Transcript cont. - Net Start Class

Presentation Plus! The American Republic Since 1877
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Chapter Introduction
Section 1 The Migration to America
Section 2 Europe and Africa
Section 3 Europe Encounters
America
Section 4 Spain and France
Build Empires
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: The Migration to America
• Explain why scientists believe that the
earliest Americans migrated from Asia. 
• Describe the early civilizations of
Mesoamerica.
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Chapter Objectives
Section 2: Europe and Africa
• Analyze the impact of the Renaissance on
European exploration. 
• Describe the culture of early West African
kingdoms.
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Chapter Objectives
Section 3: Europe Encounters America
• Describe Columbus’s journeys and their impact
on Native Americans and Europeans. 
• Evaluate the workings and impact of the
Columbian Exchange.
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Chapter Objectives
Section 4: Spain and France Build
Empires
• Describe the early Spanish settlement of
North America. 
• Explain how New France was founded and
settled.
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Why It Matters
Before 1492 the cultures that arose in
the Americas had almost no contact with
the rest of the world. Beginning in the
1300s, momentous events began taking
place that would bring the cultures of
Europe and Africa into direct contact with
the Americas. This contact led to the
founding of European colonies in both
North and South America and had
profound effects on the future of the
world’s civilizations.
The Impact Today
The convergence of the world’s cultures in
the 1400s and 1500s launched an era of
change that still affects our lives today. 
• Many of our foods, customs, and
traditions were originally introduced in
the Americas as a result of this cultural
contact. 
• Contact among the cultures of the three
continents profoundly changed the
society of each. 
• The society of the United States today
includes elements of Native American,
European, and African cultures.
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continued
on next slide
Guide to Reading
Main Idea
Many diverse Native American Groups inhabited
Mesoamerica and North America by the 1500s.
They were descendants of Asians who probably
migrated 15,000 to 30,000 years ago. 
Key Terms and Names
•
•
•
•
•
•
Ice Age 
glacier 
nomad 
Mesoamerica 
civilization 
pueblo 
• Cahokia 
• kachina 
• slash-and-burn
agriculture 
• longhouse
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Guide to Reading (cont.)
Reading Strategy
Categorizing As you read about early American
peoples, complete a graphic organizer similar to
the one on page 12 of your textbook by filling in
the names of Native American groups who lived
in each region. 
Reading Objectives
• Explain why scientists believe that the earliest
Americans migrated from Asia. 
• Describe the early civilizations of Mesoamerica.
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Guide to Reading (cont.)
Section Theme
Geography and History Scientists theorize
that Asian nomads began settling North
America between 15,000 and 30,000 years
ago.
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The Asian Migration to America
• Scientists are unsure when the first
people came to America, but scientific
speculation points to between 15,000
and 30,000 years ago. 
• Scientists study the skulls, bones, teeth,
and DNA of ancient peoples to learn
their origins. 
• DNA and other evidence indicate that
the earliest Americans probably came
from Asia.
(pages 12–13)
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The Asian Migration to America (cont.)
• Scientists use radiocarbon dating to
determine how old objects are. 
• This method measures the radioactivity
left in carbon 14. 
• Scientists use the rate at which carbon
14 loses its radioactivity to calculate the
age of the objects.
(pages 12–13)
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The Asian Migration to America (cont.)
• About 100,000 years ago, the earth
began to cool, gradually causing much of
the earth’s water to freeze into huge ice
sheets called glaciers. This period is
called the Ice Age. 
• Ocean levels dropped, exposing an area
of dry land. 
• Scientists believe that people from Asia
crossed this land bridge as they hunted
large animals about 15,000 years ago or
even earlier. 
(pages 12–13)
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The Asian Migration to America (cont.)
• These people were probably nomads,
people who continually moved from place
to place.
(pages 12–13)
The Asian Migration to America (cont.)
How do scientists know who the first
Americans were, and when and how they
came to America?
Scientists study the skulls, bones, teeth,
and DNA of early people to determine their
origins. They use radiocarbon dating to
determine the age of objects. They study
the earth to learn how the first Americans
came to America.
(pages 12–13)
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Early Civilizations in America
• During the agricultural revolution
between 9,000 and 10,000 years ago,
Native Americans in Mesoamerica
learned how to plant and raise crops. 
• The most important crop was maize,
or corn. 
• Agriculture allowed people to stay in
permanent villages to raise crops and
store the harvest.
(pages 13–15)
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Early Civilizations in America (cont.)
• Civilizations emerged. A civilization is
a highly organized society that is
characterized by trade, government,
the arts, science, and often, a written
language.
(pages 13–15)
Early Civilizations in America (cont.)
• Anthropologists believe the Olmec culture
was the first civilization in America. 
• The culture began between 1500 and
1200 B.C. in what is today southern
Mexico. 
• The Olmec had large villages, temples,
and pyramids, and they built large
sculpted monuments. 
• Olmec culture lasted until about 300
B.C., at which time another people built
Teotihuacán, the first large city in
America.
(pages 13–15)
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Early Civilizations in America (cont.)
• The Maya civilization developed in
Mexico’s Yucatán Peninsula and spread
into Central America and southern
Mexico. 
• The Maya developed complex calendars
based on the position of the stars. 
• They built elaborate temple pyramids.

• The Mayan people abandoned their cities
in the A.D. 900s, possibly fleeing invaders
or searching for new farmland.
(pages 13–15)
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Early Civilizations in America (cont.)
• The Aztec built the city of Tenochtitlán
in about 1325 where Mexico City is
today. 
• They built a great empire by
conquering other cities. 
• Their military controlled trade in
the region and demanded tribute
from the cities they conquered.
(pages 13–15)
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Early Civilizations in America (cont.)
• Anthropologists believe that the
agricultural technology of Mesoamerica
spread into the American Southwest and
beyond, changing many North American
nomads into farmers. 
• The Hohokam built a civilization in
what is now south-central Arizona from
about A.D. 300 to the 1300s. 
• They created an elaborate system of
irrigation canals to bring water to their
crops hundreds of miles away.
(pages 13–15)
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Early Civilizations in America (cont.)
• The Anasazi built a civilization between
A.D. 700 and 900 in the area where the
present-day states of Utah, Colorado,
Arizona, and New Mexico meet. 
• They built networks of basins and ditches
to catch rainwater for their crops. 
• Between A.D. 850 and 1100, the Anasazi
living in Chaco Canyon in northwest New
Mexico began to build large multi-storied
buildings of adobe and cut stone. 
• These buildings were called pueblos.
