Title: Graduated Difficulty Latin America History - Aztecs and Incas

Type: Lesson Plan

Subject: Social Studies
Grade Range: 6
Description:
Duration: 45+ Minutes
Author(s): Aslee !am"ers
Instructional Unit Content
Standard(s)!le"ent(s)
Content Area Standard
SS6H#$ te student %ill descri"e te im&act of 'uro&ean contact on Latin America(
A( Descri"e te encounter and conse)uences of te conflict "et%een te S&anis and te Aztecs and Incas
and te roles of !ortes* Montezuma* Pizarro* and Ataual&a
TAG Standard
Hi+er ,rder and !ritical -in.in+ S.ills
4( Ma.e and e/aluate decisions usin+ criteria
Su""ary#$er$ie%
-is lesson %ill +i/e students te o&&ortunity to assess teir o%n understandin+ of te Aztec and Inca ci/ilizations
and teir con)uest "y te S&anis con)uistadors( It %ill also allo% students to ma.e decisions a"out %at tey need
to do to im&ro/e teir understandin+0s.ill of te t%o ancient Latin American ci/ilizations(
!nduring Understanding(s)
At te end of tis lesson te student %ill understand tat
a( !onflict leads to can+e
"( -e role of Montezuma II* Hernan !ortes* Ataual&a* and 1rancisco Pizarro(
c( Im&act te S&anis ad on te Indi+enous &o&ulation and o% tis led to te !olum"ian '2can+e* African
Sla/e -rade* and colonization of te 3e% 4orld(
!ssential &uestion(s)
4at %as te most si+nificant can+e te Aztecs and Incas faced after teir encounter %it 'uro&eans* and %y5
4y is it im&ortant to remem"er and understand te culture of te Aztecs and Incas "efore S&anis !on)uest5
Concept(s) to 'aintain
A+e of '2&loration and !olonization
Go/ernment Systems and -y&es
Influence of S&anis and Portu+uese
!$idence o( )earning
1
4at students sould .no%$
a( -e role Montezuma II and Hern6n !ortez &layed$ Montezuma II %as te Aztec em&eror %o +reatly
e2&anded te em&ire and %as te em&eror durin+ te S&anis con)uest( Hern6n !ortez %as te S&anis
con)uistador %o con)uered te Aztec 'm&ire(
"( -e role of Ataual&a and 1rancisco Pizarro$ Ataual&a %as te Incan em&eror %o %as in car+e durin+
te S&anis con)uest( He %as ta.en ca&ti/e "y 1rancisco Pizarro and offered +old and sil/er for is
release( Pizarro too. te +old and sil/er* "ut e still .illed Ataual&a7 1rancisco Pizarro %as te S&anis
con)uistador %o con)uered te Inca 'm&ire(
c( -e 'uro&eans %ere a"le to con)uer te Aztecs and Incas e/en tou+ tey ad /ery lar+e &o&ulations
"ecause te 'uro&eans ad %ea&onry and diseases(
d( -e conse)uences of te Aztec and Inca em&ire almost %i&ed out te entire ci/ilization "y diseases*
ancient "uildin+s and artifacts %ere torn do%n or ta.en "ac. to S&ain* and te S&anis forced te
indi+enous &o&ulations to learn teir nati/e lan+ua+e* S&anis* and &ractice !ristianity(
4at students sould "e a"le to do$
a( '2&lain te role of Montezuma II* Hern6n !ortez* Ataual&a* and 1rancisco Pizzaro(
"( '2&lain te conse)uences of te conflict "et%een te indi+enous ci/ilizations and 'uro&eans(
c( '2&lain te im&act of ,ld 4orld diseases ad on te Aztecs and Incas(
d( '2&lain o% a small +rou& of con)uistadors defeated lar+e and %ell-esta"lised em&ires(
Suggested *ocabulary
Aztecs* Montezuma II* Hern6n !ortes* Inca* Ataual&a* and 1rancisco Pizarro(
+rocedure(s)
Pase #$ ,oo-
#( S&on+e 8 Do you a+ree or disa+ree %it te follo%in+ )uote "y 1redric. Dou+las* 94itout stru++le* tere can
"e no &ro+ress(: '2&lain0;ustify your ans%er(
Pase <$ Ac.uiring Content
<( +ose the !ssential &uestion( 94at %as te most si+nificant can+e te Aztecs and Incas faced after teir
encounter %it 'uro&eans* and %y5 4y is it im&ortant to remem"er and understand te culture of te
Aztecs and Incas5:
=( -oday %e are +oin+ to re/ie% te Aztec and Inca ci/ilizations and teir con)uest "y S&anis !on)uistadors(
4( >e/ie% te si+nificance0role of te Aztecs* Montezuma II* Hern6n !ortes* Inca* Ataual&a* and 1rancisco
Pizarro(
Pase =$ D!CID! and +ractice and D!CID!
