Ancient Mayan and Aztec
Using a simulation, this lesson provides an insight into the Mayan and Aztec economy trade. These ancient civilizations traded everything, and it was an important part of their life, and their economy relied heavily on agriculture and farming.
Goals & Objectives |
California State Content Standards
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Goals
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WH7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
Driving Historical Question
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Common Core Literacy Standards
Common Core Reading Standards for Literacy in History/Social Studies 6-8
Common Core Writing Standards for Literacy in History/Social Studies 6-8
- CCSS.ELA-Literacy.RH.6-8.3 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Common Core Writing Standards for Literacy in History/Social Studies 6-8
- CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- 2f Provide a concluding statement or section that follows from and supports the information or explanation presented.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 7 min.
What does chocolate has to do with today’s lesson?
I will stand at the door, and as the students enter the classroom, I will give each student a Hershey’s Kiss chocolate. I then will tell students not to open it and eat it yet because we will use it in today’s lesson. I hope this will get students intrigued and thinking about how a piece of chocolate can be part of a history lesson.
After the bell rings, I will ask students to open the chocolate and eat it. Then, I’ll ask them to share anything that comes to their mind about what the chocolate has to do with the unit we are studying. The purpose of this activity is to have the students remember previous lessons about ancient American civilizations trading goods, such as cocoa beans. I will ask them to think about chocolate, and what does it have to do with the first Americans. Students will enjoy the piece of chocolate and will share what they think and remember about cacao and ancient civilizations in America. I will continue to ask students further questions, such as “what are the ingredients use to make chocolate? What does chocolate have to do with our unit—the First Americans? Based on the chocolate, what do you think today's topic is?”
Students will come up with all kinds of ideas, incorporating previous knowledge about ancient Americans. And finally, I will briefly discuss what role cocoa beans played in trading between American civilizations.
Introducing the learning objective (about 3 min.)
After the discussion, I will introduce the learning objective and explain to the students what we will learn today. I will let them know what will be expected of them and how they will achieve the learning objective.
I will stand at the door, and as the students enter the classroom, I will give each student a Hershey’s Kiss chocolate. I then will tell students not to open it and eat it yet because we will use it in today’s lesson. I hope this will get students intrigued and thinking about how a piece of chocolate can be part of a history lesson.
After the bell rings, I will ask students to open the chocolate and eat it. Then, I’ll ask them to share anything that comes to their mind about what the chocolate has to do with the unit we are studying. The purpose of this activity is to have the students remember previous lessons about ancient American civilizations trading goods, such as cocoa beans. I will ask them to think about chocolate, and what does it have to do with the first Americans. Students will enjoy the piece of chocolate and will share what they think and remember about cacao and ancient civilizations in America. I will continue to ask students further questions, such as “what are the ingredients use to make chocolate? What does chocolate have to do with our unit—the First Americans? Based on the chocolate, what do you think today's topic is?”
Students will come up with all kinds of ideas, incorporating previous knowledge about ancient Americans. And finally, I will briefly discuss what role cocoa beans played in trading between American civilizations.
Introducing the learning objective (about 3 min.)
After the discussion, I will introduce the learning objective and explain to the students what we will learn today. I will let them know what will be expected of them and how they will achieve the learning objective.
Vocabulary will be taught during teacher’s input—Background—where teacher will read aloud the general information about how trading took part in ancient America. As I read the background information to the students, I will stop to ask the students if they know the meaning of vocabulary words. I will clarify and explain the words. Striving readers, Special Needs Students, and English Learners will be provided a copy of the vocabulary words and their definitions.
List of words I would ask as I read:
List of words I would ask as I read:
- Barter
- Marketplace
- Maize
- Cocoa beans
- Counterfeit
Content Delivery (Method of Instruction) ‖ Time: 30 minutes
I will read the background information about Maya Aztec Trade. In an overhead projector, I will show bullet points of the background information with images to help striving readers and ELs. By showing images of the marketplace, all students will get a better idea of the environment that they will simulate. The background information is simply a method to provide students with a general idea about trading in ancient America.
Next, I will explain the directions for the simulation.
Next, I will explain the directions for the simulation.
- Students will be paired in teams of four for a review activity.
- One of the student’s name from each group will be written on the board, which will represent the whole group.
- As students correctly answer questions during the review, a point will be allot next to the student’s name representing the team on the board.
