Different Worlds Meet - Your History Site American Journey/chap01.pdf14 The First Americans Prehistory to 1492 Why It Matters Thousands of years ago small groups of hunters crossed

CHAPTER XX Chapter TitleCHAPTER XX Chapter Title12

Why It Matters

DifferentWorlds Meet

Beginnings to 1625

Astrolabe, early astronomical instrument

Monument Valley

As you study Unit 1, you will learnthat the first immigrants came to the

Americas long before written history.From their descendants evolved a rich

variety of cultures. The followingresources offer more information

about this period.

Primary Sources LibrarySee pages 958959 for primary source

readings to accompany Unit 1. Use the American History

Primary Source Document LibraryCD-ROM to find additional primary

sources about Native American life.

I found verymany islands peopled.

Christopher Columbus, 1493

14

The FirstAmericans

Prehistory to 1492Why It Matters

Thousands of years ago small groups of hunters crossed a bridge of landthat connected Siberia and Alaska. Eventually, they spread throughout

North and South America.

The Impact TodayThese first people, called Native Americans, influenced later cultures. Native

Americans are part of the modern world, yet many of them also preservethe ways of life, customs, and traditions developed by their ancestors

centuries ago.

The American Journey Video The chapter 1 video, BeforeColumbus, examines the diverse cultures of North America beforeEuropeans arrived, focusing on the Anasazi.

c. 28,000 B.C. Asian hunters enter

North America c. 1500 B.C. Rise of Olmec

in Mexico

c. 10,000 B.C. Last Ice Age

ends

c. A.D. 33 Jesus Christ

is crucified

c. A.D. 700 Maya empire

reaches peak

CHAPTER 1 The First Americans

Prehistory 900 1100

A.D. 613 Muhammad preaches

Islam in Makkah

c. A.D. 1130 Drought strikes

Anasazi communities

A.D. 1095 The Crusades begin

15

c. A.D. 1300 Hohokam civilization

begins to declinec. A.D. 1400 Inca empire

begins to expand

City in the Sky Inca workers built the city of Machu Picchu highin the Andes mountain ranges.


1300 1500

A.D. 1325 Aztec establish

Tenochtitln

A.D. 1215 Englands King John

signs Magna Carta

A.D. 1295 Italian traveler Marco Polo

returns from China

A.D. 1312 Mansa Musa begins rule of

West African kingdom of Mali

A.D. 1368 Ming dynasty begins in China

HISTORY

Chapter OverviewVisit taj.glencoe.com andclick on Chapter 1 Chapter Overviews to pre-view chapter information.

Native Americans

Step 1 Fold one sheet of paper in half from topto bottom.

Step 2 Fold in half again, from side to side.

Step 3 Unfold the paper once. Cut up the foldof the top flap only.

Step 4 Turn the paper vertically and sketchthe continents of North and Central and SouthAmerica on the front tabs.

This cut willmake two tabs.

Categorizing Study Foldable Group informationinto categories to make sense of what you arelearning. Make this foldable to learn about thefirst Americans.

Reading and Writing As you read the chapter,write under the flaps of your foldable what youlearn about the Native American people livingin these regions.

NorthAmerica

Centraland South

America

http://taj.glencoe.com

16

c. 28,000 B.C.Asian hunters enterNorth America

c. 10,000 B.C.Last Ice Age ends

c. 7000 B.C.Farming developsin Mexico

c. 3000 B.C.Early villages estab-lished in Mexico


No one knows for sure how the first people arrived in America. They may havecrossed a land bridge that many scientists think connected Asia and North Americathousands of years ago. They may have come by boat from Asia or Europe. Whythey came is also a mystery. Possibly they followed mammoths or other game ani-mals or were hunting seals and whales along the coast. Over time, these people set-tled in America becoming the first native Americans.

The Journey From AsiaThese first Americans arrived thousands of years ago. As food supplies

improved, the population of the Americas increased. By A.D. 1500, millions ofNative Americans, belonging to more than 2,000 different groups, lived on thetwo continents of North America and South America.

When Europeans arrived in the Americas in the late 1400s, they found NativeAmericans living there. The Europeans wondered where these peoples hadcome from and how they happened to settle in the Americas. Some believed theNative Americans had come from Atlantis, an island that was supposed to havesunk beneath the waves of the Atlantic Ocean.

Main IdeaThe first Americans spread through-out North, Central, and South America.

Key Termsarchaeology, artifact, Ice Age,nomad, migration, maize, carbondating, culture

Reading StrategyDetermining Cause and Effect Asyou read Section 1, re-create the dia-gram below and explain why the firstAmericans came to the continent andthe consequences of their arrival.

Read to Learn how the first people arrived in the

Americas. which discovery changed the lives

of the early Native Americans.

Section ThemeGeography and History The Ice Agemade it possible for hunters tomigrate to the Americas.

Early Peoples

Arrowhead, hand-chipped stone

Migration to the Americas

Causes Effects

Preview of Events

Guide to Reading

30,000 B.C. 10,000 B.C. 5000 B.C. 1000 B.C.

17CHAPTER 1 The First Americans

Modern scientists are still trying to determinehow the first people came to North and SouthAmerica. The story of the first Americans is stillbeing pieced together by experts in archaeology,the study of ancient peoples. Archaeologistslearn about the past from artifacts, things leftbehind by early people, such as stone tools,weapons, baskets, and carvings. Their discover-ies show that many early peoples may havecome across a land that later sank into the sea. Itwas not the mythical Atlantis, however, but astrip of land called Beringia that once joinedAsia and the Americas.

Crossing the Land BridgeDuring its long history, the earth has passed

through several Ice Ages. These are periods ofvery cold temperatures when part of the earthwas covered with large ice sheets. Much of thewater from the oceans was frozen into thesesheets, or glaciers. For that reason the sea levelswere much lower than they are today.

The most recent Ice Age began 100,000 yearsago and ended about 12,000 years ago. Duringthis period many scientists think the lower sealevel exposed a wide strip of land between Asiaand North America. This land bridge wouldhave run from Siberia in northeastern Asia topresent-day Alaska, the westernmost part of theAmericas. The land bridge, Beringia, now liesunder the Bering Strait.

One popular scientific theory states that thefirst Americans were people from Asia whocrossed over Beringia during the last Ice Age.These early peoples reached the Americas thou-sands of years ago.

In Search of Hunting GroundsThe early Americans were nomads, people

who moved from place to place. They gatheredwild grains and fruits but depended on huntingfor much of their food. While traveling in searchof animals to hunt, they crossed Beringia intowhat is now Alaska and Canada.

The crossing of the land bridge was a migra-tion, a movement of a large number of peopleinto a new homeland. It did not happen in a single journey. As the centuries passed, many

groups of people traveled from Asia either onfoot across the land bridge or in boats. From thenorth, the migrants gradually moved into newterritory. They spread out across the Americas,going as far east as the Atlantic Ocean and as farsouth as the tip of South America.

Hunting for FoodNative American legends tell of giant beasts

that roamed the earth in ancient times. When thefirst Americans arrived from Asia, they didindeed find huge mammals. There was thesaber-toothed tiger, the woolly mammoth, andthe mastodon. The mammoth and mastodonresembled modern elephants in size and shapebut had shaggy fur and long tusks.

The early Americans were skilled at huntingthese beasts. The hunters shaped pieces of stoneand bone to make tools for chopping and scrap-ing. They chipped rocks into extremely sharppoints and fastened them on poles to makespears. Bands of hunters armed with thesespears stalked herds of bison, mastodons, or

The earth enters a long Ice Age.

Water from the ocean freezes.

Sea levels drop, exposing theBeringia land bridge.

Hunters from Asia cross into North America.

People spread into Central Americaand South America.

The early Americans create new cultures.

The settlement of the Americas can be traced to a geo-graphic elementthe earths climate.

Analyzing Information What happened when sea levelsdropped?

Prehistoric Migrations Through the Americas

Glaciers

Land exposed during the Ice Age

Possible migration routes

Known sites of prehistoric hunters

18 CHAPTER 1 The First Americans

Over thousands of years, prehistoric people migrated from otherlands to the Americas.1. Movement Along what major mountain ranges did the

migration routes flow?2. Interpreting Information How was it possible for

prehistoric people to cross the Bering Strait?

Americas were cut off from Asia. At the sametime, the hunters of America faced a new chal-lenge. The mammoths and other large animalsbegan to die out, either from being overhunted orbecause of changes in the environment. The earlyAmericans had to find other sources of food.

Describing How did early Americannomads hunt for food?

Settling DownAs the large animals disappeared, the early

Americans found new sources of food. Theyhunted smaller game, such as deer, birds, androdents. Those who lived along rivers or near theseacoast learned to catch fish with nets and traps.They continued to gather wild berries and grains.

mammoths and then charged at the animals,hurling their weapons.

A single mammoth provided tons of meat,enough to feed a group of people for months.The hunters and their families used every partof the animal. They made the skin into clothing,carved the bones into weapons and tools, andmay have used the long ribs to build shelters.