5( '2&lain to students tat tey %ill "e +i/en an o&&ortunity to &ractice %at tey a/e learned a"out t%o
ci/ilizations in Latin America( Since e/eryone learns differently and at a different &ace* students %ill a/e te
o&&ortunity to decide %ic tas. is most a&&ro&riate for tem( -o el& tem ma.e te "est coice* I %ill as.
2
tem to /ie% teir formati/e assessment tat tey too. te day "efore(
6( Students %ill recei/e te D'!ID' andout and teir formati/e assessment on te Aztecs and Incas from te
day "efore( Students %ill a/e time to re/ie% te )uestions tey missed and decide %ic tas. tey feel is most
a&&ro&riate for tem to com&lete( Students %ill .ee& teir formati/e assessment in teir "inder(
?( Students %ill com&lete te tas. set of teir coice and cec.0sare teir %or. %it a student %o is also
finised( Students %o finis )uic.ly and accurately sould try te ne2t le/el( Students %o stru++le can mo/e
do%n to te ne2t le/el if tey feel tat le/el is more a&&ro&riate for tem(
-as. A @>emediationA 8 BuizStar on Aztecs and Incas
-as. C 8 !om&are and contrast Aztec and Inca !i/ilizations
-as. ! 8 Descri&ti/e 3arrati/e from te &oint of /ie% of Montezuma II* Hern6n !ortes* Ataual&a* or
1rancisco Pizarro(
-as. D 8 Latin America History ;ournal Pa+e on te Aztec and Incas @Selected students %o are
assi+ned to tis &roDect can coose to %or. on teir inde&endent studyA
E( 4en all students a/e ad an o&&ortunity to com&lete and cec. at least one tas.* %e %ill re/ie% te Aztec and
Inca ci/ilizations* discuss te criteria tey cose to ma.e teir coice* determine if te first coice %as te
"est coice* and determine te .no%led+e0s.ills needed to mo/e to te ne2t le/el(
F( 'ac student %ill esta"lis a learnin+ +oal to im&ro/e teir o%n acie/ement related to understandin+ of Latin
AmericaGs istory and te Aztec and Inca ci/ilizations( 4e %ill re/isit tese +oals after te ne2t +raduated
difficulty lesson(
Su""ari/ing Acti$ity
Cuildin+ Hour ,%n !i/ilization$ Ise te "uildin+ ste&s on te oter side of tis &a+e and te class discussion
a"out te Aztecs and Incas to el& desi+n your o%n ci/ilization( Hou can coose to "e+in your ci/ilization in a
real life settin+ and actual &lace in te %orld #R you can create your o%n settin+( Ce as creati/e and
s&ecific as &ossi"le( Also* "e sure to name your ci/ilization* include &ysical features li.e mountains or
ri/ers* create city names* and decide o% it %ill &ro+ress o/er time %it te economy and +o/ernmentJ
Resource(s)
Anchor Te0t(s):
As. te Aztecs 8 Ised &rior to Graduated Difficulty Lesson
-e Lost Inca 'm&ire 8 Ised &rior to Graduated Difficulty Lesson
Technology:
!om&uters for BuizStar 8 %%%()uizstar(4teacers(or+
,andouts:
Handout #$ D'!ID' Handout
Handout <$ Le/el A -as. 8 BuizStar Directions
Handout =$ Le/el C -as. 8 !om&are and !ontrast
Handout 4$ Le/el ! -as. 8 Descri&ti/e 3arrati/e
Handout 5$ Le/el D -as. 8 Inde&endent Study$ Latin America History ;ournal Pa+es
Handout 6$ Cuildin+ !i/ilizations Home%or. Assi+nment
Handout ?$ Aztec and Inca !om&are and !ontrast Ans%ers(
3
Ask the Aztecs
-e Aztecs* %o %ere also called te Me2ica or te -enocca*
esta"lised teir ca&ital city on an island in te middle of La.e
-e2coco @Me2ico !ityA sometime in te early #4
t
century( -ere tey
"uilt tem&les* roads* and a cause%ay lin.in+ te city to te mainland(
