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Topic: Inca Empire 

World History

 Standard 24.  Understands the expansion of states and civilizations in the Americas between 1000 and 1500
  Level II (Grade 5-6)
   Benchmark 2.Understands social and political elements of Incan society (e.g., Incan methods for expansion and unification of their empire, daily life for different people in Incan society, the food plants that formed the basis of Incan as compared with Aztec agriculture)
    Knowledge/skill statements
     1.Understands social elements of Incan society
     2.Understands political elements of Incan society
     3.Knows Incan methods for expansion and unification of their empire
     4.Understands daily life for different people in Incan society
     5.Knows the food plants that formed the basis of Incan as compared with Aztec agriculture
  Level III (Grade 7-8)
   Benchmark 3.Understands major political and social features of Incan society (e.g., the development of Incan social and political institutions, the chronology of Incan imperial expansion from 1230 to 1525 and the difficulties posed by its geographically an climatically diverse territories, the location and major features of Machu Picchu and what this site reveals about Incan civilization)
    Knowledge/skill statements
     1.Understands the development of Incan social institutions
     2.Understands the development of Incan political institutions
     3.Knows the chronology of Incan imperial expansion from 1230 to 1525
     4.Understands the difficulties posed by the Incan empire’s geographically and climatically diverse territories
     5.Knows the location and major features of Machu Picchu
     6.Understands what the Machu Picchu site reveals about Incan civilization
   Benchmark 4.Understands the similarities and differences between Incan and Aztec society (e.g., the essential differences between Aztec and Incan government, economy, religion, and social organization; how Incan and Aztec art and architecture reveal cultural achievements in their societies)
    Knowledge/skill statements
     1.Understands the similarities between Incan and Aztec society
     2.Understands the differences between Incan and Aztec society
     3.Understands the essential differences between Aztec and Incan government
     4.Understands the essential differences between Aztec and Incan economy
     5.Understands the essential differences between Aztec and Incan religion
     6.Understands the essential differences between Aztec and Incan social organization
     7.Understands how Incan and Aztec art and architecture reveal cultural achievements in their societies
  Level IV (Grade 9-12)
   Benchmark 1.Understands political, social, and economic features of Aztec society (e.g., the locations and geographic limits of different phases of the Aztec Empire, the role and status of women in Aztec society and how this compares to the Incan and Mayan societies, the complex structure and features of the Aztec city of Tenochtitl n)
    Knowledge/skill statements
     1.Understands political features of Aztec society
     2.Understands social features of Aztec society
     3.Understands economic features of Aztec society
     4.Knows the locations and geographic limits of different phases of the Aztec Empire
     5.Understands the role and status of women in Aztec society and how this compares to the Incan and Mayan societies
     6.Understands the complex structure and features of the Aztec city of Tenochtitlán
   Benchmark 3.Understands gender roles in Caribbean, Mesoamerican, and Andean societies and how these are reflected in images, myths, and individual qualities of their gods
    Knowledge/skill statements
     1.Understands gender roles in Caribbean, Mesoamerican, and Andean societies
     2.Understands how gender roles of the Caribbean, Mesoamerican, and Andean societies are reflected in images, myths, and individual qualities of their gods
   Benchmark 4.Knows the technology (e.g., engineering of roads, bridges, irrigation systems) and urbanism of the Incas (in Cuzco), the Aztecs (in Tenochtitl n), and of North American mound-builders
    Knowledge/skill statements
     1.Understands the engineering of roads and bridges by the Incas (in Cuzco), the Aztecs (in Tenochtitlán), and of North American mound builders
     2.Understands the use of irrigation systems by the Incas (in Cuzco), the Aztecs (in Tenochtitlán), and of North American mound builders
     3.Understands aspects of urbanism of the Incas (in Cuzco), the Aztecs (in Tenochtitlán), and of North American mound builders
 Standard 26.  Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations
  Level II (Grade 5-6)
   Benchmark 4.Understands features of Spanish exploration and conquest (e.g., why the Spanish wanted to invade the Incan and Aztec Empires, and why these empires collapsed after the conflict with the Spanish; interaction between the Spanish and indigenous populations such as the Inca and the Aztec; different perspectives on Cort‚s journey into Mexico)
    Knowledge/skill statements
     1.Understands features of Spanish exploration
     2.Understands features of Spanish conquest
     3.Knows why the Spanish wanted to invade the Incan and Aztec Empires
     4.Understands why the Aztec and Incan empires collapsed after the conflict with the Spanish
     5.Understands interaction between the Spanish and indigenous populations such as the Inca and the Aztec
     6.Knows different perspectives on Cortés’ journey into Mexico
  Level III (Grade 7-8)
   Benchmark 3.Understands cultural interaction between various societies in the late 15th and 16th centuries (e.g., how the Church helped administer Spanish and Portuguese colonies in the Americas; reasons for the fall of the Incan Empire to Pizarro; how the Portuguese dominated seaborne trade in the Indian Ocean basin in the 16th century; the relations between pilgrims and indigenous populations in North and South America, and the role different religious sects played in these relations; how the presence of Spanish conquerors affected the daily lives of Aztec, Maya, and Inca peoples)
    Knowledge/skill statements
     1.Understands how the Church helped administer Spanish colonies in the Americas
     2.Understands how the Church helped administer Portuguese colonies in the Americas
     3.Knows reasons for the fall of the Incan Empire to Pizarro
     4.Understands how the Portuguese dominated seaborne trade in the Indian Ocean basin in the 16th century
     5.Understands the relations between pilgrims and indigenous populations in North and South America, and the role different religious sects played in these relations
     6.Understands how the presence of Spanish conquerors affected the daily lives of Aztec, Maya, and Inca peoples