Why I believe it is important to study history

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Unit I Scholarly Activity 

After completing the unit and reviewing the Stearns article, answer the following in your own words: “Why I believe it is important to study history.”  

First, examples from this unit must be utilized as part of your answer, and topics may include, but are not limited to, the following: 

 describing the possible migration of ancient peoples;  the influence that trade, agriculture, and tools had on movements; and  how colonial actions and colonization impacted those among whom the colonists settled.  

Second, when studying the movements of Native American peoples and European exploration during the 15th and 16th centuries, what does history tell us about the motivations of God, gold, and glory? Why do you believe it was important to study these motivating factors? 

Your response should be a minimum of two (2) pages in length. All sources used must be cited and referenced. Paraphrased or quoted material must have accompanying citations. 

 

 

 

UNIT I STUDY GUIDE

Pre-1600 America

Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Describe pre-Columbian American cultures with an emphasis on identifying Native American tribes
and their associated settlements, tools, agriculture, and trade.
1.1 Recognize migration patterns among the earliest inhabitants of the Americas.
5. Analyze the impact foreign aggression had on American civilian morale.
5.1 Discuss the motivations for increased exploration in the Americas prior to 1600.
5.2 Compare experiences, practices, and outcomes of various explorers in pre-colonial
America.

Reading Assignment
Lytle, R. (2013, January 14). 5 tips to succeed in an online course. US News. Retrieved from
http://www.usnews.com/education/online-education/articles/2013/01/14/5-tips-to-succeed-in-anonline-course
Montreal Gazette. (2008, May 17). Beringia: Humans were here. Retrieved from
http://www.canada.com/montrealgazette/news/saturdayextra/story.html?id=2a31375e-e834-407db8db-2a0010ad4acf
Stearns, P. (1998, January 1). Why study history? Retrieved from http://www.historians.org/about-aha-andmembership/aha-history-and-archives/archives/why-study-history-%281998%29

Unit Lesson
Why Study History?
Why is it important to study history? Philosopher George Santayana’s famous adage, “Those who cannot
remember the past are condemned to repeat it,” has justifiably stood the test of time, but in practice, this only
scratches the surface. Historical study opens the door to culture, communication, and perspective on the
world.
This course will provide the opportunity to develop these skills using past events of relative significance as the
basis for communication in an academic setting, the application of cultural analysis using multiple academic
methods, and honing the ability to evaluate the reliability of sources and information. The activities in this
course will challenge you to embrace the settings and events of significance with a focus on discerning,
analysis, and learning how to interpret the world of the past using the methods of today. Additional
introduction to the benefits of historical study can be found in an article by historian Peter N. Stearns, entitled
“Why Study History?” (For more information, see http://www.historians.org/about-aha-and-membership/ahahistory-and-archives/archives/why-study-history-%281998%29.)
In this course, we will survey the history of the areas that now make up the political boundaries of the United
States of America. We will start with the earliest records and professional theories concerning American
civilization and continue through one of the most significant turning points in American culture and life—the
American Civil War and its fallout.
The course grade will be calculated from a series of assessments and assignments, all of which are intended
to engage your interest and provide context for interpreting the significance of landmark occasions, figures,
and events. Some assignments, such as the assessments, encourage you to work while studying to ensure
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the retention and accuracy of the information. Others, including the unit assignments,
will ask GUIDE
you to use your
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general understanding of settings, attitudes, and events to become engaged in
the time itself. More details will
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be available each step of the way.
Before starting any course, it is helpful to take the time to closely inspect the materials available to you. This
course does not rely on any specifically assigned textbook, but instead will be led and directed primarily from
these unit lessons, supported and enhanced by accompanying online and library resources. As we enter each
unit, you will be directed concerning how and where to find these details, which will also come with an
introduction to the online library and how to use an online digital database. For additional tips on success in
the online classroom, US News’ recent article, “5 Tips to Succeed in an Online Course,” is worth a quick
review. (For more information, see http://www.usnews.com/education/online-education/articles/2013/01/14/5tips-to-succeed-in-an-online-course).
The unit lesson in each unit study guide provides not only an overview of the different chronologies (including
topics of significance), it also references suggested readings, activities, and resources that will prove helpful
to your study and completion of course requirements. Please enjoy this course. Answers to common issues
are provided in the announcements, but if there are questions or concerns, do not hesitate to contact your
instructor.
Ancient America
It is best to start with an identification of the setting and timeline. While this course is titled American History,
this is just a reference to modern United States political borders. The first few units of this course must
explore a much wider world in order to introduce the nation’s unique development. Be sure when reading not
to confuse the meaning of current references to “America” and “the United States” in this course, because
they are not synonymous.
America most often refers to a physical land mass, generally some part of the North or South American
continents, the centralized land masses between them, and/or the accompanying islands, which are situated
in the far west Atlantic and far east Pacific Oceans. The term United States, however, is a direct reference to
a unified political entity of independent states, starting in 1776, with borders that will spread as our course
progresses. This first unit will explore the events up to the year AD 1600 (present era) and describe the
movements of cultures native to North, South, and Mesoamerica as well as the migration to, and creation of,
European colonies in the “New World.”
Scientists and historians continue to discover new evidence and develop new theories about the movement
and development of cultures. Today, a popular hypothesis is that the sub-arctic region to the west of modern
Alaska, now known as the Bering Straits, was once a solid mass of land that connected the modern
continents of Asia and North America until approximately 14,000 BC. It is via this land mass, known today as
Beringia (see Figure 1 below), that the first “native” tribes are thought to have migrated into the Americas,
eventually spreading through the north, central, and southern regions. (For more information, please see
http://www.canada.com/montrealgazette/news/saturdayextra/story.html?id=2a31375e-e834-407d-b8db2a0010ad4acf.)

