Aztec Scene...Plus New Lessons

WARNING!!!

This is a VERY GRAPHIC scene that depicts what 

occurred during the human sacrifices of the Aztec era.

Those of you with weak tummies may not want to watch.

Mr. S.

Lessons for the Week of:

May 27-29, 2008

Standards 7.7.1 & 7.7.3

Objectives  

Students will learn that …

1.  The rise of the Inca Empire was due to conquest and the achievements of the Inca people.

2.  Pizarro conquered the Incas and took control of the region.

Vocabulary  

• Pachacuti
  
• Quechua
  
• llamas
  
• Atahualpa
  
• Francisco Pizarro
  

PreTeach

___ What You Will Learn … (SE)  Preview Main Ideas, Big Idea, and Key Terms and People.

___ AcademicVocabulary (TE)  Review with students the high-use academic term in this section.

___ If YOU were there … (SE)  Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE)  Students discuss the Main Idea questions and provide key words and phrases to describe the Inca Empire.

___ Main Idea Questions (TE)  Standards-based discussion questions

___ Differentiating Instruction for Universal Access: Learners Having Difficulty (SE)  Spatial Analysis [RS]

___ Collaborative Learning (TE)  Dealing With Conquered Groups [ES]

___ Critical Thinking: Identifying Points of View (TE) The Spanish Conquest [ES]

___ Biography:Pachacuti (SE)

___ Map: TheInca Empire, 1530 (SE)

___ Linking to Today: Preserving Food (SE)

___ Biographies: Atahualpa and Francisco Pizarro (SE)

Review & Assessment

___ Close (TE)  Lead a brief discussion about the major events leading to the fall of the Inca Empire. Ask students how these events might have interacted with one another.

___ Section 3 Assessment (SE)

HOMEWORK THIS WEEK!!!

1. Read Ch. 15 Section 3 & 4 (Inca Civilizations)
2. Complete Ch. 15 Sections 3 & 4 review questions (1-3, all)
3. Quick Writes due in class!
4. **Extra Credit film (above YouTube video)... students can complete a 1-2 paragraph response to HOW THEY FELT the Aztecs were "Spiritual"

Mr. S & Mr. Silva, 2008

Ch. 14 (TEST WEEK)

Ch. 14 - Section 3

Homework

1. Read Ch. 14 Section 3
2. Complete Section 3 Assessment Questions
3. Turn in Q/Ws
4. *Extra Credit Available Upon Request

This Week

MONDAY

• Friday Review/Sub discussion
  
• Intro Ch. 14.3
• Key Terms / Vocab
• Q/W
• Closure
  

TUESDAY

• Ch. 14 TEST
• Included in the test will be
• Vocab
• Section Assessments
• Questions about the Maya
  
• Closure
  

WEDNESDAY

• Review Tests
  
• Ch. 15 Intro
• Q/W
• Vocab
• Closure
  

THURSDAY

• Ch. 15 Section 1 Vocab Builder
• Q/W
• Class "Activity"...watch out for verbal attacks!
• Closure
  

FRIDAY

• Ch. 15 Film
• Questions connecting to understanding
• Reviewing the material
• Closure

The Legal Stuff!
CA Standards:
HSS: 7.7.2, 7.7.4, 7.7.5

Objectives
Students will learn that …

1. Roles in Maya society were based on a complex class structure.

2. Religion in Maya society was often bloody.

3. The Maya made achievements in art, science, math, and writing.

Vocabulary
observatories
Popol Vuh

PreTeach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic term in this section.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach
___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and then organize an exhibit showcasing Maya items representing aspects of their society, religion, and achievements.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Critical Thinking: Categorizing (TE) Maya Social Class Pyramid
___ Critical Thinking: Categorizing (TE) Maya Life and Society Graphic Organizer [RS]
___ Differentiating Instruction for Universal Access: ELL (TE) Maya Mural [RS]
___ Primary Source: A Maya Carving (SE)
___ Literature in History: Popol Vuh (SE)

Review & Assessment

___ Close (TE) Ask students what they think is the most significant achievement of the Maya. Remind students to provide reasons to support their opinions.
___ Section 3 Assessment (SE)

Resources Available for Us!

