Social 4 Basico III Trim 2017 (V17) PDF

NAME: __________________
CLASS: _________
3rd TERM
3rd Term 2017- 2018 Version
4th Grade SOCIAL STUDIES WORKBOOK
UNIT 4
Andean Civilisation
Learning Goals:
 Describe Inca civilisation, considering
geographical location, political organisation, the
city of Tenochtitlan, farming techniques, etc.
(OA 3)
 Analyse and compare the main features of

the American civilisations. (OA4)
3rd Term 2017 – 2018 Version Page 2 of 57

Unit 4: Andean Civilisation

Hour: 97-98
Learning Outcome: Locate on a map of America or a globe the area where Inca civilisation
developed.
Contents: Inca´s geographical and time location
Where did the Incas live?
The Incas settled in what it is now Peru, Ecuador, the south of Colombia, the west of
Bolivia, northeast of Argentina and Chile down to the Maule River. They developed
on the Andes Mountain Range. The capital of the empire was Cusco.

1 Using an atlas, identify the territories of the Inca Empire.

2
1. Label the following countries:
1
Peru - Ecuador - Colombia - Bolivia - Argentina - Chile
2. Colour in red where the Inca Empire developed.


Hour: 99
Learning Outcome: Recognise the places the Inca Empire settled considering the city of Cusco as a
centre of the empire.
Contents: Inca´s geographical and time location
Cusco, the centre of the Empire
The capital city of Cusco was the heart of the Inca Empire. It was a beautiful city
in the Andes Mountains. There were palaces, temples, schools, houses, and
government buildings.
The Empire was known as Tahuantinsuyo. It meant the four divisions of the world.
They were organized into four territories called “suyu”. In order to divide the four
territories they used the cardinal points, being Cusco the centre of the Empire.

1
Complete the sentences with the countries that belonged to each
2
1“suyu”:
1. _________________________ , ________________________ and
_____________________ were part of Chinchaysuyo.
2. ________________________ was part of Contisuyo.
3. _____________________ and ____________________ were part of Antisuyo.
4. _____________________, _______________________, _____________________ and
_____________________ were part of Collasuyo.
5. Why do you think the Incas divided their Empire?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Look for the meaning of the word “Cusco” from Quechua language of the
Incas.
___________________________________________________________________________


Hour: 100
Learning Outcome: Identify in maps or pictures the road system Incas used to connect and
communicate the areas of the empire.
Contents: Inca´s geographical and time location.
The Inca Trail
Let`s watch a video
https://goo.gl/vAxqy4
Since the Inca territory was so big, they needed roads to connect the Empire. All
the roads started from Cusco, the centre of the Empire and connected all the
suyus. It was used mainly by “Chasquis” or mailmen, who ran to deliver the
message. It was also used by the army, people in charge of repairing the roads and
bridge guards.
The Inca Trail
Curacas
Pucaras

1 Look at the map of the Inca Trail and do the following activities:
2
1
 Colour the city of Cusco green.
 Imagine you live in Cusco and you need to deliver a message to
another city of the Empire. Colour red the trail you think is the best.
 Answer:
Considering Cusco as the centre of the Empire, how important you think
the Inca trail was for the government?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________


Hour: 101
Learning Outcome: Place on a timeline or other resources the period of time the Inca Empire was
developed. Identify centuries and decades.
Contents: Inca´s geographical and time location.
When did the Incas live?
The Incas developed between the years 1200 A.C. and 1532 A.C. with the arrival of
the Spaniards.
Spanish arrival
1532
L 1532l
Incas
1200 A.C. to
1532 A.C.
1
Locate on the timeline Aztecs and Mayas years of development.
2
1
a. Write two similarities and one difference between the Mayas, Aztecs and Incas
development.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________


Hour: 102
Learning Outcome: Characterise the main elements of the Incas’ political organisation. Consider the
type of government of the Sapa Inca and the role of the ‘curacas’.
Contents: Political and social organisation of the Incas
The “Sapa Inca”

