Traver Thematic Unit

8/8/2019 Traver Thematic Unit

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Maya, Inca, AztecAn Ancient Civilization Thematic Unit

2010

Kacie Traver

Boise State University

EdTech 541



2

Table of Contents

Lesson 1: Using Media to Introduce Ancient Civilizations.3

Lesson 2: Using Media in Ancient Civilizations Unit.8

Lesson 3: The Math and Science of Ancient Civilizations..13

Lesson 4: Using Primary Sources and the Arts to Deepen Understanding18

Unit Rubrics..23

Appendix A: Timeline Example..28

Appendix B: Ancient Civilizations Graphic Organizer.29



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Unit:

Maya, Inca, Aztec

Lesson Title:

Using Media to Introduce Ancient Civilizations

Lesson Overview:

In this lesson, students will be introduced to the ancient civilizations of Maya, Inca, and Aztec through the use of webquest.

Curriculum Subject(s) and subject area(s)/topic(s):

Social Studies Maya, Inca, Aztec/Language Arts

Estimated duration:

3-5 Lessons

Grade Level:

6th grade

Curriculum Goal(s):

Ohio Content Standard:

The First Global Age5. Describe the characteristics of Maya, Inca, and Azteccivilizations including:a. Location;b. Government;c. Religion;d. Agriculture;e. Cultural and scientific contributions.

Lesson Objective(s):

y Students will locate the areas on a map where the Maya, Inca, and Aztec lived

y Students will explain which civilizations were monotheistic or polytheistic

y Students will explore the temples and pyramids of the civilizations



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y Students will explain the differences in the calendars of the three civilizations

National Educational Technology Standards for Students:1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovativeproducts and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively,including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a varietyof digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a varietyof media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from avariety of sources and media.

c. evaluate and select information sources and digital tools based on theappropriateness to specific tasks.

5. Digital Citizenship Students understand human, cultural, and societal issuesrelated to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration,learning, and productivity.





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Accommodations:

Students with Cognitive Difficulties MyWebspiration will be used by all students,but can be adjusted to meet the needs of students with cognitive difficulties. Pre-set templates or adjusted expectations can be made as necessary.

Link: http://www.mywebs piration.com/

Students with Physical Difficulties Dragon Naturally Speaking would be a great resource for students with physical difficulties that would inhibit the ability to write ortype a paper, which could be used as a substitute for the PowerPoint or e-book, as bothshow knowledge of the topic as a research paper would do.

Link: http://www.nuance.com/for-individuals/by- product/dragon-for- pc/home-version/index.htm

Students with Sensory Difficulties - Students with vision issues could benefit from

changes in screen resolution, font size and color, background color, brightness, or

contrast. Software, such as JAWS Screen Reading Technology would be beneficial for all

computer based lessons within the unit.

Link: http://www.freedomscientific.com/products/fs/jaws-product-page.asp

Students with hearing issues could benefit from headphones, volume control, or

software such as iCommunicator for videos utilized. Any of these devices would be

beneficial for the lesson including the arts.

Link: http://www.icommunicator.com/productinfo/

At-Risk Students - 5 minutes of free time on the computer for completed work will

be a tool used for students who complete work.

Gifted and Talented Students - Students who are gifted and talented could work to

complete their own webquests or virtual field trips as enrichment for our unit. Use of

Frontpage or Dreamweaver would allow students to not only learn more about the

content area, but also learn more about web design.

If resources are not available for web creation, students could use software as simple as

Microsoft Office or Publisher to add pictures and links, which could be put into the form

of PDF file and linked to the classroom or school website.



