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2. Contents Chapter Introduction Section 1 The Peoples of North America Section 2 Early Civilizations in Mesoamerica Section 3 Early Civilizations in South America Chapter Summary Chapter Assessment Click on a hyperlink to view the corresponding slides.

3. Intro 1 Click the Speaker button to listen to the audio again.

7. End of Intro

11. Section 1-4 Preview of Events The Peoples of North America

12. Section 1-5 Click the Speaker button to listen to the audio again.

13. Section 1-6 Maize, or corn, which originated in the Americas, is now one of the most widely distributed of the world’s food plants. Only wheat exceeds it in acreage. Although the United States produces about half the world’s total output of corn, a corn crop matures somewhere in the world every month of the year.

17. Section 1-10 Click the mouse button or press the Space Bar to display the answer. How do we know about the early peoples of North America? Archaeologists and anthropologists developed theories about them based on finding artifacts, fossils, and other remnants of the past. The Lands of the Americas and The First Americans (cont.) (pages 347–348)

31. Section 1-24 Are the three principles cited from the Great Peace good principles to live by? Why or why not? The Peoples of North America (cont.) (pages 348–350)

32. Section 1-25 __ 1. a circular tent made by stretching buffalo skins over wooden poles __ 2. a group of related families __ 3. sun-dried brick __ 4. Iroquois house about 150 to 200 feet (46 to 61 m) long built of wooden poles covered with sheets of bark and housing about a dozen families __ 5. a multistoried structure of the Anasazi that could house up to 250 people A. longhouse B. clan C. tepee D. adobe E. pueblo Define Match each definition in the left column with the appropriate term in the right column. C B D A E Checking for Understanding Click the mouse button or press the Space Bar to display the answers.

33. Section 1-26 Describe how settling in the tundra affected Inuit lifestyles. Checking for Understanding The Inuit depended on hunting and fishing for food and clothing. They built homes of stone and turf. Click the mouse button or press the Space Bar to display the answer.

34. Section 1-27 Checking for Understanding Click the mouse button or press the Space Bar to display the answer. List the major sources of food for the Plains Indians. Also list the many different ways in which the Plains peoples made use of the buffalo. The major sources of food came from farming (corn, beans, squash) and hunting (buffalo). They used buffalo for food, clothing, tools, and shelter.

35. Section 1-28 Critical Thinking Click the mouse button or press the Space Bar to display the answer. Evaluate The Iroquois League is considered “an experiment in democracy.” What do you think this means? They had a council of representatives known as the Grand Council.

36. Section 1-29 Analyzing Visuals Click the mouse button or press the Space Bar to display the answer. Examine the photograph of the Anasazi ruins shown on page 350 of your textbook. From this photograph, what conclusions can you draw about the daily life of the people who lived at this site? The site is surrounded by desert and plateaus, suggesting that people were always looking for water supplies and that they adapted to life in a dry, hot climate.

37. Section 1-30 Close Discuss how different peoples adapted to the varying environmental conditions in North America.

38. End of Section 1

42. Section 2-4 Preview of Events Early Civilizations in Mesoamerica

43. Section 2-5 Click the Speaker button to listen to the audio again.

44. Section 2-6 All of La Venta’s major structures are set on an axis 8° west of north, probably in alignment with some star or constellation. A 100-foot-high clay mound shaped like a pyramid or fluted cone, perhaps to represent a volcano, dominates the site.

49. Section 2-11 Click the mouse button or press the Space Bar to display the answer. The main thoroughfare in Teotihuacán was known as the Avenue of the Dead. Remembering that the street had many temples, why might it have had that name? The most likely possibility is that human sacrifice was performed in the temples. The Olmec and Teotihuacán (cont.) (pages 352–353)

60. Section 2-22 Click the mouse button or press the Space Bar to display the answer. What does it say about the Spanish that they destroyed so much of the native culture in the Americas they conquered? Possible answer: It says that Catholicism led the Spanish believe they were helping the Native Americans. Dogmatism may have made them arrogant. The Maya and Toltec (cont.) (pages 353–355)

75. Section 2-37 What do you think the Aztec midwives meant when they compared a woman’s life in the home to the heart in the body? The Aztec (cont.) (pages 356–358)

76. Section 2-38 __ 1. a picture or symbol used in a system of writing __ 2. goods or money paid by conquered peoples to their conquerors __ 3. the name used for areas of Mexico and Central America that were civilized before the arrival of the Spanish A. Mesoamerica B. hieroglyph C. tribute Define Match each definition in the left column with the appropriate term in the right column. B C A Checking for Understanding Click the mouse button or press the Space Bar to display the answers.

