Académique Documents
Professionnel Documents
Culture Documents
Section 1
South America and the Incas
Prepare to Read
Objectives
In this section, you will
1. Find out about the geography of the Americas.
2. Learn about the empire established by the Incas of South America.
Taking Notes
As you read this section, record key points about the Incan Empire. Copy the start of the outline
below, and then add more information to complete it.
Target Reading Skill
Identify Main Ideas Good readers identify the main idea in every written passage. The main
idea is the most important, or the biggest, point of the section. It includes all of the other
points made in the section. As you read, note the main idea of each paragraph or written
passage.
Key Terms
Incas (ING kuhz) n. people of a powerful South American empire during the 1400s and 1500s
Andes (AN deez) n. a mountain chain of western South America
Cuzco (KOOS koh) n. the capital city of the Incan Empire, located in present-day Peru
census (SEN sus) n. an official count of people in a certain place at a certain time
quipu (KEE poo) n. a group of knotted strings used by the Incas to record information
terraces (TEHR us iz) n. steplike ledges cut into mountains to make land suitable for farming
Machu Picchu, Peru
Clouds cluster around the peaks of the towering mountains. As the sun breaks through, its rays
fall upon stone walls and roofless buildings. These structures cling to the steep mountain
slopes. Surrounding the quiet ruins are green grasses and shrubs. This is Machu Picchu
(MAH chooh PEEK chooh). The thousands of people who once lived here have been gone
for centuries.
This spectacular site was built by the Incas (ING kuhz), people of a powerful empire that ruled
part of South America in the 1400s and 1500s. Their huge empire was located in the Andes
(AN deez), a mountain chain that snakes along the western coast of the continent. Look at
the map on page 335 to locate the Incan Empire.
This empire stretched through what are now the countries of Ecuador (EK wuh dawr), Peru,
Bolivia, Chile (CHIL ee), and Argentina.
336
MAPMASTER Skills Activity
Place A wide variety of geographical features can be found throughout the Americas. Locate
Compare this map with the map on page 335. What is the geography of the area in which
the Incas lived? Contrast How does this geography compare with the geography of the
area in which the Anasazi lived?
many purposes. Sometimes they used enormous stones whole. At other times, they
carefully broke stones into smaller blocks. First they cut a long groove into a rock's
surface. Then they drove stone or wooden wedges into the groove until the rock split.
When Incan stonemasons made a wall, they made sure its large, many-sided stones fit together
perfectly. After a wall was complete, the fit was so tight that not even a very thin knife
blade could be slipped between two blocks. Construction without mortar, or cement, also
allowed the massive stones to move and resettle during earthquakes without damaging the
wall.
Among their many ingenious uses of stone was a method to increase farm production. The
Andes are steep, dry, and rocky. There is little natural farmland. By building terraces, or
steplike ledges cut into the mountains, the Incas could farm on slopes that would otherwise
have been too steep. Stone terraces held the soil in place so it would not be washed away
by rain. A complex system of aqueducts, or stone-lined channels, carried water to these
farms. One of these aqueducts was 360 miles (579 kilometers) long.
Links Across Time
Rope Bridges This rope bridge, strung across a gorge in the Andes, is similar to those used by
the Incas. A gorge is a narrow pass between steep cliffs or walls. Incan bridges were made
with strong cords of braided vines and reeds. Some peoples in the Andes still make bridges
from vines and reeds today. Modern steel suspension bridges in other parts of the world use
the engineering principles developed by the Incas hundreds of years ago when they built
their rope-and-vine bridges.
340
The Decline of the Incan Empire The power of the Incan Empire peaked in the 1400s. After
that, it lasted for less than 100 years. A number of factors contributed to the fall of the
empire. Members of the ruling family began to fight among themselves for control. Also,
many workers started to rebel against the strict government.
Then, in the 1530s, a Spanish conquistador (kahn KEES tuh dawr), or conqueror, named
Francisco Pizarro arrived in South America. Pizarro had heard of the wealthy Incan
Empire. He wanted to explore the region and conquer its peoples. The Incan emperor
welcomed Pizarro. But when he and his unarmed men met the conquistador, they walked
into a trap. Pizarro captured the emperor and killed his men.
The Spanish had superior weapons. They also carried diseases, such as smallpox and measles,
to which the Incas had never been exposed. These diseases killed much of the Incan
population. The Spanish quickly gained control of the vast Incan Empire. For decades, the
Incas tried to regain rule of their land, but they never succeeded.
