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Lesson Plans
World Civilizations: The Global Experience ©2001
by Stearns, Adas, Schwartz, and Gilbert
Focus Lesson 7
Chapter 9:"The Peoples and Civilizations of the Americas"
Chapter 17: "The Americas on the Eve of Invasion"
AP* Course Description
- Foundations
- Basic features of world geography and definitions
- Location of key political units prior to 1000 (Mayan civilization) 1000–1450
- Amerindian civilizations
- Toltec and Mayan
- Aztec
- Inca
- Basic features of world geography and definitions
Key Components
- Instructor's Manual:
Chapter 9, pp. 60–67
Chapter 17, pp. 121–128 - Study Guide, Vol. I:
Chapter 9, pp. 84–94
Chapter 17, pp. 166–175 - Test Bank:
Chapter 9, pp. 108–120
Chapter 17, pp. 216–228
Key Web Sites Listed in the Student Text
Given the changing nature of the Internet, you may wish to preview these sites.
- Chapter 9: p. 221
- Chapter 17: p. 421
Key Words and Terms
Chapter 9
- Archaic cultures
- Monte Alban
- Toltecs
- kiva
- Moche
- maize
- Zapotecs
- Adena
- puna
- Tihuanaco
- manioc
- Classic
- Hopewell
- montana
- Huari
- chiefdom
- Teotihuacan
- Mississippian
- solar cycle
- ayllu
- Olmecs
- Maya
- mound builders
- Chavin
- curacas
- land bridge
- long count
- Anasazi
- Nazca
- Chimu
Chapter 17
- Toltecs
- pipiltin
- Tlatelolco
- Topac Yupanqui
- yanas
- Nahuatl
- Huitzilopochtli
- mayeques
- Twantinsuyu
- Chichen Itza
- Tlacaelel
- pochteca
- Pachacuti
- mita
- Aztecs
- Tlaloc
- calpulli
- Temple of the Sun
- Topiltzin
- quipu
- chinampas
- Inca
- mitmaq
- Tenochtitlan
- Quetzalcoatl
- Inca socialism
- split inheritance
Suggested Pacing
Allow one-and-a-half weeks for teaching Chapters 9 and 17. Although Chapter 9 is being taught out of chronological order in the overall picture of world history, placing it with the later development of Native American societies provides an unbroken context, so students will be able to see developments more clearly.
Test Strategy
In answering the questions, either multiple-choice or essay, students need to know what each question is asking. As they read the question, students should highlight the important elements; for example, bracketing the thesis or core of the question and underlining operative words such as describe, compare, or evaluate.
Key Concepts
- Geographical context
As students did with other early civilizations, have them complete outline maps showing the major physical features of North and South America. Then have them include areas of settlement and draw in trade and migration routes. The areas of settlement should include those from different time periods and may overlap. - The place of intermediate cultures
As nomadic cultures served to link core cultures in Europe, it is possible that the Amerindian cultures of Central America provided an intermediate link between Mesoamerican and Andean cultures. The authors of the text point out, however, that while parallel developments are evident, important differences existed among the cultures. This discussion provides an opportunity to compare information in Chapter 9 with what students learned in Chapter 10. - On the eve of European exploration
Great diversity existed among the cultures and civilizations that had developed in the Americas. Some Mesoamerican and Andean cultures spread over large areas and had complex political and social structures; wide-ranging trade networks; and sophisticated forms of writing, counting, and time keeping. Students should be aware of the differing culture patterns among Amerindians at the end of the 15th century.
Summing Up Student Understanding
Have students compare the regions in which Mesoamerican and Andean civilizations developed to those of Greece and the river valley civilizations of Asia. Students should create a table to categorize the differences and similarities among the regions. During the discussion, have students answer the question: How does the physical environment of the Mesoamerican and Andean regions help to explain the political developments of the Americas?
ADDITIONAL RESOURCES
You might also find these additional readings useful to develop students' background knowledge or for DBQ activities:
- The Global Experience, Vol. I, edited by Schwartz, Wimmer, and Wolfe—Chapters 8, 9, 10, 11, and 13
- Documents in World History, Vol. I, edited by Stearns, Gosch, and Grieshaber—Section Three