Download Mesoamerican and Andean Civilizations

World History 1, Quarter 2, Unit 3 of 3
Mesoamerican and Andean Civilizations
Overview
Overall days: 12
(1 day = 50-55 minutes)
Purpose
In this unit, students cross the oceans to the Americas to investigate the development of complex agrarian
societies in Mesoamerica (Middle America) and South America. Students will consider connections
between the rise of large-scale urbanized societies—specifically, the Maya, Moche, Aztec, and Inca—and
the physical and natural environment. Students will explore how goods and ideas spread across large
areas, particularly in Mesoamerica and the Andean mountain spine of South America. Students will
discuss how these societies organized city-states and empires and built on a monumental scale despite the
absence of iron technology, wheeled transport, or more than a few large domesticated animals.
Content to be learned
Processes to be used

Understand the main characteristics of Maya
civilization in Mesoamerica.


Understand the main characteristics of Moche
civilization in South America in the context of
its arid environment.
Analyze cause-and-effect relationships
between the environment of Mesoamerica and
the distinct characteristics of Maya economy
and government.

Formulate historical questions to examine
reasons why the Moche built an urban
civilization in the extremely arid environment
of South America’s Pacific coast.

Draw comparisons across regions to analyze
how geography and ecology influenced the rise
of the Aztec and Inca empires.

Evaluate historical data for evidence of longdistance trade and cultural exchange in both
Mesoamerica and Andean South America.

Understand in comparative perspective the rise
of the Aztec and Inca empires.

Explain how goods and ideas spread widely
within Mesoamerica and along the Andean
mountain spine of South America in the 200–
1500 CE period.
Essential questions students should be able to answer by end of unit

What factors encouraged the rise of dense
urban societies in certain parts of Mesoamerica
and South America?

How were complex societies in the Americas
similar to or different from civilizations in
Afroeurasia, such as the Roman Empire?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

How did peoples of the Americas build large
empires and cities without the benefit of basic
tools available to peoples of Afroeurasia—
particularly, iron, the wheel, and a choice of
large domesticated animals?
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World History 1, Quarter 2, Unit 3
Version 2
Mesoamerican and Andean Civilizations (12 days)
Written Curriculum
Grade-Span Expectations
C&G 4: People engage in political processes in a variety of ways.
C&G 4 (9-12) –1 Students demonstrate an understanding of political systems and political processes by…
b. interacting with, analyzing, and evaluating political institutions and political parties in an authentic context
(using local, national, or international issues/events that are personally meaningful)
HP 1: History is an account of human activities that is interpretive in nature.
HP 1 (9-12) –1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary
sources) by…
a. formulating historical questions, obtaining, analyzing, evaluating historical primary and secondary print and
non-print sources (e.g., RI Constitution, art, oral history, writings of Elizabeth Buffum Chace)
National Standards for History (World History, Grades 5–12)
Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE
Standard 6: The rise of centers of civilization in Mesoamerica and Andean South America in the first millennium
CE.
6AThe student understands the origins, expansion, and achievements of Maya civilization.

Describe the natural environment of southern Mesoamerica and its relationship to the development of Maya
urban society. [Analyze cause-and-effect relationships]

Analyze the Maya system of agricultural production and trade and its relationship to the rise of city-states.
[Analyze cause-and-effect relationships]

Interpret the Maya cosmic world view as evidenced in art and architecture and evaluate Maya achievements
in astronomy, mathematics, and the development of a calendar. [Appreciate historical perspectives]

Analyze how monumental architecture and other evidence portrays the lives of elite men and women.
[Draw upon visual sources]
6B The student understands the rise of the Teotihuacán, Zapotec/Mixtec, and Moche civilizations.

Analyze how the diverse natural environment of the Andes region shaped systems of agriculture and animal
herding. [Analyze cause-and-effect relationships]

Describe how archaeological discoveries have led to greater understanding of the character of Moche
society. [Hold interpretations of history as tentative]
Era 5 Intensified Hemispheric Interactions, 1000-1500 CE
Standard 6: The expansion of states and civilizations in the Americas, 1000-1500.
6A The student understands the development of complex societies and states in North America and
Mesoamerica. Therefore, the student is able to

Analyze how the Aztec empire arose in the 14th and 15th centuries and explain major aspects of Aztec
government, society, religion, and culture. [Interrogate historical data]
6B The student understands the development of the Inca empire in Andean South America.
D-44
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Mesoamerican and Andean Civilizations (12 days)
World History 1, Quarter 2, Unit 3
Version 2
Therefore, the student is able to

