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TRANSCRIPT
Each civilization that you will study in this unit made important contributions to history.
• Native Americans built a network of trade routes.• Renaissance and Reformation Europeans affirmed the
importance of the human individual.• People in early modern Europe and America developed
ideas about freedom and democracy.
c. A.D. 1400Aztec Empirereaches itsheight
A.D. 1533Spanish forces defeatthe Inca in Peru
TheAmericas
TheAmericas
Chap te r 16
c. A.D. 1440JohannesGutenberg usesmovable type inprinting press
Chap ter 17
Enlightenmentand RevolutionEnlightenmentand Revolution
Chapter 18
A CA ChanginghangingWWorldorld
(t)akg-images/Ulrich Zillmann, (cl)The Pierpont Morgan Library/Art Resource, NY, (cr)Vatican Museums & Galleries, Rome/Fratelli Alinari/SuperStock, (bl)Peabody Essex Museum, Salem, MA, (br)North WindPicture Archives
564
Page fromGutenberg Bible
Early compass
Mask of an Aztec god
A.D. 1400 A.D. 1450 A.D. 1500 A.D. 1550A.D. 1400 A.D. 1450 A.D. 1500 A.D. 1550
A.D. 1508Michelangelopaints SistineChapel in Rome
A.D. 1555Peace of Augsburg dividesGermany intoCatholic andProtestant states
A.D. 1518First enslavedAfricansbrought toAmericas
A.D. 1488Bartholomeu Dias
of Portugal sailsaround southern
tip of Africa
A.D. 1543Copernicus pres-ents a new viewof the universe
Statue of David by Michelangelo
FerdinandMagellan
Renaissance and
Reformation
Renaissance and
Reformation
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Chapter17
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Chapter16
Chapter16
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Chapter18
Chapter18
A.D. 1608First checks are used toreplace cash inthe Netherlands
A.D. 1702First daily newspaperpublished in London
(t)Christie’s Images/CORBIS, (c)National Portrait Gallery, London/SuperStock, (bl)Bluestone Production/SuperStock, (br)Independence National Historical Park
c. A.D. 1570Eastern Woodlandpeoples formIroquois League
A.D. 1769Spaniards found mission at San Diego
A.D. 1839Scientistsuncover Mayancity of Copan
A.D. 1648Thirty Years’ War ends
A.D. 1598King Henry IVintroduces reli-gious tolerationin France
Native Americanwarrior shirt
Queen Elizabeth Iof England
World map, 1630 George Washington
A.D. 1600 A.D. 1650 A.D. 1700 A.D. 1750 A.D. 1800A.D. 1600 A.D. 1650 A.D. 1700 A.D. 1750 A.D. 1800
A.D. 1776AmericanRevolutionbegins
A.D. 1690John Lockedevelops theory of government
Chapter 16
Chapter 17
Chapter 18
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566566–567 ©Worldsat International Inc. 2004, All Rights Reserved, (t)Jeremy Horner/Getty Images, (c)David Hiser/Getty Images, (bl)The Art Archive/Museo Pedro de Osma Lima/Mireille Vautier, (bcl)TimothyMcCarthy/Art Resource, NY, (bcr)SuperStock, (br)The Art Archive/National History Museum Mexico City/Dagli Orti
Ruled A.D. 1438–1471Inca ruler
Chapter 16, page 589
A.D. 1452–1519Italian artist and scientist
Chapter 17, page 622
A.D. 1483–1546German Protestant
leaderChapter 17, page 638
A.D. 1485–1547Spanish conqueror
Chapter 16, page 598
2 Tikal
See The AmericasChapter 16
Pacific Ocean
AtlanticOcean
1 Machu Picchu
See The AmericasChapter 16
NORTH AMERICANORTH
AMERICA
1
2
SOUTH AMERICA
SOUTH AMERICA
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567(t to b)SuperStock, Dave G. Houser/CORBIS, Buddy Mays/CORBIS, (l to r)Victoria & Albert Museum, London/Art Resource, NY, National Portrait Gallery, London/SuperStock, National Portrait Gallery, London, NorthWind Picture Archives
A.D. 1519–1589French queen
Chapter 17, page 647
Ruled A.D. 1558–1603English queen
Chapter 18, page 665
A.D. 1632–1704English political
thinkerChapter 18, page 683
A.D. 1642–1727English
mathematicianChapter 18, page 677
Sistine Chapel3
See Renaissance and Reformation Chapter 17
Versailles5
See Enlightenment andRevolution Chapter 18
IndianOcean
AFRICAAFRICA
EUROPEEUROPEASIAASIA
4
5
3
4 Wittenberg
See Enlightenment andRevolution Chapter 18
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The ruins of Machu Picchu near Cuzco, Peru
AAmericasmericasThe The
c. 1200 B.C.Olmec build an empire inMexico
A.D. 500Mayan citiesflourish inMesoamerica
c. A.D. 1250Aztec arrive incentral Mexico
A.D. 1492Columbusreaches theAmericas
c. 1500 B.C. A.D. 500 A.D. 1000 A.D. 1500c. 1500 B.C. A.D. 500 A.D. 1000 A.D. 1500
568–
569
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Chapter PreviewDuring Europe’s medieval age, many different
peoples were building civilizations in the Americas.Read about how these early Americans grew corn, beans,and other food products that are familiar to you today.
View the Chapter 16 video in the World History:Journey Across Time Video Program.
The First AmericansThe first people in the Americas arrived thousands of years ago. Farming led to the growth of civilizations in what is now Mexico, Central America, and Peru.
Life in the AmericasThe Maya, Aztec, and many other Native Americancultures developed in North and South America.
The Fall of the Aztec and Inca EmpiresSpanish explorers and soldiers were drawn to the riches of Native American civilizations. Using horsesand guns, they defeated the Aztec and Inca Empires in the early A.D. 1500s.
Chapter Overview Visitjat.glencoe.com for a previewof Chapter 16.
Organizing Information Make this foldable to help you organize informationabout the history and culture of the Americas.
Reading and WritingAs you read the chapter,write the main ideaspresented in each of thethree sections under thetabs of your foldable.Note details thatsupport the main ideas.
Step 1 Collect two sheets of paperand place them about 1 inch apart.
Step 2 Fold up the bottom edgesof the paper to form four tabs.
Keep theedges
straight.
This makes allthe tabs thesame size.
Step 3 When all the tabs are the samesize, crease the paper to hold the tabs inplace and staple the sheets together.Label each tab as shown.
The AmericasThe First AmericansLife in the Americas
The Aztec and Inca
Staple along the
fold.
569
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570
SummarizingSummarizing
Summarizing InformationSummarizing what you have read, either orally or in writing, is a good
way to increase your understanding of the text. Read the informationabout Christopher Columbus on pages 594–595, Columbus Arrives inAmerica and Columbus Returns. With a partner, summarize the mainpoints. One person should summarize what he or she read while theother listens. Then the second person should resummarize, addingdetails that the partner may have left out.
As you read, place
sticky notes at the tops
of pages as a reminder
to return to sections that
you may need to reread.
When you are finished, look at the fol-lowing list to see if you included all theimportant details.• Columbus first arrived in the Americas
in 1492.• He believed he had reached Asia but
actually landed on an island in theCaribbean Sea.
• He took home many exotic treasures toimpress the Spanish rulers.
• He returned the next year withsoldiers.
• He landed on Hispaniola, which ispresent-day Haiti and the DominicanRepublic.
• Conquistadors conquered the NativeAmericans.
• Spain gained a foothold in theAmericas.
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RetellingRead the description of how Spain Conquers Mexico
on pages 595–596. Before you begin, read the first para-graph about Cortés aloud:
Choose one of thehistorical figures fromChapter 16 and expandhis or her story withdetails from your ownimagination. Addquotes, descriptions, andevents that you thinkmight have happened tocreate a richer, althoughfictionalized, narrative.
Read to Write
571
As you read this chapter, practicesummarizing. Stop after each sectionand write a brief summary of themajor points in that section.
The voyages of Christopher Columbus, whosailed to the Americas four times, inspired manypoor nobles to go to America to seek their fortunes.Many came from the part of Spain known as theExtremadura. Its poor soil, blistering hot summers,and icy winters held little chance forwealth. One of these nobles was 19-year-old Hernán Cortés.
—from pages 595–596
With a partner, summarizethe story of Cortés and how hedestroyed the Aztec capital. Asyou are retelling, you may want to referback to the text, reading aloud words in quotation marks or italics to provide an authentic voiceto your story. Listen carefully so that you can add detailsthat your partner may have left out.
HIP/Scala/Art Resource, NY
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FFirst irst AAmericansmericans
What’s the Connection?While Western Europe rebuilt
itself after the fall of Rome, diversecultures thrived in the Americas.
