Learning objective
- To make deductions about an Ancient Maya city by exploring archaeological evidence.
Success criteria
- I can use archaeological evidence to identify the
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National curriculum
History
The National curriculum for history
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Cross-curricular links
English
Reading comprehension
Pupils should be taught
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Keyword and hand out whiteboards and pens (one between two). Ask the children to work in pairs to answer the questions on their whiteboards.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support:
Should use the Activity: Ancient Maya city map: support version when creating their own city state in the Main event; could use slide 1 of Presentation: Maya city state essentials as a reference when creating their own city state in the Main event.
Pupils working at greater depth:
Could further discuss why the city states were organised this way by linking their understanding of the grandeur of the city state to the ruling king in their discussions during the Main event; should include all of the features of an Ancient Maya city state when creating their own in the Main event.
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Assessing progress and understanding
Pupils with secure understanding indicated by: making deductions about Ancient
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Vocabulary definitions
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Classic period
From about AD 250 to 900, when the Ancient Maya was at its height.
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city state
A large, independent city which governs the surrounding area.
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In this unit
Assessment - History Y4: Ancient Maya
Lesson 1: How did the Ancient Maya settle in a rainforest?
Lesson 2: How important was chocolate to the Ancient Maya?
Lesson 3: What did the Ancient Maya believe?
Lesson 4: How did the Maya reflect world beliefs in their inventions?
Lesson 5: What do archaeological remains tell us about Ancient Maya cities?
Lesson 6: What caused the decline of the Ancient Maya cities?
Maintained by: Kapow Primary team
Last update: 13th November, 2024