About 15,000 years ago the earths tempera-tures began to rise. The Ice Age was drawing toan end. As the great glaciers melted, the oceansrose, and Beringia was submerged again. The

Planting SeedsAbout 9,000 years ago, people living in pres-

ent-day Mexico made a discovery that wouldshape the lives of Native Americans for thou-sands of years. They learned to plant and raise anearly form of corn called maize. Their harvests ofmaize provided a steady, reliable source of food.No longer did they have to move from place toplace in order to find food.

Early Americans in Mexico also experimentedwith other kinds of seeds. They planted pump-kins, beans, and squashes. They soon began pro-ducing more than enough food to feedthemselves. The population grew along with thegrowing food supply.

Early CommunitiesWith rising numbers of people and a depend-

able supply of food, early Americans in Mexicostarted to form stationary communities. Scien-tists have found traces of early villages that datefrom about 5,000 years ago. Scientists use amethod called carbon dating to find out howold an artifact is. By measuring the amount ofradioactive carbon that remains in somethingthat was once alivesuch as a bone or a piece ofwoodthey can tell approximately how longago it lived. Carbon dating is imprecise and canonly give a rough estimate of an artifacts age.

Sometime after the early settlements in Mex-ico, people began farming in what is now thesouthwestern United States. Not all the earlypeoples in the Americas farmed, however. Someremained nomadic hunters, and others relied onfishing or trading instead of agriculture.

The Growth of CulturesFarming allowed people to spend time on

activities other than finding food. Knowing thatthey would harvest an abundant supply ofgrains and vegetables, the people of ancient Mex-ico began to improve their lives in other ways.They built permanent shelters of clay, brick,stone, or wood. They made pottery and cloth anddecorated these goods with dyes made fromroots and herbs. They also began to developmore complex forms of government.

Agriculture changed the lives of these earlypeople and led to a new culture, or way of life.Rather than move from place to place in search offood, the people who farmed were able to settledown. They formed communities and developedcommon customs, beliefs, and ways of protectingthemselves. Over time, the many different groupsof people living in the Americas developed theirown cultures.

Summarizing What did farmingmean for nomadic people?

Checking for Understanding1. Key Terms Use each of the follow-

ing terms in a complete sentence thatwill help explain its meaning: archae-ology, artifact, Ice Age, migration,culture.

2. Reviewing Facts Why did the firstpeople come to the Americas?

Reviewing Themes3. Geography and History How did an

Ice Age make it possible for Asianhunters to migrate to the Americas?

Critical Thinking4. Determining Cause and Effect How

do you think the first Americans dis-covered that they could grow theirown plants?

5. Organizing Information Re-createthe diagram below and explain howearly Native Americans depended on their environment and naturalresources.

Analyzing Visuals6. Geography Skills Study the map on

page 18. In which direction did thetravelers migrate across the BeringStrait?

CHAPTER 1 The First Americans 19

Examples

Geography Create a version ofthe map on page 18. Your versioncan be larger, if needed. Label allgeographic features. Illustrate themap to show how the first Ameri-cans migrated to North America.

Planting SeedsAbout 9,000 years ago, people living in pres-

ent-day Mexico made a discovery that wouldshape the lives of Native Americans for thou-sands of years. They learned to plant and raise anearly form of corn called maize. Their harvests ofmaize provided a steady, reliable source of food.No longer did they have to move from place toplace in order to find food.

Early Americans in Mexico also experimentedwith other kinds of seeds. They planted pump-kins, beans, and squashes. They soon began pro-ducing more than enough food to feedthemselves. The population grew along with thegrowing food supply.

Early CommunitiesWith rising numbers of people and a depend-

able supply of food, early Americans in Mexicostarted to form stationary communities. Scien-tists have found traces of early villages that datefrom about 5,000 years ago. Scientists use amethod called carbon dating to find out howold an artifact is. By measuring the amount ofradioactive carbon that remains in somethingthat was once alivesuch as a bone or a piece ofwoodthey can tell approximately how longago it lived. Carbon dating is imprecise and canonly give a rough estimate of an artifacts age.

Sometime after the early settlements in Mex-ico, people began farming in what is now thesouthwestern United States. Not all the earlypeoples in the Americas farmed, however. Someremained nomadic hunters, and others relied onfishing or trading instead of agriculture.

The Growth of CulturesFarming allowed people to spend time on

activities other than finding food. Knowing thatthey would harvest an abundant supply ofgrains and vegetables, the people of ancient Mex-ico began to improve their lives in other ways.They built permanent shelters of clay, brick,stone, or wood. They made pottery and cloth anddecorated these goods with dyes made fromroots and herbs. They also began to developmore complex forms of government.

Agriculture changed the lives of these earlypeople and led to a new culture, or way of life.Rather than move from place to place in search offood, the people who farmed were able to settledown. They formed communities and developedcommon customs, beliefs, and ways of protectingthemselves. Over time, the many different groupsof people living in the Americas developed theirown cultures.

Summarizing What did farmingmean for nomadic people?

Checking for Understanding1. Key Terms Use each of the follow-

ing terms in a complete sentence thatwill help explain its meaning: archae-ology, artifact, Ice Age, migration,culture.

2. Reviewing Facts Why did the firstpeople come to the Americas?

Reviewing Themes3. Geography and History How did an

Ice Age make it possible for Asianhunters to migrate to the Americas?

Critical Thinking4. Determining Cause and Effect How

do you think the first Americans dis-covered that they could grow theirown plants?

5. Organizing Information Re-createthe diagram below and explain howearly Native Americans depended on their environment and naturalresources.

Analyzing Visuals6. Geography Skills Study the map on

page 18. In which direction did thetravelers migrate across the BeringStrait?


Examples

Geography Create a version ofthe map on page 18. Your versioncan be larger, if needed. Label allgeographic features. Illustrate themap to show how the first Ameri-cans migrated to North America.

N O T E B O O K

New Ways to the New World An old Virginia sandpit may change our views of the earliest Americans

T HAS BEEN CALLED THE GREATEST STORY OF IMMIGRATION TO THE

Americas. At the end of the last Ice Age, brave women and

men from Siberia walked across the Bering Sea land bridge.

This is a piece of land that once connected the Asian conti-

nent with North America. Within 500 years, their descendants had

settled most of the hemisphere, from the Arctic Circle to the tip of

South America. But it seems they may not have been first.

ICactus HillWell known archaeologist JOSEPH MCAVOY and his team reportedthat they have located an ancient campsite that is about 18,000 yearsold. The place, known as Cactus Hill, is about 45 miles south of Rich-mond, Virginia (see map).

Scientists now believe the site may actually be thousands of yearsolder than the land-bridge site. If thats true, then people were livingin North America much earlier than once believed. If the dates holdup, and I think they will, says archaeologist Dennis Stanford, this isprobably some of the oldest material in North America, if not theentire New World.

For decades, experts thought that 11,200-year-old stone spear points from a site in Clovis, New Mexico, were theearliest evidence of settlement in thehemisphere. But since the 1970s, older sites have been discovered on both sides of the North American continent. The most important finding has been a 17,000-year-old rock shelter in Meadowcroft, Pennsylvania.

McAvoy and wife, Lynn, working on what maybe one of the oldest campsites in the Americas

GA

RR

ETT

NATL G

EO

GR

AP

HIC

CA

CTU

S H

ILL

More ProofNow Cactus Hill presents stillmore proof that humans settled in North America earlier thananyone had thought. McAvoysteam has unearthed a variety of stone tools, probably used forhunting and butchering animals.The team also found burnedbones of mud turtles, white-tailed deer, and other mammals,and bits of charcoal left overfrom hunters cooking the animals.

High-tech instruments wereused to figure out how old thebones and objects are. TheMeadowcroft rock shelters chiefarchaeologist, James Adovasio,says: This is another indicationthat people were running aroundNorth America earlier than13,000 years ago.

20

TIME

GR

AP

HIC

BY

LON

TWE

ETE

NP R E H I S T O R Y

How Did People Arrive?How could they have reached North America? One possibility is that they came by boat along the eastern and western coasts of the Americas. A 12,500-year-old settlement in Monte Verde, Chile, for example, might have been reached easily by water.

Thats possible, says James Adovasio. You had southeast Asians sailing to Australiamore than 50,000 years ago.

The most startling idea israised by Dennis Stanford, whosays the Cactus Hill tools resembleeven older ones found in Spainand France. He thinks that thefirst people to reach the Americasmanaged to cross the Atlanticfrom what is now Spain and Portugal some 17,000 to 18,000years ago.

For now, few scientists are willing to go so far. I think peopledid have the capacity to sail acrossthe Atlantic, says Adovasio.

But I still think 99.9 percent of the settling of the Americasoccurred through the interior or along the coast from the Bering Sea.

BY LANDOR BY SEA?

Cactus Hill lendsweight to the

theory that the first Americansarrived by sea.

Cactus Hill (Va.)16,00018,000

years old

21

c. 1500 B.C.Rise of the Olmec in Mexico

c. A.D. 700Maya civilization at itsheight in Central America

c. A.D. 1325Aztec establishTenochtitln in Mexico

c. A.D. 1400Inca Empire begins to expand

Main IdeaSeveral factors led to the rise anddecline of great civilizations andempires in the Americas.