Focusing on the• It is believed that the first people in
the Americas came from Asia duringthe Ice Age. (page 573)
• The invention of farming led to therise of civilizations in the Americas.(page 574)
• Early people in the northern part of the Americas built complexcultures based on farming and trade. (page 578)
Locating PlacesMesoamerica
(MEH•zoh•uh•MEHR• ih•kuh)Teotihuacán
(TAY•oh•TEE•wuh•KAHN)Cuzco (KOOS•koh)Cahokia (kuh•HOH•kee•uh)
Meeting PeopleOlmec (OHL•mehk)Maya (MY•uh)Toltec (TOHL•TEHK)Moche (MOH•cheh)Inca (IHNG•kuh)Hohokam (HOH•hoh•KAHM)Anasazi (AH•nuh•SAH•zee)
Building Your Vocabularyglacier (GLAY•shuhr)monopoly (muh•NAH•puh• lee)
Reading StrategySummarizing Information Create achart to show the characteristics ofthe Olmec and Moche.
c. 1200 B.C.Olmec build anempire in Mexico
c. A.D. 500Mayan citiesflourish inMesoamerica
A.D. 1100Inca found cityof Cuzco
CuzcoTeotihuac´an
Cahokia
2000 B.C. 500 B.C. A.D. 10002000 B.C. 500 B.C. A.D. 1000
572 CHAPTER 16 The Americas
TheThe
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Pathway to the AmericasIt is believed that the first people in the
Americas came from Asia during the Ice Age.
Reading Focus When and how did the first people
travel to the Americas? Nobody knows for sure. The
story of their arrival remains one of history’s mysteries.
We know people came to America along time ago, but how did they get here?Today, America is not connected by land tothe rest of the world, but in the past it was.Scientists have studied the earth’s geogra-phy during the Ice Age—a period whentemperatures dropped sharply. At thattime, much of the earth’s water froze intohuge sheets of ice, or glaciers (GLAY•shuhrz).
As the ice froze and the seas fell, an area of dry land was exposedbetween Asia and Alas-ka. Scientists call this land bridge Beringia (buh • RIHN • jee • uh), afterVitus Bering, a famousEuropean explorer. Theythink that people in Asiafollowed the animals theywere hunting across thisland bridge into theAmericas. By testing theage of bones and tools atancient campsites, scien-tists estimate that the firstpeople arrived between15,000 to 40,000 years ago.
When the Ice Ageended about 10,000 yearsago, the glaciers meltedand released water back
into the seas. The land bridge to Americadisappeared beneath the waves.
Hunting and Gathering Hunters in theAmericas were constantly on the move insearch of food. They fished and gatherednuts, fruits, or roots. They also hunted mas-sive prey, such as the woolly mammoth,antelope, caribou, and bison.
It took several hunters to kill a woollymammoth, which could weigh as much as 9 tons. These big animals provided meat,hides for clothing, and bones for tools.
As the Ice Age ended, some animalsbecame extinct, or disappeared from theearth. The warm weather, however, openednew opportunities to early Americans.
Explain Why is there nolonger a land bridge between Asia and America?
Migration to America
KEYExtent of ice sheetLand now under waterPossible migration routes
Over thousands of years,prehistoric people migratedsouthward through the Americas.1. How did prehistoric people get to
America from Asia? 2. Why do you think prehistoric
people spread throughout theAmericas?
Find NGS online map resources @ www.nationalgeographic.com/maps
CHAPTER 16 The Americas 573Stone arrowheadfile photo
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First American Civilizations The invention of farming led to the rise
of civilizations in the Americas.
Reading Focus What would our lives be like if people
had never learned to farm? Read to learn how farming
made civilization possible in Mexico, Central America,
and South America.
The first Americans were hunter-gatherers, but as the Ice Age ended and theclimate warmed, people in America madean amazing discovery. They learned thatseeds could be planted and they wouldgrow into crops that people could eat.
Farming began in Mesoamerica(MEH • zoh •uh •MEHR • ih •kuh) 9,000 to 10,000years ago. Meso comes from the Greek word
for “middle.” This region includes landsstretching from the Valley of Mexico toCosta Rica in Central America.
The region’s geography was ideal forfarming. Much of the area had a rich, volcanic soil and a mild climate. Rains fellin the spring, helping seeds to sprout. Theydecreased in the summer, allowing crops toripen for harvest. Then, in the autumn, therains returned, soaking the soil for the nextyear’s crop.
The first crops grown in the Americasincluded pumpkins, peppers, squash,gourds, and beans. It took longer todevelop corn, which grew as a wild grass.Early plants produced a single, one-inchcob. After hundreds of years, the earlyAmericans finally learned how to cross corn
Hunting the Woolly MammothHunting the Woolly Mammoth
Working in groups, hunters could bring down large prey, such as a woollymammoth. Why do you think early hunters preferred to hunt large animals such as mammoths instead of smaller animals?
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CHAPTER 16 The Americas 575
with other grasses to get bigger cobs andmore cobs per plant. With this discovery,corn, also known as maize, became themost important food in the Americas.
Mesoamerican Civilizations Growing cornand other crops allowed the Mesoamericansto stop wandering in search of food. As aresult, they formed more complex societies.Starting around 1500 B.C., the first of severalancient civilizations appeared.
Near present-day Vera Cruz, Mexico, apeople called the Olmec (OHL•mehk) built afar-reaching trading empire. It startedaround 1200 B.C. and lasted about 800 years.
The Olmec enjoyed rich farmingresources, but they lacked other raw mate-rials. They traded salt and beans withinland peoples to get jade for jewelry andobsidian, or volcanic glass, to make sharp-edged knives. They used other trade goods,such as hematite, a shiny volcanic stone, to
make polished mirrors and basalt for carv-ing gigantic stone heads.
The Olmec used the region’s manyrivers as highways for trade, but eventu-ally, the inland peoples seized control ofthe trade. One of these groups built the firstplanned city in the Americas. It becameknown as Teotihuacán (TAY • oh • TEE • wuh •KAHN), or “Place of the Gods.” The cityreached its height around A.D. 400. It had apopulation of between 120,000 to 200,000people.
As Teotihuacán’s power spread, a peoplecalled the Maya (MY•uh) built another civi-lization in the steamy rain forests of theYucatán Peninsula (YOO•kuh•TAN). They, too,traded throughout Mesoamerica. The Mayaused their central location to reach into whatis now southern Mexico and CentralAmerica. Mayan traders in sea-going canoespaddled along the coast, perhaps reaching asfar as the present-day United States.
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Civilizations of Mesoamerica
Mesoamerican civilizations developed in Mexicoand Central America.1. Which civilization occupied the Yucatán
Peninsula?2. Which cities developed near Lake Texcoco?
What do these cities suggest about the area?
Olmec c. 500 B.C.
Maya c. A.D. 750Toltec c. A.D. 1200Aztec c. A.D. 1500
KEY
An Olmec stone head
Werner Forman/Art Resource, NY
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What Happened to the Maya? Teo-tihuacán and Mayan cities hit their peaks inthe A.D. 400s and A.D. 500s. Then, aroundA.D. 600, Teotihuacán started to decline. Noone is sure why this happened. Someexperts say overpopulation drained the cityof food and resources. Others blame a longdrought, or period without rain. Still otherssay that the poor people rebelled againsttheir rich rulers. Whatever the reason, byA.D. 750, the city had been destroyed.
The Mayan civilization lasted about 200years longer. But it also came to a mysteri-ous end. The Maya abandoned their cities,and by the A.D. 900s, the cities lay deserted,hidden in a thick tangle of vines.
As the Maya left their cities, a peoplecalled the Toltec (TOHL•TEHK) seized what isnow northern Mexico. These warriornomads built the city of Tula northwest ofpresent-day Mexico City. From Tula, theyconquered lands all the way to the YucatánPeninsula.
Toltec rulers tightly controlled trade.They held a monopoly (muh•NAH•puh• lee),or sole right, to the trade in obsidian. As aresult, the Toltec kept other people frommaking weapons to challenge them.
This pyramid was in the Mayan city of Tikal, which was locatedin present-day Guatemala. What caused the downfall of theMayan civilization?
Figure ofMayan leader
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Web Activity Visit jat.glencoe.com and click on Chapter 16—Student Web Activity tolearn more about civilizations in the Americas.
CHAPTER 16 The Americas 577
Moche pottery decorated with the image of a face
This wealth of food freed the Moche todo other things. Moche engineers designedhuge pyramids, such as the Pyramid of theSun. Moche traders exchanged goods withpeople as far away as the rain forests of theAmazon River valley. These goods includedpottery, cloth, and jewelry.
The Moche did not have a written lan-guage. Instead, their culture’s story is told
Around A.D. 1200, invaders from thenorth captured Tula. One group of invaders,who called themselves the Aztec, admiredthe Toltec and copied their ways. Aztec war-riors then took control of the region’s tradeand built a huge empire. When Europeansarrived in the A.D. 1500s, the Aztec ruledabout five million people.
The Moche and Inca South of Mesoamerica,other civilizations developed along the westcoast of South America. The Moche (MOH•cheh) people were located in the dry coastaldesert of what is now Peru.
The Moche ruled from about A.D. 100 toA.D. 700. They dug canals that carried waterfrom rivers in the Andes mountain rangesto their desert homeland. Because of thisirrigation, the desert bloomed with crops.
