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第一时期：1491—1607

AP 美国历史 · 第 1 主题

训练
讲义 词汇表
1.1 1.2

第一时期的时代背景
大纲

1.1 Contextualizing Period 1

Learning ObjectivePreview: Unit 1 Key Concepts

Unit 1.A
Explain the context for European encounters in the Americas from 1491 to 1607.

  • KC-1.1 As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.
    • KC-1.1.I Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
  • KC-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.
    • KC-1.2.I European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.
    • KC-1.2.II The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
    • KC-1.2.III In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

1.2 Native American Societies Before European Contact

Thematic FocusLearning ObjectiveHistorical Developments

GEO
Geography and the Environment — Geographic and environmental factors, including competition over and debates about natural resources, shape the development of America and foster regional diversity. The development of America impacts the environment and reshapes geography, which leads to debates about environmental and geographic issues.

Unit 1.B
Explain how and why various native populations in the period before European contact interacted with the natural environment in North America.

  • KC-1.1.I.A The spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies.
  • KC-1.1.I.B Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles.
  • KC-1.1.I.C In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.
  • KC-1.1.I.D Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.

来源:美国大学理事会 AP 课程与考试说明

第一时期从 1491 年到 1607 年——从欧洲人到来的前夕,到詹姆斯敦建立。它的意义在于说明:欧洲人到来之前的美洲是什么样子,以及当三个世界相遇时发生了什么。

1491 年的北美有数百个各不相同的社会。它们之所以不同,是因为适应了不同的环境。CED 按区域将其分组:

  • 在西南部,玉米(maize)种植自今墨西哥一带向北传播,支撑起定居生活、先进灌溉(advanced irrigation)以及更复杂的社会结构。
  • 在大盆地与西部大平原,干旱条件造就了以流动性生活方式(mobile lifestyles)为主的社会。
  • 在东北部、密西西比河谷以及大西洋沿岸,一些社会发展出农业与狩猎采集混合经济(mixed agricultural and hunter-gatherer economies),有利于形成永久村落。
  • 在西北部与今加利福尼亚,丰富的海洋资源使人们无需农耕也能形成定居社区。

需要把握的模式是适应(adaptation):环境塑造社会,而社会又反过来改造环境。

词汇表 训练
英文 中文 拼音
maize 玉米 yù mǐ
advanced irrigation 先进灌溉 xiān jìn guàn gài
mobile lifestyles 流动性生活方式 liú dòng xìng shēng huó fāng shì
mixed agricultural and hunter-gatherer economies 农业与狩猎采集混合经济 nóng yè yǔ shòu liè cǎi jí hùn hé jīng jì
adaptation 适应 shì yìng
1.3

欧洲人对美洲的探索
大纲

1.3 European Exploration in the Americas

Thematic FocusLearning ObjectiveHistorical Developments

WOR
America in the World — Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and America’s increasingly important role in the world.

Unit 1.C
Explain the causes of exploration and conquest of the New World by various European nations.

  • KC-1.2.I.A European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity.

来源:美国大学理事会 AP 课程与考试说明

欧洲人的探索由寻找新的财富来源(new sources of wealth)、开拓贸易路线以及传播基督教(Christianity)所驱动。西班牙与葡萄牙率先行动,西班牙在美洲的帝国随之建立。

有两项变化使远航成为可能:航海技术(maritime technology)的改进,以及更有组织的贸易融资方式,尤其是把一次航行的风险分摊给众多投资者的股份公司(joint-stock company)。

词汇表 训练
英文 中文 拼音
new sources of wealth 新的财富来源 xīn de cái fù lái yuán
Christianity 基督教 jī dū jiào
maritime technology 航海技术 háng hǎi jì shù
joint-stock company 股份公司 gǔ fèn gōng sī
1.4

哥伦布大交换、西班牙的探索与征服
大纲

1.4 Columbian Exchange, Spanish Exploration, and Conquest

Thematic FocusLearning ObjectiveHistorical Developments

GEO
Geography and the Environment — Geographic and environmental factors, including competition over and debates about natural resources, shape the development of America and foster regional diversity. The development of America impacts the environment and reshapes geography, which leads to debates about environmental and geographic issues.

