The Inca TG
Level R/40
The Inca Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Identify main idea and supporting details Comprehension • Reread • Identify cause and effect • Use graphic features to interpret information
Word Study/Vocabulary • Use context clues to determine word meaning
Social Studies Big Idea • Early civilizations established geographic, political, religious, economic, and social structures that had enduring effects on the development of the world.
Theme: Civilizations of the Americas • The Aztec • The Inca • The Maya
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e n c h m a r k
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d u c a t i o n
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o m p a n y
Core Lesson Planning Guide This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Activities
D ay 1
Page 3: Prepare to Read • Build Content Background • Introduce the Book
Pages 4–6: Model Strategies: Introduction–Chapter 1 2
3
4
5
• Monitor-Reading Strategy: Reread • Comprehension Strategy: Identify Main Idea and Supporting Details • Use Context Clues to Determine Word Meaning: Direct Definitions
Pages 7–8: Guide Strategies: Chapters 2–3 • Monitor-Reading Strategy: Reread • Comprehension Strategy: Identify Main Idea and Supporting Details • Use Graphic Features to Interpret Information: Map
Pages 9–10: Apply Strategies: Chapters 4–5, Conclusion • Monitor-Reading Strategy: Reread • Comprehension Strategy: Identify Main Idea and Supporting Details • Use Context Clues to Determine Word Meaning: Direct Definitions
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment • Evaluate Cause-and-Effect Relationships
Using Navigators Chapter Books Explicit Strategy Instruction
Small-Group Discussions
Independent Reading
Use the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
Introduce the book and model strategies. Ask the group to set a purpose for reading based on the introduction. Instruct students to read the book, or parts of the book, independently. Then tell them to use the SmallGroup Discussion Guide as they discuss the book together.
Instruct students to select titles at their independent reading levels. After reading, ask students to respond to the text in reader response journals or notebooks.
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Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-5244-1
Prepare to Read E nglish L anguage L earners Build Content Background • Write the words archaeology and ruins on the board. Ask students to define the words and explain how they are related. Help students define the words by repeating any parts of students’ definitions that are correct. Encourage other students to build on the definitions, adding any facts they know about the words. Finally, instruct students to use pages 7 and 23 or the glossary to help them finish and check their definitions. • Before students read, preview some key words that are not found in the glossary of The Inca. Make sure that students can use each word in a sentence. If they have difficulty, use a dictionary to define the word. remains
archaeologists
ancient
ancestors
• Tell students that most of the difficult words in the book will be defined in a glossary at the back of the book.
Introduce the Book • Give students a copy of the book. Tell them to turn to the table of contents. • Ask: How many chapters does the book have? (5) What is the title of Chapter 1? (The Rise of the Inca Empire) To which chapter would you turn to find out what kinds of food the Inca people ate? (Chapter 3) • Ask students to turn to page 32 and skim the index. Assign one topic to each student. Suggest that students watch for that topic as they read the book. • To introduce Key Words and Text/Graphic Features found in this book, use the book’s inside front cover.
Display a world map or globe. Ask students to point out the continent of South America, the Andes Mountains, and Spain. Invite students to say the names for each point of interest both in English and in their native languages. Write the word history on the board. Ask students to explain its meaning in their own words and to name some events and people they have studied in history. Ask how we have found out about events that happened hundreds of years ago. Display pictures of American Indians. Invite students to tell what they know about these groups of people and their ways of life. Explain that these people lived all over North America before Europeans came.
Informal Assessment Tips original 1. Assess students’ ability to preview the table of contents and index.
2. Document informal observations in a folder or notebook. 3. Keep the folder or notebook at the small-group reading table for handy reference.
Meeting Individual Needs For students who struggle with previewing the table of contents and index, model by putting your finger on the title for Chapter 1 and then on the number of the page on which the chapter begins, reading both items aloud. Repeat with the entry for crops in the index.
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Model Strategies: Introduction–Chapter 1 ABOUT THE STRATEGY Reread
What? Good readers constantly ask
themselves, “Do I understand what I just read?” If the answer to this question is no, they know the easiest monitor reading strategy to use is reread. Readers do not need to reread every sentence. Sometimes skimming the text for a particular word or paragraph can rebuild comprehension.
Why?
Good readers reread to quickly repair faulty comprehension. Once they have reread, they may use other monitor reading strategies to deepen comprehension.
When?
Good readers reread during and after reading.
How? Readers stop every page or
two and ask themselves, “What did I just read?” If they can’t answer this question, they can return to the last part of the text where they did understand and skim the text to repair comprehension. They may mark confusing sections of the text or unknown words with self-stick notes so that they can reflect on those sections at a later time.
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Before Reading Monitor-Reading Strategy: Reread • Use a real-life example of rereading. Say: Recently I was reading a magazine article about earthquakes. It was interesting, but it contained some difficult ideas. In the middle of the article, I realized that I was not sure what I had just read. So I skimmed the text from the beginning to the first point that I didn’t understand. That’s where I began to reread. This time I understood the information I was reading. • Read pages 2–3 aloud while students follow along. Try to anticipate ideas and words that might confuse students. After reading, say: As I think back on what I just read, I realize that I cannot recall the details about what made the Inca people special. I will go back and reread that information in the second paragraph. Read aloud the first paragraph on page 3 again. Then summarize the main facts: the Inca people had one ruler; they built cities and roads in the Andes; they had a strong army.
During Reading Set a Purpose for Reading • Ask students to read pages 4–9 silently to see what they can learn about how the Inca Empire came to be. Ask them to pay close attention to the illustrations, captions, and time line. Instruct students to use self-stick notes to mark places where they reread. On each self-stick note, they should jot down the reason for rereading. Did they have problems understanding facts, forget facts, or need clarification of a detail?
