Embedded Files
October 26, 2023
Correlation to State Content Standards
7.7.3: Explain how and where each empire arose and how the Aztec and Incan Empires were defeated by the Spanish.
Common Core Literacy Standard
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH9: Analyze the relationship between a primary and secondary source on the same topic.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by panning revising, editing, rewriting or trying a new approach.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Expected Student Outcomes (Objective)
I am learning about what led to the rise of the Inca civilization.
1. Analyze visual documents to understand the Inca geography and social structure.
2. Identify the Inca Empire and its earliest societies.
Anticipatory Set (5 min.)
Starter: Evidence: Students will read a chunked section of "This day in History" and provide the evidence within the reading that will help answer the essential question.
Direct Instruction (10 min.)
SDAIE: Direct Teach/Pictures/Video Clips: Inca Intro DBQ: Teacher will display two visual documents, one of Machu Pichu and the other of Viracocha. Students will be given 5 minutes per document to analyze after a minute the teacher will identify what items they need to focus on so they could answer their document based questions. Teacher will clarify and go over the answers after 10 minutes with the students. Teacher will show a short video clip between the two documents that will display a visual understand of the geography and culture of what used to be the Inca empire.
Guided Practice (10 min.)
SDAIE: TPS: Inca Vocabulary: Teacher will go over the answer to the tier 2 and 3 vocabulary words that will be used during the Inca unit.
Independent Practice (20 min.)
SDAIE: Visuals/TPS/Quads: Inca Intro DBQ: Students will analyze two documents in an condensed document based question introduction. Students will use the pictures to explain the achievements of the Inca civilization, geography, and social structure. Students will work in the groups of four and be given 5 minutes per document.
SDAIE: metacognition/visuals: Inca Vocabulary: Students will understand the meaning of tier 2 and 3 vocabulary words, ayllu, communal, and oracle. Students will use their textbook to locate the definition of the word. As they read the definitions students will have to connect it to the images provided by the teacher and match the word to the picture while explaning how they made that connection. This will help students to comprehend the vocabulary instead of just copying the definitions.
SDAIE: Map Skills/Close Read/Cornell Notes/talk to text: Rise of the Inca Civilization: Students will close read the first from page 410 of the textbook "Rise of the Inca Civilization." After the reading students will be asked to complete a map skill activity to identify the Inca empire, Andes Mountains, and present day countries that are within the Inca empire. Then students finish reading the last two paragraphs that introduces the two early societies that the Incas borrowed ideas and improved on those ideas. They will complete a set of Cornell Notes that has set of hints to guide their reading.
Homework.
EdPuzzle: Inca Roads by Friday at 5:00 pm.
Closure (3 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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