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Kevin KlinglerTED 636Ancient Civilizations of Central and South America UnitAncient Civilizations of Central and South America UnitGLCE covered6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis).6 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed.6 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources.6 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.6 – H1.2.5 Identify the role of the individual in history and the significance of one person’s ideas.Calendar systems6 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. 6 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, SunDial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E. Note: in 7th gradeEastern Hemisphere the Chinese, Hebrew, and Islamic/Hijri calendars are included).6 – W3.1.1 Analyze the role of environment in the development of early empires, referencing both useful environmental features and those that presented obstacles.6 – W3.1.2 Explain the role of economics in shaping the development of early civilizations (trade routes and their significance – Inca Road, supply and demand for products).6 – W3.1.3 Describe similarities and difference among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.6 – W3.1.4 Describe the regional struggles and changes in governmental systems among the Mayan, Aztec, and Incan Empires.6 – W3.1.5 Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).6 – G6.1.2 Investigations Designed for Ancient World History Eras – Conduct research on globaltopics and issues, compose persuasive essays, and develop a plan for mon Core Reading Anchor Standards 1-10 also covered by UnitObjectivesStudents will use trade books along with their text book to understand the GLCE listed above. Students will work in a whole group setting, in small groups, with one or two partners and independently to read informational text that covers GLCE listed above. Students will take the test before and after the unit and will show improvement. Students will be able to use text features of different texts and compare and contrast the books as well as the ancient civilizations. Students will keep running notes that will serve as their study guide for the assessment following the unit.Day one:Pre-test, attachedDay two:Begin notes. Students will keep running notes throughout the unit and they will begin on day one. Teacher will present the note packet and guide students through the layoutTrade book centers to introduce booksIn pairs, or threes, student will have time to explore the trade books6 groups with two books each, 5 minute stations to acclimate themselves with the books; students will present one interesting thing from each station following the rotations (they will mark their page with a sticky note, one for each group)Materials: see book list attached, timer () , sticky notesDay three:6 – H1.2.1Exploring sourcesAnticipatory set: vocab and definitionVocabulary: artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysisGuided practice:Whole group explanation of each vocabulary word with one example from our materialsIndependent practice:Exploring sources scavenger huntStudents will use the materials to find an example of each type of sourceAssessment: are examples correct, yes or no? Students will use note taking guideMaterials: books at the bottom, computer, online articlesDay four/five:6 – H1.2.26 – H1.2.36 – W3.1.2Identifying factsGuided practice:Whole group, a short passage and answering of every question (p. 371 in textbook)a.Who was involved?b.What happened?c.Where did it happen?d.What events led to the development?e.What were the outcomes of the event? Were they good or bad?Students will be looking for the Who? What? Where? in text and identifying factIndependent practice:Students will work in pairs with one text to identify the facts in a passage of their text and they will answer the corresponding questions in their note taking guideAssessment: did they identify the factMaterials: Inca road article with the teacher for low readers road article for grade level readers Inca article for above grade level readers with the road: what is supply and demand?Day six:6 – H1.2.4 6 – H1.1.26 – W3.1.16 – W3.1.36 – W3.1.4In groups, students will have one Aztec book and one Mayan book and they will be looking for something from that culture that is significant and compares to the Inca Road.Students will look at pieces from all three cultures and begin comparing and contrasting between the threeStudents will begin three lists with the end result being a Venn diagram comparing all three ancient civilizationsStudents will use subheadings in their notes to compare and contrast the civilizationsDay seven-thirteen:6 – H1.2.4 6 – H1.1.26 – W3.1.16 – W3.1.36 – W3.1.4Begin text book chapter on the three civilizationsDay sevenMayasAnticipatory setTrade book, The Mayan Indians creation story, read aloud by teacher to whole groupTextbook pp. 368-369Students will continue filling in their lists for comparing and contrastingGuided practiceWhole class work on the readiness guide and the guided readingIndependent practiceCooperative groups with Mayan trade booksStudents will use trade books to supplement material in their textbooks and will continue to add to their listsStudents will use the reading readiness guide and guided reading activities (pp. 140-141 in teaching resources for Latin America)Day eightAztec Anticipatory setRead aloud the creation