K-12 COMMUNITY PROJECT
INSTRUCTIONAL PLAN DESIGN TEMPLATE

Heather McGinley

Curriculum Specialist for Information Services

Carmel Clay Schools

Unit Description: The goal of this unit is to engage students in creating a research table in which students will use higher-level thinking skills to analyze online resources about the fall of the Aztec civilization and Spanish influence in Mexican history. After completing the research table, learners will have “solved the mystery” of the fall of the Aztecs by researching the answers to several guiding questions; examined the murals of Mexican artist, Diego Rivera, in light of his artistic depiction of Mexican history; and transferred their knowledge of his work by creating a digital “mural” that depicts the history or culture of another civilization or historic movement. These digital murals can be presented to the class and the students can guess the civilization or historic movement depicted in the artwork.

Instructional Plan Title: A Look at Mexican History through Research and Art

Keywords: technology, visual arts, social studies, history, sixth grade, Mexico, Diego Rivera, mural, Aztec, research

Curriculum Area: art and social studies

Grade Level(s): 6th

Appropriate Group Size(s): whole class, small groups, partners or individuals

Time Expected to Complete Instructional Plan:

· One 45 minute period to work through interactive web site on Aztec civilization.

· One 90 minute block to set up research table and answer guiding questions.

· One 45 minute period in the computer lab to type a 5 paragraph essay detailing the fall of the Aztec civilization and influence of the Spanish. This essay should also include a works cited. (Rough draft should be completed at home.)

· Two 45 minute periods to read biography handout on Diego Rivera, answer comprehension questions and analyze prints of his murals in groups.

· One 45 minute period in computer lab to research other murals as a medium for depicting history.

· Two 90 minute periods in computer lab to complete digital murals. Students will import artwork into Powerpoint to illustrate a different historical movement or civilization.

· One 90 minute period to present digital mural Powerpoints.

Instructional Objectives: As a result of this unit, students will be able to do the following:

· Examine the causes and outcomes of the Spanish defeat of the Aztec empire by searching online resources.

· Create a research table in Microsoft Word that organizes the information and sources.

· Write a 5 paragraph essay including a works cited.

· Read about and discuss Diego Rivera as an artist and the importance of his murals.

· Research art online and import digital images into a PowerPoint presentation.

· Analyze and interpret art noticing light and dark imagery as well as basic elements of art.

Indiana State Standards:

· Language Arts Standards #2, #3, #4, #5

· Social Studies Standards #1, #5

· Visual Arts Standards #1, #3, #6, #12

Curriculum Area: language arts, social studies, and visual arts

State Reference Numbers:

· Language Arts - 6.2.3; 6.2.4; 6.2.7; 6.3.6; 6.4.5; 6.4.6; 6.5.7

· Social Studies - 6.1.14; 6.1.21; 6.1.19

· Visual Arts – 6.1.1; 6.3.2; 6.6.2; 6.12.2

Descriptive Text: Language Arts

6.2.3 Connect and clarify main ideas by identifying their relationships to multiple sources and related topics
6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, and summaries, or reports.
6.2.7 Make reasonable statements and conclusions about a text, supporting them with accurate examples.
6.3.6 Identify and analyze features of themes conveyed through characters, actions and images.
6.4.5 Use note-taking skills.
6.4.6 Use organizational features of electronic text to locate information.
6.5.7 Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation.

Descriptive Text: Social Studies

· 6.1.14 Examine the causes and outcomes of the defeat of the Aztec and Incan empires by the Spanish.

· 6.1.21 Form research questions, and use a variety of information resources to obtain, evaluate, and present historical data on the people, places, events, and developments in the history of Europe and the Americas.

· 6.1.19 Analyze cause and effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history.

Descriptive Text: Visual Arts

· 6.1.1 Analyze the relationship between a work of art and the history, geography, and technology of the culture, and identify what, when, where, and by whom the work was made.

· 6.3.2 Construct meaning and support well-developed interpretations of works of art with evidence from the work, personal response, and research.

· 6.6.2 Reflect on personal responses to a work of art and surrounding issues, and identify personal preference.

· 6.12.2 Analyze and critique art seen at local museums, exhibits, arts performances, and exhibited by visiting artist in the schools.

