Today we are going to get into chapter 3 of your textbook.
1) What is the difference between the Puritans and the Separatists? 2) What did King James dislike the two groups? 3) What is the importance of the Mayflower Compact? 4) What advantages did the Massachusetts Bay Colony have on its arrival in the New World? 5) What type of government was established in Massachusetts Bay? 6) Why was Anne Hutchinson removed from Massachusetts? Roger Williams? 7) Why was Rhode Island established? Why was it unique? 8) What were the fundamental orders of Connecticut? 9) How were relations between New England settlers and the Native Americans? 10) What was the significance of King Phillip's War? 11) What was the New England Confederation? 12) Why did the Dutch settle in New Amsterdam? 13) How did the English come to rule New York? 14) Why did Penn establish Pennsylvania? 15) What were the similarities among the Middle Colonies? Differences?
Barbados Slave Code (this is adopted by South Carolina)
[N}egroes [are] an heathenish
brutish and an unsertaine dangerous kinde of people…
[B]eing brutish slaves [they]
deserve not for the basenesse of their condition to be tryed by the legall
tryall of twelve Men of their appeares or neighborhood which truely neither can
be rightly done as the Subjects of England are nor in execution to bee delayed
towards them in case of such horrid crimes comitted[.] It is there fore enacted
… [that] two Justices shall by their Warrant call to them three able good and
legall freeholders shall heare & examine all evidences proofe and testimony
of the fact.
Slave codes gave slaveholders the legal right to torture and
murder Black subjects of colonial society without negative consequence:
If any Negro or slave whatsoever
shall offer any violence to any Christian by striking
or the like, such Negro or slave shall for his and her first offence be severely
whipped by the Constable. For his second offence of that nature he shall be
severely whipped his nose slit, and be burned in some part of his face with a
hot iron. And being brutish slaves, [they] deserve not, for the baseness of
their condition, to be tried by the legal trial of twelve men of their peers,
as the subjects of England are. And it is further enacted and ordained that if
any Negro or other slave under punishment by his master unfortunately shall
suffer in life or member, which seldom happens, no person whatsoever shall be
liable to any fine therefore.”*
Today, we are going to go over Chapter 2 and discuss the study questions and the SAQs. Finally we will look at the Christopher Columbus letter and SOAPSTone it!
Note, many of you have not turned these in - for whatever reason. I will be giving the students who turned them in full credit. Everyone else - it depends.
HW: Finish SOAPSTone and do the assigned Edpuzzle.
Monday: We will finish chapter 1 of your textbook and finish the reading guides.
Tuesday - Friday: Read chapter 2 and Answer the questions below. Also do the SAQ quiz.
CHAPTER 2:
THE PLANTING OF ENGLISH AMERICA
1.What was the impact of England's defeat of
the Spanish Armada?
2.What was the status of England as it began colonization?
3.How was the first permanent English
settlement financed?
4.How were Virginia, Maryland, the Carolinas,
and Georgia similar? Different?
5.Why was it important that all English
settlers in the New World retained the rights of
Englishmen?
6.How would one characterize the early years at
Jamestown?
7.How did Captain John Smith "save"
Jamestown?
8.What were the factors leading to the downfall
of the Powhatans?
9.What was the impact of the tobacco industry
on Jamestown?
10.Why was the House of Burgesses an important
precedent in the American colonies?
11.Why was Maryland established? Who founded it
(he had two names)?
12.Why was tobacco considered a poor man's crop?
13.Why was sugar considered a rich man's crop?
14.What was the Barbados slave code? How did it
impact the Americas?
15.How did South Carolina prosper economically?
16.What were the major exports of the Carolinas?
17.Why was Georgia founded? By whom?
18.Why did Georgia grow slowly?
19.What were similarities/differences in the
southern plantations colonies by 1750?
SAQ QUIZ :
1. Use your
knowledge of US History to answer parts a, b and c.
a. Briefly
explain ONE way in which North American Indians adapted to their environment.
b. Briefly
explain how this was different than another indian group in North America.
c. Briefly
explain ONE way in which Native Americans responded to Europeans.
