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Social Studies SOCIAL STUDIES TEACHER’S GUIDE THE NC IPre-Columbian AmericansA NGL.Cengage.com 888-915-3276 910L Who Were Lland of A Tour of High-Altitude Inca the Inca? the Llamas Machu Picchu Archaeology Artifacts OC_SE_49183_5_U34.indd All Pages 11/1/13 3:50 PM 001-022_OTG_71236_G5.indd 1 1/31/14 6:29 PM Contents The Inca Literacy Overview . 2 Social Studies Background . .. 4 Who Were the Inca? . .. 7. Lland of the Llamas . .. 9. A Tour of Machu Picchu . .11 . High-Altitude Archaeology / Inca Artifacts . 13. Discuss . .15 . SOCIAL STUDIES Research & Share . 17. Write . .19 . Correlations . 21. Glossary THE NC IPre-Columbian AmericansA 910L NGL.Cengage.com 888-915-3276 OC_SE_49183_5_U34.indd All Pages Who Were Lland of the Inca? the Llamas A Tour of Machu Picchu High-Altitude Archaeology Inca Artifacts 11/1/13 3:50 PM THE INCA | CoNTENTS © National Geographic Learning, Cengage Learning, Inc. 001-022_OTG_71236_G5.indd 1 1/31/14 6:29 PM Literacy Overview SOCIAL STUDIES Reading Selections • Who Were the Inca? (history article) • Lland of the Llamas (social studies article) • A Tour of Machu Picchu (historical tour) • High-Altitude Archaeology (third-person THE narrative) • Inca Artifacts (photo essay) NC IPre-Columbian AmericansA COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS CC.5.RInfo.1 Quote accurately from a text when NGL.Cengage.com 888-915-3276 explaining what the text says 910Lexplicitly and when drawing Inca Lland of A Tour of High-Altitude inferences from the text. Who Were Archaeology Artifacts the Inca? the Llamas Machu Picchu CC.5.RInfo.2 Determine two or more main ideas of a 11/1/13 3:50 PM text and explain how they OC_SE_49183_5_U34.inddare supported All Pages by key details; summarize the text. CONTENT GOAL CC.5.RInfo.3 Explain the relationships or interactions Students will read five selections in The Inca. They will be between two or more individuals, events, ideas, or introduced to the concept of connecting the past to the present concepts in a historical, scientific, or technical text based as they learn about the land, history, and culture of the Inca and on specific information in the text. their descendants, the Quechua. CC.5.RInfo.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ COMPREHENSION GOAL solution) of events, ideas, concepts, or information in two or more texts. Remind students that as thinking-intensive readers they must CC.5.RInfo.6 Analyze multiple accounts of the same listen to their inner voice to monitor and repair comprehension as event or topic, noting important similarities and they read. Find opportunities to model and teach active thinking differences in the point of view they represent. strategies to help students access content. You may want to focus on the following strategies for The Inca. CC.5.RInfo.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate • Ask Questions: Readers expand understanding when they an answer to a question quickly or to solve a problem ask themselves questions as they read and when they ask efficiently. others questions as they discuss the content. Self-questioning propels readers to discover answers, ask more questions, and Writing Standards (pages 17 and 19) do further research. • Infer and Visualize: A writer doesn’t always tell everything. Readers have to use their background knowledge and pay attention to the text and picture clues to make inferences and visualize to construct meaning. THE INCA | LITERacY OVERVIEW 2 © National Geographic Learning, Cengage Learning, Inc. 001-022_OTG_71236_G5.indd 2 1/31/14 6:29 PM The NG Ladders on-level eBook for The Inca is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or read it on SOCIAL STUDIES tablets or other mobile devices. THE NC IPre-Columbian AmericansA 910L NGL.Cengage.com 888-915-3276 Who Were Lland of the Inca? A Tour of High-Altitude the Llamas Machu Picchu Inca OC_SE_49183_5_U34.indd All Pages Archaeology Artifacts 11/1/13 3:50 PM How can we connect how the Inca lived in the past to to discuss basic needs (food, shelter, clothing, social the present? interaction) and how they describe Inca life. Students can then Share what they think they know about how the Inca might have lived in the past. You may want to return to the graphic organizer to add more information after students read each selection. BUILD SOCIAL STUDIES ACTIVATE & BUILD BACKGROUND BACKGROUND Pages 4–6 of this teacher’s guide address how certain social Draw the graphic organizer shown above. Ask: How can we studies concepts relate to each selection in The Inca. This connect how the Inca lived in the past to the present? Write information will provide you with social studies background students’ responses in the graphic organizer. knowledge