kyliejones.weebly.com€¦ · Web viewIn this lesson on ancient civilizations students will work individually, in pairs, and in groups to research and understand the key concepts

Kylie Jones Ancient Civilization Unit Plan for 6th grade

Classical Traditions and Major Empires in the Western HemisphereMayan, Aztec, and Incan Societies

Kylie Jones

SOC 309 - 04

November 12, 2014

Jones - Unit Plan Page 1


Sixth Grade Unit PlanAncient Civilizations

Classical Traditions and Major Empires in the Western Hemisphere

Mayan, Aztec, and Incan Societies

Table of Contents

Overview…………………….………………………………………………………………………………………………………………....Page 3

Michigan Grade Level Content Expectations (GLCE) addressed……………………………………………………………………………………………………………………………………….Page 3

KUDs ……………………………………………………………………………………………………………………….…………….………Page 4

Unit Assessment…………………………………………………………………………………………………………………………….Page 6

Lesson One: Unit Vocabulary………………………………………………………………………………………………………...Page 7

Lesson Two: Diving into the Mayan Civilization.........................................................................................................................................Page 9

Lesson Three: Diving into the Incan Civilization……………………………………………………………………………………………..………………………………..……Page 11

Lesson Four: Diving into the Aztec Civilization………………………………………………………………………………………………………………………………….…Page 13

Lesson Five: Putting Together the Class Structures………………………………………………………………………………………………………………………….………….Page 15

Lesson Six: Creating Your Own Civilization…………………………………………………………………………………………………………………………………….Page 17

Additional Resources……………………………………………………………………………………………………………..Page 19 - 28

Rubrics…………………………………………………………………………………………………………………………..……………..Page 29

Works Cited…………………………………………………………………………………………………………………………………..Page 30



Over View

Over View: In this lesson on ancient civilizations students will work individually, in pairs, and in groups to research and understand the key concepts of each of the civilizations. The students will show their understanding of each lesson through presentations, exit tickets, and posters. By the end of this lesson students will be able to describe the similarities and differences between the Maya, Inca, and Aztec class structure, role, religion and class structure. This unit is mainly focuses on students researching and finding out information for themselves instead of through lecture. Students will start out with a lesson focusing on vocabulary and then looking at each of the civilizations in depth. Then student will look at the three civilizations comparing and contrasting their structure, role, religion, and class structure. And finally the unit ends in students creatively creating their own class structure.

Introduction: Students will start out with a lesson focusing on vocabulary and then looking at each of the civilizations in depth. Then student will look at the three civilizations comparing and contrasting their structure, role, religion, and class structure. And finally the unit ends in students creatively creating their own class structure.

Michigan’s Grade Level Content Expectations for this unit:

GLCE: 6 – W3.1.3:

Describe similarities and differences among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.



Classical Traditions and Major Empires in the Western Hemisphere

Mayan, Aztec, and Incan Societies

KUDs

GLCE and Verb GLCE : 6 – W3.1.3 Describe similarities and differences among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.Verbs: Describe

Knowledge (K) Understand (U) DOL:Demonstration of Learning (DO)

Vocabulary I Can

Reasoning -Students will know about the economy, religion, role, and class structure of the Mayan, Aztec, and Incan societies.

Students will recognize the similarities and differences among the Mayan, Aztec, and Incan societies.

- Students will be put into groups based on the skill level then they will be assigned a society; Mayan, Aztec, or Incan. Once in their groups students will work together using resources such as the internet, books, or handouts to each create their own group poster. Each of their posters must describe the economy, religion, and role and class structure of their society.- After students have created their own group posters then mix the groups putting one person from each society in each group and then tell them to create a Venn diagram of the three societies. The Venn diagram must describe the similarities and differences of the economy, religion, and role and class

MayanAztecIncanSocietyEconomyRoleClass structure

I can tell someone about the differences and similarities among the Mayan, Aztec, and Incan societies based on the economy, religion, role and class structure of each society.



structure of each society.- Each group with then present their Venn diagrams to the class explaining the similarities and differences between the Mayan, Incan, and Aztec societies.



GLCE : 6 – W3.1.3 Describe similarities and differences among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.

Assessment

Students will be assessed daily given exit cards every day after each lesson so I can assess the students on what they have learned and what they still need to have some more understanding on.

Other forms of assessment will be given throughout each lesson such as presentations, and individual work as well.

Students will be assessed on their understanding of the Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure by creating group posters and then a Venn diagram to show the similarities and differences among the societies.

