INCA EMPIRE READING, QUESTIONS, MAP ACTIVITY AND ARTICLE WRITING ASSIGNMENT WITH TEACHER KEY AND RUBRIC
|
|
- Victor Owens
- 7 years ago
- Views:
Transcription
1 18 PAGES INCA EMPIRE READING, QUESTIONS, MAP ACTIVITY AND ARTICLE WRITING ASSIGNMENT WITH TEACHER KEY AND RUBRIC
2 Social Studies Name: Directions: Read the following text and complete the related activities. Francisco Pizarro and other Spanish conquistadors came upon the Inca Empire in At the time it was one of the largest empires in the world. The Inca civilization arose from the highlands of Peru sometime in the early 13th century. The empire included the territory between the Pacific coast and the Amazon River basin and stretched from Ecuador to northern Chile. In total, the Inca Empire included a diverse population with many different groups of people and contained a population in the millions. The administrative, political and military center of the empire was located in Cuzco in modern-day Peru. It was home to the ruler (Inca) and the ruling elite and was a city of great splendor. The first Incan emperor, named Pachacuti, grew Cuzco from a modest village into a sprawling city with many temples. He created the city into the shape of a puma. The official language of the empire was Quechua, although hundreds of local languages and dialects of language were spoken. The Inca referred to their empire as Tawantinsuyu which can be translated as The Land of the Four Quarters.
3 The origins of the Inca are unknown. Their history was recorded through oral tradition, stone, pottery, and gold and silver jewelry. They expanded their empire through a combination of alliances and intimidation as well as conquest. From 1438 to 1533, the Incas used these methods to gain control over a large portion of western South America. The empire was divided up into four suyu, which met at the capital, Cuzco. These suyu in turn were divided into provinces. By the time of the Spanish conquest, much of the Inca Empire was made up of numerous groups. This central location gave the Inca a number of advantages when they were able to expand, one of the most important being the availability of infrastructure. To support this empire, a system of roads stretched for more than 14,000 miles. This system of roads was used to move armies, keep control over their territory and distribute the wealth of the empire. The system of roads ranged from narrow paths to wide lanes. As well, rope suspension bridges crossed gorges and rivers. The territory that the Incas ruled over was made up of massively varied terrain, large areas of jungle, desert and rugged highlands. Their roads are in effect paths, kept clear in these difficult conditions. Official messengers or runners raced along these roadways covering approximately 150 miles a day. A message could be sent 1200 miles from Cuzco in under a week. In a system known as mita, local people worked for the state on a regular basis. They would be used to construct roads, bridges, temples and other infrastructure as needed. As well, men also served in the army. In return the people would receive gifts and the state would organize lavish rituals, feasts and entertainment. Everyone was expected to contribute to the empire. Land was divided in three sections. One third was worked for the emperor, one third was reserved for the gods, and one third the people kept for themselves. All were required to pay taxes as tribute.
4 Another aspect related to the Inca economy was the lack of a market system and physical money. Instead, each citizen of the empire was issued what they needed from the state storehouses, including food, tools, raw materials, and clothing. While the Inca did not develop what we would today consider a formal system of writing, they did use recording devices. For example, they developed the quipu which was a cord with strings suspended from it. Varying lengths, colors, knottypes, and positions, enabled them to store enormous quantities of information. The Inca worshipped a variety of gods that included the creator god Viracocha, sun god Inti, thunder god Illapa and earth-mother goddess Pachamama, among others. The Inca honored these gods in many ways, including prayers, fasting and animal sacrifice. However, similar to other civilizations in central and South America, the most powerful form was that of human sacrifice, typically those of children and teenagers. While objects made out of gold and silver survive from the Inca Empire, the most striking examples of Inca art were its textiles. Cloth and clothing were not only a source of wealth and prestige in Inca society, but they were also a means of communication. Complex patterns on cloth served as a way of showing social status and family background. Finally, the Inca are famous for their stone-working, especially in terms of how they used it to construct their cities and temples. Inca engineers built stone structures without using any mortar, such that an object as thin as a razor blade could not fit between the stones. The most famous enduring example of their ability to build stone structures is the mountain-top city of Machu Picchu. The complex of palaces and plazas, temples and homes may have been
5 built as a ceremonial site, a military stronghold, or a retreat for ruling elites. The ruins lie on a high ridge, surrounded on three sides by the Urubamba River which is approximately 2,000 feet below. In 1532, accompanied by his brothers, the Spanish conquistador, Francisco Pizarro overthrew the Inca leader Atahualpa and conquered Peru, which ended the reign of the Inca Empire. Three years later, he founded the new capital city of Lima, which still exists today.
6 Social Studies Name: Directions: Complete the following questions based on the previous reading. 1. Who was the Spanish conquistador that encountered the Inca Empire in 1532? 2. Approximately, when AND where did the Inca Empire begin? 3. What was the capital city of the Inca Empire? 4. Who was the first emperor of the Inca Empire? 5. What was the official langue of the Inca Empire? 6. The Inca Empire contained hundreds of local languages and dialects. What does this show about the Inca Empire and the population of the empire? 7. Why do you suppose historians are unsure about the origin or rise to power of the Inca Empire?
