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Primary Source Investigation

Directions: Read through the brief biography of Felipe Guáman Poma Ayala and examine his images below, then write down what you
see in the images (just your observations) and what you infer about the Inca Empire based on each drawing.

About the Author: Guáman Poma was an Incan man who was born in 1535, just after the Spanish conquered the Incan empire. He wrote a 1,189 page book
entitled El Primer Nueva Corónica y Buen Gobierno, or “The First New Chronicle and Good Government.” The book was intended for King Philip II of Spain to
explain to him the history of Andean civilization and to show the king how the Spanish colonists had damaged the Inca way of life. In addition to text, Guáman
Poma illustrated the book with 398 original drawings depicting Inca life and history, and Spanish cruelty. The images below come from El Primer Nueva
Corónica y Buen Gobierno.
Source: Adapted from “Felipe Guáman Poma de Ayala,” Encyclopaedia Britannica.
http://www.britannica.com/EBchecked/topic/247716/Felipe-Guaman-Poma-de-Ayala

Source Source Source

What do you see? What do you see? What do you see?

Based on this image, what can you infer about Based on this image, what can you infer about Based on this image, what can you infer about
the Inca Empire? the Inca Empire? the Inca Empire?

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 How did the Inca thrive despite their geography?
Objective: Describe the geographic features in the Incan empire and explain how the Inca adapted to their environment
to meet the needs of their people.

Based on the images above depicting geographic features in the Incan Empire fill out the chart below.

Advantages of Incan Geography Disadvantages of Incan Geography

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Directions: In the thought bubble below write down what civilizations need in order to thrive based on your study of
civilizations this year.

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 How did the Inca gain, consolidate, and maintain power in their empire?
Objective: Identify and describe methods the Inca used to gain, consolidate, and maintain power in their empire.

Directions: Using information from Machu Picchu: Unveiling the Mystery of the Incas from the Peabody Museum of Natural History
at Yale University, fill the chart below with information that identify the topics listed and answers this question regarding the topics:
How did the Inca gain, consolidate, and maintain power in their empire??
Inca Hierarchy The Mita System
(Section 8b, p. 14) (Section 8f, p. 16)

Land Ownership Quipu Inca Religion

(Section 8d, p. 15) (Section 8g, p. 16-17) (Section 8h, p. 17-18)

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 Watch a clip of the BBC documentary, Video Notes
then examine the graphic below
The Inca, Masters of the Clouds: Terrace Farming Clip How the Inca modified their
and answer the question at the bottom of this box. environment to meet their needs?

As you watch the video clip take notes on how the Inca modified their environment to
meet their needs in the column to the right.

Terrace Farming

In your own words, describe what terrace farming is and explain how using terrace farming benefited the Inca.

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 Lesson Plan Appendix

Lesson Idea/Topic and Rationale/Relevance: What are you going to teach and why is this lesson of importance to your students? How is it relevant to
students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning? Maturity?
Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for
what you are trying to accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel teaching, Alternative/Differentiated/Supplemental teaching,
Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the students to the
objectives of the lesson, To put students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teachers will do from the minute they arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring
things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.
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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the activity is too easy
for a child, how will you extend it to develop their emerging skills? What observational assessment data did you collect to support differentiated instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description of what you were looking for in each assessment.
How do you anticipate assessment data will inform your instruction?
Teacher: Eisenberg Date: 9/26

School: FCHS Grade Level: 9-10 Content Area: World History

Title: MesoAmerica & the Environment Lesson #:__ of __

Lesson Idea/Topic and Inca Empire

Rationale/Relevance:
Geography- Human Environment Interaction

Communication

Economics

Student Profile: AP students

Content Standard(s) addressed by this lesson: Apply the historical method of inquiry to formulate compelling questions, evaluate primary and secondary
sources, analyze and interpret data, and argue for an interpretation defended by textual evidence.

Understandings: Location and Geographic Features of the Inca Empire

Identify methods of communication in theInca Empire (bridges, roads, quipu)

How Power was maintained in the Inca Empire

Inquiry Questions: How did the Inca adapt to their environment

How did the Inca consolidate and maintain power

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Evidence Outcomes: (Learning Targets)

Every student will be able to:

I can:

1) Identify the location of the Inca Empire (lecture)

2) Identify Inca communication systems and 3 specific ways they communicated information (3 sources)
3) I can identify 3 ways the Inca maintained power in their empire (on-line worksheet)
4) Identify Advantages and disadvantages of Andes
5) Bridge Activity

Lesson Plan

finish video on Mexica/Aztecs- (12:00-30:00) Engineering an Empire: The Aztecs (S1, E3) | Full Episode | History

1) Introduce the Inca with Map- go over answers verbally

2) Primary Source pages- 3 sources
3) How did Inca gain, consolidate, and maintain power in their empire
4) Geography- advantages and disadvantages
5) Terraced farming- how to overcome 1 disadvantage ‘ Inca Masters of the Clouds’

Bridge Activity (Time permitting)

This means:

List of Assessments:

Formal Assessment Thursday- MC Test