technology-connected lesson plan -...

7/18/10 1:46 PM

← Do Fences Make Good Neighbors?←

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← 1.Hernan Cortes, Two Worlds Collide← * Influence on the Aztecs← 2. Las Casas Anti Racism Policy← * Voice for Native Indians’ Civil Rights ←

← 3. Is this Country for US, or U Only?← *Oral History on Immigration← 4. How Does Immigration Affect Marylanders?← *Mexican Americans Influence← 5. How Choices are Affected by Available Resources ← *Farming In Mexico/Maryland← 6. Our Lives and Economic Choices ← *Trading- Nafta

Created By Dadre Blake← Partners in Education 2010← Fulbright-Hays ← Group Projects Abroad← Towson University← June 27– August 7, 2010

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7/18/10 1:46 PM

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7/18/10 1:46 PM←←

← Lesson Plan Number

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← Name:

← Dadre Blake ← School:

← Brock Bridge Elementary

← Lesson Title:

← Hernan Cortes, Two Worlds Collide.

← Grade Level/Subject Area:

← 3-6, Social Studies

← Guided Question

← What motivated European Explorers to embrace the unknown?

← Performance Objectives:

← After completion of the lesson, students will be able to: Identify the goals of the Spanish explorers, how they impact the effects of their exploration: impact of horses, introduction of iron, destruction of empires, and transfer of wealth; ← *Construct a sound historical interpretation.*Research and write a narrative from one of two perspectives: the viewpoint of a Native American witnessing the arrival of Spanish conquistadors in Mexico or the viewpoint of a Spanish explorer arriving in Mexico and meeting Native Americans.*Create a map illustrating Spanish settlements← *Understand the complexity of the encounter between Native Americans and explorers← *Analyze features and contributions of both Native Americans and explorers.← *Compare and contrast the different value systems.← *Describe the factors that enabled Cortes to defeat the Aztecs.← *Explain the changes the Spanish brought to Spain.←

← Local or National Standards:

← 2.B.1.b: - Peoples of the Nation and World← Analyze how native societies were influenced by the diverse cultures of the explorers and settlers.← 5.A.1.a: - History← Analyze the chronology and significance of key historical events during the age of European exploration.← 6.G.1.a: - Social Studies Skills← Present social studies information in a variety of ways, such as mock trials, simulations, debates, and skits.

← Assessment:

← 1. Write a dramatic scene: Suppose you are traveling with Hernan Cortes to meet Moctezuma. Describe the meeting between the conquistador and the Aztec ruler.← 2. Students keep a journal writing entries from the point of view of Aztecs and explorers.← 3. Hold a debate: - Divide the class in half (Spain vs. Aztecs) Debate who has a right to claim the land and why. (Remember North American Indians do not believe in “ownership” of land: they believe the land belongs to all) Defend perspectives with facts.← 4. Long Term Project: -Have students individually or in small groups prepare an oral report describing such Aztec achievements as their solar calendar, system of numbers, writing system, or works of art. The presentation should include both written descriptions and images. The images may be drawn or downloaded from the Internet.

← 5. Art: Make an Aztec sun god mask. Follow directions given. After completion students may wish to use their masks to tell a story.

← Technology Connections:

← Video Clip← http://hernan-cortes.com/ ← Time line of conguest← http://www.pbs.org/opb/conquistadors/namerica/adventure2/b3.htm#txt ←←

← Materials:

maps of Spanish settlements, world map, outline maps of Mexico, http://en.wikipedia.org/wiki/File:Ruta_de_Cortés.svghttp://www.hyperhistory.com/online_n2/History_n2/a.htmlhttp://www.nationalgeographic.com/xpeditions/atlas/index.html?Parent=mexico&Rootmap=&Mode=b&Submode

pencils, crayons, markers, blank paper, and other craft supplies.← Power point on “Identify the explorer”← Excerpt from “Flowers and Songs of Sorrow” by Miguel Leon-Portilla Rivera • Essay by a Mexican student

← Related URLs:

← Information about Cortes:← http://library.thinkquest.org/16325/y-conq.html ←← http://www.tcr.org/mexico.html http://xroads.virginia.edu/~HYPER/PRESCOTT/bk02_ch03.htmlhttp://xroads.virginia.edu/~HYPER/PRESCOTT/bk02_ch08.html← http://www.millersv.edu/~columbus/papers/richart.html ←← Information on the Aztecs:← http://library.thinkquest.org← http://www.indians.org/welker/aztec.htm ← http://www.mnsu.edu/emuseum/cultural/mesoamerica/aztec.html ←←← ←

← Procedures: (Day 1)

Introduction: Motivation: - Have stations set up around your room with pictures of navigation tools that early explorers used and asked the students to write down how each is used? Encouraged students to explain and defend their explanations before telling them how each tool was used. ← 1. Teacher will tell students they are setting out on a journey with an explorer, but they will need to decide whom they are going with, based on the explorer’s qualifications and expertise. Have students individually make a

http://www.mnsu.edu/emuseum/cultural/mesoamerica/aztec.html

http://www.indians.org/welker/aztec.htm

http://library.thinkquest.org/

http://www.millersv.edu/~columbus/papers/richart.html

http://xroads.virginia.edu/~HYPER/PRESCOTT/bk02_ch08.html

http://xroads.virginia.edu/~HYPER/PRESCOTT/bk02_ch03.html

http://www.tcr.org/mexico.html

http://library.thinkquest.org/16325/y-conq.html

http://www.nationalgeographic.com/xpeditions/atlas/index.html?Parent=mexico&Rootmap=&Mode=b&Submode

http://www.hyperhistory.com/online_n2/History_n2/a.html

http://en.wikipedia.org/wiki/File:Ruta_de_Cort%C3%88s.svg

http://www.pbs.org/opb/conquistadors/namerica/adventure2/b3.htm#txt

http://hernan-cortes.com/

Day 2

list “If You sailed with an explorer” what qualifications would they need to have. Have them decide what traits would make a person an effective explorer. Students will share their list with their table, and then combine their lists to one. Next create one class list from each group sharing a different attribute of an explorer.← 2. Then ask class what are the attributes for a good leader, creating a class list. Next students will put the explorers in order based on what they think their effectiveness as an explorer/leader might be. Students will then share their rankings. Take a tally of the votes on a chart.Share/Closure:• Teacher then initiates a discussion about student findings. Students should be encouraged to think about the criteria and priorities they used for ranking. • Teacher reveals the identities of the individual explorers. • Continue the discussion and ask students a) if they were surprised about explorer identities, and b) if knowing the identity of the explorers would have changed their ranking.

1. Start the lesson by asking the students why do many places in Mexico, Florida, California, and the Caribbean have Spanish names? Show them Spain on a world map, and have them note how far it is away from the New World2.Ask students before Europeans settled North America, did any cities exist there or did all the native tribes live in primitive encampments?Show students maps of Columbus’ voyages, one who paved the way for Hernán Cortés in the New World. 3. Next show a picture of Hernan Cortes, and ask the students what were his personal qualities and motivation as an explorer? Was he an effective leader? Did his leadership skills help him conquer the Aztecs← 4. Next watch video clip. As students watch video clip, they should take notes on what attributes are being displayed by Cortes.← http:hernan-cortes.com/

←← 5. Give students background information on the events that led up to Cortes contact with the Indians. Teacher provides students with background information. This website maybe used to give more detailed information. As students build background, they may create a time line of major events.←← http://www.pbs.org/conqustadors/cortes/cortes_b00.html

← 6. Using a map of the world (wall or overhead), teacher traces the route taken by Cortes from Spain to Mexico. As part of the modeling, teacher identifies Cortes’s point of origin, his point of contact with the new world, and his further route across Mexico.

