different worlds meet - welcome to us history

Chapter 1: The First Americans, Prehistory to 1492Why It Matters
Different Worlds Meet
Beginnings to 1625
Monument Valley
As you study Unit 1, you will learn that the first immigrants came to the
Americas long before written history. From their descendants evolved a rich
variety of cultures. The following resources offer more information
about this period.
Primary Sources Library See pages 958–959 for primary source
readings to accompany Unit 1. Use the American History
Primary Source Document Library CD-ROM to find additional primary
sources about Native American life.
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—Christopher Columbus, 1493
Prehistory to 1492 Why It Matters
Thousands of years ago small groups of hunters crossed a bridge of land that connected Siberia and Alaska. Eventually, they spread throughout
North and South America.
The Impact Today These first people, called Native Americans, influenced later cultures. Native
Americans are part of the modern world, yet many of them also preserve the ways of life, customs, and traditions developed by their ancestors
centuries ago.
The American Journey Video The chapter 1 video, “Before Columbus,” examines the diverse cultures of North America before Europeans arrived, focusing on the Anasazi.
c. 28,000 B.C. • Asian hunters enter
North America c. 1500 B.C. • Rise of Olmec
in Mexico
ends
is crucified
reaches peak
Prehistory 900 1100
Anasazi communities
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begins to decline c. A.D. 1400 • Inca empire
begins to expand
City in the Sky Inca workers built the city of Machu Picchu high in the Andes mountain ranges.
CHAPTER 1 The First Americans
1300 1500
signs Magna Carta
returns from China
West African kingdom of Mali
A.D. 1368 • Ming dynasty begins in China
HISTORY
Chapter Overview Visit taj.glencoe.com and click on Chapter 1— Chapter Overviews to preview chapter information.
Native Americans
Step 1 Fold one sheet of paper in half from top to bottom.
Step 2 Fold in half again, from side to side.
Step 3 Unfold the paper once. Cut up the fold of the top flap only.
Step 4 Turn the paper vertically and sketch the continents of North and Central and South America on the front tabs.
This cut will make two tabs.
Categorizing Study Foldable Group information into categories to make sense of what you are learning. Make this foldable to learn about the first Americans.
Reading and Writing As you read the chapter, write under the flaps of your foldable what you learn about the Native American people living in these regions.
North America
c. 10,000 B.C. Last Ice Age ends
c. 7000 B.C. Farming develops in Mexico
c. 3000 B.C. Early villages estab- lished in Mexico
CHAPTER 1 The First Americans
No one knows for sure how the first people arrived in America. They may have crossed a land bridge that many scientists think connected Asia and North America thousands of years ago. They may have come by boat from Asia or Europe. Why they came is also a mystery. Possibly they followed mammoths or other game animals or were hunting seals and whales along the coast. Over time, these people settled in America becoming the first “native Americans.”
The Journey From Asia These first Americans arrived thousands of years ago. As food supplies
improved, the population of the Americas increased. By A.D. 1500, millions of Native Americans, belonging to more than 2,000 different groups, lived on the two continents of North America and South America.
When Europeans arrived in the Americas in the late 1400s, they found Native Americans living there. The Europeans wondered where these peoples had come from and how they happened to settle in the Americas. Some believed the Native Americans had come from Atlantis, an island that was supposed to have sunk beneath the waves of the Atlantic Ocean.
Main Idea The first Americans spread throughout North, Central, and South America.
Key Terms archaeology, artifact, Ice Age, nomad, migration, maize, carbon dating, culture
Reading Strategy Determining Cause and Effect As you read Section 1, re-create the diagram below and explain why the first Americans came to the continent and the consequences of their arrival.
Read to Learn • how the first people arrived in the
Americas. • which discovery changed the lives
of the early Native Americans.
Section Theme Geography and History The Ice Age made it possible for hunters to migrate to the Americas.
Early Peoples
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17CHAPTER 1 The First Americans
Modern scientists are still trying to determine how the first people came to North and South America. The story of the first Americans is still being pieced together by experts in archaeology, the study of ancient peoples. Archaeologists learn about the past from artifacts, things left behind by early people, such as stone tools, weapons, baskets, and carvings. Their discoveries show that many early peoples may have come across a land that later sank into the sea. It was not the mythical Atlantis, however, but a strip of land called Beringia that once joined Asia and the Americas.
Crossing the Land Bridge During its long history, the earth has passed
through several Ice Ages. These are periods of very cold temperatures when part of the earth was covered with large ice sheets. Much of the water from the oceans was frozen into these sheets, or glaciers. For that reason the sea levels were much lower than they are today.
The most recent Ice Age began 100,000 years ago and ended about 12,000 years ago. During this period many scientists think the lower sea level exposed a wide strip of land between Asia and North America. This land bridge would have run from Siberia in northeastern Asia to present-day Alaska, the westernmost part of the Americas. The land bridge, Beringia, now lies under the Bering Strait.
One popular scientific theory states that the first Americans were people from Asia who crossed over Beringia during the last Ice Age. These early peoples reached the Americas thousands of years ago.
In Search of Hunting Grounds The early Americans were nomads, people
who moved from place to place. They gathered wild grains and fruits but depended on hunting for much of their food. While traveling in search of animals to hunt, they crossed Beringia into what is now Alaska and Canada.
The crossing of the land bridge was a migration, a movement of a large number of people into a new homeland. It did not happen in a single journey. As the centuries passed, many
groups of people traveled from Asia either on foot across the land bridge or in boats. From the north, the migrants gradually moved into new territory. They spread out across the Americas, going as far east as the Atlantic Ocean and as far south as the tip of South America.
Hunting for Food Native American legends tell of giant beasts
that roamed the earth in ancient times. When the first Americans arrived from Asia, they did indeed find huge mammals. There was the saber-toothed tiger, the woolly mammoth, and the mastodon. The mammoth and mastodon resembled modern elephants in size and shape but had shaggy fur and long tusks.
The early Americans were skilled at hunting these beasts. The hunters shaped pieces of stone and bone to make tools for chopping and scrap- ing. They chipped rocks into extremely sharp points and fastened them on poles to make spears. Bands of hunters armed with these spears stalked herds of bison, mastodons, or
• The earth enters a long Ice Age.
• Water from the ocean freezes.
• Sea levels drop, exposing the Beringia land bridge.
• Hunters from Asia cross into North America.
• People spread into Central America and South America.
• The early Americans create new cultures.
The settlement of the Americas can be traced to a geographic element—the earth’s climate.
Analyzing Information What happened when sea levels dropped?
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Glaciers
Possible migration routes
18 CHAPTER 1 The First Americans
Over thousands of years, prehistoric people migrated from other lands to the Americas. 1. Movement Along what major mountain ranges did the
migration routes flow? 2. Interpreting Information How was it possible for
prehistoric people to cross the Bering Strait?
Americas were cut off from Asia. At the same time, the hunters of America faced a new chal- lenge. The mammoths and other large animals began to die out, either from being overhunted or because of changes in the environment. The early Americans had to find other sources of food.
Describing How did early American nomads hunt for food?
Settling Down As the large animals disappeared, the early
Americans found new sources of food. They hunted smaller game, such as deer, birds, and rodents. Those who lived along rivers or near the seacoast learned to catch fish with nets and traps. They continued to gather wild berries and grains.
mammoths and then charged at the animals, hurling their weapons.
A single mammoth provided tons of meat, enough to feed a group of people for months. The hunters and their families used every part of the animal. They made the skin into clothing, carved the bones into weapons and tools, and may have used the long ribs to build shelters.
About 15,000 years ago the earth’s temperatures began to rise. The Ice Age was drawing to an end. As the great glaciers melted, the oceans rose, and Beringia was submerged again. The
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Planting Seeds About 9,000 years ago, people living in pres-
ent-day Mexico made a discovery that would shape the lives of Native Americans for thousands of years. They learned to plant and raise an early form of corn called maize. Their harvests of maize provided a steady, reliable source of food. No longer did they have to move from place to place in order to find food.