Materials & Resources:

Web Sites

Books

Braun-Reintz, J. & Shicoff, R. (2000). The Mural Book: A Practical Guide for Educators.
Capek, M. (1996). Murals: Cave, Cathedral, to Street.
Textbook or other media center resources

Museum Resources:

· Indianapolis Museum of Art - http://www.ima-art.org

· Eiteljorg Museum - http://www.eiteljorg.org

· Indiana State Museum - http://www.in.gov/ism

Preparation:

Teachers need to be prepared to teach various technology skills to the students during the unit. Specifically, teachers should be proficient in PowerPoint, Microsoft Word and Internet searching. Teachers may want to have reference handouts that detail the technology instructions for their computer labs. In addition, teachers should make sure students are familiar with the writing process and would want to discuss the purpose of and guidelines for creating a works cited. Also, teachers may want to order prints of Rivera’s work that students can examine more closely or to post in room.

Strategies and Activities:

· Students complete interactive web activity at http://library.thinkquest.org/16325/library.html and analyze Diego Rivera’s mural depicting the fall of the Aztecs to the Spanish at http://www.diegorivera.com/

· Students open up Research Table template and research answers to the guiding questions using linked web sites. (Hard copy included.)

· Students write their 5 paragraph essay describing the fall of the Aztecs including works cited.

· Students read a short biography handout of Diego Rivera and answer questions.

· Students work in groups to analyze prints of his artwork. Students should be looking to answer the following guiding question: What can we learn about Mexican culture or history from this piece of art? Teachers should model how to analyze one of the pieces of art before beginning. Students should phrase their observations as follows: “I see ____________ in the picture which leads me to believe____________________ about Mexican culture or history.”

· Analyze Diego Rivera’s mural depicting the fall of the Aztecs to the Spanish at http://www.diegorivera.com/ and explore other works of his.

· Examine other murals and discuss the purposes of public art and why murals are important to society/culture. The books, The Mural Book: A Practical Guide for Educators and Murals: Cave, Cathedral, to Street, would also be resources teachers/students could use to facilitate this discussion.

· Import digital mural images by other artists from web sites above or scanned images from books into PowerPoint to be shared with class. PowerPoint presentations should conclude with a summary of artist and the location and message of his/her mural.

Student Assessment:

Depending on what aspect of the unit teachers want to focus on, teachers could pick any or all of these assessment alternatives. For example, teachers who want to focus on the fall of the Aztecs may simply use a rubric to assess their 5 paragraph essays. However, teachers who to want emphasize Diego Rivera’s contribution to art and society might give the quiz over his life including some written response questions.

· Student essays and PowerPoint presentations will be assessed using rubrics. Rubrics can be easily created and modified on the following web site: http://rubistar.4teachers.org. (Hard copies included.)

· In addition, students could take a quiz over biographical information on Diego Rivera. (Hard copy included.)

· Another assessment alternative could be to give students a picture of a segment of one of Rivera’s murals and have them write a response to the following question: What can we learn about Mexican history or culture from this mural?

· Students could also make a classroom mural or collage to illustrate what they learned about the fall of the Aztecs and/or Diego Rivera.

Describe how this Instructional Plan could be extended or expanded.

· As an extension of this unit, students could visit the Indianapolis Museum of Art, Indiana State Museum, or Eiteljorg Museum to examine the collections for historic significance. Students could also compare and contrast the difference between viewing art online and seeing it in person.

· Furthermore, students could take a field trip in their community to explore examples of public art (ie) artwork that is not housed in museums. Students could capture these images using a digital camera. For example, a mural on the side of a local building or a sculpture in front of a business could be photographed. These digital photos could then be put on a bulletin board highlighting art in the community.

· Students could explore contemporary Latino murals at Mexican American Murals: Making a Place in the World, http://www.getty.edu/artsednet/resources/Murals/index.html

· Students could compare and contrast the works of Diego Rivera, David Alfaro Siquerios, and Jose Clemente Orozco.

· Students could actually design and paint a mural on a wall of the school or a building in the community providing that permission was granted.

Provide family activities if applicable.

· Encourage parents to help chaperone field trip.