Analyze Inca expansion and methods of imperial unification. [Appreciate historical perspectives]

Explain Inca social, political, religious, and economic institutions. [Interrogate historical data]

Compare the government, economy, religion, and social organization of the Aztec and Inca empires.
[Compare and contrast differing values and institutions]
Common Core State Standards for Literacy in History/Social Studies
Reading
Key Ideas and Details
RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
Craft and Structure
RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
Writing
Research to Build and Present Knowledge
WHST.9-10.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Notes, Clarifications, and Prerequisites
New to the grade span is the skill to analyze and evaluate both primary and secondary sources in print or
non-print form. Instruction should include modeling the use of both kinds of sources so students can learn
to analyze and evaluate them.
Also new to the grade span is the analysis of political institutions. This should be applied to the
established hierarchy among the peoples of Mesoamerica and South America.
These units include Common Core Literacy standards in reading and literacy and Historical Thinking
Standards. The impact on instruction of these new and additional standards is noted in the Planning and
Instructional Delivery Considerations and Assessment sections.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 1, Quarter 2, Unit 3
Version 2
Mesoamerican and Andean Civilizations (12 days)
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
World History, Pearson Prentice Hall, Teacher’s
Edition, 2011 (pp. 184a-209)


Identify on a map of the Western Hemisphere
the major north–south mountain chains, the
South American coastal deserts, the Maya
environmental and cultural region, the Basin of
Mexico (Valley of Mexico), and the Aztec and
Inca empires. (2 days)
Characterize the distinctive ecological,
political, religious, and artistic characteristics
of Maya civilization. (3 days)

Compare the development and political
character of the Aztec and Inca empires.
(4 days)

Identify patterns of long-distance trade in
Mesoamerica and Andean South America.
(3 days)
Assessment Rubrics (p. 8)
World History for Us All,
http://worldhistoryforusall.sdsu.edu

Big Era 4, Landscape Teaching Unit 4.6:
Empires and City-States of the Americas,
Lessons 1, 2, and 3

Big Era 5, Landscape Teaching Unit 5.6:
Spheres of Interaction in the Americas
Instructional Considerations
Key Vocabulary
adobe
kiva
allyu
maize
chinampa
quipu
city-state
stela
irrigation agriculture
tribute
Planning and Instructional Delivery Considerations
The classroom strategies in this unit ask students to investigate, in comparative perspective, connections
between the rise of large-scale urbanized societies—specifically, the Maya, Moche, Aztec, and Inca—and
the physical and natural environment. They will also explore how goods and ideas spread across large
areas.
The strategies listed below represent a menu of choices and possibilities to support each learning
objective. The following teaching strategies are aligned to the order of the learning objectives. Select
from the activities and readings in the Pearson text to provide students with background information and
critical thinking opportunities that align to the learning objectives.
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Mesoamerican and Andean Civilizations (12 days)

World History 1, Quarter 2, Unit 3
Version 2
To ensure that students will be able to identify on a map of the Western Hemisphere the major
north–south mountain chains, the South American coastal deserts, the Maya environmental
and cultural region, the Basin of Mexico (Valley of Mexico), and the Aztec and Inca empires
(2 days):
Have students use a map template of the Americas to locate and identify the major north–south
mountain chains, the South American coastal deserts, the Maya environmental and cultural region,
the Basin of Mexico (Valley of Mexico), and the Aztec and Inca empires. Examining a climatic map
of the Americas, have students hypothesize where large centers of population and city building were
likely to be in the 1–1500 CE period. In what regions would population likely have been low?
Teach with appropriate modifications World History for Us All, Big Era 4, Landscape Teaching Unit
4.6 (Empires and City-States of the Americas), Lesson 1 (Characteristics of Empires and City-States
in the Americas) and Lesson 2 (Compare Characteristics of Empires and City-States of the Americas
with Empires and City-States in Afroeurasia).

To ensure that students will be able to characterize the distinctive ecological, political, religious,
and artistic characteristics of Maya civilization (3 days):
Have students list the major achievements of Maya civilization and explain their relationship to
everyday life. How did achievements in astronomy affect Maya society? How valuable to farmers
were mathematical innovations and the calendar? This is a good opportunity to implement writing
standards for literacy in history/social studies WHST.9-10.2b
Have students create an accordion book using glyphs integrated into the design, illustrating social
organization and ritual practices, such as bloodletting warfare. Discuss the book, relating it to
historical evidence of Mayan society and religious beliefs. Historical Thinking Standard 3:
Historical analysis and interpretation
Teach with appropriate modifications World History for Us All, Big Era 4, Landscape Teaching Unit
4.6 (Empires and City-States of the Americas), Lesson 3 (Compare Calendars).