Early Americans in Mexico also experimented with other kinds of seeds. They planted pumpkins, beans, and squashes. They soon began producing more than enough food to feed themselves. The population grew along with the growing food supply.
Early Communities With rising numbers of people and a depend-
able supply of food, early Americans in Mexico started to form stationary communities. Scien- tists have found traces of early villages that date from about 5,000 years ago. Scientists use a method called carbon dating to find out how old an artifact is. By measuring the amount of radioactive carbon that remains in something that was once alive—such as a bone or a piece of wood—they can tell approximately how long ago it lived. Carbon dating is imprecise and can only give a rough estimate of an artifact’s age.
Sometime after the early settlements in Mex- ico, people began farming in what is now the southwestern United States. Not all the early peoples in the Americas farmed, however. Some remained nomadic hunters, and others relied on fishing or trading instead of agriculture.
The Growth of Cultures Farming allowed people to spend time on
activities other than finding food. Knowing that they would harvest an abundant supply of grains and vegetables, the people of ancient Mex- ico began to improve their lives in other ways. They built permanent shelters of clay, brick, stone, or wood. They made pottery and cloth and decorated these goods with dyes made from roots and herbs. They also began to develop more complex forms of government.
Agriculture changed the lives of these early people and led to a new culture, or way of life. Rather than move from place to place in search of food, the people who farmed were able to settle down. They formed communities and developed common customs, beliefs, and ways of protecting themselves. Over time, the many different groups of people living in the Americas developed their own cultures.
Summarizing What did farming mean for nomadic people?
Checking for Understanding
1. Key Terms Use each of the following terms in a complete sentence that will help explain its meaning: archaeology, artifact, Ice Age, migration, culture.
2. Reviewing Facts Why did the first people come to the Americas?
Reviewing Themes
3. Geography and History How did an Ice Age make it possible for Asian hunters to migrate to the Americas?
Critical Thinking
4. Determining Cause and Effect How do you think the first Americans discovered that they could grow their own plants?
5. Organizing Information Re-create the diagram below and explain how early Native Americans depended on their environment and natural resources.
Analyzing Visuals
6. Geography Skills Study the map on page 18. In which direction did the travelers migrate across the Bering Strait?
CHAPTER 1 The First Americans 19
Examples
Geography Create a version of the map on page 18. Your version can be larger, if needed. Label all geographic features. Illustrate the map to show how the first Ameri- cans migrated to North America.
Planting Seeds About 9,000 years ago, people living in pres-
ent-day Mexico made a discovery that would shape the lives of Native Americans for thousands of years. They learned to plant and raise an early form of corn called maize. Their harvests of maize provided a steady, reliable source of food. No longer did they have to move from place to place in order to find food.
Early Americans in Mexico also experimented with other kinds of seeds. They planted pumpkins, beans, and squashes. They soon began producing more than enough food to feed themselves. The population grew along with the growing food supply.
Early Communities With rising numbers of people and a depend-
able supply of food, early Americans in Mexico started to form stationary communities. Scien- tists have found traces of early villages that date from about 5,000 years ago. Scientists use a method called carbon dating to find out how old an artifact is. By measuring the amount of radioactive carbon that remains in something that was once alive—such as a bone or a piece of wood—they can tell approximately how long ago it lived. Carbon dating is imprecise and can only give a rough estimate of an artifact’s age.
Sometime after the early settlements in Mex- ico, people began farming in what is now the southwestern United States. Not all the early peoples in the Americas farmed, however. Some remained nomadic hunters, and others relied on fishing or trading instead of agriculture.
The Growth of Cultures Farming allowed people to spend time on
activities other than finding food. Knowing that they would harvest an abundant supply of grains and vegetables, the people of ancient Mex- ico began to improve their lives in other ways. They built permanent shelters of clay, brick, stone, or wood. They made pottery and cloth and decorated these goods with dyes made from roots and herbs. They also began to develop more complex forms of government.
Agriculture changed the lives of these early people and led to a new culture, or way of life. Rather than move from place to place in search of food, the people who farmed were able to settle down. They formed communities and developed common customs, beliefs, and ways of protecting themselves. Over time, the many different groups of people living in the Americas developed their own cultures.
Summarizing What did farming mean for nomadic people?
1. Key Terms Use each of the following terms in a complete sentence that will help explain its meaning: archaeology, artifact, Ice Age, migration, culture.
2. Reviewing Facts Why did the first people come to the Americas?
Reviewing Themes
3. Geography and History How did an Ice Age make it possible for Asian hunters to migrate to the Americas?
Critical Thinking
4. Determining Cause and Effect How do you think the first Americans discovered that they could grow their own plants?
5. Organizing Information Re-create the diagram below and explain how early Native Americans depended on their environment and natural resources.
Analyzing Visuals
6. Geography Skills Study the map on page 18. In which direction did the travelers migrate across the Bering Strait?
Examples
Geography Create a version of the map on page 18. Your version can be larger, if needed. Label all geographic features. Illustrate the map to show how the first Ameri- cans migrated to North America.
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N O T E B O O K
New Ways to the New World An old Virginia sandpit may change our views of the earliest Americans
T HAS BEEN CALLED THE GREATEST STORY OF IMMIGRATION TO THE
Americas. At the end of the last Ice Age, brave women and
men from Siberia walked across the Bering Sea land bridge.
This is a piece of land that once connected the Asian conti-
nent with North America. Within 500 years, their descendants had
settled most of the hemisphere, from the Arctic Circle to the tip of
South America. But it seems they may not have been first.
I Cactus Hill Well known archaeologist JOSEPH MCAVOY and his team reported that they have located an ancient campsite that is about 18,000 years old. The place, known as Cactus Hill, is about 45 miles south of Rich- mond, Virginia (see map).
Scientists now believe the site may actually be thousands of years older than the land-bridge site. If that’s true, then people were living in North America much earlier than once believed. “If the dates hold up, and I think they will,” says archaeologist Dennis Stanford, “this is probably some of the oldest material in North America, if not the entire New World.”
For decades, experts thought that 11,200-year-old stone spear points from a site in Clovis, New Mexico, were the earliest evidence of settlement in the hemisphere. But since the 1970s, older sites have been discovered on both sides of the North American continent. The most important finding has been a 17,000-year-old rock shelter in Meadowcroft, Pennsylvania.
McAvoy and wife, Lynn, working on what may be one of the oldest campsites in the Americas
G A
R R
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ILL
More Proof Now Cactus Hill presents still more proof that humans settled in North America earlier than anyone had thought. McAvoy’s team has unearthed a variety of stone tools, probably used for hunting and butchering animals. The team also found burned bones of mud turtles, white- tailed deer, and other mammals, and bits of charcoal left over from hunters cooking the animals.
High-tech instruments were used to figure out how old the bones and objects are. The Meadowcroft rock shelter’s chief archaeologist, James Adovasio, says: “This is another indication that people were running around North America earlier than 13,000 years ago.”
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TIM E
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N P R E H I S T O R Y
How Did People Arrive? How could they have reached North America? One possibility is that they came by boat along the eastern and western coasts of the Americas. A 12,500- year-old settlement in Monte Verde, Chile, for example, might have been reached easily by water.
“That’s possible,” says James Adovasio. “You had southeast Asians sailing to Australia more than 50,000 years ago.”
The most startling idea is raised by Dennis Stanford, who says the Cactus Hill tools resemble even older ones found in Spain and France. He thinks that the first people to reach the Americas managed to cross the Atlantic from what is now Spain and Portugal some 17,000 to 18,000 years ago.
For now, few scientists are willing to go so far. “I think people did have the capacity to sail across the Atlantic,” says Adovasio.
“But I still think 99.9 percent of the settling of the Americas occurred through the interior or along the coast from the Bering Sea.”
BY LAND OR BY SEA?
Cactus Hill lends weight to the
theory that the first Americans arrived by sea.
