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Week 21/ January 15 to January 19

January 16 2018

Essential Question:

How were the Tokugawa in Japan and the Qing and Ming in China alike and different?

 

Standard:

b. Describe the impact of the Qing and Ming Dynasty policies on the social structure of

China.

 

Activator:

We will look over questions from the study guide and pretest.  Students will also answer a question related to the portion of the video we watched yesterday. 

Teaching Strategies:

We will continue watching The Last Samurai that is a film that covers this time period.

Any additional time will be used to go over the study guide.  If needed, this day will be removed and the test will be on this day

Summarizer:

We will discuss the questions student answered as the activator.

Differentiation:

Video and written question 

 

 

January 17 2018

Essential Question:

How were the Tokugawa in Japan and the Qing and Ming in China alike and different?

 

Standard:

b. Describe the impact of the Qing and Ming Dynasty policies on the social structure of

China.

 

Activator:

Questions

Teaching Strategies:

Test

Summarizer:

None

Differentiation:

None

 

January 18 2018

Essential Question:

What traits did the Mayans possess?  What does this tell us about their decline?

Standard:

SSWH8 Describe the diverse characteristics of societies in Central and South America.

  1. Explain the rise and fall of the Mayan, Aztec, and Inca Empires.
  2. Activator:

 

Activator:

Socrative pretest covering content over next 5 days, will be taken for grade on 5th day (create)

Teaching Strategies:

Classnotes-

Nearpod Code for Week's Notes: WYJZU

Following the decline of the Olmecs a group called the Maya predominated the region of the Yucatan Peninsula.  The Maya had a complex political structure, ruled by small numbers of aristocrats.  The Maya were polytheistic and spent a great deal of time at war acquiring sacrificial victims.  The Maya  were heavily influenced by the Olmec.  They were located on the Yucatan Peninsula and through much of Central America.  There was no single Mayan political entity, but many Mayan city-states, and each Mayan city had its own ruler – usually male.  Nobles served as military leaders, tax collectors, law enforcers, etc.  Merchants formed the middle class.  The majority of Mayans were farmers.  Some cities had large temples and palaces made of stone.  They developed a hieroglyphic writing system and were famous for the 365-day calendar based on the movement of the sun.  The Mayans  worshipped many gods. They offered sacrifices to the gods in hopes of a good harvest.  Around 900 A.D., the Mayans abandoned many of their cities.  By the time the Spanish arrived in 1500 A.D., the remaining Mayans usually lived in farming villages.  The Maya suffered a mysterious and sudden decline.

Students will be introduced to the Mayans.

They will then begin a project that asks them to research either the Aztecs or Inca’s as a murder mystery.

Students should spend the first 2 days (at most) completing the graphic organizer on either the  Aztecs or Incas.  Time will be spent filling this out as class on the Mayans.  The graphic organizer will be taken up for a daily grade.  After students fill out the graphic organizer they will then either write a transcript, film a video, write a story, that presents the information in a creative or unified manner.  On the 5th day, students will take a quiz, and students may submit on this day.  Project may be submitted after 4 days for a 110.  Project may be submitted after 5 days for a 100.  Graphic organizer will be submitted on 5th day.

First 4800 CLICK HERE

First 4800 Instructions CLICK HERE

First 4800 Sample Project CLICK HERE

All Maya, Aztec, and Inca Notes CLICK HERE

Study Guide CLICK HERE

Summarizer:

Questions on project.

Differentiation:

Students will fill out graphic organizer and then turn into creative project.

 

 

January 19 2018

Essential Question:

What made the Aztecs such a successful Mesoamerican Empire?

Standard:

SSWH8 Describe the diverse characteristics of societies in Central and South America.

a. Explain the rise and fall of the Mayan, Aztec, and Inca Empires.

Activator:

We will discuss the geography of these Mesoamerican civilizations.

Teaching Strategies:

Classnotes-

Eventually a group known as the Aztecs became the dominant group in Mesoamerica.  The Aztec built their capital city (Tenochtitlan) on an island in a large lake in the Valley of Mexico.  The Aztecs captured surrounding territories but allowed these areas considerable autonomy in return for paying tribute.  Tribute was a key way that the Aztecs used to gain wealth and success.  Conquests were motivated by two factors: the need for sacrificial victims and military conquests were a means of achieving political power and social status.   The most important social structure was large kinship groups called calpullis.  The nobility was hereditary  and ruled over a vast administrative bureaucracy.  Around Tenochtitlan there was limited farmland, and  as the population expanded, farmers drained lakes to build chinampas.  The Aztec will eventually be conquered by the Spanish lead by Hernan Cortes.  Cortes was able to get peoples who were angered by Aztec tribute demands to join him and the Spanish in their campaign against the Aztecs.

Students will be introduced to the Aztecs and continue to work on project.

Summarizer:

Questions on project.

Differentiation:

Same a previous project project day

 

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