Name: Taylor Musslewhite LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

(2-A) TLW identify the unique characteristics of and
differences between the Aztec and Spanish
civilizations.
Specific Measureable Attainable Relevant _Time
Grade: 10-12 Subject: MA-History

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills
Nuahtl, must
Purity be
of blood,
Casta Painting, smallpox
Casta Paintings, Frayer Model vocab, and
taught: Historical fiction journal.
Critical thinking, making historical connections, analysis

Assessment: (C5)
The student with create a KWL chart covering the treatment of Indigenous peoples by both the Spaniards and the
Aztecs. Think-Pair -Share- What technology from the Old World, would have a lasting impact on the Culture of the
New world?

Strategies for Success: (C6) Element of Technology: (C6)

Introduce the concept of Limpieza de sangre. https://www.youtube.com/watch?v=HQPA5oNpfM4
Try to explain the unintended consequences Interactive map from The Gilder Lehrman Institute of
(smallpox/death of 90% of indigenous pop) American History.
Journals of Christopher Columbus, Cabeza de Vaca, and
Learning Styles Addressed: (C6) Resources
Hernan De / Materials
Soto. needed: (C6)

Visual – Casta Paintings, Graphic Organizer https://dp.la/primary-source-sets/the-columbian-

exchange
Auditory – Journals of Christopher Columbus, Cabeza de Vaca, and
Conjunto and corridos
Hernan De Soto.
Kinesethic –
Use role play for casta paintings

Higher Order Questions to ask: (C6)

1. What did the learner already know about the Aztecs and the Spanish? How did their arrivals in Mexico affect the
Indigenous population?
2. What aspects of the Spanish and the Aztec cultures have survived into Modern Mexican culture?
3.
What could have happened if the Spaniards had not landed on the Island of Hispanola?

Hook: (C7) Closure: (C7)

Have the students do an anticipation guide covering the
Columbian exchange and the cultural ideas that
permeated within the culture.
Use Smell/Sound and play some traditional Mexican
corridos.
Think-Pair-Share- What role did the Casta Paintings
play?
Use the Credit Card- where students write down the
days objective on a notecard.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Video covering the Columbian Exchange from Khan Academy. Explain the technologies that were exchanged during
this time period. (Crop, Labor, animals, culture etc)
What are the unforeseen consequences of the Columbian exchange? What effect did they have in the short/long
term?

2. Student Activities / Guided Practice: (C6)

Students play Bingo, Play 20 questions to assess student learning.
The students will create a timeline covering the first hundred years of colonization focusing primarily on the
Americas and the interactions of the people within.

3. Independent Practice: (C6)

For Homework, Students will create a Venn Diagram covering the Southwest Borderlands in their interactions with
one another.
Write a one-page essay from the perspective of an Indigenous Tlaxcala (or other native), or Spaniard during the
beginning of the 16th century.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
Mods.) Pass/No pass grading
Reword the questions in simpler language
Daily Feedback
Accommodations.) Providing extra time, Reading the
text aloud, working with partners.
Use of Appropriate and educationally relevant Speech,
Use of Peer-Modeling for academic tasks, Elmo
Projector or PowerPoint presentation, Think-Alouds,
Hand Gestures while presenting and modeling
techniques multiple times.

Notes:
Name:Taylor Musslewhite
DELIVERY PLAN (C8)
OBJECTIVE: TLW Identify the Unique characteristics of and differences between the Aztec/ Indigenous populations and
Rigor their Spanish counterparts, as well as the unforeseen consequences of the Columbian Exchange.

OPENING:
Retrieval Use a Photo hook of the Casta Paintings to represent the populations. Bring in some traditional Cacao
perhaps, allergies permitting.

TEACHER INPUT:
Relevance Explain the difference between the Spanish and Indigenous populations. Explain the differences
between an Oral tradition versus a written tradition of lore keeping. Explain Limpiza de Sangre and how
MODEL: it relates to the Casta Paintings. Explain why this all occurred at the end of the 15 th century.
Routing Create a KWL as an example for the students covering the treatment of Indigenous populations by the Aztec or
Spanish populations.

GUIDED PRACTICE:
Retaining / Rehearsing
Praise, prompt, leave.
The students will create a timeline covering the period of the 16 th century, and the major events that occurred within.

INDEPENDENT PRACTICE:
The student will write a one-page essay discussing life from the perspective of either an indigenous, Aztec or Spaniard,
discussing life in the early 16th century. For homework the student will create a Venn diagram covering the cultures of the
Southwest and their interactions.

CHECK FOR UNDERSTANDING:

Recognizing
How would you differentiate between the Aztec and Spanish civilizations? What characteristics belong to which group.

ASSESSMENT:
The student with create a KWL chart covering the treatment of Indigenous peoples by both the Spaniards and the Aztecs.
Think-Pair -Share- What technology from the Old World, would have a lasting impact on the Culture of the New world?

RESOURCES / MATERIALS:
https://dp.la/primary-source-sets/the-columbian-exchange.
Video covering The Columbian exchange from PBS Learning Media. Journals of Christopher Columbus, Cabeza de Vaca, and
Hernan De Soto.
CLOSURE:
Re-exposure
What was the most important fact or statement, that you took away from this lesson?
How can discussing the past help us to have a better understanding of the future?