Achievements and Challenges of Peru
objectives for students
Students will be encouraged to develop a critical stance toward
information. They will learn to evaluate evidence, consider sources, and
study a variety of differing viewpoints. The goal for these lessons in
the Teacher Zone is for students to develop an understanding of the
culture of Peru and to develop critical thinking skills such as
analysis, synthesis and evaluation.
Lessons and activities for students
Students will be encouraged to develop a critical stance toward information. They will learn to evaluate evidence, consider sources, and study a variety of differing viewpoints. The goal for these lessons in the Teacher Zone is for students to develop an understanding of the culture of Peru and to develop critical thinking skills such as analysis, synthesis and evaluation.
Lessons and activities for students
The purpose of this introductory lesson is for students to be exposed to the wide variety of information that is available about the country of Peru, and develop an awareness of how to determine a source's credibility.
Extended References for Peru
1. The first activity that students will pursue is a search for information about the country of Peru. Students will work in pairs for this activity. The information may be obtained through the use of the Internet, books or any other available resources. Any topic that contains information about the country of Peru may be used for this activity.
2. The student pairs will report back to the whole class on what they have learned, and discuss the sources of their information.
3. The class will be asked to develop a numerical rank order rating for all the sources they have obtained. They will discuss how to determine the credibility of a source.
4. The class will construct a rubric (a rating table- see example) that will consist of their decisions on how to determine a source's credibility.
Objectives: The purpose of this lesson is to develop an understanding of the
concept of development and how it may be defined in particular cultural
contexts. Students will be given the opportunity to think about the idea
of development from a variety of perspectives. In the first activity,
students focus on examining their own ideas about the concept. In the
second activity, they will read two provocative articles in order to
develop some beginning background knowledge about development in Peru.
The purpose of the third activity is to situate understanding about
development in Pre-Inca times and have students examine the nature of
forces of change.
The purpose of this lesson is to develop an understanding of the concept of development and how it may be defined in particular cultural contexts. Students will be given the opportunity to think about the idea of development from a variety of perspectives. In the first activity, students focus on examining their own ideas about the concept. In the second activity, they will read two provocative articles in order to develop some beginning background knowledge about development in Peru. The purpose of the third activity is to situate understanding about development in Pre-Inca times and have students examine the nature of forces of change.
1. Students will brainstorm ideas about the word "development". The teacher will write these ideas on the board in the form of a map, with the word development at the center.
2. Students will be asked to situate themselves on the basis of numbers 1-5 to describe their position on whether development is "good" or "bad". A number 1 position would indicate that development is "good". A number 5 position would indicate that development is "bad".
3. Students will be asked to find someone who has a different number from them and spend ten minutes in discussion about their ideas. After five minutes, the students will be asked to switch roles and be able to clearly explain their partner's position.
4. The class will meet as a whole group and discuss any changes to be
made to the class map as a result of their discussions. New ideas should
be added to the "Development Brainstorming Map."
Reference Articles for Activity Two
1. The students will divide into small groups. Each group will choose
one of the following articles:
2. The focus of the group discussion should be on how each article addresses the notion of development. After 20 minutes, the class will meet as a whole and report on their small group discussions.
1. Students will read the following excerpt about Pre-Inca cultures from von Hagen's book "Desert Kingdoms of Peru".
2. The teacher will pose the question: "Corn and civilization? What does this mean?"
3. The class will discuss the forces that change civilization and try
to name modern day forces that have created change in civilization
(i.e., technology, contact with other cultures, climate changes, war,
disease, etc.) The class will compose a table entitled "Forces of
Change" with the ideas they generate from discussion. The students
will be encouraged to think of a symbol that represents each force of
change they identify (for example, a computer may represent technology).
The class will discuss how change may be characterized in different ways
by different people with different perspectives.
The purpose of this lesson is to help students understand what art and architecture reveal about early Mesoamerica and Andean societies.
1. Students will work in groups of four and visit some of the following websites that contain images of Peruvian architecture and art. Students will organize their groups according to the areas of ceramics and pottery; painting; masonry; textiles; and metal work. See above for suggested websites to begin investigations.
2. The students will be asked to respond to some aspect of what they have seen by composing a paragraph describing their reaction, comparing it to a piece of music they know, or linking what they see on this site to different aspects of their lives. The groups will chose a person to take notes on the discussion.
3. The class will meet as a whole group to discuss their findings, and look for commonalties in elements of art or architecture that students responded to.
4. The group will examine the elements they have chosen to explore
and what they reveal about the role of art and architecture in the
A. Students will choose one particular piece of art or architecture that interests them.
B. Students will then choose one of the following story starters, and write a short story.
The purpose of the lesson is to learn about the Nazca Lines.
1. The teacher will share pictures of the Nazca Lines with the students and have them hypothesize what they might be. These pictures can be obtained at the website noted above in Materials.
2. The teacher will share the background information about the Nazca Lines from the book by Kieran Falconer, Cultures of the World: Peru.
3. Students will work in pairs, and choose from the following activities:
4. The students will be required to write five newspaper headlines that describe various elements about the Nazca Lines based on the information they have obtained.
5. The class will discuss the questions: How are the Nazca Lines related to other elements of Peruvian culture?
Materials:Desert Kingdoms of Peru, The Mochica
1. Students will read the selection about the Mochica culture from "Desert Kingdoms of Peru".
2. The teacher will divide the class into small discussion groups. They will discuss the sentence, "The pottery of the Mochica's is their language…".
