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Cultural Exchange Fair: Meso-American and Andean Civilizations
Grade 7EnglishSocial StudiesHistory20 days
The 'Cultural Exchange Fair: Meso-American and Andean Civilizations' project invites 7th-grade students to explore the complex interplay of geographic, political, economic, religious, and social factors that influenced the rise and fall of these ancient civilizations. Through immersive activities such as role-playing societal structures, creating artistic galleries, mapping geographic influences, and chronicling conquests, students gain an enriched understanding of the cultural achievements and historical dynamics of the Mayan, Aztec, and Incan societies. As they prepare for the fair, students are encouraged to reflect on their learning experiences and collaborate with classmates to creatively present historical insights and build a comprehensive cultural showcase. This project enhances their research, critical thinking, and presentation skills, aligned with state standards for social studies education.Cultural ExchangeMeso-AmericanAndean CivilizationsGeographyHistorySocial StructuresSpanish Conquest
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we create a cultural exchange fair that effectively showcases the complex interplay of geographic, political, economic, religious, and social factors in the development and ultimate downfall of the Meso-American and Andean civilizations?Essential Questions
Supporting questions that break down major concepts.- What factors (geographic, political, economic, religious, and social) influenced the development and interactions of the Meso-American and Andean civilizations?
- How did the environments of Mexico, Central America, and South America shape the economies and urban development of the Mayan, Aztec, and Incan societies?
- What were the societal roles, class structures, and cultural practices within the Mayan, Aztec, and Incan civilizations?
- How and why did the Spanish conquest lead to the fall of the Aztec and Inca empires?
- How did religious beliefs and practices shape the way of life and governance in Meso-American and Andean societies?
- In what ways did the artistic, architectural, and oral traditions reflect the values and daily life of the Meso-American and Andean peoples?
- What were the key achievements in astronomy and mathematics by the Meso-American civilizations, and how did these contributions impact their societies, particularly in terms of agriculture?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify and explain the geographic, political, economic, religious, and social factors that influenced the Meso-American and Andean civilizations.
- Students will analyze the effects of environmental factors such as location, landforms, and climate on the development of economies and urban societies in the selected civilizations.
- Students will describe and compare societal roles, class structures, and cultural practices within the Mayan, Aztec, and Incan civilizations.
- Students will explain the process and reasons behind the Spanish conquest of the Aztec and Inca empires.
- Students will recognize and articulate the significance of religious beliefs and practices in shaping Meso-American and Andean societies.
- Students will demonstrate an understanding of the artistic, architectural, and oral traditions, reflecting the values of the Meso-American and Andean civilizations.
- Students will explore and describe key achievements in astronomy and mathematics by the Meso-American civilizations and their implications on agricultural practices.
State Social Studies Standards
SS.7.1
Primary
Compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.Reason: This project requires students to examine and showcase various aspects of Meso-American and Andean civilizations, directly aligning with the standard's focus on comparison and contrast of their structures.
SS.7.2
Primary
Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.Reason: The project involves organizing a fair which will demonstrate the understanding of how geographical factors influenced these civilizations, aligning with this standard's focus.
SS.7.3
Primary
Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.Reason: The inquiry into social structures and roles of people within the civilizations as part of the fair aligns directly with this standard.
SS.7.4
Primary
Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.Reason: Students will need to explore and present the historical context of rise and fall of empires, which directly supports this standard.
SS.7.5
Primary
Describe the artistic and oral traditions and architecture in the three civilizations.Reason: As part of the cultural exchange fair, students will explore and exhibit cultural achievements, aligning with this standard.
SS.7.6
Primary
Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems.Reason: The standard is supported through exploration of scientific achievements presented in the fair, relevant to both the calendar and agricultural systems.
Entry Events
Events that will be used to introduce the project to studentsTime Traveler's Museum
Students walk into a classroom transformed into an ancient Meso-American and Andean landscape, complete with artifacts, music, and foods to explore. They're challenged to uncover the stories behind these cultures by acting as time travelers tasked with documenting their findings for future generations.Virtual Reality Voyage
Present a virtual reality experience that immerses students in a Meso-American or Andean cityscape, allowing them to navigate through markets, temples, and homes. They will be prompted to think about how the environment and structures they see reflect the society's values and way of life.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Societal Structures Role-Play
Students will role-play key societal roles within the Mayan, Aztec, and Incan civilizations to better understand their social structures.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a societal role from one of the civilizations (e.g., noble, warrior, farmer).