77. Section 2-39 Explain how Mayan hieroglyphs have helped us to understand Mayan culture. Checking for Understanding They provide a record of events in Mayan history, especially in the lives of Mayan rulers. Click the mouse button or press the Space Bar to display the answer.

78. Section 2-40 Checking for Understanding Click the mouse button or press the Space Bar to display the answer. Summarize the different categories of Aztec society. Rulers (monarch, lords, government officials), nobles, commoners, indentured workers, and slaves are the categories of Aztec society.

79. Section 2-41 Critical Thinking Evaluate What was the importance of trade for the early American civilizations? Trade brought in new products, created new markets, and initiated exchange of ideas. Click the mouse button or press the Space Bar to display the answer.

80. Section 2-42 Compare the sculpture of a Mayan athlete shown on page 354 with the photograph of modern athletes shown on page 355 of your textbook. What inferences can you draw about the status of athletes in Mayan culture? What status do athletes in America have today? Analyzing Visuals The fact that someone took the time and resources to create the sculpture of the Mayan athlete suggests that athletes had a great status in Mayan culture, as they have in American society. Click the mouse button or press the Space Bar to display the answer.

81. Section 2-43 Close Compare and contrast the most important features of the Mayan and Aztec civilizations.

82. End of Section 2

86. Section 3-4 Preview of Events Early Civilizations in South America

87. Section 3-5 Click the Speaker button to listen to the audio again.

88. Section 3-6 Descendants of the Inca still live and farm in the Andean highlands from Ecuador to Bolivia. Known as the Quechua–after their language, adapted from the language of the Incan Empire–they have been the subjects of numerous studies about physiological adaptation to high-altitude living.

92. Section 3-10 Click the mouse button or press the Space Bar to display the answer. What kinds of images on the Moche’s pottery do you think have taught us that their lives centered on warfare? The pottery has images of warriors, prisoners, and sacrificial victims. Early Civilizations (cont.) (pages 359–360)

105. Section 3-23 Click the mouse button or press the Space Bar to display the answer. Why would some Inca ally with Pizarro against the Incan Empire? Possible answers: Resentment against the rulers, promises of power, and promises of riches might have caused some Inca to ally with Pizarro. The Inca (cont.) (pages 360–362)

106. Section 3-24 __ 1. corn __ 2. a system of knotted strings used by the Inca people for keeping records A. maize B. quipu Define Match each definition in the left column with the appropriate term in the right column. A B Checking for Understanding Click the mouse button or press the Space Bar to display the answers.

107. Section 3-25 Describe the Incan system of forced labor. Checking for Understanding All Incan subjects were responsible for labor service, usually several weeks a year. Click the mouse button or press the Space Bar to display the answer.

108. Section 3-26 Checking for Understanding Click the mouse button or press the Space Bar to display the answer. List evidence historians use to support the claim that the Moche led lives centered around warfare. The paintings and pottery of the Moche portray warriors, prisoners, and sacrificial victims.

109. Section 3-27 Critical Thinking Click the mouse button or press the Space Bar to display the answer. Evaluate How did Pachacuti expand the Incan state into an empire? He expanded it through military conquest and careful governing of conquered territories.

110. Section 3-28 Analyzing Visuals Click the mouse button or press the Space Bar to display the answer. Examine the photograph of the Incan temple at Cuzco, Peru, shown on page 359 of your textbook. What architectural elements does the Incan temple have that are also seen in buildings from other cultures you have read about? It has curved arches seen in Roman buildings, it is elevated like Greek temples, and it has a rounded foundation similar to medieval castles.

111. Section 3-29 Close Compare the rise, achievements, and decline of the Aztec and Incan Empires.

112. End of Section 3

113. Chapter Summary 1 Chapter Summary The table below summarizes the factors that helped shape early cultures in the Americas.

114. End of Chapter Summary

115. Chapter Assessment 1 1. The Iroquois built _______________, made of wooden poles and covered with bark, to house many families. 2. Within each Iroquois group were _______________, groups of related families. 3. Sun-dried bricks are called _______________. 4. The Aztec ruler allowed others to rule semi-independent territories if they paid _______________, goods or money paid by those conquered. 5. The Mayan system of writing was based on pictures called _______________. Insert the key term that best completes each of the following sentences. Using Key Terms Click the mouse button or press the Space Bar to display the answers. longhouses clans adobe tribute hieroglyphs

116. Chapter Assessment 2 Culture How many people did some of the urban centers of the Hopewell people contain? Reviewing Key Facts Some contained 10,000 people. Click the mouse button or press the Space Bar to display the answer.

