Traver Thematic Unit

Boise State University
EdTech 541
2
Table of Contents
Lesson 1: Using Media to Introduce Ancient Civilizations…………………………………….……3
Lesson 2: Using Media in Ancient Civilizations Unit…………………………………………….……8
Lesson 3: The Math and Science of Ancient Civilizations………………………………………..13
Lesson 4: Using Primary Sources and the Arts to Deepen Understanding…………………18
Unit Rubrics…………………………………………………………………………………………………….….23
Appendix A: Timeline Example…………………………………………………………………………..…28
Appendix B: Ancient Civilizations Graphic Organizer……………………………………………….29

3
Unit:
Maya, Inca, Aztec
Lesson Title:
Using Media to Introduce Ancient Civilizations
Lesson Overview:
In this lesson, students will be introduced to the ancient civilizations of Maya, Inca, and
Aztec through the use of webquest.
Curriculum Subject(s) and subject area(s)/topic(s):
Social Studies – Maya, Inca, Aztec/Language Arts
Estimated duration:
3-5 Lessons
Grade Level:
6th grade
Curriculum Goal(s):
Ohio Content Standard:
The First Global Age

5. Describe the characteristics of Maya, Inca, and Aztec
civilizations including:
a. Location;
b. Government;
c. Religion;
d. Agriculture;
e. Cultural and scientific contributions.
Lesson Objective(s):
 Students will locate the areas on a map where the Maya, Inca, and Aztec lived
 Students will explain which civilizations were monotheistic or polytheistic

4
 Students will explore the temples and pyramids of the civilizations
 Students will explain the differences in the calendars of the three civilizations
National Educational Technology Standards for Students:

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of
other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
5. Digital Citizenship Students understand human, cultural, and societal issues

related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and
technology.
b. exhibit a positive attitude toward using technology that supports collaboration,
5
learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts Students demonstrate a sound

understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.

b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Lesson Procedure:
 To warm up for the lesson, students will complete a KWL chart about the three
civilizations. They will use this KWL throughout the unit as a self check.
 As a class, we will watch the introduction powerpoint as a class and discuss

some of what they have seen. Students will have the opportunity to view the
presentation again as a reference tool.
 Each student will then head to the webquest and work on it individually,
completing all the questions within each civilization, as well as working on the
webquest activities listed on the side of the webquest. The timeline will be
worked on in social studies class, while the writing assignment will be completed
in language arts, using the steps of the writing process.
 During this time, students will also research the different writing systems, and
how each of the three civilizations had writing systems. Students will use the
provided websites to extend their own research on the similarities and
differences of each of the writing systems.
 At completion of the webquest and additional internet search, students will take
the information they have gained and create a detailed Venn Diagram in
mywebspiration.
Assessment/Evaluation:
 Students will be formatively assessed over the KWL chart, as well as the
questions within the webquest. Summative assessment will come from the
timeline, writing assignment, and Venn diagram.
6
Accommodations:
• Students with Cognitive Difficulties – MyWebspiration will be used by all students,

but can be adjusted to meet the needs of students with cognitive difficulties. Pre-set
templates or adjusted expectations can be made as necessary.
Link: http://www.mywebspiration.com/
• Students with Physical Difficulties – Dragon Naturally Speaking would be a great

resource for students with physical difficulties that would inhibit the ability to write or
type a paper, which could be used as a substitute for the PowerPoint or e-book, as both
show knowledge of the topic as a research paper would do.
Link: http://www.nuance.com/for-individuals/by-product/dragon-for-pc/home-
version/index.htm
• Students with Sensory Difficulties - Students with vision issues could benefit from
changes in screen resolution, font size and color, background color, brightness, or
contrast. Software, such as JAWS Screen Reading Technology would be beneficial for all
computer based lessons within the unit.
Link: http://www.freedomscientific.com/products/fs/jaws-product-page.asp
Students with hearing issues could benefit from headphones, volume control, or
software such as iCommunicator for videos utilized. Any of these devices would be
beneficial for the lesson including the arts.
Link: http://www.icommunicator.com/productinfo/
• At-Risk Students - 5 minutes of “free time” on the computer for completed work will
be a tool used for students who complete work.
• Gifted and Talented Students - Students who are gifted and talented could work to
complete their own webquests or virtual field trips as enrichment for our unit. Use of
Frontpage or Dreamweaver would allow students to not only learn more about the
content area, but also learn more about web design.
If resources are not available for web creation, students could use software as simple as
Microsoft Office or Publisher to add pictures and links, which could be put into the form
of PDF file and linked to the classroom or school website.
7
Materials, resources and equipment:
http://www.slideshare.net/montathomas/aztec-inca-maya-power-point-presentation
http://www.projectpages.org/Audenried_Projects/Aztec,_Mayan,_and_Incan_Webquest.html
http://mywebspiration.com/
http://authenticmaya.com/maya_writing.htm
http://www.mnsu.edu/emuseum/prehistory/latinamerica/topics/writing.html
http://www.ancientscripts.com/aztec.html
http://www.pbs.org/opb/conquistadors/mexico/adventure1/a7.htm
sample timeline – see appendix A