as you plan your teaching for this book. Model for students by thinking aloud. You might say Help students access background knowledge related to the something along these lines: I know that the Inca built a great social studies concepts. Support the concepts of terraces, empire in the mountains of South America and that the Spanish archaeology, and artifacts in ways that are familiar to your conquered them long ago. I also know that the Inca didn’t have students. a written language. The fact that the Inca didn’t have a written • terraces: Use the photograph on page 2 of the student language makes me wonder how we’ve learned about how they book to help students understand that terraces are flat lived. I think we’ve learned about the Inca by studying what fields cut into the sides of mountains. they left behind. • archaeology: Explain that archaeology is the study of Explain that studying what people left behind helps us how people lived in the past and that an archaeologist understand how they lived, how they met needs such as is a scientist who studies clues to the past. Discuss the food and shelter, and what their culture was like. Then say types of clues archaeologists study. something like: The Inca did not have a written language, so • artifacts: Ask students to share examples of items that we must look at where they lived and what they left behind for could be found in a closet or a “junk drawer” they use clues about their ways of life. We can also look at the culture of at home. Explain that archaeologists would call these people living today who descended from, or came from, the Inca. things artifacts because they are items made by humans. Invite students to choose one or two of the items and Ask students to Turn and Talk about what they know speculate on what archaeologists of the future might about how the Inca lived in the past. Prompt students conclude if they found these artifacts. THE INCA | LITERacY OVERVIEW 3 © National Geographic Learning, Cengage Learning, Inc. 001-022_OTG_71236_G5.indd 3 1/31/14 6:29 PM SOCIAL STUDIES Social Studies Background Social studies concepts are a critical part of each selection in The THE Inca. These pages will help you build content knowledge so that you may more effectively have discussions with students as they NC read each selection in the book. IPre-Columbian AmericansA The following big idea social studies concepts apply to several selections in the book. • Terrace (student book, p. 8) farming is often used in NGL.Cengage.com 888-915-3276 mountainous areas to provide flat surfaces on which to plant 910L crops. When viewed from a distance, the terraces resemble Inca Lland of A Tour of High-Altitude Who Were Archaeology Artifacts the Inca? the Llamas Machu Picchu steps up or down the slopes. Although terraces take time and 11/1/13 3:50 PM hard labor to build, they increase the area that can be farmed OC_SE_49183_5_U34.indd All Pages and lessen the amount of soil lost through erosion. Terraces also help with the effective use of water. They are often built at a C3 FrameworK foR Social Studies StatE slight slant so water will run slowly into channels, or ditches, to Standards slow the runoff of water. Stone walls are often used to hold the D2.His.2.3-5. Compare life in specific historical time soil in place. periods to life today. • Archaeology (student book, p. 24) is the science that studies how people lived in the past by examining the things they left NATIONAL CURRICULUM STANDARDS FOR behind. Archaeologists analyze human remains and the things SOCIAL STUDIES people made, such as tools and structures, or threw away, such 1. Culture How do cultures solve common problems as the bones of the animals they ate. By studying the remains of related to food, shelter, and social interactions? Draw a culture, archaeologists can uncover clues about people’s daily inferences from data about the ways in which given lives, beliefs, and social structure. cultures respond to persistent human issues, and how culture influences those responses. • An artifact (student book, p. 30) is an object made by a human being. Artifacts are at the core of the research that 2. Time, Continuity, and Change What connections archaeologists conduct. Obtaining the artifacts may involve are there between the past and the present? Formulate excavation of an area to retrieve the items. The excavation is questions about topics in history, predict possible answers, and use historical methods of inquiry and called a dig. The location of each artifact recovered is carefully literacy skills to locate, organize, analyze, and interpret mapped, and the actual item is closely studied to determine sources, and present supported findings.
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