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Materials, resources and equipment:

http://www.slideshare.net/montathomas/aztec-inca-maya- power- point- presentation

http://www. projectpages.org/Audenried_Projects/Aztec,_Mayan,_and_Incan_Webquest.html

http://mywebs piration.com/

http://authenticmaya.com/maya_writing.htm

http://www.mnsu.edu/emuseum/ prehistory/latinamerica/to pics/writing.html

http://www.ancientscri pts.com/aztec.html

http://www. p bs.org/o p b/conquistadors/mexico/adventure1/a7.htm

sample timeline see appendix A



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Unit:

Maya, Inca, Aztec

Lesson Title:

Using Media in Ancient Civilizations Unit

Lesson Overview:

In this lesson, students will delve into the ancient civilizations of the Maya, Inca, and Aztec. Students will work using three different media: flickr, skype, and storyjumper.The students will use this media to continue their learning and present it in unique andmeaningful ways.


Social Studies Maya, Inca, Aztec/Technology

Estimated duration:

5-7 Lessons

Grade Level:

6th grade

Curriculum Goal(s):


The First Global Age5. Describe the characteristics of Maya, Inca, and Azteccivilizations including:a. Location;b. Government;c. Religion;

d. Agriculture;e. Cultural and scientific contributions.






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c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts Students demonstrate a soundunderstanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

Lesson Procedure:

y After completing the webquest/webspiration lesson, students will continue theirwork in this unit by working collaboratively to create a team project that willinclude a PPT presentation with pictures (group part) and a paper using theinformation the team gathers (individual part).

y Students will each sign into Flickr and search the commons area for photos that would be relevant to their project. They will then share the photos in theirgroup.

y Additionally, students will work collaboratively in Wikispaces to share informationthey gathered through the webquest, and additional research. Students can usethis information for their individual papers, as well as the group project.

y As a supplement to class, students will Skype with their sister class in Chicagothat was established at the beginning of the year. Their sister class will beworking on the project at the same time, and they will share in discussion about how their project are going.

y In technology class, students will work on Storyjumper presentations using theresearch they found at home and added to their sites. In language arts,

students will begin the paper portion of their project, using information fromtheir wikispace, and any additional research they have gathered.

Assessment /Evaluation:

y Students will be assessed formatively on their participation in the group,

including additions to the wikis and the Flickr group. They will be given separate

rubrics for both the presentation and the paper from their perspective teachers.



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Accommodations:

Students with Cognitive Difficulties MyWebspiration will be used by all students,but can be adjusted to meet the needs of students with cognitive difficulties. Pre-set

templates or adjusted expectations can be made as necessary.

Link: http://www.mywebs piration.com/


Link: http://www.nuance.com/for-individuals/by- product/dragon-for- pc/home-

version/index.htm







software such as iCommunicator for videos utilized. Any of these devices would bebeneficial for the lesson including the arts.






Frontpage or Dreamweaver would allow students to not only learn more about thecontent area, but also learn more about web design.






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Flickr Group http://www.flickr.com/groups/traverancientciv/

y

Wiki Spaces - https://traverancientcivilizations.wikispaces.com/

y Skype www.skype.com name kacietraver

y Story Jumper - http://storyjumper.com



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Unit:

Maya, Inca, Aztec

Lesson Title:

The Math and Science of the Ancient Civilizations

Lesson Overview:

In this lesson, students will work to gain an understanding of early the math of theancient civilizations, and will use Google Earth to better understand thegeography/topography of the area.


Social Studies Maya, Inca, Aztec/Math and Science

Estimated duration:

1-2 Lessons

Grade Level:

6th grade

Curriculum Goal(s):


The First Global Age5. Describe the characteristics of Maya, Inca, and Azteccivilizations including:a. Location;b. Government;c. Religion;d. Agriculture;

e. Cultural and scientific contributions.







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Lesson Procedure:

y Students will be asked to identify some of the foods in our American diet. We

will make a list of some of the classs favorite foods.

y Students will then identify some of the topics they have covered in math. Afterlisting both of these topics as a group, students will be placed into six groups towork in a jigsaw. Three groups will cover the math of each of the threecivilizations, while the other three groups will cover the foods. Within eachgroup, students will search different websites.

y They will come back together as a group and decide the most important information to present.

y Each group will present what they learned to the rest of the class. By the end of the lesson, students will have learned about the eating habits and the mathsystems of each of the three civilizations.


y Formatively, students will be assessed for group participation. Summatively,students will be assessed on the collected information and presentation of thematerial during the jigsaw activity.

