sign in sign up
<<
Home , Amerigo Vespucci, Conquistador

CHAPTER 2 • SECTION 1

C T I O E N S 1 Reading for Understanding 1 Plan & Prepare Key Ideas Objectives BEFORE, YOU LEARNED NOW YOU WILL LEARN Trade and social changes spurred After Columbus’ voyages, the Spanish • Explain reasons for European Europeans to explore the . quickly conquered the Native American of the empires of the and the Inca. • Summarize ’s conquests of the Aztec and Inca empires Vocabulary TERMS & NAMES Italian sailor who explored (kahn•KEES•tuh•dawr) what is now the Americas Spanish soldier that explored the Americas conquistador who and claimed land for Spain defeated the Inca Read for the Essential Question Hernando Cortés conquistador who brought BACKGROUND VOCABULARY the Aztecs to ruin Help students read for a purpose by reminding missionary person sent by the Church to them of the Essential Question: “How did Italian navigator who convert Native Americans to Christianity looked for a faster water route to Europeans transform life in the Americas?” alliance people or nations involved in a (tawr•day•SEEL•yahs) pact or treaty Vocabulary 1494 treaty in which Spain and agreed to divide lands of the Western Best Practices Toolkit hemisphere between them and moved the Line of Demarcation to the west Use the Best Practices Toolkit to model mercantilism economic system that increased strategies for vocabulary notetaking. Vary money in a country’s treasury by creating a strategies throughout the year. Choose favorable balance of trade Visual Vocabulary from: Knowledge Rating, Predicting ABC’s, Amerigo Vespucci Definition Mapping, Word Sort, Word Wheel, Frayer Model (Word Squares), Magnet Words, and Student VOC. Reading Strategy Re-create the diagram shown at SEQUENCE Vocabulary Strategies, TT9–TT16 right. As you read and respond to the KEY QUESTIONS, use the Spain Claims an Empire diagram to record important events s s lla in sequence. nd as si Reading Strategy la ic e s er rd bu m To m A of See Skillbuilder Handbook, page R5. u y ol the t Best Practices Toolkit C n a i Tre

Display the Sequence Chain transparency. 1492 1542 • Remind students that sequencing events, or putting them in the order in which they GRAPHIC ORGANIZERS Go to Interactive Review @ ClassZone.com occurred, will make the events easier to 26 Chapter 2 understand and remember. • Model filling in a sequence of events, using the time line on pp. 24–25. PRETEACHING VOCABULARY • Have students suggest entries. Remind them to look for signal words that indicate English Learners Inclusion sequence such as first, next, then, and finally. Pronounce and Preview Terms and Names in Context • Display the graphic organizer for students Pronounce each term for students. Read each term and its definition to review. Review the meanings of words aloud. Ask students to look through within definitions, such as navigator, the section and find illustrations or Sequence Chain, TT31 hemisphere, and balance of trade. passages that contain the terms. Discuss • To modify vocabulary learning, have the illustrations and passages so that students complete worksheets as they students understand the terms in read, instead of afterward. context. Then have students use each term and name in a sentence. Unit 1 Resource Book • Building Background Vocabulary, p. 92 • Vocabulary Practice, p. 91 26 • Chapter 2 C T I O E N S 1 CHAPTER 2 • SECTION 1 2 Focus & Motivate Spain Claims 3-Minute Warm-Up Write on the board or display the transparency: Suppose you are an explorer in the . You an Empire are outfitting your ship for an ocean voyage. What will you need? Write a list. (Possible Answers: food that will not spoil too fast, water, One European’s Story clothing, compass, ropes, extra sails, and so on) In 1519, soldiers known as Unit 1 Transparency Book (kahn•KEES•tuh•dawrz), or conquerors, • 3-Minute Warm-Ups, TT6 explored the Americas and claimed them for Spain. Hernando Cortés was a leading conquis- One European’s Story tador. He led a Spanish army into , an Aztec province in southeastern . More About . . . Cortés took advantage of the weaknesses of the . He relied on a young Malinche Aztec woman, named Doña Marina, or Malinche did not speak Spanish. However, Malinche (mah•LEEN•kay), to help him. One of the Spanish foot soldiers wrote about she did speak several other languages, Malinche. including Mayan, which allowed her to Malinche acted as communicate with a Spanish priest who also PRIMARY SOURCE translator and guide to Cortés for the Spanish spoke Mayan. Doña Marina . . . although she had seen need to us surrounded in the conquest of the Aztecs. “ late battles, and knew that all of us were wounded and sick, yet never allowed us to see any sign of fear in her, only . . . courage. —Bernal Díaz del Castillo, quoted in Notable American ”Women 3 Teach Malinche played a key role in the Spanish conquest of the Aztecs. Spanish Exploring the Americas colonists followed to create a rich new empire in the Americas. Reader, Recorder, Reporter Exploring the Americas • Why were so many Europeans eager to reach KEY QUESTION Why did the Europeans want to explore the Americas? Asia? (They wanted to trade with Asia and In the 1400s, Italian and Arab merchants ran the trade with Asia. Other Euro- get rich.) peans, envious of Italian wealth, began to look for different routes to Asia. • Sequence What did other explorers do after Shortcuts to Asia Sailors seeking a route to Asia depended on the skill of the voyages of Columbus? (More sailed to the their navigator. A navigator plans the course of a ship by using maps and Americas; Magellan’s crew sailed around nautical instruments to find its position. In the 1400s, a Portuguese prince, the world.)

European Exploration of the Americas 27

SECTION 1 PROGRAM RESOURCES

ON LEVEL ENGLISH LEARNERS INCLUSION TECHNOLOGY Unit 1 Resource Book Pupil Edition in Spanish Unit 1 Resource Book Unit 1 Transparency Book • Reading Study Guide, p. 59 eEdition with Audio DVD-ROM • RSG with Additional Support, p. 67 • 3-Minute Warm-Ups, TT6 • Section Quiz, p. 109 eEdition in Spanish DVD-ROM • Reteaching Activity, p. 113 Unit 1 Resource Book • Fine Art, TT7 STRUGGLING READERS GIFTED & TALENTED • , TT8 • RSG (Spanish), p. 75 Unit 1 Resource Book Unit 1 Resource Book • Cause-and-Effect Chapter Summary, • RSG with Additional Support • RSG with Additional Support, p. 67 • America’s History Makers, p. 95 TT9 (Spanish), p. 83 • Building Background Vocabulary, • Interdisciplinary Projects, p. 97 • Essential Question Graphic, TT10 p. 92 Multi-Language Glossary • Connect Geog. & Hist., p. 99 Daily Test Practice Transparencies • Section Quiz, p. 109 Test Generator • American Literature, p. 105 • Chapter 2, Section 1, TT4 • Reteaching Activity, p. 113 • Section Quiz in Spanish • Readers Theater, p. 131 Power Presentations eEdition with Audio DVD-ROM ClassZone.com PRE-AP American History Video Series Unit 1 Resource Book • Skillbuilder Practice, p. 93 Teacher’s Edition • 27