Unit 1.D
Explain causes of the Columbian Exchange and its effect on Europe and the Americas during the period after 1492.

  • KC-1.2.I.B The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism.
  • KC-1.2.I.C Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas.
  • KC-1.2.II.A Spanish exploration and conquest of the Americas were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas.

来源:美国大学理事会 AP 课程与考试说明

哥伦布大交换:作物与贵金属向东流动,动物、作物与疾病向西流动
哥伦布大交换在两个方向上转移了作物、动物、人口与疾病,而两边的后果截然不同

哥伦布大交换(Columbian Exchange)是美洲与世界其他地区之间植物、动物、人口与疾病的相互转移。它是第一时期最重要的发展,因为此后几乎一切都由它而来。

向东流向欧洲的:玉米、马铃薯(potato)等美洲作物提高了营养水平,推动了欧洲人口增长(European population growth);美洲的白银(silver)重塑了全球贸易。

向西流向美洲的:欧洲的动物、作物,以及最具决定性的流行病(epidemic disease)。从未接触过这些病原的人群死亡率极高,这种人口锐减(demographic collapse)既伴随也促成了西班牙的征服。

词汇表 训练
英文 中文 拼音
Columbian Exchange 哥伦布大交换 gē lún bù dà jiāo huàn
potato 马铃薯 mǎ líng shǔ
European population growth 欧洲人口增长 ōu zhōu rén kǒu zēng zhǎng
silver 白银 bái yín
epidemic disease 流行病 liú xíng bìng
demographic collapse 人口锐减 rén kǒu ruì jiǎn
1.5

西班牙殖民体系中的劳动、奴隶制与种姓等级
大纲

1.5 Labor, Slavery, and Caste in the Spanish Colonial System

Thematic FocusLearning ObjectiveHistorical Developments

SOC
Social Structures — Social categories, roles, and practices are created, maintained, challenged, and transformed throughout American history, shaping government policy, economic systems, culture, and the lives of citizens.

Unit 1.E
Explain how the growth of the Spanish Empire in North America shaped the development of social and economic structures over time.

  • KC-1.2.II.B In the encomienda system, Spanish colonial economies marshaled Native American labor to support plantation-based agriculture and extract precious metals and other resources.
  • KC-1.2.II.C European traders partnered with some West African groups who practiced slavery to forcibly extract enslaved laborers for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining.
  • KC-1.2.II.D The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire.

来源:美国大学理事会 AP 课程与考试说明

西班牙建立起一套需要大量劳动力的经济,而它并没有这些劳动力。

委托监护制(encomienda system)授予西班牙殖民者从美洲原住民社群中索取劳动的权利,以支撑种植园农业与采矿(mining)。当这批劳动力随人口一同崩溃后,欧洲人转向他处:商人与某些已有奴隶制的西非群体合作,强行掳掠被奴役者,由此开启大西洋奴隶贸易(Atlantic slave trade)。

随后西班牙又把由此形成的社会正式加以组织。种姓等级制度(caste system)界定了每一群体——欧洲人、美洲原住民、非洲人以及混血人群——的身份地位,并按类别固定其权利与义务。

词汇表 训练
英文 中文 拼音
encomienda system 委托监护制 wěi tuō jiān hù zhì
mining 采矿 cǎi kuàng
Atlantic slave trade 大西洋奴隶贸易 dà xī yáng nú lì mào yì
caste system 种姓等级制度 zhǒng xìng děng jí zhì dù
1.6

欧洲人、美洲原住民与非洲人之间的文化互动
大纲

1.6 Cultural Interactions Between Europeans, Native Americans, and Africans

Thematic FocusLearning ObjectiveHistorical Developments

WOR
America in the World — Diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and America’s increasingly important role in the world.

Unit 1.F
Explain how and why European and Native American perspectives of others developed and changed in the period.