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After Reading Discuss the Reading • Say: I had to reread a few times in Chapter 1. For example, I realized I was unsure how the Inca Empire came to be so large. I went back and read page 8. I wrote my reasons for rereading on my self-stick notes. • Ask: What problems did you have with Chapter 1 that made you go back and reread? Invite students to share their experiences. • Ask students to share the ideas and facts they wrote on notes while reading. • Tell students to turn to page 8 and read the checkpoint. Remind students that rereading is a good way to make sure they understand the text’s main idea. Instruct them to discuss their answer with a partner. • For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book. Comprehension Strategy: Identify Main Idea and Supporting Details • Say: Most nonfiction has a few main ideas. The author supports the main ideas with details. I know that a main idea often appears in the topic sentence of a paragraph. Sometimes I must put the ideas I read together to figure out the main idea. When I recognize the main ideas in the text and separate them from the supporting details, I understand the text better. • Pass out the graphic organizer “Identify Main Idea and Supporting Details” (blackline master, page 14). You may want to make a chart-size copy of the graphic organizer or use a transparency. • Explain that as students read, they will complete the first four rows together. They will complete the last three rows independently or in pairs.
© 2011 Benchmark Education Company, LLC
I nformal Assessment Tips original 1. Watch students as they reread and write notes on self-stick notes or in their journals.
2. In a folder or notebook, write down what you see each student doing. 3. Students should be rereading unclear parts of text as they read. Document students who are and are not using this monitor reading strategy.
Meeting Individual Needs For students who struggle with this activity, model the strategy again and remind them that rereading unclear parts of text as they read will help them better understand the material.
Rapid readers can write summaries of parts of the text that they found they had to go back and reread.
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Introduction–Chapter 1 (continued) Page Main Idea The first Inca 8 king, Manco Capac, started a kingdom and conquered nearby people.
Supporting Details Manco Capac was one of eight ancestors of the Inca; they chose Cuzco for a “Kingdom of the Sun.”
Sapa Inca conquered large parts of the Andes and built up the empire.
Sapa Inca means “supreme ruler”; he was the ninth king; he built roads, raised crops, and spread the Inca religion.
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Reader Response What are some positive things the first Inca rulers did? What are some negative things? Write a response in your journal and share your thoughts with a group member.
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Comprehension Strategy: Identify Main Idea and Supporting Details (continued) • Instruct students to return to Chapter 1 and follow along while you show them how to locate main ideas and details. Write the information on the graphic organizer as you find it. Say: As I read, I’ll keep the title of the chapter in mind. I’ll look for main ideas that tell about the rise of the Inca Empire. • Reread page 8 and say: On page 8, I find some facts about how the Inca Empire grew. The second paragraph says that the Inca conquered more and more people. This relates to the title of the chapter. I will write this main idea on the chart. Then I will look for more main ideas as I read on. • Use the information in the completed graphic organizer to explain how to find the main idea on page 9. Remind students that the main idea of this page supports the chapter title. Use Context Clues to Determine Word Meaning: Direct Definitions • Read aloud the sentence containing the word ancestors on page 8. Explain that the author gives a direct definition to help the reader understand the meaning of the word. Say: Look at the sentence following the one that contains ancestors. It begins with the words This meant. Those words tell me that the sentence will define the word ancestors. After reading the sentence, I see that the meaning of ancestors is “the people who came before.” • Call students’ attention to the term Sapa Inca on page 9. Say: The sentence following the term Sapa Inca begins with the words This meant. Once again, those words are clues that the sentence will define the term. After reading the sentence, I see that the meaning of Sapa Inca is “the person with the highest power in the land.” • Tell students that they will continue to use context clues to determine the meanings of unknown words as they read The Inca. Finding and learning the definitions of those words will help them understand the other new information in the book.
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Guide Strategies: Chapters 2–3 Before Reading Monitor-Reading Strategy: Reread • Remind students that they saw you write a self-stick note about rereading. Point out to them that rereading can help them remember information and pay attention to important information. • Say: After I read Chapter 3, I recalled many details about the everyday life of the Inca. I remembered that they farmed on terraces on hillsides and other details about their way of life. However, I couldn’t remember what the chapter said about how the rulers treated the people. • Tell students to turn to pages 14–15. Read aloud while they follow along. Say: I’ll go back and reread until I come to the part I don’t remember very well. I find it on page 15. It says that the people had to give one-third of what they grew to the ruler. They also had to pay a labor tax. Rulers could force people to leave their homes and go far away. I will make notes of those facts on self-stick notes. • Explain that as students continue to read, they should jot down times they need to reread and briefly explain the reason. Remind them to write on self-stick notes and to put the notes on the pages to which they correspond. • Tell students that rereading can help them remember important information.
E nglish L anguage L earners Carefully watch ELL students as they complete the assignment. If they are not rereading and making notes about their reasons, it may be because they do not understand the reasons for rereading. Model additional situations in which rereading is a good strategy.
Meeting Individual Needs For students who struggle with this strategy, model it again. Then ask students to choose at least two parts of each chapter to reread. Ask them to meet with a partner and discuss the reasons for rereading and the facts they found when they did.
Rapid readers can make a graphic organizer to display the information presented in either Chapter 2 or Chapter 3.
During Reading Set a Purpose for Reading • Ask students to read Chapters 2 and 3 to find out how the Inca Empire was organized and how the Inca people lived each day.
After Reading Discuss the Reading • Ask students to share times when they needed to reread. Did they understand the text better after they reread? What confusions do students still have about the text? • For text-dependent comprehension practice, ask the questions for Chapters 2–3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
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Chapters 2–3 (continued) Pages Main Idea 10–11 The Inca Empire was divided into four quarters.
Supporting Details Each quarter was divided into provinces with about 20,000 families; they stretched north, south, east and west of Cuzco; a ruler loyal to the king ruled each province.
Most Inca spent their days farming; farms were often on terraces on hillsides.
Farmers had to give 1/3 of their crops to the ruler; they grew corn, potatoes, squash, beans, and fruit; making terraces was hard work.
