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Great Inca Rebellion, The
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Viewing Ideas
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Before Watching
Make a time
line of Inca civilization on the board. Have students research and plot when
Inca civilization began, when it peaked, and when it fell. Then, have students
find and post (above the Inca time line) information about what was going on in
Europe and Asia during that time period. Organize students into four groups. As they watch the
program, have one group take notes on the how the Spanish chronicles portrayed
the conquistadors overthrowing the Inca quickly and easily; a second group take
notes on the types of evidence used to support or contradict the Spanish record
of events; a third group take notes on a new hypothesis of the conquest that
emerged; and a fourth group take notes on the techniques that each profiled
expert used to obtain evidence.
After Watching
Have students
review their notes and discuss as a class how the conquistadors defeated the
Inca. What did the conquistadors claim happened? How did that account change
with new evidence? Which piece(s) of evidence were most compelling? Why? How
confident are students in the new hypothesis? Make a
two-column chart on the board. In the first column, have students list the
different careers of the experts in the program. (These include archeologists, historians, forensic experts, and a
biological anthropologist.)
In the second column, have students provide information about the
evidence each expert worked with. How did the scientists work together to
contribute to the new hypothesis of how the Inca were conquered?
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