Accommodations:

Students with Cognitive Difficulties Students will be paired with higher levelgroups, so as to avoid any one group getting behind. If necessary, student canbe placed with another student and they can research the same site together.

Students with Physical Difficulties Dragon Naturally Speaking would be a great resource for students with physical difficulties that would inhibit the ability to write or



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type a paper, which could be used as a substitute for the PowerPoint or e-book, as bothshow knowledge of the topic as a research paper would do.





















y Mayan Math

y http://www.hanksville.org/yucatan/mayamath.html

y http://www.michielb.nl/maya/math.html

y http://mathforum.org/k 12/mayan.math/

y I nca math

y http://www.sfu.ca/archaeology/museum/laarch/inca/qui pue.html

y http://incas.homestead.com/qui pu/qui pu_k hi pu_knot.html

y http://incas.homestead.com/qui pu/qui pucamayoc.html

y http://incas.homestead.com/qui pu/qui pu_video_elearning.html







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Lesson Procedure:

y To begin, students will look at handwriting samples from pre-school students 7th grade students collected by the teacher. As a group, we will discuss and fillout a Venn diagram, charting the similarities and differences in the writingsamples.

y Once completed, teacher will explain different writing systems, and how each of the three civilizations had writing systems. Students will use the websites aboveto complete a Venn diagram, comparing and contrasting the three ancient civilizations, along with our current writing system.

y Upon completion of all the above lessons and work, students will begin workingon the following lessons, using information from all the lessons to date. Studentsmay choose the order they would like to complete the activities below:

y After that is completed, students will create a collage of the arts of the ancient civilizations by printing various pictures from the available resources. Student canchoose to create a collage of all three civilizations together or choose one of thecivilizations by itself.

y Students may choose to explore the activities of the ancient civilizations and

write a compare and contrast essay between one of the sports available and amodern day sport.

y Students can explore the music of the civilizations, and then try to recreate amusical instrument out of natural resources based on the research theycomplete.



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y Formative assessment will come during initial class discussion and participation.

Students will be summatively assessed on completed Venn Diagram, and

completed arts lessons.

Accommodations:

Students with Cognitive Difficulties Read & Write 9 is literacy support software

solution for people who struggle with reading and writingdesigned to help improve

reading & writing skills, with features such as text to speech with highlighting, talking

dictionary, phonetic spell checking, word prediction & homophone support to address

key aspects of reading and writing processes. This tool could be very valuable to

students struggling to read materials in the webquest lesson, as well as the primary

sources lesson.

Link: http://www.readwritegold.com/
















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If resources are not available for web creation, students could use software as simple asMicrosoft Office or Publisher to add pictures and links, which could be put into the form



