KEY STANDARDS

RH.6-8.1, RH.6-8.2, RH.6-8.4, RI.6-8.1, RI.6-8.2, W.6-8.2

CURRICULUM CONNECTIONS

• Pair this piece with a unit on ancient civilizations.

• Incorporate this article into a lesson on Mexico and Central America.

• Include this article in a discussion on the ways archaeologists make discoveries about the past.

Before Reading

STUDENT ENGAGEMENT
(5 MINUTES)

Ask students: What do archaeologists study? What are some ways archaeologists make new findings about people who lived in the past? What modern tools might help?

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Read & Analyze

INDEPENDENT READING
(10 MINUTES)

Have students read the article on their own, writing down any comments or questions.

CLOSE-READING QUESTIONS
(10 MINUTES)

Have students write their answers to each question, or use these prompts to guide a discussion.

• EXPLICIT INFORMATION: Who were the Maya? When and where did they live?
(The Maya were an American Indian people who are credited with some amazing achievements. They lived in what is now Mexico and Central America from 250 A.D. to 900 A.D.)

• DRAWING CONCLUSIONS: Why did the recent discovery make scientists think the Maya population was much larger than they once thought?
(The findings revealed a network of Maya cities and farms linked by roadways. The ruins included thousands of homes.)

Extend & Assess

CITE TEXTUAL EVIDENCE

Assign the skills sheet Citing Textual Evidence: Maya Ruins Revealed. Then review the answers as a class. Ask: What clues helped you find the evidence?

DIFFERENTIATING

Lower Level Have students work in small groups to read and discuss the article together.

Higher Level Have students research the achievements of the Maya in science, math, writing, and other areas. Then have them write a short essay detailing one of those achievements and why it was important.

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PHOTO CREDITS TK