Reading Check Which Spanish conquistador conquered the Incas?
A wooden cup made for Pizarro shows Spanish and Incan figures.
Section 1 Assessment
Key Terms
Review the key terms at the beginning of this section. Use each term in a sentence that explains
its meaning.
Target Reading Skill
State the main idea of the first paragraph on this page.
Comprehension and Critical Thinking
1.
(a) Identify Name two geographic settings in which peoples of the Americas lived.
(b) Synthesize Information What are the climates of those two regions?
(c) Infer How might the people who lived in these regions have adapted to their geography and
climate?
2.
(a) Recall How much land did the Incan Empire cover at its greatest extent?
(b) Explain How did the government in Cuzco keep track of distant parts of the empire?
(c) Draw Conclusions What do you think were the major problems of keeping such a large
empire running smoothly? Explain your answer.
Writing Activity
If you could interview a stonemason from the Incan Empire, what would you ask? Make a list
of questions you would ask in order to learn how these skilled workers accomplished so
much so long ago. Then write a paragraph explaining why you want to ask the questions.
341
A cause is something that makes an event or a situation happen. An effect is a result of a cause.
When you identify cause and effect, you understand how an action or several actions led to
a particular result. Causes and effects can be short term or long term.
3. Make a cause-and-effect diagram. Check for effects that in turn become causes for other
effects. Expand your diagram if you need to.
4. Summarize the cause-and-effect relationships you have discovered.
Incan men building a fortress
Section 2
Cultures of Middle America
Prepare to Read
Objectives
In this section, you will
1. Learn about the Mayan culture of Middle America.
2. Find out about the powerful Aztec Empire.
Taking Notes
As you read this section, look for the characteristics of the Mayan and Aztec civilizations. Copy
the web diagram below and record your findings for the Mayas. Then make a similar
diagram for the Aztecs.
Target Reading Skill
Identify Supporting Details Sentences in a paragraph may give further details that support the
main idea. These details may give examples, explanations, or reasons. In the first paragraph
on page 345, this sentence states the main idea: "Thousands of years before the Aztecs built
Tenochtitlan, other cultures thrived in Middle America." Note three details that support this
main idea.
Key Terms
Aztecs (AZ teks) n. a people who lived in the Valley of Mexico
Mayan farmers grew a variety of crops, including beans, squash, peppers, papayas (puh PY uz),
and avocados. But their most common crop was maize (mayz), or corn. In fact, maize was
so important to the Mayas that one of the gods they worshiped was a god of corn. And
since the corn needed the sun and rain to grow, it is not surprising that the Mayas also
worshipped a rain god and a sun god.
Olmec statues like this one were usually several feet tall.
TikalRuins of a Great City
Tikal, located in Guatemala, was once a thriving Mayan city. The city and its surrounding areas
had a population of nearly 100,000. Infer Judging from the photo, what challenge
probably faced Mayan farmers who lived in this region?
345
Links to Math
Mayan Counting The Mayas created a number system to count and record information. Dots
stood for single numbers. For example, three dots in a row represented the number three.
Bars stood for groups of five. Unlike our number system, which is based on 10, the Mayas'
number system was based on 20. So, to record a number larger than 19, they used one large
dot standing alone to represent the number 20, and more large dots for larger numbers
divisible by 20. Dots and bars were used to make up the rest of the number. In the Mayan
book at left, the number 29 is circled in white.
Centers of Religion and Government Mayan cities were religious and governmental centers.
A different ruler commanded each city. Priests and nobles were also important community
leaders. These leaders lived in large palaces within the city. Ordinary people lived on the
edges of the city. Each city held great festivals to honor the many Mayan gods. The most
important religious events took place at large temple-pyramids. Some of the ceremonies
included human sacrifice.
Skilled mathematicians, Mayan priests developed a calendar to plan when to hold religious
celebrations. The Mayas also created a system of writing using signs and symbols called
hieroglyphics. They used these hieroglyphics to record information in books made from
the bark of fig trees.
A Mayan Game Cities also had outdoor courts where a special ball game called pok-ta-tok was
played. A court was about the size of a football field, and the game was a bit like soccer
and basketball combined. The ball was made of hard rubber. Players tried to knock it
through a stone hoop set on a wall. They could hit the ball with their elbows, knees, or hips
but not with their hands or feet. The ball could not touch the ground.
