Lesson Plan Format Using Understanding by Design Framework

Stage 1: Identify Desired Results

Title: Cultural Structures of Mesoamerican Societies

Grade: 6th grade
Author: Jill Horn
Number of Class Periods: 1
Essential Questions:
What can we tell about daily lives of the Mesoamericans based on the things they left
behind?
How did religion play a role in the everyday lives of Mesoamericans?
State of Michigan Content Standards (GLCEs/HSCEs):
6-H1.2.1: Explain how historians use a variety of sources to explore the past (e.g.,
artifacts, primary and secondary sources including narratives, technology, historical
maps, visual/mathematical quantitative data, radiocarbon data, DNA analysis).
6-W3.1.3: Describe the similarities and differences among Mayan, Aztec, and Incan
societies, including economy, religion, and role and class structure.
6-W3.1.4: Describe the regional struggles and changes in governmental systems among
the Mayan, Aztec, and Incan empires.
Learning Objectives:
Interpret what is seen in artifacts or artwork from Mesoamerica. Compare and contrast
similar artifacts from different cultures within Mesoamerica.
Evaluate the role of religion in Mesoamerican culture and structure.
Examine the relationship that is represented by the concept of duality.
Content Rationale: (up to a half page): The lesson on this particular aspect of Mesoamerican
culture will offer students a glimpse into the relationship between religion/belief systems and
societal structures. This will happen on an individual level between the Olmecs, Mayans, Incans,
and Aztecs, but students will also explore the commonalities between the groups. Studying these
groups not only honors them and their descendants, but also helps students to understand that
there were great contributions to the world outside of the western (European) civilizations that
are so commonly referenced in modern society. Studying different civilizations like this also help
students to understand concepts like time and the seasons in a way that is beyond what we are all
accustomed to.
Instructional Strategy Rationale: (up to a half page): Students should be practicing their
writing skills every day, even if it is only for a few minutes each day. Many students that I
observe use shorthand text-like communication when theyre writing on assignments, but I
believe that they need to possess the skill of formal and complete writing in addition to
shorthand. The discussions that follow not only let students tell what they know, but when done
effectively, they can create oral arguments that state a point and then back it up with evidence.
The game is for a bit of fun, but the act of role playing can reach some students in ways that
reading from a book cannot.
Background and Context:
What will students have already covered in your unit that may apply here? Students
will have covered what makes the different Mesoamerican societies unique in comparison
 to each other, as well as their similarities. Things that fall under this are Mesoamerican
calendar systems that revolved around harvests and festival seasons, their location and
how it affected their successes/failures in different aspects, and their government
structure.
Where are you headed next? Since this lesson is a wrap up of the unit on Mesoamerican
society, students will spend the following day reviewing what they had learned during the
entire unit, followed by a unit test.
How does this lesson connect with the next? Stepping out of the usual lesson context,
having students put themselves into the roles of Mesoamericans helps them to understand
the necessity of the game in order to provide for the next seasons crops. The discussions
that occur before and after the activity will help to clear up any misconceptions for some
and deepen the context for others.

Stage 2: Determine Acceptable Evidence (Assessment)

Diagnostic/Formative Assessments:
A writing activity at the beginning of the lesson allows students to put what they know
about the topic into writing. The discussion that follows helps the teacher assess where
theyre at going into the lesson. This tells the teacher focus on areas of interest, any
perceived misconceptions, and uncovers bits of knowledge that can be an asset to the
lesson.
The lesson that rolls out the Ullimalizti activity serves as a review of previously covered
material, which can help the lesson move as quickly or as slowly as based on the
students comfort level with the material.
Exit ticket for the lesson helps students to think about some of the major components of
the lesson and compare them. They can pick the two topics that they think are the most
connectable based on their knowledge level and then express how they are related in
words. The discussion that follows allows for peer teaching as the students can agree or
disagree on certain aspects, extending the knowledge deeper than what a lecture can do.
This helps the teacher not only gauge their performance on delivering the lesson, but
identifying areas that are quite clear, which would need to be cleaned up before the
summative assessment occurs.
Summative Unit Assessments:
For this lesson, the exit ticket question would be great on a unit test because not only are
students still practicing their writing, but theyre revising what they have written
previously after hearing their peers comments as well as any extension of the lesson after
the fact. Changing their initial response and combining it with that of others helps them to
weigh information and expand upon it differently.

