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    Hge2 U5 Session 04

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    The three sentences summarize the following: The learning session focuses on the Mayan and Aztec civilizations of Mesoamerica. Students work in teams to create timelines and infographics about these civilizations and then present informational murals that integrate what they learned. The goal is for students to understand and explain the historical importance of these ancient American civilizations.

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    Hge2 U5 Session 04

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    4 vistas5 páginas
    The three sentences summarize the following: The learning session focuses on the Mayan and Aztec civilizations of Mesoamerica. Students work in teams to create timelines and infographics about these civilizations and then present informational murals that integrate what they learned. The goal is for students to understand and explain the historical importance of these ancient American civilizations.

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    The three sentences summarize the following: The learning session focuses on the Mayan and Aztec civilizations of Mesoamerica. Students work in teams to create timelines and infographics about these civilizations and then present informational murals that integrate what they learned. The goal is for students to understand and explain the historical importance of these ancient American civilizations.

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    The three sentences summarize the following: The learning session focuses on the Mayan and Aztec civilizations of Mesoamerica. Students work in teams to create timelines and infographics about these civilizations and then present informational murals that integrate what they learned. The goal is for students to understand and explain the historical importance of these ancient American civilizations.

    Copyright:

    © All Rights Reserved
    Descargue como DOCX, PDF, TXT o lea en línea desde Scribd
    Descargar como docx, pdf o txt
    4 vistas5 páginas

    Hge2 U5 Session 04

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    ScribdTranslations
    The three sentences summarize the following: The learning session focuses on the Mayan and Aztec civilizations of Mesoamerica. Students work in teams to create timelines and infographics about these civilizations and then present informational murals that integrate what they learned. The goal is for students to understand and explain the historical importance of these ancient American civilizations.

    Copyright:

    © All Rights Reserved
    Descargue como DOCX, PDF, TXT o lea en línea desde Scribd
    Descargar como docx, pdf o txt
    de 5

    LEARNING SESSION PLANNING

    Grade: Second Secondary Session number


    Area: History, Geography and Economy 4/4

    TITLE OF THE SESSION


    We know other American civilizations.
    EXPECTED LEARNING
    COMPETENCES CAPABILITIES INDICATORS
    Critically interpret diverse sources.
    Use all types of sources to investigate
    Build interpretations a specific historical fact or process.
    historical. Understands historical time and uses Create parallel timelines, identifying
    temporal categories. events and processes. Explains the
    Prepare historical explanations importance of some historical events
    knowing the relevance of certain or processes based on the
    processes. consequences they had, or recognizes
    how or why they changed their
    community, region or country.

    DIDACTIC SEQUENCE
    FIRST HOUR (45 minutes)
    I. Home (5 minutes)
    The teacher greets and welcomes the students.
    The teacher instructs the students to look at the map in document 1, “The Civilizations of Mesoamerica”
    from the Minedu text, HGE2, on page 83, and identify the main cultural areas of Mesoamerica and their
    archaeological evidence. The teacher specifies that these civilizations developed parallel to the Inca
    civilization.
    Next, the teacher presents the purpose of the session: to elaborate and explain historical facts and the
    importance of the great civilizations in America: Mayans and Aztecs; Likewise, the product of the session
    will be to create timelines and an infographic about the Mayans and Aztecs.
    The teacher specifies that the product of the unit will consist of the presentation of the informative murals
    about Tahuantinsuyo and American civilizations using the products of all the sessions worked on in the
    unit.

    II. Development (35 minutes)


    The teacher organizes the students into two reading groups to which he assigns one of the Mesoamerican
    cultures (Mayan or Aztec) from the Minedu text, HGE2, pages 84 and 86.
    Students read individually and silently the content of the assigned texts (Aztec culture, page 84, and Mayan
    culture, page 86 of the HGE2 text, Minedu) using the underlining technique.
    Then, each reading group is organized into work teams.
    The teacher proposes to the work teams that they prepare an infographic with the characteristics of the
    assigned Mesoamerican culture. (Annex 1. Infographic)

    III. Closing (5 minutes)


    Then, a student from each team is invited to share the infographic created, specifying some aspect that
    they found interesting about Mesoamerican cultures.
    Based on what has been expressed, the teacher provides some conclusions on the topic and reveals some
    characteristics of these cultures that developed in the same chronological time as the Tahuantinsuyo.
    SECOND HOUR (45 minutes)
    I. Home (10 minutes)
    The teacher asks the students to look at the map in 1 Annex 1 and identify the spaces occupied by the
    Mesoamerican civilizations. Likewise, they are requested to specify the territories of the current countries
    that they occupied using a political map of Central America.

    II. Development (30 minutes)


    In their work teams they resume reading the text read in the first hour so that they complete a timeline of
    the two civilizations: Mayans and Aztecs.
    Students organize themselves into work teams and, accompanied by the teacher, create their timelines.
    They place their elaborate timelines on the board and share them in plenary.
    III. Closing (5 minutes)
    The teacher systematizes what has been worked on according to the timelines presented regarding both
    civilizations and presents the conclusions of the topic.

    THIRD HOUR (45 minutes)


    I. Start
    The teacher reminds the students that at this time, the work teams that were formed at the beginning of the
    unit will present the final product (the mural) with all the products of the sessions worked on in the unit and
    taking into account the following moments:
    • Final finishes of the mural
    • Presentation of the mural with the museum technique
    • Explanation by the team of the characteristics of the mural presented
    • Evaluation of the mural using the rubric presented in the unit

    II. Development
    Each team will be waiting to work on their murals considering the specific moments.
    They begin the elaboration of their murals taking into account the criteria of the rubric that the teacher
    presents for their respective evaluation. The teacher carries out the respective accompaniment to the work
    teams to provide the corresponding support.
    Adequate time is given for them to work on their respective murals:
    Finally, they place the work in visible places in the classroom and some teams are asked to socialize their
    work.

    III. Closing
    The teacher synthesizes the most important information from the murals presented, providing the strong
    ideas.

    TASK TO WORK AT HOME


    Students develop a comparative timeline between the cultural development of Mesoamerica and the
    historical development of pre-Hispanic Peru.

    BASIC MATERIALS OR MEDIA TO BE USED IN THE SESSION


    FOR THE STUDENT
    • School text. 2nd History, Geography and Economy. (2012). Lima: ed. Santillana.
    • Notebooks, flipcharts.
    FOR THE TEACHER
    • Didactic Strategies in History and Social Sciences (2013) History infographic. Consulted: May 27,
    2016. Recovered from http://edhpiura.blogspot.pe/2013/04/la-europa-feudal-infografia.html
    • The most famous indigenous civilizations: the Mayans, the Aztecs and the Incas (2014).
    Mesoamerican civilizations. Consulted: May 28, 2016. Recovered from
    http://www.bowdoin.edu/~eyepes/latam/indfam.htm

    • 2nd School Textbook Manual. History, Geography and Economics (2012). Lima: Editorial
    Santillana
    • Learning routes 2015, cycle VI. Area of History, Geography and Economics. Lima: Ministry of
    Education.
    Annex
    No. 1

    Recovered from http://edhpiura.blogspot.pe/2013/04/la-europa-feudal-


    infografia.html
    Annex
    No. 2

    ■ (ANNEX
    2):

    Retrieved from:
    http://www.bowdoin.edu/~eyepes/latam/indfam.htm

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