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Period 1: 1491 - 1607
APUSH Review: Key

Concept 1.2
(The Columbian Exchange)
KEY CONCEPT 1.2 AND THE COLUMBIAN
EXCHANGE
The New Curriculum and The Columbian

Exchange
Key Concept 1.2 Contact among Europeans, Native Americans, and
Africans resulted in the Columbian Exchange and significant social,

cultural, and political changes on both sides of the Atlantic Ocean.
Page 26 of the Curriculum framework
The Columbian Exchange revolutionized life in the Americas,
Europe, and Africa.

Big Ideas:
What were positives and negatives of the Columbian Exchange on both

hemispheres?
What were reasons that led to European exploration?
Key Concept 1.2, I

B) Columbian Exchange and its impacts
What
was it?
The exchange of plants, animals, culture, humans, diseases, etc. between the
Americas, Europe, and Africa
Examples
Americas to Europe and Africa: potatoes, maize (corn), tomatoes

Europe to the Americas: wheat, rice, horses, chickens, oxen
The
of goods:
Impact
In Europe and Asia: massive population growth due to new food; increase in wealth;
decrease in feudalism and a rise of capitalism
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 and measles), social classes
(Mestizos), horse transformed Native life (made hunting easier), Encomienda system
Key Concept 1.2, I

C) Technology and trade
New technology aided exploration:
Sextant could be used to find exact position on earth
more precise sailing
Caravel, compass, and quadrant improved sailing
efficiency
Economic improvements:
Joint-stock companies used to raise $ for explorations
Used in Jamestown (1607) with the Virginia
Company
Key Concept 1.2, II
Key Concept 1.2, II: The Columbian Exchange and development of the
Spanish Empire in the Western Hemisphere resulted in extensive

demographic, economic, and social changes.
A) Impact of Spanish exploration:
Deadly diseases:
Smallpox, malaria
Killed as many as 90% of Natives in some areas not immune to European diseases
Was also used as a form of germ warfare with the Natives, making it easier for the
Spaniards to conquer them
Introduction of new animals and crops:
Horse transformed Native life on the Great Plains

Crops wheat, rice, and sugar
Key Concept 1.2, II
B) Encomienda System (Check out video in the description)
Native American labor was marshaled (arranged, assembled) on plantations

The goal was to use labor for agriculture and gain precious metal
Eventually, the encomienda system was replaced by African Slave Labor
New Laws of 1542 outlawed the encomienda system
C) Spanish and Portuguese traders acquired slaves from some West
African groups
Slaves were used by the Spanish on plantations and mines
D) Spanish Caste System:
Incorporated Europeans, Africans, Natives
Europeans were at the top (peninsulares and creoles)

Mestizo and mulatos (mixed European and Native, European and African ancestry)
Key Concept 1.2, III
Key Concept 1.2, II: In their interactions, Europeans and Native
Americans asserted divergent worldviews regarding issues such as

religion, gender roles, family, land use, and power.
A) Misunderstandings between each group
Gender many Natives societies were matrilineal

Land Natives did not own individual land
Religion Natives believed in animism, polytheistic; shamans held power
Some useful aspects of each others cultures were eventually adapted:
Natives adapted technology

Europeans adapted agriculture techniques
Key Concept 1.2, III
B) Native resistance to European encroachment and labor:
Natives sought to preserve political, economic, and religious autonomy (independence, self-rule)
Diplomatically and/or militarily
C) Debates over how non-Europeans should be treated:
Many Europeans saw Natives and Africans as savages
Juan de Sepulveda:
Advocated harsh treatment of Natives
Claimed slavery for Natives was justified under Christianity
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
Contributed to the Black Legend
Arguments used to subjugate Africans and Natives?
Racism, religious - spread of Christianity, Natives and Africans were seen as barbaric

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Period 1: 1491 - 1607

APUSH Review: Key

The New Curriculum and The Columbian

Africans resulted in the Columbian Exchange and significant social,

Page 26 of the Curriculum framework

The Columbian Exchange revolutionized life in the Americas,

Europe, and Africa.

What were positives and negatives of the Columbian Exchange on both

Key Concept 1.2, I

Americas to Europe and Africa: potatoes, maize (corn), tomatoes

Key Concept 1.2, I

Key Concept 1.2, II

Spanish Empire in the Western Hemisphere resulted in extensive

Page 27 of the Curriculum framework

A) Impact of Spanish exploration:

Introduction of new animals and crops:

Horse transformed Native life on the Great Plains

Key Concept 1.2, II

B) Encomienda System (Check out video in the description)

Native American labor was marshaled (arranged, assembled) on plantations

New Laws of 1542 outlawed the encomienda system

C) Spanish and Portuguese traders acquired slaves from some West

Slaves were used by the Spanish on plantations and mines

D) Spanish Caste System:

Incorporated Europeans, Africans, Natives

Europeans were at the top (peninsulares and creoles)

Key Concept 1.2, III

Key Concept 1.2, II: In their interactions, Europeans and Native

Americans asserted divergent worldviews regarding issues such as

Page 28 of the Curriculum framework

A) Misunderstandings between each group

Gender many Natives societies were matrilineal

Some useful aspects of each others cultures were eventually adapted:

Natives adapted technology

Key Concept 1.2, III

B) Native resistance to European encroachment and labor:

Diplomatically and/or militarily

C) Debates over how non-Europeans should be treated:

Many Europeans saw Natives and Africans as savages

Arguments used to subjugate Africans and Natives?

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