Cactus Hill (Va.) 16,000–18,000
years old
c. 1500 B.C. Rise of the Olmec in Mexico
c. A.D. 700 Maya civilization at its height in Central America
c. A.D. 1325 Aztec establish Tenochtitlán in Mexico
c. A.D. 1400 Inca Empire begins to expand
Main Idea Several factors led to the rise and decline of great civilizations and empires in the Americas.
Key Terms civilization, theocracy, hieroglyphics, terrace
Reading Strategy Categorizing Information As you read the section, re-create the diagram below and describe the role religion played in each civilization.
Read to Learn • why powerful empires arose in the
Americas. • how the people of each empire
adapted to their environment.
Section Theme Culture and Traditions Civilizations such as the Maya, the Aztec, and the Inca arose in present-day Mexico and in Central and South America.
Cities and Empires
Rumors of a lost city led American historian Hiram Bingham to the mountains of Peru in 1911. Bingham followed a steep mountain trail, pulling himself along by grab- bing vines. After many hours of climbing, he reached a clearing. Suddenly he saw acres of huge, crumbling walls and pillars of white stone covered with vines and moss. “It fairly took my breath away,” wrote Bingham. He knew that these temples and monuments were the remains of a very advanced people.
Early American Civilizations Bingham had discovered the ruins of an early Inca city, Machu Picchu
(MAH•choo PEE•choo). It is a small city—Machu Picchu covers only about five square miles (13 sq. km)—but it is an extraordinary place. Its structures, carved from the gray granite of the mountaintop, are wonders of design and craftsman- ship and equal the achievements of the civilizations of Europe, Asia, and Africa.
Long before the arrival of Europeans in the early 1500s, several great civilizations, or highly developed societies, arose in present-day Mexico and in
Preview of Events
Guide to Reading
Civilization Religion
Central and South America. These civilizations built enormous cities in thick jungles and on mountaintops that were hard to reach. They also developed complex systems for writing, count- ing, and tracking time.
Among the largest and most advanced of these early civilizations were the Olmec, the Maya, the Aztec, and the Inca. Each civilization spread out over hundreds of miles, included millions of people, and thrived for centuries.
The Olmec flourished between 1500 B.C. and 300 B.C. along the Gulf Coast of what are now Mexico, Guatemala, and Honduras. Olmec farmers produced enough food to sustain cities containing thousands of people. Olmec workers sculpted large stone monuments and built stone pavements and drainage systems. Their civilization strongly influenced their neighbors.
Identifying What are civilizations?
The Maya The Maya built their civilization in the steamy
rain forests of present-day Mexico, Guatemala, Honduras, and Belize. They planted maize, beans, sweet potatoes, and other vegetables. They also pulled enormous stones from the earth to
build monuments and pyramids that still stand today. Much of this labor was performed by enslaved people, usually prisoners of war.
Mayan Cities By A.D. 300 the Maya had built many large
cities. Each city had at least one stone pyramid. Some pyramids reached about 200 feet (60 m)— the height of a 20-story building. Steps ran up the pyramid sides to a temple on top. The largest Mayan city, Tikal, in present-day Guatemala, was surrounded by five pyramids.
The temples on top of the pyramids were religious and governmental centers. Wearing gold jewelry and detailed headdresses, the priests in the temples performed rituals dedicated to the Mayan gods. On special days, the city’s people attended religious festivals.
The Maya believed the gods controlled everything that happened on earth. Because only priests knew the gods’ wishes, the priests held great power in Mayan society and made most of the important decisions. The civilization of the Maya was a theocracy, a society ruled by religious leaders.
To keep accurate records for their religious festivals, the Maya became skilled astronomers. The Mayan priests believed that the gods were
America’s Architecture
In Tikal and other cities, the Maya built huge pyramids where people could gather for ceremonies honoring the deities. A model of a Mayan city is shown (top left). How were the Maya governed?
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Aztec saw a sign: an eagle sitting on a cactus, with a snake in its beak. That meant this island was to be their home.
Tenochtitlán On this island emerged Tenochtitlán (tay•
NAWCH•teet•LAHN), one of the greatest cities in the Americas. Its construction was a miracle of engineering and human labor. Directed by priests and nobles, workers toiled day and night. They pulled soil from the bottom of the lake to make causeways, or bridges of earth, linking the island and the shore. They filled parts of the lake with earth so they could grow crops.
In time the Aztec capital expanded to the mainland around the lake. At its height Tenoch- titlán was the largest city in the Americas, and one of the largest in the world. Tenochtitlán also served as a center of trade, attracting thousands of merchants to its outdoor marketplaces.
Thousands of years ago, a quiet revolution took place. In scattered pockets of the Middle East, Asia, Africa, and the Americas, people learned to cultivate food-producing plants for the first time. As farming gradually spread, it encouraged the growth of permanent communities.
What, Where, and When Once they had agriculture, people could settle in permanent communities.
c. 8000 B.C. Wheat (Syria)
Farming and the Growth
c. 7000 B.C. Barley (Jordan)
visible in the stars, sun, and moon. They used their knowledge of the sun and stars to predict eclipses and to develop a 365-day calendar. Their desire to measure time increased their knowledge of mathematics. The Maya also developed a form of writing called hieroglyphics. Hieroglyphics use symbols or pictures to represent things, ideas, and sounds.
Economics Transport and Trade
The Maya did not have wheeled vehicles or horses, so everything they transported over- land was carried on human backs. Mayan traders traveled on a network of roads that had been carved out of the jungle. Farmers brought maize and vegetables to outdoor markets in the cities. They exchanged their crops for cotton cloth, pottery, deer meat, and salt.
Mayan traders also transported goods by water. Mayan canoes traveled up and down Mexico’s east coast. The canoes carried jade stat- ues, turquoise jewelry, cacao beans for making chocolate, and other goods to traders throughout a large area.
Decline of a Civilization Around A.D. 900 the Maya civilization in the
lowlands began to decline. By A.D. 1100 the great cities were almost ghost towns. The jungle crept back across the plazas, roads, and fields. No one knows what caused the decline. Perhaps slaves and farmers revolted against their Mayan mas- ters. Perhaps the soil became too exhausted by erosion and fire to produce enough food for the people. The Maya civilization collapsed, but descendants of the Maya still live in parts of Mexico and Central America.
Explaining What is a theocracy?
The Aztec Centuries after the fall of the Maya, a group
$
War and Religion The Aztec civilization grew into a military
empire. In the 1400s the Aztec army marched through central and southern Mexico, conquer- ing nearly all rival communities. Aztec warriors took everything they could carry from their vic- tims, including maize, cotton cloth, copper, and weapons. Conquered people were forced to work as slaves in Aztec cities and villages.
Like the Maya, the Aztec organized their society around their religion. The Aztec believed that human sacrifices were necessary to keep the gods pleased and to ensure abundant harvests. Thousands of prisoners of war were sacrificed.
A Great City Remembered The first Europeans to see the Aztec capital
were awed by its splendor. In 1519, 550 Spanish soldiers entered Tenochtitlán, led by Hernán Cortés. He wrote:
“There are forty towers at least, all of stout construction and very lofty. . . . The workman- ship both in wood and stone could not be bettered anywhere.”
Bernal Díaz del Castillo, one of the soldiers, marveled at the
“great stone towers and temples and build- ings that rose straight up out of the water.”
Tenochtitlán, he explained, was a city of water, and many of the streets were waterways for canoes. Some of the Spanish soldiers thought that Tenochtitlán was more magnificent than Rome and the other great European capitals of the time.
Making Generalizations Why was the Aztec city of Tenochtitlán a great city?
4,000 kilometers0 Winkel Tripel projection
4,000 miles0
30°N
30°S
60°S
60°N
c. 5000 B.C. Corn or maize (Mexico)
c. 4000 B.C. Rice (Thailand)
c. 3000 B.C. Cotton (India)
c. 2000 B.C. Potato (South America)
Progress Advances such as terrace farming helped to irrigate crops.
Tools Early people used a maize bowl and other tools such as a grind- ing stone to prepare the maize.