· Provide parents with local museum information and encourage them to take their children over the summer.

· Have parents take their children out in the community to find examples of art instead of taking a class field trip.

Teacher Notes:

· In order for this unit to go smoothly, teachers need to try out the technology and check the web sites prior to using with students. It would also be very helpful to create reference handouts for using Microsoft Word, PowerPoint and the digital camera that are specific to your school’s equipment.

· Teachers who have a computer in their classroom can also model for students what they will be doing in the computer lab before going down to the lab as a class. Connecting the classroom computer to a TV monitor with a jovian will enable teachers to demonstrate how to navigate the web sites and use the research table more easily.

· In addition, teachers should feel comfortable discussing art and interpreting themes and imagery. Teachers should prepare for these discussions prior to working with students. Teachers could also collaborate with the art teacher and media specialist in the building to implement this unit.

Multimedia Project: Digital Mural

Name:______________________________

CATEGORY	4	3	2	1
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Oral Presentation	Interesting, well-rehearsed with smooth delivery that holds audience attention.	Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.	Delivery not smooth, but able to able to hold audience attention most of the time.	Delivery not smooth and audience attention lost.
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.

Grade___________________

Comments__________________________________________________________________________________________________________

AZTEC ADVENTURE

While on vacation in Mexico City with your family, you meet an old man who tells you an amazing story about his ancestors. He tells you that the site of your vacation resort was once the center of a thriving city called Tenochtitlan. He explains that his ancestors who lived in Tenochtitlan were very intelligent and powerful people. They were skilled workers, merchants, farmers and artisans. Also, they were fervent worshippers of the many gods of the Sun, and fierce defenders and conquerors of their territory. When you ask what happened to his people, his mood suddenly changes. The old man becomes quiet and solemn, saying only that in 1519 the empire of his ancestors crumbled and the capital was burned to the ground. Puzzled, you ask him how that could have happened if his people were so prosperous and powerful. He does not answer you. He walks away shaking his head and mumbling the name Cortez, Cortez, Cortez….

After this strange encounter with the old man, you decide to investigate the ancient civilization of his ancestors to find out who Cortez was and solve the mystery of what happened to the city of Tenochtitlan that existed before Mexico City. Since your sunburn is still stinging, you decide an afternoon indoors would do you some good. You talk with resort concierge who directs you to a computer you can use. Excited to see what the old man was talking about, you hop online and begin this AZTEC ADVENTURE. Use the following research table to help you unravel the mystery of the Aztecs. The guiding questions and links should lead you to the information you need.

BUENA SUERTE!

TASK ONE

Click on the link below and click on EMPIRES PAST CLICK HERE TO VIEW THIS SITE. Then click the word LIBRARY and click on the book that says AZTEC. http://library.thinkquest.org/16325/library.html
Read through the background information and then click on the word GAME on the left side of your screen.
Type your first name in the box that asks for a name for your character. Then click START THE GAME. Work through the game until you have completed the Aztec civilization. You may have to work through other ancient civilizations so use what you know about the Aztecs to guide you. Don’t miss out on the Catch-a-Snake game.

TASK TWO

Click LIBRARY on the left of your screen and begin to click on the different topics to find information for your research table.
Copy and paste into your table any information that will answer your guiding questions.

TASK THREE

Check out these additional sites for further information:
http://emuseum.mnsu.edu/prehistory/latinamerica/meso/cultures/aztec_empire.html
http://www.mexconnect.com/mex_/travel/slenchek/slaztec1.html

RESEARCH TABLE

Copy and paste information on the left, and web addresses on the right. Bullet each point, and read carefully so as to include only pertinent information in this table.

Who were the Aztec people? Where did they live and what was significant about their existence?	Sources

Who was Cortez and how did he cause to the fall of the Aztec civilization? What other factors contributed to the fall of the Aztecs?

What were the outcomes or effects of the fall of the Aztecs? How is Mexico today different as a result of Cortez conquering the Aztecs?

5 Paragraph Aztec Essay

Name:______________________________

CATEGORY	4	3	2	1
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Grade___________________

Comments_____________________________________________________

TASK ONE

TASK TWO

TASK THREE

Sources

Name:______________________________