1. APUSH Review: Key Concept 1.1
Period 1:
APUSH Review: Key Concept 1.1
Everything You Need To Know About Key Concept 1.1 To Succeed In APUSH

2. The New Curriculum
Key Concept 1.1 “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.”
Page 23 of the Curriculum Framework
Big idea:
How did natives adapt to their environment?

3. Maize (Corn)
Around A.D. 1000, maize agriculture began to spread from Central America through North America
Maize was especially popular in the southwest
Societies developed vast irrigation systems (Pueblos in Rio Grande)
Maize cultivation transformed societies
Less emphasis on hunting and gathering
Led to an increase in population
Villages were built around maize fields

4. Northwest And Present-Day California
Roughly 300,000 natives lived in California prior to the arrival of Europeans
Most of these societies were based on hunting, gathering, and foraging
Gather nuts, fish, and hunted
Societies tended to be ruled by wealthy families
Chinooks
Advocated warrior traditions
Used advanced fighting techniques
Lived in longhouses which could house many families

5. Great Plains and Great Basin
Most natives lived off of hunting and gathering
Lack of natural resources
Large, flat area
With the introduction of the horse, life on the Great Plains was drastically altered
Bison hunting became much easier
Natives with horses became stronger militarily
Natives in the Great Basin hunted bison and sheep
Like natives on the Great Plains, horses helped natives become more powerful

6. Northeast and Atlantic Seaboard
Many societies were a mix of hunting and gathering, and agriculture and developed permanent villages
Iroquois (Present day NY and PA):
Adapted to their environment:
Burned forests to hunt and grow crops
Villages were built around maize
Iroquois were a matriarchal society:
Power was based on female authority
Women were instrumental in councils and decision- making
Women would tend to crops and oversaw community affairs while men hunted

7. Test Tips Multiple-Choice Questions: Short Answer: Essay Questions:
Map of different areas of North America: How did natives adapt to their environment?
Short Answer:
Essay Questions:
Not likely since it is from period 1

8. APUSH Review: Key Concept 1.2 (The Columbian Exchange)
Period 1:
APUSH Review: Key Concept 1.2 (The Columbian Exchange)
Everything You Need To Know About Key Concept 1.2 and The Columbian Exchange To Succeed In APUSH

9. The New Curriculum and The Columbian Exchange
Key Concept 1.2 “European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.”
Page 24 of the Curriculum framework
The Columbian Exchange revolutionized life in the Americas, Europe, and Africa.
Key Concept 1.2, I: “The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic.”
Big Ideas:
What were positives and negatives of the Columbian Exchange on both hemispheres?
What were reasons that led to European exploration?

10. The Columbian Exchange
What was it?
The exchange of plants, animals, culture, humans, diseases, etc. between the Americas, Europe, and Africa
Examples of goods:
Americas to Europe and Africa: potatoes, maize (corn), tomatoes
Europe to the Americas: wheat, rice, horses, chickens, oxen
Impact of exchange?
In Europe and Asia: massive population growth due to new food
In Africa: Spanish and Portuguese used Africans from West Africa to be used as slaves in the Americas
In the Americas: spread of diseases (smallpox), social classes (Mestizos), horse transformed Native life (made hunting easier), Encomienda system

11. Key Concept 1.2, II
“European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building.”
Page 24 of the Curriculum framework
What drove European exploration and conquest?
3 G’s – Gold, Glory, Gospel
To spread Christianity – Spain
Money and food from the Americas led to population growth in Europe and helped shift the economy to capitalism
Joint-stock companies – used to raise $ for explorations
Used in Jamestown (1607)
New technology aided exploration:
Sextant – could be used to find exact position on earth – more precise sailing

12. Test Tips Multiple-Choice Questions and Short Answer: Essay Questions:
Be familiar with the impacts of the Columbian Exchange – not just food
Increase in world trade, permanently connecting two hemispheres
Identify specific goods and their impacts – horse and potato
Impact on Africans – drastic growth in slavery
Essay Questions:
Not likely since it is from period 1

13. APUSH Review: Key Concept 1.3
Period 1:
APUSH Review: Key Concept 1.3
Everything You Need To Know About Key Concept 1.3 To Succeed In APUSH

14. The New Curriculum
Key Concept 1.3 “Contact among American Indians, Africans, and Europeans challenged the worldviews of each group.”
Page 25 of the Curriculum Framework
Big idea:
How did Europeans view the Natives and justify their treatment of them?
How did Africans adapt to life in the Western Hemisphere while still preserving their own cultures?

15. European Views of Natives and Africans
Key Concept 1.3, I “European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples.”
Page 25 of the Curriculum Framework
Many Spanish and Portuguese did not understand Natives and their cultures
Natives were viewed as “Savages” by many Europeans
Bartolome de Las Casas:
Argued that Natives deserved the same treatment as all other men
Played an instrumental role in the ending of the encomienda system
Protection in exchange for service/labor
Europeans began to develop a belief in white superiority to justify the treatment of Africans and Natives

16. Views of Natives and Africans
Key Concept 1.3, II “Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs”
Page 25 of the Curriculum Framework
The Spanish often tried to convert Natives to Christianity
Spanish Mission System:
Outposts throughout the Americas to help convert Natives
Outposts were often military bases as well
Don Juan de Onate defeated the Pueblos
Spanish established Santa Fe in 1610
Spanish priests and government suppressed Native practices that were inconsistent with Christianity
Spanish demanded tribute and labor from Natives
Many Africans preserved their culture and autonomy in the New World
Maroon Communities:
Consisted of runaway slaves, many were located in the Caribbean
Many Africans would combine elements of Christianity with their native African religions and customs

17. Test Tips Multiple-Choice and Short Answer Questions: Essay Questions:
Excerpt from a Spanish official about Natives: How were they viewed?
Comparing/Contrasting Spanish and Portuguese colonization
Similarities in Native and African resistance
Essay Questions:
Not likely since it is from period 1
Comparing European colonization