___ Interactive Reader and Study Guide: Section 3
___ CRF: Biography: Ah Cacoa
___ CRF: Biographies: Bishop Diego de Landa; Ah Cacao
___ CRF: Literature: Popol Vuh: The Hero Twins
___ CRF: Primary Source: Maya Ceramics of the Classic Age

Mr. Simnjanovski, Mr. Silva
Fontana Middle School, FUSD
May, 2008

Ch. 14 The Early Americas

Chapter 14 (Pages 378-399)
Section 1 (Pages 384-389)

Homework This Week

1. Read Pages 384-389
2. Complete Page 389 #'s 1a, 1b, 2a, 2b, 3a, 3b
3. Turn in Q/Ws

EXTRA CREDIT OPPORTUNITY
Watch the linked video and write 2 paragraphs SUMMARIZING the video


This week in an overview:

MONDAY

• Intro Ch 14
• Key Terms and Vocab
• Quick Write
• Closure
  

TUESDAY

• Ch. 14 section 1 review
• Key term overview
• Vocab Builder Exercise
• Review Understanding
• Closure
  

WEDNESDAY

• Intro Ch. 14 Section 2
• Key Term intro
• Overview of key points
• Closure
  

THURSDAY

• Ch. 14 Section 2 Review
• Quick Write
• Vocab Builder
• Section 2 Assessment
• Closure
  

FRIDAY

• Ch. 14 Sections 1 & 2 Quiz
• Q/W
  
• Collect H/W
• Intro Section 3

The Legal Stuff

CA Standards 7.7.1

Objectives
Students will learn that …

1. The geography of the Americas is varied with a wide range of landforms.

2. The first people to arrive in the Americas were hunter-gatherers.

3. The development of farming led to early settlements in the Americas.

Vocabulary

1. Mesoamerica
2. maize

PreTeach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Building Vocabulary (TE) Preteach the terms listed under Building Vocabulary.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and then make a list of the main ideas for each topic in the section.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Geography (TE) Geography of Early Migration to the Americas
___ Differentiating Instruction for Universal Access: ELL (TE) Cave Drawings
___ Differentiating Instruction for Universal Access: Advanced Learners/GATE (TE) Migration Study [ES]
___ Critical Thinking: Understanding Cause and Effect (TE) Agriculture in the
Americas
___ Collaborative Learning (TE) Farming in the Americas Map
___ Map: The Americas: Physical (SE)
___ Primary Source: Views of Writing (SE)

Review & Assessment

___ Close (TE) Have students summarize the development and spread of agriculture in the Americas and how if affected life and settlement patterns in the Americas.
___ Section 1 Assessment (SE)

ONLINE LINK to FREE QUIZZES, REVIEWS and MORE!!!

PASSWORD: SQ7 HP14

Simnjanovski & Silva, 2008
Fontana Unified School District

Ch. 13 Continued

Ch. 13 Section 3
CA Standards: 7.10.3
Chapter Test FRIDAY!!!

Practice online at: www.go.hrw.com
Password is: SQ7 HP13

THIS WEEK...

Objectives
Students will learn that …

1. The ideas of Francis Bacon and René Descartes helped to clarify the scientific method.

2. Science influenced new ideas about government.

3. Science and religion developed a sometimes uneasy relationship.

Vocabulary
Francis Bacon
René Descartes
scientific method
hypothesis

PreTeach

___ What You Will Learn … (SE) Preview Main Ideas, Big Idea, and Key Terms and People.
___ Academic Vocabulary (TE) Review with students the high-use academic terms in this section.
___ If YOU were there … (SE) Have students read and discuss the section introduction and question.

Direct Teach

___ Teach the Big Idea Activity (TE) Students discuss the Main Idea questions and create one-minute essays about the information from this section.
___ Main Idea Questions (TE) Standards-based discussion questions
___ Cross-Discipline Activity: Science (TE) Bacon and Descartes in the Classroom
___ Critical Thinking: Analyzing (TE) Using the Scientific Method
___ Cross-Discipline Activity: Civics (TE) Authority, Responsibility, and Democracy
___ Social Studies Skill: Changing Interpretations (TE) Historical Hot Seat for Galileo
___ Quick Facts: The Scientific Method (SE)
___ Linking to Today: Science in School (SE)
___ Quick Facts: Rationalism and Democracy (SE)

Review & Assessment

___ Close (TE) Have students suggest speech balloons for the figures in the painting on pages 368–369.
___ Section 3 Assessment (SE)
___ Quick Facts: (SE) Chapter Visual Summary

HOMEWORK

1. Quick Writes
2. Ch. 13 Section 3 Assessment