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Early Peoples of the Western Hemisphere

4th Grade

Eight day unit

Fall 2011

Kasey Mosingo

Table of Contents

Section 1- Overview

Section 2- Unit Goals, Standards, and Objectives

Section 3- Pre-assessment Information: Pre-test, Script, and

Student Samples

Section 4- Days 1- 8 of Instruction: Lesson Plans and Student Work

Samples

Section 5- Post-assessment Information: Pos-test, Script, and

Student Samples

Section 6- Student Progress Chart

Section 7- Data Analysis

Reflection

Section 1

Overview of Unit

Overview of Unit

The following is eight days of instruction for a 4th grade class at Townsend Elementary

on ancient civilizations in the Western Hemisphere. Instruction on this unit lasted from August

29th, 2011 until September 8th, 2011. During instruction, students discovered information about

the various groups of people that lived in the Western Hemisphere long ago. Prior to the first

day of instruction, students were pre-tested on their knowledge of ancient civilizations. After

each day of instruction, students were then formatively assessed. After eight days of

instruction, students were then post-tested to see if significant gains had been made.

This unit starts by introducing the Maya civilization that developed over two thousand

years ago. The Aztec is the next ancient culture to be described in the unit. The Anasazi and

Mound Builders are the last two groups that are discussed in this unit. The unit ends with

showing students how to read and use time lines to organize events in history. Students are

asked to complete a small project at the end of the unit based on the information that we have

learned about the four ancient civilizations.

Section 2

Unit Goals, Curriculum Standards, and Objectives

Unit Goals

The goal of this unit was for students to understand the cultures and contributions of some of the earliest civilizations in the Western Hemisphere. Students have some prior knowledge of the history of the United States and other regions of the world. Also, important historical events have been introduced to students in previous grades’ curriculum. This unit was designed to extend student knowledge of ancient civilizations by recognizing the influence early cultural groups have had on the development of present societies.

Tennessee Standards and Objectives

Day 1

4.1.02 Discuss cultures and human patterns of places and regions of the world.

a. Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns.

4.1.03 Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.

4.1.spi.1. identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, Mississippi Mound Builders).

TSWBAT use the levels of comprehension to understand the text (Cognitive: Process)

TSWBAT formulate an argument on his/her agreement or disagreement with specific statements regarding the text during our whole-class discussion (Cognitive: create: content)

TSWBAT explain contributions that the Maya peoples made towards civilization (cognitive: content: understand)

TSWBAT describe how Maya farmers got the most out of their land (cognitive: content: remember)

Day 2



4.1.03 Recognize the contributions of individuals and people of various ethnic, racial,

religious, and socioeconomic groups to the development of civilizations.

4.1.spi.1. identify pre-Colonial Native American groups (i.e., Cherokee, Creek,

Chickasaw, Aztec, Mayans, Olmec, Mississippi Mound Builders).

TSWBAT define an empire (cognitive: content: remember)

TSWBAT name the capitol of the Aztec empire (cognitive: content: remember)

TSWBAT describe what life was like in Tenochtitlan (cognitive: content: remember)

TSWBAT explain how the Aztec conquered Tepanec and built an empire (cognitive: content: understand)

Day 3





5.01 Identify the ancient civilizations of the Americas.

5.02 Understand the place of historical events in the context of past, present and future.

TSWBAT describe Aztec warfare (cognitive: content: remember)

TSWBAT compare and contrast two ancient civilizations (cognitive: content: analyze)

Day 4





TSWBAT summarize important information from the text (cognitive: content: understand)

TSWBAT describe the Anasazi and mound builders and their civilizations (cognitive: content: understanding)

Day 5

4.1.spi.1. Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders).

3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire process and report information from a spatial perspective.

TSWBAT locate specific Native American groups on a map of the United States (cognitive: remember: content)

Day 6

4.1.spi.1. Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders).

1.02 Discuss cultures and human patterns of places and regions of the world.

4.5.tpi.2. Create a time line of major events.

TSWBAT construct a timeline depicting major events of the Aztec, Inca, Maya, Mound Builders, and Anasazi (Cognitive: create: process)

Day 7

4.1.01 Understand the diversity of human cultures.

a. Describe cultures of Native American tribes.

4.1. spi.1. identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, Mississippi Mound Builders).


a. Explain the cultures of the Western Hemisphere's native peoples prior to European contact.

401.2.9 Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science/social studies projects).

TSWBAT describe a specific Native American culture (content: cognitive: understand)

TSWBAT design an artifact from an ancient Native American culture (content: cognitive: create)

Day 8



4.1. spi.1.identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, Mississippi Mound Builders).


a. Explain the cultures of the Western Hemisphere's native peoples prior to

European contact.