(pages 13–15)
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Early Civilizations in America (cont.)
• Mound-building cultures arose in North
America’s eastern woodlands at about
the time the Olmecs arose in
Mesoamerica. 
• Between 200 and 100 B.C., the
Hopewell culture rose. 
• These people built huge geometric
earthworks.
(pages 13–15)
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Early Civilizations in America (cont.)
• Between A.D. 700 and 900, the
Mississippian culture arose in the
Mississippi River valley. 
• The Mississippians were great
builders. 
• One of their largest cities was Cahokia
built in Illinois near present-day St.
Louis, Missouri.
(pages 13–15)
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Early Civilizations in America (cont.)
How did the agricultural technology of
Mesoamerica spread to the North American
cultures?
The agricultural technology spread north
into the American Southwest and beyond.
(pages 13–15)
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Native American Cultural
Diversity
• The Native American groups of the Far
North included the Inuit whose territory
stretched from Alaska to Greenland, and
the Aleut of Alaska’s Aleutian Islands. 
• The groups of the Far North hunted for
food and invented devices, such as the
harpoon and the dogsled, to cope with
the harsh environment. 
• They used whale oil and blubber for
fuel.
(pages 15–16)
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Native American Cultural
Diversity (cont.)
• Native American groups who lived along
the Pacific Coast fished. 
• Farther inland, Native Americans fished,
hunted, and gathered roots and berries. 
• Between the Sierra Nevada and the
Rocky Mountains, where the weather was
much drier, the Native Americans were
nomads. 
• In what is today California, groups such
as the Pomo enjoyed the abundant
wildlife and mild climate.
(pages 15–16)
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Native American Cultural
Diversity (cont.)
• The Native American groups of the
Southwest farmed like their ancestors. 
• They believed in a spirit world. 
• When men married, they joined the
kachina cult. 
• A kachina was a good spirit.
(pages 15–16)
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Native American Cultural
Diversity (cont.)
• Before 1500, Native Americans of the
Great Plains were farmers. 
• Around 1500 those Native Americans
in the western plains became nomads,
possibly because of drought or war. 
• They followed migrating buffalo herds. 
• When the Spanish brought horses to
North America, Native Americans of the
Great Plains began to use the horses
for hunting or for wars.
(pages 15–16)
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Native American Cultural
Diversity (cont.)
• The Native Americans in the Eastern
Woodlands had an environment that
supported an abundant range of plant
and animal life. 
• These Native American groups hunted,
fished, and farmed. 
• Deer provided food and clothing.
(pages 15–16)
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Native American Cultural
Diversity (cont.)
• Native Americans of the Northeast
practiced slash-and-burn agriculture. 
• They cut down forests and burned the
cleared land, and then used the rich
ashes to make the soil more fertile. 
• The peoples of the Northeast lived in
large rectangular longhouses, which
housed up to 10 families.
(pages 15–16)
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Native American Cultural
Diversity (cont.)
• The Iroquois lived in large kinship
groups, or extended families headed by
the elder women of each clan. 
• The Iroquois often fought one another. 
• Five Iroquois groups formed an alliance
called the Iroquois League to maintain
peace.
(pages 15–16)
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Native American Cultural
Diversity (cont.)
• Most Native Americans of the Southeast
lived in towns built around a central
plaza. 
• They farmed and hunted. 
• The houses were made of poles
covered with grass, mud, or thatch.
(pages 15–16)
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Native American Cultural
Diversity (cont.)
How did Native American groups adapt to
their differing environments?
(pages 15–16)
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Native American Cultural
Diversity (cont.)
The Native Americans of the Far North hunted and invented devices,
such as the harpoon and the dogsled. They also used whale oil and
blubber for food. The Native American groups of the Southwest
farmed. Native American groups along the Pacific Coast fished.
Farther inland, Native Americans fished, hunted, and gathered roots
and berries. Between the Sierra Nevadas and the Rocky Mountains,
the Native Americans were nomads. In what is today California,
groups enjoyed the abundant wildlife and mild climate. Before 1500,
Native Americans of the Great Plains were farmers. Around 1500
those Native Americans in the western plains became nomads,
possibly because of drought or war. They followed migrating buffalo
herds. The Native Americans of the eastern woodlands hunted,
fished, and farmed. They used materials in the environment to make
longhouses and other shelter. Deer hide was used for food and
clothing.
(pages 15–16)
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
E 1. a good spirit that the Pueblo
people believed brought messages
from the gods to their town each
year
A. Ice Age
__
C 2. a highly organized society marked
by knowledge of trade,
government, the arts, science,
and, often, written language
D. pueblo
__
D 3. Spanish for village, term used by
early Spanish explorers to denote
large housing structures built by
the Anasazi
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B. nomad
C. civilization
E. kachina
Checking for Understanding (cont.)
Define Match the terms on the right with their definitions on
the left.
__
B 4. a person who moves from place to
place, usually in search of food or
grazing land
__
A 5. a period of extremely cold
temperatures when part of the
planet’s surface was covered with
massive ice sheets
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A. Ice Age
B. nomad
C. civilization
D. pueblo
E. kachina
Checking for Understanding (cont.)
Explain how the agricultural revolution
led to the growth of permanent
settlements.
The agricultural revolution forced people
to stay in one place to tend to their crops.
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Reviewing Themes
Geography and History How did
geography and climate influence the
settlement of America?
Asians, searching for food, crossed a
land bridge that once connected Asia
and Alaska.
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Critical Thinking
Evaluating Choose an early culture
group in Mesoamerica or North America.
What kind of civilization did this group
develop?
Answers will vary.
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Analyzing Visuals
Examining Photographs Study the
photographs of the Great Serpent
Mound and the copper falcon on page
16 of your textbook. How did the Native
Americans in this region adapt to their
environment?
Possible answer: Native Americans used
natural resources such as metal ores to
create objects.
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Close
Explain the Asian migration to America.
Offer suggestions about why people from
Asia came to America and why they ended
up in Mesoamerica.
Guide to Reading
Main Idea
As Europeans began exploring the world, they
interacted with Africans who had developed diverse
cultures of their own. 
Key Terms and Names
• Middle Ages 
• feudalism 
•
•
•
•
manorialism 
serf 
Urban II 
Crusades 
• Renaissance 
• astrolabe 
• caravel 
• Sahara 
• savannah
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Guide to Reading (cont.)
Reading Strategy
Sequencing As you read about European and
African life, complete a time line like the one on
page 18 of your textbook by filling in key events
in the development of both continents. 
Reading Objectives
• Analyze the impact of the Renaissance on
European exploration. 
