Final 9-Weeks Lesson History Strand Lesson

Early Civilizations
By Anna Wilson
Yellow→ What day it is

Pink→ Formative and Summative Assessments
Blue→ The Daily 5
Green→ Accommodations
Standard
Length of Unit: 9 Days
SS Standard
5th grade History Strand
2. Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western
Hemisphere prior to the arrival of Europeans. These civilizations had developed unique
governments, social structures, religions, technologies, and agricultural practices.
ELA Standard
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
Learning objectives
1. Students will be able to identify characteristics of early civilizations.
2. Students will be able to explain why early civilizations are important to us today.
3. Students will be able to create art in the style of the early civilizations learned.
4. Students will compare and contrast aspects of early civilizations.
Materials
Worksheets (given as the unit lesson continues under each day/heading.)
Source: Aztec-Inca-Maya-and-Mississippian-Bundle-15-days-3124169
KWL Chart
Before and After Learning chart
Pencils and erasers
Highlighters
White index cards (for flashcards)
Pink, yellow, green, and orange index cards (for word wall)
Tape/glue (paper pottery)
Paint (pottery/jewelry)
Brushes
Colored pencils/crayons/markers
Crayola Air Dry Modeling Clay
Chromebooks
Smartboard
Youtube
Optional
tissue paper, stickers, scrapbook paper
Black construction paper
*Whole Group will take place on our meeting place on the circle rug. Independent work
(which includes partner work) will take place where students choose.
*During independent work, I will be wandering the room visiting students and
encouraging deeper level thinking through discussions and questions. I will help
students if they have questions or problems, and I will continuously make sure students
are on task, and if not, give them a break or reconvene as a whole group earlier than
listed. The students have power as to how long these sessions will go; the listed times
are just a suggestion.
*I will be looking over all the activities that students complete.
Procedures
Day 1
Whole group (10 minutes)
“Today we are starting our unit lesson about early civilizations. Do any of you understand what I
mean when I say early civilizations? What comes to your mind?”
● Students will complete a KWL chart to activate their prior knowledge of early civilizations
(Aztec, Inca, Maya, and Mississippian). They will draw 3 lines horizontally (to make 4
rows) and each row will be dedicated to a different civilization: Aztec, Inca, Maya,
Mississippian. The topic will be “Early Indian Civilizations.” They will then Turn & Talk to
their neighbors about what they already know and what they wonder about the 4
civilizations. They will complete the last column at the end of each mini unit. (The right
column called “What I Learned” will also serve as a formative assessment where I can
see what they have learned compared to what they knew when they started.)
● Have students fill out this prior knowledge worksheet about the Aztecs. The students will
keep this and fill it out again at the end of the unit to see if their previous knowledge was
correct compared to their new knowledge.
Independent Time (20 minutes)

(Read to Self) Students will read this passage and underline words that they may struggle with
saying or understanding the meaning of. They will also highlight anything they find interesting.
Possible problem words (vocab):
Capital→ the main city of their land
Metropolis→ a city that is the center of activity
Tenochtitlan→ Mexico City
Huitzilopochtli→ a god
Class system→ hierarchy of social status
Huey Tlatoani→ Aztec emperor
Dynasty→ family of leaders (power is passed down from one ruler to the next within the
same family)
Lake Texcoco→ the lake where their island was
chinampas→ reeds weaved together
Whole Group (10 minutes)

● Students will share words they struggled with and share things they found interesting.
● Explain how students will use the passage to make connections to real life situations for
the next activity. They can use their Chromebooks to look up current information about
Mexico and record it on the sheet below (Work on Writing).
Independent Work (15 minutes)

Students will complete this sheet during their independent time (Work On Writing).
● Have the students turn and talk about information and connections they made.
● After sharing with each other, a student will share an interesting connection their partner
found. As many connections can be shared as wanted/available. (Formative
assessment)
● Explain the hierarchy chart they will complete (below) with a partner. Students will put
the people in their order of importance in the culture and their role along with a picture of
what they might look like (Work on Writing).

