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Great Inca Rebellion, The
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Viewing Ideas
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Before Watching
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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.
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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
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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?
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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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