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Presentation Plus! The American Republic To 1877 Copyright © by The McGraw-Hill Companies, Inc. Developed by FSCreations, Inc., Cincinnati, Ohio Send all inquiries to: GLENCOE DIVISION Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio Welcome to Presentation Plus!

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Chapter Introduction Section 1 Early Peoples Section 2 Cities and Empires Section 3 North American Peoples Chapter Summary Chapter Assessment Click on a hyperlink to view the corresponding slides. Contents

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Insert Chapter Intro picture. (no animation) Attach audio to slide transition and speaker button. Click the Speaker button to replay the audio. Introduction 1

Chapter Objectives Section 1: Early Peoples
Understand how the first people arrived in the Americas.  Cite the discovery that changed the lives of the early Native Americans. Click the mouse button or press the Space Bar to display the information. Introduction 2

Chapter Objectives Section 2: Cities and Empires
Describe why powerful empires arose in the Americas.  Investigate how the people of each empire adapted to their environment. Click the mouse button or press the Space Bar to display the information. Introduction 3

Chapter Objectives Section 3: North American Peoples
Explore what early people lived in North America.  Examine how different Native American groups adapted to their environments. Click the mouse button or press the Space Bar to display the information. Introduction 4

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. Introduction 5

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. Introduction 6

Introduction 7

Introduction 8

End of Introduction

Guide to Reading Main Idea Key Terms
The first Americans spread throughout North, Central, and South America.  Key Terms archaeology  migration  maize  carbon dating  culture artifact  Ice Age  nomad  Click the mouse button or press the Space Bar to display the information. Section 1-1

Guide to Reading (cont.)
Reading Strategy Determining Cause and Effect As you read Section 1, re-create the diagram shown on page 16 of your textbook 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. Click the mouse button or press the Space Bar to display the information. Section 1-2

Section Theme Geography and History The Ice Age made it possible for hunters to migrate to the Americas. Section 1-3

Arrowhead, hand-chipped stone Click the Speaker button to replay the audio. Section 1-4

The Journey From Asia The first people migrated from Asia to North, Central, and South America during the last Ice Age.  They reached the Americas thousands of years ago.  This migration took centuries, and people spread out across the Americas as far east as the Atlantic Ocean and as far south as the tip of South America. (pages 16–18) Click the mouse button or press the Space Bar to display the information. Section 1-5

The Journey From Asia (cont.)
These early people crossed a land bridge from Siberia in northeastern Asia to present-day Alaska.  This land bridge, Beringia, now lies under the waters of the Bering Strait.  These early Americans were nomads, moving from place to place in search of food.  These early people were skilled hunters. They used every part of the animal for food, clothing, weapons, and tools. (pages 16–18) Click the mouse button or press the Space Bar to display the information. Section 1-6

Click the mouse button or press the Space Bar to display the answer.
The Journey From Asia (cont.) Why did these early people spread out across the Americas? Possible answer: They were looking for a particular climate or land terrain as well as enough resources so they could survive. (pages 16–18) Click the mouse button or press the Space Bar to display the answer. Section 1-7

Settling Down As large animals such as the mammoth disappeared, Native Americans hunted smaller game and ate plants and berries.  Native Americans began to find new food sources by learning to plant and raise crops.  People living near the coast or rivers learned to fish.  Settlers formed villages and communities. Some people remained nomadic hunters.  Early peoples eventually developed their own cultures. (pages 18–19) Click the mouse button or press the Space Bar to display the information. Section 1-8

Settling Down (cont.) How did early Native Americans learn to adapt to their environment? They used the resources around them for food, clothing, and shelter. They hunted, fished, planted, and traveled from place to place in search of their needs. (pages 18–19) Click the mouse button or press the Space Bar to display the answer. Section 1-9

Click the mouse button or press the Space Bar to display the answers.
Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. a period of extremely cold temperatures when part of the planet’s surface was covered with massive ice sheets __ 2. a way of life of a group of people who share similar beliefs and customs __ 3. the study of ancient peoples __ 4. a movement of a large number of people into a new homeland __ 5. an item left behind by early people that represents their culture C E A D B A. archaeology B. artifact C. Ice Age D. migration E. culture Click the mouse button or press the Space Bar to display the answers. Section 1-10

