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Students will take on the role of an archaeologist who has just discovered a historical artifact from a Maya/Inca/Aztec civilization and will create a project to share their findings with the world. Students will explain the relevance and historical significance of that artifact while utilizing the essential writing process skills, incorporating effective technology, and applying cross-curricular discovery in the related areas.
Student Resources:
Western Civilization Dig Sites/Group Lists:
Day 1--Archaeology videos, get assignments, group up, find examples of some of the projects that you can do, decide who will do each assignment in your group, Day 2--Intro. good/bad websites, research and decide on your group's artifact, talk about notetaking and reasearch skills, begin research and data collection with research organizer.
Project Options:
-an archaeologist's presentation (powerpoint, keynote, etc) for the visitor center
-a tourist brochure for the dig site
-breaking news video/audio announcing the discovery (imovie or garage band)
-a Smithsonian Museum ad campaign (poster, glog, animation, radio ad, etc.) -a museum exhibit for the artifact
-another option approved by Mr. or Mrs. K
Project Requirements:
-a completed project from the project options list
-free of GUM errors
-must include 5 written parts including:
1) introduction
2) 1 paragraph describing the artifact (appearance, size, material, decoration)
3) 1 paragraph explaining the artifact's historical significance (When was it used? How and why was it used? Why is it important historically? Why is it important to culture?)
4) 1 paragraph explaining why the artifact was found in that particular area (Who used it? How is it different than another culture's artifact?)
Historians believe that people have lived in the Americas since as long as 20,000 years ago, when humans migrated to this continent by crossing the Bering Strait (between what are now Alaska and Russia) when it was frozen over during the Ice Age. Over thousands of years, people gradually moved south—down through North America, into Central America, and even as far south as South America. For many years, people hunted and foraged for food. Around 5000 to 3000 B.C., people began to farm. The first civilization was that of the Olmecs, who flourished from about 800 to 300 B.C. in Central America. In the centuries to follow, other civilizations formed in the Americas.
Three of the most advanced ancient civilizations in the Americas were those of the Mayas, the Aztecs, and the Incas. These empires ruled in different regions of Central and South America until they were conquered by the Spaniards in the 16th century. To reinforce when these civilizations flourished and point out their overlaps, draw a time line on a piece of newsprint that shows the time spans of the three civilizations:
1000 B.C.-A.D. 1697: the Maya kingdom
A.D. 1325-1519: the Aztec empire
A.D. 1438-1538: the Inca empire
The Mayas and the Aztecs existed in the region known as Mesoamerica (much of what is now Central America), and the Inca empire stretched along the west coast of South America (much of what is now Peru). Provide a map that shows where each of these civilizations existed. See the map online at Incas, Mayas y Aztecas. Much of what we know today about the Mayas, the Aztecs, and the Incas comes from artifacts discovered during archaeological digs. Artifacts small and large give clues about a civilization.
KUD:
Students should know...
1) how to use and apply the writing process
2) how to write for a specific audience
3) basic history of specific western civilization cultures
4) how to use technology as a tool to share info
5) how to research information effectively
Students should understand...
1) The writing process can be applied to many different areas
2) Technology should enhance a project, not just be an "add on"
3) How you write changes according to audience and purpose
4) Different cultures have both similarities and differences in their histories
5) Basic grammar, usage and mechanics are important in finished publications
Students should do...
1) Create a project using technology to enhance learning
2) Utilize the writing process including 3 paragraphs (1=artifact description, 2=artifact significance, 3=explanation of why artifact was found in this area), and intro, and a conclusion
3) Contribute to the success of a group or team
4) Justify your choice of artifact by showing how that artifact represents the characteristics and history of the area
5) Discriminate between high quality and low quality information while researching
Standards:
Reading
-Read for a variety of purposes and across content areas.
-Use a variety of skills and strategies to comprehend nonfiction and informational text.
Writing
-Use an effective writing process.
-Use knowledge of purpose, audience, format, and medium in developing written communication.
-Apply writing strategies to communicate in a variety of genres.
-Use writing as a tool for learning.
-Engage in the information literacy process: access, evaluate, and communicate information and ideas. -Write on demand.
-Adhere to conventions generally established in spelling, punctuation, grammar, usage, syntax, and style appropriate to genre and writing situation.
-Incorporate technology as a tool to enhance writing.
Technology Literacy
-Use critical thinking skills to conduct research, solve problems, adn make informed decisions using appropriate technological tools and resources.
Formative Assessment(s):
*Think/Pair/Share about the different areas of Ancient American civilization that they will cover in social studies. Then prompt them so they have all areas listed.
*Guided Writing for idea checks to make sure they have a plausible artifact and plan for research.
*Over the Shoulder Checks during research.
*Graphic Organizer for planning the outline for written component
Differentiated Instruction Tool(s):
*collaboration* Randomly have students choose a "dig site" (one of the Ancient American areas). There will be approximately 3-5 students at each dig site that they will be collaborating with. They can decide to do all the same type of project, one of each, or any combination they want.
*readiness/interest* Students will choose a particular format via which they will present their findings to the "world". Ideas including, but not limited to: powerpoint presentation for an archaeology class, a tourist brochure for the dig site, breaking news video announcing the discovery, a Smithsonian Museum ad campaign
*readiness/interest* Students will choose their particular artifacts within their groups. They will have guided research time to find an artifact idea, then will meet as a group to compare notes, to make sure there is no duplication, and to help guide group members that need assistance.
*readiness* Students will have access to links, guides, process help, etc. via the wiki to go check for added assistance when needed.
Resources Used:
Archaeologist Wiki Page for guidance
Internet for research
Computers for technology component/research/composing
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