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SURVIVOR!
AZTEC...INCA...MAYA
Could You Survive as an Ancient Mesoamerican or South American?

A new reality TV series is about to begin!
Where: Mesoamerica or South America
When: 1000 B.C. - 1600 A.D.
Who: Incas, Aztecs, or Mayans

A TV producer (Executive Director Butler) is searching for a group of students to be in a reality show about the Inca, Maya, or Aztec civilizations. Since living as an ancient Mayan, Aztec, or Incan can be dangerous, the director wants to make sure she chooses the most knowledgeable students for their TV show. You must prove that your team knows enough to survive life over 1000 years ago.

#1 Task Definition: What information do you need to be able to survive in an Aztec/Mayan/Incan civilization over 1000 years ago?

#2 Information Strategies: Where will you find the answer to your questions? What resources will help you?

#3 Locating: We will provide library books for your group to use--remember to use the index and table of contents to help you find information in the book! Also remember skimming and scanning!

#4 Collecting Information: Use your chart to collect and organize the information you find. Make sure to find facts and important information for each category!

#6 Evaluate: Please use the checklist below to make sure you have done your best on this project!

CHECKLIST

	I asked good questions about ancient American life during the class discussion
	I helped brainstorm ideas for resources to answer our questions.
	My notetaking chart cites my 3 different sources (book, encyclopedia, and GALILEO)
	We collected information from reliable sources that answers our questions.
	My team's presentation demonstrates our knowledge of the subject matter.
	My team worked well together, and we shared our responsibilities.

RUBRIC: SURVIVOR--THE ANCIENT AMERICAS CHALLENGE
	1. Human sacrifice	2. You might survive...	3. You survive...barely!	4. You ARE an ancient American!
Task Definition:	Student asked no questions	Student unfocused and asked unrelated questions	Student asked thoughtful questions that covered the basics	Student asked creative, thoughtful questions that went beyond who, what, when, where
Information Strategies:	Student did not participate	Student suggested a few sources	Student suggested a few good sources	Student suggested several excellent sources to answer questions.
Location and Access:	Did not include sources in chart.	Sources incomplete on chart. Included less than 3 different sources.	Sources complete on chart. Includes 3 different sources.	Sources were complete and neatly organized on the chart. Includes 3 different sources.
Collecting Information:	Included more opinion than fact. Information was taken from unreliable sources.	Included some facts from reliable sources, but they did not answer the questions	Included facts from reliable sources that answered the questions.	Included facts from reliable sources that answered the questions and went beyond simple answers.
Presentation:	Demonstrated little or no knowledge of the subject.	Demonstrated a basic knowledge of the subject matter.	Demonstrated knowledge of the subject matter and showed evidence of research.	Demonstrated a thorough knowledge of the subject matter and showed evidence of careful research.
Demonstrate knowledge of subject	Demonstrated little or no knowledge of the subject.	Demonstrated a basic knowledge of the subject matter.
Evaluation:	Team did not work well together.	Team worked together, but the work was not shared by everyone.	Team worked well together and shared problems and responsibilities.	Team worked very well together, shared responsibilities, and worked beyond simple answers.
MyT4L Rubric www.tech4learning.com