Checking for Understanding Reviewing Facts Why did the first people come to the Americas? The first Americans were nomads searching for food by following animal herds. Click the mouse button or press the Space Bar to display the answer. Section 1-11

Reviewing Themes Geography and History How did an Ice Age make it possible for Asian hunters to migrate to the Americas? Water froze, sea levels dropped, and large areas of land such as Beringia were exposed, allowing migration. Click the mouse button or press the Space Bar to display the answer. Section 1-12

Critical Thinking Determining Cause and Effect How do you think the first Americans discovered that they could grow their own plants? Section 1-13

Analyzing Visuals Geography Skills Study the map on page 18 of your textbook. In which direction did the travelers migrate across the Bering Strait? Travelers migrated east and southeast across the Bering Strait. Click the mouse button or press the Space Bar to display the answer. Section 1-14

Geography Create a version of the map on page 18 of your textbook
Geography Create a version of the map on page 18 of your textbook. Your version can be larger, if needed. Label all land masses and bodies of water. Illustrate the map to tell the story of how the first Americans migrated to North America. Section 1-15

End of Section 1

Several factors led to the rise and decline of great civilizations and empires in the Americas.  Key Terms civilization  hieroglyphics  terrace theocracy  Click the mouse button or press the Space Bar to display the information. Section 2-1

Reading Strategy Categorizing Information As you read the section, re-create the diagram on page 22 of your textbook 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. Click the mouse button or press the Space Bar to display the information. Section 2-2

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. Section 2-3

Artifact c. A.D. 900 Click the Speaker button to replay the audio. Section 2-4

Early American Civilizations
Several great civilizations arose in present-day Mexico and in Central and South America.  The most advanced were the Olmec, the Maya, the Aztec, and the Inca. Each thrived for centuries.  The Olmec people lived in what is now Mexico, Guatemala, and Honduras, between 1500 B.C. and 3000 B.C.  The Olmec built stone pavement and drainage systems and sculpted large stone monuments. Their civilization influenced their neighbors. (pages 22–23) Click the mouse button or press the Space Bar to display the information. Section 2-5

Early American Civilizations (cont.) Why do you think early American civilizations developed along large bodies of water? Possible answer: Early people settled near water as a means of transportation and a way to farm. If they needed to flee quickly, they could navigate along the waters. (pages 22–23) Click the mouse button or press the Space Bar to display the answer. Section 2-6

The Maya The Mayan civilization flourished in present-day Mexico, Guatemala, Honduras, and Belize.  The people built large cities, each having at least one stone pyramid.  Tikal was the largest Mayan city and had five pyramids.  The Mayan civilization was a theocracy, or a society ruled by religious leaders. (pages 23–24) Click the mouse button or press the Space Bar to display the information. Section 2-7

The Maya (cont.) The Maya believed that the gods controlled all that happened on Earth.  Atop the pyramids were religious and governmental centers.  The Maya became skilled astronomers and developed a writing system called hieroglyphics.  Mayan traders transported their goods such as maize, vegetables, jade, turquoise jewelry, and cacao beans on their backs and along the water. (pages 23–24) Click the mouse button or press the Space Bar to display the information. Section 2-8

The Maya (cont.) No one knows what caused the decline of the Maya around A.D. 900, but descendants of the Maya still live in parts of Mexico and Central America. (pages 23–24) Section 2-9

The Maya (cont.) Why do you think the Maya believed that the gods controlled what happened on Earth? It was an easy way to explain what they did not understand, such as the change of seasons or the weather. (pages 23–24) Click the mouse button or press the Space Bar to display the answer. Section 2-10

The Aztec Founded in 1325, Tenochtitlán was the home of the Aztec and their capital city.  Situated on an island, it was one of the largest cities in the Americas.  Workers toiled day and night to make causeways linking the island to the mainland and filling in Lake Texcoco, upon which the city was built.  Tenochtitlán was also a center of trade.  The Aztec people were warriors and conquered nearly all rival communities. They built a military empire. (pages 24–26) Click the mouse button or press the Space Bar to display the information. Section 2-11

The Aztec (cont.) From the conquered people, the Aztec took weapons, maize, cotton cloth, and copper.  The Aztec forced their captives to work as slaves.  The Aztec people also believed in pleasing the gods.  Their society was organized around religion, and they sacrificed thousands of prisoners in religious ceremonies. (pages 24–26) Click the mouse button or press the Space Bar to display the information. Section 2-12

