Grade:7
Integrated Content Areas: English Language Arts,
Social Studies, Theater, and Visual Arts
Unit Title: The Early Civilizations in the Americas
Essential Question: What differentiates one civilization from another?
Integrated Learning Outcome
With a partner, students will create a Fandango puppet to represent a mask that was used my one of the three
Civilization in the Early Americas (Maya, Aztec, or Inca) and give a small presentation about their mask. Students
will also write an essay that explains their chosen civilization.
Authentic Performance-Based Summative Assessment
Students created a Fandango puppet of a civilization in the Early Americas (Maya, Aztec, or Inca)
Partners will present their fandango puppets
Written assignment
Visual and Performing Arts
Prior knowledge:
1)
2)
3)
Content Standards:
Theater
1. 3.1 Design and create masks, puppets, props, costumes or sets in a theatrical style drawn from world cultures
Visual Arts
3.2 Compare and contrast works of art from various periods, styles and cultures and explain how those works
reflex the society in which they were made
Skills:
1)
2)
3)
Other Content Area(s)
Prior knowledge:
1)
2)
3)
Common Core State Standards:
Social Studies
7.7 Students compare and contrast the geographic, political, economic, religious,
and social structures of the Meso-American and Andean civilizations.
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.
2. Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
3. Explain how and where each empire arose and how the Aztec and Incan empires were
defeated by the Spanish.
4. Describe the artistic and oral traditions and architecture in the three civilizations.
5. Describe the Meso-American achievements in astronomy and mathematics, including
the development of the calendar and the Meso-American knowledge of seasonal
changes to the civilizations’ agricultural systems.
English Language Arts
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and
connect the essential ideas, arguments, and perspectives of the text by using their
knowledge of text structure, organization, and purpose.
2.3 Write research reports
c. Include evidence compiled through the formal research process (e.g., use of a
card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazines,
newspapers, dictionaries).
Skills:
1)
2)
3)
Text
1) Holt: World History Medieval to Early modern Times
2)Multi-media---video- History’s Impact; World History Video Program- The Early Civilizations of the Americas
3)Multi-media---Powerpoint- Maya, Aztec, and Inca Mask
4)Pictures of the different masks that each civilization had
Creative Process
(These phases of the creative process can be arranged in whatever order makes sense for this project. Phases will
likely be repeated and will overlap as the project is worked on over time. In this section, describe the strategies
used to activate these five phases.)
Imagine / Examine / Perceive (What pieces of the unit of study require students to examine the world, perceive
artwork or imagine something new?) As students are reading with in text or watching a video on either the Maya,
Aztec, or Inca.
Explore / Experiment / Develop Craft (Which activities ask students to explore the content, experiment with ideas
and get build new skills?) As students are engaging in the lessons/task within the unit.
Create (What pieces of the project are devoted to students creating their artwork?)
With a partner, students will create a fandango puppet on a civilization of their choice. The puppets will represent
the mask that were used for various purpose within that civilization.
Reflect / Assess / Revise
(Which activities ask students to reflect on their work, assess their progress and revise their project?
Share (How will students share their work with others?)
Each group will present their fandango puppets to the class along with a small script informing us about the mask.
Formative Assessment of the Visual and Performing Arts Content
List tools or strategies.
1)Project Rubric
2) Group project fandango Puppet
3)
Formative Assessment of Other Content Areas
List tools or strategies.
1) Presentation Rubric
2) Written essay to inform us about their civilization
3)
Summative Reflection
Teacher:
Student(s): Reflections about the big idea