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Lesson Plan
Subject: History Grade: 7 Lesson Topic: The Inca (Mythbusters)
Candidates Name: Chris Gomez
Date: 4/20/2017
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
7.7 Rationale:
Students compare and contrast the geographic, political,
Students have been working on Chapter
economic, religious, and social structures of the Meso-
26: The Inca, they will now shift their
American and Andean civilizations.
focus to elements of the life and culture of
7.7.2 the Inca including Government, Culture,
Religion, Education, and Geography.
Study the roles of people in each society, including class
structures, family life, warfare, religious beliefs and
practices, and slavery.

CCSS
1. Cite specific textual evidence to support analysis of
primary and secondary sources.

8. Distinguish among fact, opinion, and reasoned judgment

in a text.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Students will be able to identify characteristics of Rationale:

agriculture, government, religion and geography of
the Inca.
Students will learn and understand about the
differences between fact and fiction or Myth vs.
Fact.
Students will be able to work individually and cite
textual evidence as support for position/claim.
Students should be able to meet these
outcomes and objectives throughout the
lesson. Lessons and content covered prior
to this lesson will have prepared and
provided students with the necessary
knowledge to complete the lesson
effectively. Achieving these objectives will
demonstrate student understanding of the
historical content.
3. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
1. The lesson will begin with a warm-up activity followed by
a brief discussion on the term Myth. Students will be asked
to define the term Myth along with being asked to think
about common myths they know. Students will work on
these Warm-Up questions individually for 5 minutes. Once
students have completed their Warm-Up, the teacher will
lead the class in a brief discussion about myths.
2. Students will analyze 6 myths regarding the Inca ad
determine if each is a Fact! or Busted! Students will be
required to show proof for their choice, citing textual
evidence as support.
3. The teacher will provide students with both a graphic
organizer containing Incan myths along with the source
material for students to read and analyze.
4. The teacher will provide each student with the source
material over TWO segments: A-C followed by D-F.
5. Once students have completed determining which Incan
myths are Fact! or Busted! the teacher will collect
students organizers and lead the class in a brief closing
discussion about the activity.
Rationale:
This lesson on Incan myths/facts will allow
students to the characteristics of each
category of the Incan society along with
understanding the difference between
myth/fact or fact/fiction. Students will be
provided with the opportunity to become
their own Myth-Buster and investigators.
Students will also be provided with the
opportunity to problem-solve. Students
will be provided with a problem, a myth,
and be required to investigate source
material and identify textual support for
their claims.

Check for Understanding: I will be checking for

understanding by walking around the room and monitoring
students progress throughout the individual practice portion
of the lesson. I will be walking around the room to assist
students with assistance when requested, or if I determine
that a students needs assistance/re-direction.

4. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

Students will complete a Myth-Buster activity where
students will be provided with a graphic organizer containing
6 myths. Students will then be provided with 6 documents
in two, three document segments. Students will read through
each document, determine which myth each document
applies to, and determine if the myth is either fact/fiction.
For each decision students make for each myth, students will
be required to provided 3-4 pieces of evidence gathered from
the corresponding document to support his or her argument.
Rationale:
This activity will help students to
understand the unique characteristics of
Inca religion, government, education, and
geography. Students will also be engaged
through Myth-Busting where students
will be presented with a problem, a myth
and will become investigators, deciding for
themselves what is what is myth and what
is fact.

Check for Understanding:

I will be walking around as students complete this activity. I
will assist and redirect students as needed and ensure that all
students are on task. I will observe student understanding of
the concepts and learning outcomes with a particular focus
on student strengths and weaknesses of the lessons concepts.
At the completion of the lesson, I will be collecting students
organizers and check student answers for completion,
correctly identifying myths to be Busted! or Fact! and
look to see that students provided the correct textual
evidence as support for their claims.

5. What students should have learned.

At the end of this lesson, students should have learned about
the characteristics of Inca religion, government, education,
and geography. Students will learn elements of problem-
solving and investigating through this lesson requiring
students to be given a problem and investigate source
material to solve that problem. Students should have also
learned how to provide evidence and cite textual material for
their arguments. Students will also gain an understanding
that within history, there contains many myths and facts
and that in order to support a claim, evidence must provided
as support.
Rationale:
Students should have met these learning
outcomes and objectives. Doing so
demonstrates student understanding of the
lesson as well as the content for the unit as
a whole and assist them in the remainder of
the unit.