7 8. Why was the location of Cuzco ideal for the leaders of the Inca Empire? 9. What is another word that could be used to explain the meaning of suyu? a. Section b. Wealth c. Power d. Army 10. The Inca Empire had a diverse system of roads that spanned across the territory of the empire. a. How was this system of roads used by the Incas? b. Why was the construction of this road system so impressive? 11. What is meant by mita? 12. Briefly explain how the Inca economy worked. 13. What is the significance of a quipu? 14. Why did the Incas carry out human sacrifice?
8 15. Briefly explain the significance of clothing (textiles) in Inca culture. 16. Below is a picture of Inca stonework. According to the reading, why was this stonework so impressive? 17. If possible, access Google Maps, and search for Machu Picchu. You will be able to look at the ruins at street level to get a close up view of the Inca city. Take the opportunity to look around the site and see the city from different points on the map. a. Why is the construction of Machu Picchu so impressive? b. Why would it make a great military stronghold or retreat for Inca elites? 18. Who was the last leader of the Inca Empire?
9 Social Studies Name: Directions: Using an atlas or Google Maps, complete the map activity below to show the current countries of the world in the former region of the Inca Empire. LABEL / COLOR Ecuador Peru Chile Bolivia Columbia Brazil Argentina Paraguay Venezuela City of Lima
10 Social Studies Name: In 1532, Francisco Pizarro and other Spanish conquistadors encountered the Inca Empire in South America. This event marked a significant meeting of two cultures and would be an important event in the history of the Age of Exploration. For this assignment, imagine that you are a Spanish writer and that you accompanied the Spanish conquistadors on their journey into Inca territory. You have returned back to Spain and have been asked by your local newspaper to complete an article detailing the Inca civilization that you encountered in the jungles of South America. The editor of the newspaper has asked you to create an article that details what you ve seen and learned about the Inca civilization, especially in regards to Inca: culture, achievements, economics and way of life. Your response MUST have the following elements: Headline (Catchy and Concise) Article (Explaining specific details about the Incas) Picture (Related to Topic) Caption for Picture (Concise and Informative) Your response MUST: Be detailed and specific Explain the ideas fully Use historically correct evidence and support
11
12
13 Social Studies Name: Mark: /10 Written Response Evaluation Excellent E Proficient Pf Satisfactory S Limited L Poor P Insufficient INS EXPLANATIONS AND SUPPORT (8 marks) 8 Explanations are deliberate and comprehensive, revealing a perceptive understanding. Support is specific and accurate, and errors, if present, do not detract from the response. A thorough understanding of the assigned task is demonstrated. 6.4 Explanations are appropriate and purposeful, revealing a clear understanding. Support is relevant and appropriate, but may contain some minor errors. A clear understanding of the assigned task is demonstrated. 4.8 Explanations are general and straightforward, revealing an acceptable understanding. Support is relevant but general, may be incompletely developed, and/or contains errors. An acceptable understanding of the assigned task is demonstrated. 3.2 Explanations are overgeneralized and/or redundant, revealing a confused, though discernible, understanding. Support is superficial, may not be always relevant, and may contain significant errors. An incomplete understanding of the assigned task is demonstrated. 1.6 Explanations are tangential or minimal, revealing a negligible understanding. Support, if present, is incomplete, may be marginally relevant, and contains significant and/or frequent errors. A minimal understanding of the assigned task is demonstrated. COMMUNICATION (2 marks) 2 The writing is fluent and purposefully organized. Vocabulary is precise. The writing demonstrates confident control of sentence construction, grammar, and mechanics. Errors, if present, are inconsequential. 1.6 The writing is straightforward and clearly organized. Vocabulary is specific. The writing frequently demonstrates effective control of sentence construction, grammar, and mechanics. Errors do not detract from communication. 1.2 The writing is generally clear and functionally organized. Vocabulary is adequate. The writing demonstrates basic control of sentence construction, grammar, and mechanics. Errors do not seriously interfere with communication. 0.8 The writing is uneven and incomplete, but is discernibly organized. Vocabulary is imprecise and/or inappropriate. The writing demonstrates a faltering control of sentence construction, grammar, and mechanics. Errors hinder communication. 0.4 The writing is unclear and disorganized. Vocabulary is ineffective and frequently incorrect. A lack of control of sentence construction, grammar, and mechanics is demonstrated. Errors impede communication.