1. The class will divide into three groups. Each group will choose a
burial artifact from each of the three sites listed above and describe
how it is representative of the culture of ancient Peru.
The purpose of this lesson is for students to integrate what they have learned about art and architecture in Andean societies and create a small project.
1. Imagine that you have been asked to film a commercial about the role of art and architecture in Andean society. Your commercial may only be one minute long. Your goal may be to capture the essence of what you think is most important in this society in an attempt to convince people to visit Peru. Students will work in groups of three. The product may be a drawing (like a storyboard); a written description of what images they would use; a picture with music in the background; a skit; or a variety of other types of ideas.
2. Imagine that you have been asked to create a virtual journey
entitled either, "The Art of Andean Societies" or "The
Architecture of Andean Societies". You should include all of the
websites that one would visit in this journey, and describe why you have
chosen these particular places.
The purpose of this lesson is to develop an understanding of a
variety of different aspects of Incan society.
Students will work in pairs and visit one the following websites that
provide short summary overviews of Inca life and society.
Students should choose one aspect of Inca culture that interests
them, and prepare a five minute presentation for the class.
Excerpts from "The Organization of the Empire," by Alfred
1. The class will be divided into four different groups, each of which will be responsible for a different area.
Students will be given a copy of the chapter "The Organization of the Empire" in Mertraux's book.
They will be divided into groups, and each group may research a different segment of the society.
"In fact, the Inca empire combined absolute despotism with a respect for the social and political forms of the subject people."
"The soil needed to be rich indeed to support such demands; the confiscation were bitterly resented by the subject peoples. They did not forget their lost lands, and had no hesitation in reclaiming them from the Spaniards after the fall of the Incas."
"What has often been interpreted as an example of Inca paternalism is no more than the application, on a governmental scale, of the rural tradition of helping one another, as strong today as it was four hundred years ago: the individual who benefits from the help of his neighbors is willing to supply their wants as long as they put themselves out for him."
"Private property was acquired through gifts made by the Inca to those nobles enjoying his friendship, or to those whom he wished to reward for service in time of war or for great works undertaken for the public good."
"Among a community's obligation to the Inca was the supply of various handicrafts".
"In an agricultural and craft-based state, where the government restricted the movement of population and goods, and where all surpluses were sent to public storehouses by government order, one might suppose that trading, under the best conditions, cannot have been anything more than bartering."
The purpose of this lesson is to gain an understanding of the ways in which the Incas assimilated other cultures as they expanded their empire. The lesson will be designed so that the students will understand the perspective of those who were assimilated. The goal is for students to understand the assimilated peoples' contribution to the Inca's achievement.
1. The students will read the excerpts on the Inca as conquerors for
2. The class is divided into six groups: three representing a different village and three designated as Inca conqueror groups.
3. Each group will give a short presentation describing themselves.
4. Each village will team up with a conquering Inca group. The two groups will enact how the conquering process will develop. They will negotiate based on the attributes of their individual villages. They will use background knowledge in these negotiations.
5. The groups will report back to the larger class on the results and process of their negotiations.
6. The class will be asked to compare the ways that the Inca empire assimilated others into their cultures with other situations that they may be familiar with in world history (for example, the Native Americans in U.S. history).
The purpose of this lesson is to expose students to the richness of
1. The students will read excerpts from the Center for Music for the Americas that discusses Andean music.
2. Students may visit the websites as noted above in Materials where they can hear a variety of music clips.
One popular musical group is Inti Illimani.You can find information about their music by typing their name into a web search engine like www.yahoo.com, or by visiting your library for videotapes and audiotapes.
The purpose of this lesson is to explore Inca origin myths.
Web Reference Site
1. The students will choose an Inca myth and read it.
The purpose of this lesson is to read short stories on Andean life to
further an understanding of the culture.
Web Reference Sites
1. The students may choose either website noted in Materials above to read from.
To understand the differences in the ways that the Inca empire and
the Spaniards treated conquered peoples in Peru.
1. The students will read the passage "All Must Die," which is the original document of death edict for the Inca ruler Tupac Amaru II and his family.
2. The students will construct a Compare/Contrast Organizer. They will compare the ways that the Incas and the Spaniards conquered people. (Refer to the activity on "Assimilated People.")
The purpose of this lesson is to develop an understanding of the ways
in which the Incas were able to create a vast and powerful empire. The
lesson is designed so that the students gain knowledge of the Inca state
by examining the road system, how labor was organized, and their
accounting and taxation systems.
1. Imagine that your group has been given the task of working on furthering the Inca empire. Each group will be responsible for a different area and will report back their findings to the larger group about how their particular area will function in the expansion of the empire. The websites suggested provide a good start for gaining topic information.
The students will understand the concept of a Eurocentric viewpoint
(one of the National Standards for World History).
1. The students will read the excerpts from three different sources.
2. The class will discuss the meaning of these three statements as a
group, as well as the following key questions:
3. The class will break into small group discussions and be asked to compare these comments to current day examples in our culture that typify these attitudes toward "others", by giving real world examples they may have encountered.
4. The class will come up with a list of at least ten suggestions to preserve cultures in the world today.
5. Using these ideas, they will be required to write a letter to
either the editor of a newspaper, a company, or person, describing what
they feel is the most relevant of these suggestions.
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