Unit 8: Africa and the Americas Pre-1600

Enduring Understandings

Students understand that...

AFRICA AND THE AMERICAS PRE-1600: The environment, trade networks, and belief systems influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600 

Knowledge 

Students know that...

9.8a Complex societies and civilizations continued to develop in Africa and the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and Songhai empires and East African city-states. This growth also influenced their economies and relationships with others.

9.8b Local traditional religions influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600.

 9.8c Complex societies and civilizations made unique cultural achievements and contributions. 

Skills

Students will be able to...

• Students will locate the extent of the Songhai and East African states in Africa and the Aztec and Incan empires in the Americas using an Atlantic Ocean-centered map. Students will examine the adaptations made to the environment by the Aztecs and Incas. 

• Students will examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade. 

• Students will examine the influence of Islam on the growth of trade networks and power relations in the Songhai Empire and in East African city-states. 

• Students will examine the role of nature and the traditional religious beliefs in the Americas and Africa (e.g., animism) during this period. 

• Students will explore the relationships between religious beliefs and political power in the Aztec and Inca empires 

• Students will investigate the achievements and contributions of the Aztec, Inca, and Songhai empires. 

Summative Tasks

CRQ Questions on Pre-Columbian Latin American achievements: DBQ than can easily be made into CRQ questions

End of unit assessment: cumulative 45 question test, followed by Power and Change thematic essay

MCQ 

CRQ: Geography 

 Formative Tasks

Create a T-chart listing the pros and cons of Aztec treatment of neighboring tribes

Create a list (1-5) of the most effective Inca and Aztec achievements. (1 being the most devastating effect and 5 being the least devastating effect) Maya, Aztec and Inca 

Compare and contrast matrix of Africa, Europe, and the Americas on the eve of the Encounter. page 46 (55)

Spain and Portugal in the Americas: Reading on Aztecs Pre-Colombian. Nice intro to Aztec society Pgs 66-68 (75-77) . 

Islam in Africa Activity: pages 69-70. Reading and chart asking students to identify why Islam would appeal to traditional African societies. 

Incan Society: Nice introduction or conclusion reading on Incan Society page 72 

Chart to compare and contrast Incan and Roman empires

Compare/contrast matrix of the major Mesoamerican societies (page 73)

DBQ: Pre-Columbian Technology

Lesson Plans and Content

Lesson on Ibn Battuta: Islam in Africa (SHEG): What was the Muslim world like in 1320? as seen through the eyes of Battuta.

Lessons for Inca Empire: Excellent materials and lessons for Incas using primary sources to make inferences and close reads and video to examine how they adapted to their environment

Lessons for Aztecs: How did the Aztec thrive despite their geography?

Aztec Inquiry Lesson: What do the burial rituals of the Aztecs tell us about their culture? Uses numerous artifacts to answer the compelling question.