14 Teacher Key Name: Directions: Complete the following questions based on the previous reading. 19. Who was the Spanish conquistador that encountered the Inca Empire in 1532? Francisco Pizarro 20. Approximately, when AND where did the Inca Empire begin? The Inca civilization arose from the highlands of Peru sometime in the early 13th century. 21. What was the capital city of the Inca Empire? Cuzco 22. Who was the first emperor of the Inca Empire? Pachacuti 23. What was the official langue of the Inca Empire? Quechua 24. The Inca Empire contained hundreds of local languages and dialects. What does this show about the Inca Empire and the population of the empire? It shows that the Incas had quickly taken over a large area of territory and therefore ruled over a wide range of people with different background. 25. Why do you suppose historians are unsure about the origin or rise to power of the Inca Empire? The Incas history was passed down with an oral history making it difficult to determine specific details today.
15 26. Why was the location of Cuzco ideal for the leaders of the Inca Empire? It was at a central point in the empire and allowed the Inca leadership the ability to easily oversee the far reaches of the empire. 27. What is another word that could be used to explain the meaning of suyu? a. Section b. Wealth c. Power d. Army 28. The Inca Empire had a diverse system of roads that spanned across the territory of the empire. a. How was this system of roads used by the Incas? This system of roads was used to move armies, keep control over their territory and distribute the wealth of the empire. b. Why was the construction of this road system so impressive? It was impressive because the empire spanned a wide variety of different terrains and would have been difficult to maintain. As well, the amount of roads constructed was numerous and impressive. 29. What is meant by mita? In a system known as mita, local people worked for the state on a regular basis. They would be used to construct roads, bridges, temples and other infrastructure as needed. 30. Briefly explain how the Inca economy worked. The Inca economy lacked a market system and physical money. Instead, each citizen of the empire was issued what they needed from the state storehouses, including food, tools, raw materials, and clothing. 31. What is the significance of a quipu? It was the Inca form of record keeping that involved different lengths and colors of rope. 32. Why did the Incas carry out human sacrifice? As a way of honoring and worshipping their gods.
16 33. Briefly explain the significance of clothing (textiles) in Inca culture. Cloth and clothing were not only a source of wealth and prestige in Inca society, but they were also a means of communication. Complex patterns on cloth served as a way of showing social status and family background. 34. Below is a picture of Inca stonework. According to the reading, why was this stonework so impressive? Inca engineers built stone structures without using any mortar, such that an object as thin as a razor blade could not fit between the stones. 35. If possible, access Google Maps, and search for Machu Picchu. You will be able to look at the ruins at street level to get a close up view of the Inca city. Take the opportunity to look around the site and see the city from different points on the map. a. Why is the construction of Machu Picchu so impressive? It was constructed on a high mountain-top with many stones. It stands as an impressive display of engineering and stonework in such a harsh environment. b. Why would it make a great military stronghold or retreat for Inca elites? It was so isolated and protected by the surrounding river that it would have been easy to defend. 36. Who was the last leader of the Inca Empire? Atahualpa
17 Teacher Key Name: Directions: Using an atlas or Google Maps, complete the map activity below to show the current countries of the world in the former region of the Inca Empire. COLUMBIA VENEZUELA ECUADOR PERU BRAZIL LIMA BOLIVIA PARAGUAY CHILE LABEL / COLOR ARGENTINA Ecuador Peru Chile Bolivia Columbia Brazil Argentina Paraguay Venezuela City of Lima
18 Teacher Explanation Name: In 1532, Francisco Pizarro and other Spanish conquistadors encountered the Inca Empire in South America. This event marked a significant meeting of two cultures and would be an important event in the history of the Age of Exploration. For this assignment, imagine that you are a Spanish writer and that you accompanied the Spanish conquistadors on their journey into Inca territory. You have returned back to Spain and have been asked by your local newspaper to complete an article detailing the Inca civilization that you encountered in the jungles of South America. The editor of the newspaper has asked you to create an article that details what you ve seen and learned about the Inca civilization, especially in regards to Inca: culture, achievements, economics and way of life. Your response MUST have the following elements: Headline (Catchy and Concise) Article (Explaining specific details about the Incas) Picture (Related to Topic) Caption for Picture (Concise and Informative) Your response MUST: Be detailed and specific Explain the ideas fully Use historically correct evidence and support The purpose of this assignment is for students to show their understanding of the Inca civilization after having completed the included reading. This activity will allow students the opportunity to show their learning in a creative fashion. The teacher may wish to allow students the opportunity to access more information from library, textbook or online sources. As well, the included format could be used for the final project or as a draft copy, depending on teacher discretion. Instead the teacher could have the student complete the work as a small poster Article project. A marking rubric has been included for ease of use.
19 TITLE ARTICLE PICTURE CAPTION
Multiple Choice Identify the choice that best completes the statement or answers the question.
