APUSH Period Review Guides: Period 1 (1491-1607)
APUSH Period Review Guides: Period 1 (1491-1607)Description: On a North American continent controlled by American Indians, contact among the peoples of Europe, theAmericas, and West Africa created a new world.Significance of 1491: Define how this year served as a turning point in United States history paying attention to whatchanged and what stayed the same before and after this year.Significance of 1607: Define how this year served as a turning point in United States history paying attention to whatchanged and what stayed the same before and after this year.Key Terms as Defined by the Curriculum FrameworkDirections: This section of the review guide provides all of the key terms defined by the Curriculum Framework forUnited States History released by the College Board. For the first column, provide a simple definition of the identifiedterm being sure to keep your definition relevant to the period as a whole. The second column asks you to relate theword to one of the Thematic Learning Objectives: Identity; Work, Exchange, and Technology; Peopling; Politics andPower; America in the World; Environment and Geography; OR Ideas, Beliefs and Culture. The third column asks that asentence be written putting the term in context. Be sure to focus on the significance of the term. Lastly, identify thepage number in your book where more information on this term can be found.Key Term/Definitionmaize cultivationGreat BasinGreat Plainshunter-gatherer economyagricultural economyRelevant ThemeTerm in ContextPg. Number
permanent villagesWestern HemisphereSpanish explorationPortuguese explorationWest Africaencomienda systemslave laborplantation-based agricultureempire buildingfeudalismcapitalismwhite superioritypolitical autonomycultural autonomy
Primary Source AnalysisThe analysis of primary sources is integral to your success on the AP US History exam. For purposes of this review exercise,open up the Gilder-Lehrman Study Guide for the Historical Period you are reviewing. Scroll down to the “Documents”section of the page. You will select two documents which you think are the most important documents during thishistorical period. You will then provide an extended analysis of those documents including historical context, purpose,and perspective.Primary Source OneDocument NameAuthor:Perspective:Purpose:Historical Context:Primary Source TwoDocument NameAuthor:Perspective:Purpose:Historical Context:
Turning Points in US HistoryIt is not necessary for you to memorize hundreds of dates for success on the AP exam; however it is important that youknow and understand key turning points in United States history. For this review exercise, a list of years relevant to thishistorical period have been provided. Use the timelines found on the Gilder-Lehrman Study Guide to see what they arereferencing.You need to address those years as turning points, analyzing the changes (box 1), continuities (box 2), and understandingwhy the years identified here are considered turning points in US history (box 3).14911555
How to Use the Evidence PlannerDirections: From the College Board: “Students will need to demonstrate a strong knowledge of at least one example ofeach of the concepts in the concept outline to use as evidence when responding to written questions.” This section of thereview guide provides the student a method through which evidence in response to each of the key concepts can beorganized.In order to help you investigate the key concepts in the AP U.S. History course, you must select specific groups, events,individuals, dates, or other historical details that you consider relevant. In addition, rather than trying to cover all possibleexamples of a particular concept, you should select fewer examples to learn in depth.For example, rather than giving cursory treatment to every example of America’s “economic, diplomatic, and militaryinitiatives in the Western Hemisphere” in the period 1800–1848 (Key Concept 4.3.I.A), students should choose one tolearn well (examples: Embargo Act, Monroe Doctrine, Louisiana Purchase, or War of 1812). AP Exam questions will notrequire that all students know the same example of such initiatives. Instead, AP Exam questions will reward students forwriting accurately about the initiative(s) they focused their studies on.In the pages that follow, space is provided for you to insert the specific content (individuals, events, documents, etc.) youchoose to focus on in your preparation for the AP U.S. History exam. Another column is provided for you to provide theprimary sources you’ve analyzed relevant to the key concepts. An example of possible content choices are provided forPeriod 7 (addressing World War II) developed by the College Board.This resource will help you track and review the content covered for each of the Key Concepts. The evidences you reviewthrough this document will serve as an excellent resource in your preparations for the AP US History Exam.