117. Chapter Assessment 3 Reviewing Key Facts Click the mouse button or press the Space Bar to display the answer. Government The phrase “self-interest shall be cast away” comes from which Iroquois statement? It comes from the Great Peace.

118. Chapter Assessment 4 Reviewing Key Facts Click the mouse button or press the Space Bar to display the answer. History What did the Spanish bring to the Americas that contributed to the destruction of the early civilizations? They brought disease and gunpowder.

119. Chapter Assessment 5 Reviewing Key Facts Click the mouse button or press the Space Bar to display the answer. Religion What did the Aztec believe when they saw the crosses on the Spanish breastplates? They believed that the crosses represented an arrow through a sapling, the sign that would mark the return of Quetzalcoatl.

120. Chapter Assessment 6 Reviewing Key Facts Click the mouse button or press the Space Bar to display the answer. Geography At what altitude did the Inca build Cuzco? It was built at 11,000 feet (3,353 m).

121. Chapter Assessment 7 Critical Thinking Click the mouse button or press the Space Bar to display the answer. Evaluating How are the houses of the North American peoples a reflection of the geography of their regions? They used what they had at hand, and what they had at hand depended on the geography. The Inuit used stone and turf since they lived in the treeless tundra; Plains peoples used buffalo skins for tepees on the relatively treeless Plains; the Eastern Woodlands had plentiful forests, so wood was available for longhouses; and the desert was hot and dry, so stone and adobe were used.

122. Chapter Assessment 8 Critical Thinking Click the mouse button or press the Space Bar to display the answer. Drawing Conclusions Why did Incan rulers insist that all conquered peoples be taught the Quechua language? It was a means of unifying their territories by making it easier to communicate.

123. Chapter Assessment 9 Analyzing Maps and Charts European visitors were amazed by the buildings and monuments of the Incan capital at Cuzco. Use the map below to answer the questions on the following slides.

124. Chapter Assessment 10 Approximately how long was the city of Cuzco? It was less than 2 miles (3.2 km) long. Click the mouse button or press the Space Bar to display the answer. Analyzing Maps and Charts

125. Chapter Assessment 11 Click the mouse button or press the Space Bar to display the answer. Analyzing Maps and Charts What natural boundaries surround Cuzco? Where did the Inca build boundaries? Why were man-made boundaries needed? Ridges were the natural boundaries. The Inca built boundaries around city boundaries where no natural borders exist. There were no natural boundaries.

126. Chapter Assessment 12 Analyzing Maps and Charts The Inca developed a vast road system. What do you notice about the roads leading out of Cuzco? They lead out in all directions. Click the mouse button or press the Space Bar to display the answer.

127. Chapter Assessment 13 Analyzing Maps and Charts How might geographical factors have influenced the placement of buildings in Cuzco? Builders would need to plan for level terrain. Click the mouse button or press the Space Bar to display the answer.

128. Chapter Assessment 14 The League of Iroquois was important because it A protected the Aztec from Hernán Cortés. B was created by Deganawida and Hiawatha. C was an early American form of the democratic assembly. D established the Mayan calendar. Test-Taking Tip Some answer choices are better than others. Be sure you have read all the choices carefully before you pick your answer. Click the mouse button or press the Space Bar to display the answer. Directions: Choose the best answer to the following question. Standardized Test Practice

129. End of Chapter Assessment

130. World History Online Explore online information about the topics introduced in this chapter. Click on the Connect button to launch your browser and go to the Glencoe World History Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://wh.glencoe.com

131. CC 2 contents Science Economics Click on a hyperlink to view the corresponding slide.

132. CC 2a Science The Aztec built their empire on a highly effective system of agriculture. The limited available farmland was intensively cultivated, and it was supplemented by an elaborate system of reclaimed swampland. This highly effective agricultural system, which produced abundant food, was just one of the many scientific achievements developed by a Mesoamerican civilization. Research and write a brief essay in which you summarize the ideas in astronomy, mathematics, and architectural engineering that developed in Mesoamerica.

133. CC 2b Economics Mayan farmers produced large surplus crops of maize that they brought to market to trade for other goods made by craftspeople. Similarly, the Aztec economy was not based on money, but rather merchants bartered for goods and crafts. Compare the Mayan and Aztec economic systems with the American economic system.

