Unit Plan-Ancient Latin America (Mayans, Aztecs, and Incas)
OVERVIEW
TOPIC-Ancient Latin America (Mayans, Aztecs, and Incas)
GRADE LEVEL- 5th Grade
LENGTH OF UNIT-4 Weeks
TARGET POPULATION-This is an urban public school located in Riverdale in the Bronx. The population is mostly Hispanic but there is a mix of Asian, African American, and Caucasian students. This classroom is a 5th grade inclusion classroom. There are 24 students, 10 of which have IEPS. There are two one-to-one crisis paras in the classroom and one head teacher. Some students are pulled out for speech, ESL, resource room (for reading and/or math) and counseling.
ESSENTIAL QUESTION
1. How have the ancient cultures (Mayan, Aztecs and Incas) helped shape the culture in Latin America today?
2. How has culture changed from ancient times in Latin America to today?
STUDENT OUTCOMES
1. Recognize the ways in which geography affected the Mayan, Aztec and Inca civilizations
2. Describe how the ancient culture’s beliefs led to certain ways of life.
3. Analyze the art in ancient cultures and its impact on the artistic culture today.
SCHEDULE OF TOPICS
1. Geography (1 day)
-Where Mayan, Aztec and Inca civilizations were located
-What the present day countries are where ancient civilizations were located (Mexico, Peru, Chile and other part of central America)
-Time frame (Mayans-500 A.D.-900 A.D.; Aztecs-1100-1500; Inca-1300-1500)
2. Social class and organization (2 days)
-How each empire was organized (Different caste systems)
-Generally 3 levels-Farmers/slaves, artisans/merchants, nobility/king
-Compare to class system in Latin America today
3. Government Systems (2-3 days)
-Role of government in daily life
-Dynasties (nobility/king)
-Citizen involvement
-Different systems of government in Latin America today
-How things have changed or stayed the same
5. Economic Features (1 day)
-Monetary system
-Trading/Bartering
-How this is different from complex system today
6. Religious Practices and Beliefs (2 days)
-Ancient mythology (creations stories for each civilization)
-Polytheism
-Emphasis on nature
-Shaped everyday life (sacrifices)
7. Technology (1 Day)
-Invention of tools
-Compare to modern technology (similarities and differences)
8. Language (1 Day)
-Writing through symbols/pictures (hieroglyphics)
-Modern interpretation of ancient language
-Communication in society
9. Arts, Architecture, Literature, and Dance (2 days)
-Examples of each
-Contributions to modern art, architecture, literature, and dance
10. Decline (1 day)
-What happened to each ancient civilization
-What is left from ancient Latin America in today’s society
11. Research (3 days)
-Research on each topic for culminating activity
-Taking place in library and classroom
12. Multimedia (3 days)
-Putting information into powerpoint slides
-Students organizing and preparing for presentation
13. Culminating Activity (3 days)
-Each day one civilization group will present their powerpoint
-Class will wrap-up each presentation with discussion
STANDARDS
READING
RL.5.9 –Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RI.5.3-Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
WRITING
W.5.7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
W.5.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
SPEAKING AND LISTENING
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly
SOCIAL STUDIES
Standard 2-World History
Key Idea 5.3-Over time, different ethnic religious, and national groups, including Native Americans, have contributed to the cultural diversity of the nations and regions in North and South America by sharing their customs, beliefs, ideas, and languages.
Standard 3-Geography
Key Idea 5.1-The Western Hemisphere, comprised of North and South America, has an expansive and varied geography comprised of different religions, physical features, climates, and human communities.
Standard 4-Economics
Key Idea 5.12-Over time, nations have shifted and transformed their economic systems.
Standard 5-Civics, Citizenship, and Government
Key Idea 5.8-The roles of citizenship and individual rights are defined by different constitutions and governing systems in the Western Hemisphere, and these definitions and who has been included in them have changed over time.
TOPIC-Ancient Latin America (Mayans, Aztecs, and Incas)
GRADE LEVEL- 5th Grade
LENGTH OF UNIT-4 Weeks
TARGET POPULATION-This is an urban public school located in Riverdale in the Bronx. The population is mostly Hispanic but there is a mix of Asian, African American, and Caucasian students. This classroom is a 5th grade inclusion classroom. There are 24 students, 10 of which have IEPS. There are two one-to-one crisis paras in the classroom and one head teacher. Some students are pulled out for speech, ESL, resource room (for reading and/or math) and counseling.
ESSENTIAL QUESTION
1. How have the ancient cultures (Mayan, Aztecs and Incas) helped shape the culture in Latin America today?
2. How has culture changed from ancient times in Latin America to today?
STUDENT OUTCOMES
1. Recognize the ways in which geography affected the Mayan, Aztec and Inca civilizations
2. Describe how the ancient culture’s beliefs led to certain ways of life.
3. Analyze the art in ancient cultures and its impact on the artistic culture today.
SCHEDULE OF TOPICS
1. Geography (1 day)
-Where Mayan, Aztec and Inca civilizations were located
-What the present day countries are where ancient civilizations were located (Mexico, Peru, Chile and other part of central America)
-Time frame (Mayans-500 A.D.-900 A.D.; Aztecs-1100-1500; Inca-1300-1500)
2. Social class and organization (2 days)
-How each empire was organized (Different caste systems)
-Generally 3 levels-Farmers/slaves, artisans/merchants, nobility/king
-Compare to class system in Latin America today
3. Government Systems (2-3 days)
-Role of government in daily life
-Dynasties (nobility/king)
-Citizen involvement
-Different systems of government in Latin America today
-How things have changed or stayed the same
5. Economic Features (1 day)
-Monetary system
-Trading/Bartering
-How this is different from complex system today
6. Religious Practices and Beliefs (2 days)
-Ancient mythology (creations stories for each civilization)
-Polytheism
-Emphasis on nature
-Shaped everyday life (sacrifices)
7. Technology (1 Day)
-Invention of tools
-Compare to modern technology (similarities and differences)
8. Language (1 Day)
-Writing through symbols/pictures (hieroglyphics)
-Modern interpretation of ancient language
-Communication in society
9. Arts, Architecture, Literature, and Dance (2 days)
-Examples of each
-Contributions to modern art, architecture, literature, and dance
10. Decline (1 day)
-What happened to each ancient civilization
-What is left from ancient Latin America in today’s society
11. Research (3 days)
-Research on each topic for culminating activity
-Taking place in library and classroom
12. Multimedia (3 days)
-Putting information into powerpoint slides
-Students organizing and preparing for presentation
13. Culminating Activity (3 days)
-Each day one civilization group will present their powerpoint
-Class will wrap-up each presentation with discussion
STANDARDS
READING
RL.5.9 –Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RI.5.3-Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
WRITING
W.5.7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
W.5.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
SPEAKING AND LISTENING
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly
SOCIAL STUDIES
Standard 2-World History
Key Idea 5.3-Over time, different ethnic religious, and national groups, including Native Americans, have contributed to the cultural diversity of the nations and regions in North and South America by sharing their customs, beliefs, ideas, and languages.
