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Ancient Civi l izations of South and Mesoamerica: The Aztec, Mayan, and Incan People

Table of Contents

Unit Overview

Unit Goals 2

Unit Rationale 3

Unit Concept Map 4

Integrated Unit Lessons

Social Studies: Google Earth Tour(Schertz) (Introduction Lesson) 5

Math: Aztec Temple Builder’s Plan (Johnson) 8

Science: Incan Temple Astronomy (Blank) 12

Language Arts: Mayan Calendar Vocab (LaBonty) 19

Social Studies/Math: Quipu Knots (Schertz/Johnson) 23

Social Studies/Art: Making Masks (Schertz) (Conclusion Lesson) 27

Teaching Schedule

Teaching Schedule 32

Assesment and Student Understandings

Individual Lesson Assessments 33

Student Work Appendix 36

Reflections 37-40

Resources

Information and Picture Sources 41

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Unit Goals

This integrated unit is meant to introduce the students to the time period

of Spanish exploration in the American continents and the past civilizations that

compromised the regions the Spanish came into contact with. By introducing the

students to the history of the ancient Mesoamerican civilizations we will sharpen

our skills in math, reading, and social studies. We will adhere to the National

standards of each subject for this grade level and satisfy multiple standards in

single lessons as outlined in the individual lesson plans. Aside from the

academics, our goal is to create a sense of respect from the students for ancient

civilizations and cultures that are different from that of their own.

Lesson Goals Google Earth: The Americas (social studies)

Explore maps of the American continents and compare them with maps of territory occupied by ancient civilizations’.

Temple Math (math)

Understand Mesoamerican temple structure and function. Understand perimeter and area.

Seasons of the Earth (science)

Understand motion of Earth around Sun. Understand what causes the seasons. Explore Incan traditions regarding celestial events.

Mayan Calendar Exploration (reading)

Understand the general idea of ancient Mesoamerican calendars. Understand the vocabulary connected with Mesoamerican civilizations.

Quipo Knots and Graphs (social studies and math)

Understand bar graphs as a means to display information. Explore the Incan tradition of keeping track of numbers.

Mayan Mask (social studies and art)

Explore the art of the Mayan civilization. Create a mask with multiple mediums.

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Rationale

Montanastandardsforfifthgradeindicatethatthechildrenmustlearnabout

EuropeansexploringandsettlingtheAmericancontinents.Theclasstextbooks

haveaboutaparagraphregardingeachofthethreecivilizationswewillhighlight

andthatisinadequatetopresentanobjectiveviewofthem.Therefore,asstatedin

moredepthinourgoals,weaimedtopresentlessonsthatcreatedarespectfor

thesecivilizationandtheculturesthatcameafterthem.Wewillcoverthehistory,

geography,andculture(intheformoftheirworks)oftheMayan,Aztec,andIncan

civilizations.Bycoveringeachwewillalsoprovidethestudentswithsome

backgroundoftheinteractionsbetweennativepopulationsandtheSpanish.Each

lessoninthisunitwillhighlighttheimportantroleeachcivilizationplayedin

creatingtheAmericasoftoday.Itisimportantforthestudentstorealizethat

ColumbuswasonlythebeginningoftheSpanishconquestoftheAmerican

continents,consequentlyallofourlessonswillbringtheclassbacktothetime

periodafterColumbusandbeforeBritishcolonization.

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5

ExploringtheAmericas

GradeLevel 5

Duration 35‐45min

Subjectareas GeographyandWorldHistory

NCSSStandardsAddressed

• Time,Continuity,andChangeo b.Demonstrateanabilitytousecorrectlyvocabularyassociatedwith

timesuchaspast,present,future,andlongago;readandconstructsimpletimelines;identifyexamplesofchange;andrecognizeexamplesofcauseandeffectrelationships;

o d.Identifyandusevarioussourcesforreconstructingthepast,suchasdocuments,letters,diaries,maps,textbooks,photos,andothers;

• People,Places,andEnvironmento a.Constructandusementalmapsoflocales,regions,andtheworld

thatdemonstrateunderstandingofrelativelocation,direction,size,andshape;

o b.Interpret,use,anddistinguishvariousrepresentationsoftheearth,suchasmaps,globes,фandphotographs;

o c.Useappropriateresources,datasources,andgeographictoolssuchasatlases,databases,gridsystems,charts,graphs,andmapstogenerate,manipulate,andinterpretinformation;

• Science,Technology,andSocietyo a.Identifyanddescribeexamplesinwhichscienceandtechnology

havechangedthelivesofpeople,suchasinhomemaking,childcare,work,transportation,andcommunication.

ContentObjectives

TheStudentsWill:

o DeterminethelocationofNorthandSouthAmericaonamapo Demonstrateageneralknowledgeofthelandfeaturesfoundin

CentralandSouthAmerica.o IdentifythemajorcivilizationstheSpanishexplorerscameincontact

with.o Demonstrateanunderstandingofthephysicalaspectsofancient

civilizations’landandhowthateffectedarchitecture.o Identifythehemispheresandwhatlineseparateseach.o IdentifyGoogleEarthasatooltofurtherunderstandworld

geography.