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Figure 1- Beringia. (Courtesy of the University of Texas Libraries,
The University of Texas at Austin.)

This theory is most commonly attributed to a Jesuit missionary named José de Acosta (d. 1600), whose
scientific writings were among the most celebrated of his time. Acosta, however, was still subject to his time,
and due to this, his is not the exclusive hypothesis explaining the migration to this New World. It is, however,
important to reiterate that most cultural histories have been pieced together by historians, as the nomadic
tribes left few records. Similarly, traditions were passed orally from generation to generation until the
invention/introduction of writing.
With the assumption that what motivated the first peoples in the Americas was migration from Asia in search
of food and other basic necessities, historians agree with Acosta that the earliest migration took place
somewhere between 15,000-14,000 BC. Currently available artifacts, including tools, weapons, and cultural
markings, help to further illustrate this movement from North to South America. An example is the Clovis
culture in the modern state of New Mexico, recognized for the unique shape of its hunting tools and their
age—circa 10,000-9,000 BC. Foraging in the Americas would be a necessity for many tribes, even years after
European colonization, but the large-scale migration would decrease with the discovery of agriculture as a
supplement to the daily diet and the use of pottery as a way to preserve and store excess materials and food
(ca. 4000 BC).
With settlement came population centers, and eventually the advent of semi-permanent political, religious,
and trade influenced organizations of numerous families—what we now recognize as a tribe. Tribes would
spread and appear throughout the Americas after 4000 BC. Even with common ancestry, tribal cultures would
adapt to the climate and resources available. Over time, this led to wide differences among tribes in religion,
government, and social roles, specifically when looking in the North American Southwest, South, and
Northeast. As complex and durable as these tribal societies had become, shortly before AD 1500, their world
would be changed by European exploration.

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Tribes and Settlements (links to enlarging these maps can be found in Suggested
Readings)
UNIT x STUDY
GUIDE

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Native American cultural maps show clearly distinguished cultural and tribal regions, some of which would
rely on each other for support in harsh climates, while others feuded over land and supplies (see Figure 2
below). Assuming the accuracy of two of the most common migration patterns, Beringia and similar boatdriven expeditions further south, it is understandable why some of the oldest remains are found in what is now
the American West, such as Clovis, and in the Great Plains—both of which we will cover in greater detail
during discussions about expansion. Considering the rising interest that would come from early European
exploration, it is important to also highlight some of the key regions that would soon become disputed
settlement territories and the sites of frontier conflict.