Key Termscivilization, theocracy, hieroglyph-ics, terrace

Reading StrategyCategorizing Information As youread the section, re-create the dia-gram below and describe the rolereligion played in each civilization.

Read to Learn why powerful empires arose in the

Americas. how the people of each empire

adapted to their environment.

Section ThemeCulture and Traditions Civilizationssuch as the Maya, the Aztec, and theInca arose in present-day Mexico andin Central and South America.

Cities andEmpires

Rumors of a lost city led American historian Hiram Bingham to the mountains ofPeru in 1911. Bingham followed a steep mountain trail, pulling himself along by grab-bing vines. After many hours of climbing, he reached a clearing. Suddenly he saw acresof huge, crumbling walls and pillars of white stone covered with vines and moss. Itfairly took my breath away, wrote Bingham. He knew that these temples and monu-ments were the remains of a very advanced people.

Early American CivilizationsBingham had discovered the ruins of an early Inca city, Machu Picchu

(MAHchoo PEEchoo). It is a small cityMachu Picchu covers only about fivesquare miles (13 sq. km)but it is an extraordinary place. Its structures, carvedfrom the gray granite of the mountaintop, are wonders of design and craftsman-ship and equal the achievements of the civilizations of Europe, Asia, and Africa.

Long before the arrival of Europeans in the early 1500s, several great civilizations, or highly developed societies, arose in present-day Mexico and in


Preview of Events

Guide to Reading

1500 B.C. B.C./A.D. A.D.1200 A.D.1400

Civilization Religion

Maya

Aztec

Inca

Artifact, c. A.D. 900


Central and South America. These civilizationsbuilt enormous cities in thick jungles and onmountaintops that were hard to reach. They alsodeveloped complex systems for writing, count-ing, and tracking time.

Among the largest and most advanced ofthese early civilizations were the Olmec, theMaya, the Aztec, and the Inca. Each civilizationspread out over hundreds of miles, includedmillions of people, and thrived for centuries.

The Olmec flourished between 1500 B.C. and300 B.C. along the Gulf Coast of what are nowMexico, Guatemala, and Honduras. Olmecfarmers produced enough food to sustain citiescontaining thousands of people. Olmec workerssculpted large stone monuments and built stonepavements and drainage systems. Their civiliza-tion strongly influenced their neighbors.

Identifying What are civilizations?

The MayaThe Maya built their civilization in the steamy

rain forests of present-day Mexico, Guatemala,Honduras, and Belize. They planted maize,beans, sweet potatoes, and other vegetables. Theyalso pulled enormous stones from the earth to

build monuments and pyramids that still standtoday. Much of this labor was performed byenslaved people, usually prisoners of war.

Mayan CitiesBy A.D. 300 the Maya had built many large

cities. Each city had at least one stone pyramid.Some pyramids reached about 200 feet (60 m)the height of a 20-story building. Steps ran upthe pyramid sides to a temple on top. The largestMayan city, Tikal, in present-day Guatemala,was surrounded by five pyramids.

The temples on top of the pyramids were reli-gious and governmental centers. Wearing goldjewelry and detailed headdresses, the priests inthe temples performed rituals dedicated to theMayan gods. On special days, the citys peopleattended religious festivals.

The Maya believed the gods controlled every-thing that happened on earth. Because onlypriests knew the gods wishes, the priests heldgreat power in Mayan society and made most ofthe important decisions. The civilization of theMaya was a theocracy, a society ruled by reli-gious leaders.

To keep accurate records for their religiousfestivals, the Maya became skilled astronomers.The Mayan priests believed that the gods were

Americas Architecture

In Tikal and other cities, the Maya builthuge pyramids where people could gatherfor ceremonies honoring the deities. Amodel of a Mayan city is shown (top left).How were the Maya governed?

Aztec saw a sign: an eagle sitting on a cactus,with a snake in its beak. That meant this islandwas to be their home.

TenochtitlnOn this island emerged Tenochtitln (tay

NAWCHteetLAHN), one of the greatest cities inthe Americas. Its construction was a miracle ofengineering and human labor. Directed bypriests and nobles, workers toiled day and night.They pulled soil from the bottom of the lake tomake causeways, or bridges of earth, linking theisland and the shore. They filled parts of the lakewith earth so they could grow crops.

In time the Aztec capital expanded to themainland around the lake. At its height Tenoch-titln was the largest city in the Americas, andone of the largest in the world. Tenochtitln alsoserved as a center of trade, attracting thousandsof merchants to its outdoor marketplaces.


Thousands of years ago, a quiet revolution took place.In scattered pockets of the Middle East, Asia, Africa, andthe Americas, people learned to cultivate food-producingplants for the first time. As farming gradually spread, itencouraged the growth of permanent communities.

What, Where, and WhenOnce they had agriculture, people could settle in perma-nent communities.

c. 8000 B.C.Wheat (Syria)

Farming and the Growth

of Civilization

c. 7000 B.C.Barley (Jordan)

visible in the stars, sun, and moon. They usedtheir knowledge of the sun and stars to predicteclipses and to develop a 365-day calendar. Theirdesire to measure time increased their knowledgeof mathematics. The Maya also developed a formof writing called hieroglyphics. Hieroglyphicsuse symbols or pictures to represent things, ideas,and sounds.

EconomicsTransport and Trade

The Maya did not have wheeled vehicles orhorses, so everything they transported over-land was carried on human backs. Mayantraders traveled on a network of roads that hadbeen carved out of the jungle. Farmers broughtmaize and vegetables to outdoor markets in thecities. They exchanged their crops for cottoncloth, pottery, deer meat, and salt.

Mayan traders also transported goods bywater. Mayan canoes traveled up and downMexicos east coast. The canoes carried jade stat-ues, turquoise jewelry, cacao beans for makingchocolate, and other goods to traders throughouta large area.

Decline of a CivilizationAround A.D. 900 the Maya civilization in the

lowlands began to decline. By A.D. 1100 the greatcities were almost ghost towns. The jungle creptback across the plazas, roads, and fields. No oneknows what caused the decline. Perhaps slavesand farmers revolted against their Mayan mas-ters. Perhaps the soil became too exhausted byerosion and fire to produce enough food for thepeople. The Maya civilization collapsed, butdescendants of the Maya still live in parts ofMexico and Central America.

Explaining What is a theocracy?

The AztecCenturies after the fall of the Maya, a group

of hunters called the Aztec wandered throughcentral Mexico, searching for a permanenthome. In 1325 they came upon an island in LakeTexcoco, today part of Mexico City. There the

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War and ReligionThe Aztec civilization grew into a military

empire. In the 1400s the Aztec army marchedthrough central and southern Mexico, conquer-ing nearly all rival communities. Aztec warriorstook everything they could carry from their vic-tims, including maize, cotton cloth, copper, andweapons. Conquered people were forced towork as slaves in Aztec cities and villages.

Like the Maya, the Aztec organized their soci-ety around their religion. The Aztec believed that human sacrifices were necessary to keep thegods pleased and to ensure abundant harvests.Thousands of prisoners of war were sacrificed.

A Great City RememberedThe first Europeans to see the Aztec capital

were awed by its splendor. In 1519, 550 Spanishsoldiers entered Tenochtitln, led by HernnCorts. He wrote:

There are forty towers at least, all of stoutconstruction and very lofty. . . . The workman-ship both in wood and stone could not be bettered anywhere.

Bernal Daz del Castillo, one of the soldiers,marveled at the

great stone towers and temples and build-ings that rose straight up out of the water.

Tenochtitln, he explained, was a city of water,and many of the streets were waterways forcanoes. Some of the Spanish soldiers thought thatTenochtitln was more magnificent than Romeand the other great European capitals of the time.

Making Generalizations Why wasthe Aztec city of Tenochtitln a great city?

4,000 kilometers0Winkel Tripel projection

4,000 miles0

N

S

EW

0

60E60W 120E120W 0

30N

30S

60S

60N

AtlanticOcean

pacificOcean

indianOcean

EUROPE ASIA

AFRICA

NORTHAMERICA

SOUTHAMERICA

AUSTRALIA

ANTARCTICA

c. 5600 B.C.Beans (South America)

c. 5000 B.C.Corn or maize(Mexico)

c. 4000 B.C.Rice (Thailand)

c. 3000 B.C. Cotton (India)

c. 2000 B.C. Potato (SouthAmerica)

ProgressAdvances such as terrace farminghelped to irrigate crops.

ToolsEarly people used a maize bowland other tools such as a grind-ing stone to prepare the maize.

CropsMaize was firstfarmed in Mexico.

Agriculture EmergesMany of the earliest civilizationsarose from farming settlementsnear river valleys.

Agriculture Emerges

Checking for Understanding1. Key Terms Using standard gram-

mar, write a short paragraph inwhich you use all of the followingterms: civilization, theocracy,hieroglyphics, terrace.

2. Reviewing Facts Why did the Aztecchoose the location of Tenochtitln astheir permanent home?

Reviewing Themes3. Culture and Traditions Why did

priests hold great power in Mayansociety?