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ProcessObjectives

TheStudentsWill:o Usemaps,charts,andpicturestodeterminewheretheMayan,Aztec,

andIncancivilizationswerelocated.o Discussthegeographicalphenomenathatshapedthesecivilizations

andfacilitatedSpanishcolonization.o Recorddataaccuratelyincludingplacenames.

Resources

GoogleEarth

www.plu.edu

faculty.evansville.edu

www.faqinfosite.com

www.blog.lib.umn.edu

Preparation

CreateaGoogleEarthtourthattakesthestudentsfromtheirschooltoeachofthesiteofthecivilizationsbeingcovered.Ateachstopalongthewayincludeaphotographofanaspectofthatregionthatisimportanttothecivilizationsbeingdiscussed.i.e.:YucatanPeninsulaandChichenItza.

Motivation

Studentswillbemotivatedthroughtheuseofthenewtechnologythatshowsthemthegeographyoftheregionsmorethananymapcould.

Assessment

• Theteacherwillbeassessingthestudentsparticipationandcomprehensionduringthediscussionexercise

• Throughtheworksheettheteacherwillassesthefollowing:o Thestudentswillbeableto:

Labelallhemispheres Labelthecontinentsinthewesternhemisphere DemonstrateageneralknowledgeofwheretheMayan,

Aztec,andIncancivilizationswerelocated Demonstrateaworkingknowledgeofoneofthe

accomplishmentsaccreditedtoeachcivilization

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Name__________________________

GeographySlideShow

1. Whatlineseparatesthewesternandeasternhemispheres?

_____________________________________________________________________________________

2. Whatlineseparatesthenorthernandsouthernhemispheres?

_____________________________________________________________________________________

3. HowmanystatesareintheUnitedStates?____________________________________

4. WhatisthecapitalofMontana?______________________________________________

5. WhatcountyisFrenchtownin?________________________________________________

6. WhatisthebiggestcountryinCentralAmerica?____________________________

7. WhatcountryhadbothAztecandMayanpeople?____________________________

8. WhatwastheoldestcivilizationknowninMexico?___________________________

9. WhatwherethetwocountriesthattheMayanslivedinbesidesMexico?

_____________________________________________________________________________

10. WhatkindofpyramidsdidtheAztecsandMayanbuild?____________________

11. WhatistheMayansymbolforyouage?_______________________________________

12. WhatisthebiggestcountryinSouthAmerica?_______________________________

13. WhatpresentdaycountrydidtheIncanoriginatefrom______________________

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Title:AztecTempleMathGradeLevel:5(Ms.O’Sullivan,Frenchtown)Duration:40minCaitlinByersandJesseLaRoseGoal:Studentswilluseareaandperimetercorrectlytosolveahypotheticaltemple‐buildingproblem.Objectives:From:PrinciplesandStandards,NumbersandOperationsStandards,Grades3­5Studentsshouldbeableto:

• Recognizegeometricideasandrelationshipsandapplythemtootherdisciplinesandtoproblemsthatariseintheclassroomorineverydaylife

• Identify,compare,andanalyzeattributesoftwo‐andthree‐dimensionalshapesanddevelopvocabularytodescribetheattributes

• Understandthatmeasurementsareapproximationsandunderstandhowdifferencesinunitsaffectprecision

• Understandsuchattributessuchaslength,area,weight,volume,andsizeofangelandselecttheappropriatetypeofunitformeasuringeachattribute

Engage:StudentsareshownmanypicturesofAztectemples.Someareshowninpeninsularegionsandothersaredepictedinhighmountainregions.Ask:Whatdoyouthinktheseare?Whatdoyouthinktheseareusedfor?WhatmightposeaproblemforAztecbuilderswhenplanningtobuildatemple?Explain:Aztectemplesandcitieshadtobeplannedaroundsurroundinggeographicfeatureslikeapeninsulaorahighmountainregion.MayanarchitectureisremarkablebecauseAztecsdidnothavepackanimals,ormanytothetoolsotherearlycivilizationsusedtoplanandbuildtheirtemples.Aztectempleswerebuiltusingstrictlymanpower.AztecarchitecturealsostandsoutbecausemostAztectemplesaresteptemples.Transitionfromconcepttoconcept:Aztecarchitectsandbuildershadtoplanarounddifferentgeographicregionswhentheywantedtobuildanewtemple.Youwillhavetodothesame!Explore:Studentsareaskedwhattheyknowabouttheconceptsofareaandperimeter.Demonstrationsarecompletedforbothareaandperimeterusingmodels(blocks).

