Mayan Collapse Continued

September 24, 2024

Correlation to State Content Standard:

7.7.3: Explain how and where each empire arose and how the empires were defeated by the Spanish.

ELD Standard:

P1: A1, A2, A3, C10, C12

Expected Student Outcomes (Objective)

Today I am learning about the Mayan collapse by:

Explain the impact the Age of Exploration had on the Mayan empire.
Understand two new theories that could explain the mysterious collapse of the Mayan empire.

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: Chunked Reading/5 W's/TPS: Starters: Students will complete their daily starter where they will read a chunked passage from History's website "This Day in History" and identify the 5 W's (who, what, when, where, why).

Direct Instruction (10 min.)

SDAIE: Close Read/Annotate/Chunk Reading/Video Clip/Visuals: Mayan Conquest VCN: Teacher will direct students on how to complete their Video Cornell Notes. The assignment will be chunked and will teach students how they should be completing the assignment. Teacher will play the video and blink the notes as they appear so students know the answer is coming.

Guided Practice (10 min.)

SDAIE: TPS/CER/Video Clips/Visuals: New Theories of Mayan Collapse: Teacher will go over the evidence to the Cornell Notes dealing with the two new theories dealing with the Mayan collapse. Theory one deals with outside invaders not European and the other deals with destruction of their natural resources.

Independent Practice (20 min.)

SDAIE:Talk to the Text/Video Clip/Visuals/Text to speech/Cornell Notes: New Thoeries of Mayan Collapse: Students watch two videos dealing with the new theories on the collapse of the Mayan empire. Students will be given two videos that explains the new theories dealing with outside invaders and the destruction of their natural resources. They will write their findings on their Cornell Notes that has clues to guide their comprehension that is being provided by the teacher.

Homework.

EdPuzzle: Mayan Lime Mortar due Friday by 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.

September 18, 2023

Correlation to State Content Standards

7.7.3: Explain how and where each empire arose and how the empires were defeated by the Spanish.

Expected Student Outcomes (Objective)

Students will be able to:

1. Create two hypothesis on the collapse 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.

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 informational texts to support analysis reflection, and research.

Anticipatory Set (5 min):

Starter Quiz: Metacognition/Video Clip: Students will take their weekly starter quiz based on DOK 1 questiosn from last weeks starters that were completed in class. The short video clip will introduce the mystery of the Mayan civilization.

Direct Instruction (5 min.)

SDAIE: Direct Teach: Maya Collapse Hypothesis: Teacher will go over the directions to the DBQ project dealing with the Mayan Collapse. Teacher will guide students in how to set up thier paper and one paper per group of four.

Guided Practice (x min.)

SDAIE: Progress Monitor: Mayan Collapse Hypothesis: Teacher will walk aroudn the groups observing their conversations. Teacher will provide guiding questions to students who are struggling or to redirect students who are off.

Independent Practice (15 min.)

SDAIE: TPS/QuickWrite/DBQ/Quads: Mayan Collapse Hypothesis: Students will work in groups of 4 (will vary based on size of class). Students will be given two sets of pictures to analyze; 7-8 minutes each. As they analyze the pictures, students will place them in order to describe a hypothesis of why the Mayan civilization fell.

Homework