15–16
Reader Response Suppose you had lived in the Inca Empire. What parts of Inca life would you have liked? Which parts would you not have liked? Write a response in your journal and share your thoughts with a group member.
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Comprehension Strategy: Identify Main Idea and Supporting Details • Remind students that the main idea of a paragraph, page, or chapter is the most important idea the author wants the reader to know. Supporting details are details that give more information about that main idea. They may answer questions such as who, what, when, where, and how much or how many. • Invite a volunteer to read aloud the first paragraph on page 10. Ask: What is the main idea of this paragraph? (The Inca Empire was divided into four quarters with Cuzco at the center.) What details from pages 10–11 support the main idea? (Each quarter was divided into provinces with 20,000 families; the quarters stretched north, south, east and west of Cuzco; a ruler loyal to the king ruled each province.) • Use the completed graphic organizer on this page for suggested answers. • As a group, write the main idea and supporting details for pages 15–16. Use Graphic Features to Interpret Information: Map • Explain that maps can be used for many different purposes. Many maps show countries, cities, mountains, and bodies of water. Other maps are historical. They show places at a particular time. For example, the map on page 10 shows where the Inca Empire was located in South America. • Explain that most maps have a compass rose, which shows direction, and a scale, which shows how distance is represented on the map. Point out each on the map. Explain that on this map, 7/8 of an inch represents 1,000 miles. • Ask students to locate the map on page 10. Ask: What lake was located near the center of the Inca Empire? (Lake Titicaca) What was the distance from Cajamarca to Chancay? (a little less than 500 miles)
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Apply Strategies: Chapters 4–5, Conclusion Before Reading Monitor-Reading Strategy: Reread • Remind students that they have been writing self-stick notes when they needed to reread. • Say: Looking back at your self-stick notes and the pages to which they are attached will help you recall some important facts and some times when you were confused. The result will probably be that you will recall the facts in the book better than if you had not taken notes. • Encourage students to continue thinking and writing about their reading on self-stick notes as they complete the book on their own.
Teaching Tips After discussing the reading, instruct students to remove the self-stick notes from their books and place the notes in their journals on a page titled “Reread.” Use this page to review rereading throughout the year.
During Reading Set a Purpose for Reading • Instruct students to read the rest of the book silently to learn about Inca roads, buildings, and cities and to find out what caused the end of the Inca Empire. Remind them to make notes of times they were confused and to explain how rereading helped their confusion. Also remind them to use context clues such as direct definitions to determine the meanings of new words.
After Reading Discuss the Reading • Invite students to share times when they were confused and reread the text. Did rereading help them better understand? What questions do they still have? Answer any questions. • Ask: What did you find out about what the Inca built? What did you learn about the end of the Inca Empire? • For text-dependent comprehension practice, ask the questions for Chapters 4–5 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
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Chapters 4–5, Conclusion (continued) Pages Main Idea 22–23 The Inca built the city of Machu Picchu more than 500 years ago.
26–27
28
Pizarro tricked the Inca king and got many Inca riches.
The Inca Empire fell apart after the Spaniards invaded.
Supporting Details Machu Picchu is in the Andes; it was probably built as a fortress for the ruler; everyone left in 1527; the city was lost until Hiram Bingham found it in 1911. The Inca had 80,000 soldiers; the Spanish had 160. Pizarro kept the Inca king imprisoned while the Inca brought gold and silver. Then the Spaniards killed the Inca king. The Spaniards marched to Cuzco and claimed the empire after the Inca king was killed; European diseases killed many Inca; Inca had to work on farms for the Spanish.
Informal Assessment Tips original 1. Watch students as they identify main ideas and supporting details. Ask yourself: How have students progressed with this strategy? What problems are they still having?
2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with the strategy? How can I help them? 3. Write down your thoughts in your folder or notebook. For students who struggle with identifying main ideas and details, review the strategy using the Comprehension Strategy Poster: Identify Main Idea and Supporting Details.
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Comprehension Strategy: Identify Main Idea and Supporting Details • Review the graphic organizer with students and explain that you want them to identify main ideas and supporting details on pages 22–23, 26–27, and 28. • Monitor students’ work and intervene if they have difficulty. Discuss their responses together using information from the graphic organizer. • For more practice with rereading, instruct students to complete the blackline master “Identify Main Idea and Supporting Details” on page 15.
1. The king built Machu Picchu as a vacation spot or religious retreat. 2. There were no shops or army posts; it was hard to reach; all the buildings were houses, temples, and storehouses. 3. Buildings were made out of natural rocks; sculptures were also made out of rocks.
Use Context Clues to Determine Word Meaning: Direct Definitions • Remind students that sometimes they can figure out the meanings of unfamiliar words by reading other nearby words or sentences. Ask students to locate the word conquistadors on page 24. Point out that the sentence following the word begins with the words They were. Those words show that the sentence will define conquistadors. After reading the sentence, it is clear that the meaning of conquistadors is “soldiers and explorers who came to South America looking for fame and riches.” • Ask students to find the word quipus on page 13. Say: In this sentence, the definition of quipus comes before the word. The definition is signaled by the word called just before quipus. By going back to the beginning of that sentence, I find out that the definition of quipus is “bunches of knotted strings.” • For additional practice, instruct students to complete the blackline master on page 16. 1.
highlands mountainous areas
2.
alpaca
animals with long, straight hair that live in the Andes Mountains
3.
poncho
a blanket with a slit for the wearer’s head
4.
manta
a shawl women wore on their shoulders
5.
tunic
a long simple shirt
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Synthesize Information Administer Ongoing Comprehension Assessment • Administer Ongoing Assessment #17 on pages 64–65 in the Comprehension Strategy Assessment Handbook (Grade 4).
