Unit Description: The environment, trade networks, and belief systems influenced the development of complex societies and civilizations in Africa and the Americas ca. 1325–1600.
Stage 1- Desired Results
Essential Questions
1) How does the scarcity of resources effect human behavior?
2) How does the ability of civilizations to adapt and manipulate their environments lead to long-term survival?
3) What are the short and long term effects of global trade networks.
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
Common Core Standards and Performance Indicators:
Unifying Themes:
Development, Movement, and Interaction of Cultures
Geography, Humans, and the Environment
Power, Authority, and Governance
Global Connections and Exchange
Social Studies Content Area Standards:
World History
Geography
Economics
Civics, Citizenship, and Government
Social Studies Practices (begin on page 3)
Common Core Learning Standards for Literacy in History/Social Studies, Science,and Technical Subjects (begins on page 76)
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.
Key Terms
Savanna
Desertification
Slash and Burn Agriculture
Nuclear Family
Griots
Chinampas
Floating Gardens
Tribute
Tenochtitlan
Quipu
Cuzco, Peru
Andes Mountains
Terrace Farming
Road System
Stage 2- Assessment Evidence
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
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)
Stage 3- Related Lessons
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.
Videos, Documents, and Resources
Primary Resource: Aztecs: Letter to Charles V from Cortez. Can be adapted and excerpted.
WebQuest Aztecs: research daily life, geography, and culture.
African Empires: Notes on Mali, Ghana and Songhai (pg. 80)
PBS Conquistadors: a resource of readings, illustrations, and artifacts depicting the Spanish conquistadors and the conquered people of Mesoamerica
Mesoamerican Ballgame- https://smarthistory.org/the-mesoamerican-ballgame-and-a-classic-veracruz-yoke/
Suggestions for Diverse Learners:
Vocabulary Activities using vocabulary cards, true/false statements, and visualization/images
EdSitement lesson with three activities on salt, trade, and Islam in West Africa. Includes interactive maps, photos, and videos.
Map Activity: Using a blank map of Africa students will use different colors to shade in East African empires. They will create a map key that includes the following: 1) color of empire 2) time period the empire existed.