Crops Maize was first farmed in Mexico.
Agriculture Emerges Many of the earliest civilizations arose from farming settlements near river valleys.
Agriculture Emerges
Checking for Understanding 1. Key Terms Using standard gram-
mar, write a short paragraph in which you use all of the following terms: civilization, theocracy, hieroglyphics, terrace.
2. Reviewing Facts Why did the Aztec choose the location of Tenochtitlán as their permanent home?
Reviewing Themes 3. Culture and Traditions Why did
priests hold great power in Mayan society?
Critical Thinking 4. Making Inferences How does trade
help to enrich a civilization? Provide examples in your answer.
5. Analyzing Information Re-create the diagram below and give three reasons the Maya, Aztec, and Inca are considered advanced civilizations.
Analyzing Visuals 6. Picturing History Study the photo-
graph of the pyramid on page 23. Why do you think the Maya built such large pyramids?
The Inca Another great American civilization devel-
oped in the western highlands of South America. The empire of the Inca was the largest of the early American civilizations.
The Inca founded their capital city of Cuzco (KOOS•koh) around A.D. 1200. In 1438 an emperor named Pachacuti (PAH•chah•KOO•tee) came to the throne and began a campaign of con- quest against the neighboring peoples. He and his son, Topa Inca, built an empire that stretched from north to south for more than 3,000 miles (4,800 km), from present-day Colombia to northern Argentina and Chile.
The Incan army was powerful. All men between 25 and 50 years old could be drafted to serve in the army for up to five years. Their weapons included clubs, spears, and spiked copper balls on ropes. Using slings of woven cloth, Incan soldiers could throw stones 30 yards (27 m).
Life in the Empire At its height, the Inca Empire had a popula-
tion of more than nine million, including many conquered peoples. To control this large empire, the Inca built at least 10,000 miles (16,000 km) of stone-paved roads that ran over mountains, across deserts, and through jungles. Rope bridges, made from grass, crossed canyons and rivers.
Runners carrying messages to and from the emperor linked remote outposts of the empire to Cuzco. The Inca language, Quechua (KEH• chuh•wuh), became the official language for the entire empire. Although the Inca did not have a system of writing, they developed a system of record keeping with string called quipus (KEE•poos). Using various lengths and colors of string, knot- ted in special patterns, the quipus carried information about resources such as grain supplies.
Although mountainous land is not well suited for farming, the Inca devised ways to produce a steady supply of food. They cut terraces, or broad platforms, into steep slopes so they could plant crops. They built stone walls on the terraces to hold the soil and plants in place. Incan farmers grew maize, squash, tomatoes, peanuts, chili peppers, melons, cotton, and potatoes.
All Inca land belonged to the emperor, who was believed to be a descendant of the sun god. Because the Inca thought that the sun god enjoyed displays of gold, they made magnificent gold jewelry and temple ornaments. The Inca also built special cities devoted to religious ceremonies. One of these cities was Machu Picchu, the mountaintop site described in “An Ameri- can Story” on page 22.
Explaining How did the Inca farm steep slopes?
Art Compile illustrations of some of the accomplishments of the Maya, Aztec, and Inca in the areas of communication, science, and math. Use your own drawings or use photographs from newspapers and magazines.
Advanced Civilizations
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Why Learn This Skill? Maps can direct you down the street or around the
world. There are as many different kinds of maps as there are uses for them. Being able to read a map begins with learning about its parts.
Learning the Skill Maps usually include a key, a compass rose, and a
scale bar. The map key explains the meaning of special colors, symbols, and lines used on the map.
After reading the map key, look for the compass rose. It is the direction marker that shows the cardi- nal directions of north, south, east, and west.
A measuring line, often called a scale bar, helps you estimate distance on a map. The map’s scale tells you what distance on the earth is represented by the measure- ment on the scale bar. For example, 1 inch (2.54 cm) on the map may represent 100 miles (160.9 km) on the earth.
Practicing the Skill The map on this page shows where the ancient Maya, Aztec, and Inca built their empires in North America and South America. Look at the parts of this map, then answer the questions that follow.
1 What information is given in the key?
2 What color shows the Inca Empire?
3 What direction would you travel to go from Tenochtitlán to Chichén Itzá?
4 About how many miles long was the Inca Empire?
5 What was the capital of the Aztec Empire?
27
Understanding the Parts of a Map
Applying the Skill Drawing a Map Picture a mental image of your house or room. Draw a map showing the location of various areas. Include a map key explaining any symbols or colors you use. Also include a scale bar explaining the size of your map compared to the real area. Finally, add a compass rose and title to your map.
Glencoe’s Skillbuilder Interactive Workbook CD-ROM, Level 1, provides instruction and practice in key social studies skills.
Social StudiesSocial Studies
1,000 miles0
0°
Capital City
Major City
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c. A.D. 1000 Anasazi build pueblos in North America
c. A.D. 1100 Cahokia is built
c. A.D. 1300 Hohokam civilization begins to decline
Main Idea Many different cultures lived in North America before the arrival of the Europeans.
Key Terms pueblo, drought, adobe, federation
Reading Strategy Taking Notes As you read Section 3, re-create the diagram below and identify locations and ways of living for each culture.
Read to Learn • what early people lived in North
America. • how different Native American groups
adapted to their environments.
Section Theme Culture and Traditions Early North Americans developed new societies.
North American Peoples
Culture Where they How they lived lived
Anasazi Mound Builders Inuit
Ancient jar, American Southwest
1000 B.C. B.C./A.D. A.D.1000 A.D.1300
In the summer of 1991, a helicopter passenger made an amazing discovery in Ari- zona’s Coconino National Forest. As the helicopter hovered among the sandstone cliffs, the sun shone into a cave 200 feet (61 m) below the rim of one cliff. Standing in the opening of the cave were three large pottery jars. The three jars had been sitting, untouched and unseen, for more than 700 years. The jars and other objects found in the cave were left there by the Sinagua. These people lived hundreds of years ago in what we now call Arizona. The Sinagua are just one of many Native American peoples who are now being studied by archaeologists and historians.
Early Native Americans Many Native American cultures rose, flourished, and disappeared in North
America long before Europeans arrived in the 1500s. Among the most advanced of these early cultures were the Hohokam and Anasazi of the Southwest and the Mound Builders of the Ohio River valley.
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The Hohokam The dry, hot desert of present-day Arizona
was home to the Hohokam people. They may have come from Mexico about 300 B.C. The Hohokam culture flourished from about A.D. 300 to A.D. 1300 in an area bordered by the Gila and Salt River valleys.
The Hohokam were experts at squeezing every drop of available water from the sun-baked soil. Their way of life depended on the irrigation channels they dug to carry river water into their fields. In addition to hundreds of miles of irrigation channels, the Hohokam left behind pottery, carved stone, and shells etched with acid. The shells came from trade with coastal peoples.
The Anasazi The Anasazi lived around the same time as
the Hohokam, roughly A.D. 1 to A.D. 1300, in the area known as the Four Corners (the meeting place of the present-day states of Utah, Col- orado, Arizona, and New Mexico). There they built great stone dwellings that the Spanish explorers later called pueblos (PWEH•blohs), or villages. Pueblo Bonito, one of the most spec- tacular of the Anasazi pueblos, can still be seen
in New Mexico. The huge semicircular structure of stone and sun-dried earth resembles an apart- ment building. It is four stories high and has hundreds of rooms. Archaeologists have found traces of a complex road system linking Pueblo Bonito with other villages. This suggests that Pueblo Bonito was an important trade or religious center for the Anasazi.
The Anasazi also built dwellings in the walls of steep cliffs. Cliff dwellings were easy to defend and offered protection from winter weather. Mesa Verde in Colorado, one of the largest and most elaborate cliff dwellings, held several thousand inhabitants.
In about 1300 the Anasazi began leaving the pueblos and cliff dwellings to settle in smaller communities. Their large villages may have been abandoned because of droughts, long periods of little rainfall, during which their crops dried up.
