** The Clovis people traveled across the Bering Strait to America, with some evidence suggesting sea routes to South America could have existed before. These were primarily hunter-gatherer civilizations, including the notable Incas and Mayas in South America and Mexico.

** - **Arctic Circle

** All tribes shared linguistic roots and had a strong connection to the land. Their very religious culture was deeply connected to nature.

** - **Commerce (Gold)

** - **Columbus

** The Spanish American Empire began with exploration in the New World. Initial exploration paved the way for future expeditions and conquests, establishing the foundation for Spanish colonial ambitions.

** Following exploration, the Spanish focused on conquering new territories. This period saw significant efforts to subdue native populations and gain control of land and resources.

** After initial conquests, Spanish settlers aimed for permanent settlement in the New World. The focus shifted to establishing colonies and expanding Spanish influence in the Americas.

** The Catholic Church was established as the main religion in Spanish America, with missions aimed at converting native populations. Catholicism played a crucial role in the cultural and religious life of the colonies.

** The encomienda system involved land grants to settlers, originally in New Mexico, with the expectation of relationships with native people. Though it provided labor and resources, it eventually faced criticism and revision.

** The Pueblo Revolt saw Europeans pushed away by tribal unity and alliances with neighboring tribes. It was a significant challenge to Spanish authority, highlighting resistance against colonial rule.

** The Spanish crown maintained strict control, enacting policies to oversee settlements and extract resources. The small Spanish population contrasted with a large native populace, creating tensions.

** New crops and livestock, such as cattle, pigs, and sheep, were introduced in exchange for maize. This exchange was pivotal in transforming agriculture in both the Old and New Worlds.

** Diseases like smallpox were transferred to native populations, causing near-catastrophic effects. The spread of disease significantly impacted native societies and facilitated European conquest.

** New dialects emerged from the mixing of Spanish and native languages. The Spanish also focused on converting natives to Catholicism, which altered cultural and religious practices.

** A complex racial hierarchy developed, known as the casta system, which organized society based on racial and ethnic backgrounds, influencing social status and power dynamics.

** Kingdoms like Mali and Ghana traded goods and were influenced by Islam, showcasing a rich cultural and economic history in Africa prior to extensive European involvement.

** In some African societies, mothers were the heads of families and leaders, offering a system of sexual equality uncommon in other cultures at the time.

** African slavery was initially limited, focused on prisoners of war. However, as demand grew, Africans maintained traditional weapons and slavery practices spread, impacting societies on both sides of the Atlantic.

- The migration and settlement of native populations across North America led to the development of distinct and complex societies, which adapted to their diverse environments (KC-1.1).
- Notable civilizations, such as the Incas and Mayas, exemplify how different native societies transformed their environments through innovations in agriculture and social structure (KC-1.1.I).

- Great Plains societies were primarily farmers, which aligns with the development of mixed agricultural economies (KC-1.1.I.C).
- Arid Southwest societies were agricultural and relied on irrigation, reflecting adaptation to environmental conditions (KC-1.1.I.A).
- Eastern Woodlands tribes combined farming and hunting, leading to permanent settlements based on agriculture (KC-1.1.I.C).
- All tribes shared linguistic roots and had a strong connection to the land, indicating a cultural relationship with their environment (Learning Objective B).

- European nations were motivated by a desire for new sources of wealth, particularly after the growth in commerce following the Black Death (KC-1.2.I.A).
- Nationalism played a significant role in exploration, as figures aimed to expand their nations and dreams of empires (KC-1.2.I.A).
- The spread of Christianity was a key motivation for explorers, who felt a divine duty to expand Christian influence (KC-1.2.I.A).
- The Spanish began their exploration of the New World, which laid the groundwork for future conquests and the establishment of the Spanish American Empire (KC-1.2.I.A).
- Following exploration, the Spanish focused on conquering territories and subduing native populations to gain control of land and resources (KC-1.2.I.A).
- The establishment of permanent settlements and colonies in the New World marked a shift in focus for Spanish settlers, expanding their influence in the Americas (KC-1.2.I.A).

- The introduction of new crops and livestock, such as cattle, pigs, and sheep, from Europe to the Americas was a significant aspect of the Columbian Exchange, which transformed agriculture in both regions (Learning Objective D).
- The exchange of crops, including maize, played a crucial role in stimulating population growth in Europe and contributed to the shift from feudalism to capitalism (KC-1.2.I.B).
- The introduction of animals and crops not found in the Americas was a factor in the Spanish exploration and conquest, which had devastating effects on native populations (KC-1.2.II.A).