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Explain:Studentsaregiventheproblem:anareainwhichabuilderplanstobuildatemple,butthereareobstaclesthestudentswillhavetoconsider.Becausetheywillbebuildingasteptemple,liketheAztecs,theywillonlyhavetobuildthefirststep.Inordertocompletetherestofthetemple,theyhavetocommunicatetheperimeterandareaofthefirsttemplesteptootherbuildersintermstheywillunderstand(aquahuitl).Studentswillbegiventhevalueofaquahuitl,andaskedtoconverttheirmeasurements(inmeters)toquahuitls.(1meter=2.5quahuitls)Extend:Thebuildershavefinishedtheplan!Ifeachstepinthetempleissmallerthanthestepbelowit,whatwilltheareaandperimeterofthefinalstepbe?Filloutthetabletofindthelaststep!Evaluate:(Informalsummativeassessment)Studentsbuildingplanswillbeturnedintobegraded.Studentswillbegradedoncompletionandaccuracyoftheirplans,andtheextendactivity.Closure:Studentswillbeaskedtobesurenamesareontheirbuildingplansandtoturnthemin.Materials:graphpaperforallstudents(included)unifixcubesforallstudentsbuilder’splanforallstudentsResources:PrinciplesandStandardsinSchoolMathematics,NCTM2000

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Name:_____________________________

AztecTempleBuilder’sPlanStepNumber Perimeterin

qualhuitlsAreain

qualhuitls

1

2

3

4

5

6

7

8

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Remember:Yourtempledoesnothavetolooklikeanyoneelse’s,orhavethesamenumberofsteps.1meter=2.5qualhuitls

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Title:SeasonsandtheIncanAnchorRocks

School:FrenchtownElementary(Mrs.EustanceandMs.O’Sullivan)

CaitlinByersandJesseLaRose

Standards:

MontanaStateStandards

ContentStandard1—Students,throughtheinquiryprocess,demonstratetheabilitytodesign,conduct,evaluate,andcommunicateresultsandreasonableconclusionsofscientificinvestigations.

ContentStandard2—Students,throughtheinquiryprocess,demonstrateknowledgeofproperties,forms,changesandinteractionsofphysicalandchemicalsystems.

ContentStandard4—Students,throughtheinquiryprocess,demonstrateknowledgeofthecomposition,structures,processesandinteractionsofEarth’ssystemsandotherobjectsinspace.

ContentStandard5—Students,throughtheinquiryprocess,understandhowscientificknowledgeandtechnologicaldevelopmentsimpactcommunities,culturesandsocieties.

ContentStandard6—Studentsunderstandhistoricaldevelopmentsinscience

NSESStandards

UNIFYINGCONCEPTSANDPROCESSES

Systems,order,andorganization

Evidence,models,andexplanation

Change,constancy,andmeasurement

Formandfunction

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SCIENCEASINQUIRY

Abilitiesnecessarytodoscientificinquiry

Understandingsaboutscientificinquiry

PHYSICALSCIENCE

Motionsandforces

EARTHANDSPACESCIENCE

Earthinthesolarsystem

SCIENCEANDTECHNOLOGY

Understandingsaboutscienceandtechnology

SCIENCEINPERSONALANDSOCIALPERSPECTIVES

Scienceandtechnologyinsociety

HISTORYANDNATUREOFSCIENCE

Scienceasahumanendeavor

Natureofscience

Historyofscience

Engage:StudentsseepicturesofananchorrockontheSmartBoard.TodaywewilllearnwhattheIncanpeopleusedthisrockfor.FirstwhocantellmewhatcausesthedifferentseasonsonEarth?

‐Givestudentstimetowritetheirideasonthebackoftheirdiagramsheets.

‐Gatherstudentpreconceptionsaboutthetopicmakingsuretodrawoutanymisconceptionsontheboard.i.e.theEarthgetsclosertothesunduringsummer,orthesun’stemperaturerisesinthesummer

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TRANSITION:Nowthatwehavetheseideas,howcanweproveourideas?Wehavethesemodelswemade.

Explore(usemodelsanddemonstrations):ShowthestudentshowtheEarthrevolvesaroundtheSun.

‐ExplaintostudentsthatthetiltoftheEarthwillalwaysremainthesame,andtokeepourmodelsaccurate,theywillneedtokeeptheiraxispointedattheNorthStar(cutoutofastarhungonceiling)tokeepourmodelsaccurate.

‐AskthestudentstodeterminethepositionoftheEarthduringthesummerinMontanausingthebluestickerasareferencepoint.Havethemrecordtheirobservationsonthebackoftheirdatasheets.

‐StudentsdrawdiagramandexplaininfullsentencesforsummerinMontana.(Wantstudentstostruggle)

‐ChooseeitherAorBandwriteinyourjournal‐showwhatissummerinMontana.Defendyouranswer.(Drawadiagramoftheearth’srotationaroundthesundepictingbothsolstices.ChoiceAissummerinMontana,andChoiceBiswinterinMontana)

TRANSITION:Let’sseehowwedid­thisvideoisanothergreatwaytoproveourideas.

Explain:ShowthestudentsananimationthatdisplaysthatseasonsarecausedbythetiltintheEarth’saxis.(http://www.youtube.com/watch?v=DuiQvPLWziQ)

‐Usethemodeltoshowthemtheseasonschangingintandemwithvideo.

‐ReviewtheconceptoftheNorthernandSouthernhemispheres.

‐Showanimationasecondtime‐havestudentsfollowalongwithmodels.

TRANSITION:YouguysreallyunderstandseasonsintheNorthernHemisphere­let’strytheSouthernHemisphere.RemembertheIncans?Wheredidtheylive?WewanttoknowwhenitissummerinPeru.

Elaborate:HavethestudentsdeterminethepositionoftheEarthwhenitissummerinPeruusingtheredstickerasareferencepoint

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‐Answerquestionbelowdiagram:WhatseasonisitinMontanawhenitissummerinPeru?