http://www.pbs.org/conqustadors/cortes/cortes_b00.html

Day 3

← 7. Teacher discusses the geographic and navigational factors that influenced Cortes’ choice of routes. ← 8.Teacher also models how to summarize information on the effects of Cortes’s contact with the Aztec and other native cultures of the area.← 9. Show slide then have students complete the reaction chart, and as final activity have students complete chart on the impact of explorers on the Native Indians. ←Questions for discussion during the lesson: Ask students to name some reasons the Spanish wanted to explore and settle lands so far from Spain. *What dangers did the explorers face? * Why do you think they considered their expeditions worth those risks? ← *What were Aztec societies like prior to European exploration? ← *What motivated European explorers to embrace the unknown? ← *How was the idea of “discovery” different for Aztecs and explorers? *What did they expect to find, and what did they actually find? *What did the Spanish explorers think of the Aztecs they encountered?*Which forces were stronger- Cortes’s forces or Aztec forces? *What did the Aztecs think when they saw Spanish or other European explorers for the first time?*How did Cortes gain allies to help conquer the Aztecs?*How did their arrival affect the lands and native people of the New World? *What role did disease play in Cortes’s plan to conquer land for Spain?*How is this similar to the role of diseases in the Columbian Exchange?*Why do you think Moctezuma at first agreed to let Cortes stay in Tenochtitlan?

Motivation:- Show pictures of Spanish city , Jerez de la Frontera; Aztec city Tenochtitlan and ask students to note any differences or similarities using a double bubble map. You may wish to show pictures from other reference sources to help students better visualize cities in these two cultures.

1. Tell students that the conquest of Tenochtitlan led to the establishment of New Spain and the arrival of many colonists.2. Next, have students add details to outline maps of Mexico and South America showing the areas conquered by Cortes.3. Next give students background information on the founding of New Spain. Students may use the new information to add to their timeline from the previous lesson.

4. At this point have students summarize the lessons using the given time line and review.

Questions for discussion during the lesson: How do building new cities on the ruins of older cities make the work of archaeologists easier or harder?*What happened after the Spanish forces defeated the Aztecs?*Do you think the Spanish could have achieved their goals in different ways?*Why do you think they chose to fight instead of working with the Aztecs?*Where did the Spanish conquest begin?

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← Cross-Curricular Connections:

← Language Arts: Exploration and Conquest: The Americas After Columbus, 1500-1620←

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← Lesson Plan Number←

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← Name:



← Lesson Title:

← Las Casas Anti-Racism Policy←


← 4-5, Social Studies


← After completion of the lesson, students will be able to: ← *Recognize that Bartolomé de Las Casas, was Europe’s earliest and most courageous voice for Native American civil rights.← *Identify how Spanish colonists enslaved Native Americans and forced them to mine for gold and work on sugar plantations.← *Explain how Spain established political control in the New World by implementing two laws: the Enconmienda System and the Repartimiento.← *Bartolomé de Las Casas helped turn the Catholic Church into a defender of Native Americans.← *The Catholic Church began the process of mestizaje, the blending of Spanish and Indian civilizations.

← Local or National Standards

← 2.B.1.b: - Peoples of the Nation and World← Analyze how native societies were influenced by the diverse cultures of the explorers and settlers.← 5.A.1.a: - History← Analyze the chronology and significance of key historical events during the age of European exploration.← 6.F.1.c. Social Studies Skills← Analyze a document to determine point-of-view←←

← Assessment:

← 1.BCR: Summarize the point of view of Las Casas about the native peoples of Encomiendas. Be sure to include:← His opinion about the treatment of slaves← His solution to the treatment of slaves← The final results of his actions← 2. Poster ← Extension: Students investigate the role played by Malinche in Hernan Cortes’ relations with the Aztecs.← http://en.wikipedia.org/wiki/File:Malinche_Tlaxcala.jpg←


← Thinkquest: Virtual tour of mission← http://library.thinkquest.org/3615/tour.html

← Materials: ← Activity sheet TM1, TM2, Power point: Churches in Mexico← Fray Bartolomé de las Casas A Brief Account of the Destruction of the Indies

← Related URLs:

←← Arguments of Bartolomé de Las Casas ← http://www.pbs.org/opb/conquistadors/namerica/adventure2/ b3.htm#txt← http://www.britannica.com/EBchecked/topic/330804/Bartolome-de- Las-Casas←

← Procedures:

←← Whole group:← Introduction: As students study about Explorers coming to America, focus on Bartolomé de Las Casas as a human rights activist for the Native Americans. He fought for the rights of Native Americans to be treated humanely by Spanish soldiers.← 2. As a class, brainstorm the term Human Rights using a word web. What does this term mean? Determine the definition← 3. Briefly give examples of possible mistreatment of humans in history and currently. Example (enslaved Africans, Jews, and women)←← http://www.pbs.org/opb/conquistadors/n america/adventure2/b3.htm#txt←← Small Group:←← 1.In small groups have students read each scenario on TM1← file://localhost/Users/dadreblake/Documents/Microsoft User Data/Office 2008 AutoRecovery/Do Unto Others.docx)

Have each group report to the class their reactions to each of the scenarios. Record each group's reactions and discuss with class. Discuss their feelings, and talk about what actions they could take.

2. Students read short narrative of Bartholome Las Casas. Groups of



http://www.britannica.com/EBchecked/topic/330804/Bartolome-de-Las-Casas

http://www.britannica.com/EBchecked/topic/330804/Bartolome-de-Las-Casas



http://library.thinkquest.org/3615/tour.html

students create a character-web of his contributions to the Native Indians rights. See Character Web (TM2). 3. Teacher may choose to model a web using one of the following examples: Gandhi, Martin Luther King, Eleanor Roosevelt, Harriet Tubman, Abe Lincoln, John F. Kennedy, Mother Theresa. 3. After character webs are completed, students will then present their findings in the form of a poster. The poster should include: the problem or the injustice against a group of people, the activist's action, the implication for the future and the degree of Bartolome’s success, and state some of the core democratic values or constitutional rights that were violated.

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← Name:



← Lesson Title:

← This Country is yours and mine.


← 3rd-5th, Social Studies


← After completion of the lesson, students will be able to: ←


← 2.A.1a Peoples of the Nation and World: Use fiction and non- fiction to compare the elements of several cultures, and how they meet their human needs for food, shelter and other commonalities such as recreation, music ← 3.C.1.c Geography: Identify reasons for the movement of people from one community or region to another and stories←←←

← Assessment:

← 1.BCR: Compare and contrast two different culture groups represented in the United States.← 2. BCR: Explain why people immigrate to America both now and in the past← 3. Performance Assessment: Students should explore their family ancestry to discover how and why they migrated and settled in Maryland. Students create a slide show to show different aspects of their culture.


← Interview with Mexican Immigrants

← Materials: ← Vocabulary: immigrant, immigration, migrate, and assimilation.← MSDE Glossary http://mdk12.org/instruction/curriculum/social_studies/glossary.shtmlInvite community members or family members to share their story of immigration (suggestion- ask guest to infuse primary sources- such as photographs, maps, personal narrative, oral histories in their presentation)

← Related URLs:

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← Procedures ← Introduction: Ask students: When did your family come to

http://mdk12.org/instruction/curriculum/social_studies/glossary.shtml

: Maryland? Why did they immigrate here? Ask students to share the immigration stories of their families. ←

Cross-Curricular Connections :

← Literature Connections← Everybody Cooks Rice - Norah Dooley ← Coming to America - Betsy Maestro← Language Arts:← Open Court: Level 4 p.144 “Lemonade Stand”; Level 5/ Unit 3 Lessons 1,2,4←

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← Name:



← Lesson Title: ← How Does Immigration Affect Marylanders← Grade Level/Subject Area:



← After completion of the lesson, students will be able to: ← * Identify reasons that immigrant groups came to Maryland and explain where groups settled in Maryland.← * Analyze the influence of immigrant groups on Maryland.← * Explain Mexican-Americans’ contribution to the cultural diversity of Maryland.

← Local or National Standards:

← 4.A.3.b. Economics ← Describe how entrepreneurship inspired technological changes & affected business productivity← 2.B.1.b.Peoples of the Nation & World ← Describe the contributions of individuals & groups← 3.C.1.d.Geography ← Identify the reasons for the movement of to, from, & within Maryland & the U.S.←

← Assessment: ← 1. BCR: Explain how Baltimore’s economy grew and prospered as a result of immigration.