0401.2.13 Continue to develop group discussion skills and to work in teams.

TSWBAT work cooperatively in a group by taking turns (Affective)

TSWBAT compare and contrast two ancient civilizations (content: cognitive: analyzing)

TSWBAT explain important details about the Maya civilization (content: cognitive: understanding)

TSWBAT describe the life of the Anasazi and the Mound Builders (content: cognitive: understanding)

Section 3

Pre-assessment: Pre-test, Script, and Student Samples

Pre-Assessment Script

“Please put your name and the date at the top and then put their pencils down so we could go over the directions together. The first five questions are multiple choice. You simply choose the correct answer that you believe best answers the question. For numbers 6-10, you will choose one of the three ancient civilizations that are given- Aztec, Maya, or Anasazi- that is being described in the sentences. You may use the ancient civilizations more than once. On the next page, you will read the timeline and answer the questions according to the timeline. On the last page, you are asked to match the definition on the right with the correct vocabulary word on the left. At the bottom of the page, there is a bonus where you can get five possible points for naming the five regions of the United States and one Native American group that lived in each region. Are there any questions? Once you are finished, hand in your test and do self-selected reading. You may begin.”

Scoring Explanation: Scores were calculated out of twenty-nine possible answers. The negative number at the top of each test indicates the number of questions answered wrong. All questions were worth three points each, except for the two questions on the writing portion of the test. The two writing questions were worth ten possible points. There was a bonus question available where students could receive up to five extra points. Scores ranging from 85-100 were considered mastery. Partial mastery were scores from 70-84 and non-mastery was considered 69 and below.

Section 4

Days 1-8 of Instruction: Lesson Plans and Student Work Samples

Social Studies Chp. 3 Lesson Plan

Date: August 26, 2011

Grade Level: 4th

Unit Topic: Culture West and East

Lesson Topic: Pre-Assessment for Chp. 3

Materials

Pre-Tests, folders, K-W-L charts, paper

Instruction

1. Have students come in and take a pre-test for chapter 3: “Early Peoples of the Western Hemisphere”

2. Explain that this is to just let me know where they are at and what they already know about the chapter that we will begin on Monday.

3. Pass out folders for students to use as dividers on their desks.4. Pass out the tests and have them write their name and the date and then put their

pencils down.5. Go over the directions together:

- For the first five questions, students will fill in the circle (A,B,C, or D) that completes the sentence correctly.

- For numbers 6-10, they will write in the name (Maya, Aztec, or Anasazi) of the people that are being described in the sentences.

- On the next page, it asks the students to answer the questions using the timeline provided.

- The third page asks the students to write a short paragraph to answer two questions below. Read the questions aloud to the students

- The last page is matching definitions to vocabulary words. Explain that they will write the letter that corresponds with the definition on the right with the correct vocabulary word on the left.

- Ask if there are any questions about the test before I allow them to begin.6. If time, have students fill out a K-W-L chart. As a class, we will go over together what we

already know about the Maya, Aztec, and Anasazi. Then, students will write down at least three things that they would like to know about these three groups of people. Encourage them to write more. I will take up these papers and transfer them to our W part of the chart. Explain that we will leave the L portion of the chart blank for now and as we learn more about these peoples, we will fill in the chart.

Day 1 Social Studies Chp. 3Lesson Plan


Grade Level: 4th


Lesson Topic: Early Peoples of the Western Hemisphere

Model or Strategy: 3-Level Guide

Materials

Textbooks, 3-Level Guides, K-W-L chart on the board, exit slips, photos of Maya civilization

Standards:







Lesson Objectives TSWBAT use the levels of comprehension to understand the text (Cognitive: Process)

TSWBAT formulate an argument on his/her agreement or disagreement with specific statements regarding the text during our whole-class discussion (Cognitive: create:

content)

TSWBAT explain contributions that the Maya peoples made towards civilization (cognitive: content:understand)

TSWBAT describe how Maya farmers got the most out of their land (cognitive: content: remember)

Set/FocusABK, RRL, IA: Have the students look back over the K-W-L chart we did on Friday. In their groups, they should discuss some possible answers to the questions we posed on the chart.

LL: Today, we will read about the Maya, their way of life, and what happened to this civilization.

InstructionStrategy Description: 3- Level Guide

1. Explain the process of the three level guide (see directions on the worksheet)2. Have students read pages 60-63 in their textbook with a partner and complete the guide.

They may go back through their textbook if they need to. Students should be scattered throughout the room so other students are not disturbed.

3. Have students come together for a whole-class discussion and go over the guide together. - Number four is incorrect (right answer: Tikal)- Number five is incorrect (right answer: started 2,300 yeas ago)- See if students had differing responses on the application questions (last four) and

ask students to explain their agreement or disagreement with the statements. Have the participation checklist on hand to assess students’ abilities to formulate responses.

4. If there is time left over, put up the photos of the Maya civilization in Mexico (from Mrs. Maples) and have the students draw a picture of one of the buildings/temples.

Closure Learning Verbalized (by students): This can be assessed by the whole-class discussion. Also, have students tell me one thing each that we can add to our K-W-L chart.

Objectives Assessed: Pass out the exit slips for students to complete and turn in for a grade. The second objective will be assessed during our whole-group discussion by using the participation checklist.

Accommodations- Have students who have difficulties partner with some of the higher-level

students in the classroom. - Change around any partners who cannot work well together- Give students extra help if the guide is too difficult

Three-Level Guide

Name:___________________

Date:____________________

I. Directions: Check the statements that you believe say what the author says. Sometimes, the exact words are used; at other times, other words may be used.