The Moche suffered no shortage offood. They ate corn, squash, beans, andpeanuts. They also hunted llamas andguinea pigs and fished in the nearbyPacific Ocean.
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Civilizations of South America
The Moche and Incan peoplesdeveloped advanced civilizations inSouth America.1. Describe the location of the
Moche civilization.2. Estimate in miles the length of
the Inca Empire.
Moche pottery in the shape of a llama
Nathan Benn/CORBIS
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Anasazi Cliff Dwellings From far away they looklike sand castles tightly stacked into the side of acanyon wall. Up close they are life-sized, ancientcliff homes. The two cowboys who discoveredthem in A.D. 1888 called them the “magnificentcity.” They found them while crossing a snowyflat-topped mountain in southwesternColorado. The men had stumbled upon thehomes of the Anasazi—an ancient peoplewho once lived in the Southwest.
The Anasazi built nearly 600 cliffdwellings in the area now protected within Mesa Verde National Park. Theybegan building villages under overhanging
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Anasazi cultureImportant settlementsPresent-day boundaries
KEY
through artwork. Pottery often showedanimals important to the Moche, such asthe llama. The llama served as a pack ani-mal, carrying goods for long distances. Italso provided meat for food and wool forweaving.
For all their achievements, however, theMoche never expanded much beyond theirhomeland. The work of empire buildingbelonged to another people called the Inca(IHNG•kuh).
The Incan homeland lay in the Andesmountain ranges of present-day Peru. Theychose to live in high river valleys, oftenabove 10,000 feet (3,048 m). Over time, theInca built the biggest empire in the ancientAmericas. It centered around the capital ofCuzco (KOOS•koh), founded in A.D. 1100.
Explain How did the Tolteckeep other people from challenging them?
Civilizations in North AmericaEarly people in the northern part of
the Americas built complex cultures based on farm-ing and trade.
Reading Focus Would you be surprised to learn that
early North Americans built large cities? Read to learn
about the complex civilizations that developed in the
American Southwest, then in the Mississippi River valley.
North of Mesoamerica, Native Americansdeveloped their own ways of living. Still,they had learned something important fromtheir Mesoamerican neighbors. They learnedhow to farm.
Farming in what would someday be theUnited States began in the AmericanSouthwest. It also spread from Mesoamericaalong the coast and up the Mississippi,Missouri, and Ohio Rivers. As farming devel-oped, so did new civilizations.
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The Hohokam and Anasazi News of farming traveled north along withMesoamerican traders. But it took a longtime for nomads in the scorching deserts ofthe Southwest to try farming.
Finally, around A.D. 300, a people calledthe Hohokam (HOH • hoh • KAHM) plantedgardens on lands between the Salt and GilaRivers. They dug more than 500 miles (805 km) of canals to carry river waters totheir fields. They grew corn, cotton, beans,and squash. They also made pottery,turquoise pendants, and the world’s firstetchings by using cactus juice to eatthrough the surface of shells.
The Hohokam thrived for about 1,000years. In the mid-A.D. 1300s, they mysteri-ously fled. Perhaps a long drought drovethem away, or floods from heavy rainsdestroyed their canals. No one is sure.
Around A.D. 600, as the Hohokamplanted fields near rivers, the Anasazi(AH •nuh •SAH •zee) moved into the region’scanyons and cliffs. They also took up farm-ing. However, they did not rely only onrivers for irrigation. They collected waterthat ran off cliffs during heavy rains andchanneled it to their fields.
Anasazi culture reached its height atChaco Canyon, an area in present-day NewMexico. The people there controlled thetrade in turquoise. They used it like money,to buy goods from many different regionsincluding Mesoamerica.
The Anasazi lived in huge apartment-like houses carved into cliffs. The cliffhouses had hundreds of rooms and heldthousands of people. Spanish explorerslater called these buildings pueblos—theSpanish word for “village.” The Anasazi
Connecting to the Past1. Why do you think villages were not
constructed according to a plan?
2. The Anasazi lived at Mesa Verde for only about 100 years. What—besides the drought—might havemade them leave?
cliffs around A.D. 1200. Many scholars believe theysettled in the cliffs for protection from the weather andfrom other groups. Villages were not constructedaccording to any plan. Each home was built to fill thespace available. Some homes are several stories tall.Sandstone and mud mortar still hold them together.
The Anasazi probably did much of their daily work inopen courtyards. Artifacts have revealed their skill atmaking baskets, sandals, and pottery. By A.D.1300, theAnasazi had left Mesa Verde. A severe drought duringthat time may have forced them to leave the area.
The Cliff Palace at Mesa Verde National Park
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Anasazi jewelry
Anasazi pottery
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prospered until a 50-year drought occurredin the early A.D. 1000s. Like the Hohokam,they also drifted away.
Who Were the Mound Builders? Far tothe east, across the Mississippi River,another civilization was taking shape. Itstarted around 1000 B.C. and lasted untilabout A.D. 400. Its founders built hugemounds made of earth, some in the shapeof animals. Such earthworks gave thesepeople their name—“Mound Builders.”
Two groups formed the mound-buildingculture—first the Adena, then the Hopewell.Together they settled on lands stretchingfrom the Great Lakes to the Gulf of Mexico.
Although the Mound Builders livedmostly as hunters and gatherers, theyexperimented with farming. Scientists thinkthey tamed many wild plants, includingsunflowers, gourds, and barley. It is likely
that women planted the first seeds. Womenprobably knew the most about plantsbecause they gathered wild foods while themen hunted.
Corn was first brought to the regionaround A.D. 100, probably carried there bytraders. These traders traveled near and farto find raw materials for weapons, jewelry,and fine carvings. Many of these objectswere placed in huge burial mounds tohonor the dead.
The Mississippians The mound-buildingculture changed when the Hopewell mysteriously declined and a new peopleknown as the Mississippians emerged.The Mississippians were named for theirlocation in the Mississippi River valley.Their lands reached from present-dayOhio, Indiana, and Illinois, south to theGulf of Mexico.
580 CHAPTER 16 The Americas
The Great Serpent Mound insouthern Ohio is an exampleof the earthen mounds builtby the Adena culture. Besidesthe Adena, what other groupmade up the mound-building culture?
These two-foot-high marble statues of a man and a woman are from a mound in Georgia.
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Reading SummaryReview the • The first Americans were most
likely hunter-gatherers who camefrom Asia across a land bridge.
• A number of civilizations devel-oped in the Americas, includingthe Olmec, Maya, and Toltec inCentral America and Mexico, andthe Moche and Inca in SouthAmerica. All were dependent onfarming.
• In North America, farming civi-lizations arose in the Southwestand then in the Ohio andMississippi River valleys.
1. Why was Mesoamerica’s geog-raphy ideal for farming?
2. How did the first Americansdevelop corn?
Critical Thinking3. Summarizing Information
Draw a chart like the onebelow. Add details about theearly peoples of North America.
4. Summarize How and whendid the first people come tothe Americas, and how did theylive once they were here?
5. Geography How did geogra-phy shape the development ofthe Anasazi civilization?
6. Expository Writing Write ashort essay comparing the civi-lizations that developed inMesoamerica to those thatdeveloped in South America.
7. SummarizingInformation Write a para-graph that summarizes howfarming led to the develop-ment of civilizations.
What Did You Learn?
Homework Helper Need help with the material in this section? Visit jat.glencoe.com
The Mississippians found that plantsgrew well in the rich floodplains along theriver. They harvested enough crops tobecome full-time farmers. The most commoncrops included corn, squash, and beans.
As in Mesoamerica, large-scale farmingled to the rise of cities. Some contained 10,000or more people. The largest city, Cahokia (kuh•HOH•kee•uh), may have had 30,000 people.The remains of this city can still be seen insouthwestern Illinois.
The Mississippians built a different kindof mound. Their mounds were pyramidshaped but with flat tops. The base of thebiggest one covered 16 acres (6.5 ha), morethan the base of the Great Pyramid of Egypt.
The finished mound, known today asMonks Mound, rose more than 100 feet (30 m) high. From the mound’s summit,rulers gazed down at dozens of smaller
mounds. The flat tops of the mounds heldtemples, homes for the rich, and burial places.
In the early A.D. 1300s, the Mississippiancivilization collapsed, and the cities were abandoned. Perhaps other NativeAmericans attacked them, or the city mayhave become too big to feed itself.
Identify How was tur-quoise used by the Anasazi of Chaco Canyon?
Southwest
East/Mississippi River Valley
Native Americans
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A Cahokia mound in Illinois
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LLifeifeAAmericasmericas
What’s the Connection?In Section 1, you read about the
rise of the first civilizations in theAmericas. The first Americans had touse whatever natural resources theland had to offer. As a result, theydeveloped many different culturessuited to where they lived.