Evaluate Cause-and-Effect Relationships • Point out to students that the book The Inca describes many causes and effects. For example, it describes the effects of the Spaniards discovering the Inca Empire. It also describes some things the Inca built and the causes, or why they built these things. • Ask students to skim Chapters 2 and 3, looking for information about the causes of some of the developments of the Inca. Instruct students to write down the effects on a chart like the one below. • When the charts are complete, invite students to discuss the information they recorded. Then encourage them to draw conclusions about the skills and ingenuity of the Inca. • Give students the opportunity to share their conclusions. Say: The book doesn’t directly say that the Inca had many skills and talents. It doesn’t say that the people were clever in finding solutions for their problems and needs. But by looking at the causes and effects of Inca inventions, we can conclude that the Inca were good at solving problems and inventing new ways to do things. Cause The Inca king needed to remember important information. The Inca had to farm on steep hillsides. The Inca needed to get news from one part of the empire to another. Builders and soldiers needed supplies when they were far from home.
© 2011 Benchmark Education Company, LLC
Effect
I nformal Assessment Tips original 1. Score assessments and determine if more instruction is needed for this strategy.
2. Keep group assessments in a smallgroup reading folder. 3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students. 4. If needed, reteach this strategy and administer Ongoing Assessment #18 on pages 66–67 in the Comprehension Strategy Assessment Handbook (Grade 4). 5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.
E nglish L anguage L earners Make sure students understand the meanings of cause and effect by discussing a few simple examples. For example, the effect of being late for school might be caused by oversleeping. Help students complete the chart by discussing each row individually. Ask them to read aloud the first cause on the chart. Help them find the part of the text that discusses this topic. Invite them to reread that section aloud. Then ask them to suggest how they would summarize the information for the chart.
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Reading/Writing Connections Write a Personal Response
Teaching Tips Transfer personal response prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.
Scoring Rubric 4
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
3
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
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1
12
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions. The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
Invite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives. • If you had lived in the Inca Empire, which position or kind of job would you have chosen? Why? (text-to-self) • How do you feel about the Spaniards’ treatment of the Inca? (personal response) • What could people today learn from the Inca Empire and the way it was destroyed? (text-to-world) • Compare this book about the Inca to texts you have read about other ancient peoples. (text-to-text/compare) • What parts of the book confused you? (self-monitor) • What do you think the best parts of this book are? Which parts are not as good? (evaluate) • What other people or events in history did you think about as you read this book? (make connections) • What are the most important ideas discussed in this book? (synthesize information)
Write to a Text Prompt Use the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
Why is it important for people to learn about and remember the Inca people and the Inca Empire? Use information from the book to support your answer.
Write to a Picture Prompt Use the following picture prompt to develop students’ visual writing abilities.
Look at the picture on pages 10–11. What resources would be available to people living in this place? What challenges would they face? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.
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Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Date____________
Small-Group Discussion Guide Directions: Use this sheet to talk about the book.
Rules for a Good Discussion:
Word Study:
1. Be prepared.
Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
2. P ay attention to the person who is talking and do not interrupt him or her. 3. T hink about what others are saying so you can respond. 4. Use inside voices.
Questions: Write two to three questions you had while reading this book. Discuss the questions and answers.
5. L et everyone in the group have a turn to speak. 6. B e respectful of everyone’s ideas. Adapted from Fountas, I.C., and Pinnell, G. S. 2001. Guiding Readers and Writers. Portsmouth, NH: Heinemann Publishing Co.
Ways to Make Connections Make Connections: Write three connections you made with the text. Discuss them with your group.
Adapted from Daniels, Harvey. 1994. Literature Circles. Portland, ME: Stenhouse Publishing Co. © 2011 Benchmark Education Company, LLC
Text-to-Self: This reminds me of a time when I . . . Text-to-World: What’s going on in this book is like what’s happening right now in . . . Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .
Name__________________________________________
Date____________________
Identify Main Idea and Supporting Details Page
Main Idea
Supporting Details
8
9
10–11
15–16
22–23
26–27
28
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Name__________________________________________
Date____________________
Identify Main Idea and Supporting Details Directions: Read the passage. Then answer the questions that follow.
A Hidden City Why would a king build a city so high in the mountains that it was almost impossible to reach? That is the question people ask about the Inca city Machu Picchu. It was built in an area 8,000 feet high. That is almost as high as Mount St. Helens in Washington. There were no shops or army bases in the city. Its 200 buildings were houses, temples, and storehouses. It may have been a vacation spot or religious retreat for the king. Machu Picchu was built to fit into its natural setting. That is one feature that makes the city beautiful. Builders used rock formations that were already there for their new buildings. Artists made sculptures out of other rocks. One of the city’s most striking features is its “hitching post of the sun.” This is a tall column of stone. Priests held a ceremony there as winter neared. The ceremony was meant to tie the sun to the post. Then it would not sink farther in the sky, making days shorter. 1. W hat is the main idea of the first paragraph? Write it as a sentence.
2. W hat are two details that support the main idea of the first paragraph?
3. What are two ways Machu Picchu fits into its setting?
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Name__________________________________________
Date___________________
Use Context Clues: Direct Definitions Directions: Read the passage. Look for direct definitions of the boldfaced words.
Clothing of the Inca Suppose you had lived in the Inca Empire. How different would your clothing have been from the clothes you wear today? The answer might surprise you. Inca people from different walks of life and different places dressed differently. People needed to stay warm in the highlands. The highlands are mountainous areas. The people wore clothing made from the wool of alpacas. These are animals with long, straight hair that live in the Andes Mountains. One warm piece of clothing was a poncho. A poncho is a blanket with a slit for the wearer’s head. People on the coast wore cooler clothing made of cotton. Inca women wore long dresses. They wore shawls called mantas over their shoulders. Men wore tunics. Tunics are long, simple shirts that slip on over a person’s head. Everyone wore sandals. The nobility wore clothing of fine materials and jewelry made of gold and silver. Directions: Write the definitions of the boldfaced words.
1.
highlands
2.
alpaca
3.
poncho
4.
manta
5.
tunic © 2011 Benchmark Education Company, LLC
The Inca Social Studies
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Identify main idea and supporting details Comprehension • Reread • Identify cause and effect • Use graphic features to interpret information
Word Study/Vocabulary • Use context clues to determine word meaning
Social Studies Big Idea • Early civilizations established geographic, political, religious, economic, and social structures that had enduring effects on the development of the world.