● Students will take turns sharing their answers until everyone has the correct answer
● Students will share why they placed things where they did and where in the passage
they found out where to place the classes. (Formative assessment)

● Students will take turns reading this passage (Read to Someone), underline words they
want more information on, and highlight things they find interesting.
Possible Problem Words (vocab)

Nahuatl→ Aztec language
Codices→ books
Montezuma→ Aztec emperor
Quetzalcoatl→ Aztec god
Conquistador→ Spanish explorer whose goal was to conquer (take) other civilizations
and their land and resources for Spain.
Cathedral→ church
Monument to Cuauhtémoc→ memorial in honor of the last official Aztec emperor,
Cuauhtémoc

● Explain that we will review this passage tomorrow and do more activities with it.
● Have 5 people share something they learned today (formative assessment)
● Have one person share something they hope to learn tomorrow.
● Have someone summarize what they learned for the entire day. (formative assessment)
Accommodations
- I will model how to split the KWL chart up so there is no confusion if my students are
more visual learners
- I will have students help each other with their before learning chart if they need help
- If students would rather Read to Someone (if they aren’t a strong reader on their own,
they can do that)
- Since many of the words are hard to say, students can create a different name to say
instead of trying to pronounce the hard ones
- If students have trouble writing or aren’t wanting to, they can draw a picture to depict
what they are trying to get across or use colorful, sparkle pens to motivate them to write
- Students get to choose where they want to work for independent work time
- Depending on the day, students get to choose who they work with and what they want to
work on.
- For vocabulary throughout this entire unit, if students would rather make a quizlet on
their Chromebooks instead of making actual flashcards, they are allowed to do this.
Day 2
● Review yesterday’s lesson, highlights, what we learned, what our goal of the unit is, and
where we left off yesterday.
● Have students summarize what they read yesterday in the passage. Go over any tough
words or things they found interesting.
● Explain how they will write about the current cultural influences of the topics on the sheet
of paper below in the paired practice.
Paired Practice (20 minutes)

● Have students use their Chromebooks to find current day information about the three
listed topics. Have them make real world connections to the information provided in the
passage about the three topics. (Read to Self and Work on Writing)
● Have students share what they learned and connections they made. (formative
assessment)
● Why is it important that we study different cultures? How will we use this information in
our daily lives?
● In our next independent practice time, we are going to make flashcards with our new
vocabulary from the past two days.
Vocabulary List:
Capital→ the main city of their land
Metropolis→ a city that is the center of activity
Tenochtitlan→ Mexico City
Huitzilopochtli→ a god
Class system→ hierarchy of social status
Huey Tlatoani→ Aztec emperor
Dynasty→ family of leaders (power is passed down from one ruler to the next within the
same family)
Lake Texcoco→ the lake where their island was
chinampas→ reeds weaved together
Nahuatl→ Aztec language
Codices→ books
Montezuma→ Aztec emperor
Quetzalcoatl→ Aztec god
Conquistador→ Spanish explorer whose goal was to conquer (take) other civilizations
and their land and resources for Spain.
Cathedral→ church
Monument to Cuauhtémoc→ memorial in honor of the last official Aztec emperor,
Cuauhtémoc
*Students will not have to memorize the spelling of these words.
Independent Work Time (20 minutes) (Word Work)

● Students will make flashcards of the new vocabulary using colored markers and index
cards. Discuss how memorizing things with different colors sometimes helps students,
so they can use different colors when their write their flashcards.