• Describe the culture of early West African
kingdoms.
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Guide to Reading (cont.)
Section Theme
Global Connections European exploration of
the globe set in motion events that decisively
shaped North American history.
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to listen to the audio again.
European Society
• For centuries the Roman Empire had
controlled much of Europe with stable
social and political order. 
• By A.D. 500, the empire collapsed.
Western Europe became isolated,
trade declined, and law and order
ended. 
• This period, from about A.D. 500 to
1400, is called the Middle Ages.
(pages 18–20)
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European Society (cont.)
• Feudalism developed in western
Europe. 
• Under this political system, the
king gave estates to nobles in
exchange for their loyalty and
military support.
(pages 18–20)
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European Society (cont.)
• In exchange for protection, peasants
provided various services for the feudal
lord on his manor, or estate. 
• Most peasants were serfs who could
not leave the manor without
permission. 
• The economic ties between nobles
and peasants is called manorialism.
(pages 18–20)
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European Society (cont.)
• Around A.D. 1000, western Europe’s
economy began to improve. 
• Many villages were able to produce
a surplus of food because of new
agricultural inventions, such as a
better plow and the horse collar. 
• This revived trade in Europe and
encouraged the growth of towns.
(pages 18–20)
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European Society (cont.)
• After the fall of Rome, the Roman
Catholic Church provided stability
and order in Europe. 
• People who disobeyed church laws
faced severe penalties. 
• The religious ideas of Islam swept
across the Middle East and Africa
during the 600s and 700s. 
• Followers of Islam are known as
Muslims.
(pages 18–20)
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European Society (cont.)
• As Muslim power grew, Europeans were
fearful of losing access to the Holy Land. 
• The Crusades, called for by Pope
Urban II in 1095, were almost two
centuries of armed struggle to regain
the Holy Land.
(pages 18–20)
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European Society (cont.)
• The Crusades helped change western
European society by bringing western
Europeans into contact with Muslims
and Byzantine civilizations of the Middle
East. 
• Trade increased in the eastern
Mediterranean area and especially
benefited Italian cities.
(pages 18–20)
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European Society (cont.)
• An increasing demand for gold to make
gold coins was a direct result of Europe’s
expanding trade with Asia. 
• The rise of the Mongol Empire in the
1200s broke down trade barriers,
opened borders, and made roads safer
against bandits. 
• This encouraged even more trade
between Asia and Europe.
(pages 18–20)
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European Society (cont.)
• By the 1300s, Europe was importing
large amounts of luxuries from Asia. 
• The Mongol Empire ended in the
1300s, however, causing Asia to
become many independent kingdoms.

• The flow of goods from Asia declined,
and European merchants began to look
for a sea route to Asia to avoid Muslim
traders.
(pages 18–20)
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European Society (cont.)
How did the Crusades help change western
European society?
The Crusades brought western Europeans
into contact with Muslims and Byzantine
civilizations of the Middle East. Trade
increased in the eastern Mediterranean
area.
(pages 18–20)
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New States, New Technology
• Beginning in the 1300s, a number of
changes took place in Europe, enabling
Europeans to begin sending ships into
the Atlantic Ocean to look for a water
route to China.
(pages 20–21)
New States, New Technology (cont.)
• The Crusades and trade with Asia
weakened feudalism. 
• New towns and merchants gave
monarchs a new source of wealth to tax. 
• Armed forces opened and protected trade
routes. 
• Merchants loaned money to monarchs to
finance exploration. 
• Monarchs relied less on support from
nobility and began to unify their kingdoms
with strong central governments.
(pages 20–21)
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New States, New Technology (cont.)
• By the mid-1400s, Portugal, Spain,
England, and France emerged as strong
states in western Europe.
(pages 20–21)
New States, New Technology (cont.)
• An intellectual revolution known as the
Renaissance began in western Europe
around A.D. 1350 and lasted until about
1600. 
• It produced great works of art and
started a scientific revolution.
(pages 20–21)
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New States, New Technology (cont.)
• By the early 1400s, Europeans had
acquired new technologies to make longdistance travel possible. 
• They learned about the astrolabe, a
device that uses the position of the sun
to determine direction, latitude, and
local time, and they acquired the
compass.
(pages 20–21)
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New States, New Technology (cont.)
• They also started building newly
designed ships that were capable of
traveling long distances. 
• The Portuguese invented the caravel,
a ship that made travel much faster.
(pages 20–21)
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New States, New Technology (cont.)
• Henry the Navigator set up a center for
astronomical and geographical studies
in Portugal in 1419. 
• In 1488 a Portuguese ship
commanded by Bartolomeu Dias
reached the southern tip of Africa. 
• A little over nine years later, four
Portuguese ships commanded by
Vasco da Gama sailed from Portugal,
around Africa, and across to India.
(pages 20–21)
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New States, New Technology (cont.)
What political developments and new
technologies made it possible for Europeans
to search for a water route to China?
(pages 20–21)
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New States, New Technology (cont.)
The Crusades and trade with Asia weakened
feudalism. New towns and merchants gave
monarchs a new source of wealth to tax.
Armed forces opened and protected trade
routes. Merchants loaned money to monarchs
to finance exploration. Monarchs relied less on
support from nobility and began to unify their
kingdoms with strong central governments.
The Renaissance led to a scientific revolution.
New technologies included the astrolabe,
compass, and the caravel.
(pages 20–21)
West African Civilization
• Between the 400s and 1400s, the West
African empires of Ghana, Mali, and
Songhai grew and prospered by trading
in gold and salt.
(pages 21–23)
West African Civilization (cont.)
• West Africa is bordered by the
Mediterranean Sea to the north and the
Atlantic Ocean to the west and south. 
• The vast Sahara takes up much of the
interior of West Africa. 
• Camels, introduced to the area by
Arabs, opened up long-distance trade
routes through the Sahara. 
• Camels could go for a week without
water and withstood the desert’s hot
days and cold nights.
(pages 21–23)
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West African Civilization (cont.)
• The religious ideas of Islam traveled
along the African trade routes. 
• West Africa prospered mostly because
of the gold trade. 
• The demand for gold grew as the
Muslim states of North Africa and the
countries of Europe used gold coins.
(pages 21–23)
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West African Civilization (cont.)
• The African peoples from the southern
edge of the Sahara had access both to
the gold from the south and the salt and
other goods from the north. 
• Control of this trade made them
wealthy and powerful.
(pages 21–23)
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West African Civilization (cont.)
• The Soninke people of the first West
African empire, Ghana, controlled the
region’s trade. 