Students will also be asked to write a paper on their understating of the similarities and differences of the Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure.

Students will be asked to create their own civilization I want students to gain a deeper meaning an understanding of what aspects need to be met to create a civilization. I want students to truly understand what is meant by class structure, role, religion, economy of a civilization.Through these presentations of the civilizations they create students will be assessed on their understanding on what role, class structure, religion, and economy mean to a civilization and how it affects the people who live in the civilization.



Lesson One: Vocabulary

Lessons: How will you take them where they need to go? (Step-by-Step plan from A-Z)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they

need?(Page #s read,

graphic organizers, books, posters,

realia, etc…)Today we are going to start our unit on three different ancient civilizations the Aztec’s, Mayan’s and the Inca’s. But before we start looking at each civilization we are going to look at some vocabulary words associated with each one.We are going to create a word wall so we can look at all of the words we may come across when looking at the Aztec’s, Mayan’s and Inca’s at any time. We can also add words to our word wall as well; as the unit goes on.

The word wall will be on a large bulletin board in the classroom where students can access the board easily at any time to look at the words, add to, and modify the wall.The word wall will consist of the vocabulary word, a picture, the student’s personal definition of the word, and the word used in a sentence.

Word wall worksheet page 23

Here are some of the words we may come across during the next few lessons on the worksheet.Each of you will be assigned a group and a few words that you will need to look up using the text book or any technology which ever you chose.You first will work alone filling out the worksheet based on what you think the word means. Then you will work in your group and discuss differences in the descriptions, pictures and sentences each of you came up with. After the

Give the students a list of the words that the students may come across as the unit goes on.Then divide the students into groups and give each group the different vocabulary words that they will be exploring.Students need to work on their own first and then work together discussing as a group to come up with the best definition, picture, and sentence for their worksheet.This should be done collaboratively and everyone should have their say in the vocabulary word definition.I will be walking around asking questions about the picture and

List of the vocabulary words page 24List of vocabulary words for each group page 25



discussion in groups each group will make a collaborative worksheet that involved everyone’s ideas into one definition, picture, and sentence.

definition to make sure that students really understand the word in a real world context not just with the definition.

After you think your group is finished you will all come up the front of the class explaining your picture, sentence, and definitions so everyone can understand the definition of your word. Please then put your worksheet on the word wall.

After students have come up with their collaborative group worksheet for their vocabulary words they will each present the words to the class showing their worksheet to the class. After the group has presented they need to put their worksheet up on the word wall.

Word WallWorksheets for Vocabulary

Exit ticket: I want you to write one word that you learned today that you understand very well with an informal definition and then write down any words you still are confused about and are in need of clarification and we will be sure to go over some of those words at the beginning of next class’s lesson.

I will ask the students to write down any words they understand very well and one word they still have a question on and do not understand so I can see exactly where they are in the understanding of the words for which they learned during the lesson.

Note cards for the exit ticketsPaperPencils

Homework: You have the option finishing a crossword puzzle or a word search before class tomorrow. These words will help reflect on the words we have looked at today and get you familiar with the civilizations before we look more deeply into the different groups later this week.Also they need to create a vocabulary booklet to help learn the different vocabulary words they may struggle with.

The homework I am giving them allows the student to be more familiar with the words we have used today and this will lead them into the future lesson on the three societies.Students will be asked to create a vocabulary booklet and they can place words that they are struggling with understanding to learn in the booklet.

Note: The vocabulary booklet was turned in prior but I will provide a picture on Page 26.

Crossword Puzzle Link: (this will need to be printed out for each child)http://www.ducksters.com/games/crossword_puzzle/aztec_maya_print.phpWord Search Link : (this will need to be printed out for each child)http://www.ducksters.com/games/


http://www.ducksters.com/games/word_search/aztec_maya_print.php


http://www.ducksters.com/games/crossword_puzzle/aztec_maya_print.php




word_search/aztec_maya_print.php

Lesson Two: Diving into the Mayan Civilization




Resources needed: What materials

and resources will they need?

(Page #s read, graphic organizers,

books, posters, realia, etc…)

Today you are going to act as reporters and find as much information on the Mayan Civilization as you can. You will be given a worksheet to help guide your thinking but you are not bound to what the worksheet asks of you.Good reporters stick to the story so I want you to look at the websites I have provided but if you find a website that is a great reliable source you can ask me about it and you may be able to use it.I will assign the groups you will be working on for the project and after you and your group feel you have enough information to report you and your group will present the information you have found.I suggest you make a poster to explain what you have found but if you want to explain the information orally you may.

