ED 3601 Unit Plan Dante Gentile

Ian Snyder

Unit Planning Organizer

Subject: Grade 8 Social Studies
Unit/Topic: The Aztecs
Date and Unit Duration: 2-3 weeks. (11 classes)

1. Unit Overview – Critical Inquiry Question

“Are first-world societies justified in their treatment of third-world ones?”

2. General Learning Outcomes for Unit

Through an examination of Spanish and Aztec societies, students will demonstrate an understanding and appreciation of how intercultural contact affects
the worldviews of societies.

3. Focusing Questions for Unit (Related Questions)

 What is intercultural contact?

 How does worldview influence culture?

 How does culture influence worldview?

 To what end does the differing worldviews result in the eventual domination of one group over the other?

 What do we mean by treatment?

 Why did the Spanish journey to Mexico?

4. Key Concepts for Unit

 Colonialism

 Contact

 Worldview

 Expansion

5. Specific Learning Outcomes for Unit

Knowledge:

 8.3.4: assess, critically, how the Aztecs were affected by the Spanish worldview by exploring and reflecting upon the following questions and

issues:
o What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC)

o How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM)

o What key elements of Spain’s worldview led to the desire to expand the Spanish empire? (TCC, I, PADM)

o In what ways did factors such as technology and disease contribute to the dominance of the Spanish over the Aztec civilization?

(ER, LPP)
o To what extent were the divergent worldviews of the Spanish and Aztecs factors in the dominance of one nation over the other?

(TCC, CC, GC, PADM)

Attitude:

 8.3.1: appreciate how a society’s worldview influences the society’s choices, decisions and interactions with other societies.

 8.3.2: appreciate how Aztec and Spanish identities and worldviews were affected by intercultural contact.

 8.3.3: appreciate and recognize how rapid adaptation can radically change a society’s beliefs, values and knowledge.

Skills and Processes:

 8.S.1 develop skills of critical thinking and creative thinking:

o analyze the validity of information based on context, bias, source, objectivity, evidence and reliability to broaden understanding

of a topic or an issue.
o evaluate ideas, information and positions from multiple perspectives.

o demonstrate the ability to analyze local and current affairs.

o re-evaluate personal opinions to broaden understanding of a topic or an issue.

o generate creative ideas and strategies in individual and group activities.

o access diverse viewpoints on particular topics by using appropriate technologies.

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 8.S.7 apply the research process:

o integrate and synthesize concepts to provide an informed point of view on a research question or an issue.

o develop a position that is supported by information gathered through research.

o draw conclusions based upon research and evidence.

o determine how information serves a variety of purposes and that the accuracy or relevance of information may need verification.

o organize and synthesize researched information • formulate new questions as research progresses.

o practice the responsible and ethical use of information and technology.

o include and organize references as part of research.

o plan and conduct a search, using a wide variety of electronic sources.

o demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for

example, the use of “and” or “or” between search topics and the choice of appropriate search engines for the topic.
o develop a process to manage volumes of information that can be made available through electronic sources.

o evaluate the relevance of electronically accessed information to a particular topic.

o make connections among related, organized data, and assemble various pieces into a unified message.

o refine searches to limit sources to a manageable number.

o analyze and synthesize information to create a product.

o access and retrieve information through the electronic network.

 8.S.8 demonstrate skills of oral, written and visual literacy:

o communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports,

taking particular audiences and purposes into consideration.

o use skills of informal debate to persuasively express differing viewpoints regarding an issue

o elicit, clarify and respond appropriately to questions, ideas and multiple points of view presented in discussions.

o offer reasoned comments related to a topic of discussion.

o listen to others to understand their points of view.

Rationale:
This unit is taught because it gets students to think about the worldviews and perspectives of relatively unfamiliar people and understand why their views,

beliefs, traditions, and way of life are different from what they consider “normal.” Moreover, students will view the contrast between Spanish and Aztec ideals and then

realize how the difference in cultures can change, mold, adapt, or transform entirely after the point of contact to create new cultures and identities. Whether that is a

positive or negative consequence is something for the students to discuss, but that is one piece/question that can be asked that can assess their ability to think critically

about this unit and think historically as well.