‐Gatherstudentstothemaingroupandaskthemagainwhatcausestheseasons.Introducethetermequinox(daysandnightsarethesamelength)andexplainthattheIncansbuiltthisformationtomeasurewhentheEarthwasattheequinoxstageofitsorbit(novisibleshadow).

Evaluate:ThesecondobservationofstudentstryingtofigureoutwhenitissummerinPeruwillprovideagoodideaofhowwelltheyunderstandtheconcept.

‐Alearningguideforstudentswillalsoserveastheevaluation.

Resources:

http://www.youtube.com/watch?v=DuiQvPLWziQ

Materials:(formodel)

3‐4Lampsw/barebulbs(noshades)

Extensioncords

3‐4shish‐ka‐bobsticks

blue/red/blackmarker

yellowstar

3‐4styrofoamballs

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Seasons

Name:____________________________

PartI :Definefollowingterms.

Equinox _______________________________________________________________________________

_______________________________________________________________________________

revolve _______________________________________________________________________________

orbit _______________________________________________________________________________

PartII:Answerthefollowingquestionswithoneofthechoicesbelow.

a. Daysarelongerthannights

b. Nightsarelongerthandays

c. Daysandnightsarethesameinlength

Whenitistheequinox__________________________________________________________________

WhenitissummerinMontana________________________________________________________

WhenitiswinterinPeru_______________________________________________________________

PartIII

WhatdidtheIncasusetheanchorrockfor?________________________________________

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I.BackgroundInformation

GradeLevel:5thGrade

Title:MayanCalendarVocabulary

Objectives:Studentswilllearntousecontextcluestodefinewordsthat studentsarenotfamiliarwith.

Connectiontostateandnationalstandards:

MontanaStateStandardsforCommunicationArts:

LiteratureContentStandard2:Studentsapplyarangeoffoundational skillsandstrategiesastheyread.

IRA/NCTEStandardsfortheLanguageArts:

Standard2:Studentsreadawiderangeofliteraturefrommany periodsinmanygenrestobuildanunderstandingofthemany dimensions(e.g.,philosophical,ethical,aesthetic)ofhuman experience.

Standard3:Studentsapplyawiderangeofstrategiestocomprehend, interpret,evaluate,andappreciatetexts.Theydrawontheirprior experience,theirinteractionswithotherreadersandwriters,their knowledgeofwordmeaningandofothertexts,theirword identificationstrategies,andtheirunderstandingoftextualfeatures (e.g.,sound‐lettercorrespondence,sentencestructure,context, graphics).

I. Materials1. Copiesofselectedtextforeachstudent.(adaptedfromCalender

Converterwebsite)2. Highlighterforeachstudent.3. LongCountcalendarconverterwebsite:

http://www.fourmilab.ch/documents/calendar/4. CollectionofphotosofMayancalendars.

II. Procedure1. ShowstudentspicturesofMayancalendaronSmartBoard.

2. Discusswithstudentswhattheterm“contextclues”means.

3. Readselectedtextwithstudentsaloud,andaskthemtohighlightwordsthey

arenotfamiliarwith.

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4. Discusshowstudentscanusecontextcluestofigureoutwhatthewords

meaninthisselectedtext.

5. Allowstudentsworkindividuallyoncomprehensionquestionsand

vocabularylists.

III. Assessment1. Studentscomparetheiranswerswithasmallgrouptodeterminewhether

theyallhadthesamedefinitions,andtheningroupsmaycomeuptothe

teachertodeterminewhethertheyhavefinishedthevocabulary

appropriately.

2. Inaquickoralquiz,studentsshouldbeasked:“WhatMayancalenderwould

weusetorecordyourbirthday?”Whenstudentsanswercorrectly,teacher

canshowstudentshowtousethewebsitetoconverttheirbirthdaytoLong

CountCalendar,andwriteitintheMayannumeralstheylearnedtheday

before.

IV. Application1. Infuturereadingactivities,studentsshouldhavehighercomprehensionof

wordsorphrasesthattheymaynotbecompletelyfamiliarwith.

V. References:

CalendarConverterWebsite

http://www.fourmilab.ch/documents/calendar/

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MayanCalendars

Name:________________________

TheessentialsoftheMayancalendararebaseduponasystem

whichhadbeenincommonusethroughouttheregion,datingbacktoat

leastthe6thcenturyBC.Itsharesmanyaspectswithcalendars

employedbyotherearlierMesoamericancivilizations,suchasAztec.

Althoughthe19esoamericancalendardidnotoriginatewiththeMaya,

theirrefinementsofitwerethemostsophisticated.Alongwiththoseof

theAztecs,theMayacalendarsarethebest‐documentedandmost

completelyunderstood.

BytheMayamythologicaltradition,asdocumentedinYucatan

peninsulanativeaccounts,theMayangodItzamnaisfrequentlycredited

withbringingtheknowledgeofthecalendarsystemtotheancestral

Maya,alongwithwritingingeneralandotherfoundationalaspectsof

Mayaculture.

