Embedded Files
September 2, 2022
Correlation to State Content Standards
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.
7.7.5: 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. Identify the agricultural techniques used by the Maya.
2. Explain how the Maya were able to adapt to their environment to insure their survival
3. Identify the possible theories for the collapse of the Mayan civilization.
4. Analyze how students family members are represented by the role and responsibility of the three sisters.
Common Core Literacy Standard
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.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.)
Starter: 5 W’s: Students will work on identifying the 5 W’s on a short reading from “This day in History.”
Direct Instruction (10 min.)
SDAIE: Close Read/Annotate/Chunked Reading/EQ: Mayan Agriculture & Collapse: Teacher will lead students in close reading. Students will then read the paragraph by themselves the second time. After that students will annotate the passage based on the annotation clues after each paragraph.
SDAIE: Direct Teach/Model: Three Sisters Infographic: Teacher will explain and introduce the assignment to the students. Students will complete an infographic on the Mayan three sisters crop (corn, bean, squash) and then they will have to analyze which of their family members takes on that characteristics of the crop within their family.
Guided Practice (10 min.)
SDAIE: TPS: Maya Agriculture Technique: Teacher will review the answers to the essential questions and the four pictures explanation. Students will make corrections to their assignment as needed in complete sentences.
Independent Practice (20 min.)
SDAIE: Essential Question/QuickWrite: Mayan Agriculture Techniques: Students will answer two essential questions in complete sentences after each section of annotation. Then students will be given four pictures. Using the reading and annotation they have completed they will match the picture to the information obtained from the reading and explain the importance of the pictures in perspective to the Mayan civilization.
SDAIE: QuickWrite: Three Sisters: Students will identity the agricultural and the symbolism each of the Mayan crop from the three sisters played within the community. Then students will write a 2-3 QuickWrite explaining how a member of their family represents and symbolizes one of the three crops by providing an example from their life. Students will have the opportunity to present their information for an extra point.
Homework.
EdPuzzle: The Great Maya Disappearance. Due by Friday at 5:00 pm.
Closure (5 min.)
1. Clean up.
2. Exit Question
3. Dismiss Class.
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