● Each student will get a pink index card. They will be given a vocabulary word and the
definition. They will write both on the front of the index card with their name and a design
or small illustration. We will then hang them on our word wall for this unit. Each student
will share their vocabulary word and the definition of it. (Word Work)
● Explain that in the next independent work, students will create a storyboard of how the
Aztecs were conquered. Model, and teach them how to write above each box the event
that they plan on illustrating below it so they make sure to have an illustration for each
box.
Whole Group (10 minute)

● Discuss as a group what information in the text led them to create the illustrations they
did.
● Have them share their illustrations with those around them.
● Have students share what they learned, what they liked about the lesson, and how they
can apply it to daily life. (formative assessment)
● “Tomorrow we will do an art project, so remember what you’ve learned today so that you
can incorporate it into your art project if you want.”
Accommodations
they can do that)
what they are trying to get across or use colorful, sparkle pens
- Students can use their Chromebooks to look up inspiration for their illustrations
- Students get to choose where they work
Day 3
● Have a student share what we did yesterday
● Have 3 students share things they learned yesterday
● “Who remembers what I mentioned we’d be doing today? Today we will be making our
own Day of the Dead Skull!”
● Read script: : El Dia de Los Muertos (The Day of the Dead) is a Mexican holiday
celebrated on November 1st. This holiday combines the Aztec traditions of honoring the
dead with the Catholic rituals of All Saints Day brought over by the Spanish
conquistadors. The most familiar symbol of Dia de los Muertos may be the calacas and
calaveras (skeletons and skulls). Today, you will be creating your own calaveras. Make
sure to decorate them with symbols of your own personality.
● Play this video: https://www.youtube.com/watch?v=bmUf7ix_bag (Listen to
Reading)
● Go through this slideshow. Encourage them to take notes of different art from it as they
will be making their own skull.
○ https://drive.google.com/file/d/1YZv_wvKp7A0_h9HwvydjVFo1m9awaYsw/view?
usp=sharing
● Optional: provide students with multicolored tissue paper, stickers, scrapbook paper, etc.
To decorate their skulls. I usually provide my students with black construction paper to
mount their finished products onto.
● Model how to think when figuring out how to decorate the skull. Ask the class questions
of what to include both from an Aztec perspective and from a current day perspective.
Draw it and start to decorate it. This will be the class skull. Explain that these skulls will
be hung up, so make sure the students take their time one them.

● Students will work on creating their Day of the Dead skull. Make sure students include
traditional art that Aztecs would’ve included, but also their own personal art and style to
make the mask their own.
● Have each student stand in front of the class and share their skull. Have them discuss
why they chose the colors they did, the art they chose, and how it relates to Aztecs and
themselves. (formative assessment)
● The students will then hang their artwork on the wall or in the hallway
● We will now complete our KWL chart and our Before and After Learning Sheets

● Students will complete the I Learned part of their KWL chart and the After Learning part
of the Before and After Learning worksheet, both from the beginning of the unit.

● So we learned about the Aztec. We are now going to shift gears and learn about the
Inca. On your KWL chart, complete the K and W part and also the Before section of the
Before and After Learning worksheet. Have students complete this while in the whole
group on the floor.

● The students will read the passage below and underline words they don’t know and
highlight anything they find interesting. (Read to Self)
Possible problem words:
Manco Capac
Inti
Lake Titicaca
Cuzco
Sapa Inca
Tawantinsuyu
Suyus
Wamani
Ayllus
Polytheistic
Inti
Coricancha
Mummified
Cuy
Accommodations
they can do that)
- If students have trouble illustrating the story board, they can use their chromebooks to
look up images for reference for their drawing.
Day 4
● “Yesterday we read about the Inca. Tell me a little bit about them. What were some
difficult words or questions you had? What were some things you found interesting? Can
someone give me a summary of what we read yesterday?” (formative assessment)
● Explain that in their small group they will write sentences and even draw pictures if
they’d like of how the images given relate to the Inca. (Work on Writing)

● Students will write sentences and/or draw illustrations to how the pictures given relate to
the Inca (Work on Writing).

● Go over what students wrote for each. Share any drawings that students made. Explain
how we are similar to the Inca based on these three pictures. (formative assessment)

● Students will put the class system categories into the hierarchy. They will also write the
role of the people in each class and put a star where they would fall in the class system.
(Work on Writing)

● Now we are going to get into pairs and popcorn read with a partner (Read to Someone)
more about the Inca. Underline words they don’t know or have questions about, highlight
things they find interesting.