_____ 1. The Maya were located in Southern Mexico and Central America.

_____ 2. The invented the idea of zero.

_____ 3. Maya farmers built terraces in hilly areas and built raised islands in swampy areas.

_____ 4. The oldest Maya city is Copan.

_____5. Their stone temples were thousands of feet tall.

_____ 6. Maya farmers moved their field from place to place to keep the soil from

wearing out.

_____ 7. Corn was their main source of food.

_____ 8. The Maya built monuments to please their gods or rulers.

_____ 9. The Maya were one of the first people to invent a form of writing, using symbols that

stood for pictures and sound.

II. Directions: Check the statements that you believe are the author’s intentions in the text.

_____1. Descendants of the Maya still exist and have similar customs as their ancestors.

_____ 2. The Maya were peaceful and gentle people.

_____ 3. The Maya cities were empty after year 909.

_____ 4. The Maya played sports similar to those we play today.

_____ 5. The Maya civilization began 1,000 years ago.

III. Directions: Check the statements you agree with after reading the text and be ready to support your answers with ideas from the text and your own knowledge.

_____ 1. Invaders caused Maya civilization to end.

_____ 2. If the Maya civilization would not have disappeared, they would still be here and

practice the same traditions today.

Exit Slip

Name:____________________

Date:_____________________

1. Name one thing that the Maya invented

2. What was the main food that the Maya ate and how did they get their food?



Grade Level: 4th


Lesson Topic: The Aztec

Model or Strategy: Selective Reading Guide

Materials

Textbooks, K-W-L chart, reading road maps, index cards

Lesson Objectives TSWBAT define an empire (cognitive: content: remember)

TSWBAT name the capitol of the Aztec empire (cognitive: content: remember)

TSWBAT describe what life was like in Tenochtitlan (cognitive: content: remember)

TSWBAT explain how the Aztec conquered Tepanec and built an empire (cognitive: content: understand)

Standards:







Set/FocusABK, RRL, IA: Have students talk with their neighbors about important symbols that we have in the United States. Were any of them essential to the building and development of the United States?

(Some answers may include: bald eagle, American flag, Liberty Bell, Uncle Sam, Statue of Liberty, government buildings, National Anthem)

LL: Today, we will learn about the Aztec and how they used important symbols to build their civilization.

InstructionStrategy Description: Selective Reading Guide

1. Show students the reading road map worksheets we will be using in class. Go through the directions together so everyone knows how to work through the worksheet.

2. Ask students if they have any questions.3. Pass out the reading roadmap worksheets. Put written directions on the board along with

the text pages so students can see what they are supposed to do with the worksheet. 4. Put students into pairs to work on the worksheet5. If they are having trouble, go over the worksheet together at the end of class.

Closure Learning Verbalized: Have each student decide on one of the items they listed on the last question of the reading road map to share with the class. Then, students will come around and write one thing they learned about the Aztec on our K-W-L chart. They must put their initials next to their statement. This will act as an exit slip.

Objectives Assessed: Take up the reading road maps to be graded and check the K-W-L chart.

Independent PracticeHave students make flashcards for their vocabulary words. They must take their books home to find the definitions. Do the first one in class so they understand how to make the cards. There are 16 in all. Remind them to only do the vocabulary words, not the places (except for “Four Corners” on page 72).



Grade Level: 4th


Lesson Topic: The Aztec: War

Strategy: cluster chart

Materials

Venn diagrams, cluster chart, textbooks, K-W-L chart

Lesson Objectives TSWBAT describe Aztec warfare (cognitive: content: remember)

TSWBAT compare and contrast two ancient civilizations (cognitive: content: analyze)

Standards:








5.02 Understand the place of historical events in the context of past, present and future.

Set/FocusABK, RRL, IA: Put the question on the board “Why do we have war? Do you think war is necessary for why we go to war?”. Have students take a few minutes to answer the question on a piece of paper and talk with their neighbors. Have students share their thoughts. Why is war important or why do we need war?LL: Today, we are going to read about why the Aztec took part in war and how they fought.

InstructionStrategy Description: Cluster Chart

1. Pass out the cluster charts and write the appropriate labels on the board. Have students put the labels in the circles. They should label the middle circle “Aztec Warfare”- Labels include: the Importance of War, The Aztec Army, People of the Sun, Why it

Matters. 2. They should get into pairs and read pages 68 and 69. Then, they should work together

to fill in the two main details from each section on their cluster charts.3. When students finish, give them a compare and contrast chart to fill out for the Maya and

Aztec. Tell them not to worry about the Anasazi yet. Make sure they have all of their worksheets back so they are able to go back over the information. They can also refer to the K-W-L chart.

4. As students are finishing, go over the cluster chart and compare/contrast chart together.

Closure

Learning Verbalized (by students): Divide students into two groups and place them on opposite sides of the room, same distance away from the whiteboard. I will have a review guide questions. Once I ask the questions, the students will then work in their groups to try and figure out which group of people I am describing. The first team to raise their hand and give me the name of the group gets a point.

