Study Guide: By The People Ch. 2 (First Encounters, First Conquests) (1492-1607)
This is not a list of test questions. This is a list of topics that a student who’s prepared to score well on a
test in an advanced placement class should be able to discuss at length and in a number of different
ways. Any one of the items on this list could be the source of a lot of different multiple choice questions.
Please remember you’ll be tested on textbook and in-class content, not this list. This list exists to help you
but it’s not to be thought of as a guided tour of the test.
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BELIEFS/IDEAS/CULTURE:
o Indian v. Christian views (noted by
Columbus, de las Casas) on clothing,
pairing
o
o
Seafaring and effect on importance of “Silk
Road”
o
Hilarious repeated fails by explorers who
can’t see San Francisco
European attempts at religious “unity:”
Spain, Tenochtitlan, England
o
De Las Casas v. Juan de Sepulveda on
treatment and conversion of Indians (JDS
mentioned in APUSH Curriculum
Framework, but not Ch. 2 of By The People)
o
Catholic “indulgences” v. Calvinist
“predestination”
Missions and missionaries (like the
Franciscans in Florida) are mentioned in
APUSH Curriculum Framework
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Role of Indian beliefs, prophecies in
fighting ability v. Europeans
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o
GEOGRAPHY & ENVIRONMENT:
o Vespucci’s role in naming two continents
AMERICA IN THE WORLD:
o Columbian Exchange; especially microbes,
starches/grains, draft/food mammals
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PEOPLING:
o J. Ponce de Leon in Florida and the
beginning of three-race mixing in New
World (APUSH Curriculum framework uses
terms “mestizo” and “Zambo” in this
context, though they don’t appear in
chapter yet. “Creole” (in Spanish, “criollo”)
is another term that’s appropriate here.)
o
French in St. Lawrence River area
o
Raleigh & Algonquians in Carolina
IDENTITY:
o Effect of Reformation on religious identity
in Europe
Study Guide: By The People Ch. 2 (First Encounters, First Conquests) (1492-1607)
o
Effect of Henry VIII’s rebellion, Elizabethan
reforms, & imperialism on religious identity
in England
o
Florida “identity;’ distinct from both Old
and New Spain
o
POLITICS & POWER:
o Treaty of Tordesillas
o
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Spanish v. Pueblo in New Mexico
(emphasis shifts from gold to settlement;
tactics get rougher over time); including
eventual “settlement” under Juan de
Oñate (mentioned in APUSH Curriculum
Framework)
o
1588 and power shift in Europe
Religious identity and the founding and
destruction of Fort Caroline
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Cortes v. Aztecs, including role of alliances
(technology plays key role in this story,
too)
o
Development of the nation-state
o
Diplomatic attempts to solve Europe’s
religious differences
ECONOMICS (WORK, EXCHANGE,
TECHNOLOGY):
o Role of “guns, germs, & steel” in IndianEuropean interactions (note: steel is mostly
iron)
o
Columbus’s Caribbean quest for gold
o
Circumnavigation efforts (Magellan and
Drake)
o
Johannes Gutenberg
o
“Privateering”
NOTES:
o Sugar is mentioned in the APUSH Curriculum Framework. Though not mentioned often by name in this chapter, it
should be thought of as what will be the main economic activity (and driver of slavery) in European-controlled
Caribbean after conquerors realize that the area is not going to be much of a source of gold and silver.
o Silver is mentioned in the APUSH Curriculum Framework. Thought not mentioned often by name in this chapter, it
should be considered whenever there’s a reference to gold.
o The sextant—a celestial navigation device for sailors—is mentioned in the APUSH Curriculum Framework and should
be considered when the textbook refers to technological advancement that allowed for sailing over greater distances.
o Story of Cabeza de Vaca and Esteban are amazing
o De Soto might be the most ruthless guy we’ve seen so far
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