Embedded Files
Correlation to State Content Standards
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy
8.1.1: Describe the relationship between the moral and political ideas of the Great Awaken ing and the development of revolutionary fervor.
7.7.1: Study the locations, landforms, 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.
Expected Student Outcomes (Objective)
Students will be able to:
1. Analyze a political cartoon and explain what the Intolerable Act was. (8th Grade)
1. Describe the beginnings of the Aztecs, how they arrived and survived in the Valley of Mexico, and the legend of their empires beginnings.
Common Core Literacy Standard
RH 2: Determine the central ideas or information of primary or secondary source...
RH 7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps)...
WHST 2: Write informative/explanatory texts, including the narration of historical events,...
WHST 6: Use technology, including the internet,...
WHST 8: Gather relevant information from multiple print and digital sources,...
Anticipatory Set (10 min.)
Starter: Students will read and identify the 5 W's of events in This Day in History.... Teacher will go over answers with the students.
Direct Instruction (15 min.)
SDAIE: Close Read/Chunk/Annotate: Intolerable Act: Teacher will close read the passage dealing with the Intolerable Act and students will annotate. (8th Grade)
SDAIE: Cloze Read/Annotate/Talk to Text: Rise of the Aztec Civilization: Teacher will Cloze read the Rise of the Inca Civilization. Teacher will used talk to text to guide students in annotating the passages. Students will answer the essential question that goes along with the reading. (7th Grade)
Guided Practice (20 min.)
SDAIE: Close Read/Annotate/Talk to Text/Chunk/TPS: Political Cartoon: Teacher will read the chunked passages about the Intolerable Act. After each paragraph students will be guided to annotate the passage by the teachers talking to the text. Students will then revisit their political cartoon and place the correct meaning of the three key points from the Political Cartoon. (8th Grade).
SDAIE: Think Aloud/Annotate: Rise of Aztec Civilization: Teacher will use think aloud to guide students in annotating the passage. Teacher will go further from the reading and help students make a connections. (7th Grade).
Independent Practice (20 min.)
SDAIE: Picture Annotate: Political Cartoon: Students will analyze a political cartoon dealing with the Intolerable Act. The Picture guides students to focus on three points. Students will provide an explanation of what restrictions were placed on them based on the Intolerable Act by just looking at the picture. (8th Grade)
SDAIE: Picture Analysis: Out of Order : Students will use the information they gathered from the reading to place 6 pictures that explains the origin of the Aztec civilization. Students will place the pictures in order and provide an explanation of their origin based on the picture. (7th grade)
SDAIE: Whisper Read: Aztec Rise to Power : Students will read and annotated the last paragraph dealing with the Aztec's rise to power. They will also answer the essential question dealing how they managed to take control of the Mexican Valley. (7th Grade)
Homework
EdPuzzle: Complete the EdPuzzle by Friday 5 pm.
Closure (5 min.)
1. Clean up.
2. Answer questions from students
3. Have students turn in assignment
4. Take roll again
5. 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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