Universal Design for Learning Lesson Plan
Maribeth Sherman
Summer, 2013
Sixth Grade, World Cultures
Standards
Common Core:
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.6-8.2a Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
State Standards:
MD.2.0. Peoples of the Nation and World.
2.A.1.b. Describe and compare elements of culture such as art, music, religion,
government, social structure, education, values, beliefs and customs, from civilizations in
early world history
Articulated Instruction Module:
Unit II: Latin America. 03. Students will analyze early Latin American civilizations in order
to determine factors that contributed to their development, growth, and decline. KSI-A.
Differentiate the characteristics of civilizations. KSI-B. Compare ancient Latin American
civilizations.
Materials Needed:
Safari Montage: Celebrating the Maya PowerPoint
Teacher Created Resources:
 Drill Sheet
 Primary Source practice
 Graphic organizers: RESEARCH: MAYA, RESEARCH: AZTEC, RESEARCH:
INCA
 Exit ticket, Day 1
 Directions for visual display, Day 2
 Day 3 Comparison of two civilizations
BCPS Resources:
 Aztec Empire
 Maya Civilization
 Inca Empire
Textbooks:
World History: Journey Across Time, The Early Years.
The Americas.
World Explorer: Latin America.
Computers for internet resources:
High reading level: web sites
Aztec: http://www.pbs.org/opb/conquistadors/mexico/mexico.htm
Incas: http://www.pbs.org/opb/conquistadors/peru/peru.htm
Maya: http://ngm.nationalgeographic.com/2007/08/maya-rise-fall/gugliotta-text
Middle reading level: powerPoint presentation
http://safari-home.bcps.org/SAFARI/montage/search.php?SearchValue=maya
http://safari-home.bcps.org/SAFARI/montage/search.php?SearchValue=inca
http://safari-home.bcps.org/SAFARI/montage/search.php?SearchValue=aztec
Low reading level (animations )
http://www.brainpop.com/search/search.weml?keyword=aztec
http://www.brainpop.com/search/search.weml?keyword=maya
http://www.brainpop.com/search/search.weml?keyword=inca
Additional internet resources:
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http://www.socialstudiesforkids.com/subjects/ancientamerica.htm
http://aztec.com
http://incas.mrdonn.org/
http://www.history.com/topics/maya
Markers, crayons, scissors, glue, and paper
Lesson Objective(s):
Day 1. Students will be able to investigate Aztec, Mayan, and Incan society in order
to determine if they meet Childe’s criteria of a civilization.
Day 2. Students will be able to organize their completed research on the Aztecs,
Mayan, and Incan civilizations in order to create a display of their research.
Day 3. Students will be able to compare two of Latin America’s ancient civilizations
in order to describe their similarities.
Framing the Lesson (Anticipatory Set):
1. The Drill includes a review of the purpose of V. Gordon Childe’s criteria of a
civilization followed by a matching of criteria and description from the previous lesson.
2. In order to address possible prior knowledge, a general question about what the
students may know about the Aztec, Mayan, and Incan societies is included
3. A short discussion of the drill allows students to verify their responses or make
4. corrections and provides a means of introduction to the day’s objective.
UDL 2.4 Review of key vocabulary to link previous knowledge with this lesson
UDL 3.1 Activate prior knowledge
5. Introduce class to the objective: Students will be able to investigate Aztec, Mayan,
and Incan society in order to determine if they meet Childe’s criteria of a civilization.
6. Turn drill over and introduce primary source evidence. Explain that each identifies a
criterion from Childe and they will be not only examining text but also visuals in their
research. Have students work with a partner to match the visual with a possible
criterion. Be sure to include support for response. Encourage discussion.
UDL 3.2 Guide students to distinguish between relevant an irrelevant information.
UDL 8.2 Varying levels of challenge
UDL 8.3 Opportunity for student collaboration.
Lesson Plan - Day 1
1. As a class, students will view the Safari PowerPoint, Celebrating the Maya, and work
independently under teacher guidance to begin completing their graphic organizer
entitled RESEARCH: MAYA. Allow time to confer with student-partner to
change/confirm information.
2. Class discussion to verify information.
3. Information on the Maya graphic organizer is partially complete.
UDL 3.2 Help students distinguish between relevant and irrelevant information
UDL 6.1 Provide support to guide work
UDL 6.3 Information organized in chart format.
4. Students grouped into partner pairs of four.
5. Each group of four will complete the Mayan research we started together and
organize to complete the research on the Aztec and Incan societies.
6. Review the objective and explain the sources available and how to use them.
 Textbooks - use graphic organizer
 Computers - use graphic organizer
 Handouts - may highlight information; make notes in margins
7. Teacher walks around room, assisting students and questioning information
UDL 1.3 Visual information provided through BrainPop and other internet sites
UDL 5.1 An alternative way to express information is in the sketch & label portion of
the note sheet
UDL 8.1 Goal clearly explained and visually apparent on graphic organizer
UDL 8.4 Mastery-oriented feedback provided
UDL 9.1, 9.2 Teacher proximity during research allows students to self-reflect
frequently. It also allows teacher opportunities to support those students who are in
need.
Exit ticket: Using today’s notes, compare TWO civilizations. Identify two ways
in which they are alike.
9. Pass out directions for day 2 and go over with students.
8.
HOMEWORK - Students are encouraged to review their notes in order to sketch or find
visuals of examples of their research for tomorrow’s display.
Lesson Plan - Day 2
Objective: Students will be able to organize their research on the Aztecs, Mayan, and
Incan civilizations in order to create a display of their research.