The Aztec (cont.) How did the Aztec build a military empire? They went to war and conquered neighboring communities. They stole weapons from the conquered people to help build their empire. They used the conquered people as slaves to help them expand their capital city. (pages 24–26) Click the mouse button or press the Space Bar to display the answer. Section 2-13

The Inca The Inca Empire developed in the western highlands of South America.  Cuzco, the capital city, was founded around A.D  The Inca ruler Pachacuti and his son, Topa Inca, conquered neighboring lands to build their empire.  It was the largest of the early American civilizations. The empire stretched more than 3,000 miles from present-day Colombia to northern Argentina and Chile. (page 26) Click the mouse button or press the Space Bar to display the information. Section 2-14

The Inca (cont.) The population of the Inca Empire at its height was more than nine million people.  The Inca were very advanced.  They built 10,000 miles of paved roads.  Rope bridges crossed canyons and rivers.  They developed a record-keeping system using quipus so that runners could take messages from one part of the empire to another.  The language, Quechua, became the official language of the empire. (page 26) Click the mouse button or press the Space Bar to display the information. Section 2-15

The Inca (cont.) They developed a system of terracing the land by building platforms so that they could plant crops on slopes.  They were also a religious people, worshipping the sun god. (page 26) Click the mouse button or press the Space Bar to display the information. Section 2-16

The Inca (cont.) Why is the Inca considered a great civilization? It was the largest of the early civilizations, stretching for about 3,000 miles. The Inca developed paved roads, a common language, a record-keeping system, and terracing for farming. (page 26) Click the mouse button or press the Space Bar to display the answer. Section 2-17

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. an ancient form of writing using symbols and pictures to represent words, sounds, and concepts __ 2. a highly developed culture, usually with organized religions and laws __ 3. a form of government in which the society is ruled by religious leaders __ 4. a raised piece of land with the top leveled off to promote farming C A B D A. civilization B. theocracy C. hieroglyphics D. terrace Click the mouse button or press the Space Bar to display the answers. Section 2-18

Checking for Understanding Reviewing Facts Why did the Aztec choose the location of Tenochtitlán as their permanent home? They saw the eagle sitting on a cactus with a snake in its beak as a sign that it was their home. Click the mouse button or press the Space Bar to display the answer. Section 2-19

Reviewing Themes Culture and Traditions Why did priests hold great power in Mayan society? The priests were considered to know the wishes of the gods. Click the mouse button or press the Space Bar to display the answer. Section 2-20

Critical Thinking Making Inferences How does trade help to enrich a civilization? Provide examples in your answer. Trade fosters the exchange of goods, ideas, technology, and culture. Click the mouse button or press the Space Bar to display the answer. Section 2-21

Analyzing Visuals Picturing History Study the photograph of the pyramid on page 23 of your textbook. Why do you think the Maya built such large pyramids? Section 2-22

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. Section 2-23

End of Section 2

Many different cultures lived in North America before the arrival of the Europeans.  Key Terms pueblo  adobe  federation drought  Click the mouse button or press the Space Bar to display the information. Section 3-1

Reading Strategy Taking Notes As you read Section 3, re-create the diagram shown on page 28 of your textbook 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. Click the mouse button or press the Space Bar to display the information. Section 3-2

Section Theme Culture and Traditions Early North Americans developed new societies. Section 3-3

Ancient jar, American Southwest Click the Speaker button to replay the audio. Section 3-4

Early Native Americans
Many Native American cultures existed in North America before Europeans arrived in the 1500s.  The Hohokam lived in the desert of present-day Arizona.  Their civilization flourished from about A.D. 300 to A.D (pages 28–31) Click the mouse button or press the Space Bar to display the information. Section 3-5

Early Native Americans (cont.)
They built irrigation channels to bring water to the hot, dry land from the nearby Gila and Salt Rivers and left behind pottery, carved stone, and shells.  The Anasazi lived in an area known as the Four Corners (or the meeting place) of present-day Utah, Colorado, Arizona, and New Mexico from A.D. 200 to A.D (pages 28–31) Click the mouse button or press the Space Bar to display the information. Section 3-6