The Mayas Abandon Their Cities Around A.D. 900, the Mayas abandoned their cities, and
their civilization declined. No one knows the exact reason they left. Crop failures, war,
disease, or overuse of natural resources may have altered the Mayan way of life. Or people
may have rebelled against their leaders. Today, descendants of the Mayas still live in
Middle America. Many continue some of the cultural traditions of their Mayan ancestors.
Reading check What did Mayan priests do?
Identify Supporting Details
What details in the paragraph at right support the main idea that the Mayas had an important
culture?
346
To schedule their religious festivals and farming cycles, Aztec priests created a calendar based
on the Mayan calendar and their own knowledge of astronomy. The calendar had 13
periods, like months, of 20 days each. The Aztecs also kept records using hieroglyphs
similar to those used by the Mayas.
Tenochtitln had schools and a university. Boys from noble families attended these schools.
They studied to be government officials, teachers, or scribes.
Aztec Society Aztec society had a strict class structure. The emperor, of course, was most
important. Next were members of the royal family, nobles, priests, and military leaders.
Soldiers were next in importance. Below soldiers came artisansskilled creators of
jewelry, pottery, sculpture, and other goodsand merchants. Then came the farmers. They
made up the largest class of people. The lowest position in Aztec society was held by
slaves, most of whom were prisoners captured in battle.
War was a part of life in the Aztec Empire, as new territory was conquered. Most young men
over the age of 15 served as soldiers for a period of time. They were well trained and well
equipped. Soldiers had swords and bows and arrows. For protection, they had special
armor made from heavy quilted cotton. Priests and government officials did not serve in
the military.
Aztec Gods and Goddesses
The Aztec God Quetzalcoatl (top) was the god of priests, and was believed to have invented the
Aztec calendar. Above is the Aztec maize goddess. Both figures appear often in Aztec art.
Make Generalizations What does the worship of gods and goddesses such as these tell
you about Aztec society?
348
Aztec women were not allowed to work as soldiers or military leaders, though they could train
to be priestesses. Most women even women from noble familieshad to be skilled at
weaving. Some of the cloth they wove was used for trade. Some was used to decorate
temples. The finest cloth was used to make clothing for the Aztec royal family and nobles.
Before teenage girls learned to weave, they were expected to grind flour, make tortillas,
and cook meals.
The End of an Empire In 1519, Spanish conquistadors invaded the Aztec Empire. Some of the
peoples whose lands the Aztecs had conquered joined forces with the Spanish. Together,
they fought the Aztecs and tried to overthrow the Aztec emperor, Moctezuma. The two
sides waged fierce battles. Diseases carried by the Spanish spread to the Aztecs and killed
many of them. In 1521, the Aztecs surrendered to the Spanish. The once-powerful Aztec
Empire was at an end.
Reading Check Describe the levels of Aztec society.
Aztec Feather Headdress
Moctezuma's head covering was decorated with feathersan important symbol in the Aztec
religion.
Section 2 Assessment
Key Terms
Review the key terms at the beginning of this section. Use each term in a sentence that explains
its meaning.
Target Reading Skill
State three details that support the main idea of the first paragraph under the heading Aztec
Society.
Comprehension and Critical Thinking
1.
(a) Recall What activity was the basis of Mayan life?
(b) Explain How did Mayan religion reflect the importance of this activity?
(c) Infer What do you think is the most likely reason the Mayas abandoned their cities? Explain
your choice.
2.
(a) Describe How did the Aztec Empire expand?
(b) Synthesize How did the Aztecs treat the peoples they conquered in war?
(c) Draw Conclusions Why might some of the peoples conquered by the Aztecs have wanted
to overthrow the emperor?
Writing Activity
The Mayas and the Aztecs created great civilizations. How were their cultures alike? How were
they different? Write a paragraph comparing and contrasting the two civilizations.
Writing Tip First take notes on the similarities and differences. You may want to use a chart to
help you organize. Be sure to write a topic sentence for your paragraph, and then support it
with details from your notes.
