Multicultural Unit-The Incas

A WEBQUEST FOR SIXTH GRADE SOCIAL STUDIES


designed by Maria Matilde Girod

Introduction | Detective Work | Process | Evaluation | Conclusion | Credits | Teacher Page | Home


Introduction

The Incas were an Indian tribe that built a large empire over an extended period of time. Their empire was at its height about 1200-1535 A.D. How did these people contribute to our culture? What were some significant developments in their culture that have impacted other cultures? I have provided some websites and resources for you to investigate more about this great culture.


Detective Work

Each of you will divide into groups of four where you will investigate the Incan culture by going to the internet resources I have listed below. Your team of four will investigate the historical significance of the Incan Empire including: history, geographic features, the arts, culture/tradtions, and the influences and relationship of the Incan culture to the American culture. You are detectives searching for clues as to what happened to the Incan Empire and their contributions to our culture. Find interesting clues to share during class discussions. After your extensive detective work, you will write a detective report based on your new evidence and clues. Your final report will be posted in the school newspaper and the internet. Good luck detectives!


Process

1. You will get into groups of four and explore these areas of the Incan Empire and culture:
Historical influence, geographic features, the arts, cultural traditions, and the contributions and influences that have arised from the Incan Empire. Each group member is responsible for solving the geographic location of the Incan Empire and the important features that surround the area such as mountains, lakes, and rivers. In addition to your first assignment, every individual detective is responsible for one category: histrory, arts, culture, or influence. Click below for your detective assignments.

History Location Arts Influences Culture


2. Next, you will get into your groups to discuss your findings. Document your findings using a concept map to build upon as we share our detective work and clues during class discussions and/or WebCT.

3. Each detective group will write a detective report, based on the clues and evidence they have gathered from their specific category of research.

4. Groups will have their detective reports revised before publishing it in the school newspaper and inernet.

5. We will discuss and include an Incan art form and talk about its importance to the culture.

6. A group presentation on your detective work will also be presented at the end of the unit.


Evaluation

You will receive a grade for the group report as well as each member’s participation within the group. The group presentations will be graded for accuracy of the content and the portrayal of the Incan Empire and its significance to our culture.


Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

 

Cultural Connection

 

Students misrepresent the Inca culture. Students provide little or no evidence that they developed an understanding of the cultural content. Students misrepresent the Inca culture in some areas. Students show evidence that they have developed an understanding of some pieces of the culture content. Students represent the Inca culture accurately. Students understand the main points of the cultural content, but fail to develop a sense of connection to other cultures and what it means to us today. Students represent the culture accurately and see the relationship between the American culture, Incan culture, and its influences worldwide. Students demonstrate a sensitive attitude and an open mind to different cultures.

 

Historical Content

 


Students show little effort in their research to understand the historical content. Students do not provide evidence of supporting details to demonstrate their historical knowledge. Students make no effort to grasp a historical connection to the research.
Students do not have a clear understanding of the research and misrepresent the culture. There is some evidence that they have developed an understanding of certain historical topics, but it is not thorough or concise. There is very little evidence or supporting details to demonstrate their historical knowledge. Students understand the main points of the research project, but fail to develop a sense of connection to other cultures and what it means to us today. Students understand the historical importance and its relationship to our American culture. Students give accurate information based on their research and provide supporting evidence. Students understands the historical importance of the Incan Empire and the connection it has to our culture as well as worldwide. Students give accurate information based on their research and make connections to previous historical events. Students represent the culture in a meaningful and concise manner. Students provide details and evidence of their research.

 

Writing Content

 

The writing lacks focus and purpose. There was very little effort done to accomplish the assignment and the paper was too short to demonstrate an understanding of their research. Students main idea is not developed and the purpose is not very clear. The writing is lacking details and understanding of content. There is often repetition of ideas and details. Students writing is clear, but at times too broad or simplistic. The main ideas have purpose. They generally have a good understanding of main ideas, but sometimes off the topic. The paper has details and supporting evidence. Students writing is clear, concise, and interesting. The main idea is focused and the reader can understand the main ideas. Students remain focused with the content of the paper and demonstrate a good understanding of the information researched. Paper contains relevant details and supporting evidence that enrich the writing.

