Students are introduced to the Inca Empire by first exploring Machu Picchu. Then they learn about various elements of life in the Inca Empire. Next, they focus on the Spanish conquest of the empire by Francisco Pizarro and explain how he was able do it with so few soldiers. Finally, students explain what they would most like to see and understand about Machu Picchu.
Students consider what it might be like to live in high mountain regions and read an introduction to the Inca Empire in the Andes. They then imagine that a lost ancient city has been discovered and respond on a class wall about what they would want to know, who they would talk to, and how they would explore it, followed by a brief partner discussion.
Teacher MovesPresent the lesson overview and objectives, then prompt students to share and discuss their ideas about exploring a lost city, using their responses to build curiosity about Machu Picchu and the Inca Empire.
Students are introduced to Machu Picchu through images and learn that it was rediscovered in 1911. They watch and read about Machu Picchu using the linked resources titled Machu Picchu to understand its location, preservation, and daily life there. They answer multiple-choice questions about why the site’s remains are still in place and how residents obtained food, then post on a wall about mysteries that still surround Machu Picchu. Next, they view an image of Incan sculptures and watch The rise and fall of the Inca Empire, after which they post on a wall describing important features of the Inca Empire.
Teacher MovesGuide students through the Machu Picchu resources, clarifying key points about its discovery, geography, and agriculture as needed. Facilitate a class discussion about students’ ideas on the mysteries of Machu Picchu and the value of preserving such sites. After the video on the Inca Empire, discuss student posts about important features of the empire, emphasizing its size, stone architecture, capital at Cusco, use of knotted cords for record keeping, and eventual conquest by Pizarro.
Students examine an image of quipu and then use the resource Inca Empire to learn more detailed information about Inca history, society, and technology. They answer a multiple-choice question about when the Inca Empire dominated western South America, complete a table entry explaining what quipu is, and post on a wall about the role of gold in the Inca Empire. On another wall, they explain how and why the Inca Empire ended.
Teacher MovesOptionally provide The Inca Empire: Children of the Sun as an additional text-based resource for students who benefit from written materials. Review and, if needed, supply correct answers about the time period of Inca rule, the function of quipu, the cultural and social importance of gold, and the causes of the empire’s fall, including alliances with local groups, disease, superior Spanish weaponry, and forced labor. Invite students to share other interesting features of the Inca Empire they discovered and lead a brief synthesis discussion.
Students view an image of Francisco Pizarro and read about how Spanish conquistadors brought their own values—Christianity, ideas about land ownership, and a desire for gold as material wealth—into contact with Inca beliefs, including the sacred value of gold. They watch Learn about the cultural importance of gold for Inca civilization and then write a short monologue or dialogue from the perspective of an Inca priest reacting to seeing sacred gold objects melted down into ingots by Spanish conquistadors.
Teacher MovesClarify the contrasting Spanish and Inca perspectives on gold and belief systems, highlighting how cultural values can conflict. Invite volunteers to share especially thoughtful or vivid monologues or dialogues and use them to prompt discussion about cultural misunderstanding, religious significance, and the impact of conquest on indigenous traditions.
Students read that tourists from around the world now visit Machu Picchu and then post on a wall explaining what they would most want to see and understand about the ruins if they could travel there, and why. They review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesEncourage students to connect what they have learned about Inca history, geography, and culture to their imagined visit to Machu Picchu. Highlight and discuss a particularly insightful or detailed student response to deepen reflection on the site’s historical and cultural significance.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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