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Universal Design for Learning Lesson Plan
Maribeth Sherman Summer, 2013 Sixth Grade, World Cultures
Standards
Common Core: CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
State Standards: MD.2.0. Peoples of the Nation and World.
2.A.1.b. Describe and compare elements of culture such as art, music, religion, government, social structure, education, values, beliefs and customs, from civilizations in early world history
Articulated Instruction Module: Unit II: Latin America. 03. Students will analyze early Latin American civilizations in order to determine factors that contributed to their development, growth, and decline. KSI-A. Differentiate the characteristics of civilizations. KSI-B. Compare ancient Latin American civilizations.
Materials Needed:
Safari Montage: Celebrating the Maya PowerPointTeacher Created Resources:
Drill Sheet Primary Source practice Graphic organizers: RESEARCH: MAYA, RESEARCH: AZTEC, RESEARCH:
INCA Exit ticket, Day 1 Directions for visual display, Day 2 Day 3 Comparison of two civilizations
BCPS Resources: Aztec Empire Maya Civilization Inca Empire
Textbooks:World History: Journey Across Time, The Early Years. The Americas.
World Explorer: Latin America.
Computers for internet resources:High reading level: web sitesAztec: http://www.pbs.org/opb/conquistadors/mexico/mexico.htm Incas: http://www.pbs.org/opb/conquistadors/peru/peru.htmMaya: http://ngm.nationalgeographic.com/2007/08/maya-rise-fall/gugliotta-text
Middle reading level: powerPoint presentationhttp://safari-home.bcps.org/SAFARI/montage/search.php?SearchValue=mayahttp://safari-home.bcps.org/SAFARI/montage/search.php?SearchValue=incahttp://safari-home.bcps.org/SAFARI/montage/search.php?SearchValue=aztec
Low reading level (animations )http://www.brainpop.com/search/search.weml?keyword=aztechttp://www.brainpop.com/search/search.weml?keyword=mayahttp://www.brainpop.com/search/search.weml?keyword=inca
Additional internet resources:
http://www.socialstudiesforkids.com/subjects/ancientamerica.htm http://aztec.com http://incas.mrdonn.org/ http://www.history.com/topics/maya
Markers, crayons, scissors, glue, and paper
Lesson Objective(s): Day 1. Students will be able to investigate Aztec, Mayan, and Incan society in order to determine if they meet Childe’s criteria of a civilization.
Day 2. Students will be able to organize their completed research on the Aztecs, Mayan, and Incan civilizations in order to create a display of their research.
Day 3. Students will be able to compare two of Latin America’s ancient civilizations in order to describe their similarities.
Framing the Lesson (Anticipatory Set): 1. The Drill includes a review of the purpose of V. Gordon Childe’s criteria of a
civilization followed by a matching of criteria and description from the previous lesson.2. In order to address possible prior knowledge, a general question about what the
students may know about the Aztec, Mayan, and Incan societies is included 3. A short discussion of the drill allows students to verify their responses or make 4. corrections and provides a means of introduction to the day’s objective.
UDL 2.4 Review of key vocabulary to link previous knowledge with this lesson
UDL 3.1 Activate prior knowledge
5. Introduce class to the objective: Students will be able to investigate Aztec, Mayan, and Incan society in order to determine if they meet Childe’s criteria of a civilization.
6. Turn drill over and introduce primary source evidence. Explain that each identifies a criterion from Childe and they will be not only examining text but also visuals in their research. Have students work with a partner to match the visual with a possible criterion. Be sure to include support for response. Encourage discussion.
UDL 3.2 Guide students to distinguish between relevant an irrelevant information.UDL 8.2 Varying levels of challengeUDL 8.3 Opportunity for student collaboration.
Lesson Plan - Day 11. As a class, students will view the Safari PowerPoint, Celebrating the Maya, and work
independently under teacher guidance to begin completing their graphic organizer entitled RESEARCH: MAYA. Allow time to confer with student-partner to change/confirm information.
2. Class discussion to verify information.3. Information on the Maya graphic organizer is partially complete.
UDL 3.2 Help students distinguish between relevant and irrelevant informationUDL 6.1 Provide support to guide workUDL 6.3 Information organized in chart format.
4. Students grouped into partner pairs of four.5. Each group of four will complete the Mayan research we started together and
organize to complete the research on the Aztec and Incan societies. 6. Review the objective and explain the sources available and how to use them.
Textbooks - use graphic organizer Computers - use graphic organizer Handouts - may highlight information; make notes in margins
7. Teacher walks around room, assisting students and questioning information
UDL 1.3 Visual information provided through BrainPop and other internet sites UDL 5.1 An alternative way to express information is in the sketch & label portion of the note sheet UDL 8.1 Goal clearly explained and visually apparent on graphic organizerUDL 8.4 Mastery-oriented feedback providedUDL 9.1, 9.2 Teacher proximity during research allows students to self-reflect frequently. It also allows teacher opportunities to support those students who are in need.
8. Exit ticket: Using today’s notes, compare TWO civilizations. Identify two ways
in which they are alike.9. Pass out directions for day 2 and go over with students.
HOMEWORK - Students are encouraged to review their notes in order to sketch or find visuals of examples of their research for tomorrow’s display.