• After the Muslims conquered North Africa
and the Sahara, Ghana’s merchants
grew wealthy from the gold and salt
trade. 
• Ghana’s empire ended in the early
1200s. 
• New gold mines opened in Bure. Trade
routes to these mines bypassed Ghana.
(pages 21–23)
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West African Civilization (cont.)
• The Malinke people of the upper Niger
valley controlled the gold trade from
Bure. 
• They conquered the Soninke people of
Ghana and built the Mali empire. 
• By the mid-1300s, the empire of Mali
had spread east past the city of
Timbuktu and west to the Atlantic
Ocean. 
• It reached its peak in the 1300s under
the leadership of Mansa Musa.
(pages 21–23)
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West African Civilization (cont.)
• New gold mines opened, so the trade
routes shifted farther east. 
• This led to the rise of Timbuktu as a
center of trade and Muslim learning.
(pages 21–23)
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West African Civilization (cont.)
• The Sorko people of the Niger River,
east of Mali, built the Songhai empire by
the 800s. 
• The Songhai ruler, Sonni Ali, and his
army seized control of Timbuktu in
1468. 
• He conquered land to the north and
south along the Niger River. 
• Songhai ruler Askiya Muhammad
made Timbuktu a great center of
learning and encouraged more trade
across the Sahara.
(pages 21–23)
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West African Civilization (cont.)
• The Songhai empire began to decline in
1591.
(pages 21–23)
West African Civilization (cont.)
• Guinea, located on West Africa’s southern
coast, had small states and kingdoms
because the area was made up of very
dense forests.
(pages 21–23)
West African Civilization (cont.)
• The Edo people of Benin were hunters,
farmers, and traders. 
• By the mid-1400s, Benin was an
empire stretching from the Niger delta
west to the city of Lagos, Nigeria. 
• When the Portuguese reached Benin,
the Edo sold them many luxury goods
as well as enslaved Africans they had
captured while extending their empire.
(pages 21–23)
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West African Civilization (cont.)
Why were the Ghana, Mali, and Songhai
empires wealthy and powerful?
These empires had access both to the gold
from the south and the salt and other goods
from the north. Control of this trade made
them wealthy and powerful.
(pages 21–23)
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Slavery and Sugar
• Slavery existed in African society. 
• Most enslaved people had been
captured in war. 
• They were either sold back to their
people or absorbed into their new
African society. 
• African slavery changed when Arabs
began to trade for enslaved Africans.
(page 23)
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Slavery and Sugar (cont.)
• In the early 1400s, the Akan people
acquired enslaved Africans from Mali
traders to clear the land and mine gold. 
• The Spanish and Portuguese
purchased enslaved Africans to work
on sugar plantations.
(page 23)
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Slavery and Sugar (cont.)
• Sugarcane cultivation requires heavy
manual labor and a large labor force,
so Europeans used enslaved workers. 
• In the 1400s, Spain and Portugal set
up plantations off the west coast of
Africa and used enslaved Africans to
work the fields.
(page 23)
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Slavery and Sugar (cont.)
How were enslaved Africans treated?
In African society, they were either sold
back to their people or absorbed into their
new African society. The Portuguese and
Spanish used enslaved Africans to clear the
land and mine gold. Enslaved Africans also
worked the fields of sugar plantations.
(page 23)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. political system in which
powerful leaders gave land
to nobles in exchange for
pledges of loyalty and
service
A. feudalism
__
C 2. person bound to a manor
E. astrolabe
__
B 3. economic system in which
peasants provide services to
a feudal lord in exchange for
protection
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B. manorialism
C. serf
D. Renaissance
Checking for Understanding (cont.)
Define Match the terms on the right with their definitions on
the left.
__
D 4. French for rebirth, a period in
Europe from 1350 to 1600
during which a rebirth of
interest in the cultures of
ancient Greece and Rome
occurred
__
E 5. device used to determine
direction, latitude, and local
time
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A. feudalism
B. manorialism
C. serf
D. Renaissance
E. astrolabe
Checking for Understanding (cont.)
Explain why Songhai became a great
empire.
The Songhai controlled trade along the
Niger River.
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Reviewing Themes
Global Connections How did slavery
change as trade between Africa and
Europe flourished in the 1400s?
Enslaved Africans were taken from
Africa and could not escape slavery.
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Critical Thinking
Comparing How were West African
societies different from European
societies?
Each society had different religions, and
Western Africans enslaved their own
people.
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Critical Thinking (cont.)
Contrasting How were the West African
empires of Ghana, Mali, and Songhai
similar to one another?
All three traded in salt and gold.
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Analyzing Visuals
Examining Artifacts Study the West
African artifacts on pages 22 and 23 of
your textbook. The craftsmanship of
these items indicates a society able to
devote time to artistic pursuits instead of
simple survival. What two commodities
were essential to the prosperity of West
Africa?
Salt and gold were essential to the
prosperity of West Africa.
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Close
Trading between West African and
European cultures changed both
cultures and had a dramatic influence
on American history. Create a list of
what each culture gained from the
other culture.
Guide to Reading
Main Idea
Columbus sought a sea route to Asia. Instead,
he encountered several outlying islands of North
America. 
Key Terms and Names
• Leif Ericsson 
• Claudius Ptolemy 
• San Salvador Island 
• line of demarcation 
• Treaty of Tordesillas 
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• Ferdinand
Magellan 
• circumnavigate 
• Columbian
Exchange
Guide to Reading (cont.)
Reading Strategy
Organizing As you read about Europe’s
exploration of the Americas, complete a chart
like the one on page 24 of your textbook by
filling in the outcome of each exploration listed. 
Reading Objectives
• Describe Columbus’s journeys and their impact
on Native Americans and Europeans. 
• Evaluate the workings and impact of the
Columbian Exchange.
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Guide to Reading (cont.)
Section Theme
Global Connections The Treaty of Tordesillas
helped determine that Spain would be the
first strong European power in the Americas.
Click the Speaker button
to listen to the audio again.
The Vikings Arrive in America
• Evidence shows that the first Europeans
to arrive in the Americas were the Norse,
or Vikings, a people who came from
Scandinavia. 
• Around A.D. 1000 Leif Ericsson and 35
other Vikings explored the coast of
Labrador and may have stayed the
winter in Newfoundland. 
• Viking attempts to settle permanently in
the Americas failed, mainly because
Native Americans opposed them.
(pages 24–25)
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The Vikings Arrive in America (cont.)
Who were the first Europeans to explore
the Americas?
The Vikings were the first Europeans to
explore the Americas.
(pages 24–25)
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Columbus’s Plan
• In the A.D. 100s, the scholar Claudius
Ptolemy drew maps of a round world. 
• His maps used the basic system of
lines of latitude and longitude that
are still used today. 
• In the mid-1400s, Christopher
Columbus, an Italian navigator,
became interested in sailing across
the Atlantic.
(page 25)
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Columbus’s Plan (cont.)
• Ptolemy’s calculations made the earth
seem much smaller than it actually was. 
• As a result, Christopher Columbus
miscalculated the distance from Spain
to India. 
• Columbus tried, but failed, to get
financial backing from the rulers of
England, Portugal, France, and Spain
for an expedition. 
• In 1492 Spain’s King Ferdinand and
Queen Isabella finally agreed to finance
Columbus’s expedition.
(page 25)
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Columbus’s Plan (cont.)
Why did Columbus underestimate the
distance from Spain to Japan?
Columbus based his calculations on
Ptolemy’s. Ptolemy drew maps of a
round world projected onto a flat
surface, complete with lines of longitude
and latitude. But he underestimated the
distance that each degree of longitude
represented, making the world seem
smaller than it really is.
(page 25)
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Columbus’s Explorations
• Columbus and his three ships left Spain
in August 1492. 
• After a long, frightening trip across the
Atlantic Ocean, they landed in the
Bahamas, probably on what is today
San Salvador Island. 
• He called the people he met Indians,
because he thought he had reached
the Indies. 
• Columbus also found the islands of
Cuba and Hispaniola.
(pages 25–26)
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Columbus’s Explorations (cont.)
• He built a small fort on Hispaniola called
La Navidad. 
• In March 1493 he returned to Spain
with gold, parrots, spices, and Native
Americans. 
• Columbus impressed Ferdinand and
Isabella and convinced them to finance
another trip by promising them as
much gold as they wanted.
(pages 25–26)
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Columbus’s Explorations (cont.)
• In 1493 the Catholic Church’s Pope
Alexander VI established a line of
demarcation. 
• This imaginary north-to-south line
running down the middle of the Atlantic
granted Spain control of everything
west of the line and Portugal
everything east of the line.
(pages 25–26)
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Columbus’s Explorations (cont.)
• In 1494 Spain and Portugal signed the
Treaty of Tordesillas. 
• This gave Portugal the right to control
the route around Africa to India. 
• Spain claimed most of the new lands
of the Americas.
(pages 25–26)
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Columbus’s Explorations (cont.)
• Columbus made three more voyages in
1493, 1498, and 1502. 
• He explored the Caribbean islands of
Hispaniola, Cuba, and Jamaica, and
sailed along the coasts of Central
America and northern South America. 
• He claimed many lands for Spain but
did not find a trade route to Asia.
(pages 25–26)
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Columbus’s Explorations (cont.)
What did Columbus discover on his
voyages to the Americas?
He landed in the Bahamas, probably on
what is today San Salvador Island.
Columbus found the islands of Cuba and
Hispaniola. He returned to Spain with gold,
parrots, spices, and Native Americans.
(pages 25–26)
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Continuing Expeditions
• By the early 1500s, the Spanish had
explored the Caribbean region and
begun to explore the American
mainland. 
• The Americas were named after
Amerigo Vespucci, an Italian who
repeated Columbus’s voyages in
1499 and 1501 and discovered that
this large landmass could not be part
of Asia.
(pages 26–27)
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Continuing Expeditions (cont.)
• Juan Ponce de Leon, the Spanish
governor of Puerto Rico, discovered
Florida in 1513. 
• In 1513 Vasco de Balboa became
the first European to see the Pacific
Ocean.
(pages 26–27)
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Continuing Expeditions (cont.)
• In 1520 Ferdinand Magellan, a
Portuguese mariner working for Spain,
discovered the strait at the southernmost
tip of South America. 
• His crew became the first known
people to circumnavigate, or sail
around, the globe.
(pages 26–27)
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Continuing Expeditions (cont.)
Who was the first person to see the Pacific
Ocean, and who named it?
Vasco de Balboa founded a colony on the
Isthmus of Panama. He crossed the land
and reached the opposite coast.
Ferdinand Magellan discovered a strait at
the tip of South America and sailed into
the ocean. Its waters seemed so peaceful
he named it pacific.
(pages 26–27)
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The Columbian Exchange
• The Columbian Exchange was a series
of interchanges that permanently changed
the world’s ecosystems and changed
nearly every culture around the world.
(pages 27–28)
The Columbian Exchange (cont.)
• Native Americans taught the Europeans
local farming methods and introduced
them to new crops and foods, such as
corn, tobacco, and the potato. 
• Europeans also adopted many devices
invented by Native Americans, such as
the canoe.
(pages 27–28)
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The Columbian Exchange (cont.)
• The Europeans introduced the Native
Americans to many crops, such as wheat,
oats, and barley, and to domestic
livestock. 
• The Europeans introduced the Native
Americans to technologies, such as
metalworking. 
• Europeans brought diseases that killed
millions of Native Americans because
they lacked immunity to the diseases.
(pages 27–28)
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The Columbian Exchange (cont.)
What kinds of interchanges were part of the
Columbian Exchange?
Native Americans taught the Europeans local
farming methods and introduced them to new
crops and foods. Europeans also adopted many
devices invented by Native Americans. The
Europeans introduced the Native Americans to
many crops and to domestic livestock. The
Europeans introduced the Native Americans to
technologies. Europeans brought diseases that
killed millions of Native Americans because they
lacked immunity to the diseases.
(pages 27–28)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. to sail around
__
C 2. series of complex societal and
environmental interactions
between Europe and the
Americas begun with
Columbus’s first voyage
__
A 3. imaginary north-south line of
longitude through the Atlantic
Ocean dividing lands in the
Americas claimed by Spain
and Portugal
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A. line of
demarcation
B. circumnavigate
C. Columbian
Exchange
Checking for Understanding (cont.)
Explain why the Vikings did not settle in
Canada.
The Vikings encountered a large, hostile
Native American population.
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Reviewing Themes
Global Connections How did the maps
drawn by Ptolemy revolutionize
European sea exploration?
Ptolemy’s maps indicated that the earth
was round and made the earth seem
much smaller than it actually is.
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Critical Thinking
Analyzing Why did Spain’s rulers agree
to Columbus’s second voyage?
Spain’s rulers hoped to gain gold and
spices and extend their empire.
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Analyzing Visuals
Examining Images Study the
images on pages 26 and 27 of your
textbook illustrating the importance
of the Columbian Exchange. Do you
think the positive effects of the
exchange outweigh the negative
effects? Explain your answer.
Answers will vary.
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Close
As a class discuss the following question:
Did humanity, as a whole, benefit or suffer
from the Columbian Exchange?
Guide to Reading
Main Idea
The Spanish and French colonies in America
reflected the values of European society and the
geography of the regions in which they settled. 
Key Terms and Names
• Hernán Cortés 
• hacienda 
• conquistador 
• vaquero 
• Francisco Pizarro 
• encomienda
• Hernando de Soto 
• Quebec 
• presidio 
• Northwest Passage
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
Guide to Reading (cont.)
Reading Strategy
Taking Notes As you read about the Spanish and
French colonies in North America, use the major
headings of the section to create an outline
similar to the one on page 30 of your textbook. 
Reading Objectives
• Describe the early Spanish settlement of North
America. 
• Explain how New France was founded and
settled.
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Guide to Reading (cont.)
Section Theme
Culture and Traditions Native American
religious beliefs helped the Spanish
overcome the resistance of central and
South American cultures.
Click the Speaker button
to listen to the audio again.
The Conquest of Mexico
• In 1519 the Spanish government asked
Hernán Cortés to lead an expedition to
the Yucatán Peninsula to find Native
Americans to work on the farms and in
the mines of Cuba. 
• Cortés also wanted to investigate
reports of a wealthy civilization there.
(pages 30–32)
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The Conquest of Mexico (cont.)
• Equipped with swords, crossbows,
guns, and cannons, the Spanish had
a technological advantage over the
people they encountered in the
Yucatán Peninsula and quickly killed
more than 200 warriors.
(pages 30–32)
The Conquest of Mexico (cont.)
• After learning that the Aztec were at war
with many groups in the region, Cortés
recruited the help of the Tlaxcalan people
against the Aztec. 
• Montezuma, the Aztec leader, failed to
stop the Spanish advance, and Cortés
marched into Tenochtitlán, the capital
of the Aztec Empire.
(pages 30–32)
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The Conquest of Mexico (cont.)
• In 1520 the Aztec organized a rebellion
against the Spanish and drove them out
of the capital. 
• However, in 1521 Cortés launched
another attack and this time defeated
the Aztec, who were greatly weakened
by a smallpox epidemic.
(pages 30–32)
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The Conquest of Mexico (cont.)
Why were the Spanish successful in
defeating the Aztec?
The Spanish had the technological
advantage, having more sophisticated
weaponry and the use of horses, which
the Aztec had never seen before. In
addition, a smallpox epidemic had
devastated the Aztec population and
weakened the Aztec defenses against
the Spanish.
(pages 30–32)
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New Spain Expands
• On the ruins of Tenochtitlán, the Spanish
built a new city named Mexico. 
• It became the capital of the Spanish
colony of New Spain. 
• Cortés sent other expeditions into
Central America. 
• The people who led the expeditions
became known as conquistadors, or
“conquerors.” 
• One conquistador, Francisco Pizarro,
explored Peru and conquered the Inca
Empire.
(pages 32–33)
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New Spain Expands (cont.)
• Other Spanish conquistadors explored
other parts of America, searching for
rumored wealthy cities. 
• Pánfilo de Narváez search for a fabled
city of gold in what is today northern
Florida.
(pages 32–33)
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New Spain Expands (cont.)
• In 1540 Francisco Vásquez de Coronado
led an expedition throughout the
southwestern area of what is today the
United States. 
• Hernando de Soto led an expedition and
explored the area north of Florida. 
• They were the first Europeans to see the
Mississippi River.
(pages 32–33)
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New Spain Expands (cont.)
• The Spanish gave the name New Mexico
to the territory north of New Spain. 
• They built presidios, or forts,
throughout the region as trading posts
and protection for the settlers. 
• Spanish priests also built missions
throughout the region to spread the
Christian faith among the Native
American people there. 
• A road called El Camino Real linked
the missions together.
(pages 32–33)
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New Spain Expands (cont.)
Why did many Spanish conquistadors set
out on expeditions to America?
Many of the conquistadors were searching
for fabled wealthy cities, which they did not
find. However, their search resulted in the
exploration of various regions of America.
(pages 32–33)
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Spanish American Society
• For most conquistadors, the main motive
for coming to America was to acquire
wealth and prestige.
(pages 33–34)
Spanish American Society (cont.)
• Although the Spanish did not find vast
deposits of gold in the Americas, they did
discover huge deposits of silver. 
• Mining camps emerged all across
northern Mexico. 
• To feed the miners, the Spaniards
created large ranches for their herds
of cattle and sheep.
(pages 33–34)
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Spanish American Society (cont.)
• These ranches were called haciendas. 
• The men who worked the ranches
were called vaqueros. 
• Cowhands in the United States later
adopted many of the ways of the
vaqueros.
(pages 33–34)
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Spanish American Society (cont.)
• Spanish colonial society operated on
the system of encomienda, where
encomenderos were granted control
over Native American towns.
(pages 33–34)
Spanish American Society (cont.)
• The people in the Spanish colonies in the
Americas formed a highly-structured
society. 
• A person’s position in society was
determined by birth, income, and
education. 
• The highest level of society consisted of
the peninsulares–those born in Spain. 
• Below this level were the criollos–those
born in the colonies to Spanish parents. 
• Next were the mestizos–those born of
Spanish and Native American parentage.
(pages 33–34)
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Spanish American Society (cont.)
• The lowest level of society included
Native Americans, Africans, and people of
mixed Spanish and African or African and
Native American ancestry. 
• The Spanish king divided the empire
in America into regions called
viceroyalties. 
• A viceroy ruled each region as a
representative of the king.
(pages 33–34)
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Spanish American Society (cont.)
How were social classes determined in the
Spanish colonies in the Americas?
They were determined by an individual’s
birth, income, and education.
(pages 33–34)
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The French Empire in America
• In 1524 the French king sent Giovanni da
Verrazano to map the North American
coastline. 
• The king was interested in finding the
Northwest Passage–the northern water
route through North America to the Pacific
Ocean. 
• Although Verrazano found no such
passage, he did map a large area of North
America’s east coast. 
• Jacques Cartier, another explorer,
discovered and mapped the St. Lawrence
(pages 34–35)
River.
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The French Empire in America (cont.)
• In 1602 the French king authorized a
group of merchants to establish colonies. 
• The merchants, who hoped to build a
fur trade with Native Americans, hired
geographer Samuel de Champlain to
help them colonize North America. 