TheMayansusedthreecalendars,allorganizedincyclesofdays

ofdifferentlengths.TheLongCountwasthemaincalendarforrecording

history.TheHaabwasusedasthecalendarusedtoscheduleevents.The

Tzolkinwasthereligiouscalendar.AlloftheMayancalendarsarebased

oncountingofdaysinrelationtoagricultureandthecyclesofthesun

andthemoon.TheLongCountCalendarismadeof20shortcycles.This

resultsinatunof360days,whichisthemostsimilarcalendartothe

oneweusetoday.

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Vocabulary

Mesoamerican­

Itzamna

Longcount­

Haab­

Tzolkin­

Tun­

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WhatcalendarwouldtheMayansusetorecordbirthdays?

Mybirthday:_________________________,____

(Month) (Day)(Year)

MyMayanLongCountBirthday:

__________._______________.______________._______________.______________

baktunkatuntunuinalkin

Now,useyourMayannumeralsandtheimagesfrombelowtocreateablacklinedrawingofyourLongCountbirthday.

Baktunkatuntunuinalkin

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Title:QuipuiKnotsGradeLevel:5(Ms.O’Sullivan,Frenchtown)Duration:40minCaitlinByersandJesseLaRoseGoal:Teachstudentshowtorepresentdatathroughtwoforms:quipuiknotsandbargraphs.Objectives:From:PrinciplesandStandards,NumbersandOperationsStandards,Grades3­5Studentsshouldbeableto:

• Representandanalyzepatternsandfunctions,usingwords,tables,andgraphs

• Modelproblemsituationswithobjectsanduserepresentationssuchasgraphs,tables,andequationstodrawconclusions

From:TenThematicStrandsinSocialStudies,1:Culture• “Culturehelpsustounderstandourselvesasbothindividuals

andmembersofvariousgroups.Humanculturesexhibitbothsimilaritiesanddifferences.Weall,forexample,havesystemsofbeliefs,knowledge,values,andtraditions.Eachsystemalsoisunique.”

• Connecttwowaysofdisplayingdata(quipuiknotsandgraphs)fromtwodifferentcultures(IncanandAmerican).

Engage:StudentsareshownmanypicturesofIncaQuipuiknots.Someareverycomplex,whileothersaresimpleandorganized.Ask:Whatdoyouthinktheseare?Whatdoyouthinktheseareusedfor?Canyoudeterminewhatsortofinformationthismightdisplay?Explain:TheancientIncadesignedasystemofcountingandrecordkeepingwithbrightlycoloredstringsthathadstrategicallyplacedknotscalledquipusattachedtoabasecord.Thestringsweredifferentcolors,lengthsandthicknesses.Notwoquipuswerealike.Thesehighlycomplexcountingsystemswerereadbythequipucamayocs(“keepersofthequipus”).TheancientartofquipuisstillpracticedtodayintheAndeanmountainsofPeru,butmostoftheabilitytoreadthestringshasbeenlost.Transitionfromconcepttoconcept:ThisisthewaythattheancientIncanpeople,andevensomepeopleintheAndeanmountainsrecordinformationtoday.Anyonewholookedataseriesofquipuiknotwouldbeabletounderstandtheinformationpresented.Today,weusegraphsasonewaytodisplayinformationeasily.

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Explore:Studentsareaskedtorecordthefollowinginformationintheirjournalsonapagetitled“GatheringInformation”.

1. Numberofpetstheyhave2. Numberofpeoplewholiveinyourhouse3. Numberofboysvs.girlsintheirclass

Studentswillthenallbegivenonelargestring,and3smallerstringsofdifferentcolorsandaskedtorepresenttheinformationtheyhavegatheredbymakingtheirownquipuiknots.*Adaptationsmadeforastudentwhohaslittleuseofherrighthandandarm.Shewillbeabletoaskafriendorteacherforhelpifsheneedsit.Explain:Afterallstudentshavefinishedtheirquipuiknots,theywillbeaskedtoreporttheirindividualdataontoalargeclassdatasheet.Oncethenumbershavebeentalliedforeachcategory,studentswilltakepartasagroupinrepresentingthegathereddatainabargraph.Thefollowingconceptswillbecovered:

1. Equalandconsistentnumbering.2. Appropriatescale.3. Titleofaxis.4. Titleforgraph.

Eachstudentwillhaveseentheprocessofusingdatatomakeanaccuratebargraph.Extend:Studentswillthenbeaskedtocreatetheirowngraphsfromtheirindividualinformationcompletewiththecriteriaenumeratedabove.Onthebackoftheirgraphs,theywillbeaskedtocompleteacompare/contrastaboutthewaysinformationintheIncanculture,andinourcultureisrepresented.Evaluate:(Informalsummativeassessment)Studentsgraphsandquipuiknotswillbeturnedintobegraded.Closure:Studentswillbeaskedtoputtheirnamesonboththeirgraphsandtheirquipuiknots(attachedtocardboardpieces)andturnedin.Materials:1. 4colorsofstring,enoughforeachstudent2. journalstorecordinformation3. bargraphtobeturnedinResources:PrinciplesandStandardsinSchoolMathematics,NCTM2000http://www.brightring.com/quipu.html

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Name:___________________________

QuipuiKnots:Oldandnewwaystorecordinformation

Answerthesequestionsinfullsentences.

1. Whatisaquipuiknot?

2. HowdidancientIncans,andIncansoftodayusequipuiknots?

3. Whatwaysdowerecordanddisplayinformationtoday?

Let’suseabargraphtorecordourinformation!