Read the following text.
The “Sapa Inca” was considered the incarnation of

the Sun and the representative of the gods on Earth
and the ruler of all. He had political, military and
religious duties. When the Sapa Inca died, the
sucessor was his son, they had to keep the bloodline.
He used to live on a palace made of gold walls. He
used to eat in plates made of gold and silver. If you
wanted to talk with him, you had to be barefoot and
not look at him in the eyes.
The community was organised in Ayllu, or a group of families whose leader was the
Curaca. The curaca was in charge of collecting tributes or taxes and administering
justice.
The Cápac Apu were the Governors of each province. They had political and
military function”.
1 Answer the following questions in your notebook:

2
1
1. What does it mean to be the incarnation of the Sun?
2. Mention some of the privileges of the Sapa Inca.
3. Do you think anybody of the Empire could have those benefits? Why?
4. How did people behave in front of the Sapa Inca?


Hour: 103
Learning Outcome: Describe the different groups of the Inca society. Study roles and duties.
Contents: Political and social organisation of the Incas.
Organisation of the Inca Society
King (Sapa Inca)
King’s family
Privileged groups
Nobles thanks to their blood line: his wife Coya
and family.
Nobles thanks to their outstanding services.
Common men It was the biggest group. Peasants and farmers

belong to this group.
“Mitimaes” Colonists or settlers: they moved around the

different regions to spread the Inca culture.
“Yanaconas” Servers of the king and the empire for life.

1 In pairs, do a research about the different social groups and their

2
functions. Using a flipchart, draw a pyramid to show the Inca social groups
1
considering the following aspects:
 Mention all the social groups and one important characteristics of each.
 Use pictures or drawings to illustrate them.

Unit 4: Andean Civilisations

Hour: 104
Learning Outcome: Illustrate examples of economic activities and farming techniques the Inca
people developed. Cultivation terraces and agricultural techniques.
Contents: Cultural development of the Incas
Cultivation Terraces
Agriculture was very important for the Inca

society but the land was not so good for
farming. There were many mountains and there
was little flat land for farming. In order to take
advantage of the land, they cut terraces1 into
the side of the mountain to create flat land for
farming. The terraces also helped rainwater
from running off.
They used to grow potato, quinoa, cotton,
pumpkin, peanuts and yuca.
1terrace: one of a series of flat areas of ground that are cut into the side of a hill like
steps so that crops can be grown there.
Source: Oxford Advanced Learner’s Dictionary.

1
Draw the Inca terrace farming and answer the following question.
What type of nature challenges did the Inca overcome thanks to this system?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________


Hour: 105
Learning Outcome: Imagine and represent with drawings Incas’ daily life. Consider customs and
roles of women and men jobs.
Contents: Cultural development of the Incas
Inca’s daily life: Women and Men role in society:
Most of the men worked as farmers. They used

to work the land from early morning until six
o´clock in the afternoon.
The women worked hard at the home during

the day. They cooked, made clothes, and took
care of the children. Children were educated
by their parents. Boys were taught to work the
land and hunt. Girls learnt to cook and knit
1 In your notebook draw a cartoon showing the Inca’s daily life. Your cartoon
2
must have:
1
 Six panels.
 Include a short description under each panel and add dialogues for the
characters.



Hour: 107
Learning Outcome: Explain with pictures the different functions of Inca buildings (temples, pucaras,
others).
Contents: Cultural development of the Incas.
1 Find page 134 – 135 in your Ministry Book; label the different buildings in
2
Machu Picchu.
1


Hour: 108
Learning Outcome: Identify religious aspects and Inca religious rituals, divinities, (Inti, Viracocha,
etc), holidays, and offerings.
Inca Religion
The Incas were polytheistic. They believed that stars, animals and plants were Gods.
Viracocha: Creator of the universe. He was the God

of the nobles.
Pacha Mama: The

Mother Earth, she gave
fertility to their land.
Inti: God of the Sun. He was the most important,

because the Inca people were born from the sun. He
was offered with gold, silver, animals and human
sacrifices.