Standard 3-Geography
Key Idea 5.1-The Western Hemisphere, comprised of North and South America, has an expansive and varied geography comprised of different religions, physical features, climates, and human communities.
Standard 4-Economics
Key Idea 5.12-Over time, nations have shifted and transformed their economic systems.
Standard 5-Civics, Citizenship, and Government
Key Idea 5.8-The roles of citizenship and individual rights are defined by different constitutions and governing systems in the Western Hemisphere, and these definitions and who has been included in them have changed over time.
Lesson #1-Creation Myth Lesson Plan
Grade: 5th Grade
Subject Area: Reading
Type of Setting: 5th Grade inclusion class
Date of Lesson: November 6th 2012
PURPOSE:
VOCABULARY & KEY TERMS:
· Myths: Stories that try to explain how our world works and how we should treat each other. Usually include gods/goddesses that use their power to make events happen. Myths are passed down from generation to generation and play a major role in understanding different cultures. Every culture usually has its own myths.
· Theme: The central idea or underlying message in a text. Not usually stated in the text, but rather inferred by the reader.
· Essential Theme: The big idea of the text. (Ex. Creation)
SKILLS:
OBJECTIVES:
Students will be able to:
COMMON CORE LEARNING STANDARDS:
· RL.5.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
· SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
PRE-ASSESSMENT:
This lesson is part of a larger unit focusing on the Aztec, Mayan and Incan cultures of Ancient Latin America. In addition students in the fifth grade should have already learned about what a theme is, as well as have some insight into what makes up a myth. Students will use all of this prior knowledge to help assist them throughout the lesson.
LESSON PRESENTATION:
A. Set Induction (10-12 min):
· Teacher will call students to the rug and have a blank KWL chart set up on the easel.
· Teacher will explain that today they are going to discuss myths and read a few on their own.
· Before they begin the teacher would like the students to discuss what they already know about myths.
· The teacher will then engage the students by asking for volunteers to complete the column with ideas about what they already know about myths.
· The teacher will then prompt the students to complete the column with ideas of what they want to know about myths.
· Once this is done the teacher will explain that they will return to the chart at the end of the literacy block and discuss what they learned through the reading and activity.
B. Procedure (60 min):
· The teacher will give the proper definition of a myth and write it on the board.
· The teacher will explain how myths were really important to the Aztecs, Mayans, and Incas as it was a big part of their religion and studying their mythology helps us understand their culture and their beliefs.
· Then the teacher will ask the students if anybody can remind the class what a theme is (teacher can prompt the students if they are close to the answer).
· Then teacher will write the proper definition on the board and explain that today when they read myths they will be looking for themes.
· The teacher will then present to the students the Inca creation myth and tell them to pay close attention to themes in the myth while the teacher reads it aloud (this will serve as a model for the students to base their activity off of).
· Once the myth is read the teacher will make a list on the easel of themes he/she found while reading.
· Teacher will do a think aloud showing the students how he/she recognized the themes and used the main idea of the myth to identify the central theme (creation).
· Teacher will then point out that there were a lot of minor themes in the myth (Power-Gods had power to create, drove each other out; Nature-People created from rocks, power to stop rainfall; Punishment-Gods stopped rainfall, people were forced to work hard, one God took over Earth).
· Teacher will emphasize that themes are overall ideas and not details from the story, but details will support the themes.
· Teacher will ask students if they have any questions, if not or when the questions are answered, the teacher will move on to explain the activity (Students will read two myths independently-creation myths for the Aztecs and Mayans-and be thinking about themes as they read, when the teacher tells them time is up they will get together with their “think-pair-share” partners and be given a Venn Diagram to fill out comparing and contrasting the themes they found from the two myths).
**Students will now engage in independent reading and partner work for 30-35 minutes
· After the allotted 30-35 minutes the teacher will have the students stop working and come back together on the rug with their worksheets
· The teacher will ask for volunteers to help fill out the class Venn Diagram (The teacher will ask for 2-3 examples of themes for each myth and then 2-3 examples of shared themes from both myths)
· Students should be adding any examples to their Venn Diagrams that they didn’t have before.
C. Closure (10-12 minutes)
· After the Venn diagram is complete the teacher will ask students to now help her complete the KWL chart.
· Student volunteers will give thoughts about what they learned today about myths.
· Teacher will add any thoughts to the KWL chart once students have shared their ideas.
· Teacher will add any closing remarks and tell the students to hold onto their Venn Diagrams and myths because they will be revisiting them during Social Studies.
MATERIALS:
FOLLOW-UP ACTIVITY/ASSIGNMENT:
The Venn Diagrams the students are filling out will be a activity to emphasize the mini-lesson on themes and myths and will allow the teacher to recognize what students truly understand the ideas of comparing and contrasting themes between two different texts. In addition to the partner work the whole class Venn Diagram and KWL will emphasize the importance of understanding myths and comparing/contrasting themes. Later that day or that week the teacher will revisit the myths with the students and use them during an activity in social studies where students will be asked to draw conclusions about the three tribes religion/beliefs systems based on the text.
EVALUATION/ASSESSMENT:
The teacher will have plenty of opportunity to assess students’ understanding during the “think-pair-share” portion of the lesson and the class work on the rug. The teacher will facilitate the activity by circling around the classroom and making informal observations on certain students and their understanding of the topic. The teacher will take mental notes on students that may or may not be struggling. These informal observations will help the teacher make informed choices when selecting students to share on the rug. Calling on a student that the teacher suspects might be struggling, will help ensure student understanding based on responses. The teacher will also collect the Venn Diagrams to review the work the students did independently and decide whether students fully grasped the concept of the activity.
DIFFERENTIATION:
This lesson was differentiated to accommodate both the different levels of learners in the classroom as well as the different learning styles. The different levels will be accommodated by the partner work. The myths have been selected to challenge a student on a fifth grade reading level. The students below that level might struggle through the reading, but discussions with their partner will help them understand what the myths were about. Based on discussion and what the students were able to comprehend from the reading they should be able to at least come up with the central theme of the text. In addition, to enable the lower level students, they will be partnered up with a high level student who will have a stronger understanding of the myth. By partnering these students up according to level, the teacher will be able to ensure that each pair will be able to complete the Venn diagram. Going over the diagram together as a class will help the low level learners understand the concept through a quick review. The teacher can call on the low level learners to volunteer answers on the rug to ensure that they comprehended the activity. By revisiting the myths again, the low level students will again benefit from multiple review of the text. The middle and high level students will also benefit from this activity because the reading level was chosen to challenge a fifth grade reader and comparing and contrasting themes is a fifth grade common core standard.
Learning styles:
*Visual learner – The visual learner will benefit from the KWL chart, the modeling list the teacher completes about the Inca myth, the individual Venn Diagrams and the whole class Venn diagram. Visual learners benefit from graphic organizers and charts and this lesson incorporates a combination of both.
*Auditory learner – The auditory learner will benefit from class and partner discussion. Following along while the teacher reads a myth aloud, listening to the teacher model responses to the text, listening to peer responses, and discussing myths and themes with their partner will be very helpful for an auditory learner.
*Intrapersonal learner – The intrapersonal learner will benefit from reading the Aztec and Mayan myth independently. Although the students will have to complete the Venn diagram with their partners, they will be able to read and comprehend the text individually and organize their ideas before coming together to complete the work.
*Interpersonal learner – The interpersonal learner will benefit from working with their partners and the class. These students will most likely lead the partnerships and will be volunteering answers on the rug for the KWL chart and Venn diagram. These students will benefit from any opportunity to work with others or share their answers with the class.
RESOURCES:
Subject Area: Reading
Type of Setting: 5th Grade inclusion class
Date of Lesson: November 6th 2012
PURPOSE:
- What is a theme and how do we compare/contrast them in myths?
VOCABULARY & KEY TERMS:
· Myths: Stories that try to explain how our world works and how we should treat each other. Usually include gods/goddesses that use their power to make events happen. Myths are passed down from generation to generation and play a major role in understanding different cultures. Every culture usually has its own myths.
· Theme: The central idea or underlying message in a text. Not usually stated in the text, but rather inferred by the reader.
· Essential Theme: The big idea of the text. (Ex. Creation)
SKILLS:
- Compare and contrast the themes within two different myths
- Define theme
- Recognize that each culture is unique
OBJECTIVES:
Students will be able to:
- Student will be able to compare and contrast the themes within two different myths
- Students will be able to define theme
- Students will be able to recognize that each culture is unique
COMMON CORE LEARNING STANDARDS:
· RL.5.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
· SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
PRE-ASSESSMENT:
This lesson is part of a larger unit focusing on the Aztec, Mayan and Incan cultures of Ancient Latin America. In addition students in the fifth grade should have already learned about what a theme is, as well as have some insight into what makes up a myth. Students will use all of this prior knowledge to help assist them throughout the lesson.
LESSON PRESENTATION:
A. Set Induction (10-12 min):
· Teacher will call students to the rug and have a blank KWL chart set up on the easel.
· Teacher will explain that today they are going to discuss myths and read a few on their own.
· Before they begin the teacher would like the students to discuss what they already know about myths.
· The teacher will then engage the students by asking for volunteers to complete the column with ideas about what they already know about myths.
· The teacher will then prompt the students to complete the column with ideas of what they want to know about myths.
· Once this is done the teacher will explain that they will return to the chart at the end of the literacy block and discuss what they learned through the reading and activity.
B. Procedure (60 min):
· The teacher will give the proper definition of a myth and write it on the board.
· The teacher will explain how myths were really important to the Aztecs, Mayans, and Incas as it was a big part of their religion and studying their mythology helps us understand their culture and their beliefs.
· Then the teacher will ask the students if anybody can remind the class what a theme is (teacher can prompt the students if they are close to the answer).
· Then teacher will write the proper definition on the board and explain that today when they read myths they will be looking for themes.
· The teacher will then present to the students the Inca creation myth and tell them to pay close attention to themes in the myth while the teacher reads it aloud (this will serve as a model for the students to base their activity off of).
· Once the myth is read the teacher will make a list on the easel of themes he/she found while reading.
· Teacher will do a think aloud showing the students how he/she recognized the themes and used the main idea of the myth to identify the central theme (creation).
· Teacher will then point out that there were a lot of minor themes in the myth (Power-Gods had power to create, drove each other out; Nature-People created from rocks, power to stop rainfall; Punishment-Gods stopped rainfall, people were forced to work hard, one God took over Earth).
· Teacher will emphasize that themes are overall ideas and not details from the story, but details will support the themes.
· Teacher will ask students if they have any questions, if not or when the questions are answered, the teacher will move on to explain the activity (Students will read two myths independently-creation myths for the Aztecs and Mayans-and be thinking about themes as they read, when the teacher tells them time is up they will get together with their “think-pair-share” partners and be given a Venn Diagram to fill out comparing and contrasting the themes they found from the two myths).
**Students will now engage in independent reading and partner work for 30-35 minutes
· After the allotted 30-35 minutes the teacher will have the students stop working and come back together on the rug with their worksheets
· The teacher will ask for volunteers to help fill out the class Venn Diagram (The teacher will ask for 2-3 examples of themes for each myth and then 2-3 examples of shared themes from both myths)
· Students should be adding any examples to their Venn Diagrams that they didn’t have before.
C. Closure (10-12 minutes)
· After the Venn diagram is complete the teacher will ask students to now help her complete the KWL chart.
· Student volunteers will give thoughts about what they learned today about myths.
· Teacher will add any thoughts to the KWL chart once students have shared their ideas.
· Teacher will add any closing remarks and tell the students to hold onto their Venn Diagrams and myths because they will be revisiting them during Social Studies.
MATERIALS:
- 3 pieces of chart paper (one for KWL chart, one for modeling themes from Inca myth, and one for whole class Venn Diagram)
- Inca creation myth (enough for the whole class so students can read along with the teacher while she models activity)
- Aztec creation myth (enough for each student to have one copy)
- Mayan creation myth (enough for each student to have one copy)
- Venn diagram worksheet (enough for each student to have one copy)
- Marker to use on chart paper
FOLLOW-UP ACTIVITY/ASSIGNMENT:
The Venn Diagrams the students are filling out will be a activity to emphasize the mini-lesson on themes and myths and will allow the teacher to recognize what students truly understand the ideas of comparing and contrasting themes between two different texts. In addition to the partner work the whole class Venn Diagram and KWL will emphasize the importance of understanding myths and comparing/contrasting themes. Later that day or that week the teacher will revisit the myths with the students and use them during an activity in social studies where students will be asked to draw conclusions about the three tribes religion/beliefs systems based on the text.
EVALUATION/ASSESSMENT:
The teacher will have plenty of opportunity to assess students’ understanding during the “think-pair-share” portion of the lesson and the class work on the rug. The teacher will facilitate the activity by circling around the classroom and making informal observations on certain students and their understanding of the topic. The teacher will take mental notes on students that may or may not be struggling. These informal observations will help the teacher make informed choices when selecting students to share on the rug. Calling on a student that the teacher suspects might be struggling, will help ensure student understanding based on responses. The teacher will also collect the Venn Diagrams to review the work the students did independently and decide whether students fully grasped the concept of the activity.
DIFFERENTIATION:
This lesson was differentiated to accommodate both the different levels of learners in the classroom as well as the different learning styles. The different levels will be accommodated by the partner work. The myths have been selected to challenge a student on a fifth grade reading level. The students below that level might struggle through the reading, but discussions with their partner will help them understand what the myths were about. Based on discussion and what the students were able to comprehend from the reading they should be able to at least come up with the central theme of the text. In addition, to enable the lower level students, they will be partnered up with a high level student who will have a stronger understanding of the myth. By partnering these students up according to level, the teacher will be able to ensure that each pair will be able to complete the Venn diagram. Going over the diagram together as a class will help the low level learners understand the concept through a quick review. The teacher can call on the low level learners to volunteer answers on the rug to ensure that they comprehended the activity. By revisiting the myths again, the low level students will again benefit from multiple review of the text. The middle and high level students will also benefit from this activity because the reading level was chosen to challenge a fifth grade reader and comparing and contrasting themes is a fifth grade common core standard.
Learning styles:
*Visual learner – The visual learner will benefit from the KWL chart, the modeling list the teacher completes about the Inca myth, the individual Venn Diagrams and the whole class Venn diagram. Visual learners benefit from graphic organizers and charts and this lesson incorporates a combination of both.
*Auditory learner – The auditory learner will benefit from class and partner discussion. Following along while the teacher reads a myth aloud, listening to the teacher model responses to the text, listening to peer responses, and discussing myths and themes with their partner will be very helpful for an auditory learner.
*Intrapersonal learner – The intrapersonal learner will benefit from reading the Aztec and Mayan myth independently. Although the students will have to complete the Venn diagram with their partners, they will be able to read and comprehend the text individually and organize their ideas before coming together to complete the work.
*Interpersonal learner – The interpersonal learner will benefit from working with their partners and the class. These students will most likely lead the partnerships and will be volunteering answers on the rug for the KWL chart and Venn diagram. These students will benefit from any opportunity to work with others or share their answers with the class.
RESOURCES:
The Aztecs - The Legend of the Five Suns
In the beginning was the void. It was at some ancient time that the dual god, Ometecuhtli/Omecihuatl, created itself. This god was good and bad, chaos and order, male and female. Being male and female, it was able to have children. It had four, which came to represent the four directions of north, south, east and west. The gods were Huizilopochtli (south), Quetzalcoatl (east), Tezcatlipoca (west), and Xipe Totec (north). The directions were very important to the Aztecs, since their great empire was believed to be at the very center of the universe.
To complete the world, the great source of energy had to be created - the sun. But the sun is so powerful, it can't just be created. It can only come into being through the sacrifice of a god. The god chosen was Tezcatlipoca. Tezcatlipoca only managed to become half a sun, however, making this first creation incomplete. During the first age, the gods created giants from ashes. A fight began, however, between Quetzalcoatl and Tezcatlipoca. In the end, the sun was knocked from the sky, and in anger Tezcatlipoca sent jaguars to destroy the giants.
At this point Quetzalcoatl took over for his brother as the sun. Humans were created as they are now (normal size). For a while things were fine. But the people became corrupt, and perhaps out of revenge Tezcatlipoca turned them into monkeys. Furious, Quetzalcoatl sent a hurricane to blow the monkeys away.
Tlaloc was one of the early creations of the gods, the god of rain and water. He became the next sun. But his personal problems became his downfall. Once again, Tezcatlipoca was the instigator. Tezcatlipoca stole Tlaloc's wife and Tlaloc was grief-stricken. He shone as the sun but refused to send rain, in spite of the pleas of the people. Drought swept the earth, and finally in a rage Tlaloc made it rain fire, burning away this version of the world.
The gods then selected Tlaloc's sister to be the sun. But filled with jealousy, Tezcatlipoca and Quetzalcoatl struck down the sun. As she fell, the sky opened up and water flooded the earth. All things were destroyed again. In the darkness between the suns, Quetzalcoatl descended into the underworld to bring up the bones of the dead. They would be used to bring to life the people who are now here.
The gods gathered to bring another sun into being. A proud god Tecuciztecatl offered himself, but the other gods preferred the humble Nanahuatzin. A great fire was built, but Tecuciztecatl was too afraid at the last minute to jump in. Nanahuatzin did jump. Filled with jealousy, Tecuciztecatl jumped after, followed by a brave eagle and jaguar. Two suns began to rise in the east. It was too bright - the gods threw a rabbit into the face of Tecuciztecatl to dim the light, and he became the moon. But Nanahuatzin was weak. He was motionless, so the other gods gave their blood to give him the energy to rush across the sky. This is the world in which we now live. The Aztecs believed its end would come in massive earthquakes.
*This story was adapted from “Aztec Creation Story” at www.aztec-history.com
To complete the world, the great source of energy had to be created - the sun. But the sun is so powerful, it can't just be created. It can only come into being through the sacrifice of a god. The god chosen was Tezcatlipoca. Tezcatlipoca only managed to become half a sun, however, making this first creation incomplete. During the first age, the gods created giants from ashes. A fight began, however, between Quetzalcoatl and Tezcatlipoca. In the end, the sun was knocked from the sky, and in anger Tezcatlipoca sent jaguars to destroy the giants.
At this point Quetzalcoatl took over for his brother as the sun. Humans were created as they are now (normal size). For a while things were fine. But the people became corrupt, and perhaps out of revenge Tezcatlipoca turned them into monkeys. Furious, Quetzalcoatl sent a hurricane to blow the monkeys away.
Tlaloc was one of the early creations of the gods, the god of rain and water. He became the next sun. But his personal problems became his downfall. Once again, Tezcatlipoca was the instigator. Tezcatlipoca stole Tlaloc's wife and Tlaloc was grief-stricken. He shone as the sun but refused to send rain, in spite of the pleas of the people. Drought swept the earth, and finally in a rage Tlaloc made it rain fire, burning away this version of the world.
The gods then selected Tlaloc's sister to be the sun. But filled with jealousy, Tezcatlipoca and Quetzalcoatl struck down the sun. As she fell, the sky opened up and water flooded the earth. All things were destroyed again. In the darkness between the suns, Quetzalcoatl descended into the underworld to bring up the bones of the dead. They would be used to bring to life the people who are now here.
The gods gathered to bring another sun into being. A proud god Tecuciztecatl offered himself, but the other gods preferred the humble Nanahuatzin. A great fire was built, but Tecuciztecatl was too afraid at the last minute to jump in. Nanahuatzin did jump. Filled with jealousy, Tecuciztecatl jumped after, followed by a brave eagle and jaguar. Two suns began to rise in the east. It was too bright - the gods threw a rabbit into the face of Tecuciztecatl to dim the light, and he became the moon. But Nanahuatzin was weak. He was motionless, so the other gods gave their blood to give him the energy to rush across the sky. This is the world in which we now live. The Aztecs believed its end would come in massive earthquakes.
*This story was adapted from “Aztec Creation Story” at www.aztec-history.com
The Mayans - Popol Vuh
In Maya mythology, Tepeu and Gucumatz are referred to as the Creators, the Makers, and the Forefathers. They were two of the first beings to exist and were said to be as wise as sages. Huracan, or the Heart of Heaven, also existed and is given less personification. He acts more like a storm, of which he is the god.
Tepeu and Gucumatz hold a conference and decide that, in order to preserve their legacy, they must create a race of beings who can worship them. Huracan does the actual creating while Tepeu and Gucumatz guide the process. Earth is created, but the gods make several false starts in setting humanity upon the earth. Animals were created first; however, with all of their howling and squawking they did not worship their creators and were thus banished forever to the forest. Man is created first of mud, but they just crumbled and dissolved away.
Other gods are summoned and man is next created of wood but has no soul, and they soon forgot their makers, so the gods turned all of their possessions against them and destroyed them with a rain storm. The wooden people escape to the forests and are turned into monkeys. Finally man is formed of masa or corn dough by even more gods and their work is complete. As such, the Maya believed that maize was not just the cornerstone of their diet, but they were also made of the same stuff.
*This story was adapted from “Maya Creation Myths” at www.crystalinks.com
Tepeu and Gucumatz hold a conference and decide that, in order to preserve their legacy, they must create a race of beings who can worship them. Huracan does the actual creating while Tepeu and Gucumatz guide the process. Earth is created, but the gods make several false starts in setting humanity upon the earth. Animals were created first; however, with all of their howling and squawking they did not worship their creators and were thus banished forever to the forest. Man is created first of mud, but they just crumbled and dissolved away.
Other gods are summoned and man is next created of wood but has no soul, and they soon forgot their makers, so the gods turned all of their possessions against them and destroyed them with a rain storm. The wooden people escape to the forests and are turned into monkeys. Finally man is formed of masa or corn dough by even more gods and their work is complete. As such, the Maya believed that maize was not just the cornerstone of their diet, but they were also made of the same stuff.
*This story was adapted from “Maya Creation Myths” at www.crystalinks.com
The Incas - Inca Creation Myth
Out of a lake called Collasuyu (modern Titicaca), the god Con Tiqui Viracocha emerged, bringing some human beings with him. Then Con Tiqui created the sun (Inti), the moon and the stars to light the world. It is from Inti that the Sapa Inca, emperor of Tawantin Suyu, is descended. Out of great rocks Con Tiqui fashioned more human beings, including women who were already pregnant.
Then he sent these people off into every corner of the world. He kept a male and female with him at Cusco, the "navel of the world."
Con, the Creator; was in the form of a man without bones. He filled the earth with good things to supply the needs of the first humans.
The people, however, forgot Con's goodness to them and rebelled. So he punished them by stopping the rainfall. The miserable people were forced to work hard, drawing what little water they could find from stinking, drying riverbeds.
Then a new god, Pachacamac, came and drove Con out, changing his people into monkeys. Pachacamac then took earth and made the ancestors of human beings.
*This story was adapted from www.crystalinks.com
THEMES:
-Creation (Creating the Earth and people. Con is called “the creator”. Creation myth)
-Gods (Con and Pachacamac. One god drove other god out. Had power to create people)
-Nature (People created from rocks. Sun, moon and light created for light. God able to stop the rainfall and start drought)
-Punishment (God stopped the rainfall. People were miserable and had to work hard. Forced Pachamac to drive out Con, take over the erath and create the ancestors of human being)
Then he sent these people off into every corner of the world. He kept a male and female with him at Cusco, the "navel of the world."