2. Research your chosen role, including responsibilities, lifestyle, and any relevant historical anecdotes.
3. Write a monologue or dialogue script depicting a day in the life of someone in your role.
4. Perform your script in front of the class, showcasing the social dynamics of the time.
Final Product
What students will submit as the final product of the activityA live role-play performance complemented by a written script and costume props.Alignment
How this activity aligns with the learning objectives & standardsSS.7.3 - Study the roles of people in each society, focusing on class structures and family life.Activity 2
Artistic Traditions Gallery
Students design an art gallery showcasing the art, architecture, and oral traditions of Meso-American and Andean civilizations.Steps
Here is some basic scaffolding to help students complete the activity.1. Research various forms of art, architectural styles, and oral traditions from the civilizations.
2. Select two pieces to recreate or represent for the gallery (e.g., mural painting, oral story).
3. Create your art piece or story, ensuring it reflects the cultural significance.
4. Curate your gallery space, including descriptions for each item explaining its role and impact.
Final Product
What students will submit as the final product of the activityA curated art gallery with student-created art pieces and descriptive texts.Alignment
How this activity aligns with the learning objectives & standardsSS.7.5 - Describe artistic, architectural, and oral traditions.Activity 3
Mathematicians of the Past
Students investigate and recreate Meso-American advancements in astronomy and mathematics.Steps
Here is some basic scaffolding to help students complete the activity.1. Select a Meso-American achievement in mathematics or astronomy (e.g., calendar creation).
2. Research the scientific principles and historical context behind the achievement.
3. Create a presentation or model demonstrating the achievement's significance and application.
4. Share your presentation or model with the class, highlighting connections to modern applications if possible.
Final Product
What students will submit as the final product of the activityA presentation or model demonstrating ancient Meso-American scientific achievements.Alignment
How this activity aligns with the learning objectives & standardsSS.7.6 - Describe achievements in astronomy and mathematics.Activity 4
Cultural Cartographers
Students will become cultural cartographers to create detailed maps highlighting the geography's influence on Meso-American and Andean civilizations' development.Steps
Here is some basic scaffolding to help students complete the activity.1. Research the locations, landforms, and climates of Mexico, Central America, and South America.
2. Gather information on how these geographical aspects influenced Mayan, Aztec, and Incan economies and urban societies.
3. Draft a map indicating key cities, trade routes, and geographical barriers.
4. Write an explanatory paragraph for each civilization summarizing how geography affected its development.
Final Product
What students will submit as the final product of the activityA comprehensive map with annotations linking geographic features to historical development.Alignment
How this activity aligns with the learning objectives & standardsSS.7.2 - Study the locations, landforms, and climates and their effects on Mayan, Aztec, and Incan societies.Activity 5
Conquest Chronicles
Students will create a detailed timeline illustrating the rise and fall of the Aztec and Incan empires, including the Spanish conquest.Steps
Here is some basic scaffolding to help students complete the activity.1. Research key events leading to the rise of the Aztec and Incan empires.
2. Identify major battles, leaders, and strategies used in the Spanish conquest.
3. Assemble your timeline, marking at least ten significant events with brief descriptions and illustrations.
4. Reflect on the timeline to write a concluding summary that ties together the factors of rise and fall.
Final Product
What students will submit as the final product of the activityAn illustrated timeline with summaries for each event and a reflective conclusion.Alignment
How this activity aligns with the learning objectives & standardsSS.7.4 - Explain the rise and fall of empires and their defeat by the Spanish.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioCultural Exchange Fair Evaluation Rubric
Category 1
Content Knowledge and Understanding
Assesses students' grasp of historical, geographical, and cultural elements of Meso-American and Andean civilizations.Criterion 1
Historical Accuracy
Accuracy in depicting historical events, roles, and scientific achievements.
Exemplary
4 PointsDemonstrates an advanced understanding of historical facts, integrating multiple well-researched details and perspectives.
Proficient
3 PointsShows thorough understanding, with accurate historical details and appropriate context.
Developing
2 PointsIncludes some historical details, though with occasional inaccuracies or missing context.
Beginning
1 PointsPresents limited historical details, with frequent inaccuracies and lack of context.
Criterion 2
Geographical Insight
Understanding of geography's impact on civilization development.