Critical Thinking4. Making Inferences How does trade

help to enrich a civilization? Provideexamples in your answer.

5. Analyzing Information Re-createthe diagram below and give threereasons the Maya, Aztec, and Incaare considered advanced civilizations.

Analyzing Visuals6. Picturing History Study the photo-

graph of the pyramid on page 23.Why do you think the Maya builtsuch large pyramids?

The IncaAnother great American civilization devel-

oped in the western highlands of South America. The empire of the Inca was the largestof the early American civilizations.

The Inca founded their capital city of Cuzco(KOOSkoh) around A.D. 1200. In 1438 anemperor named Pachacuti (PAHchahKOOtee)came to the throne and began a campaign of con-quest against the neighboring peoples. He andhis son, Topa Inca, built an empire that stretchedfrom north to south for more than 3,000 miles(4,800 km), from present-day Colombia to north-ern Argentina and Chile.

The Incan army was powerful. All menbetween 25 and 50 years old could be drafted toserve in the army for up to five years. Theirweapons included clubs, spears, and spiked cop-per balls on ropes. Using slings of woven cloth,Incan soldiers could throw stones 30 yards (27 m).

Life in the EmpireAt its height, the Inca Empire had a popula-

tion of more than nine million, including manyconquered peoples. To control this large empire,the Inca built at least 10,000 miles (16,000 km) ofstone-paved roads that ran over mountains,across deserts, and through jungles. Rope bridges,made from grass, crossed canyons and rivers.

Runners carrying messages to and from theemperor linked remote outposts of the empire toCuzco. The Inca language, Quechua (KEHchuhwuh), became the official language for theentire empire. Although the Inca did not have a sys-tem of writing, they developed a system of recordkeeping with string called quipus (KEEpoos).Using various lengths and colors of string, knot-ted in special patterns, the quipus carried infor-mation about resources such as grain supplies.

Although mountainous land is not well suitedfor farming, the Inca devised ways to produce asteady supply of food. They cut terraces, orbroad platforms, into steep slopes so they couldplant crops. They built stone walls on the ter-races to hold the soil and plants in place. Incanfarmers grew maize, squash, tomatoes, peanuts,chili peppers, melons, cotton, and potatoes.

All Inca land belonged to the emperor, whowas believed to be a descendant of the sun god.Because the Inca thought that the sun godenjoyed displays of gold, they made magnificentgold jewelry and temple ornaments. The Incaalso built special cities devoted to religious cere-monies. One of these cities was Machu Picchu,the mountaintop site described in An Ameri-can Story on page 22.

Explaining How did the Inca farmsteep slopes?


Art Compile illustrations of someof the accomplishments of theMaya, Aztec, and Inca in the areasof communication, science, andmath. Use your own drawings oruse photographs from newspapersand magazines.

Advanced Civilizations

Why Learn This Skill?Maps can direct you down the street or around the

world. There are as many different kinds of maps asthere are uses for them. Being able to read a mapbegins with learning about its parts.

Learning the SkillMaps usually include a key, a compass rose, and a

scale bar. The map key explains the meaning of spe-cial colors, symbols, and lines used on the map.

After reading the map key, look for the compassrose. It is the direction marker that shows the cardi-nal directions of north, south, east, and west.

A measuring line, often called a scale bar, helpsyou estimate distance on a map. The mapsscale tells you what distance on theearth is represented by the measure-ment on the scale bar. For example,1 inch (2.54 cm) on the map mayrepresent 100 miles (160.9 km) on the earth.

Practicing the SkillThe map on this page shows wherethe ancient Maya, Aztec, and Incabuilt their empires in North America and SouthAmerica. Look at the parts of this map, thenanswer the questions that follow.

1 What information is given in the key?

2 What color shows the Inca Empire?

3 What direction would you travel to go fromTenochtitln to Chichn Itz?

4 About how many miles long was the Inca Empire?

5 What was the capital of the Aztec Empire?

27

Understanding the Parts of a Map

Applying the SkillDrawing a Map Picture a mental image of yourhouse or room. Draw a map showing the locationof various areas. Include a map key explaining anysymbols or colors you use. Also include a scale barexplaining the size of your map compared to thereal area. Finally, add a compass rose and title toyour map.

Glencoes Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

Social StudiesSocial Studies

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Empires of the Maya, Aztec, and Inca

c. 1000 B.C.First ceremonialmounds built

c. A.D. 1000Anasazi build pueblos inNorth America

c. A.D. 1100Cahokia is built

c. A.D. 1300Hohokam civilizationbegins to decline

Main IdeaMany different cultures lived in NorthAmerica before the arrival of theEuropeans.

Key Termspueblo, drought, adobe, federation

Reading StrategyTaking Notes As you read Section 3,re-create the diagram below andidentify locations and ways of livingfor each culture.

Read to Learn what early people lived in North

America. how different Native American groups

adapted to their environments.

Section ThemeCulture and Traditions Early NorthAmericans developed new societies.

North AmericanPeoples


Culture Where they How theylived lived

AnasaziMound BuildersInuit

Ancient jar, American Southwest

Preview of Events

Guide to Reading

1000 B.C. B.C./A.D. A.D.1000 A.D.1300

In the summer of 1991, a helicopter passenger made an amazing discovery in Ari-zonas Coconino National Forest. As the helicopter hovered among the sandstone cliffs,the sun shone into a cave 200 feet (61 m) below the rim of one cliff. Standing in theopening of the cave were three large pottery jars. The three jars had been sitting,untouched and unseen, for more than 700 years. The jars and other objects found inthe cave were left there by the Sinagua. These people lived hundreds of years ago inwhat we now call Arizona. The Sinagua are just one of many Native American peopleswho are now being studied by archaeologists and historians.

Early Native AmericansMany Native American cultures rose, flourished, and disappeared in North

America long before Europeans arrived in the 1500s. Among the most advancedof these early cultures were the Hohokam and Anasazi of the Southwest and theMound Builders of the Ohio River valley.


The HohokamThe dry, hot desert of present-day Arizona

was home to the Hohokam people. They mayhave come from Mexico about 300 B.C. TheHohokam culture flourished from about A.D. 300to A.D. 1300 in an area bordered by the Gila andSalt River valleys.

The Hohokam were experts at squeezing everydrop of available water from the sun-baked soil.Their way of life depended on the irrigationchannels they dug to carry river water into theirfields. In addition to hundreds of miles of irriga-tion channels, the Hohokam left behind pottery,carved stone, and shells etched with acid. Theshells came from trade with coastal peoples.

The AnasaziThe Anasazi lived around the same time as

the Hohokam, roughly A.D. 1 to A.D. 1300, in thearea known as the Four Corners (the meetingplace of the present-day states of Utah, Col-orado, Arizona, and New Mexico). There theybuilt great stone dwellings that the Spanishexplorers later called pueblos (PWEHblohs),or villages. Pueblo Bonito, one of the most spec-tacular of the Anasazi pueblos, can still be seen

in New Mexico. The huge semicircular structureof stone and sun-dried earth resembles an apart-ment building. It is four stories high and hashundreds of rooms. Archaeologists have foundtraces of a complex road system linking PuebloBonito with other villages. This suggests thatPueblo Bonito was an important trade or reli-gious center for the Anasazi.

The Anasazi also built dwellings in the wallsof steep cliffs. Cliff dwellings were easy todefend and offered protection from winterweather. Mesa Verde in Colorado, one of thelargest and most elaborate cliff dwellings, heldseveral thousand inhabitants.

In about 1300 the Anasazi began leaving thepueblos and cliff dwellings to settle in smallercommunities. Their large villages may have beenabandoned because of droughts, long periods oflittle rainfall, during which their crops dried up.

Kivas at Pueblo Bonito

Pueblo Bonito had more than 800 rooms and 32 kivas, or undergroundceremonial chambers. Today, the ruins of Pueblo Bonito are part ofChaco Culture National Historical Park in northwestern New Mexico.What other kind of dwellings were built by the Anasazi?

History

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EQUATOR

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InupiatYupik

Tanaina

Tlingit

Haida

KwakiutlNootka

ChinookTillamook

Pomo

Chumash

Apache

Papago Zuni

Paiute

NorthernPaiute

WallaWalla

Nez PercePalus

Yakima

Blackfoot Cree

Inuit

Crow

MandanSioux

Cheyenne

PawneeOmaha

Osage

ChickasawWichita

NavajoHopi Pueblo

ComancheNatchezChoctaw Creek

Seminole

YuchiCherokee

ShawneeAlgonquian

PowhatanMiami

Mohegan, PequotIroquoisFox

SaukWinnebago

Ojibway(Chippewa)

Ottawa CayugaMohawk

OneidaSeneca Narraganset

Delaware

Huron

Onondaga

Mound Builders

Arctic

Subarctic

Northwest Coast

Plateau

Great Basin

California

Southwest

Great Plains

Northeast Woodlands

Southeast

Culture Groups

Tepees were used by the Plains cultures.

Cultures in the Northeast Woodlands built longhouses.

Southwest cultures built pueblos.