-e Aztecs s&o.e 3auatl( ,/er time te Aztecs "ecame more
&o%erful and e2&anded teir em&ire "y con)uerin+ oter &eo&le in te
area( -ey made te con)uered &eo&les &ay tri"utes* %ic %ere ta2es &aid to te em&eror to &ay for roads
and oter &roDects( Arceolo+ists "elie/e tat -enoctitlan may a/e ad a &o&ulation of o/er <KK*KKK
&eo&le( -is is lar+er tan any city in S&ain or 'n+land durin+ tis time( -e .in+s %ere not only &olitical
rulers "ut %ere also te i+ &riests( -e em&erors controlled te em&ire and its reli+ious life( Montezuma I
%as a famous Aztec 'm&eror( He e2&anded te Aztec 'm&ire from te Atlantic to te Pacific coasts and
from !entral America to %at is no% Guatemala( Montezuma I %as in control of te em&ire %en te S&anis
too. o/er in te early #5KKs(
-e Aztecs reli+ion %as inerited from oter &eo&le in te area( Li.e most &eo&le of Mesoamerica*
tey ad many +ods( -e most im&ortant +ods %ere Huitzilo&octli* te cief +od and te +od of %ar and te
sun* -ezcatli&oca* te +od of te Aztec &eo&le* and Buetzalcoatl* +od of te &riestood and learnin+( -e
+ods %ere %orsi&&ed trou+ &rayer* offerin+s of food* &ottery* sil/er* and +old* trou+ s&orts* and
trou+ dramas( ,fferin+s %ere &laced in tem&les "uilt ato& ste& &yramids( Clood %as /ery im&ortant in
reli+ious ceremonies( Priests %ould &ierce temsel/es to dra% "lood* and uman sacrifices %ere +i/en to te
+ods( Some sacrifices %ere small* offerin+ a sin+le sla/e to a mirror +od* "ut oters %ere lar+e-scale( 1or
e2am&le one em&eror said to a/e sacrificed <K*KKK &eo&le after a military /ictory( An im&ortant &art of te
uman sacrifice %as to remo/e te /ictimGs eart and "urn it( Modern scolars .no% a lot a"out te Aztec
daily life* reli+ion* and +ods "ecause te Aztecs %rote many tin+s do%n* and many &eo&le* "ot modern
descendants and tose %o study te Aztecs* can read te early %ritin+s(
-e afterlife %as /ery im&ortant to te Aztecs( -ey "elie/ed soldiers %o died in %ar* ca&ti/es %o
+a/e teir li/es in sacrifice* and %omen %o died in cild"irt %ere %orty of te afterlife( '/eryone else
@ordinary &eo&le %o did not die in te ser/ice of te +odsA %ent to te 9land of te dead: %ic %as te
lo%est le/el in te under%orld(
;ust li.e te MayanGs ad a calendar* te Aztecs ad t%o calendars* te reli+ious calendar ad <6K
days and teir re+ular calendar ad =6K days( -e calendars came to+eter e/ery fifty-t%o years* %ic %as
a stressful time for te Aztecs( -ey "elie/ed te +ods %ould destroy te eart at te end of a 5<-year
cycle( 1i/e days "efore te end of eac cycle te &eo&le destroyed many of teir &ossessions to mourn te
end of te %orld( -en tey %aited to see if te constellation Pleiades %ould a&&ear in te s.y( 4en it did* it
meant te %orld %ould last at least fifty-t%o more years* so tey
cele"rated( -ey ad feasts* "lood sacrifices* and tey re&aired teir
ouses and re&laced teir furniture(
-e Aztec society %as /ery structured( -ere %ere strict la%s* many of
%ic %ere &unisa"le "y deat( -e system %as /ery ars* "ut it %or.ed
for te Aztecs( A"out alf of te Aztec men %ere farmers* e/en tou+
many li/ed in -enoctitlan @no% Me2ico !ityA( -ey %ould &ac. u& teir
4
e)ui&ment and lea/e te city to +o to %or.( Some %ent to fields in te lands surroundin+
te city* "ut some actually farmed in te la.e( -ey laid flat reeds in te sallo% &arts
