Embedded Files
Correlation to State Content Standards
7.7.1: Study the locations, land forms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
7.7.2: Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
7.7.3: Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish
7.7.5: Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems.
Expected Student Outcomes (Objective)
Students will be able to:
1. Describe the impact of Teotihuacan, Toltec cities, and the Maya Civilization on the rise of the Aztecs.
2. Identify methods used by the Aztecs to gain power and territory.
3. Explain why the Aztecs chose Tenochtitlan as their new home.
4. Explain how the Aztecs evolved from a few cities to an empire.
5. Assessed on the origins, rise, fall, social structure, and achievements of the Mayan Civilization
Common Core Literacy Standard
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH 7: Integrate visual information (eg. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
WHST 2: Write informative/explanatory texts, including the narration of historical events,...
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Anticipatory Set (3 min):
Daily Journal Quiz: Students will take their Starter Quiz based on the starters from last week.
Direct Instruction (10 min.)
SDAIE: Close Read/Chunk/Annotate/Video Clips: Aztec Rise to Power: Teacher will Close read the Aztec Introduction section. Will summarize the key points of the reading and add further information. Will help students make a connection. After the reading the Teacher will play a short clip that goes along with the chunked reading to provide a visual and auditory to ensure students obtain the information.
Guided Practice (5 min.)
SDAIE: TPS/Think out-loud: Aztec Rise to Power : Teacher will summarize the annotations students should have gotten based on the annotation hints that was provided by the Teacher at the end of each paragraph.
Independent Practice (10 min.)
SDAIE: Think Aloud/Annotate/Out of order summary: Aztec Rise to Power : Students will annotate the last passage of the Aztecs. That will be followed by an essential question based on the reading. Students will then watch a video clip dealing with the Aztec rise to power based on what they read (video will help visual learners comprehend what they read). Finally students will be given 6 pictures that are out of order dealing with the Aztec rise to power in which using their reading they will analyze the picture and place them in order and provide a 1-3 sentences explaining their rise to power.
Homework
EdPuzzle: Birth of Farming Due Friday by 5:00pm.
Closure (2 min.)
1. Clean up.
2. Dismiss Class.
Lesson Modifications for GATE, RSP, and EL Students
EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.
RSP: Projector (visuals), questioning, modified assignments, check for understandings.
GATE: Require answers that will demonstrate depth and complexity of fertilization.
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