Period 1: 1491–1607 (APUSH)

1. Give 2 examples of how Native American groups interacted with their environments.

• People living in __ regions created — systems

• Those in ___ regions used __ to clear land for agriculture

2. How did maize impact present-day Mexico and the American Southwest?

• Maize provided better nutrition, allowing __ and more — settled populations to develop.

• This led to more _______ societies, where people could ___ in different types of ___.

3. How did foraging and hunting support economic development among societies in the Northwest and areas of California?

Hunting, fishing, and gathering provided a rich and reliable ___ supply, allowing some groups to live in ____ settlements. They also used resources such as nuts, berries, roots, and animals for other needs.

4. How did societies respond to the lack of natural resources in the Great Basin and western Great Plains?

They developed ___ or —— lifestyles, following food sources such as ___. They lived in portable structures like ___ and —— when resources became scarce.

5. How did the mixed agricultural and hunter-gatherer economy of the Northeast Atlantic Seaboard impact the economy and social diversification?

The combination of farming, hunting, fishing, and gathering provided a ___ food supply and allowed some groups to establish ___ settlements. This reliable food supply allowed people to specialize in different types of __, leading to greater social diversification and more socially complex communities.

dry, irrigation, forested, fire,

larger, densely, socially diverse, specialize, work
food, permanent
mobile, nomadic, buffalo, teepees, moved
varied, permanent, work,

6. What was the Columbian Exchange?

The Columbian Exchange was the transfer of ___, ____, ____, ___, and technologies between the Americas and Europe/Africa after European contact.

7. Describe 2 changes resulting from the arrival of Europeans.

• European ___ caused massive Native American population ___.

• Europeans introduced new animals and crops, such as ___, pigs, and ___, while American crops such as ___ and ___ spread to Europe.

8. Describe the caste system that resulted from Spanish and Portuguese exploration.

The Spanish created a social hierarchy based on ___. ___were at the top, people of ___ European/Native/African ancestry were in the middle, and pure __ and —- were generally at the bottom.

9. How was slave labor introduced to the Americas during this period?

Europeans first used ______ labor, but then increasingly brought enslaved Africans to work in mines and plantations. ______ experience using enslaved Africans on sugar plantations helped establish this system.

10. Describe 2 crops and/or livestock introduced by the Spanish.

• ___: Changed ____, hunting, and ___ among ____

• ____: Became an important _____ crop and ____ the demand for enslaved labor.

plants, animals, disease, people,
diseases, decline, horses, sugar cane, maize, potatoes

ancestry, Spaniards, mixed, Indian, Africans
Native American, Portuguese
Horses, transportation, warfare, Native Americans
Sugar Cane, plantation, increased

11. What was the encomienda system?

The encomienda system was a ___ labor system in which the king granted Spaniards control over ______ living on a certain area of ___. The Native Americans were ___ to farm or work in ___, and the ___ of their labor went to the Spaniards, who were supposed to “____” for them.

12. Why did African slavery gradually replace the encomienda system?

Native American populations declined greatly from ___, ___, and harsh labor, creating a labor ___. Europeans therefore increasingly imported enslaved ___ to provide labor.

13. Describe a change resulting from interaction between Europeans, Africans, and American Indians.

A new ___ society developed in the Americas. Europeans, Africans, and Native Americans influenced each other's ___, including ___, ___, ___, and social practices.

14. How were Bartolomé de Las Casas's views different?

Bartolomé de Las Casas ___ for better treatment of Native Americans. He persuaded the ___ to pass the ____, which ___ Indian slavery, stopped ___ Indian labor, and began to end the ___ system.

15. What beliefs did Europeans use to justify their subjugation of Africans and American Indians?

• Some Europeans used the ___ to argue that slavery had always ___ and was ___ by God.

• They also argued that Africans were _____, so enslaving them was _____.

Spanish, Native Americans, land, forced, mines, fruits, care
disease, warfare, shortage, Africans
multicultural, cultures, food, religion, music
advocated, king, New Laws of 1542, ended, forced, encomienda
Bible, existed, approved, biologically inferior, acceptable

16. How did Indigenous peoples try to maintain political and cultural autonomy?

• Forming alliances: Groups formed ___ and confederacies, such as the ________, to strengthen their position.

• Migration: Some groups moved ____ or farther inland to escape European ____ and control.

• Armed resistance: Indigenous peoples fought Europeans to defend their land and independence, such as in ______ and the Pueblo Revolt.

• Playing European powers against each other: Some groups ___ with ___ European powers, such as the French or British, to protect their territory and maintain trade advantages.

17. How did Africans preserve their culture in the New World?

Africans contributed to American culture through their agricultural knowledge, music, and traditions. Their experience growing __ helped make it an —- crop in South Carolina and Louisiana. They also brought musical rhythms and styles of —- that influenced music throughout the —- and introduced the —- to ——- settlers.

alliances, Iroquois Confederacy, westward, settlement, King Phillip’s War, allied, competing,

rice, important, singing, Americas, banjo, European