Mayan Theories_Collapse

September 23, 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: 

1. Understanding the mystery that is the collapse of the Mayan society.

2. Explain the impact the age of exploration had on 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 (5 min.)

    SDAIE: Close Read/Annotate/Chunk Reading/Video Clip/Visuals: End of Classical Period: Teacher will lead students in two chunked passages from the textbook.  Teacher will provide students with two claims in which the students will have to annotate the evidence to support the Claim.

Guided Practice (5 min.)

    SDAIE: TPS/CER/Video Clips/Visuals: End of Classic Period: Teacher will go over the evidence to the claim and provide further clarification and give students more examples for the 4 theories that historians provide for the collapse of the Mayan civilization.  Teacher will provide visuals and video clips.

Independent Practice (10 min.)

     SDAIE: Close Read/Annotate/Chunk Reading/Video Clip/Visuals/Text to speech: End of Classical Period: Students will individually read, or use the Text to Speech function on Kami, to read the passage after the close reading provided by the teacher.  Once that is down, students will annotate the evidence in the given time and then share with their gourp members their findings.  They will then summarize the four theories that were provided by the textbook.

Homework.

            EdPuzzle: 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 20, 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.

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.

RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH9: Analyze the relationship between a primary and secondary source on the same topic.

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

WHST 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by panning revising, editing, rewriting or trying a new approach.

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

Expected Student Outcomes (Objective)

       Students will be able to:

1.    Understand the theories that explain the decline of the Maya Civilization.

Anticipatory Set (5 min.)

           Starter: 5 W’s: Students will read a section from "This Day in History" and identify the 5 W's (Who, What, When, Where, Why.)

Direct Instruction (10 min.)

           SDAIE: Direct Teach: Maya Collapse: Teacher will lecture and clarify on the theories that brought a collapse to the Maya Civilization.  Teacher will ensure students understand the theories and provide visuals video clips to help students understand. 

Guided Practice (10 min.)

           SDAIE: Talk to text/TPS/Video Cornell Notes: Maya Collapse:  Teacher will use talk to the text to help students complete their video Cornell Notes. Teacher will explain the theories and hints they are will be looking for as they watch the videos.  After videos are shown twice and students have had a change to discuss their answers with their group teacher will go over answers and clarify.

Independent Practice (20 min.)        

           SDAIE: Vide Cornell Notes/Video Clips/Talk to Text/QW/CER: Mayan Collapse: Students will learn about the decline  and collapse of the Maya Civilization.  Students will learn about the time tested textbook version of the collapse of the Mayan Civilization by the hands of the Spaniards.  Then students will learn about two recent theories that lead to the collapse of the classic Maya.  The theories would be that of neighboring invaders with evidence present in a glyph in Tikal while the other theory is based on the Maya deforestation lead to climate change and eventually ran out of natural resources and food.

Homework.

         EdPuzzle: Maya Overview by Friday at 5:00 pm.

Closure (3 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.