period 1-3

The structure for today's class includes a review and preparation for the upcoming test.

The final assessment is the dates quiz on Tuesday, April 15.
  - Worth 10 points.
  - Contains 20 questions; each question is worth 0.5 points.
  - Most students perform well; therefore, it can be a grade boost.
  - Students encouraged to study and utilize flashcards for memorization.
Homework grades were recorded for 08:38 and 08:39.
- Students can turn in any missing work by today or tomorrow.

Composed of 55 multiple-choice questions (40% of total score).
- The most heavily weighted section, which is helpful as it is presented in chronological order.
Section Two: Students will need to write three Short Answer Questions (SAQs) (20% of total score).
  - SAQ one and two are not from period one, period two, or period nine.
  - SAQ one and two focus on competing secondary sources and analyzing primary sources.
  - The third SAQ will offer options, potentially allowing topics from periods one, two, and nine but also possibly unrelated to those periods.
Following SAQs, students will face a Document-Based Question (DBQ) (25% of total score).
- This will be uniform for all students with no choice.
The last component is the Long Essay Question (LEQ) (15% of total score).
  - Students have three prompts from which to choose.
  - Covers three different time periods.
  - Exam duration is approximately three hours, including breaks.

Groups were encouraged to brainstorm three different regions and characteristics of indigenous peoples from those regions based on environmental influences.

Mesoamerica: Example groups include the Aztecs and Mayans.
- Characteristics: Both civilizations were notable for being centralized, bureaucratic empires before European contact.
Puebloans: Inhabited desert regions, constructed pueblo dwellings.
- Adaptations included irrigation systems to support agriculture in dry environments.
Pacific Northwest: Included tribes like the Chulun.
- These were hunter-gatherers, utilizing resources from the ocean without heavy reliance on agriculture.
Northeast: Home to the Iroquois Confederacy.
- This group engaged in extensive trade, enabled by their access to waterways and had a quasi-federalist form of governance that allowed for local tribal laws.

French: Attempted to form alliances, engaged in fur trade, and sometimes intermarried with Indigenous women.
Spanish: Sought gold, glory, and religious conversion.
- Notable oppressive practices included the Encomienda system and Catholic missions.
English: Often displaced Native Americans without attempts at integration in society.

Las Casas: Criticized Spanish treatment of Indigenous peoples, pointing out moral concerns.
Sepulveda: Advocated for viewing Indigenous peoples as subhuman, supporting a more derogatory viewpoint.
Pope's Rebellion/Pueblo Revolt: Indigenous response to religious oppression, resulting in temporary expulsion of Spanish from Santa Fe.

Jamestown: Established in 1607 for economic reasons by a joint-stock company. Survived hardships through tobacco cultivation.
Plymouth: Founded in 1620 by Separatists seeking religious freedom; more successes in cooperation with Indigenous peoples.

Religious Freedom: Seen prominently in the establishment of colonies like Massachusetts.
Economic Opportunities: Through joint stock companies, exemplified by Jamestown’s tobacco economy.

Mercantilism: Economic theory promoting a trade system where the mother country controls the colonies to maximize wealth (i.e., lower cost for raw materials and selling higher-priced manufactured goods back to the colonies).
Triangle Trade: Trade route involving the exchange of goods, slaves, and raw materials between Europe, Africa, and the Americas.
- Example: Enslaved Africans were exchanged for goods and then sent to the West Indies for sugar production.

Enslaved people employed strategies like slowdowns, tool-breaking, and organized revolts, e.g., Stono Rebellion.

Major thinkers like Locke emphasized political philosophy, especially regarding the social contract, advocating that citizens have rights to revolt if their government fails to protect their natural rights.
Montesquieu proposed the separation of powers within government, influencing future U.S. government structure.

A religious revival movement focusing on direct personal connection to God, encouraging both independence of thought and increased individual rights.

Continued military presence and tensions over impressments of sailors.
Increasing sentiments for independence as colonists resisted British taxation and governance (e.g., Stamp Act, Townsend Acts).

First Continental Congress: Proposed grievances; demands for repeals.
Second Continental Congress: Drafted and approved the Declaration of Independence.

Federalists (e.g., Hamilton) versus Anti-Federalists (e.g., Jefferson) debates on central power and governance.

The Articles of Confederation emerged as the first governing document but revealed weaknesses leading to the Constitutional Convention.
- Resulting U.S. Constitution incorporated compromises such as the Great Compromise (bicameral legislature) and the Three-Fifths Compromise.
Future conflicts would revolve around differing interests within and outside of colonial societies, setting the stage for continued development of the nation.