Social studies at the grade eight level addresses the themes of citizenship and identity through the study of ancient cultures, how they interacted with each

other, and how they interacted with foreign worldviews. The latter is emphasized in the Aztec section of the course. Furthermore, the core concepts are interwoven

throughout the units as they aim to inspire students to consider what influences both an individual and a societal worldview through the common thread of intercultural

contact and the unfortunate results of expansionist cultures in some cases. The Aztec unit allows students to study what it means to be a citizen and have an identity in a

non-colonial society and then see how those systems flourished, were challenged by, and ultimately undermined by Spanish encroachment. The unit asks students to

consider Aztec perspectives through studying their worldviews and their reactions to the events that unfolded. Moreover, the debates through an Aztec lens allow

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students to begin to inquire what the Aztecs might have thought either after the sighting of a comet or the contact with the Spanish, and how to proceed. Additionally,

with our connection to the Indigenous peoples of Canada, students can also reflect on how similar colonization efforts the Aztecs experienced were also experienced by

and continue to affect Indigenous peoples in Canada.

Our inquiry question revolves around the idea of colonization and the legacy it leaves. A notion we thought about was the fact that first-world or

“developed” nations look down upon third world/undeveloped” nations frequently. With this in mind, we asked “Is this treatment justified? If so, why?” in order to

assess why the Spanish Conquistadors wanted to expand into modern-day Mexico and subsequently infringe on another culture, and if so, why they justified in doing so

or why aren’t they? To do this, we built lessons from the perspective of the Spaniards and the Aztecs to understand both of their cultures and the differences existing

between them. The more in-depth we went, the more differences arose, and so did the conflict and the need for there to be a conqueror/a victor of said conflict.

The two main skills we are looking to develop in this unit are that of critical/creative thinking and the research process. In regard to critical/creative

thinking, we are invoking these skills by taking students through various formative assessments such as KWL charts, Exit slips, and an ongoing timeline assignment

which also works as an assessment AS learning. Some summative assessments attending to these skills include a Compare and Contrast activity and a summative

performance task. The skills of the research process are being developed all throughout the unit through various assessments where we ask students to investigate

certain aspects of Spanish and Aztec perspectives. In our intro lesson, we provide them with resources to use that will help them form concepts about each group and

then give them a basis of their knowledge to move off of. Various resources are still going to be included in the assessment to be used such as the Timeline assignment,

the C&C, and the performance task, and the summative tasks also give room for students to find their own resources and materials in addition to the ones provided for

them.

We are assuming that students already have knowledge of the various Indigenous interactions with colonial perspectives and the circumstances that

resulted from those encounters. If there are any Hispanic students in the class, repeatedly calling on them would be an easy way to single them out, rather we could

approach the topic of cultural perspectives and norms as a broad invitation to have everyone talk about the norms of their cultures. Similarly, another consideration

would be if there are any Indigenous students in this class to also not single them out in our conflict lessons when comparing the experiences of the Aztecs to those of

the Indigenous peoples of Canada.

One example of a formative task we have in this unit would be to have a “Monopoly” day. Based on the board game and the idea that Aztecs were very

driven by accumulating wealth and crops through market trading similar to a farmers’ market, we would have a day where students participate in a class market by

trying to sell/trade/profit off of a certain item that would be assigned to them. Prior to this, the idea of this market would be taught to them so there is an understanding

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of participating in this beforehand. This idea ties in Math ideas as well as Financial Literacy as Math deals heavily with the monetary values of products (and is a real-

world skill to hone) and having Financial Literacy be a background piece to a formative piece such as this would be a great way to teach students how to be smart with

their money (even if it is just a simulated way to go about it) and not simply spend it without thinking. Since the two main chapters of the unit closely resemble the

factions of the British/French exploration into Canada, many connections can and will be made to the Canadian treatment of Indigenous peoples.

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Learning Assessments
Outcomes

Title Debate Timeline KWL Chart Exit Slips Mind Map Indigenous Peoples Compare “Would it Fly?” “In-class Monopoly”
and Contrast

Type Formative Formative Formative Formative Formative Summative Summative Formative

(Formative/ /Summative
Summative)

Weighting N/A 30% N/A N/A N/A 30% 40% N/A

8.3.1: appreciate how a society’s X X X X X X X X

worldview influences the

society’s choices, decisions and
interactions with other societies

8.3.2: appreciate how Aztec and X X X X X X

Spanish identities and worldviews

were affected by intercultural
contact

8.3.3: appreciate and recognize X X X X X X

how rapid adaptation can

radically change a society’s
beliefs, values and knowledge

8.3.4: assess, critically, how the X X X X X

Aztecs were affected by the

Spanish worldview

8.S.1: develop skills of critical X X X X X

thinking and creative thinking.

