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    • Unit 1 | Aztec and Incan Empires
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EXPECTED HOMEWORK - MASTER THE VOCABULARY TERMS ON PERSONAL QUIZLET ACCOUNT
Mastering the vocabulary words is a process that can be finished within a two week period.

Unit I : Aztec and Incan Empires

In 8th grade U.S. History, students will have studied the United States from colonization to Reconstruction, so they should have some prior knowledge about the Americas and native populations of North America. As the first unit of 9th grade World History I, this unit also builds on 7th grade Ancient History where students studied the characteristics of civilizations from Egypt to Rome. In this unit, students will investigate the inquiry arc question – What makes an empire successful? This question and unit lay the foundation for studying empires through different themes and lenses throughout the course. Students will explore the thriving, cultural exchanges of the Aztecs and Inca before the arrival of Europeans as an introduction to the SPICE framework of characteristics of civilizations, which they will build upon in subsequent units. Students will synthesize evidence from examining inquiry questions to develop a two-paragraph response to the inquiry arc question, using the Aztec and Inca Empires as examples.
BIG Ideas
  • Before the arrival of the Europeans, the Aztec and Inca Empires were thriving, complex civilizations.
  • Examining social, political, environmental/geographic, cultural, economic characteristics of a society or empire is a framework that can be applied throughout this course to analyze and compare empires.

Learning Expectations

Unit 1 | Aztec and Incan Study Guide
File Size: 545 kb
File Type: pdf
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Interactive History Rubric (PERSIA)
File Size: 190 kb
File Type: pdf
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Resources to Master the Class

Cheat Sheet - How to Participate & Take Clarifying Notes - PERSIA
File Size: 346 kb
File Type: pdf
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Question Breakdown (PERSIA)
File Size: 452 kb
File Type: pdf
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How to Answer Historical Questions (PERSIA)
File Size: 358 kb
File Type: pdf
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PERSIA Cheat Sheet
File Size: 572 kb
File Type: pdf
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Steps Towards Higher Thinking Instructions - Updated 2021 | PERSIA
File Size: 1710 kb
File Type: pdf
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PERSIA Guided Questions
File Size: 869 kb
File Type: pdf
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Perspective Writing Instructions (PERSIA)
File Size: 883 kb
File Type: pdf
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HIPPOS Reference Guide with IREAD
File Size: 571 kb
File Type: pdf
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World History I Vocabulary


Characteristics of a Civilization


5 Themes of Geography Lesson/Cornell Notes






If you want to download the powerpoint click here or go to WH additional resources
How to Take Cornell Notes
File Size: 1755 kb
File Type: ppt
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Additional Link to Research the Incan Empire Further

Power Standard 8.1.2 / 8.1.10
  • 15.1: The Mayan Empire / Primary and Secondary Sources
  • 15.2: The Aztec Empire / Primary and Secondary Sources
  • 15.3: The Inca Empire​ / Primary and Secondary Sources
  • Review of the Mayan Empire
  • Review of the Aztec Empire 
  • Review of the Incan Empire​

Investigation - Exploration and Discovery
Investigation - Triangular Trade
Investigation - Staking a Claim in North America
Investigation - The Colonies Move Towards Self - Government
Vasco Nunez de Balboa
File Size: 511 kb
File Type: pdf
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The Seven Cities of Gold
File Size: 529 kb
File Type: pdf
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Bartolome de Las Casas
File Size: 588 kb
File Type: pdf
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Overarching Question: Why are some aspects of world civilizations, such as religion, social structure, and artistic achievements so long lasting and influential?  
Disciplinary Concept & Tools-I

How can I use historical thinking to understand the world in which I live?

Disciplinary Concept & Tools-II

Are historical events ever inevitable?

Social Studies Content Standards:

EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.

Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)

1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.

1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.

Historical Thinking Skills:

• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries.  (U1LC, U1LD), R7

• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends.  (U1LB, U1LE), R25 R26, R27 R28

• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge.  (U1LE), R11

• Use geographic tools to locate places and describe the human and physical characteristics in the region.  (U1LE), R31, xxvi-xxxiii.

MCCR Standards:

RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Lesson A

 Compelling Question: Why is it important to think like a historian?


C3 Framework Indicators and Common Core Literacy Standards

D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
 
D2.His.1: Analyze connections among events and developments in broader historical contexts.
 
D2.His.5: Explain how and why perspectives of people have changed over time.
 
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
 
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
 
WOODROW WILSON HIGH SCHOOL - WORLD HISTORY I
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