The Inca civilization originated in Peru in the 13th century and grew into a large empire under the rule of Pachacuti in the 15th century. The Incas built an extensive network of roads and aqueducts, developed advanced agricultural techniques, and created impressive stone architecture. However, the smallpox virus and the Spanish conquistador Francisco Pizarro weakened and defeated the Inca in the 1530s. Pizarro captured and executed the Inca emperor Atahualpa, claiming control of the former Inca territory for Spain.
The Inca civilization flourished in ancient Peru between c. 1400 and 1533 CE, and their empire eventually extended across western South America from Quito in the north to Santiago in the south, making it the largest empire ever seen in the Americas and the largest in the world at that time.
Inca Civilization PPT made on our 3rd year History class. There are videos in the PPT and they will just automatically play (download file for best viewing)
The Inca civilization flourished in ancient Peru between c. 1400 and 1533 CE, and their empire eventually extended across western South America from Quito in the north to Santiago in the south, making it the largest empire ever seen in the Americas and the largest in the world at that time.
Inca Civilization PPT made on our 3rd year History class. There are videos in the PPT and they will just automatically play (download file for best viewing)
erican cultures. Between A.D. 1345 and 1521, the Aztecs forged an empire over much of the central Mexican highlands. ... The Nahuatl speaking peoples began as poor hunter-gatherers in northern Mexico, in a place known to them as Aztlan.
erican cultures. Between A.D. 1345 and 1521, the Aztecs forged an empire over much of the central Mexican highlands. ... The Nahuatl speaking peoples began as poor hunter-gatherers in northern Mexico, in a place known to them as Aztlan.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
3. Rise of the Inca
• 1200 AD, Incas settled in Cuzco, a village in the
Andes Mountains (now in Peru).
• Known as “City of the Sun” (sun god was most
important to the Incas)
• Most were farmers.
• 1438 AD, Pachacuti became ruler of the Incas
and conquered more lands/people.
• empire stretched 2,500 miles and ruled 12 million people
• used runners to spread news—at a rate of 250 miles a day
4. • The jaguar was an important symbol to the Incans.
• Cuzco (capital city) was built in the shape of a jaguar!
Cuzco
6. Incan Accomplishments
• excellent farmers, builders, and managers
• roads and aqueducts:
• built more than 19,000 miles of roads (over
mountains!)
• built canals and aqueducts to carry water to
dry areas
• aqueduct—pipe or channel designed to
carry water to a distant source; irrigates
dry land
8. Incan Accomplishments (continued)
• Farming: cut terraces into the Andes to create farmland
• developed a large variety of foods
• discovered ways to store and preserve food
• Kept extra food in storehouses and distributed to
villages when the crops failed
• potato was a staple food (due to it being able
to grow in the high altitudes of the Andes)
• other foods: tomatoes, maize, lima beans,
peppers, grains
10. • Inca ruins are some of the most impressive
architecture in the world.
• Created a system of stone roads still in use today.
• Inca runners carried messages in a relay system
• Built swinging bridges made of rope (to go over
canyons and rivers)
• They cut stone with such precisions that each block
fit exactly with its neighbor.
– fit was so tight, even a knife wouldn’t fit in the
cracks
Architecture
12. Incan Government & Records
• nobles conducted a census to count people so
they could be taxed
• no written language
• recorded information on knotted strings called
Quipus:
• each color represented a different item and knots
of different sizes at different intervals stood for
numbers
14. Incan Religion
• like the Aztec, also polytheistic
• main god was the sun god
• Sacrifice was a big part—usually a
white llama was used.
• believed in reincarnation
16. Francisco Pizarro- Spanish
Conquistador
• Pizarro was also from the Extremadura.
• He was not of noble birth; could not even
write his name.
• At age 16, Pizarro fled a job herding pigs in
Italy.
• 1502--He arrived in the Americas and
became very wealthy by exploring Panama.
• heard a rumor that there was a great
empire filled with gold in the mountains of
South America
17.
18. • 1530s--Inca thought they ruled most of
the world; two threats from the north
proved they did not.
1.They couldn’t stop the spread of smallpox.
2. They couldn’t scare away Pizarro.
The Inca
19.
20. • Pizarro led 160 soldiers to the Incan
homeland.
• raided Incan storehouses & fired guns at
villagers
• Atahualpa, Incan emperor, thought Pizarro
was crazy--how could he stand up to an
army of 80,000 Incan warriors?
• 1532--Pizarro came up with a plan to
defeat the Inca.
Pizarro Conquers the Inca
22. • Spanish messengers invited Atahualpa to a
meeting.
• He agreed & left most of his army behind-brought only 5,000 bodyguards.
• Pizarro’s 160 soldiers attacked the Inca &
kidnapped Atahualpa.
• Pizarro offered to free Atahualpa if he filled one
room with gold & one with silver.
• Atahualpa kept his end of the bargain, but
Pizarro killed him in 1533.
Pizarro Defeats the
Inca
23. • Spanish king made Pizarro the governor of
Peru.
• Pizarro’s conquest of Peru opened most of
South America to Spanish rule.
• Spain controlled a vast territory covering
375,000 miles with almost seven million
inhabitants.
After Conquering the Inca…