349
In 1521, the Spanish conquered the Aztecs and began to destroy the Aztec capital of
Tenochtitlan. On the site of the ruined Aztec city, they built a new capital: Mexico City. For
many years, an important piece of Mexico's pastthe Great Temple of the Aztecs
remained buried under this new city. Scholars were not sure where the site of the Great
Temple lay. Then in 1978, electrical workers dug up an old stone carving. Experts who
studied the carving knew that it had been made by the Aztecs. The site of the Great Temple
had been found.
Building the Temple The Great Temple honored two Aztec gods: Tlaloc (tlah LOHK), the god
of earth and rain, and Huitzilopochtli (weets eel oh POHCH tlee), the god of sun and sky.
The Aztecs first built the temple about 1325. A solid, earth-filled pyramid, the heavy
temple soon began to sink into the soft soil of Tenochtitln. To save their sinking
monument, the Aztecs rebuilt it six times within the next 200 years.
The Aztecs rebuilt each new temple over the previous temple. After rebuilding, they honored
their gods with human sacrifices in the temple's shrines. A figure called a chacmool, at the
top left, was used to hold offerings to the gods.
The illustration at the right shows some of the temple layers. By the time the Spanish began to
destroy Tenochtitln in 1521, the Great Temple had been built seven times.
350
Sacred Ornament
The double-headed serpent was a symbol of Tlaloc, the god of earth and rain. A high priest
probably wore this ornament on his chest.
Shrines
The shrine at the left honored the god Tlaloc. The shrine at the right honored the god
Huitzilopochtli.
Stone Disk
A stone carving of Huitzilopochtli's sister Coyolxauhqui (koh yohl SHAH kee) was part of the
sixth temple layer.
Assessment
Identify Name the two main gods the Aztecs honored at the Great Temple.
Infer Why were these gods so important to the Aztecs?
351
Section 3
Archaeologists have found more than 1,000 earthen mounds across eastern North America.
They were made by thousands of workers moving baskets of earth by hand. There are
small mounds and large ones. Some contain graves, but otherslike the Great Serpent
Mounddo not. Most were constructed between around 700 B.C. and A.D. 1250. Today,
we call the different Native American who built these curious and long-lasting mounds the
Mound Builders.
352
The Hopewell peoples grew a greater variety of crops than did the Adena. They also seem to
have traded over a wider area. There is evidence that goods were traded from the Gulf of
Mexico to present-day Canada and from the Rocky Mountains to the Atlantic Ocean.
Hopewell sites have silver from the Great Lakes region and alligator teeth from presentday Florida.
About A.D. 400, the long-distance trade across eastern North America seems to have faded out.
Also, the Hopewell stopped building new mounds. Historians are not sure why. The
climate may have turned colder and hurt agriculture. The Hopewell may have suffered a
severe drought or been invaded. Overpopulation is also a possible reason for their decline.
354
The Mississippians By about A.D. 700, a new and important culture called Mississippian (mis
uh SIP ce un) began to flower in eastern North America. These peoples inhabited both
small and large communities. Like the earlier Mound Builders, the Mississippians lived
along rivers and built mounds. They, too, grew new kinds of crops. Maize and beans
became important parts of their diet. Both foods are easily dried and stored in large
amounts. This helped the Mississippians protect themselves against years of drought and
bad harvests.
The Mississippian culture spread over a wide area in the present-day South and Midwest.
During this period, long-distance trade revived. Populations increased over time, and major
centers of government and religion developed. These include Moundville in present-day
Alabama, and Etowah (ET uh wah) in present-day Georgia. The largest center was Cahokia
(kuh HOH kee uh), located in what is now Illinois. One of Cahokia's mounds, around 100
feet tall, was the largest mound in North America.
Cahokia was a large city for its day. Historians estimate that it reached its peak about A.D.
1100. At that time, as many as 20,000 to 30,000 people may have lived there. But by 1250,
the population dropped. The disappearance of the last of the Mound Builders is as
mystifying as the many earthworks they left behind.
Reading Check How did the Mississippians live?
descendants of the Pueblo peoples, including the Hopi and the Zuni, keep many of these
traditions alive.
The Plains Indians West of the Mississippi River and east of the Rocky Mountains is a mostly
flat and grassy region called the Great Plains. For centuries, this land was home to diverse
groups of Native Americans called Plains Indians. Individual groups had their own
languages and traditions. They used a form of sign language to trade with one another.