• Champlain established Quebec, which
became the capital of the new colony
of New France.
(pages 34–35)
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The French Empire in America (cont.)
• New France was founded for the fur
trade. 
• Settlers were not needed to clear land
or start farms. 
• Consequently, the population grew
slowly. 
• Most of the fur traders did not live in
the colony but among the Native
Americans with whom they traded.
(pages 34–35)
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The French Empire in America (cont.)
• In 1663 New France became a royal
colony. 
• The French government then introduced
a series of projects designed to increase
the colony’s population. 
• The French also began exploring North
America. 
• Louis Joliet and Jacques Marquette
explored the Mississippi River.
(pages 34–35)
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The French Empire in America (cont.)
• René-Robert Cavalier de La Salle then
followed the river to the Gulf of Mexico
and claimed the region, which he named
Louisiana, for France.
(pages 34–35)
The French Empire in America (cont.)
What was the main purpose for
establishing the colony of New France?
The main purpose for establishing the
colony of New France was to establish
a fur trade.
(pages 34–35)
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Settling Louisiana
• Settlements were established in
Louisiana over the next few decades. 
• The French soon realized that crops
that were suitable for the region
required hard manual labor, which few
settlers were willing to do. 
• As a result, the French in Louisiana
imported enslaved Africans and forced
them to work the plantations.
(page 35)
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Settling Louisiana (cont.)
• The Spanish had established the town of
St. Augustine, Florida, in 1565 to protect
their claim to the region after the French
tried to settle the north. 
• The town became the first permanent
settlement established by Europeans
in present-day United States.
(page 35)
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Settling Louisiana (cont.)
• After the French arrived at the mouth
of the Mississippi River, the Spanish
established a mission in eastern
Texas to attempt to block French
expansion into the region.
(page 35)
Settling Louisiana (cont.)
Why did the French begin importing
enslaved Africans to Louisiana in the early
1700s?
The crops that were suitable for the region
required difficult manual labor, which
European settlers were unwilling to do.
As a result, they imported enslaved
Africans to compel them to work the
plantations.
(page 35)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
C 1. the mythical northern water route
through North America to the
Pacific Ocean
__
B 2. fort built by the Spanish in the
Americas
__
E 3. system of rewarding
conquistadors tracts of land,
including the right to tax and
exact labor from Native
Americans
__
D 4. men who herded cattle on
haciendas
__
A 5. Spanish for conqueror, the men
who led the expeditions to
conquer the Americas
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A. conquistador
B. presidio
C. Northwest
Passage
D. vaqueros
E. encomienda
Checking for Understanding (cont.)
Explain how the fur trade contributed
to the slow growth of New France.
Fur trading did not require large
settlements so fewer people were
needed.
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Reviewing Themes
Culture and Tradition How did
Mesoamerican culture aid Spain’s efforts
to conquer the resistance of native
peoples?
The native peoples believed Cortés was
the fulfillment of prophecy.
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Critical Thinking
Synthesizing How did competition
between France and Spain affect their
colonization of North America?
France and Spain wanted to claim large
territories, and they needed colonists to
enforce these claims. They both
encouraged people to move to the
colonies.
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Analyzing Visuals
Analyzing Art Study the Aztec image
on page 31 of your textbook of the
Spanish conquest of the Aztec capital
city of Tenochtitlán. What elements of
the image give you clues that the two
sides were unevenly matched?
Answers will vary.
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Close
Speculate how your lives might be
different if Europeans had not colonized
America. Speculate how colonization by
people from Africa, the Middle East, or
Asia might have shaped America.
Reviewing Key Terms
Define Match the terms on the right with their definitions on
the left.
__
H 1. sailing ship capable of longdistance exploration
__
D 2. a good spirit that the Pueblo
people believed brought messages
from the gods to their town each
year
__
J 3. series of complex societal and
environmental interactions
between Europe and the Americas
begun with Columbus’s first voyage
__
I 4. imaginary north-south line of
longitude through the Atlantic
Ocean dividing lands in the
Americas claimed by Spain and
Portugal
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A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Ice Age
presidio
Northwest
Passage
kachina
feudalism
serf
Renaissance
caravel
line of
demarcation
Columbian
Exchange
Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on
the left.
__
C 5. the mythical northern water route
through North America to the
Pacific Ocean
__
E 6. political system in which powerful
leaders gave land to nobles in
exchange for pledges of loyalty
and service
__
A 7. a period of extremely cold
temperatures when part of the
planet’s surface was covered
with massive ice sheets
__
F 8. person bound to a manor
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
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Ice Age
presidio
Northwest
Passage
kachina
feudalism
serf
Renaissance
caravel
line of
demarcation
Columbian
Exchange
Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on
the left.
__
B 9. fort built by the Spanish in the
Americas
__
G 10. French for rebirth, a period in
Europe from 1350 to 1600 during
which a rebirth of interest in the
culture of ancient Greece and
Rome occurred
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
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Ice Age
presidio
Northwest
Passage
kachina
feudalism
serf
Renaissance
caravel
line of
demarcation
Columbian
Exchange
Reviewing Key Facts
How did Asians migrate to the Americas
during the Ice Age?
Asians came to America by crossing the
land bridge, an area now submerged and
known as the Bering Strait, on foot.
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Reviewing Key Facts (cont.)
What major factors encouraged
European exploration in the 1400s
and 1500s?
The Renaissance, new technology,
desire for luxury goods from Asia,
and advances in geography
encouraged European exploration.
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Reviewing Key Facts (cont.)
Why were Europeans searching for
a sea route to Asia?
The collapse of the Mongol empire
resulted in reduced trade with Asia,
while the demand for Asian luxury
goods remained high. Europeans
thought a sea route to Asia would
increase trade.
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Reviewing Key Facts (cont.)
How were the missionary practices of
the Spanish different in California than
in the Southwest?
In California, they forced the nomadic
Native Americans to settle in villages
near the missions. In New Mexico, the
missionaries adapted their efforts to fit
the lifestyle of the Pueblo people.
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Reviewing Key Facts (cont.)
What was the purpose of the Council of
the Indies?
The Council of the Indies was created
to help the king of Spain govern his vast
empire.
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Critical Thinking
Analyzing Themes: Cultures and
Traditions How did environment,
climate, and food supplies influence
the lifestyles of early peoples in the
Americas?
In dry areas the Native Americans found
crops that would grow in the dry soil, or
they moved from place to place looking
for food. In the damp coastal areas that
did not support farming, the Native
Americans became expert fishers. In mild
climates, they hunted and trapped wildlife.