- After the review questions, the team with the most correct answers would be able to pick out up to five numbered lunch bags (they are not to be opened until I distribute all the bags and give instructions as to their use). The team with the second highest total of correct responses would be able to select four bags, the third place team three bags, etc. Every team will need at least one lunch bag.
- Before the groups open their bags, I will inform students that the bags contain items often traded at Aztec (Mayan) markets. As soon as they are directed by me, they may look at what they have and what other teams have. Then, they may enter into trade, or bartering, to see if they can obtain items from other teams.
- After a few minutes of trading has transpired, I gain the class’ attention. I tell the students that one item among all the items in today’s “market” was more valuable than others. Since salt was needed not only to flavor cooking but even more importantly to help maintain physical strength and health, every team without salt needs to give some food items (one quarter of a chocolate bar, for instance) to the team holding the box of salt. (Note: the box of salt is to remain closed and sealed. If traded, it should be in this original condition and then returned to me at the end of the lesson. Other items are meant to be consumed by the students).
Student Engagement (Critical Thinking & Student Activities) ‖ Time: during content delivery.
- During the class introduction, students think about what chocolate has to do with the lesson; they do this by recalling previous knowledge and making inferences.
- Students participate during teacher’s content delivery by answering and asking questions about the content and vocabulary.
- Students answer review questions over recent lessons on Mayan and/or Aztec civilizations.
- Students learn about some of the more obvious materials present in these ancient marketplaces by stimulating a sensory experience as they trade with each other.
Lesson Closure ‖ Time: 5 minutes
As a lesson closure—complying with Larson and Keiper’s chapter—I will have a debriefing time. Students, not me, will have the opportunity to verbally summarize and analyze events and offer insights. They will compare their perceptions with those of other students about the simulation. I will encourage them to think about how this simulation can be related to the real world. And finally, I will review the learning objective and ask students to individually write in a flashcard that I will provide what they thought about the simulation and if it helped them learn the content. I want to hear from the students whether they liked the class activity or not.
Assessments (Formative & Summative)
Formative
- I will assess students’ previous knowledge during the class introduction as they discuss about the chocolate.
- I will also assess students during the review questions leading to the simulation. The review questions will serve as an oral exam that will allow me to assess students’ knowledge acquired during previous lessons of the unit. Without knowing, student will take a sort of an oral exam.
- I will assess the students during the simulation by observing and evaluating the students. I want to see if the simulation helps the students learn and achieve the learning goal.
- I will informally assess students during the debriefing portion of the simulation. This will allow me to see what the students got from the simulation as they summarize and analyze the events.
- As a more formal summative assessment, students will write in a flashcard a concluding statement and/or what they learned through the simulation. I will collect the flashcards and read them so I can assess if the students were able to achieve the learning objective.
Accommodations for English Learners, Striving Readers and Students with Special Needs
- I hope that by performing this simulation about trading in ancient Meso-American civilization, I will provide those students with special needs with a learning experience that they can find more interesting by getting them to move around. In my classroom, I have some students who suffer from ADD/ADHD who I can totally see enjoying this type of learning activity.
- ELs, Students with Special Needs, and striving readers will get a copy of the vocabulary list and definitions.
- I will show a presentation with bullet points and key concepts that might be a bit difficult for the above mentioned students to understand during content delivery.
- Also, I will provide all students with a copy of the background reading so they can take notes, circle, or underline concepts that they do not fully understand and can ask for further clarification.
Resources (Books, Websites, Handouts, Materials)
Materials to be used during the simulation
- A set of teacher-created review questions
- 16 brown paper lunch bags
- Six small bags of corn chips
- Six bars of chocolate
- Four bananas
- Two sandwich bags full of fish crackers
- An unopened box of table salt
- Number each lunch bag with a dark marker consecutively from one to 16
- Place items in the bags as follows:
- One chocolate bar in each of six bags
- Two bags of corn chips in each of two bags
- One bag of corn chips in each of two bags
- One bag of fish crackers in each of two lunch bags
- The box of salt in one bag
- Two bananas in one lunch bag
- One banana in each of two lunch bags
PowerPoint Presentation
EDSC 442S_SimulationLesson
More presentations from Josue Pearson
Simulation Directions
Background Information, Review Questions, and Vocabulary Handouts
Links to Handouts
Resources:
- Spielvogel, J.J., and The National Geographic Society. (2006). Discovering Our Past: Medieval and Early Modern Times. Ohio: The McGraw-Hill Companies, Inc.
- Aztec Traders and Merchants (archaeology.about.com/od/.../a/Pochteca.htm)