134. WWWW 2 Hieroglyphics The word “hieroglyphics” means sacred writing. Hieroglyphics use pictures rather than words to represent objects. The complex Mayan writing system contained about 800 characters, including phonetic, ideographic, and hieroglyphic symbols. Do you think that if the Spanish had realized the significance of the Mayan hieroglyphic records, they would have treated Mayan books with more respect?

135. TP 1 By about 5000 B.C., a group of hunter-gatherers in a highland area of present-day Mexico discovered that the seeds of native plants could be planted and harvested, providing a reliable source of food. This discovery led to the first permanent villages in the Americas.

136. Skill Builder 1 Suppose for a moment that a devastating tornado has struck a nearby town. On television that night, you watch an interview with an eyewitness. The eyewitness begins to cry as she describes the destruction of her own home and neighborhood. The next day, you read a newspaper account that describes the tornado’s path. Is one of these accounts of the same event more accurate than the other? Analyzing Primary and Secondary Sources Why Learn This Skill? This feature can be found on page 351 of your textbook.

137. Skill Builder 2 To determine the accuracy of an account, you must analyze its source. There are two main types of sources–primary and secondary.  Learning the Skill Primary sources are produced by eyewitnesses to events. Diaries, letters, autobiographies, interviews, artifacts, and paintings are primary sources. Because primary sources convey personal experiences, they often include the emotions and opinions of participants in an event. This feature can be found on page 351 of your textbook. Click the mouse button or press the Space Bar to display the information. Analyzing Primary and Secondary Sources

138. Skill Builder 3 Learning the Skill This feature can be found on page 351 of your textbook. Click the mouse button or press the Space Bar to display the information. Secondary sources use information gathered from others. Newspapers, textbooks, and biographies are secondary sources. Secondary sources, written later, help us to understand events in a larger context or time frame.  To determine reliability of a source, consider the type of source you are using. For a primary source, determine who the author is and when the material was written. An account written during or immediately after an event is often more reliable than one written years later. For a secondary source, look for good documentation. Researchers should cite their sources in footnotes and bibliographies. Analyzing Primary and Secondary Sources

139. Skill Builder 4 Learning the Skill For both types of sources you also need to evaluate the author. Is this author biased? What background and authority does he or she have? Finally, compare two accounts of the same event. If they disagree, you should question the reliability of the material and conduct further research to determine which can be corroborated with other reliable sources. Analyzing Primary and Secondary Sources This feature can be found on page 351 of your textbook.

140. Skill Builder 5 Practicing the Skill This feature can be found on page 351 of your textbook. Read the excerpts and answer questions that follow: “ Finally the two groups met. . . . When all was ready Montezuma placed his feet, shod in gold-soled, gem-studded sandals, on the carpeted pavement and . . . advanced to an encounter that would shape both his own destiny and that of his nation. . . . Montezuma had servants bring forward two necklaces of red shells hung with life-size shrimps made of gold. These he placed around Cortés’s neck.” – from Cortés by William Weber Johnson, 1975 Analyzing Primary and Secondary Sources

141. Skill Builder 6 Practicing the Skill This feature can be found on page 351 of your textbook. “ When we had arrived at a place not far from the town, the monarch raised himself in his sedan. . . . Montezuma himself was sumptuously attired, had on a species of half boot, richly set with jewels, and whose soles were made of solid gold. . . . Montezuma came up to Cortés, and hung about his neck a chaste necklace of gold, most curiously worked with figures all representing crabs.” – from an account by Conquistador Bernal Díaz del Castillo, 1519 Analyzing Primary and Secondary Sources

142. Skill Builder 7 What is the general topic of the two sources? Practicing the Skill The meeting between Cortés and Montezuma is the general topic. This feature can be found on page 351 of your textbook. Click the mouse button or press the Space Bar to display the answer. Analyzing Primary and Secondary Sources

143. Skill Builder 8 Identify the primary source. Practicing the Skill This feature can be found on page 351 of your textbook. Click the mouse button or press the Space Bar to display the answer. The account by Bernal Díaz del Castillo is the primary source. Analyzing Primary and Secondary Sources

