Lesson Plans for the Week of February 11, 2013
Standards:
SS6G1: The student will locate select features of Latin America and the
Caribbean.
SS6G4: The student will describe the cultural characteristics of people
who live in Latin America and the Caribbean
SS6G3: The student will explain the impact of location, climate, and
distribution of natural resources of Mexico, Venezuela, Brazil, and
Cuba
Common Core:
L6-8RH4: Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to
history/social studies
Essential Questions:
1. Why is Latin America a region based on the languages of
Portuguese and Spanish?
Warm-up:
Define: Great Britain, Latin America, and What is culture?
Activities: Teacher/Student
The student will orally read pages 33-38 and complete questions 5772.
The student will complete a study guide for the culture test.
The student will determine the meaning of words and phrases by
reading the text.
Student Activity and Assessment:
The students will present Day of the Dead Memorials to the class.
The student will explain how this is a blending of cultures.
Differentiation: Memorials
Tuesday, February 12, 2013
Standards:
SS6G1: The student will locate select features of Latin America and the
Caribbean.
SS6G4: The student will describe the cultural characteristics of people
who live in Latin America and the Caribbean
SS6G3: The student will explain the impact of location, climate, and
distribution of natural resources of Mexico, Venezuela, Brazil, and
Cuba
Common Core:
L6-8RH4: Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to
history/social studies
LITCC6-8RHSS10: By the end of grade 8, read and comprehend
history/social studies texts in the grades 6–8 text complexity band
independently and proficiently.
Essential Questions:
1. Why is Latin America a region based on the languages of
Portuguese and Spanish?
2. How is Day of the Dead a blending of Cultures?
Warm-up: Journal Writing
How would the culture of Latin America and the Caribbean be different
if the Spanish and Portuguese had not explored and colonized there?
Student/Teacher
The student will share their journal writing with the class.
The student will take a test over the culture of Latin America and the
Caribbean.
The student will read and comprehend the Aztec Civilization by
completing a Cloze Reading Sheet (Page 87)
Students will determine the meaning of words and phrases in text to
answer questions 206-209.
Students will independently read books of their choice.
Assessment: Latin America Culture Test and Close Reading/Questions
Differentiation: Cloze Reading and Differentiated Tests based on
Ability
Wednesday, February 13, 2013
SS6G1: The student will locate select features of Latin America and the
Caribbean.
SS6H1: The student will describe the impact of European contact on
Latin America.
Essential Question: What were the negative consequences between
the Spanish and the Aztec civilization?
Warm-up: Define: Who was Hernan Cortes?
Student/Teacher:
Introduce and review the Aztec Civilization and Hernan Cortes with the
Teacher PP.
Students and teacher will review questions 206-209.
Students will read the information and facts from the Teacher PP.
Student Activity:
Students will view the Unitedstreaming video: Hernan Cortes and the
Aztec.
Students will review the information from the video and take notes.
Students will explain how Hernan Cortes was able to conquer the Aztec
Empire.
Assessment: Review Text, Documentary Notes, and Discussion
Differentiation: Notes by ability levels
Thursday, February 14, 2013
SS6G1: The student will locate select features of Latin America and the
Caribbean.
SS6H1: The student will describe the impact of European contact on
Latin America.
Essential Question: What were the negative consequences between
the Spanish and the Aztec civilization?
Warm-up: Who were the conquistadors? What is a colony?
Student/Teacher:
Introduce and review Montezuma II.
Students and teacher will review questions 215-218.
The students will read and review Teacher PP Aztec Gods
Student Activity:
Students will decorate the Aztec God
Students will illustrate the Aztec God Chalchiuhticue.
Students will write a fictional account of how the Aztec God
Students will use their notes from the video to help with the writing
assignment.
Chalchiuhticue helped save the Aztec Empire from the Spanish
invasion and conquest.
Assessment: Writing Assignment
Differentiation: Writing based on ability levels
Writing topic
Introduction: Hernan Cortes has entered the city of Tenochtitlan.
The Aztec Montezuma believes Cortes to be a God. Unfortunately for
Montezuma and the Aztec civilization, Hernan Cortes and his men have
entered the city of Tenochtitlan with plans to take Montezuma captive
and destroy the city.
Chalchiuhticue: Aztec God
Fortunately for the Aztec civilization, they have Chalchiuhticue on their
side. Chalchiuhticue is known as “She of the Jade Skirt”, or She who’s
Night-robe of Jewel-stars whirls above. She is the goddess of oceans,
rivers, and any other running water.
Directions: Write a fictional story in which the Aztec is able to defeat
Hernan Cortes and his men with the help of Chalchiuthticue.
http://www.azteccalendar.com/god/Chalchihuitlicue.html
Friday, February 15, 2013
SS6G1: The student will locate select features of Latin America and the
Caribbean.
SS6H1: The student will describe the impact of European contact on
Latin America.
Essential Question: What were the negative consequences between
the Spanish and the Aztec civilization?
Warm-up: Who was Montezuma II? What was the connection
between Hernan Cortes and Montezuma II? Why did Montezuma II
trust Cortes?
Student/Teacher:
Review the Montezuma II.
Students and teacher will review the Aztec Questions/Quiz
Students will read the information and facts from the text.
Student:
Students will take a quiz over the Aztec Civilization.
The student will view, discussion, and answer questions about the
documentary: Montezuma II. PBS Documentary
Student Activity:
Students will design an Aztec information booklet.
Students will illustrate Aztec art.
Students will describe different aspects of the Aztec civilization.
Students will explain the impact of Hernan Cortes and the
conquistadors on the Aztec Civilization.
Students will explain the importance of Montezuma II and the Aztec
civilization.
Assessment: Quiz, Discussion, Video Questions and Textbook
Questions
Differentiation: Quiz based on ability levels.
Videos
Aztec 1
http://www.youtube.com/watch?v=G4JabdIKx8s
Aztec 2
http://www.youtube.com/watch?v=1BbIWuwtUZg
Aztec 3
http://www.youtube.com/watch?v=n_wAHvHIntM
Aztec 4
http://www.youtube.com/watch?v=f332HpnpgkI
Aztec 5
http://www.youtube.com/watch?v=KtzndX1f7aM
Videos:
Cortez: http://www.youtube.com/watch?v=A8niQ1ZAbwU
Montezuma II: http://www.youtube.com/watch?v=TiRAF7jt3Nw
Tenochtitlan: http://www.youtube.com/watch?v=_nS6MpVbB_g 5 mins