Stage 3: Plan Learning Experiences (Procedure)

Instructional Strategy (please include estimated time for each step):

Opening/Activator: Students are asked what they know about Mesoamerican cultures. Im
looking for anything with this question; minute details or broad generalizations help me to
gauge where my students are at or things that they know that can enrich the learning
 experience for others. I like doing this as a writing activity, because I want students to be in the
habit of doing some small writing every day. As a class, we would share our responses.
Estimated time: 3 minutes for writing and 10-12 for writing and discussion.
Activities:
o Deliver a small PowerPoint that connects all given material from previous
lessons with the days activity. Will have the opening and exit ticket within the
slides. Shows a video of the game, as well as some of the variations between
different Mesoamerican cultures. Discusses concept of duality. Estimated time: 5-
10 minutes.
o Ullimalizti or the Game of Life and Death. This game can either be played with
the entire class competing against each other on two teams or you can split the
class into an even number of groups and have them play smaller games. This is
dependent on the number of students that are in the classroom as well as your
desired level of individual participation. The game is played with a small rubber
ball, where students are hitting or bouncing the ball with their hips across the
length of the room to get it beyond their opponents line of defense. Points are
awarded when the ball does make it across. At the end of the agreed upon time,
the team with the most points wins. The losers are the blood sacrifices to the
gods. There is a video that demonstrates the style of playing that can help students
get an idea of what the game should look like. Students are to pretend that they
are members of a Mesoamerican culture and that this game will be a matter of life
and death for them, with the blood sacrifice from the losers helping the other
members of society and future generations by providing for the harvest. Estimated
time: 10-20 minutes, depending on group sizing choice.
Anticipated Students Interactions/Questions: The way that this one lesson is, I would expect
quite a bit of questions arising. For me, this is something that I would put at the end of the unit
on Mesoamerican cultures, as a way to reward students for studying diligently during lectures
and other class instructions. It also helps to allow students a moment that is a few days in
advance from a test to write about what they know, discuss it with their peers, and then have
some fun. It is during the discussion times that help making those connections will be needed
the most.
Closing/Summarizer: Again, students will write but their exit ticket will be about looking for
similarities or differences in the belief system/culture of Mesoamerican culture and what we
know in our society today. Estimated time: 3 minutes for writing and 10 minutes for
discussion.

Anticipated Total Time Required: One hour.

Other Important Information

Materials: (Include these in an appendix to your lesson.)

Link for PowerPoint for Ullimalizti:
https://drive.google.com/file/d/0BxJZp9CG8y8QVGRtMHVlUEgxRkE/view?
usp=sharing
Rubber ball, approximately 4-5 inches in diameter.
 Duct or masking tape for boundary lines.
Candy or other treats for winners (losers too). Symbolizes reaping the bountiful harvest
for such a good game.
Modifications and Accommodations:
For the game, any students with gross motor skill disabilities or other physical handicaps
that would prevent them from playing will fulfill the role of the political ruler or
benevolent figure. They can keep score or dictate game play in the event of a tie. This
role will get them included in the game in a capacity that works for them.
For students that are not apt for communicating and/or writing effectively, have devices
at the ready to help them process their thoughts into a finished product without having to
use pen and paper.
Game play gives students who have ADD/ADHD a chance to get up out of their seats and
move freely, which will help them focus better after transitioning from game to wrapping
up the lesson.
Captions will be displayed on all videos, in the biggest and most contrasting fashion that
can be provided. Text on presentations is large print, and colors of the presentation are
contrasting to help those who are visually impaired.
Students on with ASD or epilepsy may not be best suited for the activity. The excitability
that comes with this type of game my trigger the student unexpectedly. It is best to use
caution with your students and be aware of their needs.
Extension Ideas:
The greatest extension that this lesson supply is discussion. Students are at the point in
the unit where they need to be reviewing what they know. Scaffolding the discussions to
go deeper or to get a bigger variety can help students to understand these large concepts
in a way that works for them.