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Along the Royal Road: A Journey Through the Inca Empire worksheet preview

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Along the Royal Road: A Journey Through the Inca Empire

Grade 7 history: follow a described map of the Inca royal road from Cusco to Quito and the Spanish route of 1532–1533, then compare the Maya, Mexica and Inca.

Grade 7Social StudiesInteractive · Printable

Aligned toHIS.7.6

What’s included

  • Single worksheet
  • Auto-graded online
  • 1 C3 Framework standard
  • Printable answer key
  • 12 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 7
Subject
Social Studies
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students use a described map to trace routes through the Inca Empire and explain how the road served its government.
  • Students explain how the Inca road system affected the Spanish conquest.
  • Students compare the cities, governments and transportation of the Maya, Mexica and Inca.

How to use

Have students sketch the map from paragraph 2 in the margin before answering. Discuss the last question as a class after students write their claims.

Curriculum

C3 Framework standard covered

HIS.7.6

Describe the Maya, Aztec and Inca civilizations: their cities, governments, achievements and the Spanish conquest.

Preview

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Along the Royal Road: A Journey Through the Inca Empire

Follow a described map of the Inca road, then compare how three civilizations moved people and goods.

Follow the royal road

Read the passage. You may sketch the map from paragraph 2 in the margin. Then answer the questions.

The Royal Road, 1520s–1530s

1By about 1500, the Inca ruled the largest empire in the Americas. They called it Tawantinsuyu, "the land of four parts." It stretched more than 2,500 miles along the Andes Mountains, and historians estimate it held about 10 million people. To hold it together, the Inca built the Qhapaq Ñan, or royal road, a network that historians estimate ran about 25,000 miles.

2On this route map, the main mountain road runs north and south through the Andes. Cusco, the capital, sits at the southern end of the map. Going north from Cusco, the road soon drops into the deep gorge of the Apurímac River, which travelers crossed on a bridge of woven grass rope. Farther north lies Huánuco Pampa, a town built by the state, and farther north still is Cajamarca. Quito stands at the northern end of the road. Tumbes lies on the Pacific coast, northwest of Cajamarca.

3In about 1525, an official in Cusco who had to send orders to Quito did not carry them himself. Chaskis, young relay runners, waited at posts along the road. Each ran a few miles, then passed a spoken message and a khipu, a record of knotted cords, to the next runner. Historians estimate that a relay could carry a message about 150 miles in a day. Ordinary people needed permission to use the road. Most travelers were soldiers, officials, chaskis and llama caravans, since the Inca had no horses or wheeled carts.

4About every day's walk, travelers reached a tambo, a way station with rooms and food. At Huánuco Pampa, hundreds of storehouses called qollqa held maize, potatoes, cloth and weapons. Villages along the road owed the state mit'a, a labor tax: for a set time, families farmed state fields, carried loads or repaired the road. One grass bridge over the upper Apurímac, Q'eswachaka, is still rebuilt with fresh rope by Quechua communities every year.

5In the late 1520s, a disease brought by Europeans, probably smallpox, spread into the Andes ahead of the Spanish. It likely killed the emperor Huayna Capac. Two of his sons, Atahualpa in the north and Huáscar in Cusco, then fought a civil war for the throne. In 1532 Francisco Pizarro landed near Tumbes with fewer than 200 soldiers and climbed inland to Cajamarca, where Atahualpa was camped after winning the war. In November 1532 the Spanish attacked Atahualpa's mostly unarmed attendants in the town square and took him prisoner. Atahualpa offered a room full of gold and silver for his freedom. The Spanish took the treasure and executed him in 1533.

6Then the Spanish turned south toward Cusco. They crossed the Inca bridges, slept in tambos and took food from the storehouses. Some Andean peoples who had resisted Inca rule, along with supporters of Huáscar, joined them. In November 1533 they entered Cusco. Inca leaders kept resisting for decades. Today millions of people speak Quechua, the Inca language, and in 2014 the Qhapaq Ñan was named a World Heritage Site that crosses six countries.