Kivas at Pueblo Bonito
Pueblo Bonito had more than 800 rooms and 32 kivas, or underground ceremonial chambers. Today, the ruins of Pueblo Bonito are part of Chaco Culture National Historical Park in northwestern New Mexico. What other kind of dwellings were built by the Anasazi?
History
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Southwest cultures built pueblos.
The Mound Builders The early cultures of Mexico and Central
America appear to have influenced people living in lands to the north. In central North America, prehistoric Native Americans built thousands of mounds of earth that look very much like the stone pyramids of the Maya and the Aztec. Some of the mounds contained burial chambers. Some were topped with temples, as in the Mayan and Aztec cultures.
The mounds are dotted across the landscape from present-day Pennsylvania to the Missis- sippi River valley. They have been found as far north as the Great Lakes and as far south as Florida. Archaeologists think that the first mounds were built about 1000 B.C. They were not the work of a single group but of many different peoples, who are referred to as the Mound Builders.
Native American Cultures Before 1500
1. Region To which culture group did the Apache and Hopi belong?
2. Making Inferences Based on the description of the dwellings, which cultures were nomadic?
Among the earliest Mound Builders were the Adena, hunters and gatherers who flourished in the Ohio Valley by 800 B.C. They were followed by the Hopewell people, who lived between 200 B.C. and A.D. 500. Farmers and traders, the Hopewell built huge burial mounds in the shape of birds, bears, and snakes. One of them, the Great Serpent Mound, looks like a giant snake winding across the ground. Archaeologists have found freshwater pearls, shells, cloth, and copper in the mounds. The objects indicate a wide- spread pattern of trade.
Cahokia The largest settlement of the Mound Builders
was Cahokia (kuh•HOH•kee•uh) in present- day Illinois. This city, built after A.D. 900 by a
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people called the Mississippians, may have had 16,000 or more residents. The largest mound in Cahokia, the Monks Mound, rises nearly 100 feet (30 m). When it was built, it was probably the highest structure north of Mexico.
Cahokia resembled the great cities of Mexico, even though it was nearly 2,000 miles away. The city was dominated by the great pyramid- shaped mound. A temple crowned the sum- mit—perhaps a place where priests studied the movements of the sun and stars or where the priest-ruler of Cahokia lived. A legend of the Natchez people, descendants of the Mississippi- ans, hints of a direct link to Mexico:
“Before we came into this land we lived
yonder under the sun [the speaker pointed
southwest toward Mexico]. . . . Our nation
extended itself along the great water [the
Gulf of Mexico] where this large river [the
Mississippi] loses itself.” Identifying In what area did the
Anasazi live?
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Other Native North Americans Although the civilizations of the Hohokam,
the Anasazi, and the Mound Builders eventually faded away, other Native American cultures arose to take their place. Around the time that Europeans began arriving, North America was home to many different societies.
Peoples of the North The people who settled in the northernmost
part of North America, in the lands around the Arctic Ocean, are called the Inuit. Some scientists think the Inuit were the last migrants to cross the land bridge into North America.
The Inuit had many skills that helped them survive in the cold Arctic climate. They may have brought some of these skills from northern Siberia, probably their original home. In the winter the Inuit built igloos, low-lying structures of snow blocks, which protected them from severe weather. Their clothing of furs and sealskins was both warm and waterproof. The Inuit were hunters and fishers. In the coastal waters, they pursued whales, seals, and walruses in small,
More than 100
Present-day boundary
Cultivated plants
Present-day boundary
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skin-covered boats. On land they hunted caribou, large deerlike animals that lived in the far north. The Inuit made clothing from caribou skins and burned seal oil in lamps.
Peoples of the West The mild climate and dependable food
sources of the West Coast created a favorable environment for many different groups.
The peoples of the northwestern coast, such as the Tlingit (TLIHNG•kuht), Haida, and Chi- nook, developed a way of life that used the resources of the forest and the sea. They built wooden houses and made canoes, cloth, and baskets from tree bark. Using spears and traps, they fished for salmon along the coast and in rivers such as the Columbia. This large fish was the main food of the northwestern people. They pre- served the salmon by smoking it over fires.
Salmon was also important for the people of the plateau region, the area between the Cas- cade Mountains and the Rocky Mountains. The Nez Perce (NEHZ PUHRS) and Yakima peoples fished the rivers, hunted deer in forests, and gathered roots and berries. The root of the camas plant, a relative of the lily, was an important part of their diet. The plateau peoples lived in earthen houses.
Present-day California was home to a great variety of cultures. Along the northern coast, Native Americans fished for their food. In the more barren environment of the southern deserts, nomadic groups wandered from place to place collecting roots and seeds. In the central valley, the Pomo gathered acorns and pounded them into flour. As in many Native American cultures, the women of the Pomo did most of the gathering and flour making.
In the Great Basin between the Sierra Nevada and the Rocky Mountains, Native Americans found ways to live in the dry climate. The soil was too hard and rocky for farming, so peoples such as the Ute (YOOT) and Shoshone (shuh•SHOHN) traveled in search of food. They ate small game, pine nuts, juniper berries, roots, and some insects. Instead of making permanent settlements, the Great Basin people created temporary shelters of branches and reeds.
Peoples of the Southwest Descendants of the Anasazi formed the Hopi,
the Acoma, and the Zuni peoples of the South- west. They built their homes from a type of sun- dried mud brick called adobe. They raised corn or maize as their basic food. They also grew beans, squash, melons, pumpkins, and fruit. The people of the Southwest also took part in a sophisticated trade network that extended throughout the Southwest and into Mexico.
In the 1500s two new groups settled in the region—the Apache and the Navajo. Unlike the other peoples of the Southwest, the Apache and Navajo were hunters and gatherers. They hunted deer and other game. Eventually the Navajo settled into stationary communities and built square houses called hogans. In addition to hunting and gathering, they began to grow maize and beans. They also began raising sheep in the 1600s.
Peoples of the Plains The peoples of the Great Plains were nomadic;
villages were temporary, lasting only for a growing season or two. When the people moved from place to place, they dragged their homes—cone- shaped skin tents called tepees—behind them. The men hunted antelope, deer, and buffalo. The women tended plots of maize, squash, and beans.
When the Spanish brought horses to Mexico in the 1500s, some got loose. In time horses made their way north. Native Americans cap- tured and tamed the wild horses, and the Comanche, the Dakota, and other Plains peoples became skilled riders. They learned to hunt on horseback and to use the horses in warfare, attacking their enemies with long spears, bows and arrows, clubs, and knives.
Powerful Iroquois Women did hold great power among the Iroquois people. Iroquois women owned houses, crops, and fields and chose the members of the Iroquois governing council.
Iroquois Society
Citizenship Peoples of the East and Southeast
The people who lived in the woodlands of eastern North America formed complex political systems to govern their nations. The Iroquois (IHR•uh•KWAWIH) and Cherokee had formal law codes and formed federations, govern- ments that linked different groups.
The Iroquois lived near Canada in what is now northern New York State. There were five Iroquois groups or nations: the Onondaga, the Seneca, the Mohawk, the Oneida, and the Cayuga. These groups warred with each other until the late 1500s, when they joined to form the Iroquois League, also called the Iroquois Confederacy.
Iroquois women occupied positions of power in their communities. According to the constitution of the Iroquois League, women chose the 50 men who served on the league council.
The Iroquois constitution was written down after the Europeans came to North America. It describes the Iroquois peoples’ desire for peace:
“I am Dekanawidah and with the Five Nations’ Confederate Lords I plant the Tree of Great Peace. . . . Roots have spread out from the Tree of the Great Peace, one to the north, one to the east, one to the south and one to the west. ”
The Southeast was also a woodlands area, but with a warmer climate than the eastern woodlands. The Creek, Chickasaw, and Chero- kee were among the region’s Native Ameri- can peoples. Many Creek lived in loosely knit farming communities in present-day Georgia and Alabama. There they grew corn, tobacco, squash, and other crops. The Chickasaw, most of whom lived farther west in what is now Mississippi, farmed the river bottomlands. The Cherokee farmed in the mountains of Georgia and the Carolinas.