1. Gatheryourinformation:

Howmanypetsdoyouhave?_________

Howmanypeopleliveinyourhouse?__________

Howmanyboysandgirlsarethereinthisclass?____________

2. Makeagraph:

Usethegraphpapertomakeabargraphofyourinformation.

Rememberto:

1. Labelbothaxis2. Colorcodeyourgraph(useakey)3. Titleyourgraph

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MakingMasks

CaitlinByersandJesseLaRose

FrenchtownElementary

GradeLevel 5thGrade‐Ms.O’SullivanandMrs.Eustance

Duration Three45minuteclasses

SubjectArea(s) History/Art

NCSSandMCSSStandards

“10LessonsTheArtsTeach”

byElliotEisner

ThematicStrands:

Culture

“Inthemiddlegrades,studentsbegintoexploreandaskquestionsaboutthenatureofcultureandspecificaspectsofculture,suchaslanguageandbeliefs,andtheinfluenceofthoseaspectsonhumanbehavior.”

PeoplePlacesandEnvironments

“Duringthemiddleschoolyears,studentsrelatetheirpersonalexperiencestohappeningsinotherenvironmentalcontexts.Appropriateexperienceswillencourageincreasinglyabstractthoughtasstudentsusedataandapplyskillsinanalyzinghumanbehaviorinrelationtoitsphysicalandculturalenvironment.”

Time,Continuity,andChangeStudentsdevelopasenseofhistoricaltimeandhistoricalperspectiveastheystudythehistoryoftheircommunity,state,nation,andworld.(NCSS2007)

“10LessonsTheArtsTeach”

3.Theartscelebratemultipleperspectives.Oneoftheirlargelessonsisthattherearemanywaystoseeandinterprettheworld.

7.Theartsteachstudentstothinkthroughandwithinamaterial.Allartformsemploysomemeansthroughwhich

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imagesbecomereal.

9.Theartsenableustohaveexperiencewecanhavefromnoothersourceandthroughsuchexperiencetodiscovertherangeandvarietyofwhatwearecapableoffeeling.

(NAEA2008)

Howwillstudentsusethetechnologyasatooltoenhancetheirlearning?

StudentswillbeshownimagesofMayan,Aztec,andIncantraditionalmasksusingaPowerPointslideshow.Studentswillbeabletorefertotheslideshowwhiledesigningtheirownmasks.

ContentObjectives 1. StudentscandistinguishbetweenstylesofmasksfromMesoamericanandSouthAmericancultures.

2. Studentsunderstandwhymanycultures,specificallytheMayan,Aztec,andIncan,madeandusemasks.

ProcessObjectives 1. Studentswilldesignamaskthatreflectstheirownpersonalcultureandbeliefs.

2. StudentswillcompleteaVenndiagramaboutthedifferencesandsimilaritiesbetweenwhywemightmakeandwearmasks,andothercultureswouldmakeandwearmasks.

Resources

Hardware/Softwareorothermaterialsrequired

Materials:

PowerPointcapablecomputer

Smartboardorsimilarprojector

PlasterofParisstrips

Water

Vaseline

Paintshirtsforeachstudent

Paint,feathers,glitter,etc.todecoratemasks

Preparation

Toprepareforthislesson,theinstructorneedsto:

1. CreateaPowerPointofMayan,Aztec,andIncanmasksandreasonswhytheyaremade.

2. Useaids,parenthelpers,andTA’stoassistin

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thisproject!3. Askstudentstoweargrubbyclothestoschool

forthedayoftheproject.Motivation/Hook

1. Showstudentsslideshowofmasks,anddiscussthedifferencesbetweenmasksfromthedifferentcultures.

2. Askstudentswhatthemasksreflectaboutthecultures,andwriteresponsesonboardtodiscusswithclass.

Instruction

Descriptionofthepedagogy,strategies,possiblemodificationsandkeyskillsorconceptsneededtobetaughtforallstudentstobesuccessful.

1. Explaintostudentstheprocessofmakingthemasks.a. applyathinlayerofVaselinetostudent’s

face,beingsuretocovereyebrows,andespeciallyaroundthehairline

b. dipstripsofplasterinwater,andsqueezeexcesswateroff,andbegintoapplytoface

c. coverentirefacewithseverallayers,leavingeyeholes,nosehole,andmouthhole.

d. Allowmasktodrye. Teacherremovesmask

2. 5studentsaresittingwhileanotherstudentappliestheirmasks.Theremainingstudentswillbecuttingstripsanddrawingthedesignstheyplanondecoratingtheirmaskswith.

3. Whenallmasksaredry,studentsmaybeginpaintingtheirmasks.Theslideshowshouldbeavailabletostudentsforreference.

4. Whenstudentshavefinishedmasks,askvolunteerstoshowtheirmasktotheclassandaskwhytheychosethedesignorstyletheydid.

5. GuidestudentsthroughVenndiagram,discussingthedifferencesandsimilaritiesbetweenthereasonsculturesmakemasks.

Linkstorelevantwebsites

http://www.lagaleria‐artcrafts.com/images/mascara_maya_7‐001‐.jpg

http://www.prometheus‐imports.com/dmMHM03plumed_masksm.jpg

http://www.barbaraknott.net/Aztecmask.jpg

http://www.wulflund.com/images_items/aztec‐funeral‐mask_2.jpg

http://yourartteacher.com/images/incamask.bmp

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Assessment

Howwillyouknowifthestudentsunderstand?