Con, the Creator; was in the form of a man without bones. He filled the earth with good things to supply the needs of the first humans.
The people, however, forgot Con's goodness to them and rebelled. So he punished them by stopping the rainfall. The miserable people were forced to work hard, drawing what little water they could find from stinking, drying riverbeds.
Then a new god, Pachacamac, came and drove Con out, changing his people into monkeys. Pachacamac then took earth and made the ancestors of human beings.
*This story was adapted from www.crystalinks.com
THEMES:
-Creation (Creating the Earth and people. Con is called “the creator”. Creation myth)
-Gods (Con and Pachacamac. One god drove other god out. Had power to create people)
-Nature (People created from rocks. Sun, moon and light created for light. God able to stop the rainfall and start drought)
-Punishment (God stopped the rainfall. People were miserable and had to work hard. Forced Pachamac to drive out Con, take over the erath and create the ancestors of human being)
Venn Diagram Used for Independent Practice
Lesson #2 - Descriptive Language in Writing
Title: Descriptive Language in Writing
Grade: 5th Grade
Type of Setting: 5th Grade Inclusion Class
ESSENTIAL QUESTION:
VOCABULARY & KEY TERMS:
SKILLS:
OBJECTIVES:
NEW YORK STATE LEARNING STANDARDS:
WRITING
W.5.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
SPEAKING & LISTENING
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly
SOCIAL STUDIES
Standard 2-World History
Key Idea 5.3-Over time, different ethnic religious, and national groups, including Native Americans, have contributed to the cultural diversity of the nations and regions in North and South America by sharing their customs, beliefs, ideas, and languages.
PRE-ASSESSMENT:
This lesson is appropriate for students at this level. The students in this class have been working on a writing project for the past few weeks, developing a narrative from their perspective titled “A Day in the Life of a Mayan (Aztec or Inca).” The students have been using information from lessons from the social studies unit to make their narratives as accurate an account as possible. During this unit in writing the students have been developing their skills such as the use of transition words, dialogue, word choice, etc. The students will have been revising and using some of these skills previous to this lesson making this an important lesson to help students revise their narratives. After this lesson the students should be able to use more descriptive language in all their future writing pieces or know how to identify certain words and use a thesaurus to replace those adjectives that are not as descriptive.
LESSON PRESENTATION:
A. Set-Induction (5-8 minutes):
· The teacher will read to students a narrative that he/she wrote without using any descriptive language but used adjectives such as, happy, good, sad, little, big, etc.
· The teacher will then ask students to critique her writing, how could she make it better?
· Students will volunteer answers and eventually a student should mention using better adjectives or more descriptive language (Teacher will prompt students if they aren’t headed down the right track)
· When a student mentions using more descriptive language the teacher will stop asking for volunteers and say descriptive language is exactly what they are going to discuss during today’s lesson.
B. Procedure (45 minutes):
· The teacher will ask students to explain what descriptive language is and to give examples of descriptive language (Students should be able to use descriptive adjectives like wonderful, ecstatic, upset, tiny, large, etc.)
· Teacher will give the proper definition of descriptive language
· The teacher will then reveal a piece of chart paper with her narrative written on it and ask the students the follow along as she reads it aloud to them again
· The teacher will then ask for volunteers to find an adjective that could be replaced by a more descriptive word
· The teacher will underline the word chosen and the student will have to think of a better word the teacher could use or refer back to classroom synonym chart to find a word that would work
· After all the words have been identified and replaced by better adjectives the teacher will read the narrative again to show the students how much better it sounds
· The teacher will then ask students if they know of anything else they can use to refer back to when looking for more descriptive language besides the classroom chart
· Students might or might not remember what a Thesaurus is if they do not remember the teacher will say the word and ask if it sounds familiar
· The teacher will then present a thesaurus to the class and look up one of the words previously underlined in her narrative
· The teacher will then read aloud some of the other choices and pick another word that she could have used to replace the original adjective
· The teacher will then have to give an example of a situation in which some synonyms don’t work in certain sentences for example: “In the field we had to work long, hard hours.”
· The teacher will then look up the word hard and read off some of the choices
· The teacher will ask the students first for an example of a word that would work in the sentence and then for a word that might not work in the sentence (Example: difficult would work but firm would not)
· The teacher will then tell students that she is going to give each of them a thesaurus and they will be going through their writing pieces choosing adjectives that they can replace with more descriptive language
· The teacher will allow the students to go back to their seats and take out their Ancient Civilization Narrative
**The teacher will now allow the students to work independently revising their narratives by using the thesaurus and/or word chart to add more description to their writing piece (For students that might have trouble working on this independently the teacher will have printed out a smaller copy of the word chart from the classroom with some of the more obvious words and their synonyms such as, happy, good, bad, big, little, sad ,etc. In addition, the teacher could go through the student’s writing before the lesson and have highlighted or underlined words that the student needs to replace with more descriptive language. That way, the student can independently replace the words by using the thesaurus but won’t waste time looking for the words in their writing on their own.)
C. Closure (10-12 minutes):
· The teacher will stop the students after 40 minutes of independent work to have some student share
· The teacher will call on a number of student of varying levels to share their original sentence and then read the sentence again with their new descriptive language
· The teacher will remind students that they can use this strategy during any writing assignment not just in their narratives
MATERIALS:
· Chart paper for written narrative
· Markers
· Wall synonym word chart
· Thesauruses
FOLLOW UP ACTIVITY/ASSIGNMENT:
Students will be given another sample narrative that is lacking on descriptive language. The students will be asked to bring these narratives home for homework and change any adjectives that they believe could be improved. The next day in class, students will briefly share some of the findings with a partner and hand the assignment into the teacher.
EVALUATION/ ASSESSMENT:
Teacher will assess their children’s understanding of descriptive language based off of observations in class, as well as the descriptive language homework assignment to be handed in the day after the lesson. Students will be evaluated after the completion of the “Day in the Life of an Aztec, Mayan, or Inca” assignment using a rubric. Their use of descriptive language will be one of the categories on the rubric and they will receive a score ranging from 4 (excellent) to 0 (not present).
