Period 1 FRAMEWORK (1491 – 1607)
(7-8 days)
GRADES
1. Frames:
a. Pre-Columbian Societies
b. Motivations for European Exploration
c. Spanish Colonization
d. Spanish Conflict and Columbian
Exchange
SKILL – focus on Intrepretation and Evidence


2.
3.
4.
5.
e. French and Dutch Colonization
Homework Journal
Critical Thinking Journal
Multiple Choice and short answer test
Long Essay or DBQ
Charles Mann on his book 1491
Short Answer - Comparing intrepretations on John R. Richards, The Unending Frontier, 2006 and Nathan Nunn and Nancy
Qian, “The Columbian Exchange,” 2010.
HOMEWORK JOURNAL
Period 1 Homework Journal – Total of 12 Main Ideas (complete sentence(s)) with 2 bulleted important points each
Lecture 1 - The First Americans (6)
Lecture 2 – Background and Spanish Colonization (6)
VOCABULARY TERMS
1. Atlantic World
25. New Laws and Valladolid
49. Chinook
2. Beringia
Debate
50. Columbian Exchange
3. Archaic Period
26. Isabella and Ferdinand of
51. Small pox
4. Agricultural Revolution
Spain
52. Metis
5. Primogeniture
27. Caravel ship
53. Robert de La Salle
6. Three sister farming
28. Clovis people
54. Voyageurs
7. Mound-Builders
29. Conquistadores
55. Chicasaw Wars
8. Mixed Agriculture
30. Columbian exchange
56. Louisiana
9. Eastern Woodland Indians
31. Coureurs de bois
57. Jesuits
(Adena, Hopewell)
32. Encomienda
58. Ohio River Valley
10. Corn Culture
33. Hacienda system
59. Beaver Wars
11. Anasazi – Pueblo
34. Plantation system
60. West India Co.
12. Pacific Northwest Indians
35. Matrilineal v. Patrilineal
61. New Netherlands
13. Far West Indians
36. Mercantilism
62. Peter Stuyvesant
14. Great Basin Indians
37. Mestizos, mulattos,
63. Northwest Passage
(Shoshone)
zambo, caste system
64. Sugar Revolution
15. Great Plains Indians (Sioux
38. Presidios
65. Corn, cows, horses,
and Pawnee)
39. Catholic missions (St.
potatoes
16. Nez Perce
Augustine)
66. Iroquois Confederacy
17. Nation-states
40. ranchos
67. Hernan Cortez
18. Marco polo
41. Seigneuries
68. King Philip of Spain
19. sextant, astrolabe, maps
42. Treaty of Tordesillas
69. Plantation System
43. Tenochtitlan
70. Juan de Onate
mariner’s compass
44.
Pueblo
or
Pope’s
Revolt
71. Santa Fe
20. Cahokia
1680
72. Silver
21. Chris Columbus
45. Battle of Acoma
73. Smallpox
22. Conquistadores
46.
Algonquian
74. Spanish mission system
23. Prince Henry the
47. Bartolome de Las Casas
Navigator
48. Juan de Sepulveda
24. Bartolomeu Dias
THE BIG PICTURE:
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.
1. Different native societies adapted to and transformed their environments through innovations in agriculture,
resource use, and social structure.
a. The spread of maize cultivation from present-day Mexico northward into the present-day American
Southwest and beyond supported economic development, settlement, advanced irrigation, and social
diversification among societies. Examples: Pueblo, Navaho (Navajo)
b. Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by
developing largely mobile lifestyles. Examples: Sioux, Apache
c. In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard some societies developed
mixed agricultural and hunter–gatherer economies that favored the development of permanent villages.
Examples: Iroquois Confederacy of the Northeast; Creek, Chocktaw, or Cherokee of the Southeast
d. Societies in the Northwest and present-day California supported themselves by hunting and gathering, and
in some areas developed settled communities supported by the vast resources of the ocean. Examples:
Chinook, Nez Perce, Shoshone
Key Concept 1.2 Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and
significant social, cultural, and political changes on both sides of the Atlantic Ocean.
1. European expansion into the Western Hemisphere generated intense social, religious, political and economic
competition and changes within European societies.
a. European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of
wealth, economic and military competition, and a desire to spread Christianity. Examples: “3 Gs”: Gold,
God, and Glory, founding of St. Augustine (1565), Northwest Passage, Roanoke Island
b. The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population
growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to
capitalism. Examples: Introduction of corn, potatoes, and tomatoes to Europe, growth of European nationstates
b. Improvements in maritime technology and more organized methods for conducting international trade,
such as joint-stock companies, helped drive changes to economies in Europe and the Americas. Examples:
Caravel, sextant, joint-stock trading company
2. The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive
demographic, economic, and social changes.
a. Spanish exploration and conquest were accompanied and furthered by widespread deadly epidemics that
devastated native populations and by the introduction of crops and animals not found in the Americas.
Examples: Spread of smallpox; European introduction of horses, rice, wheat, and oxen to the New World;
bison hunting on the Great Plains
b. In the encomienda system, Spanish colonial economies marshaled Native American labor to support
plantation-based agriculture and extract precious metals and other resources. Examples: Sugar plantations,
silver mines, Black Legend
c. European traders partnered with some African groups who practiced slavery to forcibly extract slave labor
for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining.
Examples: Line of Demarcation, Middle Passage
d. The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse
population of Europeans, Africans, and Native Americans in their empire. Examples: Mestizo, Zambo,
mulatto
3. In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as
religion, gender roles, family, land use, and power.
a. Mutual misunderstandings between Europeans and Native Americans often defined the early years of
interaction and trade as each group sought to make sense of the other. Over time, Europeans and Native
Americans adopted some useful aspects of each other’s culture. Examples: African religious traditions
combined with Christian traditions, Maroon communities
b. As European encroachments on Native Americans’ lands and demands on their labor increased, native
peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs,
and concepts of gender relations through diplomatic negotiations and military resistance. Examples:
Spanish mission system, Juan de Onate, Acoma War and defeat of the Pueblo (1599)
c. Extended contact with Native Americans and Africans fostered debate among European religious and
political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and
racial justifications for the subjugation of Africans and Native Americans. Examples: Juan de Sepulveda,
Bartolome de Las Casas, communal nature of land, private vs. public ownership of land, animism
ESSAYS – focus on Intrepretation and Evidence
1. DBQ - Evaluate to what extent the contacts between Europeans and indigenous peoples in the Americas
between 1500 and 1610 were essentially positive or negative
2. Long Essay - Evaluate the success of the Spanish in assimilating native populations into their colonial society in
the Americas.
3. Long Essay - Analyze the impact of European expansion into the Western Hemisphere on the social, political and
economic climate of Europe