1. StudentswillbeabletodiscussthereasonsMayan,Aztec,andIncanpeoplecreatedandworemasksintheirVenndiagrams.

2. Studentswillbeabletotakepartinclassdiscussionofsimilaritiesanddifferencesinculturesmasksandwhytheyworethem.

­religiousceremonies

­battle(armor)

­arts(entertainment)

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Mayan,Aztec,andIncanMasks OurMasks

Similarities

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Teaching Schedule

Lesson Date/Time Taught *Classes Taught Social Studies: Google

Earth Tour Monday 11/23: 1:20-2:00 p.m.

2:00-2:40 p.m. Eustance O’Sullivan

Math: Aztec Temple Builder’s Plan

Tuesday 11/24: 9:00-10:00 a.m. O’Sullivan

Science: Incan Temple Astronomy

Tuesday 11/24: 1:20-2:00 p.m. 2:00-2:40 p.m.

Eustance O’Sullivan

Social Studies/Math: Incan Quipu Knots

Monday 11/30: 10:00-11:00 a.m. O’Sullivan

Reading: Mayan Calendar Vocab

Tuesday 12/1: 9:00-10:00 a.m. O’Sullivan

Social Studies/Art: Making Masks

Tuesday 12/1: 10:00 -11:40 a.m. Wednesday 12/2: 2:00-3:30 p.m.

O’Sullivan

Total Teaching Hours: 8 hours 45 minutes

* We had the unique opportunity of teaching many(in addition to the two in our integrated unit) of our lessons twice, which resulted in great opportunities for reflection and planning after the first lesson in preparation for the second lesson. This schedule also gave us a realistic view on team teaching with teachers in the same grade band. Both Ms O’Sullivan (our cooperating teacher), and Mrs. Eustance were very flexible 5th grade teachers who were able to provide us with this opportunity.

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Social Studies Lesson: Google Earth Tour (Introductory Lesson) Goals How Were They

Achieved? Assessment Student

Performance and Comments

Develop an understanding and mental picture of the geographical and political regions that the integrated unit were based on.

Students were taken on a Google Earth Tour from their school to all the major ruins and ancient civilizations of Mayan, Aztec, and Incans.

All students completed Tour Guide worksheet to help students stay focused and to gauge understanding.

All 38 students received 85% or better on their tour guides, and were very engaged and excited about the use of Google Earth.

Math Lesson: Aztec Temple Builder’s Plan Goals How Were They

Achieved? Assessment Student

Performance and Comments

Review concepts of area, perimeter, and scale conversion.

Students were presented with an area/perimeter problem to solve individually.

Students develop a builder’s plan that was converted into the Aztec unit of measure.

Students struggled with the concepts of area and perimeter, and even more with converting their measurements. So much so that this assignment was not graded. We were told students had more experience with area and perimeter, but we

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needed to assess that knowledge for ourselves prior to teaching this lesson.

Science Lesson: Incan Temple Astronomy Goals How Were They

Achieved? Assessment Student

Performance and Comments

Students should understand that the seasons are caused by the tilt in the Earth’s axis and that the Incans used an anchor stone to tell when the equinoxes were going to occur.

Students were broken into groups of 6 and divided among three models of the Earth, Sun, and the rotation of the Earth on it’s axis.

Students in both classes were asked to answer this question: “What season will it be in Montana if it is summer in Peru? Demonstrate with the model.”

Each student in each group correctly demonstrated the correct position of the Earth in relation to the sun for summer in Peru, and answered their questions correctly.

Reading Lesson: Mayan Calendar Vocab Goals How Were They

Achieved? Assessment Student

Performance and Comments

Students should understand the use of context clues for defining difficult or unknown words in their reading.

Students were given selected text with very obvious and some obtuse context clues for words they had little to no

All students were asked to define the vocabulary words that were found in the text and complete accompanying

Each student completed their vocabulary and comprehension questions, and gained a valuable skill for reading.

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experience with. comprehension questions.

They also enjoyed the extend activity which connected a previous lesson to this one.

Social Studies/Math Lesson: Quipu Knots Goals How Were They

Achieved? Assessment Student

Performance and Comments

Connect the Incan form of record keeping with a current tool for record keeping, and teach the basics of graphing information.

Students created their own Quipu knot about their personal information.

Students graphed their personal information on a bar graph.

19/21 students successfully completed the assignment and received 95% or better. Students brought up the comparison of the quipu knot to the bar graph, and how some even looked similar.

Social Studies/Art Lesson: Making Masks (Conclusion Lesson) Goals How Were They

Achieved? Assessment Student

Performance and Comments

Students discover the purpose of masks in many cultures: Aztec, Incan, Mayan, and contemporary American.

Students viewed a slideshow of Mayan, Aztec, and Incan masks, and made and decorated their own mask.

Students completed a Venn diagram about uses of masks in different cultures.

The students successfully competed their Venn diagrams correctly, and loved the art lesson.