ntTEACHER PLANNING TOOLPeriod 7: 1890-1945ELAn increasingly pluralistic United States faced profound domesticand global challenges, debated the proper degree of governmentactivism, and sought to define its international role.EAP U.S. HistoryAXCurriculum Framework Evidence PlannerPM8
EXAMPLE 1Period 7: 1890–1945TEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptKey ConceptPRIORITIZED BY COLLEGES FOR CREDITTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthKEY CONCEPT 7.3: Globalconflicts over resources, territories, and ideologies renewed debatesover the nation’s values and its role in the world while simultaneously propelling the UnitedStates into a dominant international military, political, cultural, and economic position.III. T he involvement of theUnited States in WorldWar II, while opposed bymost Americans prior tothe attack on Pearl Harbor,vaulted the United Statesinto global political andmilitary prominence, andtransformed both Americansociety and the relationshipbetween the United Statesand the rest of the world.A) The mass mobilization ofAmerican society to supplytroops for the war effort and aworkforce on the home frontended the Great Depressionand provided opportunitiesfor women and minorities toimprove their socioeconomicpositionsE››››The draftWar Refugee BoardTuskegee AirmenAXB) Wartime experiences, such asthe internment of JapaneseAmericans, challenges tocivil liberties, debates overrace and segregation, and thedecision to drop the atomicbomb raised questions aboutAmerican values.AP U.S. History››Curriculum Framework Evidence Planner››››››››Franklin Roosevelt, “Dayof Infamy” SpeechRonald Takaki, DoubleVictoryPMFair Employment PracticesCommission, 1943“Zoot Suit” Riots››››››Focus of APExam questions:Thematic Learning ObjectivesWOR-4: Explain howthe U.S. involvement inglobal conflicts in the 20thcentury set the stage fordomestic social changesELSupreme Court decisionin Korematsu v. UnitedStatesFreda Kerchwey, “AProgram of Inaction” (onU.S. inaction against theHolocaust)Eisenhower’s memoir TheWhite House Years (onthe decision to drop theatomic bomb)WOR-7: Analyze the goals ofU.S. policymakers in majorinternational conflicts, suchas the Spanish American War,World Wars I and II, and theCold War, and explain howU.S involvement in theseconflicts has altered theU.S. role in world affairsID-3: Analyze how U.S.involvement in internationalcrises such as the SpanishAmerican war, WorldWars I and II, the GreatDepression, and the Cold Warinfluenced public debatesabout American nationalidentity in the 20th centuryID-6: Analyze how migrationpatterns to, and migrationwithin, the United Stateshave influenced thegrowth of racial and ethnicidentities and conflictsover ethnic assimilationand distinctivenessPOL-5: Analyze howarguments over the meaningand interpretation of theConstitution have affectedU.S. politics since 17879
ntTEACHER PLANNING TOOLPeriod 1: 1491–1607On a North American continent controlled by American Indians,contact among the peoples of Europe, the Americas, andWest Africa created a new world.AP U.S. HistoryCurriculum Framework Evidence Planner13
Period 1: 1491–1607Key ConceptPRIORITIZED BY COLLEGES FOR CREDITTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthKey Concept 1.1: Before the arrival of Europeans, native populations in North Americadeveloped a wide variety of social, political, and economic structures based in part oninteractions with the environment and each other.I. As settlers migratedand settled across thevast expanse of NorthAmerica over time, theydeveloped quite differentand increasingly complexsocieties by adapting toand transforming theirdiverse environments.A) The spread of maizecultivation from presentday Mexico northward intothe American Southwestand beyond supportedeconomic development andsocial diversification amongsocieties in these areas; amix of foraging and huntingdid the same for societies inthe Northwest and areas ofCalifornia.B) Societies responded to thelack of natural resourcesin the Great Basin andthe western Great Plainsby developing largelymobile lifestyles.Focus of APExam questions:Thematic Learning ObjectivesPEO-1: Explain how and whypeople moved within theAmericas (before contact) andto and within the Americas(after contact and colonization)ENV-1: Explain how theintroduction of new plants,animals, and technologiesaltered the naturalenvironment of North Americaand affected interactionsamong various groupsin the colonial periodENV-2: Explain how thenatural environmentcontributed to thedevelopment of distinctregional group identities,institutions, and conflicts inthe precontact period throughthe independence periodC) In the Northeast and alongthe Atlantic Seaboard somesocieties developed a mixedagricultural and hunter–gatherer economy thatfavored the developmentof permanent villages.AP U.S. HistoryCurriculum Framework Evidence Planner14