Objectives Assessed: Take up the worksheets.

Review Game Questions:

1. Invented the idea of zero. (Maya)

2. They used feathers for decoration. (Aztec)

3. They planned their city to honor the sun and gods. (Aztec)

4. Their cities were empty after 909. (Maya)

5. They used words like chocolate and avocado. (Aztec)

6. They received a sign that they had found their homeland. (Aztec)

7. They invented a form of writing. (Maya)

8. They were sent to fight but not kill. (Aztec)

9. **Worth five points** Write down where either the Aztec or the present-day location of where the Maya lived.

(Aztec: Valley of Mexico) (Maya: Guatemala/Southern Mexico/Central America)


Date: September 1, 2011

Grade Level: 4th


Lesson Topic: The Anasazi

Model or Strategy: Group Retellings

Materials

Textbooks, worksheets, scrap paper, K-W-L chart

Lesson Objectives TSWBAT summarize important information from the text (cognitive: content: understand)

TSWBAT describe the Anasazi and mound builders and their civilizations (cognitive: content: understanding)

Standards:







Set/FocusABK, RRL, IA: Ask students to think back to the past couple of days when we talked about the Maya and Aztec. Ask students if they remember any major differences or similarities between the Maya and Aztec. Have those who do stand up and state a difference/similarity. Ask students if they have ever heard of the Mound Builders or Anasazi before?LL: Today, we will learn about these two groups of people and what life was like for them.

InstructionStrategy Description: Group Retellings

1. Put students into pairs and have them either read about the Mound Builders (pg. 73) or read about the Anasazi (pg. 74-75). Each group should go over the information thoroughly because they will be responsible for teaching the material to another person.

2. Next, split up the pairs into new pairs so that one of the students who read about the Mound Builders is now paired up with the Anasazi. If there is an uneven number, two of the same readers may be in a group together and simply take turns.

3. Students should now take turns teaching the other person about the civilization that he/she read about.

4. Once students are done, pass out a worksheet and go over the information together. Closure

Learning Verbalized: Have students write down at least two things they learned about the Mound Builders and the Anasazi. Also have them write who their partner was that taught them about the other civilization. They should then share these with the class so I can put it on the K-W-L chart.

Objectives Assessed: Collect the exit slips from the students and check everyone’s worksheet before they leave.

Independent Practice

Have students take their textbooks and worksheets home and fill out the rest of the compare/contrast chart that we worked on yesterday.

Chapter 3: Lesson 3 The AnasaziName:____________________

1. The ___________ and _________ ____________ were the two main civilizations in

what is now the United States from 300 B.C. to the 1300’s.

2. The ___________, or desert dwellers, were located in the __________________ where

it is very dry.

3. Since they had a hard time farming because of the droughts, the Anasazi built

_______________ ___________ to bring water from the rivers and rain to their crops.

4. The Anasazi grew corn, _________, squash, and ____________.

5. The Anazasi were located in the _________ __________ which are the corners of

Colorado, New Mexico, Arizona, and Utah.

6. __________ are homes built in the sides of cliffs and on top of tall, flat hills.

7. __________ ___________ was an 800 room town and in Mesa Verde, the Anasazi built

a structure with 217 rooms in the die of a cliff called ____________ ____________.

8. Underground rooms used by men for religious ceremonies are called _________.

9. Archeologists believe the Anasazi left their homes in __________ because of

______________ among each other or ____________.

10. It is believed that the _________ and _____________ ___________ are descendents

of the Anasazi.

11. The Mound Builders lived in the Southeast along the ______________________

____________. They were later called ______________________.

12. The land had a lot of rainfall which made _____________ easier.

13. They also used the Mississippi River for a major ___________ _____________.

14. They built pyramid shaped buildings like the ___________ and _____________

temples.

15. They built large mounds to _________ ________ ___________.

16. The largest mound is in ________________, ___________. This mound is called the

Great _____________ ___________. It is 1,000 feet long and 100 feet tall.

17. _____________, ____________, and __________ were found in the burial mounds.



Grade Level: 4th


Lesson Topic: Using an infograph to locate Native American groups

Materials

Highlighters, worksheets from this chapter, United States map (ones already done or new ones), colored pencils, textbooks, project guidelines, highlights for worksheets (for me)

Lesson Objectives TSWBAT locate specific Native American groups on a map of the United States (cognitive: remember” content)

Standards



3.01 Understand how to use maps, globes, and other geographic representations,

tools, and technologies to acquire, process and report information from a spatial

perspective.

Set/FocusABK, RRL, IA: Have students think about their ancestors and where they came from. Share with your neighbor what you know about your heritage (some students may be part Cherokee)

LL: Today, we are going to explore how early Native Americans got to the United States and which groups lived in our region.

Instruction1. Have students turn to page 76 in their textbooks. Explain that the map shows the various

Native Americans that lived throughout the United States. Have one student read the short paragraph about the infograph. Ask students to look in the Southeast region and tell me one group of Native Americans that lived there. (Answers: Cherokee, Shawnee, Tuscarora)

2. If students still have their maps from chapter one, have them take them out. They will use the inforgraph on page 76 and the regions map on page 29 to find and label at least three Native American groups that lived in each of the five regions of present-day United States.