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Student Work Appendix

36A Social Studies: Google Earth Tour- Work returned to students for further exploration with Google Earth.

36B Math: Aztec Temple Builder’s Plan- Selected student work.

36C Science: Incan Temple Astronomy- Selected student work.

36D Language Arts: Mayan Calendar Vocab- Selected student work.

36E Social Studies/Math: Quipu Knots-Selected student work.

36F Social Studies/Art: Making Masks-Venn diagrams returned to students for examples for other Venn diagrams with classroom teacher. Photos of students with masks pending.

Caitlin Byers – Integrated Unit Reflection

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1. What did you learn about your skills and abilities as a teacher?

This semester, I was placed in a 5th grade classroom. Prior to this semester, the oldest students I had worked with was 2nd grade. I was slightly intimidated to work with a significantly older group. However, I found my fears unfounded. I was able to develop a rapport with the students without being just a friend, but a respected authority figure. I learned that when I am nervous, I teach quickly and without consideration for student understanding, rather I jump quickly from activity to activity in hopes of keeping students busy. On the flip side, I realized that weakness, and have been able to successfully catch myself when I am teaching too quickly.

2. What were the strengths of your lessons? What areas need improvement? What changes would you make if you taught this unit again?

I felt that the strengths of my lessons were in their conceptual and inquiry based nature. I think I approached the connections between Mayan, Aztec, and Incan cultures with problems my students could solve, but that would take work. As well, I think the lessons were meaningful to my students and applied not only to their lives, but gave them a more personal view of history. Weaknesses of my lessons were that some were too busy. In an effort to challenge students, I went overboard and cluttered my lessons instead of streamlining them. If I could re-teach this unit, I would teach the lessons in a different succession, and also give students more experience with each culture on its own rather than 3 cultures that were alike.

3. How did you support cultural and academic diversity in your unit?

This unit was very culturally and academically diverse. First, our unit was based on the native peoples of Mexico and South America prior to colonization. Many students receive experience with North American natives prior to Europe, but the Americas from this point of view is unique. Academically, we made careful considerations for many kinds of learners. We used pictures and the SmartBoard as often as possible for visual learners, used models and hands on activities when appropriate for our kinesthetic learners, and made sure our oral directions were clear for auditory learners.

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As well, students had every opportunity to work in groups, or independently as we and they saw fit depending on the lesson.

4. How did you incorporate technology? How did using these “tools” impact student understanding.

Aside from being completely blown away by Google Earth, our students had many opportunities to work with technology. We introduced each lesson with a mini Google Earth tour , and used the Smart Board for students to interact with the program. As well, we used picture slideshows, media clips, and interactive text that students had the chance to manipulate using the Smart Board. Our students’ experience was supported by this use of technology because it demonstrated appropriate classroom uses for the multitude of resources that are available to these students.

Jesse LaRose- Integrated Unit Reflection

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1. What did you learn about your skills and abilities as a teacher? Overall, this semester taught me the importance of being able to be flexible with your lesson plans. There are many adjustments that must be made before, during, and after the lesson is taught. I feel like I have gotten an opportunity to refine my skills of adjusting on the fly. It also reinforced the notion that being patient and easy going go hand-in-hand with effective teaching.

2. What were the strengths of your lessons? What areas need improvement? What changes would you make if you taught this unit again? The scope of our unit was spot on and I would not change it a bit. What could have been adjusted was our assessment of the extent of the prior knowledge the students had going into each lesson. At times are lessons missed the mark and were either too difficult or not challenging enough. It seems to me that I would have a better grasp of this if I was exposed to the students on a daily basis. This unit was hands on and engaging for the students and I view that as a major strength.

3. How did you support cultural and academic diversity in your unit? By introducing these concepts through ancient civilizations the students can remove themselves from the situation and look on as an outsider. They should have come to respect the civilizations that came before ours and through this learn to see the world as a more diverse place and appreciate that is a good thing. Also, by analyzing past cultures abuses of other types of people the students should see the damage caused by not respecting diversity.

4. How did you incorporate technology? How did using these “tools” impact student understanding.

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Google Earth was a cornerstone in our unit. Often times we would begin a lesson by reviewing the area being discussed via Google Earth. It was incredible how engaged the students were when we involved the smart board to display artifacts and maps of the ancient civilizations we covered. The smart board was an extremely easy tool to use and allowed the students to see better quality photographs then the textbook could ever muster. It is my goal to make the smart board an integral part of my teaching practices.

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Resources

Books

Baquedeno, E.(2005). Aztec, Inca, and Maya.DK Eyewitness. New York, NY.

Conklin, W. (2000). Aztec, Inca, and Maya. Teacher Created Materials. Huntington Beach, CA.

Ferguson, D. (2000).Tales of the plumed serpent: Mayan, Aztec, and Incan myths. Collins &Brown. New York, NY.

Principles and Standards in School Mathematics, NCTM 2000

Websites

http://mayaincaaztec.com/

http://www.kn.pacbell.com/wired/fil/pages/listmayansms1.html

http://www.westirondequoit.org/ihs/library/mayan.html

Seasons Movie Clip:

http://www.youtube.com/watch?v=DuiQvPLWziQ

Maya Long Count Calendar Converter:

http://www.fourmilab.ch/documents/calendar/