Title Connecting Hemispheres/Mesoamerican Societies 14501750 Big Idea/Enduring Understanding The students can compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development. World History Unit 4/Part 1 Suggested Dates 3rd Six Weeks Guiding Questions How can I compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development? How were the Inca and Aztec empires were impacted by European exploration/ colonization? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and researchbased best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Standards Clarifications Vocabulary Suggested Resources Student Expectations Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. CISD 2015-2016, Updated 9/10/15 (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; Readiness Standard RC 1 Bloom’s Level Analyzing Students must compare the three civilizations and look at how prior civilizations affected each one. Olmec (approximately 1500 B.C.) ● Lived in the lowland river valleys and tropical rain forests of Central America. ● Carved huge stone heads that still exist today. ● Cultivated maize (corn) using slash and burn farming. ● Developed a form of hieroglyphic writing and had a rudimentary calendar. Maya (approximately 900 B.C. 900 A.D.) ● Lived in the Yucatán Peninsula in what is now Mexico and Guatemala. ● Had citystates and kingdoms with kings that were considered both political and spiritual leaders. CISD 2015-2016, Updated 9/10/15 United Streaming The Explorers: Ancient Civilizations of Mexico: The Maya and the Aztec Ancient Americans: The Mayas and Aztecs The Explorers: Francisco Pizarro and the Incas Conquistadores: Inca Rebellion ● Built great cities with pyramids, government buildings, temples, and market places. ● Developed advanced mathematics and scientific skills especially in astronomy (with observatories to track movements of the stars and sun), a base 20 math system, and a 365day accurate calendar. ● Economy was based on agriculture (mostly maize) often using irrigation. Crops of beans, squash, tomatoes and chili peppers were traded for jade carvings and ornaments, obsidian knives, pottery, feather decorations and robes, and cotton cloth. ● Mayan traders traveled all over mesoamerica with trade goods. ● Mayan writing was a form of glyphs and phonetic symbols carved on stone stellae, jade pieces, shells, and bone. They also made books out of bark CISD 2015-2016, Updated 9/10/15 which were folded into page like sections. Most of these books were destroyed by the Spanish or have not survived natural decay. ● They used large solid rubber balls for games. ● The Maya seemed to "disappear" about 900 A.D. for no apparent reason, perhaps internal warfare or invasion. Other Mesoamerican civilizations were those at Teotihuacán (near Mexico City) and the Toltecs closer to the coast. All of these civilizations borrowed ideas from the others over time (cultural diffusion) and eventually led to the powerful Aztec Empire of Central Mexico. Aztec Empire (1200 A.D. 1521 A.D.) ● Built an empire by conquering neighboring tribes and groups and created a capital city of Tenochtitlán at the site of CISD 2015-2016, Updated 9/10/15 present day Mexico City. Their capital was on an island in Lake Texcoco . ● They added land to their city by building islands with landfill and creating gardens for growing produce to support a huge population. ● They built canals, causeways, bridges, had a drainage and sanitation system and supported nearly 1,000,000 inhabitants in and around the capital. ● At its height the empire stretched from northern Mexico to Guatemala and the warlike Aztecs forced conquered people to pay taxes (in the form of crops and trade goods) and enslaved many as workers and for human sacrifices to keep their "gods" content. ● Their social structure was much like that in Europe with a nobility at the top, and other lower classes of skilled workers, serfs and slaves. The CISD 2015-2016, Updated 9/10/15 Emperor ruled over all as a sort of religious and military leader. ● They had mathematics, an accurate 365day solar calendar, libraries, marketplaces, temples, pyramids, large towns, roads, and even a mail system. Aztec writing was hieroglyphics. ● Contributed crops such as maize, beans, squash, chili peppers, and chocolate (cocoa beans). However, the most important contribution to the Europeans was gold and silver which the Aztecs mined and used as jewelry and tools. ● The Aztec empire crumbled when the Conquistador Cortez brought the Spanish to central Mexico. The Aztec Emperor, Moctezuma, died and the Spanish took over . Inca Empire in Andean South America: ● Built an Empire in the Andes Mountain valleys and plateaus CISD 2015-2016, Updated 9/10/15 of South America in presentday Ecuador and Peru, Bolivia, and Chili. ● The Inca had an emperor who ruled over a very organized government system with cities, stone buildings and temples, stone roads, bridges, irrigated and terraced farm land, and a common language. ● Taxes were paid to the government in the form of grain and potatoes (the two main crops). Gold and silver were used as decorative items. ● Historians believe that the Inca did not have a system of writing, but used a coded rope (called a quipu) as a method of recording information, taxes, and record keeping. ● The Spanish under Pizarro easily conquered the Inca in 1533. They had no guns or other ways of protecting themselves against the Spanish, who wanted Incan gold and silver, as well as control of Incan lands. CISD 2015-2016, Updated 9/10/15 (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: Bloom’s Level Understanding Aztec and the Incas – after the arrival of the Spaniards, the Aztecs and Incas were both conquered, th (B) explain how the Inca and enslaved and as many as 3/4 of Aztec empires were impacted by the population may have died from European exploration/ diseases the Spaniards brought colonization. with them. The Spaniards did introduce domesticated livestock Supporting Standard RC 1 such as horses, cattle, sheep and pigs to the Americas. (15) Geography. The student Bloom’s Level Creating and uses geographic skills and tools to Analyzing. 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 Tested Social Studies Skills (15) Geography. The student Bloom’s Level Analyzing uses geographic skills and tools to CISD 2015-2016, Updated 9/10/15 collect, analyze, and interpret data. The student is expected to: (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. Tested Social Studies Skills (16) Geography. The student Bloom’s Level Remembering 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; Supporting Standard RC 3 (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (B) analyze the influence of human and physical geographic factors on major events in world history , including the CISD 2015-2016, Updated 9/10/15 Bloom’s Level Analyzing This SE should be taught with 7e A thriving trade system developed in the Indian Ocean during this time period. Europe’s desire to be a part of this trading system lead to European exploration. development of river valley civilizations , trade in the Indian Ocean , and the opening of the Panama and Suez canals; and Readiness Standard RC 3 (16) Geography. The student Bloom’s Level Analyzing understands the impact of geographic factors on major historic events and processes. The student is expected to: (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. Tested Social Studies Skills (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: Bloom’s Level Remembering Students should be given the opportunity to examine the art and architecture of the Renaissance and the Reformation. (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; Supporting Standard RC 1 CISD 2015-2016, Updated 9/10/15 (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: Bloom’s Level Analyzing Not tested Bloom’s Level Understanding (B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; and Supporting Standard RC 1 (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations CISD 2015-2016, Updated 9/10/15 Maya … ● Astronomy observatories to track movements of the 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; Supporting Standard RC 5 stars and sun) a 365day accurate calendar ● Mathematics a base 20 math system, ● Architecture Built great cities with pyramids, government buildings, temples, and market places. Inca ● Mathematics , but used a coded rope (called a quipu) as a method of recording information, taxes, and record keeping. ● Architecture cities, stone buildings and temples, stone roads, bridges, irrigated and terraced farm land, Aztec ● Mathematics They had mathematics, an accurate 365day solar calendar, ● Architecture They added land to their city by CISD 2015-2016, Updated 9/10/15 building islands with landfill and creating gardens for growing produce to support a huge population. They built canals, causeways, bridges, had a drainage and sanitation system and supported nearly 1,000,000 inhabitants in and around the capital. (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: Bloom’s Level Understanding Westernization Terracing Students should be able to compare how ideas spread before the printing press and after the printing press (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; Supporting Standard RC 1 Vocabulary Globalization CISD 2015-2016, Updated 9/10/15 Mercantilism Polytheist Reformation Predestination Counter Reformation Columbian Exchange Renaissance Humanism Printing press Constitutional Monarchy Democratic Republican Government Absolute Monarchy CISD 2015-2016, Updated 9/10/15
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