Indiana Social Studies 6.H.3
The Standard
Identify and explain the development and organization of political, cultural, social, and economic systems in Europe and the Americas.
2026 Indiana Academic Standards: K-12 Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students study how rulers, beliefs, social groups, and work were organized in 1400s France and the Inca Empire. They compare the two places and explain how each government grew.
What Mastery Looks Like
- A student can explain that French kings collected taxes, while Inca rulers required labor for state projects. They can describe how the French crown gained power and how Inca rulers expanded their empire. They can give an example of how religion shaped public life in each place.
Common Misconceptions
- Students may treat Europe or the Americas as if each had one government. They may assume Inca people paid taxes in money, or that rulers managed every village without local leaders.
How to Assess It
- Exit ticket: Compare how 1400s French kings and Inca rulers gathered resources. Then name one way either government grew.
Lesson moves
Ways to Teach It
Give pairs eight fact cards about 1400s France and the Inca Empire to sort by place and government, beliefs, social groups, or work.
Ask students: How did a French peasant's duties differ from an Inca farmer's duties? Use one fact card for each.
Read clues about a French king, French noble, Inca ruler, and Inca official; teams write each role on mini whiteboards.
Show a grocery receipt with sales tax and ask how paying that tax differs from Inca labor duties.
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Printable 6.H.3 Worksheet
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Compare and contrast the religious, political, and economic reasons for the colonization of the Americas by Europe.
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