of te la.e* co/ered te reeds %it soil* and +re% cro&s in te %et dirt( -e men tat
did not farm %ere mostly &riests or craftsmen( -e %omen did not old Do"s( -ey
%or.ed in te ome and cared for te cildren( Girls %ere not e/en +i/en an education
li.e te "oys( All male cildren %ent to scool( -ey learned istory* reli+ion* fi+tin+*
and many learned a craft(
-e Aztec em&ire %as %ea.enin+ "efore te S&anis con)uered tem( Many of te con)uered &eo&le
resented te Aztecs( -ey did not %ant to "e ruled "y tem and did not %ant to &ay tri"ute to te em&eror*
so tey "e+an to re"el( Montezuma &rayed for te aid of te +ods( 4en !ortez arri/ed* Montezuma "elie/ed
im to "e te +od Buetzalcoatl( He %orsi&&ed im %it offerin+s* "ut !ortez .idna&&ed Montezuma and eld
im ca&ti/e( -ey e/entually .illed im and ca&tured te ca&ital city( -ou+ te S&anis %ere outnum"ered*
tey %ere a"le to enlist te el& of some nei+"orin+ +rou&s tat ated te Aztecs( Also te S&anis %ere
more or+anized %arriors %it su&erior %ea&ons* so in te end tey too. control of Me2ico and te rest of
Latin America(
Guided Reading &uestions
#( 4o %as te Aztec 'm&eror @Lin+A at te time of te S&anis con)uest5 '2&lain is accom&lisments(
<( Descri"e te Aztec reli+ion(
=( If you %ere a&art of te Aztec 'm&ire* descri"e your daily life(
4( 4y %ere te Aztecs concerned a"out teir t%o calendars comin+ to+eter after 5< years5
5( 4at ty&e of +o/ernment do you tin. te Aztecs ad5 Ise e/idence from te article to su&&ort your
ans%er(
5
The Lost Empire: Incas
Land of Four Quarters or the Inca Empire stretched 2,500
miles along the Andes Mountains from olom!ia to hile and reached
"est to east from the Atacama #esert to the Ama$on %ainforest& At
the height of the Inca Empire, it "as the largest nation on Earth and
the remains are the largest nati'e state to ha'e e(isted in the "estern
hemisphere& )he Inca empire "as made up of *00 different tri!es that
"ere spread throughout their enormous empire&
)he "ealth and sophistication of the Inca people attracted
man+ anthropologists and archaeologists to the Andean nations in a ,uest to understand the Inca-s
ad'anced "a+s and "hat led to their ultimate do"nfall of this great ci'ili$ation
u$co "as the center of Inca life and home to the rulers& u$co "as the richest cit+ in the .e"
/orld& & 0)he riches that "ere gathered in the cit+ of u$co alone, as capital and court of the Empire,
"ere incredi!le,0 sa+s an earl+ account of Inca culture "ritten 100 +ears ago !+ 2esuit priest Father
3erna!e o!o, 0for therein "ere man+ palaces of dead 4ings "ith all the treasure that each amassed
in life5 and he "ho !egan to reign did not touch the estate and "ealth of his predecessor !ut &&&& !uilt a
ne" palace and ac,uired for himself sil'er and gold and all the rest&0
)he Incas paid ta(es !+ la!oring on the man+ roads, crop
terraces, irrigation canals, temples, or fortresses& )he Incas did not ha'e
a currenc+& )he Incan rulers paid their la!orers in clothing and food&
6il'er and gold "ere a!undant, !ut "ere onl+ used for !eaut+ and art&
Inca 4ings and no!les collected a lot of riches "hich "ere placed in their
tom! "hen the+ died& )he 6panish "ere ama$ed "ith all of the gold and
set out to con,uer all of it& 7eople are still searching sacred sites and
!lasting !urial tom!s in search of precious Incan gold&