y http://authenticmaya.com/maya_writing.htm

y http://www.mnsu.edu/emuseum/ prehistory/latinamerica/to pics/writing.html

y http://www.ancientscri pts.com/aztec.html

y http://www. p bs.org/o p b/conquistadors/mexico/adventure1/a7.htm

y Quadru pleVenn Diagram

y http://kacietraver.glogster.com/ancient-civilizations/



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Criteria Meets Standard

(4) ± 100%

Developing

(3) ± 90%

Needs

Improvement to

Meet Standard

(2) ± 80%

Does Not Meet

Standard

(1) ± 70%

y R esearch Pa per R ubric

Introduction of

thesis

Thesis insightful

and clearly stated

Key terms defined

Introduction

energizing

Thesis stated

Some key terms

defined

Introduction

interesting

Thesis vague

Terms not defined

Introduction not

clear

No thesis stated

No terms defined

No introduction

provided

Supporting

evidence and

details

Uses examples,

reasons,

explanations, that

are relevant,

appropriate, and

convincing

Examples,

reasons, details,

and explanations

sufficient and

accurate

Some examples,

reasons, details,

sufficient and

accurate

Vague, missing,

inaccurate

evidence

Conclusion Extends, connects,

comments on key

ideas and topics

Summarizes main

ideas; echoes key

concepts

Restates main

idea

Absent,

incomplete, or

unfocused

Mechanics Exhibits no errors

in spelling and

usage, punctuation

Exhibits minor

errors in spelling

and usage,

punctuation;

somewhat

interferes with flow

Exhibits some

errors in spelling

and usage,

punctuation;

interferes with flow

Exhibits many

errors in spelling

and usage,

punctuation;

interferes greatly

with flow

MLA format Uses proper MLA

format throughout

Minor mistakes in

MLA format

Some mistakes in

MLA format

Many mistakes in

MLA format or

missing

y

y Comments:

y

y

y Final Grade: ___________________



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CriteriaMeets

Standard(4) ± 100%

Developing(3) ± 90%

NeedsImprovement

to MeetStandard(2) ± 80%

Does NotMeet

Standard(1) ± 70%

y Multimedia Presentation R ubric

Presentation Well-rehearsed with smooth

delivery thatholds audience

attention.

R ehearsed withfairly smooth

delivery thatholds audience

attention most of the time.

Delivery notsmooth, but able

to maintain interest of the

audience most of the time.

Delivery notsmooth and

audience attention of ten

lost.

Attractiveness Makes excellentuse of font, color,

gra phics, effects,

etc. to enhance the presentation.

Makes good use of font, color,

gra phics, effects,

etc. to enhance to presentation.

Makes use of font, color,

gra phics, effects,

etc. butoccasionally these detract

from the presentation

content.

Use of font, color, gra phics,

effects etc. but

these of ten distract from the presentation

content.

Content Covers to pic in-de pth with details

and exam ples. Subject

knowledge is excellent.

Includes essential knowledge about

the to pic. Subjectknowledge

a ppears to be good.

Includes essential information

about the to pic but there are 1-2

factual errors.

Content is minimalOR

there are several factual errors.

Mechanics No miss pellings

or grammatical errors.

Three or fewer

miss pellings and/or

mechanical errors.

Four

miss pellings and/or

grammatical errors.

More than 4

errors in s pelling or grammar.

y

y Comments:

y

y y

y Final Grade: ___________________



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Venn Diagram Rubric

Objects being compared in the Venn diagram: ______________________________ , ______________________________,

______________________________ , ______________________________

Strong Progressing Not in Evidence

Text support of

comparison

statements

All statements are

supported by the

text.

Most statements are

supported by the

text.

Few or none of the

statements are

supported by the

text.

Placement of

statements within the

Venn diagram

All statements noting

similarities are

placed in the center circle and all

statements that note

differences are

placed in the

correct outer circle.

Most statements are

placed in the

correct circle, butstudent mixed up a

few statements.

Few statements are

placed in the

correct circle.

Number of qualitystatements

Student is able to

make five or more

comparison

statements in each

circle.

Student is able to

make 3²4

comparison

statements in each

circle.

Student makes two

or fewer comparison

statements in each

circle.

R UBR IC FOR COMPAR E ESSAY



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NAME __________________________________________

Supportingevidence and

details

Uses examples,reasons,

explanations,that are relevant,appropriate, andconvincing

Examples,reasons, details,

and explanationssufficient andaccurate

Some examples,reasons, details,

sufficient andaccurate

Vague, missing,inaccurate

evidence

Word Choice Usesappropriate,sophisticated,precisevocabulary

There is a clear sense of

audience.

Uses manyeffective andappropriatewords

A sense of audience isevident.