Theme: Civilizations of the Americas • The Aztec • The Inca • The Maya
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e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Core Lesson Planning Guide This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.
Activities
D ay 1
Page 3: Prepare to Read • Build Content Background • Introduce the Book
Pages 4–6: Model Strategies: Introduction–Chapter 1 2
3
4
5
• Monitor-Reading Strategy: Reread • Comprehension Strategy: Identify Main Idea and Supporting Details • Use Context Clues to Determine Word Meaning: Direct Definitions
Pages 7–8: Guide Strategies: Chapters 2–3 • Monitor-Reading Strategy: Reread • Comprehension Strategy: Identify Main Idea and Supporting Details • Use Graphic Features to Interpret Information: Map
Pages 9–10: Apply Strategies: Chapters 4–5, Conclusion • Monitor-Reading Strategy: Reread • Comprehension Strategy: Identify Main Idea and Supporting Details • Use Context Clues to Determine Word Meaning: Direct Definitions
Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment • Evaluate Cause-and-Effect Relationships
Using Navigators Chapter Books Explicit Strategy Instruction
Small-Group Discussions
Independent Reading
Use the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.
Introduce the book and model strategies. Ask the group to set a purpose for reading based on the introduction. Instruct students to read the book, or parts of the book, independently. Then tell them to use the SmallGroup Discussion Guide as they discuss the book together.
Instruct students to select titles at their independent reading levels. After reading, ask students to respond to the text in reader response journals or notebooks.
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Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
ISBN: 978-1-4108-5244-1
Prepare to Read E nglish L anguage L earners Build Content Background • Write the words archaeology and ruins on the board. Ask students to define the words and explain how they are related. Help students define the words by repeating any parts of students’ definitions that are correct. Encourage other students to build on the definitions, adding any facts they know about the words. Finally, instruct students to use pages 7 and 23 or the glossary to help them finish and check their definitions. • Before students read, preview some key words that are not found in the glossary of The Inca. Make sure that students can use each word in a sentence. If they have difficulty, use a dictionary to define the word. remains
archaeologists
ancient
ancestors
• Tell students that most of the difficult words in the book will be defined in a glossary at the back of the book.
Introduce the Book • Give students a copy of the book. Tell them to turn to the table of contents. • Ask: How many chapters does the book have? (5) What is the title of Chapter 1? (The Rise of the Inca Empire) To which chapter would you turn to find out what kinds of food the Inca people ate? (Chapter 3) • Ask students to turn to page 32 and skim the index. Assign one topic to each student. Suggest that students watch for that topic as they read the book. • To introduce Key Words and Text/Graphic Features found in this book, use the book’s inside front cover.
Display a world map or globe. Ask students to point out the continent of South America, the Andes Mountains, and Spain. Invite students to say the names for each point of interest both in English and in their native languages. Write the word history on the board. Ask students to explain its meaning in their own words and to name some events and people they have studied in history. Ask how we have found out about events that happened hundreds of years ago. Display pictures of American Indians. Invite students to tell what they know about these groups of people and their ways of life. Explain that these people lived all over North America before Europeans came.
Informal Assessment Tips original 1. Assess students’ ability to preview the table of contents and index.
2. Document informal observations in a folder or notebook. 3. Keep the folder or notebook at the small-group reading table for handy reference.
Meeting Individual Needs For students who struggle with previewing the table of contents and index, model by putting your finger on the title for Chapter 1 and then on the number of the page on which the chapter begins, reading both items aloud. Repeat with the entry for crops in the index.
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Model Strategies: Introduction–Chapter 1 ABOUT THE STRATEGY Reread
What? Good readers constantly ask
themselves, “Do I understand what I just read?” If the answer to this question is no, they know the easiest monitor reading strategy to use is reread. Readers do not need to reread every sentence. Sometimes skimming the text for a particular word or paragraph can rebuild comprehension.
Why?
Good readers reread to quickly repair faulty comprehension. Once they have reread, they may use other monitor reading strategies to deepen comprehension.
When?
Good readers reread during and after reading.
How? Readers stop every page or
two and ask themselves, “What did I just read?” If they can’t answer this question, they can return to the last part of the text where they did understand and skim the text to repair comprehension. They may mark confusing sections of the text or unknown words with self-stick notes so that they can reflect on those sections at a later time.
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Before Reading Monitor-Reading Strategy: Reread • Use a real-life example of rereading. Say: Recently I was reading a magazine article about earthquakes. It was interesting, but it contained some difficult ideas. In the middle of the article, I realized that I was not sure what I had just read. So I skimmed the text from the beginning to the first point that I didn’t understand. That’s where I began to reread. This time I understood the information I was reading. • Read pages 2–3 aloud while students follow along. Try to anticipate ideas and words that might confuse students. After reading, say: As I think back on what I just read, I realize that I cannot recall the details about what made the Inca people special. I will go back and reread that information in the second paragraph. Read aloud the first paragraph on page 3 again. Then summarize the main facts: the Inca people had one ruler; they built cities and roads in the Andes; they had a strong army.
During Reading Set a Purpose for Reading • Ask students to read pages 4–9 silently to see what they can learn about how the Inca Empire came to be. Ask them to pay close attention to the illustrations, captions, and time line. Instruct students to use self-stick notes to mark places where they reread. On each self-stick note, they should jot down the reason for rereading. Did they have problems understanding facts, forget facts, or need clarification of a detail?