Some groups, such as the Mandan, were farmers. They lived in fenced villages along the
Missouri River, in lodges made of earth and wood. Others, such as the Sioux (soo),
followed herds of bison that roamed the plains. Dwellings such as tipis (TEE peaz)easy
to take apart, carry, and set up againwere ideal for such a lifestyle.
After the arrival of Europeans, the lives of Plains Indians changed rapidly. They had to share
their land with eastern Native Americans, such as the Omaha, who had been forced west by
white settlers. Newly introduced horses, guns, and railroads altered their traditions. Most
groups suffered from diseases brought by Europeans and lost their land to European
settlement. Many Native American cultures began to break down. Today, there is a strong
effort to revive these traditional cultures.
Reading Check How did the Sioux live?
Links Across the World
The Arrival of the Horse The arrival of the horse in the Americas brought major changes to
the lives of many Plains Indians. Native Americans on horseback became expert buffalo
hunters. They came to depend more and more on the buffalo for their existence, using the
animal for food, clothing, and shelter. Many previously settled Indian groups became
nomadic. They rode their horses across the plains, following the great herds of buffalo.
357
Totem pole in Vancouver. Canada
In the eastern woodlands, Native American groups such as the Iroquois (IHR uh kwoy) not only
hunted in the forests but also cleared land for farms. Because the men were often at war,
the women were the farmers. In the 1500s, five Iroquois nations Mohawk, Onondaga,
Cayuga, Seneca, and Oneidaformed a peace alliance. Nations of the Iroquois League
governed their own villages, but they met to decide issues that affected the group as a
whole. This was the best-organized political system in the Americas when Europeans
arrived.
Reading Check What was the Iroquois League?
Section 3 Assessment
Key Terms
Review the key terms at the beginning of this section. Use each term in a sentence that explains
its meaning.
Target Reading Skill
State the main ideas in Section 3.
Comprehension and Critical Thinking
1.
(a) Sequence List the three groups of Mound Builders, from earliest to latest.
(b) Compare In what ways were the three groups alike?
2.
(a) Identify What is the climate of southwestern North America? (b) Identify Cause and Effect
Why did peoples of this region build pueblos rather than other types of structures?
3.
(a) Define What are totem poles and potlatches?
(b) Infer Why were totem poles and potlatches symbols of a family's wealth?
Writing Activity
Study the photograph of the Anasazi cliff dwellings on pages 356-357. Write a paragraph
describing the site. What are the buildings like? Where are they located? What might it be
like there at night or during a storm?
Writing Tip Use descriptive adjectives for colors, textures, and shapes. Also include any
sounds and smells you might experience there at different times of the day or year.
358
Key Terms
Match each term with its definition.
1. quipu
2. kivas
3. hieroglyphics
4. census
5. pueblos
6. maize
7. terraces
A corn
B an official count of people
C steplike ledges cut into mountains
D stone dwellings, built next to one another
E group of knotted strings used to record information
F round rooms used for religious ceremonies
G signs and symbols that made up the Mayan writing system
359
(c) Generalize In what ways are modern capital cities like the Aztec capital?
11.
(a) Locate Where in North America are human- built mounds located?
(b) Synthesize What have archaeologists learned from studying these mounds?
(c) Analyze Why is it difficult to determine the exact use of some mounds?
Skills Practice
Identifying Cause and Effect Review the steps to identify causes and effects that you learned
in the Skills for Life activity in this chapter. Then reread the part of Section 3 titled The
Plains Indians. Choose an event from this section, and decide if it is a cause or an effect.
Look for earlier or later events that might be causes or effects. Then summarize the causeand-effect relationships you have identified.
TIP Use the lines at the beginning and end of each civilization bracket to calculate how long
each civilization lasted.
A.D. 250-900 The Mayas are at their strongest.
A.D. 700-1250 Mississippian culture thrives.
A.D. 1400-1535 The Incas rule from Cuzco.
A.D. 1325-1520 The Aztecs rule from Tenochtitln.
TIP Preview the question and skim over the answer choices before you look at the timeline.
Keep the questions and possible answers in mind as you study the timeline.
Practice Questions
Use the timeline above to help you choose the letter of the best answer.
1. Based on the timeline, which statement is true?
A The Incas began to rule from Cuzco about A.D. 1000.
B The Aztecs and the Incas did not live at the same time.
C The Mayas were at their strongest for more than 600 years.
D Mississippian culture lasted for only 200 years.
B Aztecs
C Mayas
D Pueblo peoples
361