Figure 2- Early Indian Tribes, Cultures, Areas, and Linguistic Stock. (Courtesy of the
University of Texas Libraries, The University of Texas at Austin.)
(Cronau, 1967a; Cronau, 1967b)

Starting in the American Northwest, what was commonly seen in the pre-colonization period was a wide array
of hunter-gatherer and craftsmen-led tribes. Seen within this area was a land of many metals, almost
unending resources, and great offerings from the water and sea, including fish and whale oil. As is true with
any abundance, though, once word of such great promise was known, soon those native to the lands were
not alone. As colonization and statehood erupted in the East, these regions would draw wide attention from
numerous other nations and persons willing to brave the wild to secure their share of the resources. This is a
topic that will be further discussed with Western Expansion and Manifest Destiny later in the course.
Directly to the south would again be the site of some of the oldest native markings and permanent
settlements. In addition to the Clovis relics, the tribes that would settle this land, most notably the Pueblo,
Navajo, and Hopi (to name a few), would boast a vibrant culture with great reverence to the sky and sun.
Compared to their northern and eastern neighbors, however, they would also be wary of close neighbors due
to the need for wide areas to hunt and limited natural resources. This region continues to be one of great
permanence; the Pueblo, for example, occupy the oldest continually occupied cities in what is now the United
States. Colonization for tribes in this region would be heavily influenced by Spanish and tribal aggression and
discovery, which are topics that will be revisited in later units.
To the northeast, including what is now parts of Canada and the United States, there would be a range of
settlements, but two major cultures would emerge: the Algonkian (Algonquian) and the Iroquois. As can be
seen in the map above, the Algonquian settlements would dominate much of the coastal regions, which would
see the first English settlements (as we will discuss in Unit II). The Iroquois lands would quickly become

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disputed territory between the settlers and ancient tribes, each looking for lands
to extend
andGUIDE
working to
UNIT
x STUDY
retain their culture.
Title
Though impossible to say everything here, common aspects of these northeastern tribes would be their
hunting and fishing prowess as well as their sometimes hostile reaction to outsiders, especially surrounding
land claims due to their farming needs to survive in the unforgiving climate. There is clear evidence that this
culture descended from the Clovis tribes, as can be seen in their weapons and tools, but these tribes would
also be prosperous farmers of gourds, beans, corn, and even tobacco. Because of the agriculture, these
tribes were not generally nomadic, meaning that their shelter was often sturdy enough for the harsh realities
of the climate, and that any moves followed the need for agriculture.
Finally, to the south—this would prove to be another lush and highly prized region for its abundant natural
resources and perfect soil. The tribes of this region would, like those in the Pacific Northwest, thrive on
hunting and gathering, and the climate would not require as much preparation for devastating seasons. Unlike
in the Pacific Northwest, however, these offerings would quickly be coveted by European explorers. The
native tribes, including the Cherokee, Creek, and Seminole, would face one of the most devastating removals
in American history.
As the first colonization attempts of this region would be limited largely to the wealthiest landowners,
population did not quickly boom. With the concern of disease, West African slavery would become the
prominent labor force for most Europeans, rather than Native Americans. Soon, however, either due to
interference, land claims, or simply fear, these largely friendly tribes would be tried and forced into violence, a
topic for a later unit.
Spain, Europe’s First Influence
When considering the motivations for European influence in the Americas, three major concepts need to be
considered: God, gold, and glory. With each of these, it is important to consider the varied locations, reasons,
and outcomes from individual voyages.
European colonization, like the spread of Native American migrants, would be heavily influenced by the needs
and desires of an older society. However, unlike the former, this expansion across the Atlantic Ocean would
not start from the need for food, but from the aforementioned, arguably more complex, draw of God, gold, and
glory.
While tribes were prospering in America, European societies were experiencing constant change and
recovering from disasters such as widespread disease and unceasing war. The 1400s started an era of
invention, innovation, and learning. Motivation for these advancements was fueled by successes in trade,
influence of religion, and powerful monarchs with absolute authority over their people and lands. Perhaps no
nation illustrated these traits better than Spain, who, led by Ferdinand and Isabella, would finance many of the
paramount voyages across the Atlantic to “discover” a new world, while also looking for faster routes to
established trading partners in Eastern Asia.
Though each of the complex desires was present throughout the exploration of the Americas, it is possible to
break down the types of exploration by looking at their figures of legacy. We will start with a look at
navigation. Columbus was, in his time, a brilliant navigator, but he also had access to equipment his
predecessors did not. This equipment included simplified ways to steer large vessels, labor-saving methods
for capturing favorable winds, and advanced tools for measuring distance and mapping constellations. It was
with these tools that he, and numerous successors, would first explore the largely undeveloped American
lands, and the race for “available” land began.
Despite his utmost convictions, it would not be until after Columbus’ death that American lands were
understood not to be connected to Eastern Asia, but it did not take long for farming, mining, and other raw
materials to become highly prized by the European monarchs. It was this interest that would lead to
intentional colonization in the Americas (see Figure 3 below).

