Overview
of
Quest
of
Quest
Our class has time traveled back to the year 1491. We have visited both the Aztec and Inca civilizations. However, one of our classmates busted our time travel device and now we are stuck in time with no way back. Our class has decided that our best chance at survival is to join either the Aztec or the Inca, but cannot come to an agreement on which would be best.
It was decided that each member of the class will make a presentation to the group that defends their choice by making an argument for which one of the two to join. The arguments must be made from evidence. The evidence will come from your notes gathered from our TCI textbook and one video for each of the civilizations.
You must address each of the seven characteristics of a civilization plus the geographic setting. You will want to prioritize which of those characteristics best support your thoughts to help you be more persuasive. You may add additional evidence from your own research, but it will only be admissible IF you cite your sources.
After all the presentations are given, the class will vote on where to live.
We will also reflect on what problems arise when only a single secondary source is used from which to gather evidence.
Objectives
Tasks
Task 1 Identify statements in the textbook reading that need to be placed into one of the eight civilization categories.
Copy and paste the statements into the correct section in the Aztec Civilization Notes Google doc.
Task 2 Determine Pros and Cons of each of the civilization categories. Create a pros/cons table. Place evidence in each column and explain why it's a pro or a con. Write a paragraph statement for each category that summarizes your overall pro or con decision for that category. Refer to the Pro statements you identified to support your statement. When appropriate, you must use the vocabulary words we have studied.
Task 3 Create a Prezi that argues your position regarding which empire our class should live in.
Task 4 Present your Prezi to argue your position to the class.
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Iowa Core Standards:
H.1.1 Understand concepts such as chronology, causality, change, conflict, and complexity.
RH.6-8.2 Determine the central ideas or information of a secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.5 Describe how a text presents information for example, in our textbook
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
WHST.6-8.2.Write informative/explanatory texts, including the narration of historical events,
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
It was decided that each member of the class will make a presentation to the group that defends their choice by making an argument for which one of the two to join. The arguments must be made from evidence. The evidence will come from your notes gathered from our TCI textbook and one video for each of the civilizations.
You must address each of the seven characteristics of a civilization plus the geographic setting. You will want to prioritize which of those characteristics best support your thoughts to help you be more persuasive. You may add additional evidence from your own research, but it will only be admissible IF you cite your sources.
After all the presentations are given, the class will vote on where to live.
We will also reflect on what problems arise when only a single secondary source is used from which to gather evidence.
Objectives
- Map the political and geographic features of the Aztec and Inca empires.
- Identify evidence from the textbook that describes various aspects of each civilization according to the following categories: 1. Geography 2. job Specialization/Economy 3. Urbanization/city-building 4. Social Structure/roles 5. Government/Ruling Power 6. Religion 7. Written Language and Record Keeping 8. Cultural Achievements
- Consider the perspectives of the people in the various social classes and how their role might have affected their lives.
- Recognize we are mainly gathering evidence from secondary sources: the textbook and supporting videos.
Tasks
Task 1 Identify statements in the textbook reading that need to be placed into one of the eight civilization categories.
Copy and paste the statements into the correct section in the Aztec Civilization Notes Google doc.
Task 2 Determine Pros and Cons of each of the civilization categories. Create a pros/cons table. Place evidence in each column and explain why it's a pro or a con. Write a paragraph statement for each category that summarizes your overall pro or con decision for that category. Refer to the Pro statements you identified to support your statement. When appropriate, you must use the vocabulary words we have studied.
Task 3 Create a Prezi that argues your position regarding which empire our class should live in.
Task 4 Present your Prezi to argue your position to the class.
---------------------------------------------------------------------------------------------
Iowa Core Standards:
H.1.1 Understand concepts such as chronology, causality, change, conflict, and complexity.
RH.6-8.2 Determine the central ideas or information of a secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.5 Describe how a text presents information for example, in our textbook
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
WHST.6-8.2.Write informative/explanatory texts, including the narration of historical events,
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.