● Students will popcorn read with a pair, underline questions/confusion, highlight
interesting things. They will also talk to their partner about what they read and
summarize the passage. (Read to Someone)
Possible Problem Words

Quipus
Machu Picchu
Francisco Pizarro
Atahualpa

● “Let’s go over our reading. What did we learn? What did we find difficult? What was
interesting? What is something we eat that might be strange to the Inca or people in
other countries? How do you think Atahualpa felt when he met Pizarro?” (formative
assessment)
● We are now going to have two independent work times! First, we will look at three
pictures and write how they relate to the Inca. This will take about 5 minutes as you only
need to write one sentence for each picture this time (Work on Writing). In the second
activity, you will create an illustrated story line of the Inca fall. Make sure you write (Work
on Writing) what events you are illustrating above each box. This will take 15 minutes so
you have time to make your illustrations fairly detailed.
Independent Group (10 minutes)

● Students will write one sentence under each picture about how the photo relates to the
Inca. (Work on Writing) Then students will create an illustrated story line to show how the
Incas were overcome by the Spanish. They will label what is happening above each box
before drawing. (Work on Writing)
Accommodations
they can do that)
what they are trying to get across or use colorful, sparkle pens for motivation to write.
- Students get to choose what activity they want to complete first.
Day 5
● “So yesterday we learned more about the Inca. What were some important things
we learned? Why is it important that we learn about the Inca? Are there any
questions you thought of since yesterday?” (formative assessment)
● For our small group, you will look at the vocabulary that we have learned about
the Inca so far (Word Work):
○ Manco Capac→ leader of the village when the Inca settled
○ Inti→ sun god
○ Lake Titicaca→ a lake close to the Inca
○ Cuzco→ an Inca city
○ Sapa Inca→ the leader of the Inca
○ Tawantinsuyu→ the name of the Inca government
○ Suyus→ each section of their empire
○ Wamani→ smaller provinces within each section (suyus)
○ Ayllus→ large families in the provinces (wamanis)
○ Polytheistic→ believing/worshipping more than 1 god
○ Coricancha→ the most sacred temple
○ Mummified→ a certain way of being prepared to be buried including the body
being wrapped in strips of cloth
○ Cuy→ roasted or fried guinea pig
○ Quipus→ a system of knots and strings to represent numbers. They used this to
keep track of their records of good and animals
○ Machu Picchu→ a city that has the most preserved architecture of the Inca. One
of the world’s most marveled man-made wonders.
○ Francisco Pizarro→ Spanish explorer and conquistador who took over the Inca
empire
○ Atahualpa→ the emperor in power when Pizarro took over the Inca empire

● Students will make flashcards of the new vocabulary using colored markers and index
cards. Discuss how memorizing things with different colors sometimes helps students,
so they can use different colors when their write their flashcards. They can work in pairs
to do this. (Word Work)

● Each student will get a yellow index card. They will be given a vocabulary word and the
definition. They will write both on the front of the index card with their name and a design
or small illustration. We will then hang them on our word wall for this unit next to the
Aztec unit. Each student will share their vocabulary word and the definition of it. (Word
Work)

● The students will get in pairs and quiz each other from the flashcards of the vocabulary
from both the Aztec unit and the Inca unit. (Word Work)

● First, we are going to watch a video about forms of Inca art: watch (Listen to Reading)
● Read script: : The Inca created beautiful and well-preserved art. They crafted metal work
masks, pottery and textiles. They used textiles (material) the most. Today, you will be
decorating a quilt square that represents an important part of the Inca culture. We will
brainstorm a list of important parts of the Inca civilization and assign them to individual
students. When we finish creating our quilt squares, we will decide as a class how to
piece our quilt together.
Independent Work
● Based on the brainstorming of the students and who is assigned what, students will
design their quilt, filling in the entirety of the area provided. Also, have students complete
the “After Learning” portion of the “Who Were the Inca?” worksheet and complete the
Learned section of the KWL.
Accommodations
they can do that)
- Students can use their Chromebooks to look up patterns for their quilt
- Students can work in pairs if they need motivation or help while making their vocabulary
words flashcards
- Students get to choose the order in which they complete the art project, fill out KWL, and
fill out of after learning section.
Day 6
● Just like we did with the first two groups, we are going to see what you already know
about a new, early civilization, the Maya. Complete the I Learned part of their KWL chart
and the Before Learning part of the Before and After Learning worksheet. (formative
assessment)
● Now, we are going to read about the Maya. Just like the first two, underline things you
aren’t sure about and highlight things you find interesting. (Read to Self)