Chapter 15 Exam Multiple Choice Identify the choice that best completes the statement or answers the question. 1. The first Aztecs were a. fishers from the west coast of Mexico. b. shepherds from the mountains
More informationIn what ways were the Maya, the Aztecs, and the Inca advanced for their time?
perform the task In what ways were the Maya, the Aztecs, and the Inca advanced for their time? Image Credits: Digital Vision/Getty Images You will read: THREE INFORMATIVE ARTICLES Mayan Civilization Aztecs
More informationNote Taking Study Guide CIVILIZATIONS OF MESOAMERICA
SECTION 1 Note Taking Study Guide CIVILIZATIONS OF MESOAMERICA Focus Question: What factors encouraged the rise of powerful civilizations in Mesoamerica? A. As you read People Settle in the Americas, complete
More informationSOUTH AMERICA CONTENTS. What s in This Book... 2. Section 1: South America in the World... 3. Section 2: Political Divisions of South America...
SOUTH CONTENTS What s in This Book 2 Section 1: 3 Section 2: Political Divisions of 1 Section 3: Physical Features of 41 Section 4: Valuable Resources of 67 Section : n Culture 89 Section 6: Assessment
More informationART OF THE AMERICAS AFTER 1300
ART OF THE AMERICAS AFTER 1300 AZTECS Tenochtitlan and the Codex Mendoza The Great Pyramid Religious Sculpture: iconography and style Featherwork INCAS Masonry techniques Machu Picchu: city-sanctuary Textiles:
More informationSubject Area: World History Standard: Understands major global trends from 1000 to 1500 CE
#3567 THE AZTECS Grade Levels: 9-12 25 minutes AMBROSE VIDEO PUBLISHING 1998 1 Student Activity Sheet DESCRIPTION Aztec civilization flourished in Mexico for three centuries before Cortez and his Spanish
More informationPeru : Cusco & Machu Picchu Tour
Experience the magic of the Inca heritage Peru : Cusco & Machu Picchu Tour Day 1 Santiago - Chile Day 2 Fly to Cusco Peru Day 3 Inca Ruins Tour Day 4 Train to Machu Picchu Day 5 Train back to Cusco Day
More informationMansa Musa s Pilgrimage Grade Seven
Ohio Standards Connection: Geography Benchmark A Identify on a map the location of major physical and human features of each continent. Indicator 2 On a map, identify places related to the historical events
More informationTikal, in northern Guatemala, is the largest and perhaps oldest Mayan city. It spread over fifty square miles. Tikal s population may have reached
THE MAYANS The Mayan culture spread throughout southern Mexico and Central America. It included the Yucatan Peninsula to the northas well as the modern countries of Honduras, Belize, El Salvador,and Guatemala
More informationUnit 4 Lesson 8 The Qin and Han Dynasties
Unit 4 Lesson 8 The Qin and Han Dynasties Directions Read the False statements below. Replace each underlined word with one from the word bank that makes each sentence True. Word Bank Ying Zheng army copper
More informationHopewell culture A mound/building culture which lasted from 200-500
Week 12: Chapter 11: Part 1: Terms Toltecs Native people in Mesoamerica. They established a capital at Tula. They also established political control over a large area after 1000. Declined after 1200. Tula
More information- 7. Oracle bones were used a. to practice written Chinese. b. to try to predict the future. p Ch 14 Ancient China section 1
Name: Class: Date: ID: A p Ch 14 Ancient China section 1 Multiple Choice Identzh the choice that best completes the statement or answers the question. - I. Before the Shang kingdom arose, Chinese civilization
More informationGrade 4. Expository Writing Rubric
Grade 4 Expository Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific demands of
More informationExplain the image using visual clues to develop informative explanations of images
Teacher Guide TT targeted adaptable Primary Intermediate Middle Senior 4 4 Explain the image using visual clues to develop informative explanations of images Learning outcomes understand the basic contents
More informationBenchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.
