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The Explorers
Francisco Pizarro and the Inca
Teacher’s Guide
Grade Level: 6–8
Curriculum Focus: Social Studies
Lesson Duration: 3 class periods
Program Description
Francisco Pizarro and the Inca—An Introduction (2 min.)—Presents an introduction to The Inca, the
powerful warlike tribe of the Andes region of South America, and to the Spanish explorers who
conquered them. The Inca Empire (3 min.)—Explores how the Inca built their vast empire, linking it
with 14 thousand miles of roads. Inca Agriculture and Building (3 min.)—Examines the products and
practices that made the Inca’s agricultural economy successful. The Inca Religion (2 min.)—Considers
the role religion played in Inca culture, daily life, and politics. Spanish Exploration and Conquest,
1492–1521 (2 min.)—Explains the effects of Spanish exploration throughout the New World. The
Conquest of the Inca, 1531–1534 (5 min.)—Analyzes Pizarro’s strategy for successfully conquering the
Inca empire.
Discussion Questions
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What do you know about the land, people, and history of South America?
•
Did a large and powerful civilization ever exist in ancient South America?
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How did the Spanish conquistadors change life for the native South Americans?
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How do scientists and historians learn about ancient cultures?
Lesson Plan
Student Objectives
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Identify the Inca people, their civilization, history, and culture.
•
Locate the ancient Inca empire on the map and compare its borders with current national
borders in the same region.
•
Analyze the effects of the Spanish conquest on the Inca and determine the long-term
consequences that reverberated throughout South America and Europe.
•
Investigate the structure and history of Machu Picchu and learn why scientists and historians
consider it one of the most important archaeological discoveries in South America.
Francisco Pizarro and the Inca
Teacher’s Guide
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Materials
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Francisco Pizarro and the Inca video
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Computer with Internet access
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Print resources about world geography and South America; print resources about the Inca and
the consequences of the Spanish conquest of their civilization; print resources about archeology
in general and Machu Picchu in particular
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A large world map displayed where all the class can see it
•
Preprinted blank maps of South America (downloadable from the Internet)
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Paper, markers, pens and other supplies for creating maps, charts, and reports
Procedures
1. Before viewing the video, ask students what they think of when they hear the words South
America. Where is South America? What kinds of lands would you find there and what kinds
of climates? Who lives there? What languages do they speak? What kinds of foods do they eat?
Have students ever seen something on television or in movies about South America? Make a list
of student comments. If students have some prior knowledge about South America, ask if they
think the native people of South America had advanced civilizations before the arrival of
Europeans. Did they build cities in their remote, mountainous lands or live in simple, crude
structures? Did they practice agriculture or hunt and gather their food? Did they practice
mathematics, writing, or science? Conclude the discussion by asking how students think
scientists and historians learn about ancient cultures. How do we know where people of ancient
civilizations lived, what they ate, how they governed, and what they believed?
2. View the video.
3. After viewing the video, lead a discussion about important issues covered in the presentation.
Where was the Inca empire? (The western region of South America.) When did the Inca
civilization emerge and become powerful? (The Inca emerged about 1000 B.C., and the empire
reached its peak in the late 1400s, ruling 20 million people.) Name some of the Inca cultural and
technological achievements. (They conquered many diverse tribes and integrated them into the
Inca empire; they established their native tongue, Quechua, as the official language; they levied
labor taxes, which helped build and support the empire; they constructed new public buildings
and built and maintained 14 thousand miles of roads; they established teams of government
runners who sped over the roads to relay messages; to maximize food production, they carved
out agricultural terraces for farming and built irrigation systems to deliver water to the terraced
fields; their skill in mathematics helped them to design and build all of these complicated
systems. ) What kind of religion did the Inca practice? (The Inca worshipped Inti, the sun god,
and held regular ceremonies and made offerings.) How did the Inca empire fall? (Spanish
conquistador Francisco Pizarro and his expedition captured and killed an Inca prince and then
defeated and conquered the empire, forcing the people to submit to Spanish rule.)
4. Ask students to create a map of South America, coloring the Inca empire in a pastel shade. They
will mark places important to the Inca, like Machu Picchu, with a dark red or dark green
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marker. They will indicate the borders of present-day nations that exist in former Inca territory
with dotted black lines, writing the names of these nations and indicating important modern
cities in black.