Period 1: 1491–1607Key ConceptPRIORITIZED BY COLLEGES FOR CREDITTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthKey Concept 1.2: European overseas expansion resulted in the Columbian Exchange,a series of interactions and adaptations among societies across the Atlantic.I. T he arrival of Europeansin the Western Hemispherein the 15th and 16thcenturies triggeredextensive demographicand social changes onboth sides of the Atlantic.A) Spanish and Portugueseexploration and conquestof the Americas ledto widespread deadlyepidemics, the emergence ofracially mixed populations,and a caste system definedby an intermixture amongSpanish settlers, Africans,and Native Americans.B) Spanish and Portuguesetraders reached West Africaand partnered with someAfrican groups to exploitlocal resources and recruitslave labor for the Americas.Focus of APExam questions:Thematic Learning ObjectivesPEO-4: Analyze the effectsthat migration, disease, andwarfare had on the AmericanIndian population aftercontact with EuropeansPEO-5: Explain how free andforced migration to and withindifferent parts of North Americacaused regional development,cultural diversity and blending,and political and social conflictsthrough the 19th centuryENV-1: Explain how theintroduction of new plants,animals, and technologiesaltered the natural environmentof North America and affectedinteractions among variousgroups in the colonial periodWXT-1: Explain how patternsof exchanging commodities,peoples, diseases, and ideasaround the Atlantic Worlddeveloped after Europeancontact and shaped NorthAmerican colonial-era societiesWXT-4: Explain thedevelopment of labor systemssuch as slavery, indenturedservitude, and free labor fromthe colonial period throughthe end of the 18th centuryWOR-1: Explain how imperialcompetition and the exchangeof commodities across bothsides of the Atlantic Oceaninfluenced the origins andpatterns of development ofNorth American societiesin the colonial periodAP U.S. HistoryCurriculum Framework Evidence Planner15
Period 1: 1491–1607Key ConceptPRIORITIZED BY COLLEGES FOR CREDITC) The introduction of newcrops and livestock by theSpanish had far-reachingeffects on native settlementpatterns, as well as oneconomic, social, andpolitical development inthe Western Hemisphere.D) In the economies ofthe Spanish colonies,Indian labor, used in theencomienda system tosupport plantation-basedagriculture and extractprecious metals and otherresources, was graduallyreplaced by African slavery.TEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesPEO-4: Analyze the effectsthat migration, disease, andwarfare had on the AmericanIndian population aftercontact with EuropeansPEO-5: Explain how free andforced migration to and withindifferent parts of North Americacaused regional development,cultural diversity and blending,and political and social conflictsthrough the 19th centuryENV-1: Explain how theintroduction of new plants,animals, and technologiesaltered the natural environmentof North America and affectedinteractions among variousgroups in the colonial periodWXT-1: Explain how patternsof exchanging commodities,peoples, diseases, and ideasaround the Atlantic Worlddeveloped after Europeancontact and shaped NorthAmerican colonial-era societiesWXT-4: Explain thedevelopment of labor systemssuch as slavery, indenturedservitude, and free labor fromthe colonial period throughthe end of the 18th centuryWOR-1: Explain how imperialcompetition and the exchangeof commodities across bothsides of the Atlantic Oceaninfluenced the origins andpatterns of development ofNorth American societiesin the colonial periodAP U.S. HistoryCurriculum Framework Evidence Planner16