Focusing on the • The Maya adjusted to life in the trop-
ical rain forest and built a culture basedon their religious beliefs. (page 583)
• The Aztec moved into the Valley ofMexico, where they created an empirebased on conquest and war. (page 585)
• To unite their huge empire, Incanrulers set up a highly organizedgovernment and society. (page 588)
• The geography in lands north ofpresent-day Mexico shaped thedevelopement of many differentNative American cultures. (page 590)
Locating PlacesPetén (peh•TEHN)Tenochtitlán
(tay•NAWCH•teet•LAHN)
Meeting PeoplePachacuti (PAH•chah•KOO•tee)Iroquois (IHR•uh•KWOY)
Building Your Vocabularyquipu (KEE•poo)igloo
adobe (uh•DOH•bee)confederation
(kuhn•FEH•duh•RAY•shuhn)
Reading StrategyOrganizing Information Use apyramid to show the Inca’s social classes.
c. A.D. 1250Aztec arrive in centralMexico
A.D. 1325Aztec buildTenochtitlán
c. A.D. 1438Pachacutistarts to buildInca Empire
CuzcoTenochtitl´an
A.D. 1300 A.D. 1400 A.D. 1500A.D. 1300 A.D. 1400 A.D. 1500
582 CHAPTER 16 The Americas
in in
thethe
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CHAPTER 16 The Americas 583
The Mayan PeopleThe Maya adjusted to life in the tropical
rain forest and built a culture based on their reli-gious beliefs.
Reading Focus What would it be like to live in a jun-
gle? What resources would be easy to find? Read to
learn how the Maya adapted to life in the jungles of
Mesoamerica.
In A.D. 1839 an American lawyer namedJohn Lloyd Stevens and an English artistnamed Frederick Catherwood slashedtheir way into the tangled Yucatán rain forest. There they made an amazing dis-covery. They found the vine-covered ruinsof an ancient city.
Stevens and Catherwood soon learnedthat the people who had built the city werecalled the Maya, and that they were theancestors of the millions of Maya who stilllive in present-day Mexico, Guatemala,Honduras, El Salvador, and Belize.
Mayan City-States At first glance, itlooked like the Maya had settled in one ofthe worst spots on Earth. They picked thePetén (peh •TEHN), the Mayan word for “flatregion.” Located in present-day Guatemala,the Petén’s dense forests nearly blocked outthe sun. Stinging insects filled the air.Poisonous snakes slithered on the ground,and monkeys and parrots screeched in thetreetops. Even so, the ancient Maya thrived.
The Maya saw what others missed.Swamps and sinkholes gave them a year-round source of water. The sinkholes—areaswhere the earth has collapsed—connectedthe Maya with a huge system of under-ground rivers and streams. They served asMayan wells.
Even with a ready water supply, only anorganized culture could have succeeded inbuilding cities and fields in the Petén. Theeffort required cooperation among manypeople, which could only be accomplishedby having an organized government.
This Mayan wall painting shows musicians celebrating a royal birth.Where did the Maya first settle?
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The Maya set up city-states. Within eachcity-state, rulers supplied the leadership—and military force—for great building proj-ects. Leadership passed from one king to thenext, and the city-states often fought witheach other.
Life in the Mayan Cities The rulers ofMayan city-states said they were descendedfrom the sun. They claimed the right to ruleas god-kings and expected every person toserve them. Service included building hugemonuments to honor them.
As god-kings, Mayan rulers taught theirsubjects how to please the gods. One waywas human sacrifice. The Maya believedthat the gods gave their life-giving fluid,rain, to keep humans strong. So humanskept the gods strong by giving their ownlife-giving fluid, blood.
When the Maya marched intobattle, they wanted captives morethan they wanted land. During timesof drought, Mayan priests offered thecaptives to Chac, the god of rain andsunlight. The Maya believed Chaclived in the waters below the sink-holes. Captives were often throwninto these watery pits to earn thegod’s favor.
The Maya believed that the godscontrolled everything that happenedon Earth. As a result, religion was atthe core of Mayan life. A huge pyra-mid with a temple at the top toweredover every city. Priests, who claimedto know what the gods wanted, setup a strict class system in whicheveryone had a place.
Royal Mayan women often married intoroyal families in distant Mayan city-states.This practice strengthened trade. It alsohelped form alliances—political agree-ments between people or states to worktogether.
Connecting to the Past1. How did a player score in a Mayan ball game?
2. Why was losing especially painful for a team?
Mayan Ball Game Mayan cities hadmany ball courts. In a Mayan ball game,teams of two or three players tried to drive a hard rubber ball through adecorated stone ring. Players worehelmets, gloves, and knee and hipguards made of animal hide to protectthemselves against the hard rubber balls.They were not allowed to use theirhands or feet to throw or bat the ball.They had to use their hips to drive theball through the stone rings.
Because the stone rings were placed27 feet (8 m) above the ground on alarge rectangular field, players had tohave incredible skill to score a goal.Making a goal was so rare that when aplayer scored, crowds rewarded thehero with clothing and jewelry.
Scholars thinkthat a Mayan ballgame was morethan a sport orcontest. It had a religiousand symbolic meaning—as well as deadly results.The losing team wassacrificed to the godsin a ceremony afterthe game.
Mayan ballplayer
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Women played alarge role in the Mayan city-states. Inone Mayan carving, a woman wears a warheaddress and ridesatop a platform carriedby soldiers. In the city-state of Calakmul, at least two womenserved as all-powerfulqueens. One of themmay have helped tofound the city.
Mayan Science and Writing Both queensand kings turned to Mayan priests foradvice. The priests thought gods revealedtheir plans through movements of the sun,moon, and stars, so they studied the heavensclosely.
The Maya also needed to know when toplant their crops. By watching the sky, thepriests learned about astronomy. Theydeveloped a 365-day calendar to keep trackof heavenly movements. They used it topredict eclipses and to schedule religiousfestivals, plantings, and harvests. To chartthe passage of time, the Maya developed asystem of mathematics. They invented amethod of counting based on 20.
The Maya also invented a written lan-guage to record numbers and dates. Likethe Egyptians, the Maya used a system ofhieroglyphics. Symbols represented sounds,words, or ideas. Only nobles could readthem, however. After the collapse of theMayan civilization, nobody could readthem at all. Only in recent times havescholars begun to unlock the stories toldby the hieroglyphics.
Identify What was themain advantage of living in a tropical rain forest?
The AztecThe Aztec moved into the Valley of
Mexico, where they created an empire based on conquest and war.
Reading Focus Why do you think some countries try to
conquer other countries? Read to learn why the Aztec
people conquered their neighbors and built an empire.
The warlike Aztec nomads who arrived inthe Valley of Mexico about A.D. 1250 wereanything but welcome. One king was sure heknew a way to get rid of them. He granted theAztec a patch of snake-filled land. Heexpected the deadly serpents to destroy them.Instead, the Aztec feasted on roasted snakesand eventually built their own kingdom.
The Aztec Government The Aztec clearlyknew how to survive. They had wandered forhundreds of years in search of a home that
Statue of a Mayan god
Aztec warriors oftenwore colorfulcostumes decoratedwith feathers oranimal skins. Theyfought with obsidian-tipped weapons.Where did the Aztecbuild their empire?
Aztec shield decorated with feathers
585
An Aztec WarriorAn Aztec Warrior
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TenochtitlánTenochtitlán
they believed their sun god—the featheredserpent Quetzalcoatl (KWEHT • suhl• kuh• WAH•tuhl)—had promised them. According tolegend, the Aztec would know they hadfound this place when an eagle “screamsand spreads its wings, and eats . . . the serpent.”
According to Aztec legend, they foundtheir homeland after they sacrificed a local princess to one of their gods. Theprincess’s father vowed to wipe out theAztec, who only numbered several hundred. The Aztec went on the run. InA.D. 1325, they took shelter on a soggy,swampy island in Lake Texcoco (tehs • KOH •koh). There an eagle greeted them from itsperch on a prickly pear cactus. It tore aparta snake dangling from its beak. Then itspread its wings and screamed in triumph.Filled with wonder at this sight, the Aztecbelieved that they had reached the end oftheir journey.
Priests, speaking for the gods, told theAztec what to do next: build a great city.Workers toiled day and night. They dug soilfrom the lake bottom to build bridges to themainland. They built floating gardens, pilingsoil on rafts anchored to the lake bottom.
The Aztec called their new cityTenochtitlán (tay • NAWCH • teet • LAHN), whichmeans “place of the prickly pear cactus.” Asthe city rose from the marshes, the Aztecdreamed of conquest and wealth. Theywanted to collect tribute, or payment forprotection, from conquered peoples.
To fulfill their goal, the Aztec turned tostrong kings who claimed descent from thegods. A council of warriors, priests, andnobles picked each king from the royal fam-ily. Council members usually chose the lastking’s son, but not always. They looked fora king who would bring glory to the Aztec.They expected a king to prove himself byleading troops into battle.
The Great TempleAtop the Great Temple were two shrines dedicated to the
rain god Tlaloc and the sun and war god Huitzilopochtli.
Ball CourtAztecs played a ritual ball game on courts that were
often richly decorated.
Round TempleThe round temple was dedicated to the Aztec
god Quetzalcoatl.
At the center of Tenochtitlán was a walledceremonial area. It contained temples,schools and the priests’ houses. Whatceremonial act took place at the top of the Great Temple?