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After Reading Discuss the Reading • Say: I had to reread a few times in Chapter 1. For example, I realized I was unsure how the Inca Empire came to be so large. I went back and read page 8. I wrote my reasons for rereading on my self-stick notes. • Ask: What problems did you have with Chapter 1 that made you go back and reread? Invite students to share their experiences. • Ask students to share the ideas and facts they wrote on notes while reading. • Tell students to turn to page 8 and read the checkpoint. Remind students that rereading is a good way to make sure they understand the text’s main idea. Instruct them to discuss their answer with a partner. • For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book. Comprehension Strategy: Identify Main Idea and Supporting Details • Say: Most nonfiction has a few main ideas. The author supports the main ideas with details. I know that a main idea often appears in the topic sentence of a paragraph. Sometimes I must put the ideas I read together to figure out the main idea. When I recognize the main ideas in the text and separate them from the supporting details, I understand the text better. • Pass out the graphic organizer “Identify Main Idea and Supporting Details” (blackline master, page 14). You may want to make a chart-size copy of the graphic organizer or use a transparency. • Explain that as students read, they will complete the first four rows together. They will complete the last three rows independently or in pairs.
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I nformal Assessment Tips original 1. Watch students as they reread and write notes on self-stick notes or in their journals.
2. In a folder or notebook, write down what you see each student doing. 3. Students should be rereading unclear parts of text as they read. Document students who are and are not using this monitor reading strategy.
Meeting Individual Needs For students who struggle with this activity, model the strategy again and remind them that rereading unclear parts of text as they read will help them better understand the material.
Rapid readers can write summaries of parts of the text that they found they had to go back and reread.
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Introduction–Chapter 1 (continued) Page Main Idea The first Inca 8 king, Manco Capac, started a kingdom and conquered nearby people.
Supporting Details Manco Capac was one of eight ancestors of the Inca; they chose Cuzco for a “Kingdom of the Sun.”
Sapa Inca conquered large parts of the Andes and built up the empire.
Sapa Inca means “supreme ruler”; he was the ninth king; he built roads, raised crops, and spread the Inca religion.
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Reader Response What are some positive things the first Inca rulers did? What are some negative things? Write a response in your journal and share your thoughts with a group member.
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Comprehension Strategy: Identify Main Idea and Supporting Details (continued) • Instruct students to return to Chapter 1 and follow along while you show them how to locate main ideas and details. Write the information on the graphic organizer as you find it. Say: As I read, I’ll keep the title of the chapter in mind. I’ll look for main ideas that tell about the rise of the Inca Empire. • Reread page 8 and say: On page 8, I find some facts about how the Inca Empire grew. The second paragraph says that the Inca conquered more and more people. This relates to the title of the chapter. I will write this main idea on the chart. Then I will look for more main ideas as I read on. • Use the information in the completed graphic organizer to explain how to find the main idea on page 9. Remind students that the main idea of this page supports the chapter title. Use Context Clues to Determine Word Meaning: Direct Definitions • Read aloud the sentence containing the word ancestors on page 8. Explain that the author gives a direct definition to help the reader understand the meaning of the word. Say: Look at the sentence following the one that contains ancestors. It begins with the words This meant. Those words tell me that the sentence will define the word ancestors. After reading the sentence, I see that the meaning of ancestors is “the people who came before.” • Call students’ attention to the term Sapa Inca on page 9. Say: The sentence following the term Sapa Inca begins with the words This meant. Once again, those words are clues that the sentence will define the term. After reading the sentence, I see that the meaning of Sapa Inca is “the person with the highest power in the land.” • Tell students that they will continue to use context clues to determine the meanings of unknown words as they read The Inca. Finding and learning the definitions of those words will help them understand the other new information in the book.
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Guide Strategies: Chapters 2–3 Before Reading Monitor-Reading Strategy: Reread • Remind students that they saw you write a self-stick note about rereading. Point out to them that rereading can help them remember information and pay attention to important information. • Say: After I read Chapter 3, I recalled many details about the everyday life of the Inca. I remembered that they farmed on terraces on hillsides and other details about their way of life. However, I couldn’t remember what the chapter said about how the rulers treated the people. • Tell students to turn to pages 14–15. Read aloud while they follow along. Say: I’ll go back and reread until I come to the part I don’t remember very well. I find it on page 15. It says that the people had to give one-third of what they grew to the ruler. They also had to pay a labor tax. Rulers could force people to leave their homes and go far away. I will make notes of those facts on self-stick notes. • Explain that as students continue to read, they should jot down times they need to reread and briefly explain the reason. Remind them to write on self-stick notes and to put the notes on the pages to which they correspond. • Tell students that rereading can help them remember important information.
E nglish L anguage L earners Carefully watch ELL students as they complete the assignment. If they are not rereading and making notes about their reasons, it may be because they do not understand the reasons for rereading. Model additional situations in which rereading is a good strategy.
Meeting Individual Needs For students who struggle with this strategy, model it again. Then ask students to choose at least two parts of each chapter to reread. Ask them to meet with a partner and discuss the reasons for rereading and the facts they found when they did.
Rapid readers can make a graphic organizer to display the information presented in either Chapter 2 or Chapter 3.
During Reading Set a Purpose for Reading • Ask students to read Chapters 2 and 3 to find out how the Inca Empire was organized and how the Inca people lived each day.
After Reading Discuss the Reading • Ask students to share times when they needed to reread. Did they understand the text better after they reread? What confusions do students still have about the text? • For text-dependent comprehension practice, ask the questions for Chapters 2–3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
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Chapters 2–3 (continued) Pages Main Idea 10–11 The Inca Empire was divided into four quarters.
Supporting Details Each quarter was divided into provinces with about 20,000 families; they stretched north, south, east and west of Cuzco; a ruler loyal to the king ruled each province.
Most Inca spent their days farming; farms were often on terraces on hillsides.
Farmers had to give 1/3 of their crops to the ruler; they grew corn, potatoes, squash, beans, and fruit; making terraces was hard work.
15–16
Reader Response Suppose you had lived in the Inca Empire. What parts of Inca life would you have liked? Which parts would you not have liked? Write a response in your journal and share your thoughts with a group member.