8.S.7: apply the research process X X X X X

8.S.8: demonstrate skills of oral, X X X X X

written and visual literacy

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Subject Area Social Studies

ED 3601 –Unit Assessment Plan Grade Level 8

Assessment Overview Sheet Topic Aztecs

Length of Unit (days) 20 days

Determine Acceptable Evidence

Assessment FOR, OF,

Assessment Tool Brief Description AS Learning

This formative assessment activity can be used in the beginning of a new topic to gauge where students are at in

their knowledge. Additionally, it provides the teacher avenues with which they can move their lessons in based on
KWL Chart about the Aztecs FOR
what their students would like to know. Before beginning the unit with the Aztecs, students can make their own

KWL chart. The chart will be revisited throughout the unit, and again at the end.

Students will fill in their own timelines with important dates (i.e., Spanish Contact, Fall of Tenochtitlan) throughout

Timeline of events the unit to create a comprehensive timeline of events from the late 1400s to the 1520s. This can become a tool to AS

help plan for summative assessments. Students will hand the timeline in at the end of the unit.

The exit passes will be used throughout the unit to gauge where students are at in their learning. Passes could range

Exit Slip from material retention to asking a question they have after a lesson. Surveys at the bottom of the pass will be used FOR

to indicate to the teacher how the student feels about their understanding of the given material.

This will be an activity done fairly early in the unit where students will be presented with what constitutes a
“worldview” and then will be asked to (either on blank paper or a laptop/tablet) make a mind map with what their
Mind Map worldview comprises. This is a good way to get the students thinking of how worldviews influence what people FOR

believe and how they behave and get them to consider that people have different worldviews from their own which
influence what they believe, do, and value.

For this topic, we will ask students to use the information they know, as well as do research, to compare and

contrast the situations of the Aztec people in modern-day Mexico to that of the Indigenous peoples of Canada, and

how each of their treatments was similar or different. This assessment will start with them utilizing their prior

knowledge in each case, and then they will be given time to research more knowledge of both occurrences, whether
Compare and Contrast OF
that be going through past materials or doing online research. This assessment will look similar to a Venn Diagram

where students list the similarities in the middle of the page/assessment and list the differences under each unique

event. Students should be able to analyze how each situation was different due to geography, the opposing forces in

each situation, the peoples of each occurrence and notable figures.

Monopoly/Trade activity Since Aztec culture was largely based around market trading, we will do an activity where students take on the role FOR/AS

of traders, attempting to trade and distribute whatever resource or good(s) they have been assigned. The goal of this

is to get them to become traders in the classroom and to accumulate as much wealth through monetary value/goods

collected throughout the activity. To do so, they will be trying to accumulate wealth by buying resources that will

help to get them rich and sell their own so that they can combine the wealth to become “richer” than others. Getting

students involved in this activity demonstrates how easy it is for some people to lose all their resources quickly,

whereas some people emerge as those who are savvy and succeed mighty and shows how some people were

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affected differently by this trade style in Aztec culture.

This will be used as a primer for the final performance task as well as seeing how an Aztec society would come
together to solve pressing issues, like the encroachment of the Spanish. Each pod of desks could symbolize a city

Debate state and they could produce their position as a pod and present it to either the other city-states or the absolute ruler FOR/AS
(Montezuma II and his council of nobles). The ruler and his constituency could either be several students randomly
drawn from a hat or the ruler could be the teacher as an easier way of assessing the information and arguments
forwarded by the students.

This unit project is meant to assess the student understanding of the unit. The project itself serves as an opinion

piece but requires careful research and relevant information to be provided in whatever format the student chooses

to state their opinion. Several planning sheets, like the “Cause and Effect” sheet below would be included, relevant
Would it Fly? OF
websites students could look at, and examples that emphasize the differing importance of events we want students

to decipher while simultaneously justifying their placements. Differentiation may look like students going with an

EA and having the EA record their answers (if the student has difficulty writing) as an example. Another example

of this could be students recording their answers visually or audibly.

