Introduction

This webquest was developed for my 6th grade social studies work sample at Pacific University, and is designed to introduce the history of ancient Aztec, Inca and Maya civiilizations with emphasis to its land, region, people and economy.

Learners

This lesson was created for 6^th grade social studies with the inclusion of language arts and technology. This lesson can be adapted or adjusted to fit different grade levels or to include other content areas.

Curriculum Standards

Objectives:

By the end of this lesson SWBT identify the three main civilizations of Pre-Columbia America civilizations through their online research. 

·Throughout this lesson SWBT list three specific facts relating to the contributions of the Aztec, Inca, and Maya civilizations of Mesoamerica through their online research.

During this lesson SWBT research questions asked of them for inclusion in their news report cooperatively and collaboratively with a peer using online resources.

Oregon Social Studies Standards Addressed:

SS.08.HS.01 Represent and interpret data and chronological relationships from history, using timelines and narratives. 

SS.08.HS.05: Understand the political, economic and cultural impact, and lasting influence on early civilizations on world development. 

SS:08:HS.05.01: Understand the major characteristics and historical influence of the early civilizations of Mesopotamia, Indus River Valley, Egypt, the America’s, Greece. 

Oregon Language Arts Standards Addressed:

EL.06.RE.03 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

EL.06.RE.17: Identify the structural features of newspapers, magazines, and online information and use the features to obtain information. 

EL.06.RE.19: Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

EL.06.WR.28 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

EL.06.WR.29 Use effective note-taking techniques to ensure appropriate documentation of quoted as well as paraphrased material.

Oregon Technology Standards Addressed:

TG.06: Extend communication and collaboration with peers, experts, and other audiences using telecommunications. 

Process

Teacher Process:
1. Set up focus projector and tablet.

2. Distribute laptops from the library laptop cart-1 laptop/pair (if applicable).

3. Instruct students to log on and load webpage.

4. Read introduction and task of webquest, discussing with students what can
be found in an encyclopedia article.

5. Pass out student worksheet.

6. Allow the students to explore complete the webquest process!
- Move about the room to help students stay on task and to answer
questions as needed.

Student Process:
PART ONE
1. Recieve your assigned topic and questions from Miss Crop, the News Channel Producer.

2. Make sure you have read through and understand the introduction and the task for the webquest.

3. Review the list of questions, provided by your Producer to be answered throughout your research.
*Each student must individually answer and complete the questions on the worksheet provided. Student Worksheets: Trade/Cities, Pryamids/Architecture, Farming Techniques, Textiles/Art

4. Thoroughly examine the following websites in helping you with your research.

Reporters researching trade & cities visit:
http://library.thinkquest.org/16325/y-eco.html
http://lsa.colorado.edu/~lsa/texts/Aztecs.html
http://en.wikipedia.org/wiki/Trade_in_Maya_civilization

Reporters researching pryamids & architecture visit:
http://www.courses.psu.edu/anth/anth008_cmg149/pyr.html
http://www.courses.psu.edu/anth/anth008_cmg149/atsp.html http://www.geocities.com/architecture_aztec_america/america_inca_2.htm?200621

Reporters researching farming techniques visit:
http://library.thinkquest.org/16325/y-farm.html
http://www.agnr.umd.edu/extension/local/Howard/files/mg/schfloa.htm (*read last 2 paragraphs) http://www.socialstudiesforkids.com/articles/geography/terracefarming.htm http://incas.mrdonn.org/farming.html

Reporters researching textiles & art:
Inca Textiles
http://incas.perucultural.org.pe/english/histec8.htm
View Pictures - http://exchanges.state.gov/culprop/peru/textile/sect2.htm
Mayan Art http://www.lost-civilizations.net/mayan-art.html
http://mayas.mrdonn.org/dailylife.html
View Pictures - http://www.fotosearch.com/photos-images/mayan-art.html

PART TWO (Writing Block)
5. Once you have completed your research and answered the assigned questions, each of you will use your research to write a brief news report. This report is to be edited by the news Producer and will be delivered by you with your news team to the network viewers.

6. When your news report is completed, you must illustrate a poster depicting the information you are delivering in your news report to be used during the broadcast.

PART THREE
1. As a group you will deliver your news reports to each other rehearsing for the evening broadcast. Other reporters on your news team are instructed to offer positive feedback in order for your team to deliver the best broadcast possible

PART  FOUR
1. At the conclusion of the unit on Mesoamerica, new teams will deliver your live news broadcast.
The following is to be turned in to Miss Crop, Producer of News Channel 4:
*Research/Question worksheet with answers
*Rough and final drafts of news report
*Illustrated poster

Resources Needed

Computer Lab/Classroom Laptops.

Prior to lesson bookmark webpage.

Student questionnaire worksheet

Student web worksheet (assist w/writing process)

Prior to lesson make sure students will have access to chosen websites.

Evaluation

Your grade for this project will be figured using the following rubric:

Conclusion

This lesson will help students understand the importance and lasting influence of issues, events, people and developments in world history. Students will also be able to identify specific facts relating to the cultures of Pre-Columbia America and the ancient civilizations that occupied the land.

Credits & References

http://library.thinkquest.org/16325/y-eco.html
http://lsa.colorado.edu/~lsa/texts/Aztecs.html
http://en.wikipedia.org/wiki/Trade_in_Maya_civilization

http://www.courses.psu.edu/anth/anth008_cmg149/pyr.html
http://www.courses.psu.edu/anth/anth008_cmg149/atsp.html
http://www.geocities.com/architecture_aztec_america/america_inca_2.htm?200621

http://library.thinkquest.org/16325/y-farm.html
http://www.agnr.umd.edu/extension/local/Howard/files/mg/schfloa.htm
http://www.socialstudiesforkids.com/articles/geography/terracefarming.htm
http://incas.mrdonn.org/farming.html

http://incas.perucultural.org.pe/english/histec8.htm
http://exchanges.state.gov/culprop/peru/textile/sect2.htm

http://www.lost-civilizations.net/mayan-art.html
http://mayas.mrdonn.org/dailylife.html
http://www.fotosearch.com/photos-images/mayan-art.html

http://webexhibits.org/calendars/i/aztec2.gif