Lesson Plan - Day 2
Objective: Students will be able to organize their research on the Aztecs, Mayan, and Incan civilizations in order to create a display of their research.
1. Review objective. Go over directions.
2. Students will complete yesterday’s research, as needed.
3. Illustrate your group’s research. The final product must include both text and pictures detailing information. Suggestions include, but are not limited to,
Concept map - Poster or computer-generated ( Inspiration® ) Tableau (colorful, detailed picture) Mobile Written summary
UDL 5.1 Use multiple media for expressionUDL 7.1 Choices provided to encourage engagementUDL 8.3 Collaboration for common goal
Day 3. Students will be able to compare two of Latin America’s ancient civilizations in order to describe their similarities.
As this lesson is in the first quarter of sixth grade, a topic sentence with fill-in will be included.
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Drill, Day 1 - V. Gordon Childe’s Criteria* of a Civilization
DRILL: Complete the front of this sheet. Use your notes from yesterday if necessary.
1. What is the purpose of V. Gordon Childe’s Criteria* of a Civilization?______________________________________________________________________________
____________________________________________________________________________*criteria: the standard used in making a judgment about something.
2. Complete the review by matching the criteria with their description. Place the correct letter in front of Childe’s criteria.
Childe’s Criteria of a Civilization
Description of each term
Writing and a system of numbers
A Evidence of a variety of large buildings for all people to use.
Ability to produce and store food
B Evidence of a large variety of jobs, not including farmers and hunters.
Development of art style C Evidence of barter or exchanges of items with far away places.
Large public buildings D Evidence of many people living in the area or region
Trade over long distances E Evidence people had different amounts of power, depending on their rank or in society.
The beginning of science F Evidence of the use of letters, pictographs, and/or numbers
A variety of occupations G Evidence of beautiful creations , including sculpture, paintings, music, dance, and writing (such as stories and poems).
A variety of social classes H Evidence of a ruler and/or main government
Large and thickly populated settlements
I Evidence of science, which may include math, engineering, inventions, and technology.
A central government J Evidence of an ability to grow and stock up extra food
3. What do you know about the ancient Aztec, Maya, and Inca societies of Central and South America? Make a list of your information.
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Support:
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EXIT – Civilizations Research, Day 1
identify: name; show; prove
Using today’s notes, compare TWO civilizations. Identify two ways in which they are similar, or alike. Include specific examples to support your statement.
______________________________ ________________________________
Civilization Civilization
1st example: _______________________________________________________________________________
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2nd example : _____________________________________________________________________________
_________________________________________________________________________________________
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EXIT - Civilizations Research, Day 1
identify: name; show; prove
Using today’s notes, compare TWO civilizations. Identify two ways in which they are similar, or alike. Include specific examples to support your statement.
______________________________ ________________________________
Civilization Civilization
1st example: _______________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2nd example : _____________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Childe’s Criteria of a Civilization
Evidence from researchOptional -
Sketch with label(s)
The ability to produce and store surplus food
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Large and thickly populated settlements
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Large public buildings
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A variety and ranking of social classes
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A variety of occupations (jobs)
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Evidence of long distance trading
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Writing and a system of numbers or record keeping
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Development of Art
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Development of Science
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A Central Government or Authority whichRules over thePeople
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Childe’s Criteria of a Civilization
Evidence from researchOptional -
Sketch with label(s)
The ability to produce and store surplus food
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Large and thickly populated settlements
_____________________________________________
_____________________________________________
______________________________________________
_____________________________________________
_____________________________________________
Large public buildings
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety and ranking of social classes
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety of occupations (jobs)
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
______________________________________________
Evidence of long distance trading
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Writing and a system of numbers or record keeping
__________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
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Development of Art
_________________________________________________________
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Development of Science
_________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
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A Central Government or Authority whichRules over thePeople
_________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Childe’s Criteria of a Civilization
Evidence from researchOptional -
Sketch with label(s)
The ability to produce and store surplus food
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Large and thickly populated settlements
_____________________________________________
_____________________________________________
______________________________________________
_____________________________________________
_____________________________________________
Large public buildings
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety and ranking of social classes
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety of occupations (jobs)
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
______________________________________________
Evidence of long distance trading
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Writing and a system of numbers or record keeping
__________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Development of Art
_________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Development of Science
_________________________________________________________
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A Central Government or Authority whichRules over thePeople
_________________________________________________________
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Day #2 - Research summary of Maya, Inca, and Aztec civilizations.
Illustrate your group’s research. The final product must include both text and pictures detailing information. Suggestions include, but are not limited to,
Concept map - Poster or computer-generated ( Inspiration® )
Tableau (colorful, detailed poster) Mobile
Written summary. Three paragraphs, one on each of the ancient civilizations.
** Please talk to me if your group has another idea.
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Ancient Civilizations of Latin America
Aztec - Maya - Inca
1. Choose TWO ancient civilizations and describe how they are similar.2. Use your notes and visual displays throughout room.3. Begin by completing the topic sentence.4. Include at least EIGHT examples, along with details, to support your topic
sentence.5. Please refer to Writers’ Inc for help with transition or linking words, pg 89.
The ancient civilizations of Latin America have many similarities, especially the
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Students will be able to compare two of Latin America’s ancient civilizations in order to describe their similarities.
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