The Anasazi built stone and cliff dwellings. A pueblo or stone dwelling looked like an apartment building.  The cliff dwellings were built into the walls of steep cliffs. Pueblo Bonito and Mesa Verde are examples of each.  In about 1300, the Anasazi left these dwellings to settle in smaller communities, perhaps due to droughts during which their crops dried up. (pages 28–31) Click the mouse button or press the Space Bar to display the information. Section 3-7

The Mound Builders lived in central North America from present-day Pennsylvania to the Mississippi River valley.  They built mounds of earth that looked like the Aztec stone pyramids.  The Adena were hunters and gatherers and among the earliest Mound Builders living in the Ohio Valley around 800 B.C. (pages 28–31) Click the mouse button or press the Space Bar to display the information. Section 3-8

The Hopewell people were farmers and traders who built large burial mounds shaped like birds, bears, and snakes.  They left behind pearls, shells, cloth, and copper in the mounds to show their variety of trade.  The Cahokia built the largest settlement in present-day Illinois. This city may have had 16,000 people.  The highest mound, Monks Mound, rose nearly 100 feet and was probably the highest structure north of Mexico. (pages 28–31) Click the mouse button or press the Space Bar to display the information. Section 3-9

Early Native Americans (cont.) Why do you think the dwellings of these early Native Americans (the pueblos, mounds, and cliff dwellings) were large and massive? Possible answer: If they reached high in the sky, they would be nearer to the gods. Also they were visible from far away and could accommodate a large group of people for living quarters and for religious ceremonies. (pages 28–31) Click the mouse button or press the Space Bar to display the answer. Section 3-10

Other Native North Americans
The peoples of the North were the Inuit, settling in the cold Arctic region.  Inuits may have been the last to migrate to North America.  They built igloos to protect themselves from severe weather.  They wore furs and sealskins to keep them warm and dry.  They were hunters and fishers. (pages 31–33) Click the mouse button or press the Space Bar to display the information. Section 3-11

Other Native North Americans (cont.)
The peoples of the West were many: Tlingit, Haida, Chinook, Nez Perce, Yakima, Pomo, Ute, and Shoshone.  They used the resources of the forest and sea as they hunted and gathered.  The Ute and Shoshone created temporary shelters as they traveled to search for food. (pages 31–33) Click the mouse button or press the Space Bar to display the information. Section 3-12

The peoples of the Southwest were the Hopi, the Acoma, and the Zuni.  Their homes were made of adobe bricks, and they raised maize, beans, and squash.  The Navajo and the Apache settled in the region in the 1500s.  They were hunters and gatherers, unlike the other peoples of the region, and built square homes called hogans. (pages 31–33) Click the mouse button or press the Space Bar to display the information. Section 3-13

The peoples of the Plains were nomads.  They hunted and farmed and built tents called tepees that they moved with them from place to place.  They learned to tame wild horses and used them to hunt and fight. (pages 31–33) Click the mouse button or press the Space Bar to display the information. Section 3-14

The peoples of the East, the Iroquois and the Cherokee, formed complex political systems of governing.  The Iroquois formed five groups: the Onondaga, the Seneca, the Mohawk, the Oneida, and the Cayuga.  Until the late 1500s when these groups formed the Iroquois League, also called the Iroquois Confederacy, they fought wars with one another. (pages 31–33) Click the mouse button or press the Space Bar to display the information. Section 3-15

The peoples of the Southeast were the Creek, Chickasaw, and Cherokee. They farmed and adapted to the warmer woodlands climate of the south. (pages 31–33) Section 3-16

Other Native North Americans (cont.) Why do you think the different Native North American groups developed a wide variety of cultures? Possible answer: Regional climate and resources created the need for different lifestyles. Climate and resources affected whether groups farmed, fished, or hunted, were nomadic or permanently settled, and what type of shelters they built. (pages 31–33) Click the mouse button or press the Space Bar to display the answer. Section 3-17

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. a long period of time with little rainfall __ 2. a type of government that links different groups together __ 3. a sun-dried mud brick used to build the homes of some Native Americans __ 4. home or community of homes built by Native Americans B D C A A. pueblo B. drought C. adobe D. federation Click the mouse button or press the Space Bar to display the answers. Section 3-18

Checking for Understanding Reviewing Facts Identify clues that led archaeologists to believe that the Mound Builders were influenced by other cultures. Some mounds had temples like Maya and Aztec cultures; artifacts indicate widespread trade. Click the mouse button or press the Space Bar to display the answer. Section 3-19