The founding ofTenochtitlán
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Life in the Aztec Empire The king, oremperor, was at the top of Aztec society. Therest of the population fell into four classes:nobles, commoners, unskilled laborers, andenslaved people. Commoners formed thelargest group, working as farmers, artisans,or traders. They could join the noble class byperforming one act of bravery in war. They, ortheir children if the soldier died, receivedland and the rank of noble.
In serving their gods, the Aztec sawdeath as honorable. Those worthy of anafterlife included soldiers who died in bat-tle, captives who gave their lives in sacri-fice, and women who died in childbirth.Others went to the “Land of the Dead,” thelowest level in the underworld.
From an early age, children learnedabout the glories of war and their duties asan Aztec. When a baby boy came into theworld, the midwife, or woman who helpedwith the birth, cried: “You must understand
that your home is not here where you havebeen born, for you are a warrior!”
A baby girl heard different words. Asshe drew her first breath, the midwifedeclared: “As the heart stays in the body, soyou must stay in the house.” Althoughwomen stayed at home, those who gave birthwere honored as heroes by Aztec society.
Nearly everything the Aztec did grewout of a promise. Speaking through priests,the god Huitzilopochtli (wee • tsee • loh •POHKT • lee) vowed: “We shall conquer allthe people in the universe.”
This promise inspired the Aztec tohonor the god with a huge pyramid in thecenter of Tenochtitlán. Known as the GreatTemple, it rose 135 feet (41 m) high and hadmore than 100 steps. Thousands of victimswere taken to the top, where they were sac-rificed to the gods.
Describe How could com-moners move into the noble class?
CHAPTER 16 The Americas 587
Aztec Daily LifeAztec Daily Life
Aztecgrinding
stone Painting of Aztec home
Aztec bowl and loom
Aztec homes were simple andbuilt for usefulness rather thanbeauty. How do you think theAztec used each of the householditems shown here?
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Life in the Inca EmpireTo unite their huge empire, Incan rulers
set up a highly organized government and society.
Reading Focus Have you ever tried to organize a large
number of people? It is not easy to get everyone to work
together. Read how the Inca organized their society and
developed ways to hold their empire together.
The ancient Inca blamed earthquakes onthe god Pachacamac, “Lord of the earth.”Whenever Pachacamac lost his temper, theearth shook. Pachacamac was the highestIncan god. It is not surprising that the greatestIncan leader took the name Pachacuti (PAH•chah•KOO•tee), which means “Earthshaker.”
Pachacuti lived up to his name. Startingaround A.D. 1438, Pachacuti and his son, TopaInca, built the largest ancient empire in theAmericas. It stretched north to south about2,500 miles (4,023 km)—about the distance
between present-day Los Angelesand New York.
Pachacuti cre-ated a plan to holdhis empire together.He set up a strongcentral governmentbut let local rulersstay in power. To
ensure their loyalty, he took their sons toCuzco for training.
Pachacuti united the empire in otherways too. He required people to learnQuechua (KEH • chuh • wuh), the languagespoken by the Inca. He also designed a system of roads, which covered about25,000 miles (40,234 km) when finished.
An Organized Society The Inca believedthe sun god Inti protected Cuzco, the Incancapital. The rulers who lived there calledthemselves “sons of the sun.” As such,
rulers and their wives, known as Coyas,were at the top of society.
The head priest and commander of thearmies were just below the royal couple. Nextcame regional army leaders. Below themwere temple priests, army commanders, andskilled workers—musicians, artisans, andaccountants. The bottom level consisted offarmers, herders, and ordinary soldiers.
The Inca further divided society into 12 job categories. Within these, every man,woman, and child over age five had workto do. Young girls, for example, were baby-sitters, while young boys chased birds fromgardens.
What Was Incan Culture Like? The Incararely honored their gods with human sac-rifice. They turned to sacrifice only in timesof trouble, such as during earthquakes, oron special occasions. Priests most often sac-rificed children, whom they thought weremore pure than adults. The Inca worshipedthe sacrificed children as gods.
To please their gods, the Inca built largeworks of stone. They had no system of writ-ing, no wheels, and no iron tools. Yet theybuilt places like Machu Picchu (MAH • chooPEE • choo), a retreat for Incan kings.
Building large structures required theInca to develop a way to do mathematicalcalculations. The Inca used a quipu (KEE •poo), a rope with knotted cords of differentlengths and colors. Each knot represented anumber or item, which was also a way ofkeeping records.
The Inca were skilled engineers. Workersfit stones so tightly together that a knifecould not slip between them. Because theInca used no mortar, the stone blocks couldslide up and down without collapsing when-ever an earthquake rocked the earth.
Explain How did Pachacutimake sure local leaders would be loyal to him?
Incan gold mask
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PACHACUTIRuled 1438–1471
Pachacuti was the son of the eighth Inca king,
Viracocha. In 1438 an enemy from the north attacked
the capital city, Cuzco. Viracocha fled, but Pachacuti
stayed behind to defend the city and defeat the enemy.
Because of his victory, Pachacuti became king.
At first, Pachacuti concentrated on expanding the
Inca Empire. When he wanted to conquer a kingdom,
he first sent messengers to tell the local rulers all the
benefits of being part of the Inca Empire and then asked
them to join willingly. If they accepted, they were treated
with respect and given some rights. If they refused, the
Incas attacked with brutal force.
Pachacuti next turned his attention to rebuilding Cuzco.
He was the first to use white granite as a building material.
No mortar was needed to hold the granite stones together
because the sides of each piece were cut accurately and fit
closely together.
Pachacuti built an estate for himself called Machu
Picchu. It was made of white granite and was located
thousands of feet high in the Andes. Recent research
suggests that Machu Picchu was used not
only as a home for the royal family, but also
as a center for celebrations and ceremonial
gatherings.
According to legend translated from a
sacred text, Pachacuti became very sick when
he was an elderly man. He called all of his
relatives to his bedside. He divided his
possessions among them and then made a
speech with instructions for his burial.
589
Machu Picchu
“I was born as a flower“I was born as a flower
of the field . . . ”of the field . . . ”—Pachacuti, as quoted in —Pachacuti, as quoted in
History of the IncasHistory of the Incas
How can a nation today get another nation
to do something without threatening war?
Pachacuti
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Life in North AmericaThe geography in lands north of
present-day Mexico shaped the development ofmany different Native American cultures.
Reading Focus What would your life have in common
with people living in a different place but with the same
geography? Read to learn how the geography of North
America shaped the life of Native Americans living here.
By A.D. 1500, about two million peoplelived north of Mesoamerica. They spokearound 300 languages and called them-selves by thousands of different names.
These Native Americans had inheritedthe cultures of their ancestors. As earlyAmericans spread out across NorthAmerica, they adjusted to the varied envi-ronments where they settled. They not onlysurvived—they lived well.
The People of the Far North Scientiststhink the early people who settled theArctic regions of present-day Canada andAlaska arrived by boat, perhaps around3000 B.C. This was long after the Ice Age hadended. These people called themselves theInuit, which means “the people.”
The Inuit, like other early Americans,found ways to live in their harsh environ-ment. They built igloos, dome-shapedhomes, from blocks of ice and snow. Theyused dogsleds to travel on land and seal-skin kayaks to travel by sea.
Most peoples of the Far North hunted.They ate seals, walruses, and land animalslike caribou and polar bears. They espe-cially prized strips of blubber, or fat, fromseals and whales. The fat provided oil forlamps, and it also gave the Inuit valuablecalories.
N
S
W
E
500 km0Azimuthal Equidistantprojection
500 mi.0
60°N
20°N
80°W120°W
160°W
ATLANTICOCEAN
PACIFICOCEAN
Gulf ofMexico
Caribbean Sea
120°W 80°W
20°N
60°NN
S
W
E
500 km
500 mi.0
0Lambert Azimuthal Equal-Area projectionINUIT
INUIT
INUIT
INUIT
INUIT
HOPEWELL
HURON
HOPEWELL
MISSISSIPPIANHOHOKAMAPACHE
NAVAJO
MANDAN
PAWNEE
NATCHEZ
CHEROKEE
ALGONQUIN
HIDATSA
HOPI
PUEBLO
TLINGIT
HAIDA
CHINOOK
POMO
CHUMASH
COHUILLA
IROQUOIS
Appalachian
Mts.
Rocky
Mts.
ARCTICOCEAN
PACIFICOCEAN
Gulf ofMexico
HudsonBay
GreatLakes
Rio
Grande
Mis
sissippi
R.
Ohio
R.
People and Cultures of North America c. 1300–1500c. 1300–1500
Arctic (Tundra)California/GreatBasin/PlateauEastern Woodlands/Southeast
Great PlainsNorthwestCoastSouthwestSubarctic
KEYRegions of North America
FarmingFishingHuntingGathering
KEY
North Americans found food in different ways,depending on the geography of their region.1. In what regions was fishing a major method
for getting food?2. What was the most common method for
obtaining food on the Great Plains?