Read to Self

Caste system→ born into a class in society and you have no chance of leaving it
Place of Awe→ the Mayan underworld

● Talk about confusing points of the passage and things they found interesting. Ask
students how they can relate the passage to their life. (formative assessment)
● Explain next independent work session

● Write sentences about the Maya relating to both the Maya and to your real life. (Work on
Writing)

● Get with a partner, talk about what they wrote about, and have 3 people share what their
partner wrote. (formative assessment)
● Next we are going to create the caste system of the Maya. You can either work alone or
with a partner. Write the name of the individual in the correct place in the caste system
and their role. Look back at the reading if you are stuck. (Work on Writing)

● Have the class explain the caste system (formative assessment)
● Get out the other 2 caste/class/social structure worksheets and readings from the Aztec
and Inca. Have them compare and contrast the civilizations.
● Why is it important that we know the differences between these cultures? Are we all the
same in the United States? How are we different from those living in Florida or
Washington State?
● We are now going to read part 2 of the Mayan culture readings during independent work
time.

● Read to Someone (have 2 students read back and forth) or Read to Self
● Underline words they don’t know or that are confusing, highlight things that are
interesting

ecosystem→ the environment (terrain, climate, animal habitats, resources available)
Step farming→ flat patches of land on mountainsides
glyphs→ pictures/symbols that represents sounds, words, and objects
Accommodations
they can do that)
- Students get to choose where they want to work for independent work time.
- Students get to choose if they want to Read to Self or Read to Someone.
Day 7
● Sit with a partner and go over the reading we left off with yesterday. Talk about any
questions you have and what things you found interesting. (Read to Someone)
● As a group, summarize the reading and answer any questions they have. Talk about
what they found interesting. (formative assessment)
● Ask students their theory on why the Maya disappeared.

● Students will work in pairs and write about how advanced the Maya were and how they
have affected our lives today. (Work on Writing)
● During this time, they will also create their vocabulary flashcards. A group of students will
then each get an orange card to write the word and definition and hang it on the word
wall. (Word Work)
○ Caste system→ born into a class in society and you have no chance of leaving it
○ Place of Awe→ the Mayan underworld
○ ecosystem→ the environment (terrain, climate, animal habitats, resources
available)
○ Step farming→ flat patches of land on mountainsides
○ glyphs→ pictures/symbols that represents sounds, words, and objects

● Go over what students wrote
● Make connections to why they came up with zero, the calendar we use today, and
different types of languages. (formative assessment)

● Students will illustrate the three theories mentioned as to why the Maya disappeared.
They may substitute the written theories for their own theories. Tell the students that if
they create their own theories, they will be presenting them to the class. (Work on
Writing)
● Go over written theories
● Have students present their own theories
● “Now, we are going to complete the art lesson!”
● Read script: : The Mayan people were incredibly artistic. They created sculptures,
carvings, paintings, featherwork and pottery. The interesting thing about their pottery, is
that they didn’t have a pottery wheel to create their pots. Instead, they molded them
using other tools. The Maya chose to decorate their pottery with beautiful patterns, but
they also decorated them with images that represented ways of life and important
happenings in their culture. Because of this, archeologists are able to use their pottery to
discover many things about the Maya. Today you will be a Mayan potter. You are going
to create a pot that has an image that represents an important part of your daily life so
that future archeologists will understand your culture better.
● Show videos of Mayan pottery making:
○ https://www.youtube.com/watch?v=egLiOYdhCGo (3:30) (Listen to Reading)
○ https://www.youtube.com/watch?v=pGMLxqPdsD8 (2:38) (Listen to Reading)
● Option 1: Provide handouts to students of pottery net and have them decorate the pot
with a scene from their “Mayan” life. Then, they can cut it out and construct it.
● Option 2: Provide handouts to students of pottery net and have them decorate the pot
with a scene from their “Mayan” life. They can use this as a rough draft. You can then
provide them with clay (I use the Crayola Air Dry Modeling Clay. It’s reasonably priced
for the amount you get) and have them actually create their pot and use a pencil to carve
their design.
○ Depending on the class and their capabilities, choose between the options.
Independent Work (20)

