CHAPTER 2 • SECTION 1
S
1
Plan & Prepare
Objectives
• Explain reasons for European exploration
of the Americas
• Summarize Spain’s conquests of the Aztec
and Inca empires
CTIO
1
N
E
Reading for Understanding
Key Ideas
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
Trade and social changes spurred
Europeans to explore the world.
After Columbus’ voyages, the Spanish
quickly conquered the Native American
empires of the Aztecs and the Inca.
Vocabulary
Amerigo Vespucci Italian sailor who explored
what is now the Americas
TERMS & NAMES
conquistador (kahn•KEES•tuh•dawr)
Spanish soldier that explored the Americas
and claimed land for Spain
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “How did
Europeans transform life in the Americas?”
Vocabulary
Best Practices Toolkit
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Vocabulary Strategies, TT9–TT16
Reading Strategy
Hernando Cortés conquistador who brought
the Aztecs to ruin
• Have students suggest entries. Remind
them to look for signal words that indicate
sequence such as first, next, then, and
finally.
• Display the graphic organizer for students
to review.
Sequence Chain, TT31
mercantilism economic system that increased
money in a country’s treasury by creating a
favorable balance of trade
Visual Vocabulary
Amerigo Vespucci
Reading Strategy
Re-create the diagram shown at
right. As you read and respond
to the KEY QUESTIONS, use the
diagram to record important events
in sequence.
SEQUENCE
Spain Claims an Empire
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C o in t
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See Skillbuilder Handbook, page R5.
1492
1542
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
26 Chapter 2
PRETEACHING VOCABULARY
English Learners
Inclusion
Pronounce and Preview
Terms and Names in Context
Pronounce each term for students.
Review the meanings of words
within definitions, such as navigator,
hemisphere, and balance of trade.
Read each term and its definition
aloud. Ask students to look through
the section and find illustrations or
passages that contain the terms. Discuss
the illustrations and passages so that
students understand the terms in
context. Then have students use each
term and name in a sentence.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward.
Unit 1 Resource Book
• Building Background Vocabulary,
p. 92
• Vocabulary Practice, p. 91
26 • Chapter 2
alliance people or nations involved in a
pact or treaty
Treaty of Tordesillas (tawr•day•SEEL•yahs)
1494 treaty in which Spain and Portugal
agreed to divide lands of the Western
hemisphere between them and moved the
Line of Demarcation to the west
Display the Sequence Chain transparency.
• Model filling in a sequence of events,
using the time line on pp. 24–25.
BACKGROUND VOCABULARY
missionary person sent by the Church to
convert Native Americans to Christianity
Christopher Columbus Italian navigator who
looked for a faster water route to Asia
Best Practices Toolkit
• Remind students that sequencing events,
or putting them in the order in which they
occurred, will make the events easier to
understand and remember.
Francisco Pizarro conquistador who
defeated the Inca
S
TIO
1
CHAPTER 2 • SECTION 1
N
EC
2
Spain Claims
an Empire
3-Minute Warm-Up
Write on the board or display the transparency:
Suppose you are an explorer in the 1500s. You
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,
clothing, compass, ropes, extra sails, and so on)
One European’s Story
Unit 1 Transparency Book
• 3-Minute Warm-Ups, TT6
In 1519, soldiers known as conquistadors
(kahn•KEES•tuh•dawrz), or conquerors,
explored the Americas and claimed them for
Spain. Hernando Cortés was a leading conquistador. He led a Spanish army into Tabasco,
an Aztec province in southeastern Mexico.
Cortés took advantage of the weaknesses
of the Aztec Empire. He relied on a young
Aztec woman, named Doña Marina, or
Malinche (mah•LEEN•kay), to help him.
One of the Spanish foot soldiers wrote about
Malinche.
One European’s Story
More About . . .
Malinche
PRIMARY SOURCE
“
Focus & Motivate
Doña Marina . . . although she had seen need to us surrounded in the
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.
Malinche did not speak Spanish. However,
she did speak several other languages,
including Mayan, which allowed her to
communicate with a Spanish priest who also
spoke Mayan.
Malinche acted as
translator and guide to
Cortés for the Spanish
conquest of the Aztecs.
”
3 Teach
Exploring the Americas
—Bernal Díaz del Castillo, quoted in Notable Latin American Women
Malinche played a key role in the Spanish conquest of the Aztecs. Spanish
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
Asia? (They wanted to trade with Asia and
get rich.)
KEY QUESTION Why did the Europeans want to explore the Americas?
In the 1400s, Italian and Arab merchants ran the trade with Asia. Other Europeans, envious of Italian wealth, began to look for different routes to Asia.
• Sequence What did other explorers do after
the voyages of Columbus? (More sailed to the
Americas; Magellan’s crew sailed around
the world.)
Shortcuts to Asia Sailors seeking a route to Asia depended on the skill of
their navigator. A navigator plans the course of a ship by using maps and
nautical instruments to find its position. In the 1400s, a Portuguese prince,
European Exploration of the Americas 27
SECTION 1 PROGRAM RESOURCES
ON LEVEL
Unit 1 Resource Book
• Reading Study Guide, p. 59
• Section Quiz, p. 109
STRUGGLING READERS
Unit 1 Resource Book
• RSG with Additional Support, p. 67
• Building Background Vocabulary,
p. 92
• Section Quiz, p. 109
• Reteaching Activity, p. 113
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 1 Resource Book
• RSG (Spanish), p. 75
• RSG with Additional Support
(Spanish), p. 83
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 1 Resource Book
• RSG with Additional Support, p. 67
• Reteaching Activity, p. 113
GIFTED & TALENTED
Unit 1 Resource Book
• America’s History Makers, p. 95
• Interdisciplinary Projects, p. 97
• Connect Geog. & Hist., p. 99
• American Literature, p. 105
• Readers Theater, p. 131
PRE-AP
Unit 1 Resource Book
• Skillbuilder Practice, p. 93
TECHNOLOGY
Unit 1 Transparency Book
• 3-Minute Warm-Ups, TT6
• Fine Art, TT7
• Geography, TT8
• Cause-and-Effect Chapter Summary,
TT9
• Essential Question Graphic, TT10
Daily Test Practice Transparencies
• Chapter 2, Section 1, TT4
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 27