)he first 4no"n Incas, a no!le famil+ "ho ruled u$co and a small surrounding high Andean
agricultural state, date !ac4 to *200 A&#& )he gro"th of the empire !egan in *819 "hen emperor
7achacuti :meaning he "ho transforms the earth; !rought neigh!oring tri!es food in hopes that the+
"ould <oin the empire, in "hich the+ did&
)he large empire soon !ecame a struggle for the ruling Inca as their influence reached across man+
ad'anced cultures of the Andes& )he Inca=s spo4e a Quechua, "orshipped the sun, and had a *8,000
mile>long road s+stem criss>crossing high Andean mountain passes an lin4ing the different rulers of
the Inca Empire& ommunication and transportation "as efficient and fast& 3uilding materials and
ceremonial processions tra'eled thousands of miles along the roads that still e(ist in remar4a!l+ good
condition toda+& )he roads "ere !uilt to last and to "ithstand the e(treme natural forces of "ind,
floods, ice, and drought&
)he Incan high"a+ s+stem ri'aled that of %ome& 3+ this account, the road s+stem ran 0through deep
'alle+s and o'er mountains, through piles of sno", ,uagmires, li'ing roc4, along tur!ulent ri'ers5 in
some places it ran smooth and pa'ed, carefull+ laid out5 in others o'er sierras, cut through the roc4,
"ith "alls s4irting the ri'ers, and steps and rests through the sno"5 e'er+"here it "as clean s"ept
and 4ept free of ru!!ish, "ith lodgings, storehouses, temples to the sun, and posts along the "a+&0
6
)he most uni,ue a!out Inca ci'ili$ation "as its thri'ing e(istence at such high altitudes& )he Inca=s
spent their dail+ life at 'er+ high altitudes& E'en toda+ "ith our ad'anced mountaineering clothing and
e,uipment, it is hard for us to adapt and cope "ith the cold and deh+dration e(perienced at the high
altitudes& )he Inca sur'i'al at such high altitudes has perple(ed scientists toda+&
)he Inca Empire "as threatened for the first time "ith the arri'al of Francisco 7i$arro and his
con,uistadors in *512& Fooled into meeting "ith the con,uistadors in a peaceful meeting,
Atahualpa, an Inca emperor, "as 4idnapped and held for ransom& )he Inca=s paid ?50 million in gold
!+ toda+=s standards, Atahualpa, "ho "as promised to !e set free, "as strangled to death !+ the
6paniards "ho then marched straight to u$co and its riches&
ie$o de Leon, a con,uistador, "rote of the astonishing surprise the 6paniards e(perienced
upon reaching u$co& )emples, edifices, pa'ed roads, and ela!orate gardens all shimmered "ith
gold& 3+ ie$o de Leon-s o"n o!ser'ation the e(treme riches and e(pert stone "or4 of the Inca "ere
!e+ond !elief@ 0In one of :the; houses, "hich "as the richest, there "as the figure of the sun, 'er+
large and made of gold, 'er+ ingeniousl+ "or4ed, and enriched "ith man+ precious stones&&&&)he+
had also a garden, the clods of "hich "ere made of pieces of fine gold5 and it "as artificiall+ so"n
"ith golden mai$e, the stal4s, as "ell as the lea'es and co!s, !eing of that metal&&&&3esides all this,
the+ had more than t"ent+ golden :llamas; "ith their lam!s, and the shepherds "ith their slings and
croo4s to "atch them, all made of the same metal& )here "as a great ,uantit+ of <ars of gold and
sil'er, set "ith emeralds5 'ases, pots, and all sorts of utensils, all of fine gold&&&&it seems to me that I
