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CHAPTER 1

New World Beginnings, 33,000 BCE–1769 CE

AP® Focus

Focus on Historical Period:

• Period 1 (1491–1607)

• Period 2 (1607–1754)

• Period 3 (1754–1800)

Focus on Historical Thinking:

• Periodization

• Contextualization

• Comparison

• Appropriate Use of Relevant Historical Evidence

• Causation

Focus on Thematic Learning Objectives:

• Identity (ID): Students demonstrate understanding of ways that gender, class, ethnic, religious, regional, and other group identities changed in different eras. In particular, students can explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era (ID-4).

• Work, Exchange, and Technology (WXT): Students demonstrate understanding of ways that changes in markets, transportation, and technology have affected American society. In particular, students can explain how patterns of exchanging commodities, peoples, diseases, and ideas around the “Atlantic World” developed after European contact and shaped North American colonial-era societies (WXT-1) and analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War (WXT-2).

• Peopling (PEO): Students demonstrate understanding of why people have migrated to, from, and within North America. In particular, students can explain how and why people moved within the Americas (before contact) and to and within the Americas (after contact and colonization) (PEO-1).

• Politics and Power (POL): Students demonstrate understanding of how different political and social groups competed for influence over society and government in what would become the United States. In particular, students can analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period (POL-1).

• America in the World (WOR): Students demonstrate understanding of the relationship among events in North America and the United States and contemporary events in the rest of the world. In particular, students can explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period (WOR-1).

• Environment and Geography (ENV): Students demonstrate understanding of the various ways in which interactions with the natural environment shaped the institutions and values of various groups living on the North American continent. In particular, students can explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period (ENV-1) and explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the precontact period through the independence period (ENV-2).

• Ideas, Beliefs, and Culture (CUL): Students demonstrate understanding of how and why moral, philosophical, and cultural values changed in what would become the United States. In particular, students can compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts (CUL-1).

Focus on Key Concepts:

• Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other (Key Concept 1.1).

• European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic (Key Concept 1.2).

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

• Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization (Key Concept 2.1).

• European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples (Key Concept 2.2).

Focus on Essential Historical Details from Concept Outline:

• Portuguese and Spanish exploration and conquest

• Columbian Exchange

• Patterns of Spanish colonization

• Encomienda system

• Capitalism

• Pueblo Revolt (called Popé’s Rebellion in American Pageant, pp. 21–22)

chapter summary

Millions of years ago, the two American continents became geologically separated from the Eastern Hemisphere landmasses where humanity originated. The first people to enter these continents came across a temporary land bridge from Siberia about 35,000 years ago. Spreading across the two continents, they developed a great variety of societies based largely on corn agriculture and hunting. In North America, some ancient Indian peoples like the Pueblos, the Anasazi, and the Mississippian culture developed elaborate settlements. But on the whole, North American Indian societies were less numerous and urbanized than those in Central and South America, though equally diverse in culture and social organization.

The impetus for European exploration came from the desire for new trade routes to the East, the spirit and technological discoveries of the Renaissance, and the power of the new European national monarchies. The European encounters with Africa and America, beginning with the Portuguese and Spanish explorers, convulsed the entire world. Biological change, disease, population loss, conquest, African slavery, cultural change, and economic expansion were just some of the consequences of the commingling of the Old World and the New World.

After they conquered and then intermarried with Indians of the great civilizations of South America and Mexico, the Spanish conquistadores expanded northward into the northern border territories of Florida, New Mexico, and California. There they established small but permanent settlements in competition with the French and English explorers who also were venturing into North America.

developing the AP® U.S. History CurriculUM Framework: suggested activities And discussion topics

1. “Why 1491?” Teachers can use this question to introduce the historical thinking skill of periodization and initiate a discussion about North America prior to the arrival of Europeans. The teacher leads a large group discussion where students brainstorm reasons for beginning a course in U.S. history in 1491. The teacher will guide students as they ponder how the year 1491 serves as a symbol for the New World before Christopher Columbus “discovered” America. The teacher may encourage students to think about the types of evidence historians use to reconstruct Native American societies and how these artifacts differ from more traditional sources (American Pageant, pp. 4–10). This discussion can be used as a transition to the next activity about contextualization (Key Concept 1.1.I and Learning Objectives PEO-1 and ENV-2).