3. Have students take out all of their worksheets and outlines from the chapter (3-level guides, reading road map, exit slip from 29th, index cards, cluster chart)

4. Go through and have them highlight the important information that I want them to study. 5. Tell students that the test will be on Friday, Sept. 9th so they will have the weekend to

study.6. Pass out project guidelines (Due Wednesday, September 7th) and go over them with

students7. If there is time left over, have students study for the test or begin working on their

projects.Closure Learning Verbalized: Have the students talk with their groups and come up with one more thing we have learned for our K-W-L chart.

Objectives Assessed: take up the regions maps

Independent Practice

Students should study for the test and work on their projects

Social Studies Chapter 3 Project Guidelines

For this project, you will choose one of the early Native American cultures that we have

studied in chapter 3 to research and give a short presentation on. The cultures you may choose

from include: Maya, Aztec, Mound Builders, or Anasazi. Once you have chosen the Native

American group that you would like to study, you will look for examples of art or artifacts created

by these civilizations. Types of art or artifacts may include: buildings, homes, temples, pottery,

jewelry, paintings, or statues. You may use your textbook or the Internet to find information

about the group you have chosen. You will pick one type of art or artifact to illustrate. On a

sheet of paper, you should have your illustration and some information about the drawing or

Native American group. You may decorate your paper any way you like. It can be on a plain

sheet of paper, construction paper, or poster board. Be prepared to present your art or artifact

with the class on Wednesday, September 7th.

This is how you will be graded on the project:

10 pts. Native American group is labeled on the project

30 pts. Illustration of art or artifact

30 pts. Short summary about illustration or Native American group

10 pts. Creativity

10 pts. Neatness

10 pts. Presentation



Grade Level: 4th


Lesson Topic: Study Skills: Reading Time Lines

Materials

Textbook, white paper, worksheets, timelines, colored pencils/crayons

Lesson ObjectivesTSWBAT construct a timeline depicting major events of the Aztec, Inca, Maya, Mound Builders, and Anasazi (Cognitive: create: process)

Standards



1.02 Discuss cultures and human patterns of places and regions of the world.

4.5.tpi.2. create a time line of major events.

Set/FocusABK, RRL, IA: Have written on the board five familiar dates. Have students draw a horizontal line on a sheet of paper and have them put the dates in order by time. Give them a few minutes to do this and then have one person at a time come up and put one of the dates on the horizontal line I have drawn on the board.

Dates: 1989 (year I was born) 1492 (Christopher Columbus)

1607 (Pocohantas saves the life of John Smith)1789 (George Washinton 1st president) 1861 (Civil War begins)

LL: Today, we will learn about how to read a timeline and we will make our own timelines.

InstructionReading and Making a Timeline

1. Have students turn to page 70 in their books. Ask students what a timeline is?

- It is a diagram of a series of events in time. It shows event in order in which they took place.

2. Ask students what happened in 1300? (Ina Roca). What happened in 1471? (The Inca begin building roads)

3. Can I look at the year 1471 and say that the Inca building roads caused the Inca empire to begin in 1438?- No because that would not make sense. If an event caused something else to

happen, it must come first. - So, can I assume that when the Inca empire began in 1438, it caused the Inca to

build roads? Does that make sense? Yes because the empire came first and then the roads.

4. All time lines are divided into time periods. Look at the time line on page 71. It shows time in periods of 100 years. This is also called centuries. The years 1-100 are called the first century. The second century lasts from years 101 to 200 and so on. Does anyone know what century we are in? Have them look at the timeline below (21st)

5. The white jagged line on the timeline shows that a long period of time has been left out. 6. A ten year time period is called a decade. (We are in the 2010’s “twenty-tens”)7. B.C. and A.D.

- B.C. (stands for “before Christ”) marks events that took place before year 1- A.D. (stands for Anno Domini-in the year of the Lord) is used for events that took

place after year 1- Since B.C. events took place before year 1, the B.C. dates get lower as time goes

on. For example, the year 100 B.C. is followed by the year 99 B.C.- Draw a timeline on the board to show B.C. and A.D. dates

5 B.C. 4B.C. 3B.C. 2B.C. 1B.C. 1A.D. 2A.D. 3A.D. 4A.D. 5A.D.

8. Pass out papers that have the important dates written on them. Give each student a timeline.

9. Go over the directions together. Emphasize that some of the events listed are from B.C. and others are from A.D. Students should work independently.

10. If they finish, students may color the timeline by the century as we saw in the textbook on page 71.

Closure Learning Verbalized: Ask students to turn to their neighbor and explain one thing that they learned from class today. Have each group decide on one thing to share with the rest of the class.

Objectives Assessed: collect student timelines and exit slips

Independent PracticeStudents should review for the test that will be on Thursday. If they did not finish their timelines, have them complete them for homework and bring back the next day.