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CHAPTER 16 The Americas 591
Life on the West Coast The groupsthat settled along North America’sPacific coast enjoyed a milder cli-mate than the Inuit. In the PacificNorthwest, peoples such as theTlingit (TLIHNG • kuht), Haida, and Chinookused towering cedar trees to build woodenhouses and huge oceangoing canoes. Theyfished the seas for otters, seals, and whales.Each spring, saltwater salmon clogged therivers as they swam upstream to lay eggs.
Because of rich food resources, thePacific Northwest was one of the mostheavily populated regions north ofMesoamerica. Only the area that is todayCalifornia supported more people.
Scientists think California was home toabout 500 early American cultures. Eachculture specialized in using the naturalresources found in California’s manyenvironments.
Along the northern coast, people likethe Chumash fished. In the southern desert,the Cahuilla harvested dates from palmtrees and gathered seeds, roots, and pods.In the central valley, the Pomo gatheredacorns and pounded them into flour.
Life in the Southwest People who settledin the dry deserts of the Southwest lackedthe abundant resources of the Californiapeoples. However, early Americans like theHohokam and Anasazi had taught theirdescendants important lessons. The Hopi,Acoma, Pueblo, and Zuni knew how to farmthe dry land. Like their ancestors, they dugirrigation canals. They built apartment-like
homes, using a type of sun-dried mud brickcalled adobe (uh•DOH•bee).
In the A.D. 1500s, two groups of hunters—the Apache and the Navajo—moved intothe area. The Apache remained hunters, butover time the Navajo started to farm liketheir neighbors.
Life on the Great Plains People on theGreat Plains farmed, but it was not easy.Seas of grass covered the lands stretchingfrom the Rocky Mountains to theMississippi River. The dense grass rootsmade farming difficult, especially withoutiron tools. Peoples like the Mandan,Hidatsa, and Pawnee grew gardens in thefertile land along the Missouri, Arkansas,and Red Rivers.
While the women tended gardens, themen hunted the huge herds of buffalo thatgrazed on the grasslands. They hunted on
The carved wooden totem (far right) was made by Native Americans from the Pacific Northwest. The kachina doll(right) was made by the Hopi people ofthe Southwest. Why was the PacificNorthwest region heavily populated?
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Reading SummaryReview the • In the rain forests of Central
America, the Maya developed acivilization divided into city-states.
• A fierce warrior people, the Azteccreated a strong empire in cen-tral Mexico.
• In the Andes, the Inca created thelargest empire in the Americas.
• North America’s varied geogra-phy led to the development ofmany diverse Native Americangroups.
1. How did the Incan leaderPachacuti maintain the greatempire he built?
2. Who were the people of theFar North, and what sorts offood did they eat?
Critical Thinking3. Compare and Contrast
Draw a Venn diagram like theone shown. Add details to com-pare Aztec and Incan society.
4. Science Link How and why didthe Maya study astronomy?
5. Summarize How did theAztec find and build their capital city?
6. Drawing Conclusions Whydo you think the Inca requiredeveryone in their society to doa specific job? Do you thinkthis is a good idea for a soci-ety? Explain.
7. Descriptive Writing Imagineyou are an early Europeanexplorer in North America.Write a journal entry describ-ing your encounter with aNative American people inone of the regions described in the section.
What Did You Learn?
Homework Helper Need help with the material in this section? Visit jat.glencoe.com
592 CHAPTER 16 The Americas
foot, because at that time there were nohorses in America. The buffalo gave themmeat for food, bones for tools, and skins forclothing and shelter.
Life in the Eastern Woodlands Unlike thePlains, dense forests covered lands east of theMississippi River. Here people combinedfarming with hunting and fishing. Farmingwas more widespread in the SoutheastWoodlands, where a mild climate led to along growing season. In the cooler NortheastWoodlands, people relied more on hunting.
All over the Woodlands, groups formedgovernments. Some, such as the Natchez inpresent-day Mississippi, set up strict socialclasses. Others, like the Cherokee in Georgiaand North Carolina, had formal codes of law.
In a few cases, Native Americans in theWoodlands set up confederations (kuhn• FEH•duh • RAY • shuhnz), or governments that link
several groups. The most famous was theleague formed by the Iroquois (IHR • uh •KWOY). The Iroquois League included fivegroups: Onondaga, Seneca, Mohawk,Oneida, and Cayuga.
The Iroquois formed the league to endthe fighting among themselves. A code of laws, known as the Great Peace, governed the league. Women, who controlled Iroquois land, selected malemembers to sit on a Grand Council.Together council members worked outtheir differences and made decisions incomplete agreement. The Council helpedmembers unite against other Woodlandpeoples, such as the powerful Algonquian(al • GAHN • kwee • uhn).
Describe How did geography shape the lives of the people north of present-day Mexcio?
AztecSociety
IncanSociety
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CHAPTER 16 The Americas 593
FFallall AAztecztecIInca nca EEmpiresmpires
1492Christopher Columbusreaches the Americas
1521CortésdefeatsAztec
1533Francisco Pizarroconquers the Inca
CuzcoTenochtitl´an
1450 1500 15501450 1500 1550
of the of the
and and
TheThe
What’s the Connection?As the 1400s drew to a close,
people in the Americas and Europeknew nothing of each other. Thischanged when Europeans beganexploring the world and searching fortrade routes to Asia.
Focusing on the • Christopher Columbus found the
Americas while trying to find a searoute to Asia. (page 594)
• Spanish conquerors defeated theAztec with the help of horses, guns,and European disease. (page 595)
• The riches of the Aztec Empire ledother Spanish conquerors to seek theirfortunes in South America. (page 599)
Locating PlacesHispaniola (HIHS•puh•NYOH• luh)Extremadura
(EHK•struh•muh•DUR•uh)
Meeting PeopleChristopher Columbus
Hernán Cortés(ehr•NAHN kawr•TEHZ)
Montezuma II (MAHN•tuh•ZOO•muh)Malintzin (mah•LIHNT•suhn)Francisco Pizarro
(fran•SIHS•koh puh•ZAHR•oh)Atahualpa (AH•tuh•WAHL•puh)
Building Your Vocabularyconquistador
(kahn•KEES•tuh•DAWR)treason (TREE•zuhn)
Reading StrategyCause and Effect Create a diagramto show the reasons Cortés was ableto conquer the Aztec.
Cortés Conquers the Aztec
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The Spanish Arrive in AmericaChristopher Columbus found the
Americas while trying to find a sea route to Asia.
Reading Focus What is the most vivid memory you
have of a place you have visited? Read to learn what the
Spanish found when they set out to explore the world.
In 1492 the Aztec appeared unbeatable.Around 250,000 people lived in Tenochtitlán,making it the largest city in the Americas—ifnot the world. In just a few short years, how-ever, people from Europe would destroytheir empire.
Columbus Arrives in America As youlearned previously, by the 1400s severalstrong European kingdoms had developedin Western Europe. Those kingdoms knewthat money could be made if they couldfind a way to trade with the countries ofEast Asia without having to deal with theMuslim kingdoms in between.
One by one, the people of WesternEurope took to the sea to find a route toAsia. The first were the Portuguese, who
began mapping Africa’s eastern coast, hop-ing to find a way around Africa.
Next were the Spaniards, who decidedto finance a trip by an Italian sea captainnamed Christopher Columbus. Columbusconvinced Spain’s rulers that he couldreach Asia by sailing west across theAtlantic Ocean. He had no idea that twocontinents blocked his way.
Columbus set sail with three ships inAugust 1492. In October, he landed on anisland in the Caribbean Sea. Columbusbelieved he had arrived in Asia. He traveledfarther into the Caribbean and landed on theisland of Hispaniola (HIHS • puh • NYOH • luh),which is today Haiti and the DominicanRepublic. He then returned home carryingcolorful parrots, some gold and spices, andseveral Native American captives. His suc-cess astonished and pleased Spain’s rulersand convinced them to pay for another trip.
Columbus Returns Columbus set out againin 1493. This time, he came to conquer, bring-ing soldiers to help him. In the spring of1494, the Spanish landed on Hispaniola.
In the painting above, Christopher Columbus is depicted landing on theisland of San Salvador. Why did Columbus sail west across the Atlantic?
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In the United States,people eat an average of 12 pounds of chocolate each year. Hawaii is the
only state that grows cacao beans,but the United States has more than
1,000 companies that produce chocolate and cocoa products. Why do you think only therich in Europe enjoyed chocolate in the 1500s?
ChocolateChocolateModern chocolate factory
The Taino who lived there got their firstlook at the conquistadors (kahn •KEES • tuh •DAWRZ), the soldier-explorers sent to theAmericas by Spain. What they saw fright-ened them. Armor-clad men rode on armor-clad horses. Snarling dogs ran by theirsides. In a show of power, the soldiers firedguns that spit out flames and lead balls.
Soldiers claimed the island for Spain.Then they enslaved the Taino and forcedthem to work for the Spanish. Spain nowhad a foothold in the Americas.
Identify Who were theconquistadors?
Spain Conquers MexicoSpanish conquerors defeated the Aztec
with the help of horses, guns, and European disease.