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← Materials: ←

← Related URLs:

← Immigration to Baltimore, 1883: The Rebecca Novitsky Story ← http://www.pride2.org/NewPrideSite/MD/Lesson21/ Lesson21_1.html

←← Procedures: ← Explain to students:

← 1. In today’s lesson, we will examine the

http://www.pride2.org/NewPrideSite/MD/Lesson21/Lesson21_1.html

http://www.pride2.org/NewPrideSite/MD/Lesson21/Lesson21_1.html

immigration of Mexicans, considering the reasons why Mexicans came to Maryland, how they have influenced the state.← 2. Introduce the topic of immigration with a class discussion. Address general immigration questions, as well as issues that relate more specifically to Mexican-American immigration. ← 3. The discussion should include consideration of important immigration issues during the mid-20th century, including the impact of the Great Depression on immigration, Mexican repatriation, the Bracero program, and Operation Wetback. ← 4. Additionally, clarify the meaning of terms that describe the Mexican-American population (e.g. Latino, Hispanic, Tejano). ← Other questions may include:← Why is the United States sometimes called a “nation of immigrants”?← Why would people want to leave the country of their birth to go to a new country? ← What immigrant groups have we studied this year? Where in Maryland did these groups settle?← What problems do all immigrants face?← What is assimilation? Why is it important for immigrants to assimilate into the culture of their new country?← How does immigration benefit Maryland? What are the negative effects of immigration?← What Latino groups have immigrated to Maryland? Where did they come from? Why do you think they left their country of origin? What problems do Latino immigrants face in Maryland?←←←

← Cross-Curricular Connection:

← Literature Connections:← Molly’s Pilgrim - Barbara Cohen← The Keeping Quilt - Patricia Polacco← Grandfather’s Journey - Allen Say← Language Arts:← Open Court: Level 4/ Unit 6 Lessons 1,2; Level 5/Unit 3 Lessons 1,3; Level 5/Unit 4←

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← Name:



← Lesson Title: ← Choices Affected by Natural, Human, and Capital Resources


← 3rd-5th, Social Studies, Science


← After completion of the lesson, students will be able to: ← Identify and compare Maryland’s resources and to Mexico’s resources, and describe how humans use them.

← Curricular Connections: (Local or National Standards)

← 4.A.1a-c Economics ← Explain why people must make economic choices.← 4.A.2.a EconomicsExplain how producers make choices because of← limited natural, human, and capital resources?← 6.0 Environmental Science A. Natural Resources and Human Needs← 6.5.A.1.a. Identify and compare Maryland’s renewable resources and nonrenewable resources.← 6.5.A.1.b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.← 6.5.A.1.c. Describe how humans use nonrenewable natural resources, oil, coal, natural gas, minerals, including metals.←

← Assessment: ← 1. BCR: Compare Maryland’s renewable and nonrenewable resources to that of Mexico’s. Give at least two example of each and explain how humans use them in their every day life.


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← Materials: ← Econ & Me Lesson # 4-Production pp. 35-45, Video Segments← Vocabulary: capital, human, and natural resources MSDE Glossary


←← Related URLs:

← My DNR Content for Kids http://www.dnr.state.md.us/mydnr/

← Procedures: ←←←

← Cross- curricular Connection:

← Literature Connection← How is a Crayon Made –

← Accommodation:

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← Name:



←← Lesson Title: ← Our Lives and Economic Choices← Grade Level/Subject Area:



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← 4.A.2.a Economics← Explain how producers make choices because of← limited natural, human, and capital resources?← 4.B.1.b Economics← Describe how countries around the world trade in the global market←←

← Assessment: ← 1.BCR: How is the market in some countries different from the market in the United States?


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← Materials: ← Vocabulary: free trade, import, export← MSDE Glossary http://mdk12.org/instruction/curriculum/social_studies/glossary.shtml←

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← Related URLs:

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← Procedures: ←←←

← Cross- curricular ← Connection:

← Literature Connection← How is a Crayon Made –

← Accommodation:

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7/18/10 1:46 PM

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7/18/10 1:46 PM

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