Feudalism in Japan and Europe Connection: History Benchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Indicator 3 Describe the
More informationEnglish II Writing. Persuasive Writing Rubric
English II Writing Persuasive Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific
More informationYear 2 History: Ancient Egypt Resource Pack
Year 2 History: Ancient Egypt Resource Pack This pack includes the following lessons: Locating Egypt The River Nile Archeology Hieroglyphics Pharaohs Every effort has been made to seek permission for the
More informationAfrica Before the Slave Trade
Africa Before the Slave Trade Overview of African Kingdoms Ghana and Songhai Ghana (Wagadu) is the earliest known empire of the western Sudan, came into the history books around the eighth century but
More informationRome Lesson Plan 4: Mapping an Empire
Rome Lesson Plan 4: Mapping an Empire Introduction: In this lesson, students will compare a map of the Roman Empire in 44 BC with one of the Roman Empire in 116 AD. Using these two maps as a reference,
More informationGM IFMGA 2013 in Huaraz Perú
(AGMP) GM IFMGA 2013 in Huaraz Perú SUGGESTIONS FOR OPTIONAL EXTENDED PROGRAM IN THE CUZCO REGION (4 OR 6 DAYS) Two programs for the period 20.10.2013-23.10.2013, resp. 25. 10.2013 Responsible for program
More informationAssignment Discovery Online Curriculum
Lesson title: Reflections of Ancient Greece Grade level: 5-6, with an adaptation for older students Subject area: Ancient History Duration: Two or three class periods Assignment Discovery Online Curriculum
More informationLESSON 3: EXHIBITING A CIVIL WAR SOLDIER
LESSON 3: EXHIBITING A CIVIL WAR SOLDIER Abraham Lincoln Presidential Library and Museum GRADE 5-8 Objectives Understand the purpose of a museum, museum exhibits and exhibit labels. Experience hands-on
More informationChapter 8, Section 2 The Louisiana Purchase. Pages 272-277
Chapter 8, Section 2 The Louisiana Purchase Pages 272-277 American Settlers Move West By the early 1800s, thousands of Americans settle in the area between the Appalachians and the Mississippi River. Kentucky,
More informationLesson 2 Life in Ancient Egypt
Lesson 2 Life in Ancient Egypt MAIN IDEAS Economics Egyptians developed a complex society with many different jobs and social roles. Science and Technology Egyptians made advances in calendars, geometry,
More informationGovernment of Ancient Egypt Question Packet
Government of Ancient Egypt Question Packet Your group will research Ancient Egyptian culture focusing on the Government of Ancient Egypt. Assign jobs to group members. Everyone must have a job. Research
More information6 th Grade Unit 5: Latin America Today
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the SIXTH GRADE Social Studies course. 6 th Grade
More informationMontezuma II. www.getworksheets.com
Montezuma II Montezuma was the leader of the Aztecs, and he ruled from 1502 until 1520. He was born in 1480, and was trained to become a priest. He was born in Tenochtitlán, the capital of the Aztec Empire,
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationSecond Grade Ancient Greece Assessment
Second Grade Ancient Greece Assessment 1a. Which letter is labeling the Mediterranean Sea: A or B? A B 1b. Which body of water is labeled with an A? A 1c. Label the Mediterranean Sea. Then, answer the
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationa. farmers b. merchants c. priests d. warriors a. the Maya b. the Moche c. the Nazca a. making pottery b. making textiles c.
Ancient America Chapter 9 Test Form A Part 1: Multiple Choice Choose the letter of the best answer. (4 points each) 1. What geographic feature is common in Mesoamerica s tropical lowlands? a. jungles b.
More informationMonuments and Landmarks Classroom Activity
Monuments (and Landmarks) Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends
More informationLiteracy across learning Principles and practice
Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression
More informationAncient Rome: Expansion and Conquest: Teacher s Guide
Ancient Rome: Expansion and Conquest: Teacher s Guide Grade Level: 6-8 Curriculum Focus: Ancient History Lesson Duration: Two class periods Program Description They came, they saw, they conquered. They
More information1. Find a partner or a small team of three or four classmates to work on this lesson.
Culture Inspiration for this lesson came from ESL Special Collection found at: http://www.literacynet.org/esl/tta5.html. Within that website, there is Building Bridges: A Peace Corps Guide to Cross-Cultural
More information2. The chinampas of the Amerindians in central Mexico was a(n) A) weapon. B) religion. C) human sacrifice. D) temple. E) agricultural technique.
Name: Date: NOTE: You will enter these answers on the scantron provided to you for the test. You will be given another scantron in class Monday so you can enter your answers on that form Monday night.
More informationÄventyrsresa i Peru och Bolivia
Blueberry volontär Äventyrsresa i Peru och Bolivia Peru Peru is the third largest country in South America, about twice as large as France. The 2250 km coastline from north to south is dry and desert like.
More informationEgyptian Pyramids Lesson Plan. Central Historical Question: Did slaves build the Great Pyramid at Giza?
Egyptian Pyramids Lesson Plan Central Historical Question: Did slaves build the Great Pyramid at Giza? Materials: Introductory PowerPoint Copies of Documents A-E Guiding Questions Graphic Organizer Plan
More informationSmarter Balanced Assessment Consortium:
Smarter Balanced Assessment Consortium: Practice Test Scoring Guide Grade 3 Performance Task Published August 26, 2013 Prepared by the American Institutes for Research Smarter Balanced Assessment Consortium,
More informationCulture (from the Encarta Encyclopedia)
Culture (from the Encarta Encyclopedia) 1. Introduction Culture, in anthropology, is the patterns of behavior and thinking that people living in social groups learn, create, and share. Culture distinguishes
More informationLiving together in the Roman Empire Conquerors and rulers of a Great Empire Roman politics - 400 BC - 200 AD
LESSON 7 Living together in the Roman Empire Conquerors and rulers of a Great Empire Roman politics - 400 BC - 200 AD Research questions 1. How did Rome become a Great Empire? 2. How did the Romans govern
More informationIn this chapter, you will learn about the African kingdom of Kush. Kush was located on the Nile River, to the south of Egypt.
Name: Date: Period: Lesson 10 - The Kingdom of Kush Section 1 - Introduction In this chapter, you will learn about the African kingdom of Kush. Kush was located on the Nile River, to the south of Egypt.