ha'e said enough to sho" "hat a grand place it "as5 so I shall not treat further of the sil'er "or4 of
the cha,uira :!eads;, of the plumes of gold and other things&
/hat remains of the Inca legac+ is limited, as the
con,uistadors plundered :too4; "hat the+ could of Inca
treasures and in so doing, dismantled the man+ structures
!uilt !+ Inca craftsmen to house the precious metals&
%emar4a!l+, a last structure of the Inca Empire remained
un4no"n to the 6panish con,uerors and "as not found until
e(plorer Airam 3ingham disco'ered it in *B**& Ae had found
Machu 7icchu, a fortress atop a mountainous <ungle along the
Cru!am!a %i'er in 7eru& Drand steps and terraces "ith
fountains, lodgings, and shrines flan4 the <ungle>clad pinnacle
pea4s surrounding the site& It "as a place of "orship to the
sun god, the greatest deit+ in the Inca pantheon&
Francisco 7i$arro and his small arm+ of mercenaries, totaling less than 800 people, con,uered
the "orld=s largest empire& Much of the con,uest "as accomplished "ithout !attles or "arfare as
the initial contact "ith diseases "iped out t"o>thirds of the Inca Empire& /ith the aid of disease and
success of his initial deceit of Atahualpa, Francisco 7i$arro ac,uired large amounts of Inca gold& )his
!rought him great fortune in 6pain& %einforcements for his troops came ,uic4l+ and his con,uest of a
people soon mo'ed into consolidation of an empire and its "ealth& 6panish culture, religion, and
language rapidl+ replaced Inca life and onl+ a fe" traces of Inca "a+s remain in the nati'e culture as
it e(ists toda+&
7
,A1D#UT 2 3 D!CID!
Deter"ine %hat you -no% about the s-ill to be practiced4
4at .no%led+e do you need to .no% to understand te Incas and Aztecs55
!0a"ine the le$els o( di((iculty and choose the le$el that is best (or you4
In your o&inion* %at ma.es one le/el arder tan te ne2t5
4at le/el do you tin. %ill %or. "est for you to start at5 4y5
Chec- your %or-4 Change your le$el or create a ne% le$el i( you co"pleted )e$el D4
4at %as easy a"out te le/el you cose5
4at %as difficult a"out te le/el you cose5
Identi(y the criteria you used to "a-e your choice4
4at criteria did you use to select te le/el at %ic you %anted to %or.5
If you are +i/en anoter o&&ortunity to coose te difficulty of your class %or.* %ill
you can+e te criteria5 4y5
Deter"ine i( you "ade a good choice and decide %hat you need to -no% understand
to "o$e to the ne0t le$el4
4as your coice a +ood one for you5 4y or %y not5
4at do you need to .no%0do to mo/e to te ne2t le/el5
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8
!stablish a goal (or i"pro$e"ent
Handout 2 (Group A): QuizStar
Directions$ Lo+on to your BuizStar account @%%%()uizstar(4teacers(or+A( Go to your unta.en
)uizzes and com&lete te Aztec and Inca BuizStar assi+nment( 4en you finis* remem"er to
re/ie% your ans%ers and loo. to see %at you missed( Please do not mo/e to te ne2t tas. until
you a/e reaced your SMA>- +oal @E5NA(
9
Handout 3: (Group B): Aztec and Inca Compare and Contrast
Directions$ Isin+ your Aztec and Inca notes* com&are and contrast te t%o Latin American
ci/ilizations( Hou need at least se/en differences and similarities for eac(
10
Incas Aztecs
Handout 4: Descriptive arrative