Performance Assessment Task

Would it Fly?
The History Channel is developing a new DVD documentary series Would it Fly? One of the episodes examines the Spanish conquest of the Aztecs. The series seeks to
examine the question: “Would what happen with the Spanish and the Aztecs “fly” today?” As in, would the actions committed be acceptable today?
In order to feature a number of different perspectives, they have sent out a call for proposals to various history classes. As a social studies student, you have been asked
to prepare a submission on behalf of your class.
To complete your submission, you will need to do the following.
Access and Retrieve Information
Create a graphic organizer that will assist you in gathering information answering the question, “would it fly?”
●

As you conduct your research, be sure to cite the sources you are using.
●

Choose your events and fill out the “Cause & Effect” sheet below.
●

Choose and Defend Your Position

Choose seven of the ten events below to answer the question, would it fly?
●

1. The Arrest of Moctezuma (1519)

●

2. The Night of Sorrows/Death of Moctezuma (1520)

●

3. The Massacre in the Great Temple of Tenochtitlan (1520)

●

4. Smallpox outbreak among Aztecs (1520)

●

5. Cortes takes over Tenochtitlan (1521)

●

6. Capture & eventual execution of Cuauhtémoc (1521-1525)

●

7. The sacking/torture of what remained of Tenochtitlan (1521)

●

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8. The Fall of Tenochtitlan (1521)

●

9. The Spanish begin to rebuild Tenochtitlan, but rename it Mexico City, the capital of New Spain (1522)
●

10. The Twelve Apostles arrive to convert the natives to Christianity (1524)
●

Be sure to include reasons for each that clearly state your position. This should include the following:
●

A rationale for why you chose each event and the cause and effect of each one (on the cause-and-effect sheet provided below).
●

Answer the question of “Would It Fly?” and why or why not. To answer this question, list your provided events on a chart and assign a score to each event.
●

If you feel as though the event will “fly,” give it a positive score out of 5. If you feel it would not “fly,” give it a negative score out of 5. See the “Would It Fly?” chart
below to view how to approach this part of the assignment.
Communicate Information
Share your findings in a way that will appeal to the producers. Your submission may take the form of a storyboard planner, a written script, an oral
●

presentation, or a multimedia presentation. If you have any other forms you would like to present it with, let the instructor know.
Your submission needs to inspire the History Channel producer to select your work for the streaming series. They have given you 2 weeks from today (and 2 class
periods) to work on this project. Your name will appear in the credits, so be sure to do your best work!

The Event, the Cause, and the Effect (Would it Fly? Planning)
This blueprint sheet will help with your planning process for you Would it Fly? project. It will help you solidify your argument as well as let you know if you are on the
right track so you can start your research. You will give this completed sheet to a peer for feedback and eventually your instructor at the end of the corresponding work
period for approval. The first row is filled out as an example of what to do.

EVENT CAUSE EFFECT SOURCES:

Smallpox Outbreak (1520) Spanish men unintentionally bring Death of many Aztecs because their The textbook.
diseases from Spain they are immune immune systems could not counter
to because they have had time to the effects of the disease.
adapt.

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Rubric: Would it Fly?

Student: ____________________________________________________________________________

Level Excellent Proficient Adequate Limited

Insufficient / Blank

Criteria

Access and retrieve Accesses and retrieves in- Accesses and retrieves Accesses and retrieves Accesses and retrieves No score is awarded because

information. depth and pertinent substantial and relevant cursory and basic incomplete and superficial there is insufficient evidence of
student performance based on the
(8.S.7) information. information. information. information.
requirements of the assessment
task.

State and defend a position. Provides compelling Provides convincing Provides predictable Provides inconclusive

(8.3.1, 8.3.4) evidence to defend selected evidence to defend selected evidence to defend selected evidence to defend selected
positions and oppose the positions and oppose the positions and oppose the positions and oppose the
other positions. other positions. other positions. other positions.

Communicate information. Communicates information Communicates information Communicates information Communicates information

(8.3.2, 8.S.8) in a convincing manner. in a persuasive manner. in a simplistic manner. in an ineffective manner.

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Criteria: concise action statements beginning with strong verbs that

Student Outcome Correlation: Would it Fly?
identify the learning to be achieved, based on Alberta Programs of
Learner Outcomes Study

General Outcome 8.3

Through an examination of Spanish and Aztec societies, students will demonstrate an understanding and
appreciation of how intercultural contact affects the worldviews of societies.

Number Specific Outcomes

8.3.1 Students will: Compare the differing views that may have led to conflict.
appreciate how a society’s worldview influences the society’s choices, decisions and
interactions with other societies

8.3.2 Students will: Evaluate the factors that led to the dominion of the Spanish over the
appreciate how Aztec and Spanish identities and worldviews were affected by Aztecs.
intercultural contact.

