1. Topic-
Analyze the change in leadership, cultures, and everyday life of American Indian groups before and after European exploration.
 
2. Content-
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.
 
3. Goals: Aims/Outcomes-
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.
 
4. Objectives-
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
 
5. Materials and Aids-
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).
 
6. Procedures/Methods-

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.
 

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.
 

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.
 

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.
 

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.
 

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.
 

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.
 

This Lesson Plan is available at (www.teacherjet.com)