Students will be asked to be reporters and use websites I have provided to find and explore information about the Mayans. They will also be given a worksheet to fill out and use as a guide to organize their findings.Students will then be asked to report what information they have found about the Mayans to the rest of the class.Students will work in groups of three when they present they must each say something in the presentation. The students can present orally or they may use a poster to explain their finding to the class. They will have two minutes to present their finding to the class.I will be walking around monitoring what the students are finding making sure they are using appropriate websites and staying on track.The presentations are very informal and I will not be assessing their presentation skills the goal through the activity is to explore the Mayan society and learn about their culture.

Website on Mayan’s options:http://mayas.mrdonn.org/index.htmlhttp://mayaincaaztec.com/index.htmlhttp://www.ducksters.com/history/aztec_maya_inca.phphttp://tarlton.law.utexas.edu/exhibits/aztec/maya_social.htmlWorksheet : Finding’s on the Mayan’s (Page 19)Materials :PostersMarkersPaperPencils


http://tarlton.law.utexas.edu/exhibits/aztec/maya_social.html



http://www.ducksters.com/history/aztec_maya_inca.php



http://mayaincaaztec.com/index.html



http://mayas.mrdonn.org/index.html






I want to now talk about the information that was found on the Mayans and talk about what information we think is important and relevant information about the Mayans. What did we learn about the Mayan civilizations class structure, culture, art, history, religion, and economy?

I will have a class discussion on the information that was presented about the Mayans and ask questions to the class based on the civilizations class structure, culture, art, history, religion, and economy.All of the answers students give will be written on the board.Students need to answer the questions based on the information they have gathered or from other information they have heard through other group reports.

Materials:PencilPapersNotes the students took during the reports.

We are going to then switch groups and play a game of jeopardy on the Mayan’s to review what you have learned today.

I will groups the students into new groups of three and then allow the students to use materials throughout class they have found information about the Mayans rather this be through notes, worksheets or pictures they have drawn.The students will then play the game of Jeopardy.

Jeopardy game Power Point: Maya Jeopardy Game.ppt

Exit Ticket:Each of you will write down one aspect you have learned about the Mayan’s and you will write down one question you still have about the Mayan’s

These questions will be asked of the students so I can assess what they have learned and what they still are unclear on.

Note Cards

Homework:You will be asked to go home and great your own mural on a piece of pater just like the Maya used to due. These murals usually consisted of scenes from daily life, mythology, battles, and religious ceremonies. Please create a mural and give a description of the painting you created.

Let the students know that the Maya painted murals on the walls of their buildings including their houses, temples, and public buildings. The subjects of the murals varied widely including scenes from daily life, mythology, battles, and religious ceremonies. Unfortunately, due to the high humidity of the region, few of the murals have survived.Have the students create the murals as a reflection of what they have learned about the importance of Maya Art.

Homework worksheet page 28PaintPaintbrushCardstock



Lesson Three: Diving into the Incan Society








Today you are going to act as reporters and find as much information on the Incan Civilization as you can. You will be given a worksheet to help guide your thinking but you are not bound to what the worksheet asks of you.Good reporters stick to the story so I want you to look at the websites I have provided but if you find a website that is a great reliable source you can ask me about it and you may be able to use it.I will assign the groups you will be working on for the project and after you and your group feel you have enough information to report you and your group will present the information you have found.I suggest you make a poster to explain what you have found but if you want to explain the information orally you may.

Students will be asked to be reporters and use websites I have provided to find and explore information about the Incans. They will also be given a worksheet to fill out and use as a guide to organize their findings.Students will then be asked to report what information they have found about the Incans to the rest of the class.Students will work in groups of three when they present they must each say something in the presentation. The students can present orally or they may use a poster to explain their finding to the class. They will have two minutes to present their finding to the class.I will be walking around monitoring what the students are finding making sure they are using appropriate websites and staying on track.The presentations are very informal and I will not be assessing their presentation skills the goal through the activity is to explore the Incan society and learn about their culture.

