Unit Overview
The environment, trade networks, and belief systems influenced the development of complex societies and civilizations in Africa and the Americas between 1325 and 1600.
Unit G1.7 Outline
7 Subunits
These resources introduce students to the concepts and vocabulary they will encounter in the unit.
Through these resources, students will locate the extent of the Songhai and East African states in Africa, examine the relationships of these states with neighboring peoples in the region considering warfare, tribute, and trade, as well as examine the influence of Islam on the growth of trade networks and power relations in the Songhai Empire and in East African city-states. Students will also examine the role of nature and traditional religion in Africa (e.g., animism) during this period, and investigate the achievements and contributions of the Songhai empire.
Through these resources, students will learn about the locations of civilizations in the Americas pre-1600 and how we know what we know about these civilizations.
Through these resources, students will locate the extent of the Mayan Civilization in the Americas using an Atlantic Ocean-centered map, examine the adaptations made to the environment by the Maya, their achievements, and the reasons for the decline of the civilization.
Through these resources, students will locate the extent of the Aztec empire in the Americas using an Atlantic Ocean-centered map, examine the adaptations made to the environment by the Aztecs, and examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade, as well as explore the relationships between religious beliefs and political power in the Aztec empire.
Through these resources, students will locate the extent of the Inca empire in the Americas using an Atlantic Ocean-centered map, examine the adaptations made to the environment by the Incas, and examine the relationships with neighboring peoples in the region considering warfare, tribute, and trade, as well as explore the relationships between religious beliefs and political power in the Inca empire.
Our units are developed through a backwards design process in which we start with the summative assessments and then create resources and formative assessments based on the content and skills students will need to be successful (See Understanding by Design by Grant Wiggins and Jay McTighe). We encourage teachers to start their planning by looking first at the end of unit assessments and then at specific resources.
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