Reviewing Themes Culture and Traditions What organization did the Iroquois form to promote peace among their people? The Iroquois League was an organization formed to promote peace among their people. Click the mouse button or press the Space Bar to display the answer. Section 3-20

Critical Thinking Making Generalizations Why was the environment of the West Coast favorable for settlement by so many groups of Native Americans? The West Coast was favored for settlement by many groups of Native Americans because of the mild climate, dependable food sources, and plentiful forest resources. Click the mouse button or press the Space Bar to display the answer. Section 3-21

Analyzing Visuals Geography Skills Study the map on page 30 of your textbook. What groups lived in California? What groups lived in the Southeast? The Pomo and Chumash lived in California. The Yuchi, Cherokee, Choctaw, Creek, Seminole, Natchez, Chickasaw, and Wichita groups lived in the Southeast. Click the mouse button or press the Space Bar to display the answer. Section 3-22

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. Section 3-23

End of Section 3

Chapter Summary 1

Chapter Summary 2

End of Chapter Summary

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 1. an ancient form of writing using symbols and pictures to represent words, sounds, and concepts __ 2. an item left behind by early people that represents their culture __ 3. a way of life of a group of people who share similar beliefs and customs __ 4. the study of ancient peoples H B F A A. archaeology B. artifact C. Ice Age D. nomad E. carbon dating F. culture G. civilization H. hieroglyphics I. pueblo J. federation Click the mouse button or press the Space Bar to display the answers. Chapter Assessment 1

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 5. a highly developed culture, usually with organized religions and laws __ 6. people who move from place to place, usually in search of food or grazing land __ 7. a scientific method used to determine the age of an artifact __ 8. home or community of homes built by Native Americans G D E I A. archaeology B. artifact C. Ice Age D. nomad E. carbon dating F. culture G. civilization H. hieroglyphics I. pueblo J. federation Click the mouse button or press the Space Bar to display the answers. Chapter Assessment 2

Checking for Understanding Define Match the terms on the right with their definitions on the left. __ 9. a period of extremely cold temperatures when part of the planet’s surface was covered with massive ice sheets __ 10. a type of government that links different groups together C J A. archaeology B. artifact C. Ice Age D. nomad E. carbon dating F. culture G. civilization H. hieroglyphics I. pueblo J. federation Click the mouse button or press the Space Bar to display the answers. Chapter Assessment 3

Reviewing Key Facts For what reasons did Asians cross the land bridge to the Americas? Asians crossed the land bridge to the Americas to follow herds of animals and to find food. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 4

Reviewing Key Facts What regions did the land bridge connect? The land bridge connected Asia and present-day Alaska. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 5

Reviewing Key Facts What regions were under Inca control? The western highlands of South America were under Inca control. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 6

Reviewing Key Facts What were two advantages of living in dwellings built into the side of cliffs? Dwellings built into the side of cliffs were easy to defend and offered protection from weather. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 7

Reviewing Key Facts What groups formed the Iroquois League? The Iroquois League was formed by the Onondaga, Seneca, Mohawk, Oneida, and Cayuga groups. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 8

Critical Thinking Analyzing Themes: Culture and Traditions Religion was an important part of life in many Native American civilizations. What role did priests play in Mayan society? The priests held great power and made most of the important decisions. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 9

Critical Thinking Analyzing Information In what ways did the Inca and Aztec use war to increase their power? They conquered others to increase population and land area. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 10

Geography and History Activity
Study the map below and answer the questions on the following slides. Chapter Assessment 11

Geography and History Activity Location Along what two major rivers did many of the Mound Builders settle? Many of the Mound Builders settled along the Mississippi and Ohio Rivers. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 12

Geography and History Activity Place Near which river did the Adena build most of their settlements? The Adena built most of their settlements near the Ohio River. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 13

Geography and History Activity Movement Of the Adena, Hopewell, and Mississippian cultures, which settled the farthest east? The Adena settled further east than the Hopewell and Mississippian cultures. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 14

Standardized Test Practice Directions: Choose the best answer to the following question. Because the Mayan civilization was a theocracy, the most powerful Maya were A warriors. B craftsmen. C priests. 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. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 15

How can you summarize the development of Native American cultures in North America? Native American cultures developed advanced societies that adapted to their environments, maintaining a social order, division of labor, and government. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 16