More informationHow To Proofread
GRADE 8 English Language Arts Proofreading: Lesson 6 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information
More informationTHE VICTORIANS ON THE CANALS
THE VICTORIANS ON THE CANALS An education pack for Key Stage 2 The London Canal Museum, 12-13 New Wharf Road, London N1 9RT. ( (020) 7713 0836 Introduction The London Canal Museum is an interactive, hands-on
More informationAncient Greece Lesson Plan By: Cery Kheav I. Purpose: II. Objectives: III. Procedure:
Ancient Greece Lesson Plan By: Cery Kheav I. Purpose: The purpose of this lesson plan is to help students understand the significant contributions Ancient Greece has on society in terms of the architecture,
More informationMesopotamia is the first known civilization. Mesopotamia means land between two rivers. This civilization began on the plains between the Tigris and
Mesopotamia Review Mesopotamia is the first known civilization. Mesopotamia means land between two rivers. This civilization began on the plains between the Tigris and Euphrates Rivers. This curving strip
More informationVisualizing History. Observation and inference incorporating ELA and SS vocabulary Overview:
David Brigham, Lansing School District-Attwood/Elmhurst, Lansing, Michigan This upper elementary/middle school level lesson asks students to examine the contemporary echoes of the Spanish conquest of South
More informationMachu Pichu. Machu Pichu is located north east of Cusco, Chile in the district of Machu Picchu, province of Urubamba.
Machu Pichu 1 Sunlight plays an important role in understanding the design of this fabled Inca city. Incan architects designed practical homes for Machu's residents. They also marked in their creations,
More informationSection 1- Geography and the Early Greeks
Name: Class: Date: 6 th Grade World History Chapter 8 Study Guide: Ancient Greece Section 1- Geography and the Early Greeks 1) Complete the chart below to show how geography shaped the lives of early Greeks.
More informationSECTION 5 TEST III (WRITING) SAMPLE CONSTRUCTED- RESPONSE ASSIGNMENT
SECTION 5 TEST III (WRITING) SAMPLE CONSTRUCTED- RESPONSE ASSIGNMENT This section of the (GACE ) Preparation Guide is designed to assist you in responding to the constructed-response assignment on the
More informationCLIMATE, WATER & LIVING PATTERNS THINGS
CLIMATE, WATER & LIVING PATTERNS NAME THE SIX MAJOR CLIMATE REGIONS DESCRIBE EACH CLIMATE REGION TELL THE FIVE FACTORS THAT AFFECT CLIMATE EXPLAIN HOW THOSE FACTORS AFFECT CLIMATE DESCRIBE HOW CLIMATES
More informationEmma Watson visits People Tree s partner in Bangladesh to see the impact that fair trade fashion makes and finds out more about the real cost of fast
Emma Watson visits People Tree s partner in Bangladesh to see the impact that fair trade fashion makes and finds out more about the real cost of fast fashion 38 39 Fair clothes = happy families Safia Minney
More informationTools to Use in Assessment
Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too
More informationBilingual Education Assessment Urdu (034) NY-SG-FLD034-01
Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national
More informationThe retreat of glaciers and the original people of the Great Lakes
Subject/target grade: Grade 9-12 Local History, Ecology, or Earth/Environmental Science classes Duration: Four 50-minute class periods; one optional half-day field activity Setting: Classroom Materials
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationOverview. Summary. Writing Skills
Overview Summary Background Information Two Cultures Meet Native American and European By Ann Rossi By the 1400s, Native Americans had been living in the Americas for more than 10,000 years. Europeans
More informationTha h nk n sg s iving g Praye y r
Thanksgiving Prayer The People Today we have gathered and we see that the cycles of life continue. We have been given the duty to live in balance and harmony with each other and all living things. So now,
More informationIntroduction to Architecture. Lesson 13: Hoover Dam
Introduction to Architecture Lesson 13: Hoover Dam Back in 2010, my family and I flew to California and then drove to the Grand Canyon via the Hoover Dam. Named after President Herbert Hoover, the Hoover
More informationA Guide to Cambridge English: Preliminary
Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have
More informationGrade 3 Measurement. Unit Two. Name:
Grade 3 Measurement Unit Two Name: Ontario Mathematics Curriculum Grades 1 to 8, 1997 Strand: Measurement Grade: 3 All rights reserved Developed by T. Tasker May be photocopied for classroom use. Further
More informationREADING THE NEWSPAPER
READING THE NEWSPAPER Outcome (lesson objective) Students will comprehend and critically evaluate text as they read to find the main idea. They will construct meaning as they analyze news articles and
More informationEgypt Unit Project Topics (Newspaper Articles & Visual Presentations)
Egypt Projects 1 Egypt Unit Project Topics (Newspaper Articles & Visual Presentations) Your project topic is meant to be used for a newspaper article. Every student will write 1 newspaper article. Each
More information5- Why did the Shogun rule Japan?
