Civil Rights Movements�(African Americans, Latin Americans, Native Americans,�Asian Americans, Gay Rights�Movement, Women’s Rights or�Feminist Movement)

Storming of the Capitol

Black Lives Matter

APUSH Exam

4-6% of APUSH exam will focus on Period 1: [1491-1607]

​

MCQ (Multiple Choice Questions): focusing on the impact of the � Columbian Exchange, the encomienda system, the Valladolid Debate, and the Pueblo � Revolt

​

SAQ (Short Answer Questions): describe how geographic conditions influenced the culture � of Native Americans prior to the arrival of European explorers; how did Native Americans � adapt to their environment; compare Spanish/French/Dutch settlements in New World; � can be just Period 1 OR combine multiple time periods (for example, Periods 1 and 2)��LEQ: (Long Essay Question): a) “Evaluate the extent to which trans-Atlantic voyages in the period from [1491] to [1607] affected the Americas.” [2021] Exam��b) “Evaluate the relative importance of the causes of conflict among Europeans and Native Americans from [1500] to [1763].” [2024] Exam *combines Periods 1, 2, and 3

�DBQ: no prompts will come from this time period on the APUSH exam; start in Per. 3�

MCQ Tips

1. Know the content!!! Be sure to keep up with the textbook reading and �attend Live Lessons on the content. Previous LLs are on the Help Site.
2. We use stimulus-based questions (passage, map, chart, etc.) plus a set of �3-6 questions based off of the stimulus.
3. Read the entire question AND the stimulus.
4. Anticipate the answer as you read; try to have a response BEFORE looking �at the answers
5. Go with your 1^st instinct; only change if you read the question wrong or�missed a word like “EXCEPT” (they do try to avoid tricky/confusing words �like “always, never, except…”
6. Skip questions that are difficult or time consuming and �come back to them at the end (if you put a mark next �to them be sure to erase these marks completely)

“To oppose those hordes of northern tribes, singly, and alone, would prove certain destruction. We can make no progress in that way. We unite ourselves into one common band of brothers. We must have but one voice. Many voices makes confusion. We must have one fire, one pipe and one war club. This will give us strength. If our warriors are united they can defeat the enemy and drive them from our land; If we do this, we are safe….� “And you of the different nations of the south, and you of the west, may place yourselves under our protection, and we will protect you. We earnestly desire the alliance and friendship of you all….”� -- Chief Elias Johnson, Legends, Traditions, and Laws of the Iroquois, or Six Nations, and� History of the Tuscarora Indians, 1881.����1. Which of these was a common reaction by Indians to Europeans and represented a rejection of Chief Johnson’s suggestions?��A. Converting to Christianity�B. Migrating westward�C. Selling their land�D. Accepting European leadership

Questions 1-2 refer to the excerpt below.

“To oppose those hordes of northern tribes, singly, and alone, would prove certain destruction. We can make no progress in that way. We unite ourselves into one common band of brothers. We must have but one voice. Many voices makes confusion. We must have one fire, one pipe and one war club. This will give us strength. If our warriors are united they can defeat the enemy and drive them from our land; If we do this, we are safe….� “And you of the different nations of the south, and you of the west, may place yourselves under our protection, and we will protect you. We earnestly desire the alliance and friendship of you all….”� -- Chief Elias Johnson, Legends, Traditions, and Laws of the Iroquois, or Six Nations, and� History of the Tuscarora Indians, 1881.����1. Which of these was a common reaction by Indians to Europeans and represented a rejection of Chief Johnson’s suggestions?��A. Converting to Christianity�B. Migrating westward�C. Selling their land�D. Accepting European leadership

Questions 1-2 refer to the excerpt below.

“To oppose those hordes of northern tribes, singly, and alone, would prove certain destruction. We can make no progress in that way. We unite ourselves into one common band of brothers. We must have but one voice. Many voices makes confusion. We must have one fire, one pipe and one war club. This will give us strength. If our warriors are united they can defeat the enemy and drive them from our land; If we do this, we are safe….� “And you of the different nations of the south, and you of the west, may place yourselves under our protection, and we will protect you. We earnestly desire the alliance and friendship of you all….”� -- Chief Elias Johnson, Legends, Traditions, and Laws of the Iroquois, or Six Nations, and� History of the Tuscarora Indians, 1881.����2. Which of the following factors best explains why Native American efforts to unite were rare?��A. Most tribes were isolated from each other�B. Europeans discouraged tribes from uniting�C. People had different foods and cultures�D. Tribes had traditions of independence

Questions 1-2 refer to the excerpt below.

“To oppose those hordes of northern tribes, singly, and alone, would prove certain destruction. We can make no progress in that way. We unite ourselves into one common band of brothers. We must have but one voice. Many voices makes confusion. We must have one fire, one pipe and one war club. This will give us strength. If our warriors are united they can defeat the enemy and drive them from our land; If we do this, we are safe….� “And you of the different nations of the south, and you of the west, may place yourselves under our protection, and we will protect you. We earnestly desire the alliance and friendship of you all….”� -- Chief Elias Johnson, Legends, Traditions, and Laws of the Iroquois, or Six Nations, and� History of the Tuscarora Indians, 1881.����2. Which of the following factors best explains why Native American efforts to unite were rare?��A. Most tribes were isolated from each other�B. Europeans discouraged tribes from uniting�C. People had different foods and cultures�D. Tribes had traditions of independence

Questions 1-2 refer to the excerpt below.

