05.+Second+Quarter

QUARTER 2
__**History of the Western Hemisphere: Pre-Colombian**__


 *  This unit will be taught geographically and historically beginning with the Incas and the Mayas and finishing up with the Aztecs.
 *  This quarter and the two to follow will be taught using primary sources and the Benchmark Education readers __The Inca__, __The Maya__ and __The Aztec__.
 * Introductory lessons for primary sources are found on pages 5-14 in the teacher manual. Use the CD (located in the back of the **TCM** **Primary Sources**: Early American Indians teachers guide). Open the Introduction Activities folder, then open the intro.pdf file and use as a student activity to document own personal primary sources.
 * Curriculum alignment matrix: [[file:4th Grade Q2.doc]]

__**Recommended Assessments Include:**__
 *  TCM/Primary Sources Assessments, pages 63-74 and various actvities embedded in lessons and activity cards. These include writing, projects and short answer formats.

__**We recommend to teach lessons in the order as follows:**__  Assuming the average teacher will have 90 minutes a week to teach social studies, we recommend teaching 2 lessons per week, beginning with the Incas, Mayas, and concluding with the Aztecs. This follows geographical and historical movement. The Benchmark Education Company readers will be used to reinforce concepts about Incas, Mayas, and Aztecs. Some lessons can be taught in 30-45 minutes and same may last as long as 90 minutes. Much of this can be left to teacher discretion and time constraints.


 * Incas:
 * TCM Primary Sources: Map of Cuzco (Pages 31-34 )
 * TCM Primary Sources: Quipu of Incas (Pages 34-36 )
 * TCM Primary Sources: Incan Mummy Bundles (Pages 37-38 )
 * TCM Primary Sources: Machu Picchu (Pages 39-40 )
 * TCM Primary Sources: Pizarro Meets Atahualpa (Pages 41-4)
 *  Benchmark Education Company: __The Inca__


 *  Mayas:
 * TCM Primary Sources: Mayan Stela (Pages 15-16 )
 * TCM Primary Sources: Mayan Vase Glyphs (Pages17-20 )
 * TCM Primary Sources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Mayan Calendar (Pages 21-24)
 * TCM Primary Sources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Mayan Ballplayer (Pages 25-26)
 * TCM Primary Sources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Madrid Codex (Pages 27-30)
 * Benchmark Education Company: __The Maya__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Aztecs:
 * TCM Primary Sources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Map of Tenochtitlan (Pages 43-46)
 * TCM Primary Sources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Mask of Quetzalcoatl (Pages 47-48)
 * TCM Primary Sources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Patolli Game (Pages 49-52)
 * TCM Primary Sources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Royal Headdress (Pages 53-54)
 * TCM Primary Sources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Cortes Meets Montezuma (Pages 55-58)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Benchmark Education Company: __The Aztec__

**Standard Connections:**

__**Enduring Understandings**__: //**The students will understand that:**//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Civilizations are comprised of interrelated societies with advanced levels of development collectively characterized by social, political, material, scientific, and artistic progress.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Landforms influence movement, cultural interactions, development, and the success of a group of people.

__**Essential Questions:**__
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">What is a civilization?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> What enduring legacies were provided by the Inca, Maya, and Aztec civilizations?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> How did the Inca, Maya, and Aztec civilizations develop? How did they decline?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> How do landforms impact movement, cultural interactions, development, and the success of a group of people?

__**Skills:**__
 * //The student will be able to://**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> ***Compare and contrast elements of Inca, Maya, and Aztec civilization such as economics, social systems, the arts, and technology.**