● If making paper pottery or for their draft here is the template for that:
● Discuss the Mayan life they put on their paper pot/draft.
● Have students share their artwork.
● On their KWL chart, complete the learned section. On their Before and After Learning
worksheet, have them complete the After Learning.
● Have students summarize what they learned today. Or, have each student share
something they learned for the day. (formative assessment)
Accommodations
they can do that)
- Students can help each other with theart project if there is need but is developmentally
appropriate.
- Students get to choose the order in which they want to work on assignments
- Students get to choose whether they want to make paper or model magic pottery
Day 8
Whole group (10 minutes)
● Today we are going to learn about our last civilization, the Mississippian. Fill out your
KWL Chart and the Before Learning part of our worksheets. (formative assessment)
● Are there any hypotheses on how the Mississippian live, where they live, etc.?
● In our first independent work time, you will read the passage, underline difficult or
confusing words and highlight things you find interesting (Read to Self or Read to
Someone). Then you get to choose between two worksheets. Whatever one you don’t
do in this session, you will do in the next. The first: You will write about the images and
describe their importance to the Mississippian civilizations and how it remains on our
culture today. (Work on Writing) The second: You will create a map of their community
using the text for reference.

homestead→ village
palisade→ tall, fence-like structure that surrounds a village
Slash-and-burn→ burning down a forest to create land to grow crops
chiefdom→ groups of people organized under a particular leader or chief
Practice all vocab during independent group
● How did it go? Have students describe what they did, how they liked it, and what they
learned. Now you will do the activity you didn’t do.

● What did you learn this time? Why is it important that we learn about the Mississippian?
(Talk about their value to Ohio). (formative assessment)
● Next you will read more about the Mississippian. Make sure to underline things you
aren’t familiar with and highlight things that are interesting. You can choose whether you
want to Read to Self or R
ead to Someone.

Read to Self or Read to Someone
mica→ a very thin and flaky mineral
obsidian→ a black and shiny rock made from magma that cooled very quickly; used for
weapons and as knives
raid→ men from the village would attack another unsuspecting village.