8
Unit:
Maya, Inca, Aztec
Lesson Title:
Using Media in Ancient Civilizations Unit
Lesson Overview:
In this lesson, students will delve into the ancient civilizations of the Maya, Inca, and
Aztec. Students will work using three different media: flickr, skype, and storyjumper.
The students will use this media to continue their learning and present it in unique and
meaningful ways.
Social Studies – Maya, Inca, Aztec/Technology
Estimated duration:
5-7 Lessons
Grade Level:
6th grade
Curriculum Goal(s):

a. Location;
b. Government;
c. Religion;
d. Agriculture;
9



others. Students:
other cultures.


10
technology.


Lesson Procedure:
 After completing the webquest/webspiration lesson, students will continue their

work in this unit by working collaboratively to create a team project that will
include a PPT presentation with pictures (group part) and a paper using the
information the team gathers (individual part).
 Students will each sign into Flickr and search the commons area for photos that
would be relevant to their project. They will then share the photos in their
group.
 Additionally, students will work collaboratively in Wikispaces to share information

they gathered through the webquest, and additional research. Students can use
this information for their individual papers, as well as the group project.
 As a supplement to class, students will Skype with their sister class in Chicago
that was established at the beginning of the year. Their sister class will be
working on the project at the same time, and they will share in discussion about
how their project are going.
 In technology class, students will work on Storyjumper presentations using the

research they found at home and added to their sites. In language arts,
students will begin the paper portion of their project, using information from
their wikispace, and any additional research they have gathered.
 Students will be assessed formatively on their participation in the group,

including additions to the wikis and the Flickr group. They will be given separate
rubrics for both the presentation and the paper from their perspective teachers.
11
Accommodations:
• Students with Cognitive Difficulties – MyWebspiration will be used by all students,

but can be adjusted to meet the needs of students with cognitive difficulties. Pre-set
templates or adjusted expectations can be made as necessary.
Link: http://www.mywebspiration.com/

version/index.htm
12
 Flickr Group – http://www.flickr.com/groups/traverancientciv/
 Wiki Spaces - https://traverancientcivilizations.wikispaces.com/
 Skype – www.skype.com – name “kacietraver”
 Story Jumper - http://storyjumper.com

13
Unit:
Maya, Inca, Aztec
Lesson Title:
The Math and Science of the Ancient Civilizations
Lesson Overview:
In this lesson, students will work to gain an understanding of early the math of the
ancient civilizations, and will use Google Earth to better understand the
geography/topography of the area.
Social Studies – Maya, Inca, Aztec/Math and Science
Estimated duration:
1-2 Lessons
Grade Level:
6th grade
Curriculum Goal(s):

a. Location;
b. Government;
c. Religion;
d. Agriculture;

14



others. Students:
other cultures.


technology.
15



Lesson Procedure:
 Students will be asked to identify some of the foods in our American diet. We
will make a list of some of the class’s favorite foods.
 Students will then identify some of the topics they have covered in math. After
listing both of these topics as a group, students will be placed into six groups to
work in a jigsaw. Three groups will cover the math of each of the three
civilizations, while the other three groups will cover the foods. Within each
group, students will search different websites.
 They will come back together as a group and decide the most important
information to present.
 Each group will present what they learned to the rest of the class. By the end of
the lesson, students will have learned about the eating habits and the math
systems of each of the three civilizations.
 Formatively, students will be assessed for group participation. Summatively,

students will be assessed on the collected information and presentation of the
material during the jigsaw activity.
Accommodations:
• Students with Cognitive Difficulties – Students will be paired with higher level
groups, so as to avoid any one group getting behind. If necessary, student can
be placed with another student and they can research the same site together.

16
version/index.htm
 Mayan Math
 http://www.hanksville.org/yucatan/mayamath.html
 http://www.michielb.nl/maya/math.html
 http://mathforum.org/k12/mayan.math/
 Inca math
 http://www.sfu.ca/archaeology/museum/laarch/inca/quipue.html
 http://incas.homestead.com/quipu/quipu_khipu_knot.html
 http://incas.homestead.com/quipu/quipucamayoc.html
 http://incas.homestead.com/quipu/quipu_video_elearning.html
17
 Aztec math
 http://seattletimes.nwsource.com/html/nationworld/2004326545_aztec04.html
 http://www.ancientscripts.com/aztec.html
 http://www.math.temple.edu
 http://www.foodtimeline.org/foodmaya.html
 http://library.thinkquest.org/27981/food.html
 http://library.thinkquest.org/C005446/Food/English/inca.html
 http://coe.fgcu.edu/students/webb/meso/incafood.htm
 http://library.thinkquest.org/J0112511/mayalife.htm
 http://www.zum.de/whkmla/sp/0910/page/page2.html
 http://sites.google.com/site/theamazingaztecs/aztec-climate-and-enviroment
 http://www.mnsu.edu/emuseum/prehistory/latinamerica/geography/inca.html
 http://news.nationalgeographic.com/news/2003/03/0313_030313_mayadrought.html
 http://news.nationalgeographic.com/news/2008/02/080229-servir-
maya.htmlAmerican/9%20Aztecs_num.pdf
18
Unit:
Maya, Inca, Aztec
Lesson Title:
Using Primary Sources and the Arts to Deepen Understanding
Lesson Overview:
In this lesson, students will explore primary sources from each of the ancient
civilizations and will use the information they find to complete the lessons made
available to them in a Glog.
Social Studies – Maya, Inca, Aztec /Music, Art, Physical Education
Estimated duration:
2-4 Lessons
Grade Level:
6th grade
Curriculum Goal(s):

a. Location;
b. Government;
c. Religion;
d. Agriculture;

19



others. Students:
other cultures.


technology.
20



Lesson Procedure:
 To begin, students will look at handwriting samples from pre-school students –

7th grade students collected by the teacher. As a group, we will discuss and fill
out a Venn diagram, charting the similarities and differences in the writing
samples.
 Once completed, teacher will explain different writing systems, and how each of
the three civilizations had writing systems. Students will use the websites above
to complete a Venn diagram, comparing and contrasting the three ancient
civilizations, along with our current writing system.
 Upon completion of all the above lessons and work, students will begin working
on the following lessons, using information from all the lessons to date. Students
may choose the order they would like to complete the activities below:
 After that is completed, students will create a collage of the arts of the ancient
civilizations by printing various pictures from the available resources. Student can
choose to create a collage of all three civilizations together or choose one of the
civilizations by itself.
 Students may choose to explore the activities of the ancient civilizations and
write a compare and contrast essay between one of the sports available and a
modern day sport.
 Students can explore the music of the civilizations, and then try to recreate a
musical instrument out of natural resources based on the research they
complete.
21
 Formative assessment will come during initial class discussion and participation.
Students will be summatively assessed on completed Venn Diagram, and
completed arts lessons.
Accommodations:
• Students with Cognitive Difficulties – Read & Write 9 is “literacy support software
solution for people who struggle with reading and writing…designed to help improve
reading & writing skills, with features such as text to speech with highlighting, talking
dictionary, phonetic spell checking, word prediction & homophone support to address
key aspects of reading and writing processes.” This tool could be very valuable to
students struggling to read materials in the webquest lesson, as well as the primary
sources lesson.
Link: http://www.readwritegold.com/

version/index.htm
22
 http://authenticmaya.com/maya_writing.htm
 http://www.mnsu.edu/emuseum/prehistory/latinamerica/topics/writing.html
 http://www.ancientscripts.com/aztec.html
 http://www.pbs.org/opb/conquistadors/mexico/adventure1/a7.htm
 Quadruple Venn Diagram
 http://kacietraver.glogster.com/ancient-civilizations/
Criteria Meets Standard Developing Needs Does Not Meet

Improvement to Standard
(4) – 100% (3) – 90% Meet Standard
(1) – 70%
(2) – 80%
 Research Paper Rubric

23
Introduction of Thesis insightful Thesis stated Thesis vague No thesis stated

thesis and clearly stated
Some key terms Terms not defined No terms defined
Key terms defined defined
Introduction not No introduction
Introduction clear provided
energizing
Introduction
interesting
Supporting Uses examples, Examples, Some examples, Vague, missing,

evidence and reasons, reasons, details, reasons, details, inaccurate
details explanations, that and explanations sufficient and evidence
are relevant, sufficient and accurate
appropriate, and accurate
convincing
Conclusion Extends, connects, Summarizes main Restates main Absent,

comments on key ideas; echoes key idea incomplete, or
ideas and topics concepts unfocused
Mechanics Exhibits no errors Exhibits minor Exhibits some Exhibits many

in spelling and errors in spelling errors in spelling errors in spelling
usage, punctuation and usage, and usage, and usage,
punctuation; punctuation; punctuation;
somewhat interferes with flow interferes greatly
interferes with flow with flow
MLA format Uses proper MLA Minor mistakes in Some mistakes in Many mistakes in
format throughout MLA format MLA format MLA format or
missing