To ensure that students will be able to compare the development and political character of the
Aztec and Incan empires (4 days):
Using a T-chart, have students compare the major achievements of Aztec and Inca civilizations.
Historical Thinking Standard 2: Historical comprehension
Lead a class discussion analyzing why the Aztecs practiced human sacrifice on a large scale. How
might human sacrifice have been linked to religious beliefs, warfare, and the power of the state? In
what other societies, premodern or modern, has human sacrifice been practiced? Historical Thinking
Standard 3: Historical analysis and interpretation
Construct a three-dimensional map of the Inca Empire, using different colors to show the expansion
of the empire over time (about 1230–1525). Lead a class discussion around the following questions:
What problems did the geography of the empire present? How did altitude and terrain affect Inca
agriculture?
Using readings in the textbook and classroom discussion, have students complete graphic organizers
comparing the structure of Inca and Aztec societies, indicating the roles of groups such as priests,
warriors, and farmers.

To ensure that students will be able to identify patters of long-distance trade in Mesoamerica
and Andean South America (3 days):
Teach with appropriate modifications World History for Us All, Big Era 5, Landscape Teaching Unit
5.6 (Spheres of Interaction in the Americas).
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-47
World History 1, Quarter 2, Unit 3
Version 2
Mesoamerican and Andean Civilizations (12 days)
Additional Teaching Strategies
Have students read the textbook and have them answer the following questions:
Section 1 Assessment, Comprehension and Critical Thinking, questions 3–5 (Pearson, p. 194).
Sample answers are given in the textbook for scoring.
Section 2 Assessment, Comprehension and Critical Thinking, questions 3–5 (Pearson, p. 199).
Sample answers are given in the textbook for scoring.
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of the power structure in the Incan empire, ask students to
respond to the following question: “What was the role of the ayllu?”
To assess the progress of understanding:

how to identify on a map of the Western Hemisphere the major north–south mountain chains,
the South American coastal deserts, the Maya environmental and cultural region, the Basin of
Mexico (Valley of Mexico), and the Aztec and Inca empires, have students respond in a short
writing assignment to the following question: What environmental factors explain how people could
have built cities in the extremely arid Pacific coastal deserts of South America?

how to characterize the distinctive ecological, political, religious, and artistic characteristics of
Maya civilization, have students locate Maya city-states on a map of Mesoamerica using symbols to
indicate roads and sea routes. Have students write a paragraph in which they hypothesize reasons for
the development of urban societies in these locations (Pearson, p. 189). Take the opportunity to
implement the reading standard for literacy in history/social studies (RH.9-10.4).

how to compare the development and political character of the Aztec and Incan empires, have
students refer to the graphic organizer to write a short essay comparing the Aztec and Inca rulers.

how to identify patterns of long-distance trade in Mesoamerica and Andean South America,
have students draw a map illustrating the exchange trade routes, commodities, and luxury goods, such
as cacao, salt, feathers, jade, and obsidian. Have students write short responses to the following
question: What conclusions may be drawn from the extent of Maya trade? How important was trade
to the Mayan economy? This assessment provides an opportunity to practice both reading and writing
skills using RH.9-10.1, WHST.9-10.7, and WHST.9-10.9
Other Formative Assessments
Students complete questions 10–13, 18–19, 21–22 (Pearson, p. 208) and Document-Based Assessment
questions 1–4 (Pearson, p. 209). Sample answers are given in the textbook for scoring short answer
responses.
D-48
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Mesoamerican and Andean Civilizations (12 days)
World History 1, Quarter 2, Unit 3
Version 2
Summative Assessment
Have students refer to their notes and class artifacts to write an essay that addresses the following:
Why was there so little trade within the Inca Empire? In your opinion, how does this reflect either the
strength or the weakness of the Inca rulers? If not for trade, then what were the primary uses for the
massive network of roads in the Inca Empire? If you were the Inca ruler, how might you have
managed the economy of the empire differently?
Provide Assessment Rubrics, “Rubric for Assessing a Writing Assignment” (p. 8) to students to help them
plan their essays. Use the same rubric to assess.
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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World History 1, Quarter 2, Unit 3
Version 2
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Mesoamerican and Andean Civilizations (12 days)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin