Standards

Verbal/Linguistic 1. List the standard you plan to teach. Standard: CCWriting3- Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 2. Develop an assignment, project, or performance to address the standard. Tell a story based on facts that have been learned in class already, to tell what might have happened to the Ancient Mayan Civilization. 3. Differentiate your assignment, project, or performance using the following guidelines: a. Change the content: Watch a Brain Pop video on the Mayan Civilization and use that information to do the activity. b. Change the process: Make predictions before reading information, then after research, tell a story about what might have caused the Mayans to leave c. Change the product: Instead of a story about what happened with the Mayans, pretend that you are a Newscaster reporting on what happened.

Logical/Mathematical 1. Standard: CCInformationalText6- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 2. After reading about the Mayan counting system, try to decipher a few of their number symbols and compare them to our number system. 3a. Change the content: Do a few math problems in our number system and then see the same problems with the Mayan number system. See if they can figure out a difference. b. Change the process: Explain to the kids what the bars and the dots in the number system mean and help them figure out the system by themselves. c. Change the product: Students should be able to write up to ten in the Mayan number system.

Visual/Spatial 1. Standard: CCInformationalText6- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 2. Use maps to see the areas where each civilization lived and read up on what country is there now. 3a. Change the content: They will be able to see if the Ancient Civilizations would still be able to survive in today's age. b. Change the process: Research about what areas the civilization lived in, then look at what lives there now. Compare the information. c. Change the product: Students after research should draw a picture with the information that they have about what the area looks like and how the civilizations lived there.

Bodily/Kinesthetic 1. Standard: CCInformationalText7- Use the illustrations and details in a text to describe its key ideas. 2. Read information on why the Mayans were called the People of the Jaguar. Have the children make their own masks either out of clay or regular paper, that represent the jaguar. Then have them use what they learned to describe in their own words why the Mayans were the People of the Jaguar. 3a. Change the content: Read the students information about the animal Jaguar and then read them information about the Mayan people. b. Change the process: Read the students information about the Jaguar as well as mythology surrounding the animal and the civilization, then the information about the Mayan people, and then make the masks depending on what they think they should be. c. Change the product: After they make the masks, they need to put on a skit or show about how the Mayans were thought to be the People of the Jaguar.

Musical/Rhythmic 1. Standard: CCInformationalText3- Describe the connection between two individuals, events, ideas, or pieces of information in a text.

2. Have the students look at pictures of different artifacts and items that were found at the sites of known cities and have them come up with a kind of jingle for them and how they should be used. 3a. Change the content: Look at things we use around the house and make up jingles for them, then try to find artifacts that we could use the same jingle for it. b. Change the process: Look at everyday objects we use around the house and make up jingles for them, then try to find artifacts that we could use the same jingle for. c. Change the product: Make up a jingle for something that the civilizations could have used back in their time.

Interpersonal 1. Standard: CCSpeakingandListening1- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 2. Have the students break off into three groups. Then assign them a certain civilization (Maya, Aztec, Inca) and have them discuss amongst themselves why they are the best. Then have them one at a time debate about which civilization is the best. 3a. Change the content: Give the students books and other information for them to base their decisions on. b. Change the process: Have the students discuss the information and their opinions for 10-15 minutes before they actually debate. c. Change the product: After they present their opinions to the rest of the class, have the whole class then decide which civilization they think is the best (they can't pick their own).

Intrapersonal 1. Standards: CCWriting1- Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 2. Decide which civilization you personally would like to be in after looking at all the facts.

3a. Change the content: Give the students informational books and packets for them to base their opinion on. b. Change the process: Offer help to the students if they need it. Give the students about 10-15 minutes for them to at least get their ideas down. c. Change the product: Write out a paragraph, or at least detailed notes, on why you would like to live in whichever civilization if you had to choose. Then have a discussion with the class.

Naturalist 1. Standards: CCWriting2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 2. Look at how the surrounding nature affected how each civilization lived. How would you survive if you had to live there? 3a. Change the content: Have the students look at the maps and see what kind of geographical features are near where the civilizations were. Use the books and information provided for the students to base their answers on. b. Change the process: Give the students about 10 minutes to get their information and formulate their answers. c. Change the product: Have the students take notes on the different climates and how the civilizations would have reacted to it. Have a class discussion when everyone has finished.