Directions$ Isin+ your Aztec and Inca notes* %rite a = &ara+ra& descri&ti/e narrati/e from te &oint of
/ie% of Montezuma II* Hern6n !ortes* Ataual&a* or 1rancisco Pizarro durin+ te S&anis con)uest of
te a&&ro&riate ci/ilization( 4en you finis* sare your narrati/e %it a &artner at your ta"le(
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Handout !: Independent Stud": #atin America Histor"
$ourna% &ro'ect
Directions$ >esearc te Aztec and Inca 'm&ires to creati/ely and accurately re&resent te
t%o +reat ci/ilizations( >emem"er to ma.e tis as s&ecific to te ci/ilization as &ossi"le( Hou %ill
also need to e2&lain in &ara+ra& for te ci/ilization* o% it differed from oter ci/ilizations at
te time* and te ci/ilization %as essentially lost @fell under S&anis ruleA( See Ms( !am"ers
for !ardstoc. %en you are ready to desi+n your Dournal &a+e(
12
Handout (: Bui%din) *our +,n Civi%ization
Directions$ Ise te "uildin+ ste&s on te oter side of tis &a+e and te class discussion on te
Aztecs and Incas to el& desi+n your o%n ci/ilization( Hou can coose to "e+in your ci/ilization in
a real life settin+ and actual &lace in te %orld #R you can create your o%n settin+( Ce as
creati/e and s&ecific as &ossi"le( Also* "e sure to name your ci/ilization* include &ysical
features li.e mountains or ri/ers* create city names* and decide o% it %ill &ro+ress o/er time
%it te economy and +o/ernmentJ Celo% are a fe% +uided )uestions to el& you +et started(
#( 4ere is your ci/ilization5 4at landforms and %ater masses are tere5
<( 4at is te %eater li.e ere5 4at .inds of &lants and animals are tere5
=( 4at .ind of +o/ernment does your ci/ilization a/e5 4at are leaders called5 4o cooses
tem5
4( 4at is te lan+ua+e or lan+ua+es of your ci/ilization5 4at are te scools li.e5 4o +oes
to scool5
5( Ho% do te &eo&le of your ci/ilization +et food5 4at do tey trade %it oter &eo&les5
4at do tey use for money5
6( Descri"e te culture of your ci/ilization( 4at .ind of art or entertainment do te &eo&le
a/e5
13
?( 4at is your ci/ilization called5
Bui%din)
Civi%izations
14
Handout -: (Group B): Aztec and Inca Compare and
ContrastAns,ers
Directions$ Isin+ your Aztec and Inca notes* com&are and contrast te t%o Latin American
ci/ilizations( Hou need at least se/en differences and similarities(
15
Incas Aztecs
Located in present-day Mexico and
Guatemala
!ontained t"e lar#est city at t"e time $
%enoc"titlan
&uman sacri'ices (ere a lar#e part o'
t"eir daily li)es
&ad t(o calendar systems
Located in t"e *ierra Madre Mountains
+sed !odices to record in'ormation
!on,uered -y &ern.n !otes in 1521
%rusted t"e *panis" and t"ou#"t t"ey
(ere #od-li/e
%enoc"titlan (as t"e capital city
Located in present-day !olom-ia0
1cuador0 2oli)ia0 3eru0 !"ile0 and
4r#entina
%"e lar#est empire in t"e (estern
"emisp"ere
&uman sacri'ices (ere )ery rare and
only done at di''icult times
Lar#e net(or/ o' roads
Located in t"e 4ndes Mountains
+sed 5uipu to record in'ormation
!on,uered -y 6rancisco 3i7arro in
1532
+nsure a-out t"e *panis" and scared
o' ("at t"ey could do
!u7co (as t"e capital city
8eli#ion (as )ery
important
Located in Latin
4merica
3olyt"eistic
9o currency $ used
-arterin# to trade
#oods
:rri#ation systems
+se mat"ematics
!on,uered -y t"e
*panis"
Ga)e *panis" #old in
"opes t"ey (ould
lea)e
;iseases /illed most
o' t"e people