144. Skill Builder 9 Is one account more reliable than the other? If so, why? How do you know? Practicing the Skill Possible answer: Bernal Díaz del Castillo’s account may have been an eyewitness account. Even if his account was not an eyewitness account, he accompanied Cortés, whereas the historian Johnson definitely was not there and must base his version on available documentation–which in this case is probably limited to Díaz’s account. This feature can be found on page 351 of your textbook. Click the mouse button or press the Space Bar to display the answer. Analyzing Primary and Secondary Sources

145. A Story That Matters 1 Read Two Cultures Collide on page 346 of your textbook. Then answer the questions on the following slides. This feature can be found on page 346 of your textbook. Mask of an Aztec god

146. A Story That Matters 2 Why were the Spanish surprised when they found cities and towns in Mexico? They expected to find only primitive people. This feature can be found on page 346 of your textbook. Click the mouse button or press the Space Bar to display the answer.

147. A Story That Matters 3 What was the reaction of the Aztec to the Spanish army? They were terrified. This feature can be found on page 346 of your textbook. Click the mouse button or press the Space Bar to display the answer.

148. A Story That Matters 4 What did the Spanish do to the cities they found? They destroyed them. This feature can be found on page 346 of your textbook. Click the mouse button or press the Space Bar to display the answer.

149. Eyewitness 1 Click the image on the right to listen to an excerpt from page 363 of your textbook. Read the information on page 363 of your textbook. Then answer the questions on the following slides. This feature can be found on page 363 of your textbook. Click the Speaker button to listen to the audio again.

150. Eyewitness 2 What did the quipu record? What was it unable to record? The quipu was used to record anything that could be numbered. It was not used to record things that could not be counted. It could not record the purpose and meaning of events, nor could it provide descriptions. This feature can be found on page 363 of your textbook. Click the mouse button or press the Space Bar to display the answer.

151. Eyewitness 3 This feature can be found on page 363 of your textbook. Click the mouse button or press the Space Bar to display the answer. In what other ways and from what other sources was the history of the Inca preserved? Incan history was recorded through memorization, then passed down from one generation to another orally, as stories or poems.

152. The Way It Was 1 The Deadly Games of Central America Mayan cities contained ball courts. Usually a court consisted of a rectangular space surrounded by walls with highly decorated stone rings. The walls were covered with images of war and sacrificial victims. The contestants tried to drive a solid rubber ball through these rings. Ball players, usually two or three on a team, used their hips to propel the ball (they were not allowed to use hands or feet). Players donned helmets, gloves, and knee and hip protectors made of hide to protect themselves against the hard rubber balls. Read the excerpt on pages 354–355 of your textbook and answer the questions on the following slides. This feature can be found on pages 354–355 of your textbook.

153. The Way It Was 2 Summarizing Why was great skill required of the athletes who played the Mayan ball game? Players were not allowed to use either their hands or feet. Members of the losing side were sacrificed after the game. This feature can be found on pages 354–355 of your textbook. Click the mouse button or press the Space Bar to display the answer.

154. The Way It Was 3 Describing Explain the symbolism of the Mayan ball game. The ball court was symbolic of the world, and the ball represented the sun and the moon. This feature can be found on pages 354–355 of your textbook. Click the mouse button or press the Space Bar to display the answer.

155. The Way It Was 4 Writing about History What other sporting events have you read about that could result in the death of the losing participant? Contests between gladiators in ancient Rome could result in the death of the losing participant. This feature can be found on pages 354–355 of your textbook. Click the mouse button or press the Space Bar to display the answer.

157. Video 2 Mesoamerican Civilizations Why did the Maya practice human sacrifice? They practiced human sacrifice to reflect their understanding of the cycle of life and death in the natural world and to please their gods. Click the mouse button or press the Space Bar to display the answer.

158. Video 3 Mesoamerican Civilizations Click the mouse button or press the Space Bar to display the answer. What are some theories about why the Maya evacuated their great cities? They may have left for religious reasons, their soil may have failed to support them, or they may have been wiped out by disease.

159. Maps and Charts 1

160. Maps and Charts 2

161. Maps and Charts 3

162. Chapter Transparency

163. Daily Focus Skills Transparency 1 Click the mouse button or press the Space Bar to display the answers. by geographic area foods eaten, clothing, housing, hunting vs. farming Arctic Southwest, Great Plains

164. Daily Focus Skills Transparency 2 Click the mouse button or press the Space Bar to display the answers. 3 18 15 9 3; 10

165. Daily Focus Skills Transparency 3 Click the mouse button or press the Space Bar to display the answers. to keep a common language loyalty to the Incan ruler divided into four quarters, each of which was divided into provinces

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