Pre-Contact South America Lecture Lesson

Standard:
HS.6 Analyze ideas critical to the understanding of history, including, but not limited to:
populism, progressivism, isolationism, imperialism, communism, environmentalism, liberalism,
fundamentalism, racism, ageism, classism, conservatism, cultural diversity, feminism, and
sustainability.
Objective(s):
Students will be able to explain the major characteristics and cultural trends in South America
during the pre-contact period.
Materials: PowerPoint, Macchu Picchu video, digital projector
Timing: (51 minutes)
Warm-Up: 5 minutes to introduce the topic, provide interesting lead-in/hook
Explain notes, have students get notebooks, set up notes: 3-4 minutes
Lecture: 20 minutes
Machu Picchu Web Tour: 10 minutes
Remainder of class period (approx. 10 minutes): Ice mummies photo analysis/archaeology
activity
Directions:
For the lecture: Pull out your notebooks and set them up to take notes in Cornell format.
Photo Analysis: Were going to pretend like we are archaeologists and analyze what we might
learn from these images. What can they tell us about the place and time in which these people
lived?
Visuals:
PowerPoint, Macchu Picchu video
Warm-Up:
Ask students what they might know about South America. Turn-and-talk with a neighbor and
then popcorn discussion to share with the class.
Lesson:
1. Begin the lesson by asking students what they might know about South America. Direct
them to turn-and-talk with a neighbor. Conduct a popcorn sharing session to see what
connections or facts students might know, fill in and lead to pertinent information.
2. Direct students to pull out their notebooks and format the page for Cornell notes.
3. Begin lecture. Pause occasionally to have students talk to neighbors or write summaries in
their notes. Emphasis on photos in the presentation, so help guide students on what they
should write.
4. Show students Macchu Picchu video. Ask guiding questions, help students make
connections and observations.
5. Conduct archaeology mini-activity. This is a photo analysis and role playing activity.
Students should put themselves in the frame of mind of archaeologists and make
observations. What could they say about the culture of the people who became mummies?
6. When students have made observations and shared, tell them specifics about the mummies
and discuss the clues that were used to help make those conclusions.

Wrap-Up:
Summarize some of the information that was covered. Help students make connections with
previous information learned, look at trends across developing cultures.
Modifications:
Guided notes can be provided to help students follow along with the lecture without needing to
take the full amount of notes.
Behavior Issues:
No serious behavior issues in this class. Chatty students might need to be reminded not to
stay on task.

3/13/15%

Before%the%Inca%
Moche%(200%BC%%700%AD)%

South%American%Civiliza7ons%

Major%urban%center%on%Moche%river%
Capital%of%a%powerful%state%
No%wriIen%language%
PoIery%shows%importance%of%military%

Chavn%(900%BC%%200%BC)%
Capital%city%Chavn%de%Huantr%
Highlands%of%the%Andes%

Chimor%
Capital%city%ChanRChan%
Controls%most%of%Northern%Peru%from%900R1465%

Beginnings%of%the%Inca%
In%the%late%1300s,%the%Inca%are%a%small%group%
living%in%Cuzco.%
Inca%=%ruler%
Pachacu7%leads%period%of%expansion%outside%
Cuzco,%con7nued%by%his%son/grandson.%
Develops%administra7ve%system.%
Divides%territory%into%4%parts,%ruled%by%governors,%
further%divided%into%provinces.%

1%

3/13/15%

Incan%Conquests%
Must%learn&Quecha&language&
Nobles&sent&out%from%Cuzco%to&govern&new&
territory&
Local%ocials%can%stay%if%they%become%loyal%to%
Incas%

Technology%

Control&of%the%territory%is%closely&regulated&
Many%local&prac8ces&s8ll&allowed&
Incas%take&children&as&insurance&

Roads/Bridges%
Build%large%system%of%
roads%throughout%
empire.%%
24,800%miles%%
Through%mountains,%
along%coast%

Rest%houses%(tambos)%
built%along%routes%
System%for%relay%
runners%

Suspension%bridges%

Quipu%

System%of%braided%knots%that%helps%keep%track%
of%numbers%for%many%dierent%purposes.%%

Terraced%Farming%

Digging%at%surfaces%into%the%sides%of%inclines%
allows%the%Inca%to%farm%even%in%the%mountains.%

2%

3/13/15%

Excellent%Builders%

The%Temple%of%the%Sun%%one%of%the%most%important%
buildings%in%Cuzco.%Buildings&withstand&earthquakes.&

Culture%
Forced%labor%RR%Everyone%must%contribute!%
Highly%structured%society%
Must%marry%like%status%

Worship%the%sun%as%a%god%
Temple%of%the%Sun%God%in%Cuzco%

Nature%is%divine%

Cult%of%the%Ancestors%
Inherited%from%Chimor%
Mummied%Incas%treated%as%intermediaries%
(connec7on)%to%the%gods%
Mummies%are%given%parades,%are%oered%food,%
and%asked%important%ques7ons%by%interpreters%%
Drives%expansion.%

Natural%places%are%shrines,%oered%sacrice%

3%