1.
Use paragraph 2. A chaski relay carries a khipu from Huánuco Pampa to Cusco. Which way does it travel, and what must it cross just before reaching the capital?
  • A. South, crossing the Apurímac River gorge
  • B. South, passing the coast at Tumbes
  • C. West, passing the town of Cajamarca
  • D. North, crossing the Apurímac River gorge
2.
Use paragraphs 2, 5 and 6. Following the mountain road on this map, in what order would the Spanish reach these places after leaving Cajamarca for Cusco?
  • A. Tumbes → Apurímac bridge → Cusco
  • B. Huánuco Pampa → Apurímac bridge → Cusco
  • C. Quito → Huánuco Pampa → Cusco
  • D. Apurímac bridge → Huánuco Pampa → Cusco
3.
Paragraph 3 says ordinary people needed permission to use the road. What does this detail suggest about the road's main purpose?
  • A. It was built mainly for carts hauling crops to the coast.
  • B. It mainly linked Inca towns to Spanish ports on the coast.
  • C. It was built mainly for merchants selling goods in markets.
  • D. It mainly served the state's armies, officials and messages.
4.
Draw a line from each problem an Inca governor might face to the part of the road system that would best solve it.
  1. A drought ruins the harvest in a valley.
  2. Orders from Cusco must reach Quito quickly.
  3. A rope bridge is worn and sagging.
  4. An army marching north needs a place to stop each night.
  1. A. Mit'a work owed by nearby villages
  2. B. Tambos about a day's walk apart
  3. C. Chaski runners at posts along the road
  4. D. Qollqa filled with maize and potatoes
5.
Which chain of events best matches paragraph 5?
  • A. Smallpox spreads → Pizarro lands → Atahualpa captured → civil war
  • B. Civil war → smallpox spreads → Pizarro lands → Atahualpa captured
  • C. Smallpox spreads → civil war → Pizarro lands → Atahualpa captured
  • D. Pizarro lands → smallpox spreads → civil war → Atahualpa captured
6.
Circle the sentence from paragraph 6 that names the parts of the Inca road system the Spanish used on their march.

Then the Spanish turned south toward Cusco.They crossed the Inca bridges, slept in tambos and took food from the storehouses.Some Andean peoples who had resisted Inca rule, along with supporters of Huáscar, joined them.In November 1533 they entered Cusco.

7.

Use paragraphs 5 and 6. Write the number of months. The Spanish entered Cusco   months after they took Atahualpa prisoner.

Three civilizations on the move

Use the table and the passage.

Moving People and Goods in Three Civilizations
CivilizationMajor citiesMain routesWho carried loadsGovernment
MayaTikal, Palenque, CobáRaised white roads (sacbeob) and riversPeople on foot and in canoesMany city-states, each with its own king
Mexica (Aztec)TenochtitlanCauseways across a lake, and canalsPeople on foot and in canoesAn emperor who collected tribute
IncaCusco, QuitoMountain and coast roadsLlamas and people on footThe Sapa Inca and his governors
8.
Sort each feature by the civilization it describes. Use the table and the passage.
Raised white roadsCauseways leading to the capitalLlama caravans on mountain roadsPower split among many separate kingsRelay runners carrying knotted cordsConquered peoples sending tribute to an emperor
MayaMexica (Aztec)Inca
9.
Use the table. Which statement is true of the Maya and the Mexica but not of the Inca?
  • A. One ruler governed the whole civilization from one capital.
  • B. Roads crossed deep mountain gorges on grass rope bridges.
  • C. People carried loads with no help from pack animals.
  • D. Major cities were linked by roads made of raised white stone.
10.
Some historians say the royal road was both a strength and a weakness for the Inca Empire. Which pair of details from the passage best supports this view?
  • A. Relays sped orders along it; later its tambos fed invaders.
  • B. It crossed six countries; Quechua is still spoken today.
  • C. Llamas carried loads on it; later the Spanish brought horses.
  • D. Villages repaired its bridges; it was built by the year 1500.
11.
Much of what we know about chaskis comes from Spanish writers of the 1500s. Which source would best help a historian check their descriptions?
  • A. A painting of the Andes made in Europe in the 1800s
  • B. Remains of relay posts and tambos that archaeologists find along the road
  • C. A Maya stone carving that names a king of Palenque
  • D. A list of goods the Mexica provinces sent to Tenochtitlan
12.
Claim to judge: "The royal road was the Inca Empire's greatest achievement." Do you agree? Make a claim, use at least two details from the passage or the table as evidence, and explain your reasoning.

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