2. “Context Is Everything.” Teachers can use this activity to introduce the historical thinking skill of contextualization and help students understand the characteristics of Native American societies prior to 1492. This is also an ideal place to introduce students to the thematic learning objectives of Environment and Geography and Peopling. After engaging students in a brief discussion about what historians mean by the term contextualization (i.e., the time and place of the event), divide the class into approximately six small groups of three or four students. Each group will be asked to research either the geography and environment of one of the three regions explicitly mentioned in Key Concept 1.1 of the Curriculum Framework (i.e., Mexico and the American Southwest, the Great Basin and western Great Plains, and the Northeast and Atlantic Seaboard) or the Native American groups who inhabited one of these three regions. For example, group one might be assigned the geography and environment of Mexico and the American Southwest and group two might research the Native American societies of that region. The teacher should emphasize that the groups researching Native Americans societies should be sure to include social, political, and economic elements. The following day the teacher will help the students contextualize North America in 1491. Each group will report its research to the rest of the class. Students will take notes on the various presentations. By the end of the activity, students should understand the key differences of the geographic regions of North American and the Native American people who inhabited them. They should also understand how interactions with the environment and each other led to the development of a wide variety of social, political, and economic structures (Key Concept 1.1.I and Learning Objectives PEO-1 and ENV-2).

Note: This is also a good time for the teacher to explain the concept of illustrative examples to the students. That is, students could use any of the evidence presented in class when they are writing an essay on the AP exam, but would not be required to use all of it.

3. “The Columbian Exchange Game.” Teachers can use this activity to help students understand the Columbian Exchange and the thematic learning objectives of Environment and Geography, Work, Exchange, and Technology, and America in the World. After the students acquire a concise definition of the Columbian Exchange, the teacher can reference Figure 1.2 (American Pageant, p. 15) as a visual aid while introducing the students to the themes of America in the World and Work, Exchange, and Technology. The class divides into two large groups: one representing the contributions of the New World and one representing the contributions of the Old World. The two large groups will then be subdivided into small groups of three to four students. Each of the subgroups will use the American Pageant and other print and electronic resources to find as many specific examples of their side’s contributions to the Columbian Exchange as possible. The teacher will inform them that they are going to compete against both the other subgroups and the opposing group the following day the students when they play the Columbian Exchange Game. The teacher serves as the judge and score keeper throughout the competition. When the students arrive the next day, the subgroups compete with one another by exchanging the specific examples that they amassed about their side’s contributions to the Columbian Exchange. The goal is to be the subgroup with the most relevant, specific examples. The subgroups exchange examples with each other until they have exhausted their lists. If a specific example one subgroup offers is on another subgroup’s list, no subgroup can receive a point for that example. Subgroups receive one point for each unique, relevant example they generate. The subgroup on each side with the most points wins this portion of the competition. The two large groups then face off and exchange all the relevant, specific examples that the subgroups accumulated during the first part of the competition. As they make each exchange, they write the example on the board. The group who provides the most examples at the conclusion of the competition wins the Columbian Exchange Game (Key Concepts 1.2.I.C and 1.2.II.B and Learning Objectives WOR-1, ENV-1, and WXT-1).

Note: Since the Columbian Exchange is explicitly listed in the Curriculum Framework, this is a good time to establish the difference between essential historical details (i.e., the ones that students must know for the AP exam) and illustrative examples (i.e., the constellation of relevant but not required information a student can site as supporting evidence).

4. “Colliding Worldviews.” The teacher can use this activity to help students understand how the interactions between Europeans, American Indians, and Africans challenged each group’s worldviews, introduce the historical thinking skill of comparison, and develop the themes of Identity and Ideas, Beliefs, and Culture. The teacher leads a large group discussion where the class develops a three-column T-chart that compares the changing nature of European, American Indian, and African worldviews during the Spanish Conquest. The teacher will help the students generate relevant examples of the evolving worldviews and the attempts of American Indians and Africans to maintain political and cultural autonomy during the conquest. Teachers should be sure to include the encomienda system and African slave trade in the discussion since these are explicitly mentioned in the Curriculum Framework. At the conclusion of this activity, students should be able to articulate how social, political, and economic relationships among Europeans, American Indians, and Africans changed from 1491 to 1607 (Key Concepts 1.2.I.B/D, 1.3.I.A/B, and 1.3.II.A/B and Learning Objectives ID-4 and CUL-1).

