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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
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the Europeans to the Americas.)
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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.
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(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
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(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
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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
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