Exemplary
4 PointsIllustrates sophisticated understanding of geographic factors influencing civilizations' development.
Proficient
3 PointsShows clear understanding of several key geographic influences.
Developing
2 PointsIncludes basic geographic details, but lacks depth in analysis.
Beginning
1 PointsDemonstrates minimal understanding of geographic influences.
Category 2
Creative Expression and Presentation
Evaluates the creativity, design, and effectiveness in presenting the project, including adherence to project specifications.Criterion 1
Artistic Representation
Quality and creativity of artistic works and presentations.
Exemplary
4 PointsPresents highly creative, original work with sophisticated execution.
Proficient
3 PointsProduces creative work that meets project standards with minor improvements needed.
Developing
2 PointsShows some creativity, but execution lacks refinement and originality.
Beginning
1 PointsDisplays little creativity or effort in artistic production.
Criterion 2
Presentation Skills
Effectiveness in communicating ideas through presentations and performances.
Exemplary
4 PointsEngages the audience with clear, confident, and compelling delivery.
Proficient
3 PointsCommunicates ideas effectively with clarity and some engagement.
Developing
2 PointsOccasionally unclear or less engaging, with room for improvement.
Beginning
1 PointsInconsistent communication, with frequent clarity issues.
Category 3
Research and Evidence
Assessment of research depth, use of evidence, and integration into projects.Criterion 1
Depth of Research
Level of depth and quality of research conducted for the project.
Exemplary
4 PointsDemonstrates comprehensive and in-depth research, integrating a wide range of sources.
Proficient
3 PointsShows solid research with several reliable sources, providing clear evidence.
Developing
2 PointsIncludes limited research, relying on few sources, with gaps in evidence.
Beginning
1 PointsConducts minimal research, with inadequate or unclear use of sources.
Criterion 2
Use of Evidence
Effectiveness in using evidence to support project components.
Exemplary
4 PointsIntegrates evidence seamlessly to support main points with clarity and sophistication.
Proficient
3 PointsUses evidence effectively to support most points with clarity.
Developing
2 PointsIncorporates some evidence, but connections to main points are weak or unclear.
Beginning
1 PointsUses little evidence, with unclear or unsupported points.
Category 4
Collaboration and Reflection
Evaluates how well students work together and reflect on their learning experiences.Criterion 1
Collaboration Skills
Ability to work with peers effectively during project creation.
Exemplary
4 PointsExhibits leadership, facilitating strong collaboration and equitable participation.
Proficient
3 PointsParticipates actively in collaboration, contributing meaningful input.
Developing
2 PointsContributes inconsistently, with occasional participation in group activities.
Beginning
1 PointsShows minimal participation, often relying on others' input.
Criterion 2
Reflective Practice
Ability to reflect on learning experiences and the project process.
Exemplary
4 PointsProvides comprehensive reflections, demonstrating deep insights into learning and project outcomes.
Proficient
3 PointsOffers clear reflections, showing understanding of learning experiences.
Developing
2 PointsReflects superficially, with limited insights into personal learning.
Beginning
1 PointsProvides incomplete reflections with little personal insight.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on the process of organizing the Cultural Exchange Fair. What were the most surprising challenges you encountered, and how did you address them?
Text
Required
Question 2
How well do you feel the Cultural Exchange Fair represented the complex interplay of geographic, political, economic, religious, and social factors in the development of Meso-American and Andean civilizations? Rate on a scale from 1 to 5.
Scale
Required
Question 3
Which portfolio activity (Societal Structures Role-Play, Artistic Traditions Gallery, Mathematicians of the Past, Cultural Cartographers, Conquest Chronicles) do you believe provided you with the most in-depth understanding of the civilizations studied? Why?
Multiple choice
Required
Options
Societal Structures Role-Play
Artistic Traditions Gallery
Mathematicians of the Past
Cultural Cartographers
Conquest Chronicles
Question 4
In reflecting on your learning experience, how have your perceptions of the Meso-American and Andean civilizations changed or deepened? Provide specific examples from your work or the fair that contributed to this change.
Text
Required
Question 5
To what extent did collaboration with classmates enhance your learning and execution of the Cultural Exchange Fair?
Scale
Optional