Note: This activity provides a good opportunity for teachers to reinforce the difference between essential historical details (i.e., the encomienda system) and illustrative examples (i.e., Spanish mission system).

5. “AP Exam Skill Building: Short Answer Questions.” The teacher can use the illustrations in “Examining the Evidence” (American Pageant, p. 7) and “Makers of America: The Spanish Conquistadores” (American Pageant, pp. 18-19) to introduce students to the short answer questions on the revised AP U.S. History Exam and the historical thinking skill of appropriate use of relevant historical evidence. After a brief discussion about how historians use primary sources to support their ideas and the format of the short answer questions on the AP exam, the teacher will distribute sheets of lined notebook paper (approximately 7″ × 8″) to the students. Teachers can also refer to the College Board’s AP U.S. History Practice Exam for templates of the short answer response boxes. Since students will not be able to write their responses to short answer questions outside a confined space on the actual AP exam, the teacher should train them to streamline their responses to the space available within these boxes. The teacher will allow the students to have approximately 12 ½ minutes to respond to the following prompt.

Using the image of the 1546 Map by Sabastian Munster on p. 7 (American Pageant), answer parts a, b, and c.

a) Briefly explain the point of view expressed by the mapmaker about ONE of the following:

Geography of the New World

Environment of the New World

Peopling of the New World

b) Briefly explain ONE development from 1491 to 1546 that may have led to the point of view expressed by the mapmaker.

c) Briefly explain ONE way in which developments from 1547 to 1607 challenged the point of view expressed by the mapmaker.

After students have finished writing, the teacher will collect and score the responses. The teacher will also lead a class discussion about acceptable responses to each part of the short answer question and how students can utilize relevant historical examples to support their answers. Teachers can reinforce this skill by having students limit themselves to 12 ½ minutes to complete the following short answer question for homework.

Using the images of “Conquistadores, ca. 1534” and “An Aztec View of the Conquest, 1531” on American Pageant, pp. 18–19 answer parts a, b, and c.

a) Briefly explain ONE major difference of the two artists’ points of view of the Spanish conquest.

d) Briefly explain ONE development from 1492 to 1534 not represented in “Conquistadores, ca. 1534” that supports the artist’s point of view.

e) Briefly explain ONE development from 1492 to 1531 not represented in “An Aztec View of the Conquest, 1531” that supports the artist’s point of view.

The following day the teacher can collect the homework, return the scored responses to the short answer question based on the map, and have a discussion about potential responses to the homework question. This can serve as a culminating activity that reinforces the differing worldviews of the Europeans and American Indians and the historical thinking skills of comparison and appropriate use of relevant historical evidence (Key Concepts 1.2.II.A and 1.3.II.A and Learning Objectives POL-1, CUL-1, and ID-4).

6. “What Causes That? Part I: New Spain.” Teachers can use this activity to introduce the historical thinking skill of causation and reinforce the skills of comparison and appropriate use of historical evidence. This activity also allows the teacher to develop the themes of Peopling, America in the World, and Work, Exchange, and Technology. It can also be used to help students make the transition from Period 1 (1491–1607) to Period 2 (1607–1754). In this multipart activity, students will analyze the social and economic goals, cultural assumptions, and folkways of Spanish, English, Dutch, and French colonizers of North America. Depending on the number of students, the class will be divided into four or eight groups. Each group will be assigned one of the following topics: social goals, economic goals, cultural assumptions, and folkways. Each group will be asked to write a cogent paragraph that establishes the causal connections between their topic and the development of New Spain in the sixteenth and seventeenth centuries using the information present in American Pageant (Chapter One) and other relevant print or electronic sources. Each group will share its paragraph with the rest of the class. Students in the other groups will take notes on the presentations or complete a four-column graphic organizer that compares the social goals, economic goals, cultural assumptions, and folkways of the Spanish, English, Dutch, and French. They will rotate topics when they repeat this activity for the other three countries (Key Concept 2.1.I.A and Learning Objectives PEO-1, WOR-1, and WXT-2).

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