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UNIT x STUDY GUIDE

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Figure 3-Conquest of Mexico. (Courtesy of the University of
Texas Libraries, The University of Texas at Austin.)

Exploration would come next. Spain continued to dominate exploration and the establishment of trade
and conquest routes to and from the Americas through the 16th century by successfully spreading its
influence throughout the Americas, eastern coast, and west while other powers, such as England and
France, continued to focus on European matters.
It was during this time that explorers, such as Hernando de Soto, Hernan Cortes, and Amerigo Vespucci,
would take their place in history by exploring for the Spanish Crown and spreading the Catholic faith at every
port. In addition to simply providing a service to the financier, other motivations arose as explorations became
frequent and new cultures were found. Two prime examples of motivations for explorations come from
legends, such as the Fountain of Youth and the city of gold, El Dorado, which fascinated and motivated this
largely religious and demanding society.
Perhaps the most significant motivator, though, would be religion itself. This was a dangerous time for the
Catholic Church, and the discovery of whole new societies and cultures only challenged the faithful—to claim
and spread the teachings of the Church was of paramount importance. However, others would soon seek to
find a land where they were free to practice any faith they chose.
Starting in 1517, religion would renew its motivation for colonization, but this time in Europe. Fueled by a
cultural movement against controversial ritualistic practices by the Catholic Church, scripture-heavy doctrines
spread like wildfire throughout much of Western Europe under the leadership of reformers, such as Martin
Luther, John Calvin, and Huldrych (Ulrich) Zwingli.
Starting in 1562, France would have one of the most visible religious waves early on, in the form of the
Huguenots. These Calvinists, initially led by Jean Ribault, would first emerge in North America, around the
location of modern Brooklyn. They were seeking religious freedom from Catholic France and would find a
welcome and prosperous trade network along the lengths of the Mississippi River, including large populations
in northern Acadia and the Southeastern delta. We will pick up on this in the next unit.

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Lastly, we look at conquest. An unforeseen consequence was the introductionUNIT
of widespread
x STUDY disease,
GUIDE
most notably smallpox, among the Native
Americans, killing
Title
millions and crippling once powerful empires. Looking back, there
are two major figures who exemplified these actions: Cortes and
Pizarro.
In 1520, under false pretenses, Hernan Cortes would be granted
permission to conquer the region now known as Veracruz, Mexico,
and the myth-like Mexica (also known as Aztec) led by Montezuma II.
Cortes wanted the fabled riches that prior explorers had marveled
about, and which had perhaps led to the earliest rumors of El Dorado.

