Lesson Plans for the Week of February 11, 2013



Lesson Plans for the Week of February 11, 2013

Standards:

SS6G1: The student will locate select features of Latin America and the Caribbean.

SS6G4: The student will describe the cultural characteristics of people who live in Latin America and the Caribbean

SS6G3: The student will explain the impact of location, climate, and distribution of natural resources of Mexico, Venezuela, Brazil, and Cuba

Common Core:

L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

Essential Questions:

1. Why is Latin America a region based on the languages of Portuguese and Spanish?

Warm-up:

Define: Great Britain, Latin America, and What is culture?

Activities: Teacher/Student

The student will orally read pages 33-38 and complete questions 57-72.

The student will complete a study guide for the culture test.

The student will determine the meaning of words and phrases by reading the text.

Student Activity and Assessment:

The students will present Day of the Dead Memorials to the class.

The student will explain how this is a blending of cultures.

Differentiation: Memorials

Tuesday, February 12, 2013

Standards:

SS6G1: The student will locate select features of Latin America and the Caribbean.

SS6G4: The student will describe the cultural characteristics of people who live in Latin America and the Caribbean

SS6G3: The student will explain the impact of location, climate, and distribution of natural resources of Mexico, Venezuela, Brazil, and Cuba

Common Core:

L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Essential Questions:

1. Why is Latin America a region based on the languages of Portuguese and Spanish?

2. How is Day of the Dead a blending of Cultures?

Warm-up: Journal Writing

How would the culture of Latin America and the Caribbean be different if the Spanish and Portuguese had not explored and colonized there?

Student/Teacher

The student will share their journal writing with the class.

The student will take a test over the culture of Latin America and the Caribbean.

The student will read and comprehend the Aztec Civilization by completing a Cloze Reading Sheet (Page 87)

Students will determine the meaning of words and phrases in text to answer questions 206-209.

Students will independently read books of their choice.

Assessment: Latin America Culture Test and Close Reading/Questions

Differentiation: Cloze Reading and Differentiated Tests based on Ability

Wednesday, February 13, 2013

SS6G1: The student will locate select features of Latin America and the Caribbean.

SS6H1: The student will describe the impact of European contact on Latin America.

Essential Question: What were the negative consequences between the Spanish and the Aztec civilization?

Warm-up: Define: Who was Hernan Cortes?

Student/Teacher:

Introduce and review the Aztec Civilization and Hernan Cortes with the Teacher PP.

Students and teacher will review questions 206-209.

Students will read the information and facts from the Teacher PP.

Student Activity:

Students will view the Unitedstreaming video: Hernan Cortes and the Aztec.

Students will review the information from the video and take notes.

Students will explain how Hernan Cortes was able to conquer the Aztec Empire.

Assessment: Review Text, Documentary Notes, and Discussion

Differentiation: Notes by ability levels

Thursday, February 14, 2013

SS6G1: The student will locate select features of Latin America and the Caribbean.

SS6H1: The student will describe the impact of European contact on Latin America.

Essential Question: What were the negative consequences between the Spanish and the Aztec civilization?

Warm-up: Who were the conquistadors? What is a colony?

Student/Teacher:

Introduce and review Montezuma II.

Students and teacher will review questions 215-218.

The students will read and review Teacher PP Aztec Gods

Student Activity:

Students will decorate the Aztec God

Students will illustrate the Aztec God Chalchiuhticue.

Students will write a fictional account of how the Aztec God

Students will use their notes from the video to help with the writing assignment.

Chalchiuhticue helped save the Aztec Empire from the Spanish invasion and conquest.

Assessment: Writing Assignment

Differentiation: Writing based on ability levels

Writing topic

Introduction: Hernan Cortes has entered the city of Tenochtitlan. The Aztec Montezuma believes Cortes to be a God. Unfortunately for Montezuma and the Aztec civilization, Hernan Cortes and his men have entered the city of Tenochtitlan with plans to take Montezuma captive and destroy the city.

Chalchiuhticue: Aztec God

Fortunately for the Aztec civilization, they have Chalchiuhticue on their side. Chalchiuhticue is known as “She of the Jade Skirt”, or She who’s Night-robe of Jewel-stars whirls above. She is the goddess of oceans, rivers, and any other running water.

Directions: Write a fictional story in which the Aztec is able to defeat Hernan Cortes and his men with the help of Chalchiuthticue.



Friday, February 15, 2013

SS6G1: The student will locate select features of Latin America and the Caribbean.

SS6H1: The student will describe the impact of European contact on Latin America.

Essential Question: What were the negative consequences between the Spanish and the Aztec civilization?

Warm-up: Who was Montezuma II? What was the connection between Hernan Cortes and Montezuma II? Why did Montezuma II trust Cortes?

Student/Teacher:

Review the Montezuma II.

Students and teacher will review the Aztec Questions/Quiz

Students will read the information and facts from the text.

Student:

Students will take a quiz over the Aztec Civilization.

The student will view, discussion, and answer questions about the documentary: Montezuma II. PBS Documentary

Student Activity:

Students will design an Aztec information booklet.

Students will illustrate Aztec art.

Students will describe different aspects of the Aztec civilization.

Students will explain the impact of Hernan Cortes and the conquistadors on the Aztec Civilization.

Students will explain the importance of Montezuma II and the Aztec civilization.

Assessment: Quiz, Discussion, Video Questions and Textbook Questions

Differentiation: Quiz based on ability levels.

Videos

Aztec 1



Aztec 2



Aztec 3



Aztec 4



Aztec 5



Videos:

Cortez:

Montezuma II:

Tenochtitlan: 5 mins

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