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Comprehension Strategy: Identify Main Idea and Supporting Details • Remind students that the main idea of a paragraph, page, or chapter is the most important idea the author wants the reader to know. Supporting details are details that give more information about that main idea. They may answer questions such as who, what, when, where, and how much or how many. • Invite a volunteer to read aloud the first paragraph on page 10. Ask: What is the main idea of this paragraph? (The Inca Empire was divided into four quarters with Cuzco at the center.) What details from pages 10–11 support the main idea? (Each quarter was divided into provinces with 20,000 families; the quarters stretched north, south, east and west of Cuzco; a ruler loyal to the king ruled each province.) • Use the completed graphic organizer on this page for suggested answers. • As a group, write the main idea and supporting details for pages 15–16. Use Graphic Features to Interpret Information: Map • Explain that maps can be used for many different purposes. Many maps show countries, cities, mountains, and bodies of water. Other maps are historical. They show places at a particular time. For example, the map on page 10 shows where the Inca Empire was located in South America. • Explain that most maps have a compass rose, which shows direction, and a scale, which shows how distance is represented on the map. Point out each on the map. Explain that on this map, 7/8 of an inch represents 1,000 miles. • Ask students to locate the map on page 10. Ask: What lake was located near the center of the Inca Empire? (Lake Titicaca) What was the distance from Cajamarca to Chancay? (a little less than 500 miles)
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Apply Strategies: Chapters 4–5, Conclusion Before Reading Monitor-Reading Strategy: Reread • Remind students that they have been writing self-stick notes when they needed to reread. • Say: Looking back at your self-stick notes and the pages to which they are attached will help you recall some important facts and some times when you were confused. The result will probably be that you will recall the facts in the book better than if you had not taken notes. • Encourage students to continue thinking and writing about their reading on self-stick notes as they complete the book on their own.
Teaching Tips After discussing the reading, instruct students to remove the self-stick notes from their books and place the notes in their journals on a page titled “Reread.” Use this page to review rereading throughout the year.
During Reading Set a Purpose for Reading • Instruct students to read the rest of the book silently to learn about Inca roads, buildings, and cities and to find out what caused the end of the Inca Empire. Remind them to make notes of times they were confused and to explain how rereading helped their confusion. Also remind them to use context clues such as direct definitions to determine the meanings of new words.
After Reading Discuss the Reading • Invite students to share times when they were confused and reread the text. Did rereading help them better understand? What questions do they still have? Answer any questions. • Ask: What did you find out about what the Inca built? What did you learn about the end of the Inca Empire? • For text-dependent comprehension practice, ask the questions for Chapters 4–5 found on the Comprehension Through Deductive Reasoning Card for this chapter book.
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Chapters 4–5, Conclusion (continued) Pages Main Idea 22–23 The Inca built the city of Machu Picchu more than 500 years ago.
26–27
28
Pizarro tricked the Inca king and got many Inca riches.
The Inca Empire fell apart after the Spaniards invaded.
Supporting Details Machu Picchu is in the Andes; it was probably built as a fortress for the ruler; everyone left in 1527; the city was lost until Hiram Bingham found it in 1911. The Inca had 80,000 soldiers; the Spanish had 160. Pizarro kept the Inca king imprisoned while the Inca brought gold and silver. Then the Spaniards killed the Inca king. The Spaniards marched to Cuzco and claimed the empire after the Inca king was killed; European diseases killed many Inca; Inca had to work on farms for the Spanish.
Informal Assessment Tips original 1. Watch students as they identify main ideas and supporting details. Ask yourself: How have students progressed with this strategy? What problems are they still having?
2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with the strategy? How can I help them? 3. Write down your thoughts in your folder or notebook. For students who struggle with identifying main ideas and details, review the strategy using the Comprehension Strategy Poster: Identify Main Idea and Supporting Details.
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Comprehension Strategy: Identify Main Idea and Supporting Details • Review the graphic organizer with students and explain that you want them to identify main ideas and supporting details on pages 22–23, 26–27, and 28. • Monitor students’ work and intervene if they have difficulty. Discuss their responses together using information from the graphic organizer. • For more practice with rereading, instruct students to complete the blackline master “Identify Main Idea and Supporting Details” on page 15.
1. The king built Machu Picchu as a vacation spot or religious retreat. 2. There were no shops or army posts; it was hard to reach; all the buildings were houses, temples, and storehouses. 3. Buildings were made out of natural rocks; sculptures were also made out of rocks.
Use Context Clues to Determine Word Meaning: Direct Definitions • Remind students that sometimes they can figure out the meanings of unfamiliar words by reading other nearby words or sentences. Ask students to locate the word conquistadors on page 24. Point out that the sentence following the word begins with the words They were. Those words show that the sentence will define conquistadors. After reading the sentence, it is clear that the meaning of conquistadors is “soldiers and explorers who came to South America looking for fame and riches.” • Ask students to find the word quipus on page 13. Say: In this sentence, the definition of quipus comes before the word. The definition is signaled by the word called just before quipus. By going back to the beginning of that sentence, I find out that the definition of quipus is “bunches of knotted strings.” • For additional practice, instruct students to complete the blackline master on page 16. 1.
highlands mountainous areas
2.
alpaca
animals with long, straight hair that live in the Andes Mountains
3.
poncho
a blanket with a slit for the wearer’s head
4.
manta
a shawl women wore on their shoulders
5.
tunic
a long simple shirt
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Synthesize Information Administer Ongoing Comprehension Assessment • Administer Ongoing Assessment #17 on pages 64–65 in the Comprehension Strategy Assessment Handbook (Grade 4).