Global History and Geography I The Rise of Feudalism in Japan Name: The emperor was an important political and religious figure in Japan. However, by the 1100s, the emperor s power was so weakened that
More informationCHAPTER 14 - ANCIENT CIVILIZATIONS OF THE AMERICAS
CHAPTER 14 - ANCIENT CIVILIZATIONS OF THE AMERICAS CHAPTER SUMMARY This chapter surveys the development of civilization in the Americas from prehistoric times to the arrival of European explorers in the
More informationWorld History & Geography Ancient Civilization Grade 6B
World History & Geography Ancient Civilization Grade 6B Ancient Greek Civilizations Subject: World History and Geography: Ancient Civilizations 6B Level: Grade 6 Abstract: Students will learn how the ancient
More informationPABLO PICASSO PRE-READING QUESTIONS. 1. What kind of art do you like? 2. Do you have a favorite artist?
Pablo Picasso PABLO PICASSO PRE-READING QUESTIONS 1. What kind of art do you like? 2. Do you have a favorite artist? 3. Have you seen a painting by Picasso? 4. Have you heard of a style of painting called
More informationUsing sentence fragments
Lesson 8 Descriptive Essays Description is not a distinct mode of writing, like expository, narrative, and persuasive, but the ability to write descriptively is essential to a host of writing genres. Many
More informationWest Africa: Bantu Migration and the Stainless Society
West Africa: Bantu Migration and the Stainless Society Bantu Migration Around 1500 BCE farmers of the Niger and Benue River valleys in West Africa began migrating south and east, bringing with them their
More informationAppendix 14: Sample Writing Frames
Appendix 14: Sample Writing Frames A: Frames to help students summarize a story or retell an event: Students sometimes need assistance with organizing a summary of something they have read or providing
More informationReaders Theatre Gettysburg and Mr. Lincoln s Speech
245 Resource 17: Readers Theatre Gettysburg and Mr. Lincoln s Speech Gettysburg and Mr. Lincoln s Speech Script developed by Rasinski, T. (2004). Kent State University. 1304.109h/326.091 Parts (5): Narrators
More informationWriting Topics WRITING TOPICS
Writing Topics Topics in the following list may appear in your actual test. You should become familiar with this list before you take the computer-based TOEFL test. Remember that when you take the test
More informationAncient Greek Arts and Architecture
Ancient Greek Arts and Architecture Ancient Greek Architecture The earliest buildings built in Greece in the New Stone Age are small houses or huts with wooden walls around them for protection. Later bigger
More informationPhonics. High Frequency Words P.008. Objective The student will read high frequency words.
P.008 Jumping Words Objective The student will read high frequency words. Materials High frequency words (P.HFW.005 - P.HFW.064) Choose target words. Checkerboard and checkers (Activity Master P.008.AM1a
More informationReduce. Reuse. Recycle.
Reduce. Reuse. Recycle. Grade Level: 5 Subject Area: Science, English, Technology and Art Short Description: In this lesson, students will be presented with the idea of reduce, reuse, recycle and formulate
More informationCambridge International Examinations Cambridge International General Certificate of Secondary Education
Cambridge International Examinations Cambridge International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0522/03 Paper 3 Directed Writing and Composition For Examination from 2015
More informationTechnical Writing. Preparation. Objectives. Standards. Materials. Grade Level: 9-12 Group Size: 20-30 Time: 60-70 Minutes Presenters: 1
Technical Writing Preparation Grade Level: 9-12 Group Size: 20-30 Time: 60-70 Minutes Presenters: 1 Objectives This lesson will enable students to: Define technical writing. Identify characteristics of
More informationKing Solomon. ~ Philip Graham Ryken Crossway, 2011 254 pages
King Solomon The Temptations of Money, Sex, and Power ~ Philip Graham Ryken Crossway, 2011 254 pages Take-Aways Neither a successful beginning nor a strong mid-life can insulate you from failure later
More informationThe Golden Calf. Pre-Session Warm Up. Opening Prayer. Memory Verse. Lesson. Moses Lesson #13 Page 69
Pre-Session Warm Up The Golden Calf (Exodus 19-32) Imagine being invited to visit a king in his palace. How would you act? Would you run into the throne room, laughing and talking? Would you ignore the
More informationGrade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence:
Grade 5: Module 3A: Unit 2: Lesson 13 Developing an Opinion Based on the Textual Evidence: Jackie Robinson s Role in the Civil Rights Movement This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike
More informationComponents of a Reading Workshop Mini-Lesson
Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &
More informationA GUIDE TO LABORATORY REPORT WRITING ILLINOIS INSTITUTE OF TECHNOLOGY THE COLLEGE WRITING PROGRAM
AT THE ILLINOIS INSTITUTE OF TECHNOLOGY THE COLLEGE WRITING PROGRAM www.iit.edu/~writer writer@charlie.cns.iit.edu FALL 1999 Table of Contents Table of Contents... 2 Introduction... 3 Need for Report Writing...