Hernan Cortes
(Mcapdevila, 2011)

Only a few years later, in what is now Peru, was another thriving
civilization: the Inca. Francisco
Pizarro, with much of the same
intent as Cortez, sought the
legendary riches and power from
such a conquest.

However, despite the destruction from these conquests, the truest killer
would be disease, which both men would eventually need to capitalize on
to finish their efforts and leave their intended mark.
The fallout from both would be interestingly poetic. After establishing the
modern capitol of Lima, Peru, Pizarro was assassinated by the family of
someone he previous assassinated. Cortez, as a result of becoming too
powerful, was essentially stripped of any power as a leader and died soon
after. His last attempts to solidify a positive legacy, the discovery of a
passage between the two American oceans, was a failure.

Francisco Pizarro
(Kimse, 2008)

It was these outcomes that outlined much of Spain’s influence in the
Americas. The descendent generations would continue to spread Spanish
culture, including Catholicism, and the Spanish government would keep a tight hold on premium shipping
areas, including Florida, but would not engage in much of the same colonization effort as their fellow
European neighbors, hoping instead to monopolize access to established trade.
A Closing Note
So far, this lesson has briefly introduced the earliest accounts of recorded history and finished with a glimpse
of the earliest European exploration attempts on record. As this course continues, we will build on this
foundation, periodically out of strict chronological order, in the attempt to introduce concepts and bring to light
the significance of these events and historical study as a whole.
It is important to remember that with much of historical study, especially with records and accounts as
timeworn as these, differences in, and even arguments concerning, interpretation are not rare; in fact, they
are encouraged. The study of history is a living discipline, and for that reason it is important to consider
multiple perspectives, including your own interpretation, when reviewing for and preparing your assignments.
It is encouraged to challenge yourself to consider multiple views, perspectives, and points of view while in this
course. Use your assignments to show off your understanding of the topic as well as your interpretations, with
rationale. We will pick up in the next unit with European colonization.
References
Beringia. (n.d.). [Demographic map]. Retrieved from
http://www.lib.utexas.edu/maps/national_parks/beri_past95.jpg
Conquest of Mexico 1519. (n.d.). [Demographic map]. Retrieved from
http://www.lib.utexas.edu/maps/historical/shepherd/conquest_mexico_1519_21.jpg

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Cronau. (1967a). Early Indian east [Demographic map]. Retrieved from
UNIT x STUDY GUIDE
http://www.lib.utexas.edu/maps/united_states/early_indian_east.jpg; Title
Cronau. (1967b). Early Indian west [Demographic map]. Retrieved from
http://www.lib.utexas.edu/maps/united_states/early_indian_west.jpg
Kimse. (2008). Pizarro.jpg [Graphic]. Retrieved from https://commons.wikimedia.org/wiki/File:Pizarro.jpg
Mcapdevila. (2011). Hernan Fernando Cortes.jpg [Graphic]. Retrieved from
https://commons.wikimedia.org/wiki/File:Hernan_Fernando_Cortes.jpg

Suggested Reading
To read more about the life and times of conquistador Hernando Cortes, please view the following:
Hernando Cortes (1485-1547). (n.d.). Retrieved from
http://www.bbc.co.uk/history/historic_figures/cortes_hernan.shtml
To read more about the life and times of explorer and conquistador Francisco Pizarro, please view the
following:
Francisco Pizarro. (2014). Retrieved from http://www.biography.com/people/francisco-pizarro-9442295
To read about the history and impact of the caravel, please check out the following:
History of the caravel. (n.d.). Retrieved from
http://nautarch.tamu.edu/shiplab/01George/caravela/htmls/Caravel History.htm

Learning Activities (Non-Graded)
Flash cards
For a review of the key terms of the unit, click here to access the interactive Unit I Flashcards in PowerPoint
form. (Click here to access a PDF version.)
Non-graded Learning Activities are provided to aid students in their course of study. You do not have to
submit them. If you have questions, contact your instructor for further guidance and information.

HY 1110, American History I

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