● What did you learn? What was confusing and interesting? (formative assessment)
● Talk about the different tribes that derived from the Mississippian.
● As a group, we are going to illustrate the theories mentioned as to why they
disappeared. If you’d like you can create your own theory and then we will present.
● Once you have finished this, you will also create the vocabulary words
○ homestead→ village
○ palisade→ tall, fence-like structure that surrounds a village
○ slash-and-burn→ burning down a forest to create land to grow crops
○ chiefdom→ groups of people organized under a particular leader or chief
○ Practice all vocab during independent group
○ mica→ a very thin and flaky mineral
○ obsidian→ a black and shiny rock made from magma that cooled very quickly;
used for weapons and as knives
○ raid→ men from the village would attack another unsuspecting village.
● A group of students will each get a green card. They will write the word and definition
and hang it on the word wall.
● Have students will out the KWL Learned section and After Learning.
● Explain to the students that there will be a test on the material covered over the early
civilizations. They can take home whatever resources they read or created to study.
Vocabulary will not be on the test, however, you need to understand what those words
are in order to answer questions correctly on the test. So take your flashcards home and
take a look at the word wall. It is separated by civilization so you can study them each in
a different color. They will be covered up during the test tomorrow.
● We will review before the test tomorrow and also do an art project for the Mississippian
civilization.
Accommodations
they can do that)
- Students get to choose what they want to work on and where
- Students get to choose whether they want to Read to Self or Read to Someone
- Students get to work at their own speed, understanding what needs to be done during
the whole group but making decisions as to what they want to do first.
Day 9
Whole Group (1 hour)
● Go over what was learned yesterday.
● Have students get in pairs and go over flashcards (Word Work)
● Go over the word wall and have students read their cards to each other to review. (Word
Work and Read to Someone)
● Next, we are going to learn about how the Mississippian created jewelry and make our
own jewelry!
● Read script: : The Mississippian were very creative in their jewelry making. One of their
most recognizable pieces of jewelry was gorgets. Gorgets
● were round disk-like ornaments with two holes punched into the top to be strung as a
necklace. There have been many different types of gorgets found. Archaeologists are
unsure of their meaning, but they think they may have been used to identify the clan the
Mississippian Indian belonged to or as a status of wealth.
● Show the video to give students a reference of gorgets. You don’t show the entire thing,
but that’s optional.
watch (Play until 1:04) (Listen to Reading)
● Provide handouts to students of gorget template and discuss the different styles. Have
them decorate the gorget using one of the styles. Once completed, use this as a
template and provide them with Crayola Air-Dry clay to create their gorget. Make sure
they put holes in it so that it can be strung with yarn for them to wear once it hardens.
Review for Unit Test (Whole Group, 20 minutes)
● Review religious practices, class systems, and similarities and differences
between the cultures. Discuss distinguishing features and vocabulary between
the civilizations.
Unit Test (Summative Assessment, 40 minutes)
● Once they have finished their unit test, they can draw a picture of themselves as one of
the members of one of the early civilizations.
● I will grade this test and we will go over it within a week after it being administered. I will
give the tests back to them at that point too.
Accommodations
they can do that)
- Students can work anywhere in the room they want for their summative assessment as
long as they are working on it individually.
- If a drawing works better for what they are trying to explain and can orally explain it to
you, that will work as well.
- Students get a choice about what they want to write about
- Students are given a word bank

Final 9-Weeks Lesson History Strand Lesson

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Final 9-Weeks Lesson History Strand Lesson

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Early Civilizations

Yellow→ What day it is

Length of Unit: 9 Days

Independent Time (20 minutes)

Whole Group (10 minutes)

Independent Work (15 minutes)

Independent Work (20 minutes)

Independent Work (20 minutes)

Possible Problem Words (vocab)

Whole Group (5 minutes)

Paired Practice (20 minutes)

*Students will not have to memorize the spelling of these words.

Independent Work Time (20 minutes) ​(Word Work)

Whole Group (20 minutes)

Independent Work (20 minutes)

Whole Group (10 minute)

Independent Work (30 minutes)

Independent Work (10 minutes)

Whole Group (15 minutes)

Independent Work (15 minutes)

Independent Work (20 minutes)

Whole Group (10 minutes)

Independent Work (20 minutes)

Whole Group (10 minutes)

Independent Work (20 minutes)

Possible Problem Words

Whole Group (10 minutes)

Independent Group (10 minutes)

Independent Work (20 minutes)

Whole Group (20 minutes)

Independent Work (10 minutes)

Whole Group (30 minutes)

Independent Work (15 minutes)

Possible problem words:

Whole Group (10 minutes)

Independent Work (20 minutes)

Whole Group (10 minutes)

Independent Work (20 minutes)

Whole Group (10 minutes)

Independent Work (20 minutes)

Possible problem words:

Independent Work (20 minutes)

Whole Group (10 minutes)

Independent Work (20 minutes)

Independent Work (20)

Independent Work (30 minutes)

Possible problem words:

Independent Work (20 minutes)

Whole Group (10 minutes)

Independent Work (20 minutes)

Whole Group (20 minutes)

Unit Test (​Summative Assessment​, 40 minutes)

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Independent Work Time (20 minutes) (Word Work)

Unit Test (Summative Assessment, 40 minutes)