“Concerning the treatment of Native American workers:�When they were allowed to go home, they often found it deserted and had no other recourse than to go out into the woods to find food and to die. When they fell ill, which was very frequently because they are a delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs, and kicked and beat them; and when illness was apparent they sent them home as useless, giving them some cassava for the twenty-to-eighty league journey. They would go then, falling into the first stream and dying there in desperation; others would hold on longer, but very few ever made it home. I sometimes called upon dead bodies on my way, and upon others who were gasping and moaning in their death agony, repeating ‘Hungry, hungry.’”� -- Bartolome de Las Casas, priest and social reformer, In Defense of the Indians,� c. 1556.���3. Which of the following best explains the underlying cause of the Spanish actions described by Las Casas?��A. Racism�B. Religion�C. Desire for wealth�D. Fear of native power

Questions 3-5 refer to the excerpt below.

“Concerning the treatment of Native American workers:�When they were allowed to go home, they often found it deserted and had no other recourse than to go out into the woods to find food and to die. When they fell ill, which was very frequently because they are a delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs, and kicked and beat them; and when illness was apparent they sent them home as useless, giving them some cassava for the twenty-to-eighty league journey. They would go then, falling into the first stream and dying there in desperation; others would hold on longer, but very few ever made it home. I sometimes called upon dead bodies on my way, and upon others who were gasping and moaning in their death agony, repeating ‘Hungry, hungry.’”� -- Bartolome de Las Casas, priest and social reformer, In Defense of the Indians,� c. 1556.���3. Which of the following best explains the underlying cause of the Spanish actions described by Las Casas?��A. Racism�B. Religion�C. Desire for wealth�D. Fear of native power

Questions 3-5 refer to the excerpt below.

Valladolid Debate/Controversy:�[1550-1551]

Las Casas vs. de Sepulveda

“Concerning the treatment of Native American workers:�When they were allowed to go home, they often found it deserted and had no other recourse than to go out into the woods to find food and to die. When they fell ill, which was very frequently because they are a delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs, and kicked and beat them; and when illness was apparent they sent them home as useless, giving them some cassava for the twenty-to-eighty league journey. They would go then, falling into the first stream and dying there in desperation; others would hold on longer, but very few ever made it home. I sometimes called upon dead bodies on my way, and upon others who were gasping and moaning in their death agony, repeating ‘Hungry, hungry.’”� -- Bartolome de Las Casas, priest and social reformer, In Defense of the Indians,� c. 1556.���4. The primary audience that Las Casas hoped to influence by his writing was��A. the monarchs of Spain�B. the Roman Catholic Church�C. the conquistadores�D. the Native Americans

Questions 3-5 refer to the excerpt below.

“Concerning the treatment of Native American workers:�When they were allowed to go home, they often found it deserted and had no other recourse than to go out into the woods to find food and to die. When they fell ill, which was very frequently because they are a delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs, and kicked and beat them; and when illness was apparent they sent them home as useless, giving them some cassava for the twenty-to-eighty league journey. They would go then, falling into the first stream and dying there in desperation; others would hold on longer, but very few ever made it home. I sometimes called upon dead bodies on my way, and upon others who were gasping and moaning in their death agony, repeating ‘Hungry, hungry.’”� -- Bartolome de Las Casas, priest and social reformer, In Defense of the Indians,� c. 1556.���4. The primary audience that Las Casas hoped to influence by his writing was��A. the monarchs of Spain�B. the Roman Catholic Church�C. the conquistadores�D. the Native Americans

Questions 3-5 refer to the excerpt below.

HIPP or HAPP documents:�Historical Situation/Context:

�Intended Audience:�

Purpose:�

POV (Point-of-view):

“Concerning the treatment of Native American workers:�When they were allowed to go home, they often found it deserted and had no other recourse than to go out into the woods to find food and to die. When they fell ill, which was very frequently because they are a delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs, and kicked and beat them; and when illness was apparent they sent them home as useless, giving them some cassava for the twenty-to-eighty league journey. They would go then, falling into the first stream and dying there in desperation; others would hold on longer, but very few ever made it home. I sometimes called upon dead bodies on my way, and upon others who were gasping and moaning in their death agony, repeating ‘Hungry, hungry.’”� -- Bartolome de Las Casas, priest and social reformer, In Defense of the Indians,� c. 1556.���5. Which of the following factors that affected Native Americans is directly implied but not stated in this excerpt?��A. Many Spaniards were sympathetic to the Native Americans�B. The Catholic Church was trying to help the Native Americans�C. European diseases were killing millions of Native Americans�D. The Spanish faced strong resistance from Native Americans

Questions 3-5 refer to the excerpt below.

“Concerning the treatment of Native American workers:�When they were allowed to go home, they often found it deserted and had no other recourse than to go out into the woods to find food and to die. When they fell ill, which was very frequently because they are a delicate people unaccustomed to such work, the Spaniards did not believe them and pitilessly called them lazy dogs, and kicked and beat them; and when illness was apparent they sent them home as useless, giving them some cassava for the twenty-to-eighty league journey. They would go then, falling into the first stream and dying there in desperation; others would hold on longer, but very few ever made it home. I sometimes called upon dead bodies on my way, and upon others who were gasping and moaning in their death agony, repeating ‘Hungry, hungry.’”� -- Bartolome de Las Casas, priest and social reformer, In Defense of the Indians,� c. 1556.���5. Which of the following factors that affected Native Americans is directly implied but not stated in this excerpt?��A. Many Spaniards were sympathetic to the Native Americans�B. The Catholic Church was trying to help the Native Americans�C. European diseases were killing millions of Native Americans�D. The Spanish faced strong resistance from Native Americans

Questions 3-5 refer to the excerpt below.

“Apart from his navigational skills, what most set Columbus apart from other Europeans of his day were not the things that he believed, but the intensity with which he believed in them and the determination with which he acted upon those beliefs…� “Columbus was, in most respects, merely an especially active and dramatic embodiment of the Europeans – and especially the Mediterranean – mind and soul of his time; a religious fanatic obsessed with the conversion, conquest, or liquidation of all non-Christians; a latter-day Crusader in search of personal wealth and fame, who expected the enormous and mysterious world he had found to be filled with monstrous races inhabiting wild forests, and with golden people living in Eden.”� -- David E. Stannard, historian, American Holocaust: Columbus and the Conquest of the � New World, 1992.��6. Which of the following European nations would be the least likely to share the characteristics Stannard uses in describing Columbus?��A. England�B. Italy�C. Portugal�D. Spain

Questions 6-7 refer to the excerpt below.