Website on Incan’s :https://mrgrayhistory.wikispaces.com/UNIT+9+-+AZTECS+%26+INCAShttp://incas.mrdonn.org/index.htmlhttp://mayaincaaztec.com/index.htmlhttp://www.ducksters.com/history/aztec_maya_inca.phpWorksheet : Finding’s on the Incan’s (Page 20)Materials :PostersMarkersPaperPencils

I want to now talk about the information that was found on the Incans and talk about what information we think is

I will have a class discussion on the information that was presented about the Incans and ask questions to the class based on the civilizations class

Materials:PencilPapersNotes the students








http://incas.mrdonn.org/index.html



https://mrgrayhistory.wikispaces.com/UNIT+9+-+AZTECS+%26+INCAS




important and relevant information about the Incans. What did we learn about the Incan civilizations class structure, culture, art, history, religion, and economy?

structure, culture, art, history, religion, and economy.All of the answers students give will be written on the board.Students need to answer the questions based on the information they have gathered or from other information they have heard through other group reports.

took during the reports.

We are going to then switch groups and play a game of jeopardy on the Incan’s to review what you have learned today.

I will groups the students into new groups of three and then allow the students to use materials throughout class they have found information about the Incans rather this be through notes, worksheets or pictures they have drawn.The students will then play the game of Jeopardy.

Jeopardy game Power Point: Inca Jeopardy0.ppt

Exit Ticket:Each of you will write down one aspect you have learned about the Inca’s and you will write down one question you still have about the Inca’s


Note Cards

Homework:You will be given a small amount of clay and asked to go home and create a figure of people or animals the way the Inca’s did using sticks/pencils.You many find the ideas of what to sculpt using the National Geographic web resource.

Students will be given clay—preferably earth-based clay, rather than a commercial product—and simple tools such as sticks, so they can make figures of people and animals the way the Incas did. Have books on hand with pictures of Inca art to give the children models to copy, just as young Inca artists may have learned from the finished artwork of their elders.Students can use National Geographic to find different aspects to sculpt or they can scan pictures out of the books.

Inca Statue Making Homework Worksheet Page 27NationalGeographic.com displays images of artifacts found in burials with Inca mummies.Picture books for Incans

Lesson Four: Diving into the Aztec Society










Today you are going to act as reporters and find as much information on the Aztec Civilization as you can. You will be given a worksheet to help guide your thinking but you are not bound to what the worksheet asks of you.Good reporters stick to the story so I want you to look at the websites I have provided but if you find a website that is a great reliable source you can ask me about it and you may be able to use it.I will assign the groups you will be working on for the project and after you and your group feel you have enough information to report you and your group will present the information you have found.I suggest you make a poster to explain what you have found but if you want to explain the information orally you may.

Students will be asked to be reporters and use websites I have provided to find and explore information about the Aztecs. They will also be given a worksheet to fill out and use as a guide to organize their findings.Students will then be asked to report what information they have found about the Aztecs to the rest of the class.Students will work in groups of three when they present they must each say something in the presentation. The students can present orally or they may use a poster to explain their finding to the class. They will have two minutes to present their finding to the class.I will be walking around monitoring what the students are finding making sure they are using appropriate websites and staying on track.The presentations are very informal and I will not be assessing their presentation skills the goal through the activity is to explore the Aztec society and learn about their culture.

Website on Aztec’s options:https://mrgrayhistory.wikispaces.com/UNIT+9+-+AZTECS+%26+INCAShttp://aztecs.mrdonn.org/index.htmlhttp://mayaincaaztec.com/index.htmlhttp://www.ducksters.com/history/aztec_maya_inca.phphttp://home.freeuk.net/elloughton13/history1.htmhttp://tarlton.law.utexas.edu/exhibits/aztec/aztec_social.htmlWorksheet : Finding’s on the Aztec’s (Page 21)Materials :PostersMarkersPaperPencils


http://tarlton.law.utexas.edu/exhibits/aztec/aztec_social.html



http://home.freeuk.net/elloughton13/history1.htm









http://aztecs.mrdonn.org/index.html







I want to now talk about the information that was found on the Aztecs and talk about what information we think is important and relevant information about the Aztecs. What did we learn about the Aztec civilizations class structure, culture, art, history, religion, and economy?

I will have a class discussion on the information that was presented about the Aztecs and ask questions to the class based on the civilizations class structure, culture, art, history, religion, and economy.All of the answers students give will be written on the board.Students need to answer the questions based on the information they have gathered or from other information they have heard through other group reports.

Materials:PencilPapersNotes the students took during the reports.

Exit Ticket:Each of you will write down one aspect you have learned about the Aztec’s and you will write down one question you still have about the Aztec’s.