11

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33


The Mound BuildersThe early cultures of Mexico and Central

America appear to have influenced people livingin lands to the north. In central North America,prehistoric Native Americans built thousands ofmounds of earth that look very much like thestone pyramids of the Maya and the Aztec. Someof the mounds contained burial chambers. Somewere topped with temples, as in the Mayan andAztec cultures.

The mounds are dotted across the landscapefrom present-day Pennsylvania to the Missis-sippi River valley. They have been found as farnorth as the Great Lakes and as far south asFlorida. Archaeologists think that the firstmounds were built about 1000 B.C. They werenot the work of a single group but of many different peoples, who are referred to as theMound Builders.

Native American Cultures Before 1500

1. Region To which culture group did the Apache and Hopibelong?

2. Making Inferences Based on the description of thedwellings, which cultures were nomadic?

Among the earliest Mound Builders were theAdena, hunters and gatherers who flourished inthe Ohio Valley by 800 B.C. They were followedby the Hopewell people, who lived between 200B.C. and A.D. 500. Farmers and traders, theHopewell built huge burial mounds in the shapeof birds, bears, and snakes. One of them, theGreat Serpent Mound, looks like a giant snakewinding across the ground. Archaeologists havefound freshwater pearls, shells, cloth, and cop-per in the mounds. The objects indicate a wide-spread pattern of trade.

CahokiaThe largest settlement of the Mound Builders

was Cahokia (kuhHOHkeeuh) in present-day Illinois. This city, built after A.D. 900 by a

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people called the Mississippians, may have had16,000 or more residents. The largest mound inCahokia, the Monks Mound, rises nearly 100 feet(30 m). When it was built, it was probably thehighest structure north of Mexico.

Cahokia resembled the great cities of Mexico,even though it was nearly 2,000 miles away. Thecity was dominated by the great pyramid-shaped mound. A temple crowned the sum-mitperhaps a place where priests studied themovements of the sun and stars or where thepriest-ruler of Cahokia lived. A legend of theNatchez people, descendants of the Mississippi-ans, hints of a direct link to Mexico:

Before we came into this land we livedyonder under the sun [the speaker pointed

southwest toward Mexico]. . . . Our nation

extended itself along the great water [the

Gulf of Mexico] where this large river [the

Mississippi] loses itself.Identifying In what area did the

Anasazi live?

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Caribbean Sea

Hunters, Gatherers, and FishersNative American Population

Other Native North AmericansAlthough the civilizations of the Hohokam,

the Anasazi, and the Mound Builders eventuallyfaded away, other Native American culturesarose to take their place. Around the time thatEuropeans began arriving, North America washome to many different societies.

Peoples of the NorthThe people who settled in the northernmost

part of North America, in the lands around theArctic Ocean, are called the Inuit. Some scien-tists think the Inuit were the last migrants tocross the land bridge into North America.

The Inuit had many skills that helped themsurvive in the cold Arctic climate. They mayhave brought some of these skills from northernSiberia, probably their original home. In the win-ter the Inuit built igloos, low-lying structures ofsnow blocks, which protected them from severeweather. Their clothing of furs and sealskins wasboth warm and waterproof. The Inuit werehunters and fishers. In the coastal waters, theypursued whales, seals, and walruses in small,

More than 100

20100

Fewer than 20

Estimated number of peopleper 100 square miles

Present-day boundary

Cultivated plants

Fishing

Game

Wild plants, animals

Major Methodsof Getting Food

Present-day boundary

skin-covered boats. On land they hunted cari-bou, large deerlike animals that lived in the farnorth. The Inuit made clothing from caribouskins and burned seal oil in lamps.

Peoples of the WestThe mild climate and dependable food

sources of the West Coast created a favorableenvironment for many different groups.

The peoples of the northwestern coast, such asthe Tlingit (TLIHNGkuht), Haida, and Chi-nook, developed a way of life that used theresources of the forest and the sea. They builtwooden houses and made canoes, cloth, and bas-kets from tree bark. Using spears and traps, theyfished for salmon along the coast and in riverssuch as the Columbia. This large fish was themain food of the northwestern people. They pre-served the salmon by smoking it over fires.

Salmon was also important for the people ofthe plateau region, the area between the Cas-cade Mountains and the Rocky Mountains. TheNez Perce (NEHZ PUHRS) and Yakima peo-ples fished the rivers, hunted deer in forests,and gathered roots and berries. The root of thecamas plant, a relative of the lily, was an impor-tant part of their diet. The plateau peoples livedin earthen houses.

Present-day California was home to a greatvariety of cultures. Along the northern coast,Native Americans fished for their food. In themore barren environment of the southerndeserts, nomadic groups wandered from placeto place collecting roots and seeds. In the centralvalley, the Pomo gathered acorns and poundedthem into flour. As in many Native Americancultures, the women of the Pomo did most of thegathering and flour making.

In the Great Basin between the Sierra Nevadaand the Rocky Mountains, Native Americansfound ways to live in the dry climate. The soilwas too hard and rocky for farming, so peoplessuch as the Ute (YOOT) and Shoshone(shuhSHOHN) traveled in search of food. Theyate small game, pine nuts, juniper berries, roots, and some insects. Instead of making permanentsettlements, the Great Basin people created tem-porary shelters of branches and reeds.

Peoples of the SouthwestDescendants of the Anasazi formed the Hopi,

the Acoma, and the Zuni peoples of the South-west. They built their homes from a type of sun-dried mud brick called adobe. They raised cornor maize as their basic food. They also grewbeans, squash, melons, pumpkins, and fruit. Thepeople of the Southwest also took part in asophisticated trade network that extendedthroughout the Southwest and into Mexico.

In the 1500s two new groups settled in theregionthe Apache and the Navajo. Unlike theother peoples of the Southwest, the Apache andNavajo were hunters and gatherers. They hunteddeer and other game. Eventually the Navajo set-tled into stationary communities and built squarehouses called hogans. In addition to hunting andgathering, they began to grow maize and beans.They also began raising sheep in the 1600s.

Peoples of the PlainsThe peoples of the Great Plains were nomadic;

villages were temporary, lasting only for a grow-ing season or two. When the people moved fromplace to place, they dragged their homescone-shaped skin tents called tepeesbehind them.The men hunted antelope, deer, and buffalo. Thewomen tended plots of maize, squash, and beans.

When the Spanish brought horses to Mexicoin the 1500s, some got loose. In time horsesmade their way north. Native Americans cap-tured and tamed the wild horses, and theComanche, the Dakota, and other Plains peo-ples became skilled riders. They learned to hunton horseback and to use the horses in warfare,attacking their enemies with long spears, bowsand arrows, clubs, and knives.


Powerful Iroquois Women did hold great power amongthe Iroquois people. Iroquois women owned houses,crops, and fields and chose the members of the Iroquoisgoverning council.

Iroquois Society

CitizenshipPeoples of the East and Southeast

The people who lived in the woodlands ofeastern North America formed complex politicalsystems to govern their nations. The Iroquois(IHRuhKWAWIH) and Cherokee had formallaw codes and formed federations, govern-ments that linked different groups.

The Iroquois lived near Canada in what is nownorthern New York State. There were five Iroquoisgroups or nations: the Onondaga, the Seneca, theMohawk, the Oneida, and the Cayuga. Thesegroups warred with each other until the late1500s, when they joined to form the IroquoisLeague, also called the Iroquois Confederacy.

Iroquois women occupied positions of powerin their communities. According to the constitu-tion of the Iroquois League, women chose the 50men who served on the league council.

The Iroquois constitution was written downafter the Europeans came to North America. Itdescribes the Iroquois peoples desire for peace:

I am Dekanawidah and with the Five NationsConfederate Lords I plant the Tree of GreatPeace. . . . Roots have spread out from the Treeof the Great Peace, one to the north, one to theeast, one to the south and one to the west.

The Southeast wasalso a woodlands area,but with a warmer cli-mate than the easternwoodlands. The Creek,Chickasaw, and Chero-kee were among theregions Native Ameri-can peoples. Many Creeklived in loosely knit farming communities inpresent-day Georgia and Alabama. There theygrew corn, tobacco, squash, and other crops.The Chickasaw, most of whom lived fartherwest in what is now Mississippi, farmed theriver bottomlands. The Cherokee farmed in themountains of Georgia and the Carolinas.

Wherever they lived in North America, thefirst Americans developed ways of life that werewell suited to their environments. In the 1500s,however, the Native Americans met peoplewhose cultures, beliefs, and ways of life weredifferent from anything they had known or everseen. These newcomers were the Europeans,and their arrival would change the NativeAmericans world forever.

Describing How did the use of thehorse change the lifestyle of Native Americans on the GreatPlains?


Geography Create or sketch amodel of a home that a NativeAmerican might have built. Usenatural materials that exist in thearea where you live and label the materials on your diagram.Consider the climate of your areain your design.

Culture Region Shelter

Tlingit

Zuni

Dakota

HISTORY

Student Web ActivityVisit taj.glencoe.com andclick on Chapter 1Student Web Activitiesfor an activity on NativeAmerican cultures.

Checking for Understanding1. Key Terms Use each of these terms

in a complete sentence that will helpexplain its meaning: pueblo,drought, adobe, federation.