 

Publishing Detective Report

 

Students publish a paper that is not revised and lacks an understanding of the Incan culture. Students fail to work cooperatively in groups and little effort is demonstrated to completing the assignment. Students turn in a paper to be published, but there are many grammatical and syntax errors. Students did not equally participate and there was a great deal of misrepresentation of the Incan culture. Students do not recognize the importance of the Incan culture in relationship to the American culture. Students publish their detective reports with revised versions, and have both accurate and misrepresentations of the Incan culture. The group demonstrates good cooperation and participation. Students recognize the importance of the Incan culture, but underestimate their contributions. Students publish their detective reports with revised versions and accurate representations of the Incan culture. Demonstrates equal group participation and understanding of the Incan empire. Students recognize the importance and qualities of the Incas and how they contributed to cultures worldwide.

 

Presentation

 

Students misrepresent the Incan culture and show little or no evidence that they worked on the research. Students do not give eye contact. Students purpose is not clear and the message is vague. Students fail to answer the historical significance to the Incan Empire. Students do not include technology in their presentation.

Students have some misconceptions about the Incas and lack a full understanding of their research. Students show some eye contact. Students presentation and purpose is understood, but could be stronger in some places. Students answers most of the questions of the historical influence of the Incan Empire. Students include technology in their presentation, but it is minimal and does not support their presentation.

Students represent the the Incas accurately. Students give eye contact to their audience and present the information to the class with a clear purpose and understanding of the research. Rehearsal of presentation is evident. The presentation is engaging and answers all questions about the historical influence of the Incan Empire. Students include an art form they discovered through their research about the Incas and explain the importance of the art form to the culture. Students include technology that supports their presentation well.

Students present their information to the class in a clear and concise manner, representing the Incan Empire and its contributions accurately. Rehearsal of presentation is evident. Students presentation is performed in a creative or original way that is engaging and answers all questions about the historical influence of the Incan Empire. Students include an art form that they discovered through their research about the Incas and explain the importance of the art form to the culture. Students include technology in their presentation that suport it well.


 

Class and WebCT
Discussions

 

Students are not prepared in class or in smaller group discussions. Students do not participate in class or with the WebCT option. Students do not show progress on their concept maps through group discussions or on their own. Students participate in class discussions or WebCT once a week, but their discussions or participation is with little effort. Students do minimal work on their concept maps. Students particiate in class dissions or WebCT at least two times a week and provide discussion questions or suggestions that are relevant to class discussions and demonstrate an understanding of the material being researched. Students continue to progresss on their concept map through discussions and individual work. Students particiapte in class discussions or WebCT three or more times a week with questions or suggestions that are relevant to class discussons and demonstrate a deep understanding of the material being researched. Students continue to progress on their concept map through discussions and individual work that connects both American and Incan culture.

Conclusion

There is a great deal to learn about the Incan Empire. Throughout this assignment you will have learned a great deal about the Incas, how they communicated as a culture, important features about this culture, and how it has had an impact on us today.

What would it be like to live in the Incan culture? How would we communicate and live in this culture? What traditions or roles can you relate to in your culture? There are many questions and interesting things for you to discover Detectives! Use the provided resources to help you find your information. Find the clues and evidence to help you crack the case!


Credits & References

Music

Con Sabor

Images

http://www.images.google.com/imgres?imurl=andyllama.com
http://www.images.google.com/isis.scsuhayward.edu/cesmith/incas/mpviewartiele.html
http://www.serenitybythesea.com/machu_pichu/chklst.html
http://www.darkage.fsnet.co.uk/PottedHistories.html
http://www.rso:cornell.du/sciech/archive/97spr/inca.html
http://www.inkas.com/castellano/cuzco_ciudad_perdida.html

Books

Daily Life in the Incan Empire, by Michael A. Malpass
(Can be purchased at Amazon.com)

Additional Resources

http://www.crystalinks.com/incan.html
http://www.factmonster.com/ce6/society/A0858774.html
http://www.theincas.com
http://www.co.blm.gov/ahc/hmepge.htm
http://www.museo.org/inca-history.html
http://www.rose-hulman.edu/~delacova/incas/collier.htm
http://www.mnsu.edu/emuseum/cultural/southamerica/inca.html

Thank you

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Modified by Maria Matilde Girod, December 2003
giro8075@pacificu.edu
Teacher’s Page: Multicultural Unit-The Incas
Last updated on December 2003.