Directions: You will draw a timeline and put the following dates in order by the time that they occurred. Pay close attention because some events took place in B.C. and others took place in A.D

3000 B.C. The Anasazi started farming

1000 B.C. The Maya live in small villages

A.D. 1 The Mound Builders begin settling in permanent villages

A.D. 250 The Maya begin building cities

A.D. 900 The Anasazi build Pueblo Bonito

A.D. 909 The Maya disappear

A.D. 1100 The Aztec settle in the Valley of Mexico

A.D. 1300 The Anasazi leave their homes

A.D. 1440 Tenochtitlan is the capitol of the Aztec empire



Grade Level: 4th


Lesson Topic: Presentations

Materials

Presentation rubrics, test for tomorrow, powerpoint review game, baseball review game cards, computer, projector, jeopardy on the chalkboard

Objectives

TSWBAT describe a specific Native American culture (content: cognitive: understand)

TSWBAT design an artifact from an ancient Native American culture (content: cognitive: create)

Standards



identify pre-Colonial Native American groups (i.e., Cherokee, Creek,



Explain the cultures of the Western Hemisphere's native peoples prior to

European contact.

0401.2.9 Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science/social studies projects).

Instruction1. Students should take turn presenting their projects by showing their illustration and

reading the summary that they wrote.2. If time, play the password game: divide students up into two teams to play “ Password”

and have them sit at opposite sides of the room, facing the whiteboard3. Explain the game: Taking turns, one person from team one will stand next to the

projection, facing his/her teammates. The person cannot look at the screen at any time. A word will appear on the screen and it will be one of our vocabulary words. Team-members must try and help the person figure out the word by giving descriptions or the

definition of the word. They cannot say the word that is on the screen or they lose their turn. The person must guess the word before the timer goes off. If they get it correctly, they receive a point. The team with the most points wins.

4. Emphasize that only the team who has their member up beside the screen should be talking during their turn. It is like a game of charades and you do not want to help the other team.

5. After we play Password, have the students play the baseball review game. Split the class into two teams. One team will be up to bat and the other team will be in the field (one on first, second, third, and left/right field if extra players). A player will bat by choosing a card on the stool. If they get the question correct, they can move to the field. If they get it wrong, that is one out.

6. If there is time, have students look at the chalkboard where I have put up a Jeopardy board. This time, students will be on teams according to where they are sitting (3 teams). Each group will have a turn to answer a question from the board. If they get it incorrect, they lose the amount of points they played for and another team may “steal”. Play until the entire board has been used and then have a double jeopardy where they get one minute to write the answer to a question and bet on their money. The team with the most points wins.

Closure

Learning verbalized: Assessed by presentations and participation in review games

Objectives Assessed: Presentations are graded based on the rubric and guidelines for the project (see below)

Day 8 Social StudiesLesson Plan


Grade Level: 4th


Lesson Topic: Ancient Civilizations: the Maya, Aztec, and Anasazi/Mound Builders

Model or Strategy: Cooperative learning: Graffiti

Materials

3 Large sheets of paper, three different colored markers, self evaluation forms, peer evaluation forms, quizzes, and 2 long pieces of rope

Lesson Objectives TSWBAT work cooperatively in a group by taking turns (Affective)

TSWBAT compare and contrast two ancient civilizations (content: cognitive: analyzing)

TSWBAT explain important details about the Maya civilization (content: cognitive: understanding)

TSWBAT describe the life of the Anasazi and the Mound Builders (content: cognitive: understanding)

Standards



identify pre-Colonial Native American groups (i.e., Cherokee, Creek,



Explain the cultures of the Western Hemisphere's native peoples prior to

European contact.

0401.2.13 Continue to develop group discussion skills and to work in teams.

Set/FocusABK: Have students get with their group members at their desks and talk about whether or not it is important for people to work together when on a team.RRL/IAS: Divide the students into two groups (one group will have 5 and the other will have 6). There will be two long pieces of rope lying on the ground. Each piece of rope will have a knot in it about every three feet. Have the

groups stand behind their pieces of rope in a line to where each person is standing in front of a knot. Have the players pick up the rope, making sure they have one hand on each side of a knot. They must untie the knots without letting go of the rope. Allow the students to try for a few minutes and then talk about how important team-work is. LL: Today, we will work in groups to answer questions about what we have been learning in social studies.

InstructionCooperative Learning: Graffiti

Before instruction:

1. prepare graffiti topics and groups:- Topic 1 : Compare what life was like for the Aztec to the life of the Maya.- Topic 2 : List some of the things that you learned about the Maya.- Topic 3 : Write down what you learned about the Anasazi and the Mound Builders.- Groups : Group 1 (Will, Drew, Raven, and Tommy) Group 2 (Vallie,

Colin, Braden, and Preston) Group 3 (Jeremiah, Anna, Caleb)2. Distribute Materials

- Have 3 stations around the room. Each station has a large piece of paper with one of the topics on it. There will also be one colored marker. Each group will have their own colored marker.

During Instruction:

3. Explain the process to the students. They will stay at their station and will use what we have learned about the Aztec, Maya, Anasazi, and Mound Builders to answer the questions until I call “switch!”. At that point, the students will trade their papers to the next group clockwise. They stay at their original stations and only the papers move. They will have five minutes for each paper with a total of 15 minutes altogether. Have the rules on the board to go over before we begin:

- Each group member must participate- You will talk with your group members about your ideas when you are writing- You must take turns in your groups, giving each person a turn to write

4. Go through the process of answering the questions until each group has had each of the three papers.

5. Once done, have the groups go back to their original paper and talk about the paper to make a generalization about the topic. (Examples include: were Maya and Aztec cultures similar? Why or why not?, What was it like for the Maya?, Are the Anasazi and Mound Builders similar? Why or why not? What is important to know about them?).- Give them a few minutes to talk about it and then have each group pick a member to

share their findings.6. Evaluate and assess group processes

- Give students a short quiz on the topics we just went over (see below)- Give students a group and self-evaluation form to assess their abilities in the groups

(see below)Closure Learning Verbalized: Write three statements on the board about one of the three groups we have studied. The class must then tell me if the sentence is describing the Aztec, Anasazi, or Maya. The students must talk with their group members and decide. They will pick one group

member to come up to the board and put an AZ for Aztec, AN for Anasazi, or M for Maya. Each group will have a specific color marker so I know who put what answer on the board.

Objectives Assessed: Students will turn in their evaluation forms and quizzes to be graded. I will also take up and assess the posters.

Independent PracticeThey should continue to study for the social studies test that we will have tomorrow.

AccommodationsCreate heterogeneous groups with mixed achievement levels in each group to help struggling students



Grade Level: 4th


Lesson Topic: Chp. 3 Test

Materials

Tests, folders

Instruction1. Pass out folders so students can put them up to make dividers to prevent “wondering

eyes”2. Pass out the test and have students put their name and date at the top and then put their

pencils down.3. Go over the directions of the test together

- For the first five questions, students will fill in the circle (A,B,C, or D) that completes the sentence correctly.

- For numbers 6-10, they will write in the name (Maya, Aztec, or Anasazi) of the people that are being described in the sentences.

- On the next page, it asks the students to answer the questions using the timeline provided.

- The third page asks the students to write a short paragraph to answer two questions below. Read the questions aloud to the students

- The last page is matching definitions to vocabulary words. Explain that they will write the letter that corresponds with the definition on the right with the correct vocabulary word on the left.

- Ask if there are any questions about the test before I allow them to begin.4. As students finish their tests, have them do self-selected reading while others are

working on their test.

Section 5

Post-assessment Information: Post-test, Script, and Student Samples

Post-Assessment Script

“Please put your name and the date at the top and then put their pencils down so we could go over the directions together. The first five questions are multiple choice. You simply choose the correct answer that you believe best answers the question. For numbers 6-10, you will choose one of the three ancient civilizations that are given- Aztec, Maya, or Anasazi- that is being described in the sentences. You may use the ancient civilizations more than once. On the next page, you will read the timeline and answer the questions according to the timeline. On the last page, you are asked to match the definition on the right with the correct vocabulary word on the left. At the bottom of the page, there is a bonus where you can get five possible points for naming the five regions of the United States and one Native American group that lived in each region. Are there any questions? Once you are finished, hand in your test and do self-selected reading. You may begin.”

Section 6

Student Progress Chart

Pre

Test

3-Le

vel

Guid

e

Exit

Slip

Road

Map

Clus

ter

Web

Qui

z

Tim

e Li

ne

Pres

enta

tion

s

Exit

Slip

Qui

z

Map

Post

Tes

t

Gain

Sc

ores

1 High 69 94 100 100 100 100 100 100 100 100 100 105 36

2 23 82 75 94 96 75 100 80 80 80 0 91 68

3 Med. 27.5 88 75 76 100 100 100 100 100 100 100 92 64.5

4 21 88 100 100 100 AB 75 93 AB 80 0 87 66

5 23 82 100 88 100 100 100 93 100 100 100 81 58

6 65 100 100 100 100 100 100 92 100 100 100 98 33

7 21 82 100 88 100 100 95 96 90 88 0 67 46

8 54 94 100 94 100 100 95 83 100 100 100 104 50

9 24 94 100 94 100 75 95 96 100 88 100 96 72

10 12.5 82 75 88 96 100 95 86 100 88 0 100 87.5

11 Low 8.5 100 50 94 96 25 100 88 95* 100 95 88 79.5

AB= Absent *Assignment was turned in late

1 2 3 4 5 6 7 8 9 10 110

102030405060708090

100

Gain Scores

Gain Scores

students

scores

1 2 3 4 5 6 7 8 9 10 110

20

40

60

80

100

120

P re -Te st

P o st-Te st

Pre and Post-Test Scores for Each Student

Pre-TestPost-Test

Students

Scores

Section 7

Data Analysis

Data Analysis

According to the Student Progress Chart, 91% of the students made an above passing grade on the post-test (70% or higher). Furthermore, 64% of the students showed mastery of the material (90% or higher). The average score on the post-test was 92%. The first graph that I created shows the gain scores from the pre-test to the post-test for each student. The graph shows that all students had gain scores above twenty points. There was also one student who had a gain score above eighty points. The second graph that I created gives a 3-dimensional view and compares the pre-test to the post-test in terms of numerical difference. This graph makes it easier to see where the students started off when we began the unit and how much they progressed by the end. Although the student who was considered the “high” student did have a much higher score on the pre-test compared to his peers, he did make excellent progress as can be seen from the graphs.