DIFFERENTIATION:
For students that might have trouble working on this independently the teacher will have printed out a smaller copy of the word chart from the classroom with some of the more obvious words and their synonyms such as, happy, good, bad, big, little, sad, etc. In addition, the teacher could go through the student’s writing before the lesson and have highlighted or underlined words that the student needs to replace with more descriptive language. That way, the student can independently replace the words by using the thesaurus but won’t waste time searching for the words in their writing on their own.
For students who really understand how to use descriptive language, the teacher will encourage them to add more than one adjective to each sentence, making their descriptions even stronger.
RESOURCES:
www.engageny.org
Grade: 5th Grade
Type of Setting: 5th Grade Inclusion Class
ESSENTIAL QUESTION:
- How can we use descriptive language in our writing?
VOCABULARY & KEY TERMS:
- Descriptive language – Adjectives that do a great job of describing what we are trying to say. They paint a better picture in the mind of the reader.
- Adjectives – Words that describe a noun.
- Thesaurus – A book of synonyms.
- Narrative – A writing piece that tells a story or describes an event (Usually told in the first person).
- Synonym – Words the have the same meaning as another word.
SKILLS:
- Define descriptive language
- Utilize a thesaurus
- Recognize cliché adjectives
- Identify appropriate synonyms
OBJECTIVES:
- Students will be able to define descriptive language
- Students will be able to utilize a thesaurus
- Students will be able to recognize cliché adjectives
- Students will be able to identify appropriate synonyms
NEW YORK STATE LEARNING STANDARDS:
WRITING
W.5.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
SPEAKING & LISTENING
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly
SOCIAL STUDIES
Standard 2-World History
Key Idea 5.3-Over time, different ethnic religious, and national groups, including Native Americans, have contributed to the cultural diversity of the nations and regions in North and South America by sharing their customs, beliefs, ideas, and languages.
PRE-ASSESSMENT:
This lesson is appropriate for students at this level. The students in this class have been working on a writing project for the past few weeks, developing a narrative from their perspective titled “A Day in the Life of a Mayan (Aztec or Inca).” The students have been using information from lessons from the social studies unit to make their narratives as accurate an account as possible. During this unit in writing the students have been developing their skills such as the use of transition words, dialogue, word choice, etc. The students will have been revising and using some of these skills previous to this lesson making this an important lesson to help students revise their narratives. After this lesson the students should be able to use more descriptive language in all their future writing pieces or know how to identify certain words and use a thesaurus to replace those adjectives that are not as descriptive.
LESSON PRESENTATION:
A. Set-Induction (5-8 minutes):
· The teacher will read to students a narrative that he/she wrote without using any descriptive language but used adjectives such as, happy, good, sad, little, big, etc.
· The teacher will then ask students to critique her writing, how could she make it better?
· Students will volunteer answers and eventually a student should mention using better adjectives or more descriptive language (Teacher will prompt students if they aren’t headed down the right track)
· When a student mentions using more descriptive language the teacher will stop asking for volunteers and say descriptive language is exactly what they are going to discuss during today’s lesson.
B. Procedure (45 minutes):
· The teacher will ask students to explain what descriptive language is and to give examples of descriptive language (Students should be able to use descriptive adjectives like wonderful, ecstatic, upset, tiny, large, etc.)
· Teacher will give the proper definition of descriptive language
· The teacher will then reveal a piece of chart paper with her narrative written on it and ask the students the follow along as she reads it aloud to them again
· The teacher will then ask for volunteers to find an adjective that could be replaced by a more descriptive word
· The teacher will underline the word chosen and the student will have to think of a better word the teacher could use or refer back to classroom synonym chart to find a word that would work
· After all the words have been identified and replaced by better adjectives the teacher will read the narrative again to show the students how much better it sounds
· The teacher will then ask students if they know of anything else they can use to refer back to when looking for more descriptive language besides the classroom chart
· Students might or might not remember what a Thesaurus is if they do not remember the teacher will say the word and ask if it sounds familiar
· The teacher will then present a thesaurus to the class and look up one of the words previously underlined in her narrative
· The teacher will then read aloud some of the other choices and pick another word that she could have used to replace the original adjective
· The teacher will then have to give an example of a situation in which some synonyms don’t work in certain sentences for example: “In the field we had to work long, hard hours.”
· The teacher will then look up the word hard and read off some of the choices
· The teacher will ask the students first for an example of a word that would work in the sentence and then for a word that might not work in the sentence (Example: difficult would work but firm would not)
· The teacher will then tell students that she is going to give each of them a thesaurus and they will be going through their writing pieces choosing adjectives that they can replace with more descriptive language
· The teacher will allow the students to go back to their seats and take out their Ancient Civilization Narrative
**The teacher will now allow the students to work independently revising their narratives by using the thesaurus and/or word chart to add more description to their writing piece (For students that might have trouble working on this independently the teacher will have printed out a smaller copy of the word chart from the classroom with some of the more obvious words and their synonyms such as, happy, good, bad, big, little, sad ,etc. In addition, the teacher could go through the student’s writing before the lesson and have highlighted or underlined words that the student needs to replace with more descriptive language. That way, the student can independently replace the words by using the thesaurus but won’t waste time looking for the words in their writing on their own.)
C. Closure (10-12 minutes):
· The teacher will stop the students after 40 minutes of independent work to have some student share
· The teacher will call on a number of student of varying levels to share their original sentence and then read the sentence again with their new descriptive language
· The teacher will remind students that they can use this strategy during any writing assignment not just in their narratives
MATERIALS:
· Chart paper for written narrative
· Markers
· Wall synonym word chart
· Thesauruses
FOLLOW UP ACTIVITY/ASSIGNMENT:
Students will be given another sample narrative that is lacking on descriptive language. The students will be asked to bring these narratives home for homework and change any adjectives that they believe could be improved. The next day in class, students will briefly share some of the findings with a partner and hand the assignment into the teacher.