“Apart from his navigational skills, what most set Columbus apart from other Europeans of his day were not the things that he believed, but the intensity with which he believed in them and the determination with which he acted upon those beliefs…� “Columbus was, in most respects, merely an especially active and dramatic embodiment of the Europeans – and especially the Mediterranean – mind and soul of his time; a religious fanatic obsessed with the conversion, conquest, or liquidation of all non-Christians; a latter-day Crusader in search of personal wealth and fame, who expected the enormous and mysterious world he had found to be filled with monstrous races inhabiting wild forests, and with golden people living in Eden.”� -- David E. Stannard, historian, American Holocaust: Columbus and the Conquest of the � New World, 1992.��6. Which of the following European nations would be the least likely to share the characteristics Stannard uses in describing Columbus?��A. England�B. Italy�C. Portugal�D. Spain

Questions 6-7 refer to the excerpt below.

“Apart from his navigational skills, what most set Columbus apart from other Europeans of his day were not the things that he believed, but the intensity with which he believed in them and the determination with which he acted upon those beliefs…� “Columbus was, in most respects, merely an especially active and dramatic embodiment of the Europeans – and especially the Mediterranean – mind and soul of his time; a religious fanatic obsessed with the conversion, conquest, or liquidation of all non-Christians; a latter-day Crusader in search of personal wealth and fame, who expected the enormous and mysterious world he had found to be filled with monstrous races inhabiting wild forests, and with golden people living in Eden.”� -- David E. Stannard, historian, American Holocaust: Columbus and the Conquest of the � New World, 1992.��7. Which of the following is a reason historians are most likely to criticize the view of Columbus expressed in this excerpt?��A. It ignores the time period in which Columbus lived�B. It displays a bias against Christians�C. It skips over the progress brought by Columbus�D. It uses highly charged language

Questions 6-7 refer to the excerpt below.

“Apart from his navigational skills, what most set Columbus apart from other Europeans of his day were not the things that he believed, but the intensity with which he believed in them and the determination with which he acted upon those beliefs…� “Columbus was, in most respects, merely an especially active and dramatic embodiment of the Europeans – and especially the Mediterranean – mind and soul of his time; a religious fanatic obsessed with the conversion, conquest, or liquidation of all non-Christians; a latter-day Crusader in search of personal wealth and fame, who expected the enormous and mysterious world he had found to be filled with monstrous races inhabiting wild forests, and with golden people living in Eden.”� -- David E. Stannard, historian, American Holocaust: Columbus and the Conquest of the � New World, 1992.��7. Which of the following is a reason historians are most likely to criticize the view of Columbus expressed in this excerpt?��A. It ignores the time period in which Columbus lived�B. It displays a bias against Christians�C. It skips over the progress brought by Columbus�D. It uses highly charged language

Questions 6-7 refer to the excerpt below.

“The province of Quivira is 950 leagues from Mexico. Where I reached it, it is the fortieth degree [of latitude]….I have treated the natives of this province, and all the others whom I found wherever I went, as well as was possible, agreeably to what Your Majesty had commanded, and they have received no harm in any way from me or from those who went in my company. I remained twenty-five days in this province of Quivira, so as to see and explore the country and also to find out whether there was anything beyond which could be of service to Your Majesty, because the guides who had brought me had given me an account of other provinces beyond this. And what I am sure of is that there is not any gold nor any other metal in all that country.”� -- Francisco Coronado, Spanish conquistador, Travels in Quivira, c. 1542��

​

8. Based on Coronado’s observations, which of the following best describes Spanish efforts in Mexico in the mid-16^th c?��A. Exploring lands new to them�B. Establishing colonies�C. Warring with Native Americans�D. Spreading the Christian faith

Questions 8-9 refer to the excerpt below.

“The province of Quivira is 950 leagues from Mexico. Where I reached it, it is the fortieth degree [of latitude]….I have treated the natives of this province, and all the others whom I found wherever I went, as well as was possible, agreeably to what Your Majesty had commanded, and they have received no harm in any way from me or from those who went in my company. I remained twenty-five days in this province of Quivira, so as to see and explore the country and also to find out whether there was anything beyond which could be of service to Your Majesty, because the guides who had brought me had given me an account of other provinces beyond this. And what I am sure of is that there is not any gold nor any other metal in all that country.”� -- Francisco Coronado, Spanish conquistador, Travels in Quivira, c. 1542��

​

8. Based on Coronado’s observations, which of the following best describes Spanish efforts in Mexico in the mid-16^th c?��A. Exploring lands new to them�B. Establishing colonies�C. Warring with Native Americans�D. Spreading the Christian faith

Questions 8-9 refer to the excerpt below.

“The province of Quivira is 950 leagues from Mexico. Where I reached it, it is the fortieth degree [of latitude]….I have treated the natives of this province, and all the others whom I found wherever I went, as well as was possible, agreeably to what Your Majesty had commanded, and they have received no harm in any way from me or from those who went in my company. I remained twenty-five days in this province of Quivira, so as to see and explore the country and also to find out whether there was anything beyond which could be of service to Your Majesty, because the guides who had brought me had given me an account of other provinces beyond this. And what I am sure of is that there is not any gold nor any other metal in all that country.”� -- Francisco Coronado, Spanish conquistador, Travels in Quivira, c. 1542��

​

9. The activities of Coronado and other Spanish and Portuguese explorers in the Americas in the 16^th century primarily depended on the support of��A. merchants and fur traders�B. the Catholic Church�C. the monarchs�D. enslaved Europeans

Questions 8-9 refer to the excerpt below.