Wherever they lived in North America, the first Americans developed ways of life that were well suited to their environments. In the 1500s, however, the Native Americans met people whose cultures, beliefs, and ways of life were different from anything they had known or ever seen. These newcomers were the Europeans, and their arrival would change the Native Americans’ world forever.
Describing How did the use of the horse change the lifestyle of Native Americans on the Great Plains?
Geography Create or sketch a model of a home that a Native American might have built. Use natural materials that exist in the area where you live and label the materials on your diagram. Consider the climate of your area in your design.
Culture Region Shelter
Tlingit
Zuni
Dakota
HISTORY
Student Web Activity Visit taj.glencoe.com and click on Chapter 1— Student Web Activities for an activity on Native American cultures.
1. Key Terms Use each of these terms in a complete sentence that will help explain its meaning: pueblo, drought, adobe, federation.
2. Reviewing Facts Identify clues that led archaeologists to believe that the Mound Builders were influenced by other cultures.
Reviewing Themes
3. Culture and Traditions What organ- ization did the Iroquois form to pro- mote peace among their people?
Critical Thinking
4. Making Generalizations Why was the environment of the West Coast favorable for settlement by so many Native Americans?
5. Comparing Re-create the diagram below and explain how Native Amer- ican cultures differed from one another by describing their locations and ways of living.
Analyzing Visuals
6. Geography Skills Study the map on page 30. What groups lived in California? What groups lived in the Southeast?
Citizenship Peoples of the East and Southeast
The people who lived in the woodlands of eastern North America formed complex political systems to govern their nations. The Iroquois (IHR•uh•KWAWIH) and Cherokee had formal law codes and formed federations, govern- ments that linked different groups.
The Iroquois lived near Canada in what is now northern New York State. There were five Iroquois groups or nations: the Onondaga, the Seneca, the Mohawk, the Oneida, and the Cayuga. These groups warred with each other until the late 1500s, when they joined to form the Iroquois League, also called the Iroquois Confederacy.
Iroquois women occupied positions of power in their communities. According to the constitution of the Iroquois League, women chose the 50 men who served on the league council.
The Iroquois constitution was written down after the Europeans came to North America. It describes the Iroquois peoples’ desire for peace:
“I am Dekanawidah and with the Five Nations’ Confederate Lords I plant the Tree of Great Peace. . . . Roots have spread out from the Tree of the Great Peace, one to the north, one to the east, one to the south and one to the west. ”
The Southeast was also a woodlands area, but with a warmer climate than the eastern woodlands. The Creek, Chickasaw, and Chero- kee were among the region’s Native Ameri- can peoples. Many Creek lived in loosely knit farming communities in present-day Georgia and Alabama. There they grew corn, tobacco, squash, and other crops. The Chickasaw, most of whom lived farther west in what is now Mississippi, farmed the river bottomlands. The Cherokee farmed in the mountains of Georgia and the Carolinas.
Wherever they lived in North America, the first Americans developed ways of life that were well suited to their environments. In the 1500s, however, the Native Americans met people whose cultures, beliefs, and ways of life were different from anything they had known or ever seen. These newcomers were the Europeans, and their arrival would change the Native Americans’ world forever.
Describing How did the use of the horse change the lifestyle of Native Americans on the Great Plains?
Geography Create or sketch a model of a home that a Native American might have built. Use natural materials that exist in the area where you live and label the materials on your diagram. Consider the climate of your area in your design.
Culture Region Shelter
Tlingit
Zuni
Dakota
HISTORY
Student Web Activity Visit taj.glencoe.com and click on Chapter 1— Student Web Activities for an activity on Native American cultures.
1. Key Terms Use each of these terms in a complete sentence that will help explain its meaning: pueblo, drought, adobe, federation.
2. Reviewing Facts Identify clues that led archaeologists to believe that the Mound Builders were influenced by other cultures.
Reviewing Themes
3. Culture and Traditions What organ- ization did the Iroquois form to pro- mote peace among their people?
Critical Thinking
4. Making Generalizations Why was the environment of the West Coast favorable for settlement by so many Native Americans?
5. Comparing Re-create the diagram below and explain how Native Amer- ican cultures differed from one another by describing their locations and ways of living.
Analyzing Visuals
6. Geography Skills Study the map on page 30. What groups lived in California? What groups lived in the Southeast?
http://taj.glencoe.com
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Reviewing Key Terms On a sheet of paper, define the following terms. 1. archaeology 6. culture 2. artifact 7. civilization 3. Ice Age 8. hieroglyphics 4. nomad 9. pueblo 5. carbon dating 10. federation
Reviewing Key Facts 11. For what reasons did Asians cross the land bridge to
the Americas? 12. What regions did the land bridge connect? 13. What was the first crop raised by Native Americans in
Mexico? 14. What does carbon dating measure? 15. What are hieroglyphics? 16. What regions were under Inca control? 17. What were two advantages of living in dwellings built
into the side of cliffs? 18. What type of dwelling was common among the people
of the Southwest? 19. In what region did the Tlingit, Haida, and the Chinook
peoples live? 20. What groups formed the Iroquois League?
Critical Thinking 21. Comparing Re-create the diagram below and explain
how the environment of Native Americans who lived in the Northwest differed from the environment of those who lived in the Southwest.
22. Analyzing Themes: Culture and Traditions Religion was an important part of life in many Native Ameri- can civilizations. What role did priests play in Mayan society?
23. Analyzing Information In what ways did the Inca and Aztec use war to increase their power?
The First Americans The first Americans begin to adapt to their surroundings.
Societies in South and Central America and in Mexico create powerful empires.
The Inca, Maya, and Aztec
• The Inca develop a complex political system. They also build a large network of paved roads.
• The Maya create a written language and develop new ways of farming.
• The Aztec build a large empire, stretching from north-central Mexico to the border of Guate- mala, and from the Atlantic Ocean to the Pacific Ocean.
People of North America • The people of North America do not develop empires as
large as those of the Inca, Maya, and Aztec.
• Among the most advanced of the early cultures are the Hohokam and Anasazi of the Southwest and the Mound Builders of the Ohio River valley.
• People who settle in a particular region develop a common culture.
• In the Southwest, Native American peoples adapt to their harsh environment by improving techniques of irrigation to farm the land.
• Most of the people of the Great Plains were nomadic. They lived in tepees and used horses, spears, and bows and arrows to hunt deer, antelope, and buffalo.
• Native Americans of the Northeast form the Iroquois League to solve disputes.
Location Environment
Northwest
Southwest
Self-Check Quiz Visit taj.glencoe.com and click on Chapter 1— Self-Check Quizzes to prepare for the chapter test.
HISTORY
Standardized Test Practice
Geography and History Activity Study the map above and answer the questions that follow. 24. Location Along what two major rivers did many of the
Mound Builders settle? 25. Place Near which river did the Adena build most of their
settlements? 26. Movement Of the Adena, Hopewell, and Mississippian
cultures, which settled the farthest east?
Practicing Skills Understanding the Parts of a Map Use the key, compass rose, and scale bar on the map of Native American cultures on page 30 to answer these questions. 27. What does the map key highlight? 28. About how far from the Gulf of Mexico did the Omaha
people live? 29. Which Native American peoples settled in the Southwest
region? 30. Which people lived farthest west—the Pawnee or the
Miami?
500 miles0
Selected Sites of the Mound Builders
Technology Activity 31. Using the Internet Search the Internet for information
on recent archaeological discoveries. Describe how these finds have changed the way we view the world.
Citizenship Cooperative Activity 32. Research Work with a partner to investigate the early
history of your community using primary and secondary sources. Find out when and why it was founded. Who were the first settlers and early leaders? How did the government change over the years? Prepare a report for your class about what you have discovered.
