Inca Origin Legends

October 24-25, 2024

Correlation to State Content Standard:

7.7.1: Study the location, landforms, and climates of the 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.

ELD Standard:

P1: A1, A2, A3, C10, C12

Expected Student Outcomes (Objective)

 Today I am learning about the Incas by:

1. Labeling the Inca empire and geographical features on a map.

2. Understanding the earliest civilizations of the region.

3. Understanding the various legends of how the Incas originated in Peru.

Common Core Literacy Standard         

  RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from   prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

            RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts 

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiency.

WHST 8: Gather relevant information from multiple print and digital sources (primary and secondary sources).

WHST 9: Draw evidence from information texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

       SDAIE: EQ: Starter:  Students will read a chunk passage from "This Day in History" from Historychannel.com and answer an essential question. 

Direct Instruction (10 min.)

            SDAIE: Close Read/Model/Chunked reading: Early Incan Societies:  Teacher will close read the first two paragraph of the section and provide clarification.  Teacher will go over the directions to answering the Map and Cornell activity.

 SDAIE: Direct Teach/Video Clip: Origin Legends of the Inca:  After students have shared their section of the Cornell Notes with their group members, teacher will provide a mini lecture and clarification of each legend that is being discussed.  Students will make corrections to their Cornell Notes if needed and watch a video clip that goes along with the legend after.

Guided Practice (5 min.)

        SDAIE: TPS: Early Incan Societies CN:  Teacher will go over the answers to the map activity and the Cornell notes.  Students will make corrections.  Teacher will clarify and take questions.

 SDAIE: Progress Monitor: Origins of the Inca Legend:  Teacher will monitor the classroom.  As students complete their annotations and raise their hands, teacher will go and compare answers of annotations to verify students got the correct evidence for their Cornell Notes.

Independent Practice (25 min.)

   SDAIE: Map skills/Cornell Notes/Chunk Reading/TPS/Talk to the text/Text to Speech: Early Inca Societies:  Students will identify by labeling the Inca empire on a map along with the Andes Mountain region and the present day countries that made up the Inca empire.  Students will then read a chunked passage from the textbook about the early civilizations in South America that gave way to the Incas and complete a set of Cornell Notes.

   SDAIE: Jigsaw/Chunk Reading/TPS/Video Clip/Annotate/C. Notes/Talk to Text: Origins of the Inca Legends:  Students will work with their groups of 4 to complete a Jigsaw that uncovers the origins of the Inca legends.  Students will select a number from 1-4 that will be tied to a chunked passage dealing with the legends on how the Incas originated in Peru.  Students will read and annotate the passage (teacher will hand out the laminated passages) which will be verified by the teacher before completing their section of the Cornell Notes.  Once done, students will share their answers to their section and present them to the other members of the team.

If time is left over, students will work on their Aztec missing assignments.  They are due Saturday October 26, 2024 by midnight.

Homework.

            EdPuzzle: Inca Roads due by Friday, October 25, 2024 at 5 p.m.

Closure (3 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.

Expected Student Outcomes (Objective)

       Students will be able to:

1.    Understand the Aztec social hierarchy.

2.   Understand the roles played by each member in the Aztec society.

Anticipatory Set (5 min.)

           Starter: Quiz: Students will take a Quiz based on their starters from last week.  Weekly starter quiz teaches students the skill of studying and taking test.

Direct Instruction (10 min.)

           SDAIE: Direct Teach/Close Read: Aztec Class Structure:  Teacher will close read the section dealing with the introduction and the ruler.  Teacher will clarify and discuss how the Aztec class structure is different from that of the Maya.  Will explain the directions for the assignment.  Teacher will go over the answers to the order and explanation of the Aztec Rise to Power.  Teacher already checked assignment for completion

Guided Practice (5 min.)

        SDAIE: TPS : Aztec Class Structure:  Teacher will and students will gather the information from the reading and place the responsibility and privileges of the ruler.  Will go over the Prior Knowledge question.  

Independent Practice (15 min.)        

SDAIE: Jigsaw/Group: Aztec Class Structure:  Students will be given one of the four remaining class structures.  They will read their section and underline the class responsibility and privilege.  Once they are done with the reading and annotating they will write their answers on the Graphic Organizer.

Homework.

         EdPuzzle: by Friday at 5:00 pm.

Closure (5 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.