“The province of Quivira is 950 leagues from Mexico. Where I reached it, it is the fortieth degree [of latitude]….I have treated the natives of this province, and all the others whom I found wherever I went, as well as was possible, agreeably to what Your Majesty had commanded, and they have received no harm in any way from me or from those who went in my company. I remained twenty-five days in this province of Quivira, so as to see and explore the country and also to find out whether there was anything beyond which could be of service to Your Majesty, because the guides who had brought me had given me an account of other provinces beyond this. And what I am sure of is that there is not any gold nor any other metal in all that country.”� -- Francisco Coronado, Spanish conquistador, Travels in Quivira, c. 1542��

​

9. The activities of Coronado and other Spanish and Portuguese explorers in the Americas in the 16^th century primarily depended on the support of��A. merchants and fur traders�B. the Catholic Church�C. the monarchs�D. enslaved Europeans

Questions 8-9 refer to the excerpt below.

Source: John William Orr, “Burning a�Peruvian to Make Him Tell Where the �Gold Is,” [1858]. Spanish soldiers under�the command of Francisco Pizarro�torturing someone from the Inca Empire

In [1520-1548].

10. The circumstances in the image depict which of the following?��A. The encomienda system�B. The violence associated with Spanish conquest�C. Successful native resistance to Spanish conquest�D. The wealth and property obtained through Spanish conquest

Questions 10-12 refer to this image.

Source: John William Orr, “Burning a�Peruvian to Make Him Tell Where the �Gold Is,” [1858]. Spanish soldiers under�the command of Francisco Pizarro�torturing someone from the Inca Empire

In [1520-1548].

10. The circumstances in the image depict� which of the following?��A. The encomienda system�B. The violence associated with� Spanish conquest�C. Successful native resistance to Spanish �conquest�D. The wealth and property obtained �through Spanish conquest

Questions 10-12 refer to this image.

Answer B: Even though the engraving is dated in the [19^th c], what is depicted is reputed violence of the Spanish conquistadors in the New World��The subjugation of natives through the encomienda system (Choice A) is not referenced and only gold is mentioned, not the wealth and property obtained by the Spanish (Choice D).��Although native resistance is depicted (Choice C), it is not interpreted as successful, for the indigenous man is clearly suffering and might even be killed during his torture, while the Spanish continue to control the situation

Source: John William Orr, “Burning a�Peruvian to Make Him Tell Where the �Gold Is,” [1858]. Spanish soldiers under�the command of Francisco Pizarro�torturing someone from the Inca Empire

In [1520-1548].

11. Which of the following historical developments best describes a motivation�for European exploration?��A. The Spanish Inquisition�B. The French Revolution�C. The Reconquista�D. The Reformation

Source: John William Orr, “Burning a�Peruvian to Make Him Tell Where the �Gold Is,” [1858]. Spanish soldiers under�the command of Francisco Pizarro�torturing someone from the Inca Empire

In [1520-1548].

11. Which of the following historical developments best describes a motivation�for European exploration?��A. The Spanish Inquisition�B. The French Revolution�C. The Reconquista�D. The Reformation ([1517-1658] is the best answer b/c it decentralized Europe and contributed to the demise of feudalism, creating competition among nation-states and monarchs who ordered and funded exploration)

Source: John William Orr, “Burning a�Peruvian to Make Him Tell Where the �Gold Is,” [1858]. Spanish soldiers under�the command of Francisco Pizarro�torturing someone from the Inca Empire

In [1520-1548].

12. Based on your knowledge of US history, which of the following does NOT �describe the way Native Americans responded to Spanish colonial rule?��A. Native Americans used violence to resist the Spaniards in an attempt to retain�their political and physical sovereignty.�B. Native Americans adapted to the demands of the Spaniards.�C. Native Americans preserved important tribal bloodlines since Spanish men �would only choose European women as wives or concubines.

D. Native American tribes migrated to remote regions with rugged terrain that �the Spanish found difficult to access and control.

Source: John William Orr, “Burning a�Peruvian to Make Him Tell Where the �Gold Is,” [1858]. Spanish soldiers under�the command of Francisco Pizarro�torturing someone from the Inca Empire

In [1520-1548].

12. Based on your knowledge of US history, which of the following does NOT �describe the way Native Americans responded to Spanish colonial rule?��A. Native Americans used violence to resist the Spaniards in an attempt to retain�their political and physical sovereignty.�B. Native Americans adapted to the demands of the Spaniards.�C. Native Americans preserved important tribal bloodlines since Spanish men �would only choose European women as wives or concubines.

D. Native American tribes migrated to remote regions with rugged terrain that �the Spanish found difficult to access and control.

The impact of the smallpox pandemic on the Aztec and Incan Empires is easy for the twentieth-century reader to underestimate. We have so long been hypnotized by the daring of the conquistador that we have overlooked the importance of his biological allies. Because of the achievements of modern medical science we find it hard to accept the statements from the conquest period that the pandemic killed one-third to one-half the populations struck by it. Torbido Motolinia claimed…”They died in heaps, like bedbugs.”

-- Source: Alfred Crosby, historian, The Columbian Exchange, [1972]

13. Which of the following does Crosby’s excerpt best reflect?��A. The transfer of biological agents as a result of the contact between �Europeans, Africans, and Native Americans�B. The inadequacy of ancient Aztec and Inca healing practices�C. The 20^th century reader’s defense of disease as a primary cause of Native�American death�D. The limited amount of death that occurred as a result of smallpox

Questions 13-15 refer to the following excerpt.