Mama Quilla: Goddess of the Moon, she protected women and

marriage. She was Inti’s wife and sister.
Supay: It was considered a demon. It was the god of death
2 Choose one of the gods and draw it. Include two characteristics.
2
1
1. ___________________________________________________________________________________________
2. ____________________________________________________________________________

Hour: 109
Learning Outcome: Give examples of several daily life Inca manifestations, such as ‘mita’,
reciprocity, the use of quipus, and ‘quechua’ (Inca’s language) among others.
Inca manifestations
An Inca development was the “quipu”.

This is a kind of writing and counting
system. A quipu is a group of wool and
cotton strings tied together. The strings
are joined together in many different
ways and they have a wide number of
knots, as you can see in the picture.
The words “quipu” and “mita” are examples of the Inca language: Quechua.
Words like guagua and chalas in Spanish, come from the Quechua language.
Incas also developed in Medicine. They practice

surgeries called “trepanaciones”. They used medicinal
plants to cure illnesses. One example was the use of the
“coca leaf” as a painkiller and to keep them calm.
They were great astronomers. They studied the movements of the celestial bodies.
They had two calendars.


our: 110
Learning Outcome: Distinguish the main characteristics of Maya, Inca, and Aztec civilisation.
Contents: Aztecs, Mayas and Incas civilisations
The main characteristics of the Maya, Inca, and Aztec civilisation
1 Compare the three American civilisations studied. Complete the chart with
2
1the information from your workbook and other sources.
Maya Aztec Inca
Location
Government
Social
Organisation
Religion
Special
characteristics
Farming
system

Unit: 4: Andean Civilisation

Hour: 111
Learning Outcome: Distinguish similarities and differences among the American civilisations.
Compare society, political organisation, economical activities, religion and culture.
Contents: Mayas, Aztecs and Incas civilisations.
1 Complete the following chart

2
1
American Civilisations
Maya Aztec Inca
Similarities: Differences:


Hour: 112
Learning Outcome: Compare the geographical areas where the American civilisations developed
(Mesoamerican and Andean territory). Infer how the geographical features influenced in the
development of each culture.
Contents: Mayas, Aztecs and Incas civilisations.
How did geographical features influence in the development of each

culture?
1 Look at the map and complete the following activities:
2
1

2 Find information in an atlas, your workbook, and other sources to complete

2 activities below:
the
1
1. Label the following countries:
Mexico- Guatemala- Honduras- Belice- El Salvador- Perú- Ecuador- Colombia-
Bolivia- Argentina- Chile
2. Colour:
Aztecs: Yellow
Mayas: Green
Incas: Brown
3. Answer :
A. Which of the three civilisations covered more geographical space?

____________________________________________________________________
B. How did geographical features influence in the development of each
culture?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________


Hour: 113
Learning Outcomes: Analyse the common characteristics of the American civilisations: polytheism,
government, monarchy, agriculture, society, etc.
Contents: Mayas Aztecs and Incas civilisation.
1 Complete the table about common characteristics between the American

2
civilisations.
1
Common characteristics
Mayas, Aztecs and Incas
Religion
Government
Agriculture
Society

UNIT 5
Our Authorities
Learning Goals:
 Distinguish characters of the political organisation in

Chile, as the president, ministers, senators, deputies,
and mayors considering institutions and how they are
appointed or elected. (OA11)

Unit 5: Our authorities

Hour: 115
Learning Outcome: Identify the main authorities of a country.
Contents: Authorities of our country
Chile’s main authorities
In Chile we live in democracy. We elect our government authorities through an

election system. However, some authorities are not elected, but appointed by the
President of Chile, the supreme power of the country.
Let’s read about our main authorities:
The President and Ministers
The President is the head of the country and the main authority.
She or He is elected by the citizens, having more than 50% of the
total votes, and she or he appoints his or her own ministers. The
president cannot be re-elected and to run for this position, He or She must be older
than 35, and be a citizen with the right to vote. Ministers help and work with the
president in different areas. They must be people the President trusts, since they are
in charge of the ministries, such as Ministry of Education, Ministry of Foreign Affairs,
Ministry of Finance, Ministry of Transportation, etc).
We elect the president. The presidential election takes place every four years.
Senators and Deputies