2. Use your
knowledge of US History to answer parts a, b and c.
a. Briefly
explain ONE motive for European exploration.
b. Identify
ONE piece of technology that helped Europeans conquer the new world.
c. Briefly
explain why technology was not the main reason that Europeans conquered the new
world.
“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.”
3. Using the excerpt, answer a, b, and c
a.Briefly explain the
point of view expressed by Columbus in the excerpt
b. Briefly explain what powerful group in Spain, other than
the monarchy, Columbus would be appealing to in the above passage?
c. Provide an example of contact between Europeans and the
first inhabitants of America that is not consistent with the above passage.
FINALLY I want you to SOAPSTone primary source - Columbus. The link is below:
Recorded history began 6,000 years ago. It was 500 years ago that Europeans set foot on the
Americas to begin colonization
The theory of “Pangaea” exists suggesting that the continents were once nestled together into
one mega-continent. They then spread out as drifting islands.
Geologic forces of continental plates created the Appalachian and Rocky Mountains.
The Great Ice Age thrust down over North America & scoured the present day American
Midwest.
Peopling the Americas
“Land Bridge”
1. As the Great Ice Age diminished, so did the glaciers over North America.
2. The theory holds that a “Land Bridge” emerged linking Asia & North America across
what’s today the Bering Sea. People were said to have walked across the “bridge”
before the sea level rose and sealed it off and thus populated the Americas.
3. The Land Bridge is suggested as occurring an estimated 35,000 years ago.
Many peoples
Those groups that traversed the bridge spread across North, Central, and South
America.
Countless tribes emerged with an estimated 2,000 languages. Notably...
Incas – Peru, with elaborate network of roads and bridges linking
their empire.
Mayas – Yucatan Peninsula, with their step pyramids.
A z t e c s – Mexico, with step pyramids and huge sacrifices of
conquered peoples.
The Earliest Americans
Development of corn or “maize” around 5,000 B.C. in Mexico was revolutionary in that...
Then, people didn’t have to be hunter-gatherers, they could settle down and be farmers.
This fact gave rise to towns and then cities.
Corn arrived in the present day U.S. around 1,200 B.C.
Pueblo Indians
The Pueblos were the 1st American corn growers.
They lived in adobe houses (dried mud) and pueblos (“villages” in Spanish). Pueblos
are villages of cubicle shaped adobe houses, stacked one on top the other and often
beneath cliffs.
They had elaborate irrigation systems to draw water away from rivers to grown corn.
Mound Builders
These people built huge ceremonial and burial mounds and were located in the Ohio
Valley.
Cahokia, near East St. Louis today, held 40,000 people.
Eastern Indians
1. Eastern Indians grew corn, beans, and squash in “three sister” farming...
Corn grew in a stalk providing a trellis for beans, beans grew up the stalk,
squash’s broad leaves kept the sun off the ground and thus kept the moisture
in the soil.
This group likely had the best (most diverse) diet of all North American
Indians and is typified by the Cherokee, Creek, Choctaw (South) and
Iroquois (North).
v. Iroquois Confederation
Hiawatha was the legendary leader of the group.
The Iroquois Confederation was a group of 5 tribes in New York state.
They were matrilineal as authority and possessions passed down through the female
line.
Each tribe kept their independence, but met occasionally to discuss matters of common
interest, like war/defense.
Indirect Discoverers of the New World
i. The 1st Europeans to come to America were the Norse (Vikings from Norway).
Around 1000 AD, the Vikings landed, led by Erik the Red and Leif Erikson.
They landed in “Newfoundland” or “Vinland” (because of all the vines).
However, these men left America and left no written record and therefore didn’t get the
credit.
The only record is found in Viking sagas or songs.
ii. The Christian Crusaders of Middle Ages fought in Palestine to regain the Holy Land from
Muslims. This mixing of East and West created a sweet-tooth where Europeans wanted the
spices of the exotic East.
Europeans Enter Africa
Marco Polo traveled to China and stirred up a storm of European interest.
Mixed with desire for spices, an East to West (Asia to Europe) trade flourished but had to be
overland, at least in part. This initiated new exploration down around Africa in hopes of an
easier (all water) route.
Portugal literally started a sailing school to find better ways to get to the “Spice Islands,”
eventually rounding Africa’s southern Cape of Good Hope.