Students may begin their project research with the Web sites below, but encourage them to visit
other sites, as well as the library.
Maps of South America
www.rau.edu.uy/universidad/iaeste/extranjeros/reception_booklet/images/south_america_
pol98.jpg
www.mongabay.org/images/neotropical.gif
www.gate1travel.com/south-america-travel/maps/mapsouthamerica.gif
Maps of the Inca Empire
www.millville.org/workshops_f/acker_inca/sam7n.gif
www.latinamericanstudies.org/incas/inca-map.gif
http://library.thinkquest.org/c005121/data/spain2_files/image003.gif
www.chincare.com/images/southamerica/mapincaempire.gif
5. Ask students to create a chart that illustrates the consequences of at least two cultural,
agricultural, or scientific exchanges that occurred between South America and Europe as a
result of the Spanish conquest of the Inca empire. For example, the potato, a plant native to Peru
and Chile, was introduced to Europe in 1540. European cultivation of the potato became an
influential force in the course of historical events in Europe for hundreds of years, affecting
many European nations. Students may use any format of poster or flow chart they wish, as long
as the images and notations they incorporate clearly illustrate the original exchange and at least
three tiers of consequences that occurred somewhere in the world as a result. Questions
students can ask to begin a thread of research include the following: What happened to the
treasures the Spanish took from the Inca? How did that transfer of wealth affect Spain and other
nations? What happened to the Inca people as a result of contact with the Spanish? What new
animals, plants, and foods did each introduce to the other, and how did that change one or both
of their cultures? What happened to the religions of each culture, and how did that affect local
and world history?
Students may begin their project research with the Web sites below, but encourage them to visit
other sites, as well as the library.
A Glimpse of Inca Treasure, 1527-1532
www.historyworld.net/wrldhis/plaintexthistories.asp?groupid=853&historyid=aa87
Fall of the Inca Empire
http://muweb.millersville.edu/~columbus/papers/white.html
Food Timeline—Inca Foods
www.foodtimeline.org/foodmaya.html#inca
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Inca Agriculture
www.csdl.tamu.edu/FLORA/328Fall98/incag.html
Guns, Germs, and Steel
www.pbs.org/gunsgermssteel/show/episode2.html
6. Later in the week, ask students to research and write a report about the structure and history of
Machu Picchu. They will explain the reasons scientists and historians consider it one of the most
important archaeological discoveries in South America and make a presentation to the class,
highlighting the three most interesting points in their report. Students should consider these
questions while doing their research: When in modern times was Machu Picchu discovered?
How long had it been “hidden” from outsiders? What did archeologists (scientists who study
past civilizations) find in Machu Picchu? Why do archeologists believe the Inca built Machu
Picchu? Why do scientists think the Inca located Machu Picchu so high up in the mountains?
What have scientists learned about the Inca by studying Machu Picchu?
Students may begin their project research with the Web sites below, but encourage them to visit
other sites, as well as the library.
Machu Picchu
www.machupicchu.perucultural.org.pe/ingles/presentacion.htm
Rediscovering Machu Picchu
www.fieldmuseum.org/machupicchu/rediscover.html
Machu Picchu Page
www.millville.org/workshops_f/acker_inca/per_mp.htm
Civil Engineering of Machu Picchu
www.pubs.asce.org/ceonline/0101feat.html
Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
•
3 points: Students clearly identified the Inca culture and made a detailed examination of the
Inca people, civilization, and history; Students accurately located the ancient Inca empire
and created a map clearly illustrating its range and borders in South America; Students
thoughtfully researched and analyzed the effects of the Spanish conquest on the Inca and
created a chart that dynamically illustrated at least two of the long-term consequences of
Spanish-Inca interactions; Students thoroughly investigated the structure and history of
Machu Picchu and wrote an excellent report explaining why scientists and historians
consider it one of the most important archaeological discoveries in South America; Students
made an engaging presentation to the class, highlighting the three most interesting points in
their report.
•
2 points: Students adequately identified the Inca culture and examined the Inca people,
civilization, and history; Students located the ancient Inca empire and created a map
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Francisco Pizarro and the Inca
Teacher’s Guide
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adequately illustrating its range and borders in South America; Students researched and
analyzed the effects of the Spanish conquest on the Inca and created a chart that adequately
illustrated at least two of the long-term consequences of Spanish-Inca interactions; Students
investigated the structure and history of Machu Picchu and wrote a good report explaining
why scientists and historians consider it one of the most important archaeological
discoveries in South America; Students made an adequate presentation to the class,
highlighting the three most interesting points in their report.
