TITLE OF THE LEARNING EXPERIENCE: Learning about pre-Columbian civilizations: Maya, Aztec, and Inca.

1. LEARNING CONTEXT
Describe the pupose, objective, or focus of the learning experience, including:

• the learning standard(s) and the specific performance indicators being assessed;
• a description of where this experience fits into the school or course curriculum; and
• what students need to know and/or be able to do to succeed with this learning experience.

Social Studies, 7^th and 9^th grade levels. The learning standards involved in this experience are:

• (2.1) the study of world history requires an understanding of world cultures and civilizations
• (2.2) establishing time frames, exploring different periodizations, examining themes across time and within cultures and focusing on important turning points in world history to help organize the study of world cultures and organizations
• (2.3) study of the major social, political, cultural and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
• (2.4) the skills of historical analysis include the ability to investigate differing and competing interpretations…and understand the concepts of change and continuity over time.
• (3.1) geography's elements include: location, place, interaction between people and their environment, movement of people and goods, and resources

Specific performance indicators from the standards are: Geography - students will understand how to use maps…to display geographic issues an questions. World History - students will know about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

Students need to know that Columbus sailed into the West Indies in 1492 and "discovered" people already living in the "New World".

Students will answer the essential question, "What Native American Civilizations lived in Central and South America before 1492?" and, "How did these pre-Columbian civilizations live?"

2. PROCEDURE
Describe, in narrative form, the actions of students and teachers and the interactions among and between students and teachers, including how the learning experience:

• supports student progress toward attainment of the learning standards;
• reflects current scholarship in your field and "best" classroom practic; and
• incorporates technology (when used) into instruction to enhance learning and to assess student performance.

Social Studies, 7^th and 9^th grade levels. Teacher - use the anticipatory set: "If Columbus had never sailed into the West Indies, what would have happened to the civilizations of Central and South America?" Teacher - give students previously prepared sheets with questions about how the Mayan, Inca, and Aztec lived.

Students questions will be labeled A, B, C, D, or E. They will have a key on the board to explain that a question labeled "A" relates to cultural diversity "B" to government, "C" to economy, "D" to environment, and "E" to technology.

Material for questions will be gathered from several encyclopedias, their textbook, National Geographic magazines, and atlases of the world. Students will be given directions as to what resources to search to find the answers to the questions. Sample questions would be: "What did Mayas eat at every meal?", "How did the Incas communicate quickly between tribes?", "Who was the Aztec leader who met the Spanish leader, Cortez?"

Students will be able to use an atlas to correctly label a teacher generated map of the world with the locations of the three tribes, the equator, Central America, South America, Atlantic and Pacific Oceans, and The Gulf of Mexico.

Students will be able to solve a jigsaw puzzle of the world on the computer and correctly identify the location of the Mayas, Incas, and Aztecs.

Students will be able to use the information gathered to write a paragraph on each tribe (3 paragraphs total) describing the culture of each group before 1492.

Students will type paragraphs they have written on the computer using spell check, proper grammar, correct punctuation, etc.

Students will be able to cooperate with another student to accomplish the tasks of gathering information and solving the computer puzzle efficiently. Student's time management is a part of this experience. Each resource the students need to use set up at a "station" in the room. Students move to the various stations at 10 to 15 minute intervals. The teacher says, "switch stations" and all groups of two move to the next station. There is a "pool" in the middle of the room for textbook use as all students will not be able to be at a station at the same time. People move into the pool when they have been to all the stations and out of it to begin. This method is to insure that pairs do not waste time and do cooperate to finish the tasks as soon as possible. Teachers will allow time at the end of the experience (15 min.?) for people to pick up any information they lacked. There will be a teacher established deadline (even if all questions are not answered, students will have enough information to write the paragraphs).

Each student writes their paragraphs and types them on the computer singly (no pairs).

Closure: Students will display final paragraphs in the Middle School Hall. In group discussion students will be able to answer the question, "What Native American Groups lived in Central and South America before 1492?", and "How did these civilizations live?" During group discussion, answers to the essential questions can be listed on easel (poster) paper. Information can be categorized according to the original topics of cultural diversity, government, economy, environment, and technology.

The teacher will make a copy of the sheets from the discussion for each student to keep as part of class notes for the year.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Describe the procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited english proficiency, or bilingual students, such as:

• instructional modifications made; and
• physical modifications of the classroom setting.

The classroom needs to be set up in "
stations" around the outside of the room (can be desks pushed together, etc.) No other special modifications are necessary. Instruction modifications: during this experience the teacher acts as a time - keeper and a director to resources. Students of a wide range of abilities can participate fully in this experience, gathering whatever information they are able to.

4. TIME REQUIRED
For each aspect of the learning experience, state the amount of time for:

• planning;
• implementation (note the length of your class period, where appropriate, and the number of days to implement the experience); and
• assessment

Planning, 80 min., implementation (including set of stations) 20 min., filling out cooperation checklists, 10 min., group discussion (student understanding) 20 min., worksheets and final paragraphs graded, 60 min.

5. RESOURCES
Please note any extraordinary or unique resources (human or material) needed to successfully complete this experience:

• for the student; and
• for the teacher

Students will need sheets of teacher generated questions on the Maya, Inca, and Aztec. Students will need pens, pencils, paper, print resources previously decided by teacher, an atlas of the world, and the computer.

Teachers need textbooks, atlases, several encyclopedias, National Geographic (issue featuring the Mayas Oct., 91 and Feb., 95), and computers.

6. ASSESSMENT PLAN
Describe the:

• manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflection on their work;
• techniques used to collect evidence of student progress toward meeting the learning standards' performance indicators (eg. , observation, group discussions, journal writing, use of alternative testing techniques); and
• tools used to document student progress (eg., scoring guides, rating scales, check-lists). Please submit these tools.

The tools and techniques used to document student progress were: observation of work in progress to fill out a checklist on student cooperation, rough drafts of three paragraphs approved by the teacher before final copies are written, teacher assessment of whether students will be able to answer the essential question from the beginning of the experience, "What Native American group were living in Central and South America before 1492?" and "How did these civilizations live?" in group discussion.

Tools used for assessments are rubrics for information sheets and final paragraphs.

7. STUDENT WORK
Send three or four samples of student work:

• that reflect different levels of student performance; and
• include comments reflecting the basis for teacher's assessment.

Upon request

8. REFLECTION
Please offer personal comments on the learning experience:

• why this lesson was developed for the specific learning standard(s) and performance indicator(s);
• what you learned from implementing this lesson; and
• how the lesson was reviewed by peers prior to submission and what you learned from the review.

To better support progress toward standards involved in this experience, outside reading on the subject could be required. This experience reflects current scholarship in social studies by emphasizing student investigation, cooperative classrooms, writing, and use of technology.

Element #1

Paragraphs

40%

Element #2

Cooperation

20%

Element #3

Research Sheets

40%

Awesome

Paragraphs highly developed. Information clear and supported with relevant detail. (40 pts.)

Student identifies goals and work to meet them. They say what they think respectfully and encourage other's thoughts. (20 pts.)

Fact sheets are filled out correctly. All research information has been found. (40 pts.)

Acceptable

Paragraphs well developed. Most information is clear and supported with detail. (30 pts.)

Student help to identify group goals and work to meet them. They usually say what they think respectfully and usually encourage other's thoughts. (10 pts.)

Fact sheet are not entirely correct. Some research information may be missing. (30 pts.)

Almost There

Most paragraphs are developed, Most information is clear and there are some supporting details. (20 pts.)

Student may not identify group goals. Student may not always be respectful when working with another. (5 pts.)

Fact sheets are not correctly filled out. Research information is missing. (10 pts.)

Awful

Facts were limited. Information is not clear. Few supporting details. (0 pts.)

Student does little to meet group goals. Student does not offer their thoughts or show respect for others. (0 pts.)

Fact sheets are not complete. Very little information is recorded. (0 pts.)