8.3.3 Students will: Analyze how the intercultural contact between the Spanish and the

appreciate and recognize how rapid adaptation can radically change a society’s beliefs, Aztec contributed to differing beliefs, values and worldviews.

values and knowledge

Students will: Describe the region of the Aztecs.

8.3.4  assess, critically, how the Aztecs were affected by the Spanish Evaluate important events that led to the dominion over the Aztecs.

worldview by exploring and reflecting upon the following questions

and issues:
o What were the key elements of the worldview of the Aztec

civilization prior to contact with the Spanish? (TCC, I, CC)

o How did the Aztec civilization’s worldview influence the

Aztecs’ choices, decisions and customs? (TCC, CC, PADM)

o What key elements of Spain’s worldview led to the desire to

expand the Spanish empire? (TCC, I, PADM)

o In what ways did factors such as technology and disease

contribute to the dominance of the Spanish over the Aztec

civilization? (ER, LPP)

o To what extent were the divergent worldviews of the Spanish

and Aztecs factors in the dominance of one nation over the

other? (TCC, CC, GC, PADM)

8.S.1: Students will: Analyze the actions of the Spaniards and the choices made by the

develop skills of critical thinking and creative thinking: Aztecs to interact with the Spanish. Additionally,

 analyze the validity of information based on context, bias, source,

objectivity, evidence and reliability to broaden understanding of a topic or

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an issue.
 evaluate ideas, information and positions from multiple perspectives.

 demonstrate the ability to analyze local and current affairs.

 re-evaluate personal opinions to broaden understanding of a topic or an

issue.
 generate creative ideas and strategies in individual and group activities ¾

access diverse viewpoints on particular topics by using appropriate

technologies

8.S.7: Students will: Retrieve and incorporate visual, and electronic sources to support their
apply the research process: position.
 integrate and synthesize concepts to provide an informed point of view on a

research question or an issue.

 develop a position that is supported by information gathered through

research.
 draw conclusions based upon research and evidence.

 determine how information serves a variety of purposes and that the

accuracy or relevance of information may need verification.

 organize and synthesize researched information.

 formulate new questions as research progresses.

 practice the responsible and ethical use of information and technology.

 include and organize references as part of research.

 plan and conduct a search, using a wide variety of electronic sources.

 demonstrate the advanced search skills necessary to limit the number of hits

desired for online and offline databases; for example, the use of “and” or
“or” between search topics and the choice of appropriate search engines for
the topic.
 develop a process to manage volumes of information that can be made

available through electronic sources.

 evaluate the relevance of electronically accessed information to a particular

topic.
 make connections among related, organized data, and assemble various

pieces into a unified message.

 refine searches to limit sources to a manageable number.

 analyze and synthesize information to create a product.

 access and retrieve information through the electronic network

8.S.8: Students will: Communicate effectively to persuade the target audience.

demonstrate skills of oral, written and visual literacy:

 communicate information in a clear, persuasive and engaging manner,

through written and oral means.

 use skills of informal debate to persuasively express differing viewpoints

regarding an issue.

Lesson Overviews

Outcomes/ Length Lesson Procedure Materials/Resources Assessment

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Objectives

8.S.1: develop skills 60 minutes Beginning of Unit ● Laptops KWL Chart

of critical thinking This lesson will be the introduction to the Aztecs and Spanish unit. In this lesson we will be discussing ● Websites
and creative the idea of how it would be to see a “new society” for the first time and how it might be different from ● Pictures of artifacts Compare and
thinking. our own ideas of what life is like. To show this idea, we will be showing a clip from the movie “The ● Movie clip Contrast Concept
Road To El Dorado” as a way to tie into the pursuit of glory and gold that many Spaniards were a part ● PowerPoint Formation
of. From there, students will be asked to think critically and creatively with the idea of a new society ● twinkl.ca
being different, or how certain parts of their identity (traditions, clothing, homes, weapons, etc.) were ● HistoryCrunch.com
different from other cultures. This introduces the idea of the Aztecs, and the start of the KWL chart, ● ThoughtCo.com
where we will ask students to write what they Know (K) about them.