Reading Focus Think of decisions that you have
already made today. Read to learn how the decisions
made by two people—a Spanish conqueror and an Aztec
king—changed the course of history.
The voyages of Christopher Columbus,who sailed to the Americas four times,inspired many poor nobles to go toAmerica to seek their fortunes. Many camefrom the part of Spain known as the
The Aztec ruler Montezuma found chocolatemore desirable than gold! He offered the bittertasting drink made from the cacao bean toSpanish explorer Hernán Cortés. The explorertook the bean back to Europe afterconquering the Aztec. After Europeansmixed it with milk and sugar, it becamevery popular among the rich.
Native Americans making chocolate
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Extremadura (EHK • struh • muh • DUR • uh). Itspoor soil, blistering hot summers, and icy winters held little chance for wealth.One of these nobles was 19-year-oldHernán Cortés (ehr • NAHN kawr • TEHZ).
As a teenager, Cortés had a choice ofthree jobs: priest, lawyer, or soldier. Hisparents picked lawyer, but Cortés pickedsoldier. In 1504 he set out for Hispaniola. In1511 he took part in the Spanish invasion ofCuba. His courage impressed the Spanishcommander, who gave Cortés control overseveral Native American villages and thegoods they produced.
Six years later, smallpox swept acrossCuba, killing thousands of NativeAmericans. The Spanish commander askedCortés to find new people who could beforced to work for the Spanish. Cortés knewjust where to look.
That same year, a ship sent to explorethe coast of the Yucatán returned to Cuba.Unlike earlier search parties, the soldiersdid not fight with the Maya who livedthere. Instead a group of Maya paddled outto greet them. As one soldier recalled:
They brought gold cast in bars . . .a beautiful gold mask, a figurine[statue] of a man with a half maskof gold, and a crown of goldbeads.
—Juan Díaz, as quoted in“Conquest and Aftermath”
Cortés needed to hear no more. Hemade plans to sail. On February 18, 1519,Cortés set sail for Mexico.
Cortés Invades Mexico When Cortés arrived,the Aztec emperor was Montezuma II(MAHN • tuh • ZOO • muh), also called Mocte-zuma. Montezuma expected the invaders.In a dream, he looked into a mirror and sawa huge army headed over the mountains.“What shall I do?” cried the emperor.“Where shall I hide?”
The dreaded invasion began in April1519 when Cortés stepped onto a beachnear present-day Veracruz. He came with550 soldiers, 16 horses, 14 cannons, and afew dogs. How could such a small forceconquer a huge warrior empire?
Spanisharmor
Spanishsword
Aztec war club
The Aztec’s simpleweapons were nomatch for theguns and cannonsof the Spanish.Besides weaponsand horses, whatelse did theSpanish bring thatwould help themdefeat the Aztec?
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CHAPTER 16 The Americas 597
First, Cortés knew how to use Spanishhorses and guns to shock Native Americans.In a display of power, he forced thousandsof Tabascans (tuh• BAS• kuhnz), a people liv-ing in Mesoamerica, to surrender. Second,the Tabascans gave Cortés anotherweapon—a Mayan woman namedMalintzin (mah • LIHNT • suhn). She spokeboth Mayan and Nahuatl (NAH • WAH • tuhl),the language of the Aztec.
Speaking through a Spaniard who knewMayan, Malintzin described the AztecEmpire to Cortés. She also told Cortés howsubjects of the Aztec resented their rulersand would join with him to fightMontezuma. Acting as a translator, shehelped Cortés form alliances.
Finally, Cortés had the help of invisibleallies—germs that carried diseases, such asmeasles and smallpox. These diseaseswould eventually kill more Aztec than theSpanish swords.
Cortés Defeats the Aztec The Spaniardstraveled 400 miles (644 km) to reachTenochtitlán, the Aztec capital. Messengersreported their every move to Montezuma.The Aztec believed in a light-skinned godnamed Quetzalcoatl. This god, whoopposed sacrifice, had sailed away longago, promising to return someday toreclaim his land. Montezuma was afraidCortés was the god returning home. As aresult, he did not want to attack theSpaniards right away.
As Cortés marched closer, Montezumadecided to ambush the Spanish troops.Cortés learned of the plan and attacked first,killing 6,000 people. In November 1519, theSpaniards marched into Tenochtitlán andtook control of the city. To prevent the Aztecfrom rebelling, Cortés took Montezumahostage. He then ordered the Aztec to stopsacrificing people.
Cortés’s orders angered the Aztec, whoplanned a rebellion. Fighting erupted, andthe Spanish killed thousands of Aztec.Montezuma tried to stop the fighting, but hetoo was killed. Outnumbered, the Spanishfought their way out of the city and tookrefuge in the nearby hills with their allies.
While Cortés prepared a second attack,smallpox broke out in Tenochtitlán. Greatlyweakened, the Aztec were no match for theSpanish and their allies. In June 1521, theSpanish destroyed the Aztec capital.
Explain Why did the Aztecthink they should welcome Cortés?
The Aztec DefeatThis excerpt describes the aftermath ofCortés’s victory.“Broken spears lie inthe roads; we havetorn our hair in ourgrief. The houses areroofless now, and their walls are redwith blood. . . . Wehave pounded ourhands in despairagainst the adobewalls, for our inheri-tance, our city, is lostand dead. The shieldsof our warriors wereits defense, but theycould not save it.”
—author unknown, from The Broken Spears,edited by Miguel Leon-Portilla
The Aztec felt that their lost city was theirinheritance. What does that mean?
Battle scenebetween Aztec andSpanish soldiers
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MONTEZUMA II1480–1520
HERNÁN CORTÉS1485–1547
Although Montezuma II became known as the emperor who let
the Spanish capture the Aztec Empire, most of his years as a ruler
had been very successful. Montezuma Xocoyotl was the youngest
son of Emperor Axacayatl. Aztec leadership was not hereditary, so
after Axacayatl’s death a man named Ahuitzotl was selected
emperor. Montezuma was in his early twenties when he was chosen emperor. He
became a popular leader. He led his armies in battle and won over 40 battles
against kingdoms south of the Aztec Empire. His one major mistake was in
his dealings with the Spanish conquistadors.
Leading the Spanish march into the Aztec Empire in 1519 was a
34-year-old Spaniard named Hernán Cortés. Cortés was born in the
province of Extremadura, Spain. At age 19, Cortés left the university
and boarded a ship for the Spanish lands in America. He was
determined to make his fortune.
In 1511, Spanish troops led by Diego Velázquez conquered Cuba.
Cortés took part in the invasion, and his courage impressed
Velázquez. He rewarded Cortés by giving him control of several
Native American villages. Six years later, smallpox swept across Cuba,
killing thousands of Native Americans. Without Native American
workers, the farms and mines the Spanish had built in Cuba could not
function. Velázquez asked Cortés to lead an expedition to the Yucatán
Peninsula to find new peoples who could be forced to work for the
Spanish. He was also asked to investigate reports of a wealthy civilization
there. On February 18, 1519, Cortés set sail for Mexico.
Several years
later, after conquering
the Aztec, Cortés took part in one
more expedition to Honduras and
then served as Governor General of
New Spain. He returned to Spain a
very wealthy man and died near the
city of Seville in 1547.
Because of their encounter in war, the names
of Montezuma and Cortés often appear
together in history books. What two leaders
today do you think will be paired in future
history books? Why?
Montezuma
Hernán Cortés
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CHAPTER 16 The Americas 599
Pizarro Conquers the IncaThe riches of the Aztec Empire led
other Spanish conquerors to seek their fortunes inSouth America.
Reading Focus Have you ever done anything because
you have seen other people do it and succeed? Read to
learn how another conquistador followed the example
of Cortés and conquered the Inca.
In 1513 Vasco Núñez de Balboa (VAHS •koh NOON • yays day bal • BOH • uh) led aband of soldiers across the jungle-coveredmountains of present-day Panama. NativeAmericans said that if Balboa traveledsouth along a western sea, he would find agreat empire filled with gold.
Balboa found the sea, known todayas the Pacific Ocean. However, he neverfound the golden empire. A jealousSpanish official in Panama falselycharged him with treason (TREE • zuhn),or disloyalty to the government, andordered him beheaded.
Francisco Pizarro (fran • SIHS • kohpuh • ZAHR • oh), who marched withBalboa, took up the search. Pizarrocould not write his name, but he knew how to fight. Like Balboa andCortés, Pizarro came from the harshExtremadura. Unlike his neighbors,however, he was not of noble birth.
At age 16, Pizarro fled a job herdingpigs to fight in Italy. In 1502 he arrived inthe Americas. Helping explore Panama,he became a wealthy landowner. ButPizarro longed to find the golden empire.
Pizarro and the Inca By the 1530s, the Incathought they ruled most of the world. Twothreats from the north soon proved they didnot. The Inca could do nothing to stop thesouthward spread of smallpox. They alsofailed to scare away Pizarro, who led
160 adventurers up the mountains to theIncan homeland.
The Inca tried to ignore him, butPizarro, now in his 50s, would not leave. Heraided Incan storehouses and fired guns at villagers. The Incan emperor, Atahualpa (AH•tuh •WAHL •puh), thought Pizarro was crazyor a fool. How could this man stand up toan army of 80,000 Incan warriors?