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Critical Thinking (cont.)
Forming an Opinion If you had been
King Ferdinand or Queen Isabella, would
you have agreed to support Christopher
Columbus’s voyages to the Americas?
Why or why not?
Answers will vary.
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Geography and History
The map on page 39 of your textbook shows the routes of
the Crusades. Study the map and answer the questions
on the following slides.
Geography and History (cont.)
Interpreting Maps
Which Crusade
ended at
Constantinople?
The 4th Crusade
ended at
Constantinople.
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Geography and History (cont.)
Applying
Geography Skills
Which Crusade
traveled almost
exclusively by
land?
The 1st Crusade
traveled almost
exclusively by land.
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Directions: Choose the best answer to the following question.
The Treaty of Tordesillas resolved differences between
A
Spain and France.
B
Spain and Portugal.
C
Portugal and England.
D
France and Portugal.
Test-Taking Tip In addition to thinking about what the
purpose of the Treaty of Tordesillas was, you can use the
process of elimination to help answer this question. Which
country listed in the answer choices was not discussed in this
chapter?
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What is the name of the flint arrowhead
that led scientists to conclude that
humans inhabited the Southwest earlier
than had previously been believed?
Folsom points were the flint arrowheads
that led scientists to conclude that
humans inhabited the Southwest earlier
than believed.
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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 Since 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
http://tarvol2.glencoe.com
Mathematics Greek geographer Eratosthenes, who
lived from c. 276 to c. 194 B.C., came close to
accurately calculating the circumference of the earth
at about 25,000 miles. He determined the size by
measuring the angles of the sun at two separate
points. One point was a well in Syene (now Aswan).
He knew that the sun shone directly into the well at
noon on the summer solstice. The other point was in
Alexandria, Egypt, where he lived and worked in the
great library. Although Eratosthenes’ information was
available to Columbus, he chose to ignore it in favor
of more modern estimates that underestimated the
circumference of the earth by about one half.
Spain, 1492
Flag of New France
Click on a hyperlink to view the corresponding slide.
Spain, 1492 Christopher Columbus proudly
carried the Spanish banner of Castile and
León to the shores of the Bahamas. The flag’s castle
represented Queen Isabella. The lion symbolized her
husband, King Ferdinand.
Today the state flag of Spain contains a coat of arms
that includes the castle and lion symbols. The coat of
arms represents the current reigning monarch who is a
descendant of the French Bourbon kings. The Latin
motto entwined on the columns reads PLVS VLTRA,
which means “more beyond,” and refers to the former
Spanish lands in the Americas.
Flag of New France
Settlers in New France often
flew this flag of the French Royal
Navy. They also flew the French Royal Banner, which
was blue instead of white. Today the flag of France
consists of three vertical panels of equal size. The left
panel is blue, the center panel is white, and the right
panel is red. Sometimes called the Tricolor, the French
flag has remained the same since 1848.
Twenty-one missions were established along El Camino
Real between 1769 and 1823. Junipero Serra founded
seven of the first nine missions. The 21 missions in order
of their founding are: (1) San Diego de Alcalá, (2) San
Carlos Borromeo de Carmelo, (3) San Antonio de Padua,
(4) San Gabriel Arcángel, (5) San Luis Obispo de Tolosa,
(6) San Francisco de Asís (Mission Delores), (7) San
Juan Capistrano, (8) Santa Clara de Asís, (9) San
Buenaventura, (10) Santa Bárbara, (11) La Purísima
Concepción, (12) Santa Cruz, (13) Nuestra Señora de la
Soledad, (14) San José, (15) San Juan Bautista, (16) San
Miguel Arcángel, (17) San Fernando Rey de España, (18)
San Luis Rey De Francia, (19) Santa Inés, (20) San
Rafael Arcángel, and (21) San Francisco Solano.
Salt Salt has been used throughout the ages to
season and preserve food. It has also been used
in religious ceremonies and as a medium of
exchange. The word salary is derived from the
Latin word salarium referring to the ration of salt
issued to soldiers.
Reading a Time Line
When you read a time line, you see not only
when an event took place but also what events
took place before and after it. A time line can
help you develop the skill of chronological
thinking. Developing a strong sense of
chronology–when events took place and in what
order they took place–will help you examine
relationships among the events. It will also help
you understand what events caused or were the
result of other events.
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to listen to the audio again.
Reading a Time Line
Learning the Skill
A time line is a kind of chart that lists events that occurred
between specific dates. 
The number of years between these dates is called the
time span. 
For example, a time line that begins in 1400 and ends in
1500 would have a time span of 100 years. 
A time line that begins in 1490 and ends in 1500 would
have a 10-year time span.
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Reading a Time Line
Learning the Skill
Time lines are usually divided into smaller segments,
or time intervals. 
If you look at the two time lines on page 29 of your
textbook, you will see that the first time line has a 30-year
span divided into 10-year time intervals, and the second
time line has a 6-year time span divided into 2-year time
intervals.
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Reading a Time Line
Practicing the Skill
Sometimes a time line shows events that occurred
during the same time period but in two different parts
of the world. The time line below shows some events
in the Americas and in the rest of the world during the
same time span. Study this time line, and answer the
questions on the following slides.
Reading a Time Line
Practicing the Skill (cont.)
1. What time span and intervals appear on this time
line?
The time span of the timeline is A.D. 1000 to
A.D. 1500, and the intervals are 100-year intervals.
2. What important event took place around A.D. 1300
in North America?
Cahokia collapsed in A.D. 1300.
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Reading a Time Line
Practicing the Skill (cont.)
3. How many years before Ptolemy’s Geography was
published did the Vikings reach North America?
The Vikings reached North America about 474 years
before Ptolemy’s Geography was published.
4. When did Pope Urban II begin the Crusades?
Pope Urban II began the crusades in 1095.
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America Before the Americans
Objectives
After viewing “America Before the Americans,” you
should: 
• Know basic facts about the lives of the early
inhabitants of America’s Southwest. 
• Understand the techniques that
archaeologists use to learn
about life in the past. 
• Appreciate the values and
spiritual qualities of Native
American culture.
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America Before the Americans
Discussion Questions
How is the present life of descendants of the
Anasazi similar to that of their ancestors?
In modern pueblos, people still farm for
religious purposes, make tools, and engage
in other activities that their ancestors did.
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America Before the Americans
Discussion Questions
What is the value of archaeology?
Archaeology helps us cross the boundary
between the past and the present by uncovering
physical remnants of the past to learn about the
lives of the people who used them.
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