2. Reviewing Facts Identify clues thatled archaeologists to believe that theMound Builders were influenced byother cultures.

Reviewing Themes3. Culture and Traditions What organ-

ization did the Iroquois form to pro-mote peace among their people?

Critical Thinking4. Making Generalizations Why was

the environment of the West Coastfavorable for settlement by so manyNative Americans?

5. Comparing Re-create the diagrambelow and explain how Native Amer-ican cultures differed from oneanother by describing their locationsand ways of living.

Analyzing Visuals6. Geography Skills Study the map

on page 30. What groups lived in California? What groups lived in the Southeast?

CitizenshipPeoples of the East and Southeast

The people who lived in the woodlands ofeastern North America formed complex politicalsystems to govern their nations. The Iroquois(IHRuhKWAWIH) and Cherokee had formallaw codes and formed federations, govern-ments that linked different groups.

The Iroquois lived near Canada in what is nownorthern New York State. There were five Iroquoisgroups or nations: the Onondaga, the Seneca, theMohawk, the Oneida, and the Cayuga. Thesegroups warred with each other until the late1500s, when they joined to form the IroquoisLeague, also called the Iroquois Confederacy.

Iroquois women occupied positions of powerin their communities. According to the constitu-tion of the Iroquois League, women chose the 50men who served on the league council.

The Iroquois constitution was written downafter the Europeans came to North America. Itdescribes the Iroquois peoples desire for peace:

I am Dekanawidah and with the Five NationsConfederate Lords I plant the Tree of GreatPeace. . . . Roots have spread out from the Treeof the Great Peace, one to the north, one to theeast, one to the south and one to the west.

The Southeast wasalso a woodlands area,but with a warmer cli-mate than the easternwoodlands. The Creek,Chickasaw, and Chero-kee were among theregions Native Ameri-can peoples. Many Creeklived in loosely knit farming communities inpresent-day Georgia and Alabama. There theygrew corn, tobacco, squash, and other crops.The Chickasaw, most of whom lived fartherwest in what is now Mississippi, farmed theriver bottomlands. The Cherokee farmed in themountains of Georgia and the Carolinas.

Wherever they lived in North America, thefirst Americans developed ways of life that werewell suited to their environments. In the 1500s,however, the Native Americans met peoplewhose cultures, beliefs, and ways of life weredifferent from anything they had known or everseen. These newcomers were the Europeans,and their arrival would change the NativeAmericans world forever.

Describing How did the use of thehorse change the lifestyle of Native Americans on the GreatPlains?


Geography Create or sketch amodel of a home that a NativeAmerican might have built. Usenatural materials that exist in thearea where you live and label the materials on your diagram.Consider the climate of your areain your design.

Culture Region Shelter

Tlingit

Zuni

Dakota

HISTORY

Student Web ActivityVisit taj.glencoe.com andclick on Chapter 1Student Web Activitiesfor an activity on NativeAmerican cultures.

Checking for Understanding1. Key Terms Use each of these terms

in a complete sentence that will helpexplain its meaning: pueblo,drought, adobe, federation.

2. Reviewing Facts Identify clues thatled archaeologists to believe that theMound Builders were influenced byother cultures.

Reviewing Themes3. Culture and Traditions What organ-

ization did the Iroquois form to pro-mote peace among their people?

Critical Thinking4. Making Generalizations Why was

the environment of the West Coastfavorable for settlement by so manyNative Americans?

5. Comparing Re-create the diagrambelow and explain how Native Amer-ican cultures differed from oneanother by describing their locationsand ways of living.

Analyzing Visuals6. Geography Skills Study the map

on page 30. What groups lived in California? What groups lived in the Southeast?


34

Reviewing Key TermsOn a sheet of paper, define the following terms.1. archaeology 6. culture2. artifact 7. civilization3. Ice Age 8. hieroglyphics4. nomad 9. pueblo5. carbon dating 10. federation

Reviewing Key Facts11. For what reasons did Asians cross the land bridge to

the Americas?12. What regions did the land bridge connect?13. What was the first crop raised by Native Americans in

Mexico?14. What does carbon dating measure?15. What are hieroglyphics?16. What regions were under Inca control?17. What were two advantages of living in dwellings built

into the side of cliffs?18. What type of dwelling was common among the people

of the Southwest?19. In what region did the Tlingit, Haida, and the Chinook

peoples live?20. What groups formed the Iroquois League?

Critical Thinking21. Comparing Re-create the diagram below and explain

how the environment of Native Americans who livedin the Northwest differed from the environment ofthose who lived in the Southwest.

22. Analyzing Themes: Culture and Traditions Religionwas an important part of life in many Native Ameri-can civilizations. What role did priests play in Mayansociety?

23. Analyzing Information In what ways did the Incaand Aztec use war to increase their power?

The First AmericansThe first Americans begin to adapt to their surroundings.

Societies in South and Central America and in Mexico create powerful empires.

The Inca, Maya, and Aztec

The Inca develop a complex political system. They also build a large network of paved roads.

The Maya create a written language and develop new waysof farming.

The Aztec build a large empire,stretching from north-centralMexico to the border of Guate-mala, and from the AtlanticOcean to the Pacific Ocean.

People of North America The people of North America do not develop empires as

large as those of the Inca, Maya, and Aztec.

Among the most advanced of the early cul-tures are the Hohokam and Anasazi of theSouthwest and the Mound Builders of theOhio River valley.

People who settle in a particular regiondevelop a common culture.

In the Southwest, Native American peoplesadapt to their harsh environment byimproving techniques of irrigation to farmthe land.

Most of the people of the Great Plainswere nomadic. They lived in tepees andused horses, spears, and bows and arrowsto hunt deer, antelope, and buffalo.

Native Americans of the Northeast form the Iroquois League to solve disputes.

Location Environment

Northwest

Southwest

Self-Check QuizVisit taj.glencoe.com and click on Chapter 1Self-Check Quizzes to prepare for the chapter test.

HISTORY


Standardized Test Practice

Geography and History ActivityStudy the map above and answer the questions that follow.24. Location Along what two major rivers did many of the

Mound Builders settle?25. Place Near which river did the Adena build most of their

settlements?26. Movement Of the Adena, Hopewell, and Mississippian

cultures, which settled the farthest east?

Practicing SkillsUnderstanding the Parts of a Map Use the key, compassrose, and scale bar on the map of Native American cultureson page 30 to answer these questions.27. What does the map key highlight?28. About how far from the Gulf of Mexico did the Omaha

people live?29. Which Native American peoples settled in the Southwest

region?30. Which people lived farthest westthe Pawnee or the

Miami?

500 kilometers0Lambert Equal-Area projection

500 miles0

N

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80W90W

40N

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AtlanticOcean

Gulf ofMexico

LakeHuron

Lake

Erie

LakeOntario

Lak

eM

ichi

gan

Ohio

R.

Mis

siss

ippi

R.

Missouri R.

Cahokia

SerpentMound

Moundville

Adena sites

Hopewell sites

Mississippian sites

Selected Sites of the Mound Builders

Technology Activity31. Using the Internet Search the Internet for information

on recent archaeological discoveries. Describe how thesefinds have changed the way we view the world.

Citizenship Cooperative Activity32. Research Work with a partner to investigate the early

history of your community using primary and secondarysources. Find out when and why it was founded. Whowere the first settlers and early leaders? How did the gov-ernment change over the years? Prepare a report for yourclass about what you have discovered.

Economics Activity33. Create a cause-and-effect chart. Write on your chart:

Cause: The development of farming changed the wayearly nomads lived. Then, describe at least two effects.

Alternative Assessment34. Portfolio Writing Activity Research information about

an aspect of Aztec or Iroquois life that interests you.Present your information in a report to the class.

Directions: Choose the bestanswer to the following question.

Because the Mayan civilization was a theocracy, themost powerful Maya were

A warriors. C priests.B craftsmen. D enslaved people.

Test-Taking Tip:This question asks you to draw an inference. What is

the meaning of the word theocracy? Understanding thedefinition will help to answer the question.

Self-Check QuizVisit taj.glencoe.com and click on Chapter 1Self-Check Quizzes to prepare for the chapter test.

HISTORY


Standardized Test Practice

Geography and History ActivityStudy the map above and answer the questions that follow.24. Location Along what two major rivers did many of the

Mound Builders settle?25. Place Near which river did the Adena build most of their

settlements?26. Movement Of the Adena, Hopewell, and Mississippian

cultures, which settled the farthest east?

Practicing SkillsUnderstanding the Parts of a Map Use the key, compassrose, and scale bar on the map of Native American cultureson page 30 to answer these questions.27. What does the map key highlight?28. About how far from the Gulf of Mexico did the Omaha

people live?29. Which Native American peoples settled in the Southwest

region?30. Which people lived farthest westthe Pawnee or the

Miami?

500 kilometers0Lambert Equal-Area projection

500 miles0

N

S

EW

80W90W

40N

30N

AtlanticOcean

Gulf ofMexico

LakeHuron

Lake

Erie

LakeOntario

Lak

eM

ichi

gan

Ohio

R.

Mis

siss

ippi

R.

Missouri R.

