Period 1: 1491 to 1607
AP United States History Topic 1 7:47 English narration · English + 中文 subtitles burned in
Chapters
Transcript
In 1491 North America was not empty and it was not one place.
1491 年的北美既不是空的，也不是一个整体。
It held hundreds of societies, farming, hunting, fishing and trading, and they differed from each other as much as any two countries in Europe did.
它容纳了数百个社会，务农、狩猎、捕鱼、贸易， 彼此之间的差异，不亚于欧洲任何两个国家。
Follow one crop north from Mexico and you can watch a way of life change around it.
沿着一种作物从墨西哥往北走， 你可以看到一种生活方式围绕着它改变。
That is the question this period asks: why here, and why like this?
这就是本时期要问的问题：为什么在这里？ 为什么是这样？
Start with the land.
先从土地说起。
Maize spread north from Mexico into the Southwest, and it brought four things with it: economic development, settlement, advanced irrigation and social diversification.
玉米从墨西哥向北传入西南部，它带来了四样东西： 经济发展、定居、先进的灌溉，以及社会分化。
Elsewhere the answer was different.
在别的地方，答案不一样。
In the Great Basin and the western Great Plains, aridity and grassland produced largely mobile lifestyles.
在大盆地和西部大平原，干旱和草原造就了以流动为主的生活方式。
In the Northeast, the Mississippi River Valley and along the Atlantic seaboard, mixed agricultural and hunter-gatherer economies supported permanent villages.
在东北部、密西西比河谷和大西洋沿岸， 农业与狩猎采集的混合经济支撑起了永久村落。
In the Northwest and present-day California, people hunted and gathered, and in some places the ocean supported settled communities.
在西北部和今天的加利福尼亚，人们狩猎采集， 有些地方还靠海洋资源形成了定居社区。
The pattern to hold on to is adaptation: the environment shaped the society, and the society reshaped the environment.
要抓住的规律是适应：环境塑造了社会，社会又反过来改造了环境。
The environment set the problem; it did not dictate the answer.
环境提出了问题，但没有规定答案。
Why Europeans crossed the Atlantic is the next question, and the answer has three motives and two enablers.
接下来的问题是欧洲人为什么横渡大西洋：三个动机，两个使之可能的条件。
European exploration was driven by a search for new sources of wealth, expanded trade routes, and the spread of Christianity.
欧洲探险的动力是寻找新的财富来源、扩大贸易路线，以及传播基督教。
Spain and Portugal moved first, and Spain's American empire followed.
西班牙和葡萄牙走在前面，随后是西班牙的美洲帝国。
Two changes made the voyages possible: improvements in maritime technology, and more organised methods of financing trade, especially the joint-stock company, which spread the risk of a voyage across many investors.
两样变化使航行成为可能：航海技术的改进， 以及更有组织的贸易融资方式，尤其是股份公司， 它把一次航行的风险分摊给许多投资者。
Two sites show the scale.
两个遗址说明了规模。
Cahokia's Monks Mound was the size a Mississippian settlement reached without draught animals or the wheel.
卡霍基亚的僧侣丘，是密西西比聚落在没有役畜、也没有轮子的情况下达到的规模。
Mesa Verde's Cliff Palace was a permanent settlement where maize agriculture could support it.
梅萨维德的悬崖宫，是玉米农业能够支撑的永久定居点。
Name a place, not a generalisation.
写出一个地点，而不是一句概括。
The exam rewards the specific region.
考试奖励具体的区域。
Then contact, and here the exam is strict about wording.
接着是接触，而这里考试对措辞非常严格。
The Columbian Exchange moved plants, animals and diseases in both directions.
哥伦布大交换在两个方向上移动了植物、动物和疾病。
New crops reached Europe and stimulated population growth there.
新作物传到欧洲，刺激了那里的人口增长。
New sources of mineral wealth facilitated the European shift from feudalism to capitalism — facilitated, meaning made it possible, not made it inevitable.
新的矿产财富"促成"了欧洲从封建制向资本主义的转变—— 促成，意思是使之成为可能，而不是使之不可避免。
And in the other direction, widespread deadly epidemics devastated native populations.
在另一个方向上，大范围的致命流行病摧毁了原住民人口。
The College Board's own sentence says the epidemics accompanied and furthered the conquest.
考试委员会自己的句子说：流行病"伴随并推进了"征服。
Furthered.
是推进。
They did not merely happen at the same time; they advanced it, because a society weakened by disease has less with which to resist.
它们不只是同时发生；它们推动了征服， 因为一个被疾病削弱的社会，能用来抵抗的东西更少了。
Hold this as a chain and later questions become easier.
把这记成一条链，后面的问题就会容易。
Epidemic disease caused catastrophic mortality among populations with no prior exposure.
流行病在没有先前暴露的人群中造成灾难性的死亡。
That demographic collapse produced a labour shortage.
那场人口锐减造成了劳动力短缺。
The encomienda system tried to fill it with Native American labour, and when that labour collapsed Europeans turned to the Atlantic slave trade.
委托监护制试图用原住民劳动力填补，而当那种劳动力崩溃时， 欧洲人转向了大西洋奴隶贸易。
Encomienda is a labour system, not a land grant.
委托监护制是劳动制度，不是土地授予。
Moving east, maize and the potato raised European nutrition and helped drive population growth, while American silver reshaped global trade.
向东，玉米和马铃薯提高了欧洲营养并推动人口增长， 而美洲白银重塑了全球贸易。
Thinking like a historian in Period 1 comes down to two moves, because every AP question here is really a question about causation or context.
