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Module 13
Question | Answer |
---|---|
Between 30,000 and 12,000 years ago, hunter-gatherers moved from _______________. (Lesson 4) | Asia to North America |
Who were the first Americans? (Lesson 4) | The early hunter-gatherers |
The early hunter-gatherers settled throughout ___________. (Lesson 4) | North America, South America, and Central America |
The area in which the Native Americans lived stretched out from ________. (Lesson 4) | Modern Oregon to Alaska |
A ceremony called a potlatch was a ceremony in which wealthy families could show their rank and prosperity by ___________. (Lesson 4) | Giving food, drink, and gifts to the community |
What sort of environment did the Southwestern Native Americans face? (Lesson 4) | A harsh environment. |
What Southwestern Native American people found a way to irrigate crops, develop pottery, and baskets from contact with the Mesoamerican citizens? (Lesson 4) | The Hohokam people. |
Another group of Native Americans called the Anasazi lived in ___________. (Lesson 4) | Present-day Utah, Arizona, Colorado, and New Mexico |
Where were the Southeastern Native Americans located? (Lesson 4) | In the woods east of the Mississippi river. |
Another group of Native Americans called the Mississippians built ___________. (Lesson 4) | Thriving villages, such as Cahokia. |
The most successful Northeastern Native American alliance was set up in the __________ by the Iroquois. (Lesson 4) | late 1500's |
What or who did trading link? (Lesson 4) | People of all regions of North America |
All the Native Americans believed that ________________. (Lesson 4) | The world is full of spirits and that people had to follow certain rituals and customs to live in peace. |
Family was emphasised as the most important _______. (Lesson 4) | Social unit |
In some tribes, families were linked together with others who _______. (Lesson 4) | Shared a common ancestor |
How were clans identified? (Lesson 4) | With a totem |
A totem is a ________________. (Lesson 4) | Natural object or animal that a person, clan, or family uses to show their identity. |
The Maya civilization existed between _____________. (Lesson 5) | 250 and 950 A.D. |
Tikal was a ____________. (Lesson 5) | Mayan city |
What were Mayan cities full of? (Lesson 5) | Palaces, temples, and pyramids. |
Each Mayan city had a God-King that was the leader of _________. (Lesson 5) | The government and religion. |
Each city was a _______________ for the area around it? (Lesson 5) | Religious center and trade center |
The top of the Mayan social class structure was made up of...? (Lesson 5) | The best warriors and priests |
The middle of the Mayan social structure was made up of...? (Lesson 5) | Merchants and craft workers. |
The bottom of the Mayan social structure was made up of...? (Lesson 5) | Peasant farmers |
How did the Mayans give sacrifices to their gods? (Lesson 5) | They cut themselves to offer blood. |
The Mayan religion led to the development of...? (Lesson 5) | Mathematics, the calendar, and astronomy. |
What were the two Mayan calendars? (Lesson 5) | A religious calendar and a calendar based on the sun. |
Mayans developed the most advanced _____________ in the ancient Americas. (Lesson 5) | Writing system. |
What was Mayan writing made up of? (Lesson 5) | 800 glyphs. |
The valley of Mexico is..... (Lesson 6) | A mountain valley more than a mile above sea level |
The city-state Teotihuacan had between _______________________ people at its peak in the sixth century. (Lesson 6) | 150,000 and 200,000 |
The Toltecs were.... (Lesson 6) | The next people to dominate the area. |
Topiltzin tried to replace the warlike Toltec god with...? (Lesson 6) | A peaceful god called Quetzalcoatl. |
What was the Triple Alliance? (Lesson 6) | A joined alliance between the Aztecs and two other city-states that became the leading power of the Valley of Mexico. |
The top of the Aztec social class structure was made up of....? (Lesson 6) | The emperor. |
The noble class of the Aztec social class structure was made up of...? (Lesson 6) | Military leaders, government officials, and priests. |
Below the noble class of the Aztec social class structure was...? (Lesson 6) | Commoners, merchants, craft workers, soldiers, and farmers. |
The lower class of the Aztec social class structure was...? (Lesson 6) | Slaves |
What was the name of the Aztec capital city, and what was it built on? (Lesson 6) | Tenochtitlan. It was built on an island in a lake. |
What did their religious rituals consist of? (Lesson 6) | Human sacrifice |
Where did the Inca civilization develop? (Lesson 7) | In the Andes Mountains of South America |
What did the Incas believe about their ruler? (Lesson 7) | That they were related to the sun god, Inti |
What harsh conditions did the Incas face ? (Lesson 7) | Warm weather, earthquakes, traveled long distances to communicate and trade, and the region was difficult to farm. |
The technique of terracing helped.... (Lesson 7) | Develop crops in an area that was difficult to farm. |
What was Machu Picchu? (Lesson 7) | A "city in the sky" |
What was the Inca government system? (Lesson 7) | Small groups of people known as ayllu working together for the common good. |
The Incas might've created the first welfare state where the government took care of..... (Lesson 7) | People who needed help, such as the elderly or ill. |
The Incas let local rulers stay in place as long as...? (Lesson 7) | The conquered people met Inca demands |
What was the most important demand? (Lesson 7) | All adult workers had to spend some days each year working for the state |
The Incas made all people speak a common language called...? (Lesson 7) | Quechua |
What did the Inca never develop? (Lesson 7) | A writing system |
What role did religion play in Inca life? (Lesson 7) | Religion played a central role in Inca life. |
How were the Incas conquered? (Lesson 7) | The Spanish used superior technology to overwhelm them. |