Economics Activity 33. Create a cause-and-effect chart. Write on your chart:
Cause: The development of farming changed the way early nomads lived. Then, describe at least two effects.
Alternative Assessment 34. Portfolio Writing Activity Research information about
an aspect of Aztec or Iroquois life that interests you. Present your information in a report to the class.
Directions: Choose the best answer to the following question.
Because the Mayan civilization was a theocracy, the most powerful Maya were
A warriors. C priests. B craftsmen. D enslaved people.
Test-Taking Tip: This question asks you to draw an inference. What is
the meaning of the word theocracy? Understanding the definition will help to answer the question.
Self-Check Quiz Visit taj.glencoe.com and click on Chapter 1— Self-Check Quizzes to prepare for the chapter test.
HISTORY
Standardized Test Practice
Geography and History Activity Study the map above and answer the questions that follow. 24. Location Along what two major rivers did many of the
Mound Builders settle? 25. Place Near which river did the Adena build most of their
settlements? 26. Movement Of the Adena, Hopewell, and Mississippian
cultures, which settled the farthest east?
Practicing Skills Understanding the Parts of a Map Use the key, compass rose, and scale bar on the map of Native American cultures on page 30 to answer these questions. 27. What does the map key highlight? 28. About how far from the Gulf of Mexico did the Omaha
people live? 29. Which Native American peoples settled in the Southwest
region? 30. Which people lived farthest west—the Pawnee or the
Miami?
500 miles0
Selected Sites of the Mound Builders
Technology Activity 31. Using the Internet Search the Internet for information
on recent archaeological discoveries. Describe how these finds have changed the way we view the world.
Citizenship Cooperative Activity 32. Research Work with a partner to investigate the early
history of your community using primary and secondary sources. Find out when and why it was founded. Who were the first settlers and early leaders? How did the government change over the years? Prepare a report for your class about what you have discovered.
Economics Activity 33. Create a cause-and-effect chart. Write on your chart:
Cause: The development of farming changed the way early nomads lived. Then, describe at least two effects.
Alternative Assessment 34. Portfolio Writing Activity Research information about
an aspect of Aztec or Iroquois life that interests you. Present your information in a report to the class.
Directions: Choose the best answer to the following question.
Because the Mayan civilization was a theocracy, the most powerful Maya were
A warriors. C priests. B craftsmen. D enslaved people.
Test-Taking Tip: This question asks you to draw an inference. What is
the meaning of the word theocracy? Understanding the definition will help to answer the question.
Illinois Learning Standards for Social Science
How Does The American Journey Help Me Learn the Standards?
How Does The American Journey Help Me Test My Knowledge of Social Science?
The Illinois Constitution: A Summary
Table of Contents
Previewing Your Textbook
Constitution Test Practice
Reading Skills Handbook
Reading for a Reason
Understanding What You Read
Thinking About Your Reading
Geographic Dictionary
Section 1: Early Peoples
Chapter 2: Exploring the Americas, 1400–1625
Section 1: A Changing World
Section 2: Early Exploration
Unit 2: Colonial Settlement: 1587–1770
Chapter 3: Colonial America, 1587–1770
Section 1: Early English Settlements
Section 2: New England Colonies
Section 3: Middle Colonies
Section 4: Southern Colonies
Chapter 4: The Colonies Grow, 1607–1770
Section 1: Life in the Colonies
Section 2: Government, Religion, and Culture
Section 3: France and Britain Clash
Section 4: The French and Indian War
Chapter 4 Assessment and Activities
Unit 3: Creating a Nation: 1763–1791
Chapter 5: Road to Independence, 1763–1776
Section 1: Taxation Without Representation
Section 2: Building Colonial Unity
Section 3: A Call to Arms
Section 4: Moving Toward Independence
The Declaration of Independence
Chapter 6: The American Revolution, 1776–1783
Section 1: The Early Years
Section 2: The War Continues
Section 3: The War Moves West and South
Section 4: The War Is Won
Chapter 7: A More Perfect Union, 1777–1790
Section 1: The Articles of Confederation
Section 2: Convention and Compromise
Section 3: A New Plan of Government
Civics in Action: A Citizenship Handbook
Section 1: The Constitution
Section 3: Citizen's Rights and Responsibilities
Handbook Assessment
Unit 4: The New Republic: 1789–1825
Chapter 8: A New Nation, 1789–1800
Section 1: The First President
Section 2: Early Challenges
Chapter 9: The Jefferson Era, 1800–1816
Section 1: The Republicans Take Power
Section 2: The Louisiana Purchase
Section 3: A Time of Conflict
Section 4: The War of 1812
Chapter 10: Growth and Expansion, 1790–1825
Section 1: Economic Growth
Section 2: Westward Bound
Unit 5: The Growing Nation: 1820–1860
Chapter 11: The Jackson Era, 1824–1845
Section 1: Jacksonian Democracy
Section 3: Jackson and the Bank
Chapter 12: Manifest Destiny, 1818–1853
Section 1: The Oregon Country
Section 2: Independence for Texas
Section 3: War with Mexico
Section 4: New Settlers in California and Utah
Chapter 13: North and South, 1820–1860
Section 1: The North's Economy
Section 2: The North's People
Section 3: Southern Cotton Kingdom
Section 4: The South's People
Chapter 14: The Age of Reform, 1820–1860
Section 1: Social Reform
Section 2: The Abolitionists
Unit 6: Civil War and Reconstruction: 1846–1896
Chapter 15: Road to Civil War, 1820–1861
Section 1: Slavery and the West
Section 2: A Nation Dividing
Section 3: Challenges to Slavery
Section 4: Secession and War
Chapter 16: The Civil War, 1861–1865
Section 1: The Two Sides
Section 2: Early Years of the War
Section 3: A Call for Freedom
Section 4: Life During the Civil War
Section 5: The Way to Victory
Chapter 17: Reconstruction and Its Aftermath, 1865–1896
Section 1: Reconstruction Plans
Section 3: The South During Reconstruction
Section 4: Change in the South
Unit 7: Reshaping the Nation: 1858–1914
Chapter 18: The Western Frontier, 1858–1896
Section 1: The Mining Booms
Section 2: Ranchers and Farmers
Section 3: Native American Struggles
Section 4: Farmers in Protest
Chapter 19: The Growth of Industry, 1865–1914
Section 1: Railroads Lead the Way
Section 2: Inventions
Section 4: Industrial Workers
Chapter 20: Toward an Urban America, 1865–1914
Section 1: The New Immigrants
Section 2: Moving to the City
Section 3: A Changing Culture
Unit 8: Reform, Expansion, and War: 1865–1920
Chapter 21: Progressive Reforms, 1877–1920
Section 1: The Progressive Movement
Section 2: Women and Progressives
Section 3: Progressive Presidents
Chapter 22: Overseas Expansion, 1865–1917
Section 1: Expanding Horizons
Section 3: Spanish-American War
Chapter 23: World War I, 1914–1919
Section 1: War in Europe
Section 2: America's Road to War
Section 3: Americans Join the Allies
Section 4: The War at Home
Section 5: Searching for Peace
Unit 9: Turbulent Decades: 1919–1945
Chapter 24: The Jazz Age, 1919–1929
Section 1: Time of Turmoil
Section 2: Desire for Normalcy
Section 3: A Booming Economy
Section 4: The Roaring Twenties
Chapter 25: The Depression and FDR, 1929–1941
Section 1: The Great Depression
Section 2: Roosevelt's New Deal
Section 3: Life During the Depression
Section 4: Effects of the New Deal
Chapter 26: World War II, 1939–1945
Section 1: Road to War
Section 2: War Begins
Section 4: War in Europe and Africa
Section 5: War in the Pacific
Unit 10: Turning Points: 1945–1975
Chapter 27: The Cold War Era, 1945–1954
Section 1: Cold War Origins
Section 2: Postwar Politics
Chapter 28: America in the 1950s, 1953–1960
Section 1: Eisenhower in the White House
Section 2: 1950s Prosperity
Chapter 29: The Civil Rights Era, 1954–1973
Section 1: The Civil Rights Movement
Section 2: Kennedy and Johnson
Section 3: The Struggle Continues
Section 4: Other Groups Seek Rights
Chapter 30: The Vietnam Era, 1960–1975
Section 1: Kennedy's Foreign Policy
Section 2: War in Vietnam
Section 3: The Vietnam Years at Home
Section 4: Nixon and Vietnam
Unit 11: Modern America: 1968–Present
Chapter 31: Search for Stability, 1968–1981
Section 1: Nixon's Foreign Policy
Section 2: Nixon and Watergate
Section 3: The Carter Presidency
Chapter 32: New Challenges, 1981–Present
Section 1: The Reagan Presidency
Section 2: The Bush Presidency
Section 3: A New Century
Section 4: The War on Terrorism
Appendix
What Is an Appendix and How Do I Use One?