Note Cards

Homework:I want you to go home and research the importance of the sun to the Aztec people, finding out how they were represented visually. You may use the internet or library to help. I then want to give you a paper plate and then I want you to create your own personal interpretation of the Aztec sun. Design the sun god faces on the front of each pater plate using markers, pain or cut out pieces. You may want to cut out a face and a nose in your paper place. At the beginning of the next lesson we will discuss the similarities and differences of your faces.

Students will be researching the importance of the sun to the Aztec people. They will be asked to create the sun god in their own representation. The students need to do the research at him and create the representations at home being as creative as they want. They must also be able to explain their mask and why they chose to create the mask in the way that they did.

Materials: Teacher providesPaper PlateWorksheet describing the assignment (page 22)At home MaterialsMarkersPaintScissorsTechnology



Lesson Five: Putting the class structures together








Today we will look at the class structure, role, religion, and economy of each civilization comparing and contrasting each element.Looking back on your notes of each of the civilizations please work with a partner brainstorming some similarities and differences between the Aztec, Inca, and Mayan class structure, role, religion, and economy.

Have students get into pairs and work on creating a poster of the similarities and differences between the Aztec, Inca, and Mayan class structure, role, religion, and economy.

PostersPast NotesPaperPencils

After you have your partner have looked at the similarities and differences you will then be put into groups of four to see other groups’ ideas.

After students have looked at the similarities and differences in pairs they will be asked to get into groups of four now and get other students ideas on what they have put as similarities and differences of the two.

Posters

Now we will come together as a group and write down what we think the similarities and differences between the Aztec, Inca, and Mayan class structure, role, religion, and economy are.

Have students come up and write down similarities and difference of the civilizations on the board. Divide the board into a Venn Diagram so each student can see the visual representation.

MarkersPostersVenn Diagram Structure



Exit Ticket :What are some similarities and differences between the Aztec, Inca, and Mayan class structure, role, religion, and economy?

This will assess students’ individual understanding of what they have learned to day.

Note Card

Homework:Each of you will write a paper on the similarities and differences similarities and differences between the Aztec, Inca, and Mayan class structure, role, religion, and economy.

This paper will need to have aspects of the Aztec, Inca, and Mayan, class structure, role, religion, and economy. This will assess students on their individual understanding of the civilizations

PaperPencil



Lesson Six: Creating Your Own Civilization

Lessons: How will you take them where they need to go? (Step-by-

Step plan from A-Z)



Resources needed: What materials and resources will they

need?(Page #s read,

graphic organizers, books, posters,

realia, etc…)Today you will be working in groups and creating your own civilization. I want you to keep in mind the class structure, religion, role, and economy of your civilization. Please be very creative and very specific of the details of your civilization. Think about each of the aspects we have looked at such as art, history, food, location, and resources of each civilization. Be sure to include each of these in your presentation to the class of your civilization. You and your group may want to create a poster, video or power point to share your ideas with the class. Be sure to describe your civilization as well as what a day in the daily life of a person in your civilization would do.

Students will be working in groups and be asked to create their own civilizations. The students need to mention class structure, religion, role, and economy of their civilization. The students will also want to use art, history, food, location, and resources to describe their civilizations. The students will be assessed on how creative they have been and the amount of information they have created about their civilization.

PostersVideo TapesComputersMarkersCraft supplies

Present your civilizations you have created to the class and make sure to explain the aspects that make up a civilization. We are going to discuss everyone’s civilizations after they have presented asking questions and sharing ideas.

Through the presentations I want students to gain a deeper meaning an understanding of what aspects need to be met to create a civilization. I want students to truly understand what is meant by class structure, role, religion, economy of a civilization.



Exit Ticket:Please explain what you think the importance of class structure, role, religion and economy have on a civilization.

This exit ticket will assess their understanding of the importance of what economy, class structure, role, and religion have on a civilization.

Note Cards



Name: ______________Date:______________

Findings on the Mayans

Write down any information you find on the following aspects of the Mayans. Remember that this is not the only information you can choose to report to the class. Be creative and have fun!

Location:

Economy:

Family:

Culture:

Farming:

Art:

History:

Society:



Name: ______________Date:______________

Findings on the Incans

Write down any information you find on the following aspects of the Incans. Remember that this is not the only information you can choose to report to the class. Be creative and have fun!

Location:

Economy:

Family:

Culture:

Farming:

Art:

History:

Society:



Name: ______________Date:______________

Findings on the Aztecs

Write down any information you find on the following aspects of the Aztec’s. Remember that this is not the only information you can choose to report to the class. Be creative and have fun!