EVALUATION/ ASSESSMENT:
Teacher will assess their children’s understanding of descriptive language based off of observations in class, as well as the descriptive language homework assignment to be handed in the day after the lesson. Students will be evaluated after the completion of the “Day in the Life of an Aztec, Mayan, or Inca” assignment using a rubric. Their use of descriptive language will be one of the categories on the rubric and they will receive a score ranging from 4 (excellent) to 0 (not present).
DIFFERENTIATION:
For students that might have trouble working on this independently the teacher will have printed out a smaller copy of the word chart from the classroom with some of the more obvious words and their synonyms such as, happy, good, bad, big, little, sad, etc. In addition, the teacher could go through the student’s writing before the lesson and have highlighted or underlined words that the student needs to replace with more descriptive language. That way, the student can independently replace the words by using the thesaurus but won’t waste time searching for the words in their writing on their own.
For students who really understand how to use descriptive language, the teacher will encourage them to add more than one adjective to each sentence, making their descriptions even stronger.
RESOURCES:
www.engageny.org
BIBLIOGRAPHY
Miller, M. E., & Taube, K. (1997). An illustrated dictionary of the gods and symbols of ancient Mexico and the Maya. New York: Thames & Hudson.
· This book, although not written on a level which the students could understand, can be used as a resource for the teacher. With information about the different gods and goddess and a breakdown of the written symbols of the these civilization, teachers could use examples from this book on numerous occasions to enhance their lesson, and command children’s attention.
Baquedano, E. (2005). Eyewitness: Aztec, Inca, and Maya. New York: DK Publishing.
· This book, written almost like a textbook, would be a useful tool for the teacher in this unit. With lots of bring and vibrant pictures, the teacher would have lots of example of art and architecture from these civilizations. In addition, the book includes maps and almost everything anyone would want to know about the civilizations. Although the text is written above fifth grade level, the students could use this as a source for their research projects and papers.
WEBLIOGRAPHY
· http://www.ushistory.org/civ/
This website is a really good source for the students to use for the culminating activity to research. The sight is a reliable source and breaks all the ancient civilization information down into an organized, hyperlinked outline. It has five categories under “Central and South American Empires” that could be very useful for the students. The articles are at a level that most of the students can read and understand.
· http://www.history.com/topics/ancient-history
This website is an excellent resource for teachers that might also be appropriate for some higher level students. The website specifically includes information on the Mayan and Aztec Empires with suggested topics of interest that are hyperlinked for easy access to certain articles. A teacher could use this information to plan for lessons that don’t require the use of a textbook. The teacher can also supervise student research on this website making sure the text is at a student level of understanding. The teacher can also use this website to search for videos or other multimedia images such as photographs to show students to give them a more vivid picture of what the ancient civilizations would have looked like.
ASSESSMENT/CULMINATING ACTIVITY
Students will be broken up into 3 groups of 8, each group representing one of the ancient civilizations (Mayan, Aztecs, and Incas). From these three groups students will be put into pairs and assigned a topic. Topics will include, social class and organization, government systems, economic features and arts (languages, literature, architecture, music/dance). Students will be asked to do research using several sources (books, internet, magazines, newspapers, etc.) and essentially write a short research paper comparing and contrasting their topic from ancient Latin America to Latin America today (each student in pair will submit a paper). After each paper is written, the 3 groups will reconvene and create a power point describing how each topic in ancient Latin America has helped shape Latin American culture today and how the culture has changed. This project will be a major indication to the teacher who has learned. Based on the students’ individuals papers and group powerpoints the teacher will be able to determine whether students understand how ancient civilizations have shaped or changed today’s world. In addition, the teacher will assess the students based on completion of assignments throughout the unit and informal observations during group/partner work, individual work and class discussion.
Miller, M. E., & Taube, K. (1997). An illustrated dictionary of the gods and symbols of ancient Mexico and the Maya. New York: Thames & Hudson.
· This book, although not written on a level which the students could understand, can be used as a resource for the teacher. With information about the different gods and goddess and a breakdown of the written symbols of the these civilization, teachers could use examples from this book on numerous occasions to enhance their lesson, and command children’s attention.
Baquedano, E. (2005). Eyewitness: Aztec, Inca, and Maya. New York: DK Publishing.
· This book, written almost like a textbook, would be a useful tool for the teacher in this unit. With lots of bring and vibrant pictures, the teacher would have lots of example of art and architecture from these civilizations. In addition, the book includes maps and almost everything anyone would want to know about the civilizations. Although the text is written above fifth grade level, the students could use this as a source for their research projects and papers.
WEBLIOGRAPHY
· http://www.ushistory.org/civ/
This website is a really good source for the students to use for the culminating activity to research. The sight is a reliable source and breaks all the ancient civilization information down into an organized, hyperlinked outline. It has five categories under “Central and South American Empires” that could be very useful for the students. The articles are at a level that most of the students can read and understand.
· http://www.history.com/topics/ancient-history
This website is an excellent resource for teachers that might also be appropriate for some higher level students. The website specifically includes information on the Mayan and Aztec Empires with suggested topics of interest that are hyperlinked for easy access to certain articles. A teacher could use this information to plan for lessons that don’t require the use of a textbook. The teacher can also supervise student research on this website making sure the text is at a student level of understanding. The teacher can also use this website to search for videos or other multimedia images such as photographs to show students to give them a more vivid picture of what the ancient civilizations would have looked like.
ASSESSMENT/CULMINATING ACTIVITY
Students will be broken up into 3 groups of 8, each group representing one of the ancient civilizations (Mayan, Aztecs, and Incas). From these three groups students will be put into pairs and assigned a topic. Topics will include, social class and organization, government systems, economic features and arts (languages, literature, architecture, music/dance). Students will be asked to do research using several sources (books, internet, magazines, newspapers, etc.) and essentially write a short research paper comparing and contrasting their topic from ancient Latin America to Latin America today (each student in pair will submit a paper). After each paper is written, the 3 groups will reconvene and create a power point describing how each topic in ancient Latin America has helped shape Latin American culture today and how the culture has changed. This project will be a major indication to the teacher who has learned. Based on the students’ individuals papers and group powerpoints the teacher will be able to determine whether students understand how ancient civilizations have shaped or changed today’s world. In addition, the teacher will assess the students based on completion of assignments throughout the unit and informal observations during group/partner work, individual work and class discussion.