Primary Sources Library
Documents of American History
Supreme Court Case Summaries
Chapter 1: The First Americans, Prehistory to 1492
Activity Workbook - Student Edition
Activity 3: Colonial America
Activity 7: A More Perfect Union
Activity 8: A New Nation
Activity 9: The Jefferson Era
Activity 10: Growth and Expansion
Activity 11: The Jackson Era
Activity 12: Manifest Destiny
Activity 14: The Age of Reform
Activity 15: Road to Civil War
Activity 16: The Civil War
Activity 17: Reconstruction and Its Aftermath
Activity 18: The Western Frontier
Activity 19: The Growth of Industry
Activity 20: Toward an Urban America
Activity 21: Progressive Reforms
Activity 22: Overseas Expansion
Activity 25: The Depression and FDR
Activity 26: World War II
Activity 27: The Cold War Era
Activity 28: America in the 1950s
Activity 29: The Civil Rights Era
Activity 30: The Vietnam Era
Activity 31: Search for Stability
Activity 32: New Challenges
Chapter 1: The First Americans, Prehistory to 1492
Spanish Reading Essentials and Study Guide - Student Edition
Capítulo 1: Los primeros habitantes de las Américas, Prehistoria a 1492
Guía de estudio 1-1: Los primeros pueblos
Guía de estudio 1-2: Ciudades e imperios
Guía de estudio 1-3: Pueblos norteamericanos
Capítulo 2: La exploración de las Américas, 1400–1625
Guía de estudio 2-1: Un mundo cambiante
Guía de estudio 2-2: Primeras exploraciones
Guía de estudio 2-3: España en América
Guía de estudio 2-4: Exploración de Norteamérica
Capítulo 3: La América colonial, 1587–1770
Guía de estudio 3-1: Primeros asentamientos ingleses
Guía de estudio 3-2: Colonias de Nueva Inglaterra
Guía de estudio 3-3: Colonias del Centro
Guía de estudio 3-4: Colonias del Sur
Capítulo 4: El desarollo de las colonias, 1607–1770
Guía de estudio 4-1: La vida en las colonias
Guía de estudio 4-2: Gobierno, religión y cultura
Guía de estudio 4-3: Choque entre Francia e Inglaterra
Guía de estudio 4-4: La guerra francesa e india
Capítulo 5: El camino de la Independencia, 1763–1776
Guía de estudio 5-1: Impuestos sin representación
Guía de estudio 5-2: Formación de la unidad colonial
Guía de estudio 5-3: Un llamado a las armas
Guía de estudio 5-4: Avanzar hacia la independencia
Capítulo 6: La Guerra de Independencia, 1776–1783
Guía de estudio 6-1: Los primeros años
Guía de estudio 6-2: La guerra continúa
Guía de estudio 6-3: La guerra se mueve hacia el Oeste y el Sur
Guía de estudio 6-4: La guerra se gana
Capítulo 7: Una unión más perfecta, 1777–1790
Guía de estudio 7-1: Los artículos de la Confederación
Guía de estudio 7-2: Convención y compromiso
Guía de estudio 7-3: Un nuevo plan de gobierno
Capítulo 8: Una nueva Nación, 1879–1800
Guía de estudio 8-1: El primer presidente
Guía de estudio 8-2: Primeros retos
Guía de estudio 8-3: Los primeros partidos políticos
Capítulo 9: La era de Jefferson, 1800–1816
Guía de estudio 9-1: Los republicanos toman el poder
Guía de estudio 9-2: La compra de Louisiana
Guía de estudio 9-3: Una época de conflicto
Guía de estudio 9-4: La guerra de 1812
Capítulo 10: Crecimiento y expansión, 1790–1825
Guía de estudio 10-1: Crecimiento económico
Guía de estudio 10-2: Rumbo al Oeste
Guía de estudio 10-3: Unidad y seccionalismo
Capítulo 11: La era Jackson, 1824–1845
Guía de estudio 11-1: Democracia jacksoniana
Guía de estudio 11-2: Conflictos por la tierra
Guía de estudio 11-3: Jackson y el banco
Capítulo 12: Destino manifiesto, 1818–1853
Guía de estudio 12-1: El país de Oregón
Guía de estudio 12-2: Independencia para Texas
Guía de estudio 12-3: Guerra con México
Guía de estudio 12-4: Nuevos colonos en California y Utah
Capítulo 13: El Norte y el Sur, 1820–1860
Guía de estudio 13-1: La economía del Norte
Guía de estudio 13-2: La gente del Norte
Guía de estudio 13-3: El reino sureño del algodón
Guía de estudio 13-4: La gente del Sur
Capítulo 14: La era de la reforma, 1820–1860
Guía de estudio 14-1: Reforma social
Guía de estudio 14-2: Los abolicionistas
Guía de estudio 14-3: El movimiento femenino
Capítulo 15: Caminono a la Guerra Civil, 1820–1861
Guía de estudio 15-1: La esclavitud y el Oeste
Guía de estudio 15-2: Una nación dividida
Guía de estudio 15-3: Retos para la esclavitud
Guía de estudio 15-4: Secesión y guerra
Capítulo 16: La Guerra de Independencia, 1861–1865
Guía de estudio 16-1: Los dos bandos
Guía de estudio 16-2: Los primeros años de la guerra
Guía de estudio 16-3: Un llamado a la libertad
Guía de estudio 16-4: La vida durante la guerra civil
Guía de estudio 16-5: El camino a la victoria
Capítulo 17: La reconstrucción y sus consecuencias, 1865–1896
Guía de estudio 17-1: Planes de reconstrucción
Guía de estudio 17-2: Los radicales toman el control
Guía de estudio 17-3: El Sur durante la reconstrucción
Guía de estudio 17-4: Cambio en el Sur
Capítulo 18: La frontera occidental, 1858–1896
Guía de estudio 18-1: El auge de la minería
Guía de estudio 18-2: Rancheros y agricultores
Guía de estudio 18-3: Luchas de los nativos americanos
Guía de estudio 18-4: Protesta de los agricultores
Capítulo 19: El crecimiento de la industria, 1865–1914
Guía de estudio 19-1: Los ferrocarriles enseñan el camino
Guía de estudio 19-2: Inventos
Guía de estudio 19-3: Una era de grandes negocios
Guía de estudio 19-4: Trabajadores industriales
Capítulo 20: Hacia una América urbana, 1865–1914
Guía de estudio 20-1: Los nuevos inmigrantes
Guía de estudio 20-2: Mudarse a la ciudad
Guía de estudio 20-3: Una cultura cambiante
Capítulo 21: Reformas progresistas, 1877–1920
Guía de estudio 21-1: El movimiento progresista
Guía de estudio 21-2: Las mujeres y los progresistas
Guía de estudio 21-3: Los presidentes progresistas
Guía de estudio 21-4: Los excluidos de la reforma
Capítulo 22: Expansión extranjera, 1865–1917
Guía de estudio 22-1: Expansión de horizontes
Guía de estudio 22-2: Imperialismo en el Pacífico
Guía de estudio 22-3: Guerra hispana-estadounidense
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