More informationLinda Frost Inquire Unit. Glendale Middle School. Curricular Topic or Text: Aztec Civilization
Linda Frost Inquire Unit. Glendale Middle School. Curricular Topic or Text: Aztec Civilization Essential Question: Were the Aztecs civilized or barbaric? Conceptual Knowledge: Students will be able to:
More informationGOD GAVE HIS CHILDREN A PATH THROUGH THE SEA (A.2.Spring.7)
GOD GAVE HIS CHILDREN A PATH THROUGH THE SEA (A.2.Spring.7) Biblical Reference Exodus 14 Key Verse 1 Peter 7:5 Key Concept God opens doors that lead me to Him Educational Objectives At the end of the class
More informationSocial Studies Fair: February 23, 2012 @ 6:30 P.M.
Student Name: Teacher: Project #: Harbins Elementary School Social Studies FAIR Project Directions 1 4 th & 5 th Grade Project Begins: January 6, 2012 Project Due: February 16, 2012 Social Studies Fair:
More informationB1 certification. March 2016. Reading and Writing
B1 certification March 2016 B1 certification March 2016 Reading and Writing You have 1 hour and 30 minutes to complete both parts. Please keep your eyes on your exam only. Copying or cheating will result
More informationWORSHIP HITS FOR KIDS VOLUME 1
WORSHIP HITS FOR KIDS VOLUME 1 LORD I LIFT YOUR NAME ON HIGH LORD I LIFT YOUR NAME ON HIGH; LORD I LOVE TO SING YOUR PRAISES. I M SO GLAD YOU RE IN MY LIFE; I M SO GLAD YOU CAME TO SAVE US. YOU CAME FROM
More informationThe Great Debate. Handouts: (1) Famous Supreme Court Cases, (2) Persuasive Essay Outline, (3) Persuasive Essay Score Sheet 1 per student
The Great Debate OVERVIEW This lesson introduces students to the judicial branch and the Constitution, and engages students in creating a debate. First, the teacher has students review one of four landmark
More informationC ontents. How Does Culture Change? 17. Hunters and Gatherers 25. Early Agricultural Societies 49. The Industrial Revolution 81
Preface This book introduces a content-based approach to the teaching of English as a foreign language (EFL) reading skills and low-intermediate level discussion-based activities. It is believed that by
More informationAncient Rome Express Lapbook Mini Lapbook, Study Guide, Activities, and Crafts
A J T L Any Age Ancient Rome Express Lapbook Mini Lapbook, Study Guide, Activities, and Crafts A Journey Through Learning www.ajourneythroughlearning.com Copyright 2013 A Journey Through Learning 1 Authors-Paula
More informationIII. BACKGROUND KNOWLEDGE
Geography of South America Grade Level: Second Grade Presented by: Pamela Lee, Margaret Davenport, Hawthorne Elementary; Etta Kay Nickel, R. B. Green Elementary, San Antonio, TX Length of Unit: 7 lessons
More informationThe Temptation of Jesus
The Temptation of Jesus Jesus gave us an example of how to use God s Word when we are tempted. (Matthew 4:1-11) After being baptized, Jesus was led immediately into the wilderness by the Spirit of God
More informationAncient India Lesson 2
Name: Date: Ancient India Lesson 2 Early Indian Civilization Over 1,000 miles separate the Indus River valley from Iraq, the region once known as Mesopotamia. This distance did not keep people from traveling
More informationTeacher s Masters California Education and the Environment Initiative. History-Social Science Standards 6.2.6. and 6.2.8. Egypt and Kush: A Tale of
6 Teacher s Masters California Education and the Environment Initiative History-Social Science Standards 6.2.6. and 6.2.8. Egypt and Kush: A Tale of Two Kingdoms California Education and the Environment
More informationPre-reading class discussion about Islamic Culture and Islamic Art 1
Contents: PRE-VISIT ACTIVITIES Pre-reading class discussion about Islamic Culture and Islamic Art 1 Reading Islamic Art in Egypt / Arabic Calligraphy 2 Arabesques / Geometrical designs 3 VISIT ACTIVITIES
More informationByzantium: Teacher s Guide
Byzantium: Teacher s Guide Grade Level: 9-12 Curriculum Focus: World History Lesson Duration: Two class periods Program Description Rome fell in 476, but the empire moved east and lasted another thousand
More informationEnglish II. Persuasive Scoring Guide. March 2015
English II Persuasive Scoring Guide March 2015 Copyright 2015, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission
More informationSTUDY GUIDE AND STUDY QUESTIONS FOR EZRA
STUDY GUIDE AND STUDY QUESTIONS FOR EZRA Historical Time and Background for Ezra This historical book of Ezra covers the beginning of what is called the Post-Exillic period of Israel s history. It is also
More informationSystems of Transportation and Communication Grade Three
1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation
More information