Cahokia

SerpentMound

Moundville

Adena sites

Hopewell sites

Mississippian sites

Selected Sites of the Mound Builders

Technology Activity31. Using the Internet Search the Internet for information

on recent archaeological discoveries. Describe how thesefinds have changed the way we view the world.

Citizenship Cooperative Activity32. Research Work with a partner to investigate the early

history of your community using primary and secondarysources. Find out when and why it was founded. Whowere the first settlers and early leaders? How did the gov-ernment change over the years? Prepare a report for yourclass about what you have discovered.

Economics Activity33. Create a cause-and-effect chart. Write on your chart:

Cause: The development of farming changed the wayearly nomads lived. Then, describe at least two effects.

Alternative Assessment34. Portfolio Writing Activity Research information about

an aspect of Aztec or Iroquois life that interests you.Present your information in a report to the class.

Directions: Choose the bestanswer to the following question.

Because the Mayan civilization was a theocracy, themost powerful Maya were

A warriors. C priests.B craftsmen. D enslaved people.

Test-Taking Tip:This question asks you to draw an inference. What is

the meaning of the word theocracy? Understanding thedefinition will help to answer the question.


The American JourneyIllinois EditionIllinois Learning Standards for Social ScienceHow Does The American Journey Help Me Learn the Standards?How Does The American Journey Help Me Test My Knowledge of Social Science?The Illinois Constitution: A SummaryTable of ContentsPreviewing Your TextbookScavenger HuntHow Do I Study History?The Structure of Illinois GovernmentConstitution Test PracticeReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

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Geography HandbookWhat Is Geography?How Do I Study Geography?How Do I Use Maps?How Does Geography Influence History?Geographic Dictionary

Be an Active ReaderUnit 1: Different Worlds Meet: Beginnings to 1625Chapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American PeoplesChapter 1 Assessment and Activities

Chapter 2: Exploring the Americas, 14001625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North AmericaChapter 2 Assessment and Activities

Unit 2: Colonial Settlement: 15871770Chapter 3: Colonial America, 15871770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern ColoniesChapter 3 Assessment and Activities

Chapter 4: The Colonies Grow, 16071770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian WarChapter 4 Assessment and Activities

Unit 3: Creating a Nation: 17631791Chapter 5: Road to Independence, 17631776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward IndependenceThe Declaration of IndependenceChapter 5 Assessment and Activities

Chapter 6: The American Revolution, 17761783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is WonChapter 6 Assessment and Activities

Chapter 7: A More Perfect Union, 17771790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of GovernmentChapter 7 Assessment and Activities

Civics in Action: A Citizenship HandbookSection 1: The ConstitutionSection 2: The Federal GovernmentSection 3: Citizen's Rights and ResponsibilitiesHandbook Assessment

The Constitution of the United States

Unit 4: The New Republic: 17891825Chapter 8: A New Nation, 17891800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political PartiesChapter 8 Assessment and Activities

Chapter 9: The Jefferson Era, 18001816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812Chapter 9 Assessment and Activities

Chapter 10: Growth and Expansion, 17901825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and SectionalismChapter 10 Assessment and Activities

Unit 5: The Growing Nation: 18201860Chapter 11: The Jackson Era, 18241845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the BankChapter 11 Assessment and Activities

Chapter 12: Manifest Destiny, 18181853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and UtahChapter 12 Assessment and Activities

Chapter 13: North and South, 18201860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's PeopleChapter 13 Assessment and Activities

Chapter 14: The Age of Reform, 18201860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's MovementChapter 14 Assessment and Activities

Unit 6: Civil War and Reconstruction: 18461896Chapter 15: Road to Civil War, 18201861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and WarChapter 15 Assessment and Activities

Chapter 16: The Civil War, 18611865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to VictoryChapter 16 Assessment and Activities

Chapter 17: Reconstruction and Its Aftermath, 18651896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the SouthChapter 17 Assessment and Activities

Unit 7: Reshaping the Nation: 18581914Chapter 18: The Western Frontier, 18581896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in ProtestChapter 18 Assessment and Activities

Chapter 19: The Growth of Industry, 18651914Section 1: Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big BusinessSection 4: Industrial WorkersChapter 19 Assessment and Activities

Chapter 20: Toward an Urban America, 18651914Section 1: The New ImmigrantsSection 2: Moving to the CitySection 3: A Changing CultureChapter 20 Assessment and Activities

Unit 8: Reform, Expansion, and War: 18651920Chapter 21: Progressive Reforms, 18771920Section 1: The Progressive MovementSection 2: Women and ProgressivesSection 3: Progressive PresidentsSection 4: Excluded from ReformChapter 21 Assessment and Activities

Chapter 22: Overseas Expansion, 18651917Section 1: Expanding HorizonsSection 2: Imperialism in the PacificSection 3: Spanish-American WarSection 4: Latin American PoliciesChapter 22 Assessment and Activities

Chapter 23: World War I, 19141919Section 1: War in EuropeSection 2: America's Road to WarSection 3: Americans Join the AlliesSection 4: The War at HomeSection 5: Searching for PeaceChapter 23 Assessment and Activities

Unit 9: Turbulent Decades: 19191945Chapter 24: The Jazz Age, 19191929Section 1: Time of TurmoilSection 2: Desire for NormalcySection 3: A Booming EconomySection 4: The Roaring TwentiesChapter 24 Assessment and Activities

Chapter 25: The Depression and FDR, 19291941Section 1: The Great DepressionSection 2: Roosevelt's New DealSection 3: Life During the DepressionSection 4: Effects of the New DealChapter 25 Assessment and Activities

Chapter 26: World War II, 19391945Section 1: Road to WarSection 2: War BeginsSection 3: On the Home FrontSection 4: War in Europe and AfricaSection 5: War in the PacificChapter 26 Assessment and Activities

Unit 10: Turning Points: 19451975Chapter 27: The Cold War Era, 19451954Section 1: Cold War OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection 4: The Red ScareChapter 27 Assessment and Activities

Chapter 28: America in the 1950s, 19531960Section 1: Eisenhower in the White HouseSection 2: 1950s ProsperitySection 3: Problems in a Time of PlentyChapter 28 Assessment and Activities

Chapter 29: The Civil Rights Era, 19541973Section 1: The Civil Rights MovementSection 2: Kennedy and JohnsonSection 3: The Struggle ContinuesSection 4: Other Groups Seek RightsChapter 29 Assessment and Activities

Chapter 30: The Vietnam Era, 19601975Section 1: Kennedy's Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years at HomeSection 4: Nixon and VietnamChapter 30 Assessment and Activities

Unit 11: Modern America: 1968PresentChapter 31: Search for Stability, 19681981Section 1: Nixon's Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter PresidencyChapter 31 Assessment and Activities

Chapter 32: New Challenges, 1981PresentSection 1: The Reagan PresidencySection 2: The Bush PresidencySection 3: A New CenturySection 4: The War on TerrorismChapter 32 Assessment and Activities

AppendixWhat Is an Appendix and How Do I Use One?Primary Sources LibraryPresidents of the United StatesDocuments of American HistorySupreme Court Case SummariesGazetteerGlossarySpanish GlossaryIndexAcknowledgements and Photo Credits

Feature ContentsPrimary Sources LibraryDocuments of America's HeritageMore AboutWhat Life Was LikeNational Geographic: Geography & HistoryAmerica's LiteratureTwo ViewpointsTechnology and HistoryLinking Past & PresentWhat IfHands-On History Lab ActivityTIME NotebookWhy It MattersCauses and EffectsSkillBuilderCritical ThinkingSocial StudiesStudy & WritingTechnology

People In HistoryFact Fiction FolklorePrimary Source QuotesCharts & GraphsMaps

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American Peoples

Chapter 2: Exploring the Americas, 14001625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North America

Chapter 3: Colonial America, 15871770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern Colonies

Chapter 4: The Colonies Grow, 16071770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian War

Chapter 5: Road to Independence, 17631776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward Independence

Chapter 6: The American Revolution, 17761783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is Won

Chapter 7: A More Perfect Union, 17771790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of Government

Chapter 8: A New Nation, 17891800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political Parties

Chapter 9: The Jefferson Era, 18001816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812

Chapter 10: Growth and Expansion, 17901825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and Sectionalism

Chapter 11: The Jackson Era, 18241845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the Bank

Chapter 12: Manifest Destiny, 18181853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and Utah

Chapter 13: North and South, 18201860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's People

Chapter 14: The Age of Reform, 18201860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's Movement

Chapter 15: Road to Civil War, 18201861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and War

Chapter 16: The Civil War, 18611865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to Victory

Chapter 17: Reconstruction and Its Aftermath, 18651896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the South

Chapter 18: The Western Frontier, 18581896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in Protest

Chapter 19: The Growth of Industry, 18651914Section 1: Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big BusinessSection 4: Industrial Workers

Chapter 20: Toward an Urban America, 18651914Section 1: The New ImmigrantsSection 2: Moving to the CitySection 3: A Changing Culture

Chapter 21: Progressive Reforms, 18771920Section 1: The Progressive MovementSection 2: Women and ProgressivesSection 3: Progressive PresidentsSection 4: Excluded from Reform

