Learning objective
- To evaluate historians’ viewpoints on the decline of the ancient Maya cities.
Success criteria
- I can describe the theories for the decline
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National curriculum
English
Reading – comprehension
Pupils
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Cross-curricular links
English
Reading – comprehension
Pupils should be
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Retrieval race. Arrange the children in pairs and ask them to read the questions in order and share their answers with their partners.
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Extended-mode explainer videos
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Adaptive teaching
Pupils needing extra support
Should use the Knowledge organiser for vocabulary support in their discussions during the Main event; could have the Presentation: Evaluating example displayed to support their evaluations in the Main event; should use the Resource: Evidence bank: support version (one between two) when evaluating theories; could rank fewer theories in the Wrapping up.
Pupils working at greater depth
Could consider why more than one theory is likely to have caused the decline of the ancient Maya city states; could reflect on how the term decline could be replaced with evolve as there are Maya communities thriving today; could discuss the links between the theories.
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Assessing progress and understanding
Pupils with secure understanding indicated by: summarising a theory for
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Vocabulary definitions
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abandon
To leave somewhere and not return.
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ambiguous
Something that is uncertain or has more than one possible meaning.
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In this unit
Assessment - History Y3/4 (B): Ancient Maya
Y3/4 (B): Lesson 1: How did the Ancient Maya settle in a rainforest?
Y3/4 (B): Lesson 2: How important was chocolate to the Ancient Maya?
Y3/4 (B): Lesson 3: What did the Ancient Maya believe?
Y3/4 (B): Lesson 4: How did the Maya reflect world beliefs in their inventions?
Y3/4 (B): Lesson 5: What do archaeological remains tell us about Ancient Maya cities?
Y3/4 (B): Lesson 6: What caused the decline of the Ancient Maya cities?
Maintained by: Kapow Primary team
Last update: 23rd December, 2024
