Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Origins of society wikipedia , lookup
Afrocentrism wikipedia , lookup
Pre-Columbian trans-oceanic contact theories wikipedia , lookup
History of the world wikipedia , lookup
European colonization of the Americas wikipedia , lookup
Guns, Germs, and Steel wikipedia , lookup
Societal collapse wikipedia , lookup
STEPHENVILLE CURRICULUM DOCUMENT SOCIAL STUDIES GRADE: 10TH COURSE: WORLD HISTORY BUNDLE (UNIT) 4 EST. NUMBER OF DAYS: 10 UNIT 4 NAME EARLY CIVILIZATIONS IN THE AMERICAS Unit Overview Narrative This unit examines characteristics and impact of the Maya, Inca, and Aztec civilizations Generalizations/Enduring Understandings Concepts Guiding/Essential Questions Human migration extended from the northernmost to the southernmost regions in pre-Columbian America. Farming developed in the Americas independently of other world civilizations. The pyramids were designed independently of other world cultures. The Aztecs and Incas were empires when the Europeans arrived. The Incas developed a system of keeping records but not a writing system. Advancements in agriculture adapted to the geography. Several pre-Columbian societies practiced human sacrifice. Civilization, early migration and population of the American continents; development of American civilizations, farming – independent of other civilizations, calendars, writing, road building, pyramids; creation of empires in the Americas How were early American civilizations like those in the Eastern Hemisphere? How were they different? How are they similar and different with each other? What do their artifacts say about their cultures? Were they civilizations? Learning Targets Formative Assessments Chapter 11 quiz Summative Assessments Bundel 4 test TEKS TEKS (Grade Level) / Specifications Color Code Key: Readiness = Green Supporting = Yellow SS Skills = Blue (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; Specifications Pre-Columbian America: to 1492 Vocabulary: Quipu, Terracing, Polytheist Examine what political, economic, social, and cultural developments are similar and different between the Mayan, Aztec, and Incas prior to the arrival of the Europeans. (Set-up for a contrast with the changes that occur after the arrival of EDITED JULY 2013 the Europeans to the Americas.) The Mayan empire was centered on the Yucatan Peninsula. Mayans developed a written language, used a system of mathematics, created monumental pyramid structures and practiced polytheist religion The Incan civilization was built in the Andes of South America, where they developed an extensive road system for trade, invented terrace farming, created an unwritten record keeping system based on knots (quipu), and were polytheist Aztec civilization developed in central Mexico, where they created large urban centers of trade, built large pyramid shaped temples, exacted tribute from conquered peoples, cultivated maize and cacao, and were polytheist Religious teachings, agricultural practices and construction techniques were passed on to Mayan, Aztec, and Incan people from previous civilizations Pre-Columbian American societies were advanced in agricultural techniques, building, and in mathematics; however, making human sacrifices was a part of their religious practices. Pre-Columbian societies did not develop near river valleys as the Asia societies had. (The arrival of European conquerors drastically changed the pre-Columbian American societies. Agricultural products from the Americas spread to Europe, Africa, and Asia via the Columbian Exchange and impacted population growth in these areas during the 1450-1750 period.) The Mayan had declined as a civilization by the time the Aztecs and Incans were at their height. Exemplar Lesson 5 (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and Map North and South America physical geography, especially mountains and rivers, etc. Place these civilizations on the world map to show that they, too, settled in the same band of latitude – the tropics – as the river valley civilizations in the Eastern Hemisphere. EDITED JULY 2013 (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; Discuss various estimates of native populations before the Europeans arrived. Vocabulary: Era Examine the geographic growth and expansion of civilization and how geographic locations on political and cultural regions have changed and stayed the same from era to era. Map the empires – in the world, Western Hemisphere, and individually. © interpret maps, charts, and graphs to explain how geography has influenced people and events in the past (26) Culture. The student understands the relationship between the arts and the times during which were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; Vocabulary: Artistic ideal, Visual principle Examine the art and architecture produced in pre-Columbian America. Examine how culture and technological advances affected the art and architecture produced. Pyramids, temples, hieroglyphs, Manchu Picchu (B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced. Vocabulary: Culture Examine the art, architecture, literature, music, and drama produced in pre-Columbian America and how they reflect the history of the civilizations. hieroglyphs, quipu, pyramids of Chichen Itza, Machu Picchu (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; R=6A Vocabulary: Diffusion Compare the major cultural developments of the preColumbian American civilizations. Examine the major advances made in astronomy, mathematics, and architectural engineering by the civilizations prior to the arrival of the Europeans. Calendars, pyramids, terracing, roads, chinampas (aquatic agriculture) Processes and Skills EDITED JULY 2013 (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; Exemplar Lesson 5 (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. Legends: creation, founding of the Aztec home (eagle, snake – flag, currency) (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; Compare religious practices: human sacrifice (film clip: Apocolypto) Exemplar Lesson 5 (D) transfer information from one medium to another. (31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Topics Migration to the Americas, Early Civilizations in Mesoamerica, Early Civilizations in South America Language of Instruction STAAR Vocabulary: Quipu, Terracing, Polytheist, Era, Artistic ideal, Visual principle, Culture, Diffusion Other Vocabulary: Pre-Columbian, hieroglyphs, chinampas (aquatic agriculture) State Assessment Connections EDITED JULY 2013 National Assessment Connections Resources Glencoe, World History, Chapter 11 Discovery Education Online Streaming www.discoveryeducation.com, The History Channel http://www.history.com/ Spartacus Educational www.spartacus.schoolnet.co.uk School History Online www.schoolhistory.co.uk SHS Video Library: Mankind, The Story of All of Us, and others BBC History Online www.bbc.co.uk/history Bridging World History http://www.learner.org/courses/worldhistory/ Stanford History Education Group, Curriculum: Reading Like a Historian http://sheg.stanford.edu/rlh TASA iTunes U CNN Millenium series on VHS EDITED JULY 2013