Chapter 22: Overseas Expansion, 18651917Section 1: Expanding HorizonsSection 2: Imperialism in the PacificSection 3: Spanish-American WarSection 4: Latin American Policies

Chapter 23: World War I, 19141919Section 1: War in EuropeSection 2: America's Road to WarSection 3: Americans Join the AlliesSection 4: The War at HomeSection 5: Searching for Peace

Chapter 24: The Jazz Age, 19191929Section 1: Time of TurmoilSection 2: Desire for NormalcySection 3: A Booming EconomySection 4: The Roaring Twenties

Chapter 25: The Depression and FDR, 19291941Section 1: The Great DepressionSection 2: Roosevelt's New DealSection 3: Life During the DepressionSection 4: Effects of the New Deal

Chapter 26: World War II, 19391945Section 1: Road to WarSection 2: War BeginsSection 3: On the Home FrontSection 4: War in Europe and AfricaSection 5: War in the Pacific

Chapter 27: The Cold War Era, 19451954Section 1: Cold War OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection 4: The Red Scare

Chapter 28: America in the 1950s, 19531960Section 1: Eisenhower in the White HouseSection 2: 1950s ProsperitySection 3: Problems in a Time of Plenty

Chapter 29: The Civil Rights Era, 19541973Section 1: The Civil Rights MovementSection 2: Kennedy and JohnsonSection 3: The Struggle ContinuesSection 4: Other Groups Seek Rights

Chapter 30: The Vietnam Era, 19601975Section 1: Kennedy's Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years at HomeSection 4: Nixon and Vietnam

Chapter 31: Search for Stability, 19681981Section 1: Nixon's Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter Presidency

Chapter 32: New Challenges, 1981PresentSection 1: The Reagan PresidencySection 2: The Bush PresidencySection 3: A New CenturySection 4: The War on Terrorism

Activity Workbook - Student EditionLocal history activitiesActivity 1: The First AmericansActivity 2: Exploring the AmericasActivity 3: Colonial AmericaActivity 4: The Colonies GrowActivity 5: Road to IndependenceActivity 6: The American RevolutionActivity 7: A More Perfect UnionActivity 8: A New NationActivity 9: The Jefferson EraActivity 10: Growth and ExpansionActivity 11: The Jackson EraActivity 12: Manifest DestinyActivity 13: North and SouthActivity 14: The Age of ReformActivity 15: Road to Civil WarActivity 16: The Civil WarActivity 17: Reconstruction and Its AftermathActivity 18: The Western FrontierActivity 19: The Growth of IndustryActivity 20: Toward an Urban AmericaActivity 21: Progressive ReformsActivity 22: Overseas ExpansionActivity 23: World War IActivity 24: The Jazz AgeActivity 25: The Depression and FDRActivity 26: World War IIActivity 27: The Cold War EraActivity 28: America in the 1950sActivity 29: The Civil Rights EraActivity 30: The Vietnam EraActivity 31: Search for StabilityActivity 32: New Challenges

Reading Essentials and Study Guide - Student EditionChapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American Peoples

Chapter 2: Exploring the Americas, 14001625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North America

Chapter 3: Colonial America, 15871770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern Colonies

Chapter 4: The Colonies Grow, 16071770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian War

Chapter 5: Road to Independence, 17631776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward Independence

Chapter 6: The American Revolution, 17761783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is Won

Chapter 7: A More Perfect Union, 17771790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of Government

Chapter 8: A New Nation, 17891800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political Parties

Chapter 9: The Jefferson Era, 18001816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812

Chapter 10: Growth and Expansion, 17901825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and Sectionalism

Chapter 11: The Jackson Era, 18241845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the Bank

Chapter 12: Manifest Destiny, 18181853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and Utah

Chapter 13: North and South, 18201860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's People

Chapter 14: The Age of Reform, 18201860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's Movement

Chapter 15: Road to Civil War, 18201861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and War

Chapter 16: The Civil War, 18611865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to Victory

Chapter 17: Reconstruction and Its Aftermath, 18651896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the South

Chapter 18: The Western Frontier, 18581896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in Protest

Chapter 19: The Growth of Industry, 18651914Section 1: Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big BusinessSection 4: Industrial Workers

Chapter 20: Toward an Urban America, 18651914Section 1: The New ImmigrantsSection 2: Moving to the CitySection 3: A Changing Culture

Chapter 21: Progressive Reforms, 18771920Section 1: The Progressive MovementSection 2: Women and ProgressivesSection 3: Progressive PresidentsSection 4: Excluded from Reform

Chapter 22: Overseas Expansion, 18651917Section 1: Expanding HorizonsSection 2: Imperialism in the PacificSection 3: Spanish-American WarSection 4: Latin American Policies

Chapter 23: World War I, 19141919Section 1: War in EuropeSection 2: America's Road to WarSection 3: Americans Join the AlliesSection 4: The War at HomeSection 5: Searching for Peace

Chapter 24: The Jazz Age, 19191929Section 1: Time of TurmoilSection 2: Desire for NormalcySection 3: A Booming EconomySection 4: The Roaring Twenties

Chapter 25: The Depression and FDR, 19291941Section 1: The Great DepressionSection 2: Roosevelt's New DealSection 3: Life During the DepressionSection 4: Effects of the New Deal

Chapter 26: World War II, 19391945Section 1: Road to WarSection 2: War BeginsSection 3: On the Home FrontSection 4: War in Europe and AfricaSection 5: War in the Pacific

Chapter 27: The Cold War Era, 19451954Section 1: Cold War OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection 4: The Red Scare

Chapter 28: America in the 1950s, 19531960Section 1: Eisenhower in the White HouseSection 2: 1950s ProsperitySection 3: Problems in a Time of Plenty

Chapter 29: The Civil Rights Era, 19541973Section 1: The Civil Rights MovementSection 2: Kennedy and JohnsonSection 3: The Struggle ContinuesSection 4: Other Groups Seek Rights

Chapter 30: The Vietnam Era, 19601975Section 1: Kennedy's Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years at HomeSection 4: Nixon and Vietnam

Chapter 31: Search for Stability, 19681981Section 1: Nixon's Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter Presidency

Chapter 32: New Challenges, 1981PresentSection 1: The Reagan PresidencySection 2: The Bush PresidencySection 3: A New CenturySection 4: The War on Terrorism

Spanish Reading Essentials and Study Guide - Student EditionCaptulo 1: Los primeros habitantes de las Amricas, Prehistoria a 1492Gua de estudio 1-1: Los primeros pueblosGua de estudio 1-2: Ciudades e imperiosGua de estudio 1-3: Pueblos norteamericanos

Captulo 2: La exploracin de las Amricas, 14001625Gua de estudio 2-1: Un mundo cambianteGua de estudio 2-2: Primeras exploracionesGua de estudio 2-3: Espaa en AmricaGua de estudio 2-4: Exploracin de Norteamrica

Captulo 3: La Amrica colonial, 15871770Gua de estudio 3-1: Primeros asentamientos inglesesGua de estudio 3-2: Colonias de Nueva InglaterraGua de estudio 3-3: Colonias del CentroGua de estudio 3-4: Colonias del Sur

Captulo 4: El desarollo de las colonias, 16071770Gua de estudio 4-1: La vida en las coloniasGua de estudio 4-2: Gobierno, religin y culturaGua de estudio 4-3: Choque entre Francia e InglaterraGua de estudio 4-4: La guerra francesa e india

Captulo 5: El camino de la Independencia, 17631776Gua de estudio 5-1: Impuestos sin representacinGua de estudio 5-2: Formacin de la unidad colonialGua de estudio 5-3: Un llamado a las armasGua de estudio 5-4: Avanzar hacia la independencia

Captulo 6: La Guerra de Independencia, 17761783Gua de estudio 6-1: Los primeros aosGua de estudio 6-2: La guerra continaGua de estudio 6-3: La guerra se mueve hacia el Oeste y el SurGua de estudio 6-4: La guerra se gana

Captulo 7: Una unin ms perfecta, 17771790Gua de estudio 7-1: Los artculos de la ConfederacinGua de estudio 7-2: Convencin y compromisoGua de estudio 7-3: Un nuevo plan de gobierno

Captulo 8: Una nueva Nacin, 18791800Gua de estudio 8-1: El primer presidenteGua de estudio 8-2: Primeros retosGua de estudio 8-3: Los primeros partidos polticos

Captulo 9: La era de Jefferson, 18001816Gua de estudio 9-1: Los republicanos toman el poderGua de estudio 9-2: La compra de LouisianaGua de estudio 9-3: Una poca de conflictoGua de estudio 9-4: La guerra de 1812

Captulo 10: Crecimiento y expansin, 17901825Gua de estudio 10-1: Crecimiento econmicoGua de estudio 10-2: Rumbo al OesteGua de estudio 10-3: Unidad y seccionalismo

Captulo 11: La era Jackson, 18241845Gua de estudio 11-1: Democracia jacksonianaGua de estudio 11-2: Conflictos por la tierraGua de estudio 11-3: Jackson y el banco

Captulo 12: Destino manifi