•
1 point: Students did not adequately identify the Inca culture or do an adequate
examination of the Inca people, civilization, and history; Students did not accurately locate
the ancient Inca empire and or create a clear map illustrating its range and borders in South
America; Students did not adequately research or analyze the effects of the Spanish
conquest on the Inca or create a chart that clearly illustrated at least two of the long-term
consequences of Spanish-Inca interactions; Students did not earnestly investigate the
structure and history of Machu Picchu, and did not write an acceptable report explaining
why scientists and historians consider it one of the most important archaeological
discoveries in South America; Students did not make an adequate presentation to the class
about their report.
Vocabulary
alpaca
Definition: South American animal related to camels
Context: The ancient Inca, who had seen never horses, cows, or sheep, kept llamas and alpacas
for their meat and soft wool.
conquistador
Definition: Conqueror, especially one of the 16th-century Spanish explorers who fought and
defeated the Native American civilizations of Mexico, Central America, and Peru
Context: The conquistadors led by Francisco Pizarro defeated the Inca empire.
encomienda
Definition: A governmental system Hernán Cortés began in Mexico that regulated land and
labor
Context: Under encomienda, the Spanish divided up and ruled the lands of the native Inca
people.
Cuzco
Definition: Capital city of the Inca empire
Context: Cuzco was located in what is now the nation of Peru.
llama
Definition: South American animal related to the camel
Context: Llamas can carry heavy loads in the high altitudes of the Andes.
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Machu Picchu
Definition: Ancient Inca city, the extensive ruins of which were discovered in 1911
Context: In their great city Machu Picchu the Inca built agricultural terraces to maximize food
production.
Quechua
Definition: Language of the Inca empire
Context: The Inca made their native language, Quechua, the official language of the Inca empire.
quipu
Definition: Inca tool used for recording information
Context: Inca government officials recorded information on a tool called a quipu, which used
knots tied in strings to designate quantities of various items.
Academic Standards
National Council for the Social Studies
The National Council for the Social Studies (NCSS) has developed national standards to provide
guidelines for teaching social studies. To view the standards online, go to
http://www.socialstudies.org/standards/strands/.
This lesson plan addresses the following thematic standards.
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Culture
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Time, Continuity, and Change
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People, Places, and Environment
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Individuals, Groups, and Institutions
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Power, Authority, and Governance
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Production, Distribution, and Consumption
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Global Connections
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K–12 Education
addresses 14 content areas. To view the standards and benchmarks, visit
http://www.mcrel.org/compendium/browse.asp.
This program addresses the following national standards.
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Geography—The World in Spatial Terms: Understands the characteristics and uses of maps,
globes, and other geographic tools and technologies; Knows the location of places,
geographic features, and patterns of the environment; Understands the characteristics and
uses of spatial organization of Earth's surface.
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Geography—Places and Regions: Understands the physical and human characteristics of
place; Understands the concept of regions; Understands that culture and experience
influence people's perceptions of places and regions.
•
Geography—Human Systems: Understands the nature, distribution and migration of
human populations on Earth's surface; Understands the nature and complexity of Earth's
cultural mosaics; Understands the patterns of human settlement and their causes;
Understands the forces of cooperation and conflict that shape the divisions of Earth's
surface.
•
Geography—Uses of Geography: Understands how geography is used to interpret the past;
Understands global development and environmental issues.
•
History—World History: Era 3—Classical Traditions, Major Religions, and Giant Empires,
1000 BCE-300 CE: Understands technological and cultural innovation and change from 1000
to 600 BCE; Understands how early agrarian civilizations arose in Mesoamerica;
Understands major global trends from 1000 BCE to 300 CE.
•
History—World History: Era 4—Expanding Zones of Exchange and Encounter, 300-1000
CE: Understands the rise of centers of civilization in Mesoamerica and Andean South
America in the 1st millennium CE; Understands major global trends from 300 to 1000 CE.
•
History—World History: Era 6—Global Expansion and Encounter, 1450–1770: Understands
how the transoceanic interlinking of all major regions of the world between 1450 and 1600
led to global transformations; Understands the economic, political, and cultural
interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750;
Understands major global trends from 1450 to 1770.