  • KC-1.2.III In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.
  • KC-1.2.III.A Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over time, Europeans and Native Americans adopted some useful aspects of each other’s culture.
  • KC-1.2.III.B As European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance.
  • KC-1.2.III.C Extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.

来源:美国大学理事会 AP 课程与考试说明

欧洲人与美洲原住民在宗教、性别角色、家庭、土地使用与权力等问题上持有不同的世界观(divergent worldviews)。其中两种关于土地的观念尤其不可调和:欧洲的私有财产(private property)观念,与美洲原住民的共有使用制度。

早期岁月由相互误解(mutual misunderstanding)所主导。随着欧洲人对土地与劳动的索求不断增加,原住民以适应、结盟、贸易与武装冲突等方式抵抗(resisted)。

这场接触也在欧洲内部引发了争论。与美洲原住民和非洲人的长期接触,促成了欧洲宗教与政治领袖之间的辩论,议题是应如何对待非欧洲人、他们享有哪些权利——这场辩论既产生了为征服辩护的说辞,也产生了对征服的批评。

词汇表 训练
英文 中文 拼音
divergent worldviews 不同的世界观 bù tóng de shì jiè guān
private property 私有财产 sī yǒu cái chǎn
mutual misunderstanding 相互误解 xiāng hù wù jiě
resisted 抵抗 dǐ kàng
1.7

第一时期的因果关系
大纲

1.7 Causation in Period 1

Learning ObjectiveReview: Unit 1 Key Concepts

Unit 1.G
Explain the effects of the development of transatlantic voyages from 1491 to 1607.

  • KC-1.1 As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.
    • KC-1.1.I Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
  • KC-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.
    • KC-1.2.I European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.
    • KC-1.2.II The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.
    • KC-1.2.III In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

来源:美国大学理事会 AP 课程与考试说明

关于第一时期的每一道 AP 题目,实质上都在考因果关系(causation)或时代背景(context)。

  • 情境化(contextualization)是把某一发展置于产生它的更广阔环境之中。第一时期为后来几乎所有关于殖民的问题提供背景。
  • 因果关系追问是什么带来了某种变化、由此又产生了什么。哥伦布大交换是全课程中最清晰的一条链条:疾病导致人口锐减,人口锐减造成劳动力短缺,劳动力短缺推动了大西洋奴隶贸易。

Worked example(一道真实的 AP 考题)。2023 年的长文章题为「评估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」*。第一时期并不是这道题的答案,但它能拿到开篇的情境化*分:*「跨大西洋贸易的增长源自 1492 年之后开启的哥伦布大交换,它把美洲、欧洲与西非连成一个大西洋体系,并确立了后来殖民地贸易所依赖的种植园农业与强制劳动。」*注意其结构:Evaluate the extent to which 要求论点对"程度"作出表态,而背景句必须与题干相扣,而不是单纯描述一个更早的时期。一段与题干无关的背景介绍拿不到分。

词汇表 训练
英文 中文 拼音
causation 因果关系 yīn guǒ guān xì
context 时代背景 shí dài bèi jǐng
Contextualization 情境化 qíng jìng huà
1.7

考试技巧
  • 第一时期篇幅虽短,却为后面的问题提供背景。要把它当作大西洋体系的起点来学,而不是一串年代。
  • 最值得记住的因果链:疾病 → 人口锐减 → 劳动力短缺 → 委托监护制 → 大西洋奴隶贸易。
  • 描述原住民社会时要点出具体区域。"美洲原住民从事农业"过于笼统;西南部、大盆地、东北部与西北部各有不同的适应方式。
  • 把哥伦布大交换当作双向的过程。只写欧洲得到了什么的答案,漏掉了概念的一半。
  • 委托监护制是一种劳动制度,而不是土地授予;西班牙的种姓等级制度是按血统界定的社会等级。
  • 面对任何题目,先确定任务动词:describe、explain、compare,还是 evaluate the extent。它们的得分方式各不相同。

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