在第一时期像历史学家一样思考，归结为两个动作， 因为这里的每一道 AP 题其实都是因果关系或时代背景题。
Contextualization means placing a development in the broader circumstances that produced it.
情境化意味着把一个发展放进产生它的更广环境里。
Period 1 supplies the context for almost every later question about colonisation.
第一时期为几乎所有后来关于殖民的问题提供背景。
Causation asks what produced a change and what followed from it.
因果关系问的是什么造成了变化、以及变化之后发生了什么。
The Columbian Exchange is the clearest chain in the whole course: learn it as the origin of the Atlantic system, not as a list of dates.
哥伦布大交换是整门课里最清楚的一条链： 把它当成大西洋体系的起源来学，而不是一串日期。
And before you write a word, identify the task verb: describe, explain, compare, or evaluate the extent.
动笔之前先认出任务动词：描述、解释、比较，还是评估程度。
Each one earns its points differently.
每一种给分的方式都不一样。
The Spanish built a system, and its parts have names.
西班牙人建立了一套体系，它的各个部分都有名字。
The encomienda system marshalled Native American labour for plantation agriculture and for mining precious metals.
委托监护制征调原住民劳动力，用于种植园农业和贵金属采矿。
European traders then partnered with some West African groups who practised slavery to forcibly extract enslaved labourers for the Americas.
随后，欧洲商人与"一些"实行奴隶制的西非群体合作， 强行掳掠被奴役的劳动者送往美洲。
Note the word some: the College Board declines to generalise, and so should you.
注意"一些"这个词：考试委员会拒绝一概而论，你也应当如此。
And the Spanish developed a caste system that carefully defined the status of every group in the empire.
西班牙人还发展出一套种姓制度， 仔细界定了帝国内每一个群体的身份地位。
Carefully defined — this was law, not custom, and that is why it lasted.
"仔细界定"——这是法律，不是习俗， 这也是它得以延续的原因。
Last, how each side saw the other.
最后，是双方如何看待对方。
Europeans and Native Americans asserted divergent worldviews on religion, gender roles, family, land use and power — five issues, and land use is the one that made conflict certain.
欧洲人与原住民在宗教、性别角色、家庭、土地使用和权力上， 表现出截然不同的世界观——五个议题， 而土地使用是让冲突成为必然的那一个。
Mutual misunderstandings defined the early years, and over time each adopted useful parts of the other's culture.
最初几年由相互误解主导， 随着时间推移，双方各自采用了对方文化中有用的部分。
As European demands grew, native peoples defended their sovereignty, prosperity, beliefs and gender relations through diplomatic negotiations and military resistance — diplomacy is named first, and an answer that names only war has taken half the sentence.
随着欧洲人的要求不断增加， 原住民通过外交谈判和武力抵抗， 捍卫自己的主权、经济繁荣、宗教信仰和性别关系—— 外交被放在前面， 只写战争的答案只写了一半。
Extended contact also produced a debate among European religious and political leaders about how non-Europeans should be treated, alongside evolving justifications for subjugating them.
长期接触还在欧洲宗教与政治领袖之间引发了一场关于如何对待非欧洲人的争论， 与此同时，为奴役他们辩护的理由也在不断演变。
Both, at once.
两件事同时发生。
Two ideas about land were especially incompatible: European private property against Native American systems of shared use.
关于土地的两种观念尤其无法并存：欧洲的私有财产， 对原住民的共同使用制度。
That disagreement made conflict certain once settlement spread.
一旦定居扩散，这个分歧就使冲突成为必然。
As European demands on land and labour grew, Native peoples resisted — through accommodation, alliance, trade, and armed conflict.
随着欧洲人对土地和劳动力的要求增加，原住民进行了抵抗—— 通过迁就、结盟、贸易和武装冲突。
Name more than war.
不要只写战争。
The CED does.
考试大纲也没有只写战争。
The 2023 exam asked students to evaluate the extent to which the growth of transatlantic trade changed British North American colonial society.
二零二三年的考试要求学生评价跨大西洋贸易的增长 在多大程度上改变了英属北美殖民地社会。
Period 1 is not the answer, but it earns the contextualization point that opens it.
第一时期不是这道题的答案，但它能拿到开篇的情境化分数。
Transatlantic trade grew out of the Columbian Exchange begun after 1492, which linked the Americas, Europe and West Africa in a single Atlantic system.
跨大西洋贸易源于一四九二年之后开始的哥伦布大交换， 它把美洲、欧洲和西非连成一个大西洋体系。
Evaluate the extent wants a position on how much.
"评价程度"要的是对"多大"的立场。
A paragraph of unconnected background earns nothing, because the context sentence must connect to the prompt.
一段互不相关的背景拿不到分，因为情境句必须连到题目上。
Five things to take with you.
带走五点。
One: four regions, four ways of living — never write about Native Americans as one society.
第一：四个区域，四种生活方式—— 绝不要把原住民写成一个整体社会。
Two: societies were adapting to and transforming their environments, both verbs.
第二：各社会既"适应"环境，也"改造"环境，两个动词都要写。
Three: the exchange changed both sides of the Atlantic, so an answer with only one side is half an answer.
第三：这场交换改变了大西洋两岸， 只写一边的答案只是半个答案。
Four: the qualifiers are the marks — some West African groups, facilitated, accompanied and furthered.
第四：限定词就是分数—— "一些"西非群体、"促成"、"伴随并推进"。
Five: diplomacy is named first among the ways native peoples defended themselves.
第五：在原住民自我防卫的方式中，外交被排在最前面。
Now try the practice questions below.
现在去做下面的练习题。