 Comments:


 Final Grade: ___________________
Needs
Improvement Does Not
Meets Developing to Meet Meet
Criteria Standard (3) – 90% Standard Standard
(4) – 100% (2) – 80% (1) – 70%
 Multimedia Presentation Rubric
24
Presentation Well-rehearsed Rehearsed with Delivery not Delivery not

with smooth fairly smooth smooth, but able smooth and
delivery that delivery that to maintain audience
holds audience holds audience interest of the attention often
attention. attention most of audience most of lost.
the time. the time.
Attractiveness Makes excellent Makes good use Makes use of Use of font,
use of font, color, of font, color, font, color, color, graphics,
graphics, effects, graphics, effects, graphics, effects, effects etc. but
etc. to enhance etc. to enhance to etc. but these often
the presentation. presentation. occasionally distract from the
these detract presentation
from the content.
presentation
content.
Content Covers topic in- Includes essential Includes essential Content is
depth with details knowledge about information about minimal OR
and examples. the topic. Subject the topic but there are several
Subject knowledge there are 1-2 factual errors.
knowledge is appears to be factual errors.
excellent. good.
Mechanics No misspellings Three or fewer Four misspellings More than 4
or grammatical misspellings and/or errors in spelling
errors. and/or grammatical or grammar.
mechanical errors.
errors.

 Comments:



 Final Grade: ___________________
Venn Diagram Rubric
Objects being compared in the Venn diagram:

______________________________ , ______________________________,
______________________________ , ______________________________
Strong Progressing Not in Evidence

25
Text support of All statements are Most statements are Few or none of the
comparison statements supported by the text. supported by the text. statements are supported
by the text.
Placement of All statements noting Most statements are Few statements are
statements within the similarities are placed in placed in the correct placed in the correct
Venn diagram the center circle and all circle, but student mixed circle.
statements that note up a few statements.
differences are placed in
the correct outer circle.
Number of quality Student is able to make Student is able to make Student makes two or
statements five or more comparison 3–4 comparison fewer comparison
statements in each circle. statements in each circle. statements in each circle.
RUBRIC FOR COMPARE ESSAY
NAME __________________________________________
Supporting Uses examples, Examples, Some examples, Vague, missing,

evidence and reasons, reasons, details, reasons, details, inaccurate
details explanations, and explanations sufficient and evidence
that are relevant, sufficient and accurate
appropriate, and accurate
convincing
26
Word Choice Uses Uses many Uses some Uses few or no

appropriate, effective and effective and correct or
sophisticated, appropriate appropriate effective words
precise words words
vocabulary There is little or
A sense of There is some no sense of
There is a clear audience is sense of audience.
sense of evident. audience.
audience.
Conclusion Extends, Summarizes Restates main Absent,

connects, main ideas; idea incomplete, or
comments on echoes key unfocused
key ideas and concepts
topics
Punctuation Exhibits correct Exhibits mostly Exhibits errors in Exhibits errors in
grammar in each correct grammar grammar that grammar that
sentence somewhat interfere with
Errors in interfere with communication
Smooth, fluid punctuation do communication throughout
sentences not interfere with
No run-ons or communication.
fragments Error-
free punctuation
Spelling and Exhibits correct Exhibits mostly Exhibits errors in Exhibits errors in
usage spelling and correct spelling spelling and spelling and usage
usage and usage usage that that interfere with
somewhat communication
Error free interfere with
communication Misspelled/misused
words throughout
4 3 2 1
Visual
Collage
Rubric
CATEGORY
Overall The collage fully The collage The collage The collage does
Impression communicates the communicates presents words not adequately
author’s some aspects of and images that communicate the
understanding of the author’s relate to love and author’s
the relationship understanding of war, but it fails to understanding of
between love and the relationship communicate the the relationship
war clearly and between love and author’s between love and
27
creatively. war. perspective or war.