New developments...
caravel – a ship with triangular sail that could better tack (zig-zag) ahead into the wind
and thus return to Europe from Africa coast.
compass – to determine direction.
astrolabe – a sextant gizmo that could tell a ship’s latitude.
Slave trade begins
The 1st slave trade was across the Sahara Desert.
Later, it was along the West African coast. Slave traders purposely busted up tribes and
families in order to squelch any possible uprising.
Slaves wound up on sugar plantations the Portuguese had set up on the tropical islands
off Africa’s coast.
Spain watched Portugal’s success with exploration and slaving and wanted a piece of
the pie.
Columbus Comes upon a New World
Columbus convinced Isabella and Ferdinand to fund his expedition.
His goal was to reach the East (East Indies) by sailing west, thus bypassing the around-Africa
route that Portugal monopolized.
He misjudged the size of the Earth though, thinking it 1/3 the size of what it was.
So, after 30 days or so at sea, when he struck land, he assumed he’d made it to the East Indies
and therefore mistook the people as “Indians.”
This spawned the following system...
Europe would provide the market, capital, technology.
Africa would provide the labor.
The New World would provide the raw materials (gold, soil, lumber).
When Worlds Collide
Of huge importance was the biological flip-flop of Old and New Worlds. Simply put, we traded
devastating diseases – smallpox, yellow fever, malaria as Indians had no immunities.
a. The Indians had no immunities in their systems built up over generations.
VIII. The Spanish Conquistadores
Treaty of Tordesillas 1494 – Portugal and Spain feuded over who got what land. The Pope
drew this line as he was respected by both.
The line ran North-South, and chopped off the Brazilian coast of South America
Portugal – got everything east of the line (Brazil and land around/under Africa)
Spain – got everything west of the line (which turned out to be much more, though they
didn’t know it at the time)
Conquistadores = “conquerors”
Vasco Balboa – “discovered” the Pacific Ocean across isthmus of Panama
Ferdinand Magellan – circumnavigates the globe (1st to do so)
Ponce de Leon – touches and names Florida looking for legendary “Fountain of
Youth”
Hernando Cortes – enters Florida, travels up into present day Southeastern U.S., dies
and is “buried” in Mississippi River
Francisco Pizarro – conquers Incan Empire of Peru and begins shipping tons of
gold/silver back to Spain. This huge influx of precious metals made European prices
skyrocket (inflation).
Francisco Coronado – ventured into current Southwest U.S. looking for legendary El
Dorado, city of gold. He found the Pueblo Indians.
Encomienda system established
Indians were “commended” or given to Spanish landlords
The idea of the encomienda was that Indians would work and be converted to
Christianity, but it was basically just slavery on a sugar plantation guised as missionary
work.
IX. The Conquest of Mexico
Hernando Cortez conquered the Aztecs at Tenochtitlan.
Cortez went from Cuba to present day Vera Cruz, then marched over mountains to the Aztec
capital.
Montezuma, Aztec king, thought Cortez might be the god Quetzalcoatl who was due to re-
appear the very year. Montezuma welcomed Cortez into Tenochtitlan.
The Spanish lust for gold led Montezuma to attack on the noche triste, sad night. Cortez and
men fought their way out, but it was smallpox that eventually beat the Indians.
The Spanish then destroyed Tenochtitlan, building the Spanish capital (Mexico City) exactly on
top of the Aztec city.
A new race of people emerged, mestizos, a mix of Spanish and Indian blood.
X. The Spread of Spanish America
Spanish society quickly spread through Peru and Mexico
A threat came from neighbors...
English – John Cabot (an Italian who sailed for England) touched the coast of the
current day U.S.
Italy – Giovanni de Verrazano also touched on the North American seaboard.
France – Jacques Cartier went into mouth of St. Lawrence River (Canada).
To oppose this, Spain set up forts (presidios) all over the California coast. Also cities, like St.
Augustine in Florida.
Don Juan de Onate followed Coronado’s old path into present day New Mexico. He conquered
the Indians ruthlessly, maiming them by cutting off one foot of survivors just so they’d
remember.
Despite mission efforts, the Pueblo Indians revolted in Pope’s Rebellion.
Robert de LaSalle sailed down the Mississippi River for France claiming the whole region for
their King Louis and naming the area “Louisiana” after his king. This started a slew of place-
names for that area, from LaSalle, Illinois to “Louisville” and then on down to New Orleans (the
American counter of Joan of Arc’s famous victory at Orleans).
“Black Legend” – The Black Legend was the notion that Spaniards only brought bad things
(murder, disease, slavery); though true, they also brought good things such as law systems,
architecture, Christianity, language, civilization, so that the Black Legend is partly, but not
entirely, accurate.
The ultimate goal is for you to be able to answer the following question:
Question: Explain how and why various native
population in the period before European contact interacted with the natural
environment in North America.
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.
Today, you will have time to research and work on your presentation for tomorrow. I'll have you put this info into google slides. A) You will need a map of the area. You can use the blank map I gave you if you wish (just make the area and take a photo of it - be creative). B) You will need a list of people (or groups) that lived in your area - C) include how the lived (hunting, farming, trading, etc), D) what they grew or ate; E) what type of structures they lived in (long houses, etc), F) roles for men/women, and G) anything else that may be of importance.
Your presentations should be long. You need at least three slides but can have up to seven (one for each sub-question).
The two videos listed on the blog from yesterday should help. Also, the assigned reading on Khan Academy should help as well. Please let me know if you have any questions.
Today we are going to discuss contextualization and Native American Cultures before 1492.
Textbook pages 4-13 (with reading guide). Videos: Tom Richey and Khan Academy. First we need to discuss HW. Then look at a PPT.
U.S. History Period 1: 1491-1607
Topic 1 – Contextualization
Topic 2 – Native American Societies Before European
Contact
Question: Explain how and why various native
population in the period before European contact interacted with the natural
environment in North America.
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
Historical Developments:
1)The spread of maize from Mexico northward into
present day American SW and beyond supported economic development, settlement,
advance irrigation, and social diversification among societies.
2)Societies responded to the aridity of the Great
Basin and grasslands of the western Great Plains by developing mobile
lifestyles.
3)In the
Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some
societies mixed agricultural and hunter-gather economies that favored the
development of permanent villages.
4)Societies in the Northwest and present-day
California supported themselves by hunting and gathering, and in some areas
developed settled communities supported by vast resources of the Ocean.
Assignment for FRIDAY:
Make a list of notes about your region - groups of people, include how the lived
(hunting, farming, trading, etc), what they grew or ate, what type of
structures they lived in (long houses, etc), roles for men/women, And
anything else that may be of importance.
Also fill out the map that I give you about where your group lives.
Course Description: U.S. History is a survey
course covering American history. The course examines the nations’ political,
diplomatic, intellectual, cultural, social, and economic history from 1491 to
the present. A variety of instructional approaches are employed and
a college level textbook is supplemented by primary and secondary
sources.
The course is broken up into nine historical periods
investigating seven themes in each, and developing nine historical thinking
skills.
Here is the break down of grades:
Class Assignments – 20%
Projects – 20%
Tests – 20%
Quizzes – 10%
Notes – 10%
Essays – 20%
Scale:
100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F
Late Work: Mark down 10% per day.You are expected to turn in work on the deadlines due.
U.S. History is
broken down into the following Units based on time periods:
Periodization:
Period 1 (1491-1607)
Period 2 (1607-1754)
Period 3 (1754-1800)
Period 4 (1800-1848)
Period 5 (1844-1877)
Period 6 (1865-1900)
Period 7 (1890-1945)
Period 8 (1945-1989)
Period 9 (1980-Present)
THEMES:
Identity: This theme focuses on the
formation of both American national identity and group identities in U.S.
History. Students should be able to explain how various
identities, cultures, and values have been preserved or changed in different
contexts of U.S. History, with special attention given to the formation of
gender, class, racial, and ethnic identities. Students should
also be able to explain how these sub identities have interacted with each
other and with larger conceptions of American national identity.
