Download Inca (revised) - WordPress.com

Julie Marnell
Objectives/ SOLs 
Identify and explain how geography influenced pre-Columbian civilizations of the Andes.

Locate and label Incan and earlier Chavin, Nazca & Moche civilizations on a map.

Identify political, economic, religious, social, intellectual and achievement (PERSIA)
characteristics of the Incan civilization
Understandings




The role of geography/nature in
polytheistic religions, especially the Nazca
and Chavin civilizations
Development of Moche and Chavin
economies based on plentiful gold and
fertile land in Northern Peru.
Incan road systems provided political unity
and led to an Empire.
Terrace farming, irrigation systems and
role of geography in shaping Incan society
Materials:
BYU outline map of Latin America:
http://www.geog.byu.edu/Assets/Maps/latina
m.pdf
Tracing paper
Textbook: Ancient World History: Patterns
of Interaction, maps on p. 222 & 408, A8 & A9.
Promethean Board
Pictures of Machu Picchu, other Incan ruins.
Summative Assessment evidence: Map Quiz with essay: How did geography influence the
development of Incan and earlier civilizations in the Andes Mountain region?
At the end of the unit, a compare and contrast essay on Incan and Aztec civilizations will be
given.
Learning Plan
1, Lesson Plan #1
Hook: Discussion: Have you heard that the world is going to end in 2012 according to an
ancient Mayan calendar? What do you think? (7 minutes)
Preview: Timeline and pictures (10 minutes)
1.
Mapping Latin America. Outline map used for mapping Incan civilization. Students label
latitude lines and equator first, then Lake Titicaca, the Amazon River, Pacific Ocean,
Andes Mountains Cuzco and Machu Picchu. Working in tables of four, students use
different colors to show earlier Chavin, Moche and Nazca, Olmec, Mayan and Aztec
Julie Marnell
civilizations and the cities of Cuzco, Machu Picchu and Tenochitlan using maps in textbook
on p. 222, 309 and 388.
2.
On tracing paper, students outline Latin America and draw political borders and country
labels for Modern South America using the map on page A8.
3. Using the physical geography maps on page 9 and Google earth on the Promethean Board,
and pictures of Machu Picchu, the Atacama desert, Incan roads, Nazca lines and Chavin
pyramids, students collaborate and write a paragraph about the role of geography in
The development of Incan civilization. The paragraphs will focus on political, economic,
religions and social aspects of the Incas.
4. Student pairs read Chapter 5, section 4 of textbook and, identify the political, economic,
religious and intellectual characteristics as well as achievements of the Incas and
complete the PERSIA G chart.
Students analyze various pictures of Machu Picchu for
evidence of these characteristics. Pairs share their notes. Teacher adds key points to
notes and discusses as a group.
5. Students work in pairs to read and analyze Incan civilization from Mancio Sierra de
Leguizamo which he wrote or spoke on his deathbed in 1589.
Critical thinking questions:
1) What is Leguizamo’s purpose for writing the narrative?
2) How does he describe Incan society?
3) What aspects of European society is he critical of?
4) Does he believe that the European conquest of the Incas was divinely predestined?
Why or why not?
5) How has society changed for the Incas since the European conquest, according to
Leguizamo?
6) Do you think European culture corrupted or improved Incan society? Why?
Key terms:
Machu Picchu, Cuzco, Quechua, Pachacuti, Atahualpa, ayllu, mita and chasquis.
Julie Marnell
Reflection
I chose the pre-encounter unit of Latin American History because I need a solid
lesson plan that will be useful this year. The World History I/Geography course
for 9th grade covers the Incas, Mayans and Aztecs before European conquest.
Because it is covered at the end of the year and SOLs are very early, it gets
minimal coverage. While my lesson plan is designed for a semester-long course
on Latin America and scaffolds more deeply geography, there are elements that
will be useful in my World History I/Geography class
Students have so little knowledge of geography, therefore, my lesson focuses on
how the geography of Latin America shaped pre-Columbian civilizations. I want
my students to understand how the Incas developed irrigation and road systems
to adapt to their environment, the role of geography and nature in the
development of religions systems and how natural resources affected preColumbian economies.
A focal point in this lesson will be Incan society and the role of geography and
environmental adaptations in fostering cooperation and a socialist civilization.
Leguizamo’s letter supports the strong social unity of the Incas/
My lesson also focuses on modern geography in that the overlay of tracing paper
provides the political boundaries of Latin America today to give students a sense
of where pre-Columbian civilizations are located relative to modern political
boundaries. This is not the easiest material to work with and the lesson takes
quite a bit of time, but the overlay could be omitted if needed. I think the
overlay of modern political boundaries adds a depth of knowledge for students in
knowing where the ancient ruins of pre Columbian civilizations are today.
As with all of my lessons, pictures of Machu Picchu, Tenochitlan, and the Olmec
heads help the visual learners identify elements of the ordered civilization. I
added the pictures after submitting the rough draft to add greater depth and to
reach different types of learners. The unit ends with a compare and contrast
essay on the Incas and the Aztecs to assess their learning and to strengthen
writing skills.
I hope to instill interest in Latin America from all of my students and also pride
from my Latino students. We finally get to talk about their homeland and their
ancestors. My Latino students are usually very eager to learn and I am thrilled to
share with them, a much improved early history of Latin America.