Uses someeffective andappropriatewords

There is somesense of audience.

Uses few or nocorrect or effective words

There is little or no sense of audience.

Conclusion Extends,connects,comments onkey ideas andtopics

Summarizesmain ideas;echoes keyconcepts

Restates mainidea

Absent,incomplete, or unfocused

Punctuation Exhibits correctgrammar in eachsentence

Smooth, fluid

sentencesNo run-ons or fragments Error-free punctuation

Exhibits mostlycorrect grammar

Errors inpunctuation do

not interfere withcommunication.

Exhibits errors ingrammar thatsomewhatinterfere withcommunication

Exhibits errors ingrammar thatinterfere withcommunicationthroughout

Spelling andusage

Exhibits correctspelling andusage

Error free

Exhibits mostlycorrect spellingand usage

Exhibits errors inspelling andusage thatsomewhatinterfere withcommunication

Exhibits errors inspelling and usagethat interfere withcommunication

Misspelled/misusedwords throughout



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VisualCollageRubricCATEGORY

4 3 2 1

OverallImpression The collage fullycommunicates theauthor¶sunderstanding of the relationshipbetween love andwar clearly andcreatively.

The collagecommunicatessome aspects of the author¶sunderstanding of the relationshipbetween love andwar.

The collagepresents wordsand images thatrelate to love andwar, but it fails tocommunicate theauthor¶sperspective orrelies on generalobservations.

The collage doesnot adequatelycommunicate theauthor¶sunderstanding of the relationshipbetween love andwar.

Specific Wordsand Images

All words andimages arerelated to thetopic and make it

easier tounderstand theauthor¶sperspective. Allborrowedgraphics have asource citation.

All words andimages arerelated to thetopic and most

make it easier tounderstand theauthor¶sperspective. Allborrowedgraphics have asource citation.

All words andimages relate tothe topic. Mostborrowed

graphics have asource citation.

Words andimages do notrelate to the topicOR several

borrowedgraphics do nothave a sourcecitation.

Design Graphics aretrimmed orcropped to anappropriate sizeand interestingshape and arearranged well,

some in front andsome behind.Care has beentaken to balancethe picturesacross thecollage.

Graphics aretrimmed orcropped to anappropriate sizeand interestingshape and arearranged with

some items infront and othersbehind. Thecollage howeverdoes not appearbalanced.

Graphics havebeen trimmed orcropped to anappropriate sizeand shape, butthe arrangementof items is not

very attractive. Itappears therewas not a lot of planning of theitem placement.

Graphics areuntrimmed or notcropped OR of inappropriate sizeand/or shape. Itappears littleattention was

given to designingthe collage.

TechnicalConstruction

The collage showsconsiderableattention toconstruction. Thecollage isexceptionallyattractive in

terms of design,layout, andneatness.

The collage showsattention toconstruction. Thecollage isattractive interms of design,layout and

neatness.

The collage showssome attention toconstruction. Thecollage isacceptablyattractive thoughit may be a bit

messy.

The collage wasput togethersloppily. Thecollage isdistractinglymessy or verypoorly designed.

It is notattractive.

© R ead, Write, Think



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Appendix A:

Born in Toledo, Ohio

Attended St. Johns, Point Place

Graduated from St. Johns, Point Place

Graduated from CardinalStritch High School

Married Peter

Owen - first child

Graduated from BGSU

Morgan - second child

Teacher, St. Thomas Aquinas

Jordan - third child

Teacher, Blessed Sacrament

Teacher, OHVA

Graduated from Boise StateUniversity

1980 1985 1990 1995 2000 2005 2010

Events in the Life of Kacie Traver



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Appendix B: Ancient Civilizations Graphic Organizer

Ancient Civilization Graphic Organizer

Mayan Incan Aztec

Clothing

Writing

Contributions

Architecture

Painting

Religion

Education

Sculpture

Geography

Time Period

Documents

Traver Thematic Unit