The impact of the smallpox pandemic on the Aztec and Incan Empires is easy for the twentieth-century reader to underestimate. We have so long been hypnotized by the daring of the conquistador that we have overlooked the importance of his biological allies. Because of the achievements of modern medical science we find it hard to accept the statements from the conquest period that the pandemic killed one-third to one-half the populations struck by it. Torbido Motolinia claimed…”They died in heaps, like bedbugs.”

-- Source: Alfred Crosby, historian, The Columbian Exchange, [1972]

13. Which of the following does Crosby’s excerpt best reflect?��A. The transfer of biological agents as a result of the contact between �Europeans, Africans, and Native Americans�B. The inadequacy of ancient Aztec and Inca healing practices�C. The 20^th century reader’s defense of disease as a primary cause of Native�American death�D. The limited amount of death that occurred as a result of smallpox

Questions 13-15 refer to the following excerpt.

The impact of the smallpox pandemic on the Aztec and Incan Empires is easy for the twentieth-century reader to underestimate. We have so long been hypnotized by the daring of the conquistador that we have overlooked the importance of his biological allies. Because of the achievements of modern medical science we find it hard to accept the statements from the conquest period that the pandemic killed one-third to one-half the populations struck by it. Torbido Motolinia claimed…”They died in heaps, like bedbugs.”

-- Source: Alfred Crosby, historian, The Columbian Exchange, [1972]

14. Which of the following best expresses Crosby’s interpretation of 1^st contact?��A. Crosby is praising the deeds of Spanish conquistadors�B. Crosby is commenting on the impact of disease on conquest�C. Crosby is discussing the importance of Motolina’s statement�D. Crosby is comparing Native Americans to bedbugs

Questions 13-15 refer to the following excerpt.

The impact of the smallpox pandemic on the Aztec and Incan Empires is easy for the twentieth-century reader to underestimate. We have so long been hypnotized by the daring of the conquistador that we have overlooked the importance of his biological allies. Because of the achievements of modern medical science we find it hard to accept the statements from the conquest period that the pandemic killed one-third to one-half the populations struck by it. Torbido Motolinia claimed…”They died in heaps, like bedbugs.”

-- Source: Alfred Crosby, historian, The Columbian Exchange, [1972]

14. Which of the following best expresses Crosby’s interpretation of 1^st contact?��A. Crosby is praising the deeds of Spanish conquistadors�B. Crosby is commenting on the impact of disease on conquest�C. Crosby is discussing the importance of Motolina’s statement�D. Crosby is comparing Native Americans to bedbugs

Questions 13-15 refer to the following excerpt.

The impact of the smallpox pandemic on the Aztec and Incan Empires is easy for the twentieth-century reader to underestimate. We have so long been hypnotized by the daring of the conquistador that we have overlooked the importance of his biological allies. Because of the achievements of modern medical science we find it hard to accept the statements from the conquest period that the pandemic killed one-third to one-half the populations struck by it. Torbido Motolinia claimed…”They died in heaps, like bedbugs.”

-- Source: Alfred Crosby, historian, The Columbian Exchange, [1972]

15. Based on your knowledge of US history, which of the following BEST describes�a significant result of the Columbian Exchange?��A. Debates regarding the nature of race increased�B. A demand for African and Native American slave labor fell as food choices�rose.�C. The exchange of goods and livestock caused a decline in the European�market.�D. An influx of gold and silver into the European economy caused prices and�taxes to drop in Spain.

Questions 13-15 refer to the following excerpt.

The impact of the smallpox pandemic on the Aztec and Incan Empires is easy for the twentieth-century reader to underestimate. We have so long been hypnotized by the daring of the conquistador that we have overlooked the importance of his biological allies. Because of the achievements of modern medical science we find it hard to accept the statements from the conquest period that the pandemic killed one-third to one-half the populations struck by it. Torbido Motolinia claimed…”They died in heaps, like bedbugs.”

-- Source: Alfred Crosby, historian, The Columbian Exchange, [1972]

15. Based on your knowledge of US history, which of the following BEST describes�a significant result of the Columbian Exchange?��A. Debates regarding the nature of race increased�B. A demand for African and Native American slave labor fell as food choices�rose.�C. The exchange of goods and livestock caused a decline in the European�market.�D. An influx of gold and silver into the European economy caused prices and�taxes to drop in Spain.

Questions 13-15 refer to the following excerpt.

16. Which of the following statements about the�population of North America at the time of �Christopher Columbus’ voyages is supported by�the map?

​

A. The American Indian population was distributed�uniformly throughout North America�B. The most densely populated regions of North�America would eventually become part of New�Spain�C. The most densely populated regions of North�America would eventually become part of New�France�D. Compared with other areas of North America,�relatively few American Indians lived in the �Southeast�E. The American Indian population was �concentrated on the Great Plains

16. Which of the following statements about the�population of North America at the time of �Christopher Columbus’ voyages is supported by�the map?

​

A. The American Indian population was distributed�uniformly throughout North America�B. The most densely populated regions of North�America would eventually become part of New�Spain�C. The most densely populated regions of North�America would eventually become part of New�France�D. Compared with other areas of North America,�relatively few American Indians lived in the �Southeast�E. The American Indian population was �concentrated on the Great Plains

17. Which of the following best explains the presence of the Spanish in areas depicted on the map?��A. The emergence of competition between�European powers in the Americas�B. The outbreak of rebellion by the Pueblo Indians�C. The spread of maize culture from American Indians to the Spanish colonists�D. The introduction of African slavery to Spanish Florida

17. Which of the following best explains the presence of the Spanish in areas depicted on the map?��A. The emergence of competition between�European powers in the Americas�B. The outbreak of rebellion by the Pueblo Indians�C. The spread of maize culture from American Indians to the Spanish colonists�D. The introduction of African slavery to Spanish Florida

18. Developments such as that depicted in the image�most directly led to which of the following?��A. The importation of enslaved Africans to the Caribbean�B. The increasing use of indentured servants in the�Caribbean�C. The spread of Spanish missionaries into portions of FL�D. The settling of the eastern North American seaboard�by the Spanish

18. Developments such as that depicted in the image�most directly led to which of the following?��A. The importation of enslaved Africans to the Caribbean�B. The increasing use of indentured servants in the�Caribbean�C. The spread of Spanish missionaries into portions of FL�D. The settling of the eastern North American seaboard�by the Spanish

19. Which of the following most directly contributed to the development depicted in the image?��A. The emerging European naval capabilities in the �Caribbean�B. The search for new sources of wealth in the Caribbean�C. The North American reliance on imports from the�Caribbean�D. The spread of diseases native to the Americas to�enslaved African plantation laborers

19. Which of the following most directly contributed to the development depicted in the image?��A. The emerging European naval capabilities in the �Caribbean�B. The search for new sources of wealth in the�Caribbean�C. The North American reliance on imports from the�Caribbean�D. The spread of diseases native to the Americas to�enslaved African plantation laborers

20. By the early 1600s, which of the following had most�changed the circumstances of villages such as Secotan�in eastern North America?��A. the establishment of permanent settlements by�English colonists�B. the decline of the fur and beaver trades�C. the introduction of new foods into the Native �American diet�D. the impact of epidemic diseases introduced by Europeans

The Native American village of Secotan (in present-day North Caroline), line engraving by Theodor de Bry, 1590, made from a watercolor

by John White.��Granger, NYC.

20. By the early 1600s, which of the following had most�changed the circumstances of villages such as Secotan�in eastern North America?��A. the establishment of permanent settlements by�English colonists�B. the decline of the fur and beaver trades�C. the introduction of new foods into the Native �American diet�D. the impact of epidemic diseases introduced by Europeans

The Native American village of Secotan (in present-day North Caroline), line engraving by Theodor de Bry, 1590, made from a watercolor

by John White.��Granger, NYC.

SAQ Tips

1. Label each part A, B, and C.��2. Write in complete sentences.� �3. Write 3 sentences for Part A, 3 for Part B, and 3 for Part C.

​

A = Answer the prompt� C = Cite specific evidence; provide proof (NO QUOTES!!!!!)� E = EXPLAIN/EXPAND

​

� A = Answer the question� V = Vocabulary terms that apply (specific pieces of historical evidence)� C = connect back to time period, theme, prompt, etc.��4. No credit if OUTSIDE of the time period�

Sample

SAQ

A. The Columbian discovery was of greater magnitude than any other discovery or invention in human history. Europeans realized that in the sixteenth century. In the centuries since then, the importance of Columbus’s discovery has continued to swell, both because of the prodigious development of the New World and because of the numerous other discovers that have stemmed from it. It was after Columbus’s voyages that the take of integrating the American continents into Greco-Roman-Christian-European culture was carried out. Notwithstanding errors, egoism, and unheard-of-violence, the discovery was an essential, in many ways, determining, factor in ushering in the modern age. It was brought about first and above all by the Spanish and then by the Portuguese, French, English, Italians, Irish – to some extent by all the peoples of Europe. But this recognition cannot diminish the value of the inception of that task, which was Columbus’s discovery. � -- Paolo Taviani, Columbus, The Great Adventure, 1991

​

B. Thus began the history, five hundred years ago, of the European invasion of the Indian settlements of the Americas…When we read the history books given to children in the United States, it all starts with heroic adventure – there is no bloodshed – and Columbus Day is a celebration. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to deemphasize their genocide, is not a technical necessity but an ideological choice. It serves – unwittingly – to justify what was done….The treatment of heroes (Columbus) and their victims (the Arawaks) – the quiet acceptance of conquest and murder in the name of progress – is only one aspect of a certain approach to history, in which the past is told from the point of view of government, conquerors, diplomats, leaders…Was all this bloodshed and deceit – from Columbus to Cortes, Pizarro, the Puritans – a necessity for the human race to progress from savagery to civilization?� -- Howard Zinn, A People’s History of the United States, 1980

A. Explain the differences between Interpretation A and Interpretation B.���

B. Provide specific historical evidence to Support A (not mentioned in the passage).����C. Provide specific historical evidence to Support B (not mentioned in the passage).

A. The fighting of 1680 caught the Spanish by surprise, and their evacuation left the Indians free to follow pre-contact standards of conduct as they wished. There was an abortive attempt to reconquer the land in 1682, but for the better part of fifteen years the Pueblos had little molestation from soldiers or friars. New Mexico was conquered again by 1696, and Indian resistance took new forms….The cultural antagonism between Spaniard and Pueblo had fundamentally religious roots, and an adequate understanding of the 1680 hostilities must give them priority. In the last analysis the Indian war was an attempt to preserve the kind of life which they thought the gods had ordained and which aliens were obviously destroying. � -- Henry Warner Bowden, “Spanish Missions, Cultural Conflict, and the Pueblo Revolt of 1680,” 1975.

�B. [T]hese testimonies freeze for the historical record a dynamic that slowly eroded the cultural barrier separating the Pueblo and European worlds. This process of acculturation would prove crucial to undercutting Spanish political authority in the region over the course of the seventeenth century. By 1680, New Mexico had become a backwash relative to the mainstream of Spanish-America colonial society; as Pueblos…wrought deep ethnic and cultural changes on the small European community over four generations. All vestiges of…dialetic of domination through physical distance and cultural segregation had vanished. Now a person of familiarity and even intimacy with the Pueblos, the Hispanic’s position of authority stood in jeopardy. � -- Andrew L. Knaut, The Pueblo Revolt of 1680, 1995.

1. Explain the differences between Interpretation A and Interpretation B.��

​

​

B. Provide specific historical evidence to Support A (not mentioned in the passage).��

��C. Provide specific historical evidence to Support B (not mentioned in the passage).