story from The Aztec Indians trade bookGuided practiceCompare and contrast the creation story of the Maya and the Aztec with a Venn diagramIndependent practiceTextbook reading pp. 370-372, students will finish guided reading and KWL chart from day sevenCooperative groups with Aztec trade booksStudents will use trade books to supplement material in their textbooks and will continue to add to their listsAssessmentSection one quiz, p. 142 in teaching resources for Latin AmericaDay nineIncasIndependent practiceReading readiness guide, KWL chart and guided reading activity, pp. 144-145 in teaching resources for Latin AmericaStudents will also add to their lists in their note taking guideDay tenComputer labSearching for information on IncasStudents will find information on the Incas to add to their listAssessment Section two quiz, p. 146 in teaching resources for Latin AmericaDay elevenEuropean conquestTextbook pp. 378-384Whole group, teacher led reading and discussionDay twelveTextbook pp. 385-389Anticipatory setWhat is independence? What does that mean for a culture? A nation? An individual?Independent practiceReading the section in cooperative groups using the reading readiness guide and guided reading and review, pp.152-153 in teaching resources for Latin AmericaAssessmentSection 3 quiz, p. 150Day thirteenA look at timelinespp. 390-391 in textbookGuided practiceLooking at timelines from trade booksMaterialsAztec Civilization and Your Travel Guide to Ancient Mayan CivilizationIndependent practiceStudents will follow guidelines on page 391 to create their own timelineDay fourteen-fifteen VocabularyEraPeriod6 – H1.1.16 – W3.1.5Students will follow the guide on p. 390 to create a timeline with a partnerNote taking guide has a portion to prepare for thisEvents must come from a trade book, textbook and Internet are not allowed on this project teaching p. 164 in resources for Latin America has additional timeline practice if neededDay sixteen6 – H1.1.2Calendar systems scavenger huntComputer lab dayStudents will search for each calendar system and write a brief summary for each, as well as tell how this system influences us todaya.Olmecb.Mayanc.Aztec Calendar Stoned.Sun Diale.Gregorian Calendar-B.C./A.D.f.Contemporary secular-B.C.E./C.E.AssessmentEach group will give a short presentation of their findings at the end of (beginning of the day if students finish their search in one day) Day sixteenExtension for groups on day fifteen and sixteen: gifted and talented activity on p. 375 of textbook, research on the Aztecs and Incas constructing cities without the wheelFurther extension, Mayan Math Bowl, pp. 165-166 in teaching resources for Latin AmericaDay seventeen-twenty6 – G6.1.2 Web quest and accompanying PowerPoint presentationComputer lab to the whole class on day twentyDay twenty-oneTextbook pp.392-396Students will be looking at each civilization from a historical standpoint and looking at how they have affected Latin America todayAssessmentOpen-book test from teaching resources for Latin America pp. 173 (vocabulary), 177-179With a partner, students will complete the test using their book and citing page number from which answers were foundDay twenty-two and day twenty-threeReview partner test, review for unit testDay twenty-fourUnit testDay twenty-fiveReview test resultsDue to reading levels of the available text, RTI students are going to need teacher guidance. There are opportunities to used leveled text when specified. This material includes texts from the leveled library and the materials available are exhausted without purchasing additional texts.Trade booksBaquedano, Elizabeth. (1993). Aztec Inca & Maya (Eyewitness Books) Discover the mysterious world of these ancient peoples – their beliefs, rituals, and fascinating civilizations. New York: Alfred A. Knopf.Beck, Barbara L. Revised by Greenberg, Lorna. (1983). The Ancient Maya. New York/London/Toronto/Sydney: Franklin Watts.Beck, Barbara L. Revised by Greenberg, Lorna. (1983). The Aztecs. New York/London/Toronto/Sydney: Franklin Watts.Bingham, Jane. (2007). Time Travel Guides: The Aztec Empire. Chicago, Illinois: Raintree.Crosher, Judith. (1976). Peoples of the Past: The Aztecs. London: Macdonald Educational Limited.Day, Nancy. (2001). Your Travel Guide to Ancient Mayan Civilization. Minneapolis, Minnesota: Runestone Press.Mason, Antony. (1997). If You Were There: Aztec Times. New York: Simon and Schuster Books for Young Readers.Matthews, Sally Schofer. (1994). The Sad Night: The Story of an Aztec Victory and Spanish a Loss. Boston, Massachusetts: Houghton Mifflin Company.Nicholson, Robert. (1994) Journey into Civilization: The Maya. New York, Philadelphia: Chelsea Juniors, Chelsea House Publishers.Sherrow, Victoria. (1993). The Junior Library of American Indians: The Aztec Indians. New York, Philadelphia: Chelsea House Publishers.Sherrow, Victoria. (1994). The Junior Library of American Indians: The Maya Indians. New York, Philadelphia: Chelsea House Publishers.Steele, Philip. (1997). The Aztec News, The Greatest Newspaper In Civilization. Cambridge, Massachusetts: Candlewick Press.Stuart, Gene. (1981). The Mighty Aztecs. Washington, D.C.: National Geographic Society.Stuart, Gene & Stuart, George. (1983). The Mysterious Maya. Washington, D.C.: National Geographic Society.Warburton, Lois. (1995). Aztec Civilization. San Diego, California: Lucent Books, Inc. ................
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