Senators approve or reject bills. Deputies propose
and approve bills. They are both elected by
universal suffrage.
We elect the members of the senate and the
deputies. The election of senators takes place every eight years. The election of
deputies takes place every four years.

Intendants and Governors:

Both are appointed by the President. The Intendant is the representative of the
President in each region. He administrates the region. The Governor is the
representative of the President in each province. He must supervise public services.
Vocabulary
Appoint: to name
Bill: a proposal for a new law
Suffrage: /ˈsʌfrɪdʒ/ the right of all adults to vote in
political elections


Hour: 116-117
Learning Outcome: Distinguish the elected authorities (President, elected politicians, mayors) and
some given ones (ministers, "intendente")
Elected authorities
Mayors (Alcaldes) and Councilors (Concejales):

Both are elected by the citizens. The Mayor is the head of a Municipality and
administrates a “commune” (comuna). A commune may contain cities, towns,
villages as well as rural areas. The councilors advice the Mayor on decisions
regarding each commune.
The election of mayors and councilors takes place every four years.
1
Find information about some political authorities in Chile. Paste a picture
2
and
1 answer the questions. Refer to the following websites www.gobiernodechile.cl
or www.congreso.cl
President
What’s her name?
Paste a picture
When was she elected?
When does her term end?

Senator
What’s his or her name?
Paste a picture
When was he or she elected?
When does his or her term end?
Deputy
Paste a picture
Intendant of the Bío-Bío Region

Paste a picture
When was he or she appointed?

Governor of the Province of Concepción

What’s her name?
Paste a picture
When was she appointed?
Mayor of the city of Concepción

Paste a picture
In Chile we have a nationwide presidential, parliamentary and

municipal election. Candidates must have the majority of
votes in order to win the election. In our country you can vote
only if you are 18 years old or older.

2 Look at the following statements and choose which is correct. Explain why
2
they are correct or incorrect.
1
a) When I grow up I will inherit the position of Mayor from my father.
_________________________________________________________________________________
_________________________________________________________________________________
b) Juan Lopez is a Senator and a Minister of Education.
_________________________________________________________________________________
_________________________________________________________________________________
c) The President won the election by a minor difference over the other candidate.
_________________________________________________________________________________
_________________________________________________________________________________


Hour: 118
Learning Outcome: Describe using diagrams or summarising the ways authorities are elected in
Chile.
1 Complete the following concept map about how authorities are chosen in
2 Chile:
1
Authorities
in Chile
Elected by Appointed by
the citizens the President
 _____________
 _____________
 ______________
 _____________
 ______________
 _____________
 ______________
 _____________
_
__

Hour: 119-120
Learning Outcomes: Make a graphic organiser to explain the main duties of each political authority.
Authorities and their duties

1 Research about Chilean authorities’ duties. Complete the graphic
2
organiser with 2 important responsibilities of each and the institution they represent.
1


Hour: 121
Learning Outcome: Make relationships among the actors of the political organisation of a country
and the institution they represent. (Government, parliament, "municipalidad")
1 Match the following authorities with the institution where they work:
2
1
 Ministers
 Senators
 Deputies Municipality
 Mayors Government
 President Congress
 Councilor
 Intendent


Hour: 122
Learning Outcome: Recognise the political - administrative unit each authority works in. (country,
region, "comuna")
Political-administrative units of our country
Chile is divided into 15 regions. North to

south, these are
Regions are headed by Intendants

(Intendente) appointed by the President.
Each region is divided into provinces,
each province is headed by a Governor
(Gobernador), also appointed by the
President.
Each province is divided into “comunas”.