(A) Briefly explain ONE specific policy of France toward Native Americans during�the period 1492 to 1607.

​

(B) Briefly explain ONE specific policy of Spain toward Native Americans during�the period 1492 to 1607.

​

(C) Briefly explain ONE specific reaction of Native Americans to European policies�during the period 1492 to 1607.

Let’s try

this to grade this one…

(A) Briefly explain ONE specific policy of France toward Native Americans during the period 1492 to 1607.

​

(B) Briefly explain ONE specific policy of Spain toward Native Americans during the period 1492 to 1607.

​

(C) Briefly explain ONE specific reaction of Native Americans to European policies during the period 1492 to 1607.

A) The French were known as “coureurs de bois” or “runners of the woods” and were known for trading beaver pelts (fur trade). The French also set up agricultural estates known as seigneuries along the St. Lawrence River. Franciscan friars and Jesuits known as Black Robes” by the Indians set up missions and worked alongside the Native Americans. Some fur traders married Indian women and their children were known as metis.��B) The Spanish conquistadors or conquerors came into the New World in the Americas and totally dominated the Native Americans. There was a social hierarchy system where Europeans placed themselves into higher social classes than Native Americans and African slaves. The Spanish set up the encomienda system where the Spanish would get a chunk of land and a group of Native Americans to work the land; in exchange, they had to promise to force them to convert to Catholicism and teach them Spanish. Many Native Americans died from the�dangerous work in the gold and silver mines as well as working on the haciendas (plantations) of the Europeans. Many Spanish missions were established at the expense of the Indians. European diseases were also deadly.��C) The Pueblo Revolt took place in 1680 and was an uprising of Pueblo Native Americans against the Spanish in the Southwestern part of modern-day US. They burned all of the Spanish missions (churches) and drove the Spanish out. However, about 10-12 years later the Spanish came back and put down the rebellion. The Spanish�killed 70 Native American warriors along with their families and place others into slavery for 10 years.

How many points?

Juan de Onate: [1598] Spanish conquistador; led a group of 400 soldiers, colonists, and missionaries north from Mexico to establish a permanent settlement; Acoma Pueblo lived there (Acoma means “sky city”); the Acoma resisted an order to hand over supplies that they needed to survive the winter; Onate’s nephew and 14 soldiers were killed by inhabitants of Acoma located in present-day New Mexico; decided to teach them a lesson; 2 day siege, killing 800 of its 1500 inhabitants (including 300 women); of the 600 Indians captured (women and children made servants for Spanish families and adult men were punished by the cutting off of one foot); became known as the Acoma War [1599]�

De Onate was ordered home and punished���unrelated to de Onate, Spanish�established Santa Fe in [1609]: the �oldest capital city in North America;�present-day New Mexico

Acoma

[2022]

[2022]

AK

A.

[2022]

AK

B.

C.

[2023]

[2023]

AK

A.

B.

[2023]

AK

C.

“I want the natives to develop a friendly attitude toward us because I know that they are a people who can be made free and converted to our�Holy Faith more by love than by force. I therefore gave red caps to some and glass beads to others. They hung the beads around their necks,�along with some other things of slight value that I gave them….I warned my men to take nothing from the people without giving something in

Exchange.”

-- Christopher Columbus, Log, October 12, 1492

1. Briefly explain the point of view expressed by Columbus in the excerpt.

​

​

​

​

​

• Briefly explain ONE powerful group in Spain, other than the monarchy, Columbus would be appealing�to in the above passage.

​

​

​

​

• Briefly explain ONE example of contact between Europeans and the first inhabitants of America that is

not consistent with the above passage.

1. Briefly explain ONE specific example of how religion in Europe during the early 16^th century helped

bring about the exploration and colonization of lands across the seas.

​

​

​

​

B. Briefly explain ONE specific example of how trade in Europe during the early 16^th century helped bring �about the exploration and colonization of lands across the seas.��

​

��C. Briefly explain ONE specific example of how technology in Europe during the early 16^th century helped �bring about the exploration and colonization of land across the seas.

What would the title be for this map?

Columbian Exchange

[late 1400s-early 1600s]

​

exchange of plants, animals, diseases, ideas, culture from (1) Old World “Europe” to (2) New World “Americas”

Triangular Trade

AKA Transatlantic Trade

[1600s-1800s] �(1) Europe (2) Africa (3) American colonies

~ 10 million crossed the�Atlantic from [1492-1820]�of which ~7.7 million were�African slaves��(Columbian Exchange +�Triangular Trade)

How does this portray�Columbus?�����How does this portray�Native Americans?

How does this portray Columbus?�����How does this portray Native Americans?

Using these 2 documents, what�would New France look like?�Why was it settled?

1. In Native North American culture along the Eastern Seaboard, the Three�Sisters would most accurately refer to �
1. the sustainable agricultural technique of growing maize, beans, and squash
2. the matrilineal lines upon which most clans were based in this region
3. the trade and cultural network established between Native Americans�living in North America with those in Central and South America
4. the spiritual belief in three major forces that defined the natural world

�

​

​

​

1. In Native North American culture along the Eastern Seaboard, the Three�Sisters would most accurately refer to �
1. the sustainable agricultural technique of growing maize, beans, and squash
2. the matrilineal lines upon which most clans were based in this region
3. the trade and cultural network established between Native Americans�living in North America with those in Central and South America
4. the spiritual belief in three major forces that defined the natural world

�

​

​

​

2. The Native American Mississippian Valley culture differed from other Native�American groups in that it

​

1. existed in mainly seminomadic populations with limited agriculture
2. based its social structure on maternal lineage
3. had a developed network of trade with other regional tribes
4. illustrated a higher level of hierarchical political organizations�

​

​

​

2. The Native American Mississippian Valley culture differed from other Native�American groups in that it

​

1. existed in mainly seminomadic populations with limited agriculture
2. based its social structure on maternal lineage
3. had a developed network of trade with other regional tribes
4. illustrated a higher level of hierarchical political organizations�

​

​

​

3. The Treaty of Tordesillas was established by which European leader?

​

1. Ferdinand II of Aragon
2. Isabella I of Castile
3. Pope Alexander VI
4. John II of Portugal

​

​

3. The Treaty of Tordesillas was established by which European leader?

​

1. Ferdinand II of Aragon
2. Isabella I of Castile
3. Pope Alexander VI
4. John II of Portugal

​

​

4. In the 1492 Treaty of Tordesillas, the Line of Demarcation was established,�granting

​

1. all of the land north of the meridian not already claimed by Christian nations�to the Spanish
2. all of the land east of the meridian not already claimed by Christian nations�to the Spanish
3. Portugal to the right to establish a colonial empire in South America
4. all of the land west of the meridian not already claimed by Christian nations�to the Spanish

​

4. In the 1492 Treaty of Tordesillas, the Line of Demarcation was established,�granting

​

1. all of the land north of the meridian not already claimed by Christian nations�to the Spanish
2. all of the land east of the meridian not already claimed by Christian nations�to the Spanish
3. Portugal to the right to establish a colonial empire in South America
4. all of the land west of the meridian not already claimed by Christian nations�to the Spanish

​

5. At the time of Columbus’s arrival in the Western Hemisphere, where were the�greatest concentrations of Native Americans?

​

1. in the Great Basin of North America
2. in Mexico and South America
3. in Canada and New England
4. in the Caribbean Islands

​

5. At the time of Columbus’s arrival in the Western Hemisphere, where were the�greatest concentrations of Native Americans?

​

1. in the Great Basin of North America
2. in Mexico and South America
3. in Canada and New England
4. in the Caribbean Islands

​

6. Which of the following statements does NOT correctly portray an aspect of�the “Columbian Exchange?”

​

1. Europe carried deadly germs to the Americas
2. The Americas sent corn and potatoes to Europe
3. Europe sent coffee and sugar to the Americas
4. The Americas sent horses and sheep to Europe

​

6. Which of the following statements does NOT correctly portray an aspect of�the “Columbian Exchange?”

​

1. Europe carried deadly germs to the Americas
2. The Americas sent corn and potatoes to Europe
3. Europe sent coffee and sugar to the Americas
4. The Americas sent horses and sheep to Europe

​

7. Within a century after Columbus’s landfall in the New World, the Native �American population was reduced by nearly

​

1. 20%
2. 50%
3. 70%
4. 90%

​

7. Within a century after Columbus’s landfall in the New World, the Native �American population was reduced by nearly

​

1. 20%
2. 50%
3. 70%
4. 90%

​

8. The institution of encomienda allowed the

​

1. European governments to give Indians to colonists if they promised to�Christianize them
2. native people to enslave members of other tribes
3. Europeans to marry Native Americans
4. governments of Europe to abolish the practice of Indian slavery and to �establish African slavery

8. The institution of encomienda allowed the

​

1. European governments to give Indians to colonists if they promised to�Christianize them
2. native people to enslave members of other tribes
3. Europeans to marry Native Americans
4. governments of Europe to abolish the practice of Indian slavery and to �establish African slavery

9. As a result of Pope’s Rebellion in 1680, the

​

1. Pueblo Indians destroyed every Catholic church in New Mexico
2. Pueblo Indians were destroyed completely
3. Spanish destroyed Pueblo temples and erected Catholic churches on those�sites
4. French gained control of Mexico

9. As a result of Pope’s Rebellion in 1680, the

​

1. Pueblo Indians destroyed every Catholic church� in New Mexico
2. Pueblo Indians were destroyed completely
3. Spanish destroyed Pueblo temples and erected Catholic churches on those�sites
4. French gained control of Mexico

European

Exploration

European

Exploration

Crusades [1095-1492]�Marco Polo returns to Europe [1295]�Renaissance [1350-1648]�monarchs seeking new sources of wealth

desire to claim new lands�wanting a Northwest Passage [late 14^th c]�printing press [1456] by Gutenberg�Commercial Revolution [1488-1776]�Protestant Reformation [1517-1648]�

3 G’s: God, Glory, Gold�new technology�Enclosure Movement�joint-stock companies�

curious about other parts of world�info about Asia; spices; other cultures�curiosity about other regions�looking for natural resources

mercantilism; land = power�many voyages�pple seeking religious freedom�mercantilism; shift from feudalism to �end 30 Yrs War; France dominant power

Spain, France, Dutch, and British settlem�travel farther in faster ways�poorer people willing to migrate�could afford expensive ventures�

Columbian�Exchange

Columbian�Exchange

new technology: caravels (triangular shaped sails); sextant (measure angle to horizon); magnetic compass (enhanced maritime navigation); astrolabe (calculate latitude and longitude); Mercator’s map projection;�gunpowder from Chinese; desire for new trade routes�Marco Polo: world travel�

more organized methods for conducting�international trade: Spanish, French, Dutch,�British competition for global power�3 G’s: God, glory, gold�colonialism: desire for natural resources and markets

joint-stock companies: Dutch East India Company;�Dutch West India Company�

Europe: “Old World”�new foods; surplus of food; increase in�population; better nutrition; longer life�expectancy

Europe: “Old World”�increased wealth; gold and silver; shift from�feudalism to capitalism; rise of bourgeoisie �(middle class merchants); leads to trans-�Atlantic slave trade; leads to globalization

Americans: “New World”�new foods; 90% Native Americans died from�European diseases; new animals: horses,�cattle, pigs; deforestation (farming, mining)

OBJECTIVES:

Students will be able to:���- compare Spanish, French, and Dutch settlements in the New World�(finish from previous LL)

- apply Ch. 1 content to MCQ and SAQ

​