Work, Exchange, and Technology: This
theme focuses on the development of American economies based on agriculture,
commerce, and manufacturing. Students should be able to
explain ways that different economic and labor systems, technological
innovations, and government policies have shaped American
society. Students should be able to explore the lives of working people
and the relationships among social classes, racial and ethnic groups, and men
and women, including the availability of land and labor, national and
international economic developments, and the role of government support and
regulation.
Peopling: This theme focuses on why and
how the various people who moved to, from, and within the United States adapted
to their new social and physical environments. Students
should be able to explain migration across borders and long distances,
including the slave trade and internal migration and how both newcomers and
indigenous inhabitants transformed North America. The theme also
illustrates how people responded when “borders crossed
them.” Students should be able to discuss the ideas, beliefs,
technologies, religions, and gender roles that migrants/immigrants and annexed
people brought with them and the impact these factors had on both these peoples
and on U.S. society.
Politics and Power: This theme examines
the ongoing debates over the role of the state in society and its potential as
an active agent for change. This includes mechanisms for creating,
implementing, or limiting participation in the political process and the resulting
social effects, as well as the changing relationship among branches of the
federal government and among national, state, and local governments. Students
should be able to trace efforts to define or gain access to individual rights
and citizenship and explain the evolutions of tensions between liberty and
authority in different periods of U.S. history.
America in the World: In this theme, students
focus on the global context in which the United States originated and developed
as well as the influence of the United States on world affairs. Students
should be able to discuss how various world actors (such as people, states,
organizations, and companies) have competed for the territory and resources of
the North American continent, influencing the development of both American and
world societies and economics. Students should also be able to
explain how American foreign policies and military actions have affected the
rest of the world.
Environment and Geography– Physical and
Human: This theme examines the role of environment, geography,
and climate in both constraining and shaping human actions. Students
should be able to analyze the interaction between the environment and Americans
in their efforts to survive and thrive. Students should also be able
to explain the efforts to interpret, preserve, manage, or exploit natural and
man-made environments, as well as the historical contexts within which
interactions with the environment have taken place.
Ideas, Beliefs, and Culture: This theme
explores the roles that ideas, beliefs, social mores, and creative expression
have played in shaping the United States. Students should be
able to explain the development of aesthetic, moral, religious, scientific, and
philosophical principles and consider how these principles have affected
individual and group actions. Students should also be able to
analyze the interactions between beliefs and communities, economic values,
political movements, including attempts to change American society to align it
with specific ideas.
Historical Thinking Skills:
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Interpretation
Synthesis
Each Unit will contain the following:
1) Lecture and discussion of topics:
Students will participate in discussions based on course
topics. Reading quiz content is embedded in class discussions.
2) Primary Source Analysis: Students will
analyze primary sources in which they identify, analyze, and evaluate each of
the sources. Students will use SOAPStone and HAPP-Y to look at two
or more of the following features: historical context, purpose and intended
audience, the author’s point of view, type of source, argument and tone. Visuals
will also be analyzed using OPTICS.
3) Viewpoints: Students will examine,
analyze and compare opposing viewpoints expressed in either primary or
secondary sources and determine which sources make the most convincing argument
and why?
4) Six Degrees of Separation: Students will
be provided with two events spanning decades but related by their
theme. They will select six events in chronological order that link
the first event in the series with the last. Students will write the name
of each selected event, and use their research and knowledge of the time period
to create an argument to support the events selected. Students must
emphasize both cause and effect and/or demonstrate continuity or change over
time in their linking.
5) 2-Day Unit Test that will have two to four
components: analytical multiple-choice questions (MC), analytical short answer
questions (SA), a free response essay (FRQ) and a document-based question
(DBQ). Each component of the exam matches a portion (or a potential)
AP test and will emphasize the application of historical thinking skills to the
answer.
6) Reading quizzes based on chapter
assignments.
7) Note taking and History Logs (informal
writing)
Essay Questions will be broken down using SPRITE.
In addition some units will have Formal Projects or extended
Essay/Research assignments.
GRADING: All work will be graded on a point
system.
Grading Scale will follow Skagway School District’s normal
grade scale.
PRIMARY TEXTBOOK:
The American Pageant, David M. Kennedy, Lizabeth
Cohen, and Thomas A Bailey.
PRIMARY SOURCES:
Voices of A People's History of the United States.
SECONDARY SOURCES:
A People’s History of the United States, Howard Zinn,
2010.
A Patriot’s History of the United States, Larry
Schweikart, and Michael Allen, 2004.
Don’t Know Much About History, Kenneth Davis,
2003.
UNIT 1: 1491-1607- The American
Pageant, chapters 1-2; Don’t Know Much About History pages
1-32.
Content: Geography and environment; Native
American diversity in the Americas; Spain in the Americas; conflict and
exchange; English, French, and Dutch settlements; and the Atlantic economy.
U.S. History Period 1: 1491-1607
Topic 1 – Contextualization
Topic 2 – Native American Societies Before European
Contact
Question: Explain how and why various native
population in the period before European contact interacted with the natural
environment in North America.
Historical Developments:
1)The spread of maize from Mexico northward into
present day American SW and beyond supported economic development, settlement,
advance irrigation, and social diversification among societies.
2)Societies responded to the aridity of the Great
Basin and grasslands of the western Great Plains by developing mobile
lifestyles.
3)In the
Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some
societies mixed agricultural and hunter-gather economies that favored the
development of permanent villages.
4)Societies in the Northwest and present-day
California supported themselves by hunting and gathering, and in some areas
developed settled communities supported by vast resources of the Ocean.
Topic 3 – European Exploration
Question: Explain the
causes of exploration and conquest of the New World by various European
nations.
Historical Developments:
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.
Topic 4 – Columbian Exchange
Question: Explain the causes of
the Columbian Exchange and its effect on Europe and the Americas during the
period after 1492.
Historical Developments:
1)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.
2)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.
3)Spanish exploration and conquest of the Americas
were accompanied and furthered by widespread deadly epidemics that devastated
native populations and by the introduction of crops and animals not found in
the Americans.
Topic 5 – Labor, Slavery, and the
Caste in Spanish Colonial System
Question: Explain how the growth
of the Spanish Empire in North America shaped the development of social and
economic structures over time.
Historical Developments:
1)Encomienda system
2)African slavery
3)Caste system
Topic 1.6: Cultural Interactions
Between Europeans, Native Americans, and Africans
Explain how and why European and
Native American perspectives of others developed and changed in the period.
Topic 1.7: Causation
Question: Explain the effects of
the development of transatlantic voyages from 1491 to 1607.
Activities:
History Logs – Record notes on blogs. Write a 1-2
page summary of them. Choose 1 idea or event that is the most
important and discuss why. Write a short essay: What have you
learned? What have you thought about? What questions do
you have?
Primary Source Analysis: “Letter to Luis de
Santangel”; “A Short Account of the Destruction of the Indies” by Bartoleme de
las Casas; Excepts from the journal of Christopher Columbus.
Viewpoints: Students will read an excerpt from “1491, Howard
Zinn’s A People’s History of the United States chapter
1, A Patriot’s History of the United States and write an essay
with a thesis statement in response to the question, “Were the conquistadores
or Columbus immoral?”
Six Degrees of Separation: From 1491 to Jamestown.
Students will be given a different pre-contact native
population to research developing an oral presentation/visual aid showing
social, political, and economic structures and interaction with the environment
and other groups.
UNIT I Test.
Students will discuss answers to the following essential
questions:
Identity – How did the identities of colonizing
and indigenous American societies change as a result of contact in the
Americas?
Work, Exchange, and Technology – How did the
Columbian Exchange – the mutual transfer of material goods, commodities,
animals, and diseases – affect interaction between Europeans and natives and
among indigenous peoples in North America?
Peopling – Where did different groups settle in
the Americas (before contact) and how and why did they move to and within the
Americas (after contact)?
Politics and Power – How did Spain’s early entry
into colonization in the Caribbean, Mexico, and South America shape European
and American developments in this period?
America in the World – How did European attempts
to dominate the Americas shape relations between Native Americans, Europeans,
and Africans?
Environment and Geography – How did pre-contact
populations of North America relate to their environments? How did
contact with Europeans and Africans change these relations in North America?
Ideas, Beliefs, and Cultures – How did cultural
contact challenge the religious and other values systems of peoples from the
Americas, Africa, and Europe?