Each comuna is headed by a Mayor and
councilors. They are elected by the
citizens every four years.
Intendant  head of the region

Governor  head of the Province
Mayor  head of the comuna

The Bío-Bío Region
1 Our region is divided into four provinces:

2
1.
1 _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
Each province is divided into “comunas”. These are the “comunas” in Concepción
Province.

UNIT 6
Our rights
Learning Goals:
 Recognise their main rights in daily life situations,

such as right to education, food, house, medical
service, express their opinion, etc. and give examples
of how to practise and protect those rights. OA 12.

Unit 6: Our rights

Hour: 124
Learning Outcome: Name our main rights.
Contents: Children’s rights
What are Children’s rights?
Every person has rights. They allow us to live in peace and

develop ourselves as a person. Children need special rights
because they have unique needs; they need additional
protection that adults don’t.
Some of your rights are:
1. The right to not be discriminated no matter race, sex,

language, or religion because all kids are born free and
equal.
2. You have the right to grow up and to develop in a
healthy and normal way, free
and with dignity.
3. You have the right to a name and a nationality
4. You have the right to protection, food, housing and
medical services.
5. You have the right to love.
6. You have the right to go to school for free, to play, and
to learn to be responsible and useful.
7. You have the right to be among first to get help.
8. You have the right to be protected; nobody can force
you to work.
9. You have the right to live in peace, tolerance and friendship.

Unit 6: Our rights

Hour: 125
Learning Outcome: Illustrate examples of rights in everyday situations
Our rights in everyday situations.
1 Answer which of the following situations is correct and explain why the others
2
alternatives are false.
1
If I didn’t study for a test, I have the right to cheat.

________________________________________________________
________________________________________________________
If I am angry, I have the right to bully my friends.

________________________________________________________
________________________________________________________
If I am sick, I have the right to get the proper care.

________________________________________________________
________________________________________________________

2 Give two examples of children’s rights in everyday life. Draw and explain
2
them.
1
Drawings Explanations
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Unit 6: Our rights

Hour: 126-127-128
Learning Outcome: Give examples where children practise their rights in everyday situations.
Give opinions about the how important is to practise and protect children´s
rights
Protection of our rights
As we have studied before, all children have rights. For example: 1) having a name,
2)getting education, 3)being heard no matter their sex, race, religion or age. But
sometimes these rights are not respected, for example, when one boy is bullied
because he thinks differently.
To avoid these kinds of situations, country authorities, your teachers, parents and
even you, must protect your rights.
I’m a child. I have the right…
to have a
to have a name to education
family
and a nationality
to be protected
to play
to medical
assistance
to express my not to work

opinions
to have enough
food and a healthy
and active body

1 Which right does each picture show? Refer to page 15

2
1
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________

2 Complete the chart. Which children’s right is protected in each situation?

2
1 Situation Right that is protected
Nicolás was born in Chile. His parents are

Chilean, so he is Chilean, too.
Kathy is one year old; she stays at a day

care centre while her mom works.
All children got their vaccination at school

yesterday.
Andrés did not go to school yesterday

because he was working with his mom.
Authorities told her that Andrés must go to
school until he is 18 years old.
3 Project: Protection of our rights

2
1
Get in groups of 4. Create your own poster showing how people must protect
children’s rights.
Include:
-At least two rights and pictures to show how they should be protected.
Materials:
-Drawing paper
-Felt-tips
-Pictures or drawings that represent your rights
-Glue
-Any extra material you need to decorate

Tick the situations that respect the right of children and cross those that
4
do not respect them. Explain your choice.
2
1 Situation Yes No Explanation
Mark is 12 years old. His family is
very poor, so he must work
weekends at a street market in
order to contribute money to the
family.
Sofía is 8 years old and lives in

the countryside. She and her
sister must walk two hours to get
to school.
Fran is 10 years old. She felt sick

in gym class, so her teacher took
her to the nurse’s office and
called her mother to come take
her to the doctor.
Simón is 11 years old and is a

foreigner. He just arrived in
Santiago and has few friends
because most of the kids tease
him about his accent.

