People and Empires in the Americas

(500 - 1500 A.D.)

People and Empires in the Americas

$120 for 4 weeks

Teacher

Allison Bruning

Textbook

We will be using "World History: Patterns of Interaction, Student Edition Survey" by Holt McDougal. ISBN: 978-0547491127. This textbook is available on Amazon.

Homework

Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft. 

Subjects

History

Ages

12 - 18  years old

   

Sessions

 

Session 1: North American Societies

LESSON OBJECTIVES: 

Students will identify potlatch, Anasazi, pueblo, Mississippian, Iroquois, and totem.

Students will evaluate how Native American headdress tell about the people who made them. 

Students will examine the geographical locations of North American cultural areas around 1400 A.D.

Students will summarize the value a political alliance would be to an individual tribe.    

Students will evaluate the importance of matrilineal descent has upon the Iroquois people. 

Students will compare how artificial symbols used by national or organizations are similar to totems.  

HOMEWORK

1) Complete Section 1 Assessment and Multimedia Activity on page 445.

2) Complete History through Art Connect to Today questions on page 451.

3) Read pages 446 - 449 in course textbook.

Session 2: Maya Kings and Cities

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Tiakl, glyph, codex and Popol Vuh

Students will examine the geographical locations of Mesoamerican Civilizations from 200 B.C. to 1521 A.D.  

Students will evaluate what does the ability to construct complex buildings reveal about a society. 

Students will analyze the rise and fall of the Maya.

Students will explain how astronomy, math and calendars are related. 

Students will analyze Maya architecture.

HOMEWORK

1) Complete Section 2 Assessment and Connect to Today on page 392.

2) Read pages 452 - 458 in course textbook.

Session 3: The Aztecs Control Central Mexico

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify obsidian, Quetzalcoatl, Triple Alliance and Montezuma II. 

Students will explain why might the followers of the war god rebel against Topiltzin. 

Students will examine the global connection between animal symbols and warriors.  

Students will compare how the Aztecs methods of controlling the empire were like those of other empires they have read about.

Students will contrast the Market at Tlatelolco and Tenochtitlan. 

Students will explain why the Aztecs took so many captives. 

Students will analyze the Aztec Calendar.

Students will analyze the rise and fall of the Aztecs.

Students will explain why cutting the number of government officials reduced the need for tribute money. 

HOMEWORK

1) Complete Section 3 Assessment and Connect to Today on page 458.

2) Complete Social History Connect to Today questions on page 465.

3) Read pages 459 - 465 in course textbook.

Session 4: The Inca Create a Mountain Empire

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify Pachacuti, ayllu, mita and quipu.. 

Students will summarize the life and historical contribution of Pachacuti.

Students will infer of all the methods used to create unity, which do they think would be most successful and why.

Students will explain how relocating troublesome people help government control of an area.

Students will explain how the Incan system of record-keeping help support a strong government. 

Students will examine the geographical locations of South American cultural areas from 100 - 1535 A.D.

Students will analyze the rise and fall of the Incas.

Students will analyze the historical importance of Incan mummies.

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