1. Topic-
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Analyze the change in leadership, cultures, and everyday life of
American Indian groups before and after European exploration. |
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2. Content-
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Students will be given a brief power point presentation based on
the reading assignment from the previous night. (pages 85-93 in their
textbook).
There will be 3 vocabulary words
1-Surplus: More of a resource than is needed simply for survival.
2-Specialize: doing only one type of job such as basket weaving or
jewelry making.
3-Pyramid: a building with 3 or more sides shaped like triangles that
slant toward a point at the top.
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3. Goals: Aims/Outcomes-
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To teach students about the cultural significance of the Mayan culture
prior to the European exploration. Students should be able to identify
what the lasting effects of the Mayan culture are and why they are
still relevant today. |
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4. Objectives-
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North Carolina standard 5.C.1.1 "� Analyze the change in leadership,
cultures, and everyday life of American Indian groups before and after
European exploration.
Objective: Given a brief power point lecture based off of the reading
homework assignment, the student, will be able to complete a worksheet
with 8 short answer questions based on the Mayan civilization and
culture, within a 15 minute time period |
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5. Materials and Aids-
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1. Power Point Presentation, which will be based on the reading
in the book.
2. 1 page, "for fun"� handout with examples of the Mayan Alphabet/writing.
3. 1 page handout with 8 short-answer questions (26 copies needed).
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6. Procedures/Methods-
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A. Introduction-
1. Lesson should be completed within one 50 minute class period.
20 minutes will be dedicated to the power point, 10 minutes to making
a vin-diagram on the whiteboard, 5 minutes for questions, and 15 minutes
to allow students to complete the worksheet.
2. Anticipatory set: The beginning of the power point should include
a math problem using the numerical system developed by the Mayans.
Students will be asked if they can solve the problem, and that will
start the discussion on Mayan culture and the many things they are
famous for.
3. Based on the North Carolina Standard 5.C.1.1: Analyze the change
in leadership, cultures, and everyday life of American Indian groups
before and after European exploration.
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B. Development-
1.The lesson will be completed after the lessons on Aztec and Inca
culture and society. It will be followed by a lesson based on Native
American Life after European exploration. Prior to this lesson students
should have read the corresponding pages in their textbook as homework
and reviewed the vocabulary.
2. A brief question/review of the Mayan Numerical system.
3. Location of Mayan civilization with review of map
4. Social construct of their culture: Including Mayan government and
ways of life.
5. Dress and the significance of clothing, such as the importance
of jewelry
6. A list of things the Mayan's are credited for, and why they are
still relevant today.
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C. Practice-
As a class, we will make a vin-diagram on the white board. We will
fill one side with cultural facts about the Mayans, the other side
should include cultural facts about other Native American tribes we
have studied (the Incas and the Aztecs). In the middle there should
be any overlapping details such as types of gods, building structures/types,
and types of clothing/jewelry. |
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D. Independent Practice-
Students will be given a worksheet including 8 short-answer questions
which will be based on both the power point presentation and their
reading assignment from the textbook. The assignment will test their
knowledge of Mayan culture and their understanding of the significance
of the Mayan culture on what we are able to do today. |
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E. Accommodations (Differentiated Instruction)-
Adaptations: For students with learning disabilities an additional
printout will be made that has a review of the key information. They
will be able to use this worksheet to help them when answering the
questions so that they are able to review the information until they
know it, while still being able to participate in the assignment.
Extensions: For gifted students they will be assigned an additional
reading and homework assignment for which they must complete. It will
include critical thinking questions about the Mayan Culture and how
it affects our society today. While these questions will be more opinion
based they will still need to demonstrate that the students completed
the extra readings.
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F. Checking for understanding-
I will use Blooms taxonomy to assess this lesson plan and make sure
students have fully understood what they are learning. I would be
assessing their knowledge and comprehension by asking them to not
only write the correct answer but to also give a brief explanation
of why it is important.
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G. Closure-
In closing, a brief statement will be prepared about the following
day's lesson that will tie the Mayan culture lesson and the European
Exploration lesson together. It will include the pages students are
expected to read from their textbook, homework that will correspond,
and a list of anything they may be expected to know ahead of time. |
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