Unit 6: Our rights

Hour: 129-130
Learning Outcomes: Obtain information about different initiatives carried on in their environment.
Describe how these initiatives contribute to the practice of respect and human
rights.
1 Read the following situations. Using your highlighter, select how the right is
2
being protected by society.
1
a) Natalia has a new born son. She decided to
name him Nicolás.
b) Rosa has a little sister age 3. Her mom goes to work every day. She takes Rosa to
school and then her little sister to the nursery school, where she can stay all day
and be taken care of.
c) In winter, children usually get sick. To prevent

diseases, every child gets his or her vaccination at
school and he/she is protected.
d)
d) Pedro’s father has a very successful business. In order to

make it work better, he asks Pedro to help him and so Pedro
can’t go to school. A few days later Pedro’s father got a
letter from the school saying that Pedro must go to school
every day until he is 18 years old.

2 Read the text and answer the following questions.

2
1
Paula is 11 years old and lives with her parents and 3 younger brothers
of 4 and 5 years old. She has to take care of her brothers because her
parents work all day. They go to school only the days that someone
can take them to school.
a. What rights are not been respected in this story?
______________________________________________________________________________
______________________________________________________________________________
b. How could you solve Paula´s problem?
______________________________________________________________________________
______________________________________________________________________________
c. Who is responsible for enforcing children´s right?
______________________________________________________________________________
______________________________________________________________________________
d. What benefits and types of help exist in the present that allow solve this problem?
______________________________________________________________________________
______________________________________________________________________________

Unit 6: Our rights

Hour: 131
Learning Outcome: Prepare computer charts to explain their main rights
Computer lab project: Our rights

1
Go to the computer lab and work with a partner. You have to create your
2
own
1 chart explaining your rights.
Include the most important rights for you (5) and situations that represent them.
See this example to create your chart:
My Rights Situations
I have the right to education I go to school and study, because my

parents respect my right to education.
I have the right to freedom of Every time I talk about a problem, I

expression. exercise my right to freedom of
expression.

UNIT 7
Solving problems
Learning Goals:
 Promote good relationships among classmates and

participate solving problems. (OA16)
 Participate in solving problems in the school

community. (OA17)

Unit 7: Solving conflict

Hour: 132-133
Learning Outcome: Identify class or school community conflicts. Distinguish the causes of the
conflicts.
Contents: Solving problem
Solving problems at school
Although the objective of community life is satisfying the needs of its members,
living together is not always harmonious. Many times the interactions between
people cause conflicts which appear from different interests or needs. Conflicts are
a part of everyday life and they are not necessarily something negative. Instead,
they can represent an opportunity to start dialogue and come to an agreement.
A conflict is a difference of opinion between two or more people that happens

within a community. This allows people to become conscious of their differences
and then to commit to searching a solution.
IMPORTANT! A common mistake is to associate conflict with violence and physical

aggression; this makes the word “conflict” as something entirely negative. A conflict
can represent an opportunity to express opinions and find solutions and
agreements.

1
Work with your classmate next to you.
2
Make
1 a list of the three problems you can see in our school or class. Write what
causes each conflict.
Example of a problem: one of my classmates doesn’t let me play football with the
rest of the group.
Problem Cause


Hour: 134-135
Learning Outcome: Discuss the conflict that they will solve. Plan strategies to solve the conflict.
How do we solve problems?
1 Read about a family problem. Draw each of the situations in the space
2
provided:
1
1. Four brothers were anxiously waiting for Saturday. Their father had promised he
would take them wherever they wanted.

2. José wanted to go to the stadium to see a football game. Diego wanted to go

to the zoo. Martín wanted to go to the movies. Tomás didn’t think about anything
special so he didn’t care. José, Diego and Martín started to get very angry at
each other because they wanted to do their idea only.
José Diego
Martín Tomás
José, Diego and Martín angry.

3. Now, write your ideas about how the end of the story is. Think about how they
solved the problem, and then draw it.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________


Hour: 136
Learning Outcome: Show respect, empathy, and tolerance to all opinions.
Treat others the way you would like to be treated!
1 Read the following examples of disrespectful situations. Write next to each

2
example
1 ways that we can show respect in each situation:
Negative behaviour Positive behaviour
Interrupt a conversation.
Write notes on small pieces of paper to

your classmates while the teacher is
speaking.
Take and keep things that do not

belong to you.
Deny responsibilities and blame others
Call people by bad nicknames.


Hour: 137
Learning Outcome: Work on strategies to solve conflicts.
Solving problems by ourselves
1
Let’s organise a role-play!
2
 1
Get in groups of 4 and organise a role-play.
 Think about a problem you have had in your school or class and act it out.
 Once you have the problem, think about the solution
 Complete the following chart to organise yourselves.
Characters Problem Solution
In your role-play you must clearly show the problem and its solutions. You must
include at least two solutions for your conflict. All group members must participate.
Are you ready?

Show it to the rest of the class!!!


Hour: 138
Learning Outcome: Participate in class activities, showing respect to their classmates. Explain the
importance of having a good relationship among others.
Our School Environment
When we are in a school we are part of a community. When you are part of a
community you should respect everyone around you so that they can respect you.
1 With your teacher, brainstorm ideas of different ways you can participate in
2
your class activities. Write the ideas in the space below.
1
 Example: in oral reports, you need to pay attention, listen to your classmates and
show interest by asking questions.
 Now get in groups, and create a poster. Each person in your group writes the
best way to contribute to those activities. Don’t forget to include pictures or
drawings.

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NAME: __________________

 Analyse and compare the main features of

3rd Term 2017 – 2018 Version Page 2 of 57

Unit 4: Andean Civilisation

Where did the Incas live?

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1 Using an atlas, identify the territories of the Inca Empire.

2. Colour in red where the Inca Empire developed.

3rd Term 2017 – 2018 Version Page 4 of 57

Unit 4: Andean Civilisation

Cusco, the centre of the Empire

3rd Term 2017 – 2018 Version Page 5 of 57

1. _________________________ , ________________________ and

_____________________ were part of Chinchaysuyo.

2. ________________________ was part of Contisuyo.

3. _____________________ and ____________________ were part of Antisuyo.

4. _____________________, _______________________, _____________________ and

_____________________ were part of Collasuyo.

5. Why do you think the Incas divided their Empire?

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Unit 4: Andean Civilisation

The Inca Trail

Let`s watch a video

The Inca Trail

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Unit 4: Andean Civilisation

When did the Incas live?

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Unit 4: Andean Civilisation

The “Sapa Inca”

The “Sapa Inca” was considered the incarnation of

1 Answer the following questions in your notebook:

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Unit 4: Andean Civilisation

Organisation of the Inca Society

King (Sapa Inca)

Nobles thanks to their outstanding services.

Common men It was the biggest group. Peasants and farmers

“Mitimaes” Colonists or settlers: they moved around the

“Yanaconas” Servers of the king and the empire for life.

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1 In pairs, do a research about the different social groups and their

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Unit 4: Andean Civilisations

Agriculture was very important for the Inca

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Unit 4: Andean Civilisations

Inca’s daily life: Women and Men role in society:

Most of the men worked as farmers. They used

The women worked hard at the home during

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Unit 4: Andean Civilisations

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Unit 4: Andean Civilisations

Viracocha: Creator of the universe. He was the God

Pacha Mama: The

Inti: God of the Sun. He was the most important,

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Mama Quilla: Goddess of the Moon, she protected women and

Supay: It was considered a demon. It was the god of death

1. _ , and

3. _ and were part of Antisuyo.

4. _________, _, ___________ and