End of Chapter Assessment

Explore online information about the topics introduced in this chapter.
Click on the Connect button to launch your browser and go to The American Republic to 1877 Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to History Online

Causes and Effects

Curriculum Connection 2
Art Aztec art is highly detailed and colorful. Sculptures decorated temples and other important buildings. One surviving sculpture, the Calendar Stone, has carefully detailed carvings that represent the days of the month and other religious symbols. It was used in ceremonies honoring the sun god Tonatiuh. Curriculum Connection 2

Click on a hyperlink to view the corresponding slide.
Aztalan Native American Names Click on a hyperlink to view the corresponding slide. Did You Know 3

Mound Builder settlements reached into the north
Mound Builder settlements reached into the north. Aztalan near Madison, Wisconsin, was a 21-acre (9-ha) settlement surrounded by walls with towers. Inside the settlement walls were houses, pyramids, and cornfields. It is believed that the settlers of Aztalan migrated from Cahokia in southern Illinois. The name Aztalan comes from alt, a native term meaning “water” and an, meaning “near.” Did You Know 3a

Many states have Native American names
Many states have Native American names. Kentucky is Iroquois for “meadowland”; Massachusetts means “at the big hill” in Algonquian; Mississippi is Chippewa for “big river”; and Utah means “higher up” in Navajo. Did You Know 3b

Potlatch The word potlatch means “to give away” or “a gift giving
Potlatch The word potlatch means “to give away” or “a gift giving.” The potlatch was an important and festive gathering of the peoples of the northwestern coast. The gatherings marked great events in the life of a leader, his family, and the village. All guests at a potlatch received gifts ranging from food, baskets, and jewelry to canoes and copper tablets. Those who attended a potlatch were expected to give away greater presents at their own potlatches, ensuring the distribution of wealth among the people. You Don’t Say 3

Understanding the Parts of a Map
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. This feature can be found on page 27 of your textbook. Click the Speaker button to replay the audio. SkillBuilder 1

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 cardinal 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 measurement on the scale bar. For example, 1 inch (2.54 cm) on the map may represent 100 miles (160.9 km) on the earth. SkillBuilder 2

Practicing the Skill The map on the right 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 on the following slides. This feature can be found on page 27 of your textbook. SkillBuilder 3

Practicing the Skill 1. What information is given in the key? The key gives the capital city, major cities, and location of the Maya, Inca, and Aztec civilizations. 2. What color shows the Inca Empire? Green shows the Inca Empire. This feature can be found on page 27 of your textbook. Click the mouse button or press the Space Bar to display the answers. SkillBuilder 4

Practicing the Skill 3. What direction would you travel to go from Tenochtitlán to Chichén Itzá? You would travel east. 4. About how many miles long was the Inca Empire? The Inca Empire was about 3,000 miles (4,827 km) long. This feature can be found on page 27 of your textbook. Click the mouse button or press the Space Bar to display the answers. SkillBuilder 5

Practicing the Skill 5. What was the capital of the Aztec Empire? The capital of the Aztec Empire was Tenochtitlán. This feature can be found on page 27 of your textbook. Click the mouse button or press the Space Bar to display the answer. SkillBuilder 6

Before Columbus Objectives
After viewing “Before Columbus,” you should:  Have basic information about the early inhabitants of America’s Southwest.  See how archaeologists use physical remnants to understand the lives of ancient peoples.  Appreciate the spiritual qualities of Native American culture. Click the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of The American Republic to 1877 video. Video 1

Before Columbus Discussion Question How did archaeologists reconstruct the life of the Anasazi? Archaeologists found remnants of the people’s lives, such as arrowheads and pieces of pottery, to reconstruct daily life. Click the mouse button or press the Space Bar to display the answer. Video 2

Before Columbus Discussion Question What are some typical activities that took place in an Anasazi village? Families farmed, made tools, made pottery, and engaged in community activities, such as an annual rabbit hunt. Click the mouse button or press the Space Bar to display the answer. Video 3

Maps and Charts 1

Maps and Charts 2

Maps and Charts 3

Maps and Charts 4

Why It Matters Transparency

The size increased over time. Click the mouse button or press the Space Bar to display the answer. Daily Focus Skills 1

Daily Focus Skills 2

They are classified by geography. Click the mouse button or press the Space Bar to display the answer. Daily Focus Skills 3

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