 * **Benchmark Education Leveled Readers:**
 * __The Inca:__ "Everyday Life" (Pages 14-19), "Inca Achievements" (Pages 20 - 23)
 * __The Maya:__ "Everyday Life" (Pages 14-180, "Maya Achievements" (Pages 19-25)
 * __The Aztec__: "Everyday Life" (Pages 14-19), "Aztec Achievements" (Pages 20-23)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">
 * **TCM** **Primary Sources** **Lessons:**
 * __Quipu of the Incas__ (Page 35): Students will record information from the classroom on quipus that they will create and then trade to see if others can decipher.
 * __Incan Mummy Bundles__ (Page 37): Students will create mummy bundles according to classes in Incan society and then act as archaeologists in unwrapping them and interpreting their evidence.
 * __Machu Picchu__ (Page 39__):__ Students will write postcards to friends telling about their homes as if they lived in the city of Machu Picchu.
 * __Mayan Stela__ (Page 15__):__ Students will create stelae and then sketch themas if reporting about ancient ruins to the modern generation.
 * __Mayan Vase Glyph__ (Page 17): Students will choose pictures and then write headlines about them using Mayan glyphs.
 * __Mayan Calendar__ (Page 21): Students will calculate dates according to the tzolkin, the Mayan religious calendar.
 * __Mayan Ballplayer__ (Page 25): Students will work in groups to create sporting goods catalogs about Mayan ball game equipment.
 * __Pizarro Meets Atahualpa__ (Page 41): Students will create visual perspectives of the meeting between Francisco Pizarro and Atahualpa.
 * __Map of Tenochtitlan__ (Page 43): Students will work in small groups to present commercials that tell about the Aztec city of Tenochtitlan.
 * __Mask of Quetzalcoatl__ (Page 47): Students will create masks for Aztec gods or goddesses to be used in a religious ceremony for the Aztec people.
 * __Patolli Game__ (Page 49): Students will play the game of Patolli and learn about the other aspects of Aztec daily life.
 * __Royal Headdress__ (Page 53): Students will prepare ceremony events based on Aztec tradition for the day of Moctezuma’s crowning.
 * __Cortés Meets Moctezuma__ (Page 55): Students will write reports on the Spanish invasion based on either the Spanish perspective or the Aztec perspective.
 * __Temples of Mesoamerica__ (Page 59): Students will compare three temples of different peoples in Mesoamerica and then sketch new temples that incorporate architecture from all three.
 * Identify multiple points of view regarding these civilizations.**


 * **Benchmark Education Leveled Readers**
 * __The Inca:__ Conclusion page 29
 * __The Maya:__ Conclusion page 28 - 30
 * __The Aztec:__ Conclusion page 30

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">
 * **TCM Primary Sources Lessons:**
 * __Temples of Mesoamerica__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> (Page 59) : <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Students will compare three temples of different peoples in Mesoamerica and then sketch new temples that incorporate architecture from all three.
 * Use map skills to build understanding of these civilizations, the climate, and natural resources**


 * **Benchmark Education Leveled Readers**
 * __The Inca:__ Maps page 3, 10
 * __The Maya:__ Maps page 4, 26
 * __The Aztec:__ Maps page 4, 6, 13


 * **TCM Primary Sources Lessons:**
 * __Map of Cuzco__ (Page 31) : Students will work with partners to create travel brochures for the Incan city of Cuzco during the height of its empire.
 * __Map of Tenochtitlan__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Page 43) : <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Students will work in small groups to present commercials that tell about the Aztec city of Tenochtitlan.

__**Knowledge:**__ // **The student will be able to demonstrate knowledge of:** // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">
 * Attributes of culture and civilization, to include customs, food supply, social divisions, government, religion, art forms, written language, system of education, and technology.**
 * **Benchmark Education Leveled Readers:**
 * __The Inca__ (Entire Book)
 * __The Maya__ (Entire Book)
 * __The Aztec__ (Entire Book)


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> *Diverse and sophisticated civilizations that thrived in the Americas prior to European contact. **
 * **Benchmark Education Leveled Readers:**
 * __The Inca__ - Chapters 2: "The Great Inca Empire (Pages 10-13); Chapter 3: "Everyday Life of the Inca" (Page 14-19), Chapter 4: "Inca Achievements" (Pages 20-13)
 * __The Maya__ - Chapter 2: "The Great May Civilization" (Page 7-13); Chapter 3: "Everyday Life of the Maya People" (Pages 14-18); Chapter 4: "Maya Achievements" (Pages 19-25)
 * __The Aztec__ - Chapter 2: "The Great Aztec Civilization: 1400-1519" (Pages 10-13): Chapter 3: "Everyday Life of the Aztec" (Pages 14-19); Chapter 4: "Aztec Achievements" (Pages 20-23)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">
 * A variety of reasons that can cause the decline of a civilization. **
 * **Benchmark Education Leveled Readers:**
 * __The Inca__ - "Spanish Conquest" (Page 24-28)
 * __The Maya__ - "Later Times" (Page 26-27)
 * __The Aztec__ - "Spanish Conquest" (Page 24-29)