Atahualpa misjudged Pizarro. TheSpaniard had an advantage. The Inca knewlittle about the Europeans, but Pizarroknew a lot about Native Americans. He hadspent more than 30 years fighting Native
Incan RecordKeeping
A Spanish conquistador wroteabout aspects of Incan culture.“At the beginning of the new yearthe rulers of each village came toCuzco, bringing their quipus, whichtold how many births there hadbeen during the year, and howmany deaths. In this way the Inca and the governors knewwhich of the Indians were poor,the women who had been wid-owed, whether they were able to pay their taxes, and how manymen they could count on in theevent of war, and many otherthings they considered highlyimportant.”
—Pedro de Cieza de Léon, TheSecond Part of the Chronicle of Peru
Quipus were used to calculate records andbuilding plans. How else do you think theInca might have used quipus?
Quipu
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Reading SummaryReview the • Searching for a sea route to Asia,
Christopher Columbus arrived inthe Americas and claimed landsthere for Spain.
• With a small army, Spanish conquistador Hernán Cortés conquered Montezuma and theAztec capital of Tenochtitlán.
• In Peru, a small Spanish force ledby Francisco Pizarro captured theInca Empire.
1. How did Christopher Columbusconvince Spanish rulers to payfor a second trip?
2. Why did Cortés sail from Cubato Mexico in search of theAztec?
Critical Thinking3. Sequencing Information
Draw a time line like the oneshown. Fill in events related toCortés’s capture of Tenochtitlán.
4. Predict How might the his-tory of the Aztec people be dif-ferent without the legend ofthe Aztec god Quetzalcoatl?
5. Analyze Why were the Aztecand the Inca so easily defeatedby smaller Spanish forces?
6. Expository Writing Imagineyou are an Aztec or an Incaseeing a Spanish conquistadorfor the first time. Write a news-paper article describing whatyou have observed.
What Did You Learn?
Homework Helper Need help with the material in this section? Visit jat.glencoe.com
600 CHAPTER 16 The Americas
Americans. Also, his good friend HernánCortés gave Pizarro an inside look at theconquest of the Aztec. In late 1532, Pizarrodecided on a plan so bold that even Cortésmight not have risked it.
Pizarro Defeats the Inca Spanish messen-gers invited Atahualpa to a meeting.Atahualpa agreed but made the mistake ofleaving most of his huge army behind. Hebelieved that his 5,000 bodyguards wereenough protection. He also decided, basedon Pizarro’s small force, that the Incaneeded no weapons.
When they met, Pizarro wasted no timein asking the emperor to give up his gods.When Atahualpa laughed at his request,Pizarro ordered an attack. Cannons roared,trumpets blared, and sword-swinging sol-diers shrieked battle cries. Pizarro thenseized Atahualpa and dragged him off thebattlefield.
Atahualpa tried to buy his freedom. Heoffered to fill his jail cell with gold and anearby room with silver. Pizarro jumped atthe deal. Atahualpa kept his part of the bar-gain. Pizarro did not. He charged theemperor with many crimes: plotting arebellion, worshiping false gods, having toomany wives, and more. In 1533 a militarycourt found the emperor guilty and sen-tenced him to death.
To reward Pizarro, the Spanish kingmade him governor of Peru. Pizarro thenchose a new emperor for the Inca, but theemperor had to follow Pizarro’s orders.Pizarro’s conquest of Peru opened most ofSouth America to Spanish rule. Spain con-trolled a vast territory covering 375,000square miles (975,000 sq km) with almost 7 million inhabitants. It was on its way tobuilding the world’s first global empire.
Explain How did Pizarro failto keep his promise to Atahualpa?
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The Fall of the Aztec and Inca Empires
Life in the Americas
The First Americans
Section
Section
Section
Vocabularyglacier monopoly
Vocabularyquipu igloo adobeconfederation
Vocabularyconquistadortreason
Focusing on the • It is believed that the first people in the Americas came from Asia during
the Ice Age. (page 573)
• The invention of farming led to the rise of civilizations in the Americas.(page 574)
• Early people in the northern part of the Americas built complex culturesbased on farming and trade. (page 578)
Focusing on the • The Maya adjusted to life in the tropical
rain forest and built a culture based ontheir religious beliefs. (page 583)
• The Aztec moved into the Valley of Mexico, where they created an empire based on conquest and war.(page 585)
• To unite their huge empire, Incan rulers set up ahighly organized government and society. (page 588)
• The geography in lands north of present-dayMexico shaped the development of many differ-ent Native American cultures. (page 590)
Focusing on the • Christopher Columbus found the Americas while trying to find a sea route
to Asia. (page 594)
• Spanish conquerors defeated the Aztec with the help of horses, guns, andEuropean disease. (page 595)
• The riches of the Aztec Empire led other Spanish conquerors to seek theirfortunes in South America. (page 599)
CHAPTER 16 The Americas 601
Mayan ballplayer
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Summarizing
Read the paragraph below, then choose thestatement that best summarizes its content.
The region’s geography was idealfor farming. Much of the area had arich, volcanic soil and a mild climate.Rains fell in the spring, helping seedsto sprout. They decreased in the sum-mer, allowing crops to ripen for har-vest.
15. a. The Ice Age ended as the climatewarmed.
b. Rain fell in the spring.c. Climate and soil made the region ideal
for farming.d. Seeds that are planted grow into crops.
To review this skill, see pages 570–571.
Section 2 • Life in the Americas 8. Explain the differences between the Maya
and Aztec civilizations.9. How did geography shape the develop-
ment of the Native American culturesnorth of present-day Mexico?
Section 3 • The Fall of the Aztec and Inca Empires
10. What was the goal of ChristopherColumbus’s voyage in 1492?
11. What three factors made it possible for theSpanish to conquer the Aztec and the Inca?
Critical Thinking12. Analyze How do the houses of North
American peoples reflect the geography oftheir regions?
13. Infer Why do you think the Mayan civi-lization came to an end?
14. Predict What do you think would havehappened if the Inca had taken Pizarro’sraids more seriously?
Review VocabularyMatch the word in the first column with itsdefinition in the second column.___ 1. conquistador a. disloyalty to the
government
___ 2. glacier b. Spanish soldier-explorer
___ 3. adobe c. sun-dried mud bricks
___ 4. confederation d. huge sheet of ice
___ 5. treason e. form of governmentthat links several different groups
Review Main IdeasSection 1 • The First Americans
6. When did the first people arrive in theAmericas? On which continent did theylive originally?
7. How did farming lead to the rise anddevelopment of civilizations in present-day Mexico, Central America, and Peru?
602 CHAPTER 16 The Americas
Summarizing Information
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CHAPTER 16 The Americas 603
Geography SkillsStudy the map below and answer the follow-ing questions.16. Human/Environment Interaction Why
do you think the Inca built stone walls inparts of Cuzco?
17. Location What natural defenses existedaround Cuzco?
18. Movement What do the roads leading outof Cuzco reveal about the contact betweenthe capital city and the rest of the empire?
Read to Write19. Persuasive Writing Suppose you are a
Native American during the Spanish con-quests. Write a letter to the conquistadors topersuade them to trade with your culturerather than conquer it. Your letter shouldstate the ways Europeans and NativeAmericans can learn from each other.
20. Using Your Create an outlinemap of the Americas on poster board. Itshould be big enough for the entire class towork together. Label each country and thelocation of each civilization from yourchapter. Then use your foldables to writefacts about each civilization on the map.
Using Technology21. Preparing a Report Use the Internet and
your library to gather information aboutthe Mound Builders. Note their reasons formound building and the shapes ofmounds. Then prepare an illustrated reporton the computer to compare the moundsto other structures of early civilizations.
Linking Past and Present22. Evaluating Information What impact
have Native American ways of the past hadon present-day life in the Americas?
23. Building Citizenship Skills The IroquoisLeague was an important confederation ofthe early Americas. Do confederations existtoday? Do they serve the same purpose asthe Iroquois League?
Self-Check Quiz To help you prepare forthe Chapter Test, visit jat.glencoe.com
N
S
W E
0.25 km
0.25 mi.0
0Lambert Azimuthal Equal-Area projection
Plaza
Temple ofthe Sun
Plaza
Fortress
HuatanayR.
Tullu
mayo
R.
Cuzco, Peru c. 1450c. 1450
AnalyzeAnalyze
Some Europeans, including thisDominican friar, worked to protect theNative Americans by writing abouttheir cultures.“They [Native American leaders] issuedpublic edicts and personal commands toall nobles and provincial governors, ofwhom there were many, that all poor,widows and orphans in each provinceshould be provided for from their ownroyal rents and riches.”—Bartolomé de las Casas, “Apologetic History of
the Indies”
24. What does this tell you about NativeAmerican leaders’ attitude towardthose in need?
25. Do you think the nobles and provincialgovernors supported this edict? Why orwhy not?
CuzcoRoadSurvivingstone wall
KEYAssembly hallPalaceTempleRidge
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