Title of lesson: Inca Empire Chart

Your Name: Megan Joyce

Length of lesson: 2 days

Date: March 27th 2018

Context of Lesson: this Unit would be found in a 6th grade social studies classroom within a
Mesoamerican unit. Students spend the last month studying the Mayas and the Aztecs, to conclude the
Unit students will begin identifying different characteristics about the Maya. In the days leading up
students learned about south America’s geography and climates.

Overview: Students will be using their book as well as the Internet to complete the chart looking at
different characteristics about the Incan Empire in small groups at their tables. They will find supporting
details about the Agriculture, government, people, geography and Specialists in the Incan Empire by
defining and identifying them.

Central problem/ Essential question: What are the major characteristics that define Incan Empire.

Objectives:

 Define and use supporting details to describe the composition of the Incan Empire

Anticipated student conceptions or challenges to understanding: Students will be off task, and locating
inaccurate or incorrect information while researching on the Chromebook

Materials/Evidence/Sources:

 Textbooks
 Worksheets
 Projector
 Chromebooks
 Dictionaries (If some students would prefer a physical dictionary or are inefficiently using the Chromebooks)

Instructional Sequence:

1. Go over the ‘First Thing” (warm up) (7 minutes)

2. Go over the Daily objective (Define and use supporting details to describe the composition of
the Incan Empire) and Pass out worksheets.

3. Go over directions and how to do worksheet. (3-5 minutes)

i. Using the internet or dictionary to define the top row where it says “Definition:”
ii. Then use the internet or textbook to find supporting details for each of the column for
the Incan Empire.
iii. Put sources including textbook on the back and the bottom of the worksheet. Emphasize
that Google is not a source it is a search engine and therefore not a source. They need to
clink on the blue links to get to the sources
 4. Do part of the Incan government column together (5 minutes)

i. Google the definition for government- have a student read the definition and have
another put in their own words.
ii. As a class find at least 2 supporting details of Incan government in the textbook

5. Allow students time to work to complete the next few columns and details (10-15 minutes)

6. Bring class back together to do Agriculture (5-10 minutes)

i. Ask multiple students for their answers they found for the Definition for Agriculture 
ultimately leading to farming
ii. Ask for the supporting details, ask students to look in book for Inca farming techniques
iii. Discussing terracing, and things they grew. Allow students to find the last detail on
their own.

7. discuss objective and wrap up the day’s lesson and restate objective

Assessment: Informal assessment through questioning both during whole group and small group
discussion.

Attach all handouts, texts, images, lecture notes, etc.