Location:

Economy:

Family:

Culture:

Farming:

Art:

History:

Society:



Name:_____________

Date:_____________

Aztec Sun God Creation

Homework Directions:

You will need to go home and research the importance of the sun to the Aztec people and find out how it was represented visually. Make sure you write down a few notes because we will be having a class discussion on the importance of the Sun to the Aztec people. You will the take a paper plate and create a personal interpretation for the Aztec Sun. You may want to create a face and nose and then design different symbols or words on your plate. Be creative using different colors and designs to represent your thinking. Make sure you can explain why you made your design the way you did in a way in which the class understands. You want to write a few sentences beforehand.



Name: ________________

Date:________________

Word Wall Vocabulary

Vocabulary word:

____________________________

Your personal definition: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Your picture:

Word used in a Sentence:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



List of Vocabulary words

Adobe — brick or building material made from sun dried mud and straw

Causeway — raised road across wet ground

Stela — upright stone or slab inscribed to commemorate an event

Mesoamerica — extending south and east from central Mexico to include parts of Guatemala, Belize, Honduras, and Nicaragua

Codex — ancient book made of bark paper or animal skin

Glyph — pictures or symbols used to represent an object

Tribute — gifts that a conquered group must give as payment to their conquerors

Thatched — made from straw or reeds

Conquistador — soldier who conquers land and people in a foreign land

Plaza — grand, open square in a town or city

Alliance — union or friendly agreement between two groups of people

Mosaic — picture or design made by setting small colored pieces of stone or tile into a surface



Vocabulary words for each group

Group 1

Adobe

Causeway

Group 2

Stela

Mesoamerica

Group 3

Codex

Glyph

Group 4

Tribute

Thatched

Group 5

Conquistador

Plaza

Group 6

Alliance

Mosaic



Vocabulary Foldable Example



Name:________________

Date:________________

Inca Statue Design Homework

Directions:

You will be given clay preferably earth-based clay, rather than a commercial product—and simple tools such as sticks or pencils, so you can make figures of people and animals the way the Incas did.

Please design a figure the way the Incas would using a picture or a web resource such as NationalGeographic.com

Also write a description based on your figure you have designed and explain what you did and why you chose to create that image.



Name:_______________

Date:_______________

Maya Mural Homework

Directions:

The Maya painted murals on the walls of their buildings including their houses, temples, and public buildings. The subjects of the murals varied widely including scenes from daily life, mythology, battles, and religious ceremonies. Unfortunately, due to the high humidity of the region, few of the murals have survived.

Please create a mural on the cardstock provided as the Mayas would. Write a description below on your mural and be sure to explain why you created the mural and how you created your mural.



Rubric for Presentations on Civilizations Created and Aztec’s, Inca’s, and Mayan’s

0 1 2 3

Creativity The student was not creative in their work and the work was not unique.

The student was partly creative in their work and the work was not unique.

The student was creative in their ideas but the work was not unique.

The student was creative in their work they were unique.

Accuracy The student did not have any accurate information.

The student had very little accurate information.

The student had mostly accurate information.

All of the information in the students’ work was accurate.

Presentationand Engagement

The student did not participate in the class presentation and was not engaged.

The student did participate in some of the presentation and was somewhat engaged.

The student participated in most of the presentation and was mostly engaged.

The student participated in all of the presentation and was engaged.

Rubric for Papers

0 1 2 3

Creativity The student was not creative in their work and the work was not unique.

The student was partly creative in their work and the work was not unique.

The student was creative in their ideas but the work was not unique.

The student was creative in their work they were unique.

Accuracy The student did not have any accurate information in the paper

The student had very little accurate information in their paper

The student had mostly accurate information in their paper.

All of the information in the students’ paper was accurate.

Punctuation and Structure

The student made many punctuation mistakes and the paper had no structure.

The student made many punctuation mistakes and the paper had some structure.

The student made some punctuation mistakes and the structure of the paper was accurate.

The student made little to no punctuation errors and the structure was well accurate.



“Web Resources”

http://www.ehow.com/list_6149665_inca-crafts-kids.html

http://quizlet.com/5761272/maya-aztec-inca-vocab-flash-cards/

http://www.ducksters.com/history/maya/art.php

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kyliejones.weebly.com€¦ · Web viewIn this lesson on ancient civilizations students will work individually, in pairs, and in groups to research and understand the key concepts

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