Format
1. Pre-Lesson: Introduction to the Penn Museum
2. A brief history of Mesoamerica
3. Let's study Olmec artifacts
4. Let's study Teotihuacan artifacts
5. Let's study Maya artifacts
5. Let's study Aztec artifacts
6. The Mesoamerican Ballgame
7. Mesoamerican people today
8. Think like an archaeologist! Can you identify Mesoamerican artifacts?
9. Conclusion and questions
Objectives
Big Question: What were the major cultural achievements of the Olmec, Maya, Aztec, and Teothuacan peoples?
Objectives
By the end of this lesson, students should be able to…
• Draw inferences about the culture of four Mesoamerican societies by closely examining diverse artifacts.
• Cite visual evidence to determine the influences of Mesoamerican cultures on future civilizations.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.11-12.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.11-12.RH.7 -- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.11-12.RI.1 -- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.11-12.RI.7 -- Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.3.RI.1 -- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.3.RI.7 -- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.4.RI.1 -- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.4.RI.7 -- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it a
CCSS.ELA-LITERACY.5.RI.1 -- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.5.RI.7 -- Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6.RI.1 -- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.6.RI.7 -- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.7.RI.1 -- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.8.RI.1 -- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.9-10.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.9-10.RI.1 -- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.9-10.RI.7 -- Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.World History Content Standards, Grades 5-12 (https://phi.history.ucla.edu/nchs/world-history-content-standards/):
World History Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE
• 4A 7-12: Interpret archaeological evidence for the development of Olmec civilization in the second and first millennia BCE.
• 4A 5-12: Evaluate major Olmec contributions to Mesoamerican civilization, including the calendar, glyphic writing, sculpture, and monumental building.
• 4A 9-12: Assess Olmec cultural influence on the emergence of civilization in the Oaxaca valley and other regions.
World History Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE
• 6A 9-12: Interpret the Maya cosmic world view as evidenced in art and architecture and evaluate Maya achievements in astronomy, mathematics, and the development of a calendar.
• 6B 9-12: Explain the growth of the urban society centered on Teotihuacán and the importance of this city as a transmitter of Mesoamerican cultural traditions to later societies.
World History Era 5: Intensified Hemispheric Interactions, 1000-1500 CE
• 6A, 5-12: Analyze how the Aztec empire arose in the 14th and 15th centuries and explain major aspects of Aztec government, society, religion, and culture.
State Standards
Please contact the Assistant Director of Virtual Programs for more information on state or region specific standards.