relies on general
observations.
Specific Words All words and All words and All words and Words and
and Images images are images are images relate to images do not
related to the related to the the topic. Most relate to the topic
topic and make it topic and most borrowed OR several
easier to make it easier to graphics have a borrowed
understand the understand the source citation. graphics do not
author’s author’s have a source
perspective. All perspective. All citation.
borrowed borrowed
graphics have a graphics have a
source citation. source citation.
Design Graphics are Graphics are Graphics have Graphics are
trimmed or trimmed or been trimmed or untrimmed or not
cropped to an cropped to an cropped to an cropped OR of
appropriate size appropriate size appropriate size inappropriate size
and interesting and interesting and shape, but and/or shape. It
shape and are shape and are the arrangement appears little
arranged well, arranged with of items is not attention was
some in front and some items in very attractive. It given to designing
some behind. front and others appears there the collage.
Care has been behind. The was not a lot of
taken to balance collage however planning of the
the pictures does not appear item placement.
across the balanced.
collage.
Technical The collage shows The collage shows The collage shows The collage was
Construction considerable attention to some attention to put together
attention to construction. The construction. The sloppily. The
construction. The collage is collage is collage is
collage is attractive in acceptably distractingly
exceptionally terms of design, attractive though messy or very
attractive in layout and it may be a bit poorly designed.
terms of design, neatness. messy. It is not
layout, and attractive.
neatness.
© Read, Write, Think
Appendix A:
28
Events in the Life of Kacie Traver
198 198 199 199 200 200 201
Appendix B: Ancient Civilizations Graphic Organizer

29

30

Ancient Civilization Graphic Organizer

Mayan Incan Aztec
Clothing
Writing
Contribution
s
Architecture
Painting
Religion
Education
Sculpture
Geography
Time Period

Traver Thematic Unit

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Traver Thematic Unit

Uploaded by

Copyright:

Available Formats

Boise State University

Lesson 1: Using Media to Introduce Ancient Civilizations…………………………………….……3

Lesson 2: Using Media in Ancient Civilizations Unit…………………………………………….……8

Lesson 3: The Math and Science of Ancient Civilizations………………………………………..13

Lesson 4: Using Primary Sources and the Arts to Deepen Understanding…………………18

Appendix A: Timeline Example…………………………………………………………………………..…28

Appendix B: Ancient Civilizations Graphic Organizer……………………………………………….29

Maya, Inca, Aztec

Using Media to Introduce Ancient Civilizations

Curriculum Subject(s) and subject area(s)/topic(s):

Social Studies – Maya, Inca, Aztec/Language Arts

Ohio Content Standard:

The First Global Age

 Students will explain which civilizations were monotheistic or polytheistic

 Students will explore the temples and pyramids of the civilizations

National Educational Technology Standards for Students:

Students demonstrate creative thinking, construct knowledge, and develop innovative

a. apply existing knowledge to generate new ideas, products, or processes.

2. Communication and Collaboration

3. Research and Information Fluency

a. plan strategies to guide inquiry.

5. Digital Citizenship Students understand human, cultural, and societal issues

learning, and productivity.

6. Technology Operations and Concepts Students demonstrate a sound

a. understand and use technology systems.

 As a class, we will watch the introduction powerpoint as a class and discuss

• Students with Cognitive Difficulties – MyWebspiration will be used by all students,

• Students with Physical Difficulties – Dragon Naturally Speaking would be a great

Materials, resources and equipment:

sample timeline – see appendix A

Maya, Inca, Aztec

Using Media in Ancient Civilizations Unit

Curriculum Subject(s) and subject area(s)/topic(s):

Social Studies – Maya, Inca, Aztec/Technology

Ohio Content Standard:

The First Global Age

 Students will explain which civilizations were monotheistic or polytheistic

 Students will explore the temples and pyramids of the civilizations

National Educational Technology Standards for Students:

Students demonstrate creative thinking, construct knowledge, and develop innovative

a. apply existing knowledge to generate new ideas, products, or processes.

2. Communication and Collaboration

3. Research and Information Fluency

a. plan strategies to guide inquiry.

5. Digital Citizenship Students understand human, cultural, and societal issues

6. Technology Operations and Concepts Students demonstrate a sound

a. understand and use technology systems.

 After completing the webquest/webspiration lesson, students will continue their

 Additionally, students will work collaboratively in Wikispaces to share information

 In technology class, students will work on Storyjumper presentations using the

 Students will be assessed formatively on their participation in the group,

• Students with Cognitive Difficulties – MyWebspiration will be used by all students,

• Students with Physical Difficulties – Dragon Naturally Speaking would be a great

Materials, resources and equipment:

 Flickr Group – http://www.flickr.com/groups/traverancientciv/

 Wiki Spaces - https://traverancientcivilizations.wikispaces.com/

 Skype – www.skype.com – name “kacietraver”

 Story Jumper - http://storyjumper.com

Maya, Inca, Aztec

The Math and Science of the Ancient Civilizations

Curriculum Subject(s) and subject area(s)/topic(s):

Social Studies – Maya, Inca, Aztec/Math and Science

Ohio Content Standard: