Name_______________
Class Pd_____
Due Date _______
Americas Webquest
WEBQUEST PROJECT: Ancient Civilizations of the Incas, Mayans, and the Aztecs
Introduction
You are going to explore ancient civilizations of the Western Hemisphere. As an explorer, you are responsible to
work with your team to examine ancient civilizations and determine why one was one of the strongest.
Process
Step # 1-Research
Your group will be responsible for exploring the Mayan, Inca, and Aztec Civilizations. You will need to examine each
of the civilizations of the Incas, Mayans, and the Aztecs. Your group will investigate the links and the guiding
questions to make notes about the civilization. You should specifically focus on the following areas:
-Geography -Government -Economics -Culture -Rise and Fall of the Civilization
Step # 2- Group Decision Making Process
1. Each person brings notes back to the group.
2. Each person reads and presents the informational findings to the group.
3. The group will discuss, compare, and contrast the information.
4. The group will have to determine the answer to the question, "Which group was the greatest?" Be able to list the
reasons why you think one of the civilizations was the strongest!
Step 3: Group Presentation


Your group will have to decide how to present your conclusion to the class.
Some options are: Power Point Presentation, poster, play, travel brochure, debate, newspaper, fact-based
fiction story, or...?
Mayan Explorer
Mayan Religion
1.
2.
3.
4.
5.
Whom did the Mayans worship?
Where did they worship?
What were some of their religious practices?
What is the Popul Vuh?
Explain the Mayan Creational Story.
Language and Writing Guide Questions
1.
2.
3.
4.
5.
What was the spoken language of the Mayans?
Describe their alphabet.
What kind of a writing system did they use?
What are codices, what happened to them, and what impact has that had on Mayan research?
The Mayan system for writing was considered one of the most sophisticated amongst pre-columbian
civilizations. Why?
Arts and Architecture
1. What kinds of structures did the Mayans build?
2. What materials did they use in their construction?
3. Who or what were the subjects of Mayan artwork?
4. Who were the artists?
5. What forms of artwork did the Mayans produce?
Math and Science
1.
2.
3.
4.
5.
6.
7.
8.
9.
How many symbols are used in the Mayan system of counting?
What does each symbol represent?
What did the Mayans use to expand this system to express very large values?
How are the place values arranged?
What is a “vigesimal” system and how does it differ from the system we use?
What kind of devices did the Mayans use to make their astronomical observations?
How did the enactment of rituals correlate with the collection of astronomical data?
Describe the three kinds of calendars the Mayans used.
Give some examples of structures that depict Mayan preciseness in calculations and astronomical
observations.
10. What were other facets of Mayan life that depended on the astronomical data collected?
Location and Agriculture
1. Locate a map that highlights the areas the Mayans inhabited. What countries today occupy former Mayan
territories?
2. Which crop was the most important to Mayan society?
3. What are some other crops that the Mayans raised?
4. How did they irrigate crops and clear fields?
5. What do we enjoy today as a sweet treat thanks to the Mayans? How did they enjoy it?
Government and Society
1.
2.
3.
4.
5.
Describe the housing and layout of the “kingdoms” of Mayan people.
What were the roles of men and women?
Who were the leaders and what were their privileges?
How were the Mayan “kingdoms” governed?
Who was Lord Pascal?
Fall of the Mayan Civilization
1. Who was responsible for the fall of the Mayan Civilization?
2. What happened to the Mayans?
3. Why did the Mayan Civilization fall?
Mayan Links:
http://www.lost-civilizations.net/mayan-religion-popol-vuh.html Religion http://www.indians.org/welker/maya.htm
http://www.wsu.edu:8080/~dee/CIVAMRCA/MAYAS.HTM
http://www.students.dsu.edu/rummelf/mayan.htm http://www.angelfire.com/ca/humanorigins/government.html#maya
http://www.spanishome.com/activities/mayas/agriculture.htm Agriculture
http://library.thinkquest.org/10098/mayan.htm Mayan Architecture http://www.hanksville.org/yucatan/mayamath.html
Mayan Math http://www.crystalinks.com/aztecs.html Map that shows Mayan and Aztec concentrations
http://www.crystalinks.com/mayan.html Mayans http://www.civilization.ca/civil/maya/mmc12eng.html
http://www.civilization.ca/civil/maya/mmc04eng.html
http://www.angelfire.com/ca/humanorigins/ Writing system
http://www.michielb.nl/maya/astro.html Mayan astronomy, calendar, http://www.kstrom.net/isk/maya/mayamap.html
Map of Mayan territories http://library.thinkquest.org/11577/art.htm Art samples
http://www.crystalinks.com/mayanarch.html Mayan Art and Architecture
http://www.leffingwell.com/h&rflavor/Chocolate%20%96%20Food%20of%20the%20gods.pdf
Chocolate
http://www.pbs.org/wgbh/nova/maya/world.html Maps and Archeological Info
http://www.mayacalendar.com/f-mayamath.html Mayan Math http://mathforum.org/k12/mayan.math/ Mayan Math
http://www.mexconnect.com/mex_/travel/ldumois/maya/ldmayacity.html
Incan Civilization
Incan Origins:
1. Who led the expansion of the Incan Empire?
2. How did the empire expand?
3. Where did the Inca live?
Government:
1. Who ruled the Incas?
2. Describe the laws of the Incas.
3. How were criminals punished?
4. How were taxes paid?
5. Who received tax payments?
Culture and Society:
1. Describe Incan clothing.
2. How did the Incas make their clothes?
3. What were the primary professions?
4. What were the roles of men and women?
5. What was the purpose of terraces?
Language:
1. What was the language spoken by the Incas?
2. How were records kept?
3. How did messengers deliver messages?
Incan Downfall:
1. What happened to the Incas?
2. Who was responsible for Incan downfall?
3. Why did the Incan Civilization fall?
Incan Links:
http://www.kathimitchell.com/mesoamericans.htm
http://www.wsu.edu:8080/~dee/CIVAMRCA/INCAS.HTM
http://www.internet-at-work.com/hos_mcgrane/inca/eg_inca_menu1.html
http://www.nationalgeographic.com/inca
Aztec Explorer
Aztec Civilization
Aztec Origins
1. Who led the expansion of the Aztec Empire?
2. How did the empire expand?
3. Where did the Aztecs live?
Government
1. Who ruled the Aztecs?
2. Describe the laws of the Aztecs.
3. How were criminals punished?
Culture and Society
1.
2.
3.
4.
5.
6.
7.
8.
9.
Describe Aztec clothing.
How did the Aztecs make their clothes?
What were the primary professions?
What were the roles of men and women?
What was the role of their sport in their culture?
Describe the Aztec calendar and its significance.
Describe the significant art contributions of the Aztecs.
What were the major architectural contributions of the Aztecs?
Describe the class system found in the Aztec society.
Language
1. What was the language spoken by the Aztecs?
2. Describe the written language of the Aztecs.
Aztec Downfall
1. What happened to the Aztecs?
2. Who was responsible for Aztec downfall?
3. Why did the Aztec Civilization fall?
Aztec Links:
http://www.crystalinks.com/aztecs.html
http://library.thinkquest.org/27981/
http://home.freeuk.net/elloughton13/aztecs.htm
http://www.wsu.edu:8080/~dee/CIVAMRCA/AZTECS.HTM
Conclusion
Congratulations! You and your team have successfully researched ancient civilizations. You discovered what made
the Mayan, Incan and the Aztecs successful as well as what caused them to fall. You discovered the ways of their
society and their contributions to civilizations today.
Rubrics.
CATEGORY
4
3
2
1
Working with
Others
Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well
together.
Usually listens to,
shares, with, and
supports the efforts
of others. Does not
cause "waves" in the
group.
Often listens to,
shares with, and
supports the efforts
of others, but
sometimes is not a
good team member.
Rarely listens to,
shares with, and
supports the efforts
of others. Often is
not a good team
player.
Contributions
Routinely provides
useful ideas when
participating in the
group and in
classroom
discussion. A definite
leader who
contributes a lot of
effort.
Usually provides
useful ideas when
participating in the
group and in
classroom
discussion. A strong
group member who
tries hard!
Sometimes provides
useful ideas when
participating in the
group and in
classroom
discussion. A
satisfactory group
member who does
what is required.
Rarely provides
useful ideas when
participating in the
group and in
classroom
discussion. May
refuse to participate.
Time-management Routinely uses time
well throughout the
project to ensure
things get done on
time. Group does not
have to adjust
deadlines or work
responsibilities
because of this
person's
procrastination.
Usually uses time
well throughout the
project, but may
have procrastinated
on one thing. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person's
procrastination.
Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person's
procrastination.
Rarely gets things
done by the
deadlines AND
group has to adjust
deadlines or work
responsibilities
because of this
person's inadequate
time management.
Attitude
Never is publicly
critical of the project
or the work of others.
Always has a
positive attitude
about the task(s).
Rarely is publicly
critical of the project
or the work of others.
Often has a positive
attitude about the
task(s).
Occasionally is
publicly critical of the
project or the work of
other members of
the group. Usually
has a positive
attitude about the
task(s).
Often is publicly
critical of the project
or the work of other
members of the
group. Often has a
negative attitude
about the task(s).
Focus on the task
Consistently stays
focused on the task
and what needs to
be done. Very selfdirected.
Focuses on the task
and what needs to
be done most of the
time. Other group
members can count
on this person.
Focuses on the task
and what needs to
be done some of the
time. Other group
members must
sometimes nag,
Rarely focuses on
the task and what
needs to be done.
Lets others do the
work.
prod, and remind to
keep this person ontask.
Preparedness
Brings needed
materials to class
and is always ready
to work.
Almost always brings
needed materials to
class and is ready to
work.
Pride
Work reflects this
student's best
efforts.
Work reflects a
Work reflects some
strong effort from this effort from this
student.
student.
Work reflects very
little effort on the part
of this student.
4
3
2
1
Content
Covers topic in-depth
with details and
examples. Subject
knowledge is
excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
Content is minimal
information about the OR there are several
topic but there are 1- factual errors.
2 factual errors.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is logically
organized for the
most part.
There was no clear
or logical
organizational
structure, just lots of
facts.
Attractiveness
Makes excellent use
of font, color,
graphics, effects,
etc. to enhance the
presentation.
Makes good use of
font, color, graphics,
effects, etc. to
enhance to
presentation.
Makes use of font,
color, graphics,
effects, etc. but
occasionally these
detract from the
presentation content.
Use of font, color,
graphics, effects etc.
but these often
distract from the
presenation content.
CATEGORY
Almost always brings Often forgets needed
needed materials but materials or is rarely
sometimes needs to ready to get to work.
settle down and get
to work
Originality
Product shows a
large amount of
original thought.
Ideas are creative
and inventive.
Product shows some
original thought.
Work shows new
ideas and insights.
Uses other people's Uses other people's
ideas (giving them ideas, but does not
credit), but there is give them credit.
little evidence of
original thinking.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings
and/or grammatical
errors.
More than 4 errors in
spelling or grammar.
Requirements
All requirements are All requirements are One requirement
met and exceeded. met.
was not completely
met.
More than one
requirement was not
completely met.