- The encomienda system was a labor system that utilized Native American labor to support agriculture and resource extraction in the Spanish colonies (KC-1.2.II.B).
- The Spanish crown enforced strict control over settlements to manage resources and maintain order, which contributed to social tensions due to the small Spanish population relative to the large native populace (KC-1.2.II.B).
- A caste system emerged in Spanish colonies, defining the social status of various racial and ethnic groups, including Europeans, Africans, and Native Americans (KC-1.2.II.D).

- The transfer of diseases such as smallpox to native populations had significant impacts on their societies, contributing to demographic changes (KC-1.2.II).
- The spread of disease is an example of the broader consequences of European expansion into the Western Hemisphere, which resulted in social and cultural changes (KC-1.2).

- The demand for enslaved Africans grew, leading to an increase in the transatlantic trade of enslaved individuals (KC-2.1.III.A).
- An Atlantic economy emerged, characterized by the exchange of goods, enslaved Africans, and American Indians between Europe, Africa, and the Americas (KC-2.1.III.A).
- European colonial economies aimed to acquire and export valuable commodities, which necessitated new sources of labor, including enslaved Africans (KC-2.1.III.A).

- The Pueblo Revolt represented a significant challenge to Spanish authority, illustrating resistance against colonial rule, which aligns with the theme of competition and conflict over land and resources (Learning Objective N).
- Various American Indian groups sought to limit the migration of white settlers and maintain control over their lands, reflecting the ongoing adjustments in alliances with Europeans and other tribes (KC-3.3.I.A).

The notes contain information about the Clovis people and their migration to America, as well as the existence of hunter-gatherer civilizations like the Incas and Mayas. However, I will not include details about the Clovis people's travel routes or the specifics of their hunter-gatherer lifestyle, as these do not directly contribute to understanding the context for European encounters in the Americas from 1491 to 1607.

The information I will not include from the notes pertains to specific details about tribes and their practices that do not directly connect to the broader themes and historical developments outlined in the syllabus. For instance, the mention of specific tribes in the Arctic Circle and their stable societies based on salmon hunting is too detailed for the syllabus's focus on general societal interactions with the environment. Additionally, the point about the Pacific Northwest tribes fighting for access to resources is not relevant to the syllabus's emphasis on economic development and settlement patterns.

The information I will not include from the notes consists of specific details about individual explorers, such as their personal achievements or specific events that do not directly relate to the broader causes of exploration and conquest. For example, while Columbus's mistaken belief about landing in India is an interesting detail, it does not contribute to understanding the overarching motivations for exploration. Additionally, the details about the Catholic Church's role in cultural life and the emergence of new dialects, while relevant to the impact of colonization, do not directly address the causes of exploration and conquest as outlined in the syllabus.

The information I will not include from the notes pertains to the general description of agricultural exchanges without specific reference to the Columbian Exchange or its broader implications. While the introduction of crops and livestock is mentioned, the notes do not elaborate on how these exchanges specifically stimulated population growth or contributed to economic shifts, which are key aspects of the syllabus.

The information I will not include from the notes pertains to specific details about the origins of the encomienda system in New Mexico and the general criticism and revision it faced. These details do not directly contribute to understanding the broader implications of the system on social and economic structures as outlined in the syllabus. Additionally, the mention of "Rigid Royal Control" is too general and does not specifically connect to the development of social and economic structures in the context of the Spanish Empire.

The information I won't include from the notes pertains to the specific catastrophic effects of diseases like smallpox on native populations, as the syllabus focuses more broadly on the effects of transatlantic voyages and the Columbian Exchange rather than the detailed consequences of individual diseases. Additionally, I will not include the facilitation of European conquest as it is not explicitly addressed in the syllabus.

The notes contain information about the initial state of African slavery in the early 16th century, focusing on its limited scope and the role of prisoners of war. However, this specific context is not directly relevant to the syllabus, which centers on the transatlantic trade that developed later, particularly from 1607 to 1754. The notes also mention the spread of slavery practices and the impact on societies, but these points do not align closely with the syllabus's focus on economic activity and trade networks.

The information in the notes that I will not include pertains to specific details about the Pueblo Revolt, such as the emphasis on tribal unity and alliances with neighboring tribes. While these aspects are interesting, they do not directly connect to the broader themes of migration, settlement, and conflict outlined in the syllabus. Additionally, the notes do not provide a direct link to the time period specified in the syllabus (1754-1800), which focuses on the early Republic rather than earlier colonial events.