1. Review objective. Go over directions.
2. Students will complete yesterday’s research, as needed.
3. Illustrate your group’s research. The final product must include both text and
pictures detailing information. Suggestions include, but are not limited to,
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
Concept map - Poster or computer-generated ( Inspiration® )
Tableau (colorful, detailed picture)
Mobile
Written summary
UDL 5.1 Use multiple media for expression
UDL 7.1 Choices provided to encourage engagement
UDL 8.3 Collaboration for common goal
Day 3. Students will be able to compare two of Latin America’s ancient civilizations
in order to describe their similarities.
As this lesson is in the first quarter of sixth grade, a topic sentence with fill-in will be
included.
4
Drill, Day 1 -
V. Gordon Childe’s Criteria* of a Civilization
DRILL: Complete the front of this sheet. Use your notes from yesterday if
necessary.
1.
What is the purpose of V. Gordon Childe’s Criteria* of a Civilization?
_____________________________________________________________________________
_____________________________________________________________________________
*criteria: the standard used in making a judgment about something.
2. Complete the review by matching the criteria with their description. Place
the correct letter in front of Childe’s criteria.
Childe’s Criteria of a
Civilization
Writing and a system of
numbers
Ability to produce and
store food
Development of art style
Description of each term
A Evidence of a variety of large buildings
for all people to use.
B Evidence of a large variety of jobs, not
including farmers and hunters.
C Evidence of barter or exchanges of
items with far away places.
Large public buildings
D Evidence of many people living in the
area or region
Trade over long distances
E Evidence people had different amounts
of power, depending on their rank or in
society.
The beginning of science
F Evidence of the use of letters,
pictographs, and/or numbers
A variety of occupations
G Evidence of beautiful creations ,
including sculpture, paintings, music,
dance, and writing (such as stories and
poems).
A variety of social classes
H Evidence of a ruler and/or main
government
Large and thickly
I Evidence of science, which may include
populated settlements
math, engineering, inventions, and
technology.
A central government
J Evidence of an ability to grow and stock
up extra food
3. What do you know about the ancient Aztec, Maya, and Inca societies of
Central and South America? Make a list of your information.
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Support:
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Support:
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Support:
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Support:
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Support:
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EXIT – Civilizations Research, Day 1
identify: name; show; prove
Using today’s notes, compare TWO civilizations. Identify two ways in which they are similar,
or alike. Include specific examples to support your statement.
______________________________
Civilization
________________________________
Civilization
1st example: _______________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2nd example : _____________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________
________________
__________
EXIT - Civilizations Research, Day 1
identify: name; show; prove
Using today’s notes, compare TWO civilizations. Identify two ways in which they are similar,
or alike. Include specific examples to support your statement.
______________________________
Civilization
________________________________
Civilization
1st example: _______________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2nd example : _____________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Childe’s
Criteria of a
Civilization
The ability to
produce and
store surplus
food
Evidence from research
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Large and
thickly
populated
settlements
_____________________________________________
_____________________________________________
______________________________________________
_____________________________________________
_____________________________________________
Large public
buildings
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety and
ranking of
social classes
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety of
occupations
(jobs)
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
______________________________________________
Optional Sketch with label(s)
_____________________________________________
_____________________________________________
Evidence of
long distance
trading
_____________________________________________
_____________________________________________
_____________________________________________
Writing and a
system of
numbers or
record keeping
__________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
_____________________________________________
Development of
Art
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
Development of
Science
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
A Central
Government or
Authority
which
Rules over the
People
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Childe’s
Criteria of a
Civilization
The ability to
produce and
store surplus
food
Evidence from research
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Large and
thickly
populated
settlements
_____________________________________________
_____________________________________________
______________________________________________
_____________________________________________
_____________________________________________
Large public
buildings
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety and
ranking of
social classes
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety of
occupations
(jobs)
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
______________________________________________
Optional Sketch with label(s)
_____________________________________________
_____________________________________________
Evidence of
long distance
trading
_____________________________________________
_____________________________________________
_____________________________________________
Writing and a
system of
numbers or
record keeping
__________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
_____________________________________________
Development of
Art
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
Development of
Science
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
A Central
Government or
Authority
which
Rules over the
People
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Childe’s
Criteria of a
Civilization
The ability to
produce and
store surplus
food
Evidence from research
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Large and
thickly
populated
settlements
_____________________________________________
_____________________________________________
______________________________________________
_____________________________________________
_____________________________________________
Large public
buildings
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety and
ranking of
social classes
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
A variety of
occupations
(jobs)
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
______________________________________________
Optional Sketch with label(s)
_____________________________________________
_____________________________________________
Evidence of
long distance
trading
_____________________________________________
_____________________________________________
_____________________________________________
Writing and a
system of
numbers or
record keeping
__________________________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
_____________________________________________
Development of
Art
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
Development of
Science
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_________________________________________________________
A Central
Government or
Authority
which
Rules over the
People
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Day #2 - Research summary of Maya, Inca, and Aztec civilizations.
Illustrate your group’s research. The final product must include both text and pictures
detailing information. Suggestions include, but are not limited to,
 Concept map - Poster or computer-generated ( Inspiration® )
Tableau (colorful, detailed poster)
Mobile
Written summary. Three paragraphs, one on each of the ancient civilizations.
** Please talk to me if your group has another idea.
______________________________
__________________
_______
Ancient Civilizations of Latin America
Aztec - Maya - Inca
Students will be able to compare two of Latin America’s
ancient civilizations in order to describe their similarities.
1.
2.
3.
4.
Choose TWO ancient civilizations and describe how they are similar.
Use your notes and visual displays throughout room.
Begin by completing the topic sentence.
Include at least EIGHT examples, along with details, to support your topic
sentence.
5. Please refer to Writers’ Inc for help with transition or linking words, pg 89.
The ancient civilizations of Latin America have many similarities, especially the
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