•
Language Arts—Writing: Uses the general skills and strategies of the writing process;
Gathers and uses information for research purposes
DVD Content
This program is available in an interactive DVD format. The following information and activities are
specific to the DVD version.
How to Use the DVD
The DVD starting screen has the following options:
Play Video—This plays the video from start to finish. There are no programmed stops, except by using
a remote control. With a computer, depending on the particular software player, a pause button is
included with the other video controls.
Video Index—Here the video is divided into sections indicated by video thumbnail icons; brief
descriptions are noted for each one. Watching all parts in sequence is similar to watching the video
from start to finish. To play a particular segment, press Enter on the remote for TV playback; on a
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Francisco Pizarro and the Inca
Teacher’s Guide
computer, click once to highlight a thumbnail and read the accompanying text description and click
again to start the video.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
I. Francisco Pizarro and the Inca—An Introduction (2 min.)
The Inca, South America’s most powerful indigenous people, began as a small warlike tribe in the
Andes Mountains. Learn how Spanish explorers conquered the vast Inca empire.
Pre-viewing question
Q: Do you think native people living in remote and wild areas of South America built cities before the
arrival of Europeans? Why or why not?
A: Answers will vary.
Post-viewing question
Q: Where did the Inca build their empire, South America’s most advanced indigenous civilization?
A: The Inca built their empire in the western region of South America, particularly in the Andes
mountain range.
II. The Inca Empire (3 min.)
The Inca conquered neighboring tribes and forced them to build structures for the Inca civilization.
Discover how the Inca linked their expanding empire with 14 thousand miles of roads.
Pre-viewing question
Q: How do you think large native South American civilizations communicated from one settlement to
another?
A: Answers will vary.
Post-viewing question
Q: How did the Inca derive the name of their civilization?
A: The Inca named their civilization after their ruler and called each of their rulers “the Inca.”
III. Inca Agriculture and Building (3 min.)
The Inca produced their food and clothing within a highly developed system of agriculture. Examine
the products and practices that made the Inca agricultural economy a success.
Pre-viewing question
Q: What kind of domestic animals and livestock do you think native South Americans used in their
agriculture?
A: Answers will vary.
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Francisco Pizarro and the Inca
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Post-viewing question
Q: Why did the Inca create terraced tracts of land in their mountain city, Machu Picchu?
A: They used the terraced tracts for agriculture in order to maximize food production on rocky, rugged
land.
IV. The Inca Religion (2 min.)
The Inca worshiped several gods and goddesses, including Viracocha, the deity they believed created
all things. Investigate the role religion played in Inca culture, daily life, and politics.
Pre-viewing question
Q: What do you think native South American people worshipped or held sacred? How do you think
they practiced their religion?
A: Answers will vary.
Post-viewing question
Q: Who served as the Inca empire’s chief priest? How do you think this might have bolstered the
power of the Inca emperor?
A: A brother or uncle of the Inca emperor usually served as the empire’s chief priest. Answers will vary
as to how this might have bolstered the power of the Inca emperor.
V. Spanish Exploration and Conquest, 1492–1521 (2 min.)
Throughout the New World, Spanish explorers brought change and destruction to the native
civilizations they discovered. Examine the effect of Spanish influence on the history of the Western
Hemisphere.
Pre-viewing question
Q: Why do you think the Spanish and other Europeans sent explorers to the New World?
A: Answers will vary.
Post-viewing question
Q: What were European explorers really looking for when they accidentally discovered South
America?
A: A shorter and easier sea route from Europe to Asia.
VI. The Conquest of the Inca, 1531–1534 (5 min.)
Early Spanish explorers conquered and ruled the lands where the nations of Ecuador, Peru, Bolivia,
Chile, and Argentina now exist. Analyze Pizarro’s strategy for toppling the Inca empire.
Pre-viewing question
Q: Why do you think Native American cultures were vulnerable to conquest by the Europeans?
A: Answers will vary.
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Francisco Pizarro and the Inca
Teacher’s Guide
Post-viewing question
Q: What inspired Francisco Pizarro to seek New World lands to conquer?
A: Pizarro’s cousin, Hernán Cortés, had become a rich and powerful man by conquering the Aztec
empire and sending many shiploads of silver and gold to Spain.
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