Period 1: 1491–1607Key ConceptPRIORITIZED BY COLLEGES FOR CREDITII. E uropean expansion intothe Western Hemispherecaused intense social/religious, political, andeconomic competition inEurope and the promotionof empire building.A) European exploration andconquest were fueled bya desire for new sourcesof wealth, increasedpower and status, andconverts to Christianity.B) New crops from theAmericas stimulatedEuropean populationgrowth, while new sourcesof mineral wealth facilitatedthe European shift fromfeudalism to capitalism.C) Improvements in technologyand more organizedmethods for conductinginternational trade helpeddrive changes to economiesin Europe and the Americas.TEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesENV-1: Explain howthe introduction of newplants, animals, andtechnologies altered thenatural environment ofNorth America and affectedinteractions among variousgroups in the colonial periodENV-4: Analyze howthe search for economicresources affected socialand political developmentsfrom the colonial periodthrough ReconstructionWXT-1: Explain howpatterns of exchangingcommodities, peoples,diseases, and ideas aroundthe Atlantic World developedafter European contact andshaped North Americancolonial-era societiesWOR-1: Explain howimperial competition and theexchange of commoditiesacross both sides of theAtlantic Ocean influencedthe origins and patternsof development of NorthAmerican societies inthe colonial periodPOL-1: Analyze the factorsbehind competition,cooperation, and conflictamong different societiesand social groups inNorth America duringthe colonial periodAP U.S. HistoryCurriculum Framework Evidence Planner17
Period 1: 1491–1607Key ConceptPRIORITIZED BY COLLEGES FOR CREDITTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthKey Concept 1.3: Contacts among American Indians, Africans, and Europeans challengedthe worldviews of each group.I. European overseasexpansion and sustainedcontacts with Africansand American Indiansdramatically alteredEuropean views of social,political, and economicrelationships amongand between white andnonwhite peoples.A) With little experiencedealing with peoplewho were different fromthemselves, Spanish andPortuguese explorers poorlyunderstood the nativepeoples they encounteredin the Americas, leading todebates over how AmericanIndians should be treatedand how “civilized” thesegroups were comparedto European standards.Focus of APExam questions:Thematic Learning ObjectivesCUL-1: Compare the culturalvalues and attitudes ofdifferent European, AfricanAmerican, and nativepeoples in the colonialperiod and explain howcontact affected intergrouprelationships and conflictsB) Many Europeans developeda belief in white superiorityto justify their subjugationof Africans and AmericanIndians, using severaldifferent rationales.AP U.S. HistoryCurriculum Framework Evidence Planner18
Period 1: 1491–1607Key ConceptPRIORITIZED BY COLLEGES FOR CREDITII. Native peoples and Africansin the Americas strove tomaintain their political andcultural autonomy in theface of European challengesto their independenceand core beliefs. (ID-4)(POL-1) (CUL-1) (ENV-2)A) European attempts tochange American Indianbeliefs and worldviews onbasic social issues suchas religion, gender rolesand the family, and therelationship of people withthe natural environmentled to American Indianresistance and conflict.B) In spite of slavery, Africans’cultural and linguisticadaptations to the WesternHemisphere resulted invarying degrees of culturalpreservation and autonomy.AP U.S. HistoryCurriculum Framework Evidence PlannerTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesID-4: Explain howconceptions of group identityand autonomy emergedout of cultural interactionsbetween colonizing groups,Africans, and AmericanIndians in the colonial eraPOL-1: Analyze the factorsbehind competition,cooperation, and conflictamong different societiesand social groups inNorth America duringthe colonial periodCUL-1: Compare the culturalvalues and attitudes ofdifferent European, AfricanAmerican, and nativepeoples in the colonialperiod and explain howcontact affected intergrouprelationships and conflictsENV-2: Explain how thenatural environmentcontributed to thedevelopment of distinctregional group identities,institutions, and conflicts inthe precontact period throughthe independence period19
APUSH Period Review Guides: Period 1 (1491-1607) Description: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. Significance of 1491: Define how this year served as a turning point in United States history paying attention to what
APUSH Period Review Guides: Period 3 (1754-1800) Description: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.
APUSH Period Review Guides: Period 4 (1800-1848) Description: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Significance of 1800: Define how this year served as a turnin
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