Reflection

This assessment project proved to be a lot more difficult than I had anticipated.

Although the unit provided decent gain scores, there were many things that I did not account

for interfering, and if this unit was done over, there are some components that I would change.

After completing the assessment project, I have found some major elements that I feel should

be addressed. Expanding and condensing some instructional days was required throughout the

unit because of interference during class time. There were some planning and logistic problems

that I did not consider having during the project that needed to be confronted. I will also

discuss how some situations within the classroom may have interfered with the gain scores.

The unit I used for my assessment project took a total of eight instructional days to

complete. There were two of the eight days that had to be expanded due to interference during

class time. This also affected the days after, since time had to be accounted for what was not

done in class the day before. For example, on day two of the unit, I had planned on completing

a selective reading guide. To verbalize learning during closure, the students were going to

discuss one of the items they had listed on the last question of the selective reading guide to

share with the class. Then, the students were to write one thing they had learned on the K-W-L

chart we had started. Just as we started to verbalize learning, the cooperating teacher cut into

the class time to complete a different activity. I managed to have students tell me one thing to

put on the K-W-L chart, but we did not have time to complete the rest of the closure as I had

anticipated. The next day, I took a few minutes to do discuss the rest of the closure. This

affected some of the time I had planned on using for the cluster chart. Since we had less time, I

decided to go over the cluster chart together, instead of having students do it in pairs.

A similar situation occurred during day four of instruction. I had planned on doing group

retellings with the lesson. Once they had finished, I would pass out a worksheet that

summarized the information and go over it together. However, the cooperating teacher held

one of the two groups past the time I had planned. For this reason, I had to pass out and go

over the worksheet the next day. This caused me to condense the lesson I had planned for day

five, which in turn, caused the students to have a little extra homework. Figuring out which

piece of the lessons to expand and condense due to interference was difficult and sometimes

frustrating. I had to think about which material was crucial to the students’ development and

what could be thrown out, as well as the material that needed to be gone over in whole group

and what could be done individually or as homework.

There were also some circumstances with planning the lessons that I did not anticipate.

One example would be the careful consideration it usually takes when deciding on the

formation of groups and pairs. After day one of the unit, I realized which students should not be

working together and the students who thrived off of one another. I also realized that I had

certain students in the classroom who did not work well with any students and this became a

constant struggle. Whenever the students were participating in group work, I had to closely

monitor the groups that had these select students in them to avoid any trouble within the

group.

One of the major realizations that I had during this project was when the students were

presenting their projects that I had them do towards the end of the unit. As I planned this

project, I thought about how perfect it would be. Having the students complete the project

would be a good way for them to review the material before they were tested on it. I also

thought that it would be more fun for the students than if they just wrote a paper. However, I

did not anticipate the logistic nightmare that comes with projects and testing. On the day of

presentations, there were three students who had forgotten their projects and one student was

absent. I had not accounted for what would happen under these circumstances. I had not

planned any extra time in the following days for students to present their projects. I had to go

back and squeeze in some extra time during the lessons to come for students to do their

presentations. Another component that I had not realized until after the presentations was the

amount of time it would take to grade the projects. Since Ms. Maples teaches both social

studies classes, I had a total of twenty-two projects to grade. It is amazing some of the things

that you do not plan for until it is time to do them!

Although I did have some frustrating issues with outside forces and the planning I did

myself, I was overall pleased with the gain scores that I received through this project. However,

after reflecting on this project, there are a couple of issues I have found that could have

affected the scores that I received from the post-test. I planned most of the instructional days

in this unit using the DRL method. Since the students have a textbook that is matched to the

test, they are required to read the material in the book. Many of the students have low reading

levels. Moreover, four of the eleven students are currently going through S-TEAM to be on

IEP’s. This means that 36% of the students in the class are believed to need an IEP and are going

through testing.

The second factor that I have related to the test scores is the use of the DRL method.

Although I love using this method and the students seemed to enjoy it, they were responsible

for keeping up with several papers by the time the unit had ended. Each day, the students were

given something to complete, whether it was an exit slip, quiz, handout, or a worksheet. The

students have social studies binders that they keep the material in, but some students lost their

papers. We created the study guide out of the worksheets and quizzes that the students

completed, and once they lost them, they did not have some of the information they needed to

study for the test.

This was a difficult project to complete. However, I enjoyed creating the unit and

assessment because I was able to realize many things about how I go about planning and

implementing instruction. I have also recognized some of the things that I need to keep in mind

for the next time I plan instruction, such as group work and the logistics of projects and

presentations. As a whole, I was pleased with the gain scores that I received from this unit,

especially considering some of the individual limitations that many of the students bring with

them.

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