Evaluate Cause-and-Effect Relationships • Point out to students that the book The Inca describes many causes and effects. For example, it describes the effects of the Spaniards discovering the Inca Empire. It also describes some things the Inca built and the causes, or why they built these things. • Ask students to skim Chapters 2 and 3, looking for information about the causes of some of the developments of the Inca. Instruct students to write down the effects on a chart like the one below. • When the charts are complete, invite students to discuss the information they recorded. Then encourage them to draw conclusions about the skills and ingenuity of the Inca. • Give students the opportunity to share their conclusions. Say: The book doesn’t directly say that the Inca had many skills and talents. It doesn’t say that the people were clever in finding solutions for their problems and needs. But by looking at the causes and effects of Inca inventions, we can conclude that the Inca were good at solving problems and inventing new ways to do things. Cause The Inca king needed to remember important information. The Inca had to farm on steep hillsides. The Inca needed to get news from one part of the empire to another. Builders and soldiers needed supplies when they were far from home.
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Effect
I nformal Assessment Tips original 1. Score assessments and determine if more instruction is needed for this strategy.
2. Keep group assessments in a smallgroup reading folder. 3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students. 4. If needed, reteach this strategy and administer Ongoing Assessment #18 on pages 66–67 in the Comprehension Strategy Assessment Handbook (Grade 4). 5. Use Ongoing Assessments to document growth over time, for parent/teacher conferences, or for your own records.
E nglish L anguage L earners Make sure students understand the meanings of cause and effect by discussing a few simple examples. For example, the effect of being late for school might be caused by oversleeping. Help students complete the chart by discussing each row individually. Ask them to read aloud the first cause on the chart. Help them find the part of the text that discusses this topic. Invite them to reread that section aloud. Then ask them to suggest how they would summarize the information for the chart.
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Reading/Writing Connections Write a Personal Response
Teaching Tips Transfer personal response prompts to large chart paper and hang it in the room. Students can refer to the list throughout the year.
Scoring Rubric 4
The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.
3
The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.
2
1
12
The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions. The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.
Invite students to respond to the book in a way that is meaningful to them. The prompts below provide a variety of alternatives. • If you had lived in the Inca Empire, which position or kind of job would you have chosen? Why? (text-to-self) • How do you feel about the Spaniards’ treatment of the Inca? (personal response) • What could people today learn from the Inca Empire and the way it was destroyed? (text-to-world) • Compare this book about the Inca to texts you have read about other ancient peoples. (text-to-text/compare) • What parts of the book confused you? (self-monitor) • What do you think the best parts of this book are? Which parts are not as good? (evaluate) • What other people or events in history did you think about as you read this book? (make connections) • What are the most important ideas discussed in this book? (synthesize information)
Write to a Text Prompt Use the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.
Why is it important for people to learn about and remember the Inca people and the Inca Empire? Use information from the book to support your answer.
Write to a Picture Prompt Use the following picture prompt to develop students’ visual writing abilities.
Look at the picture on pages 10–11. What resources would be available to people living in this place? What challenges would they face? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.
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Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Date____________
Small-Group Discussion Guide Directions: Use this sheet to talk about the book.
Rules for a Good Discussion:
Word Study:
1. Be prepared.
Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.
2. P ay attention to the person who is talking and do not interrupt him or her. 3. T hink about what others are saying so you can respond. 4. Use inside voices.
Questions: Write two to three questions you had while reading this book. Discuss the questions and answers.
5. L et everyone in the group have a turn to speak. 6. B e respectful of everyone’s ideas. Adapted from Fountas, I.C., and Pinnell, G. S. 2001. Guiding Readers and Writers. Portsmouth, NH: Heinemann Publishing Co.
Ways to Make Connections Make Connections: Write three connections you made with the text. Discuss them with your group.
Adapted from Daniels, Harvey. 1994. Literature Circles. Portland, ME: Stenhouse Publishing Co. © 2011 Benchmark Education Company, LLC
Text-to-Self: This reminds me of a time when I . . . Text-to-World: What’s going on in this book is like what’s happening right now in . . . Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .
Name__________________________________________
Date____________________
Identify Main Idea and Supporting Details Page
Main Idea
Supporting Details
8
9
10–11
15–16
22–23
26–27
28
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Name__________________________________________
Date____________________
Identify Main Idea and Supporting Details Directions: Read the passage. Then answer the questions that follow.
A Hidden City Why would a king build a city so high in the mountains that it was almost impossible to reach? That is the question people ask about the Inca city Machu Picchu. It was built in an area 8,000 feet high. That is almost as high as Mount St. Helens in Washington. There were no shops or army bases in the city. Its 200 buildings were houses, temples, and storehouses. It may have been a vacation spot or religious retreat for the king. Machu Picchu was built to fit into its natural setting. That is one feature that makes the city beautiful. Builders used rock formations that were already there for their new buildings. Artists made sculptures out of other rocks. One of the city’s most striking features is its “hitching post of the sun.” This is a tall column of stone. Priests held a ceremony there as winter neared. The ceremony was meant to tie the sun to the post. Then it would not sink farther in the sky, making days shorter. 1. W hat is the main idea of the first paragraph? Write it as a sentence.
2. W hat are two details that support the main idea of the first paragraph?
3. What are two ways Machu Picchu fits into its setting?
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Name__________________________________________
Date___________________
Use Context Clues: Direct Definitions Directions: Read the passage. Look for direct definitions of the boldfaced words.
Clothing of the Inca Suppose you had lived in the Inca Empire. How different would your clothing have been from the clothes you wear today? The answer might surprise you. Inca people from different walks of life and different places dressed differently. People needed to stay warm in the highlands. The highlands are mountainous areas. The people wore clothing made from the wool of alpacas. These are animals with long, straight hair that live in the Andes Mountains. One warm piece of clothing was a poncho. A poncho is a blanket with a slit for the wearer’s head. People on the coast wore cooler clothing made of cotton. Inca women wore long dresses. They wore shawls called mantas over their shoulders. Men wore tunics. Tunics are long, simple shirts that slip on over a person’s head. Everyone wore sandals. The nobility wore clothing of fine materials and jewelry made of gold and silver. Directions: Write the definitions of the boldfaced words.
1.
highlands
2.
alpaca
3.
poncho
4.
manta
5.
tunic © 2011 Benchmark Education Company, LLC