This takes us to the body of the lesson, where we give a brief description of the Spaniards and the
Aztecs, displaying some similarities and differences between them. After this brief description, we will
guide the students through how to conduct research and give them resources on where/how to find
more information on the Spanish and Aztecs. In doing this, we will also prepare them for the next
activity, which is the compare and contrast concept formation, where we will give the students
artifacts from both groups and ask them to identify which group, they think each image belongs to. We
will first use a pop culture example using props from Star Wars to get them to think about how they
can approach this, what kind of questions they can ask and how they can potentially identify the group
that each item belongs to.

To wrap the lesson up, we will go over the artifacts as a class, and ask the students their reasoning for
grouping all the items together the way they did. When providing the answers, we will give them
details that show to us why each item belongs in each category and how that can inform us when
looking at historical artifacts of these two groups. After going through that, we will ask students to
complete the Wonder (W) and Learned (L) section of their KWL charts to display what they knew
before, what they wonder going forward and what they have learned in this lesson.

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(8.3.4.1; 8.3.4.2) 60 minutes Aztec Lesson 1: ● slides Worldview Mind

examine key This lesson will serve as the introduction to Aztec culture and society. It’ll start with what they think ● construction paper map
aspects of Aztec they know about Aztec culture specifically, borrowing what we learned the previous day about their ● potentially rearranging
society that shaped artifacts. As a hook, there will be a virtual tour video of an Aztec pyramid, specifically what the view some of the classroom for ease of
their worldview would be from the top. This lesson will then transition to discussing the idea of worldviews, how they walking around.
shape what people do and how they see their lives as part of a bigger world. We will then move into
the Aztec worldview and what it comprises, then compare their worldview to what some of our
worldviews might be after getting the students to make a worldview mind map.

Activity
This activity will involve the students taking some time to fill out a worldview map. An example
worldview map will be on the board courtesy of the instructor, and students will then be given time to
consider what comprises their worldviews, make their map, and then we will do a “stack and pack”
where students will all get up, wander the classroom hopefully to find some people they have not
talked to very much, and then discuss what they came up with on their worldview maps. This is to
introduce the idea that even the people next to them have different views of the world and that it is
okay. People value different things, and it should be cherished. After they have discussed their
worldviews to each other, we can either come together as a class to discuss each person’s worldview
map or just discuss some common elements or unique features of worldviews students might be
willing to share.

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8.3.1: Students will: 60 minutes Aztec Lesson 2: ● slides Monopoly/Aztec

appreciate how a This lesson will serve as the conclusion to the Aztec culture-specific portions of the unit. This lesson ● small paper cutouts of Market Trading
society’s worldview will focus more on their religion and traditions. Arguably one of their biggest traditions was human each student’s “resource” Activity
influences the
sacrifice, so this will be an interesting lesson in terms of what can and cannot be shown. As a hook, we ● fake money ● Timelin
society’s choices,
can talk about Indiana Jones and the Temple of Doom where a similar ritual occurs. There will be a lot e
decisions and
to unpack from this lesson, so we will start with the question, “why is sacrifice an important part of
interactions with
religion?” There are many examples of sacrifice in various religions, whether it be material
other societies
possessions, time, or even living animals, it is a common thing and understanding why cultures
practice what they do is important to being a global citizen.

Aztec market/Monopoly activity

Since Aztec culture was largely based around market trading, we will do an activity where students

take on the role of traders, attempting to trade and distribute whatever resource or good(s) they have

been assigned. The goal of this is to get them to become traders in the classroom and to accumulate as

much wealth through monetary value/goods collected throughout the activity. To do so, they will be

trying to accumulate wealth by buying resources that will help to get them rich and sell their own so

that they can combine the wealth to become “richer” than others. Getting students involved in this

activity demonstrates how easy it is for some people to lose all their resources quickly, whereas some

people emerge as those who are savvy and succeed mighty and shows how some people were affected

differently by this trade style in Aztec culture.

60 minutes Spanish Lesson 1 ● Tended: Empty Land Exit Slip

This lesson serves as a more in-depth look at the Spanish conquistadors and their motivations for going Myth - Timeline
to areas like modern-day Mexico to expand their empire. In this lesson, we will discuss the idea of the ● slides
“Empty Land” myth and how many European colonizers and settlers used that idea to lay claim to land
that they wished to take as their own (e.g., in Africa, NA with Indigenous people and this includes
conflict with the Aztecs)

What key elements 60 minutes Spanish Lesson 2: ● Preparing For the

of Spain’s Further discussing the Spanish’s motivations for going to Mexico, we will talk about how exactly the Voyage Activity
worldview led to Spaniards had to prepare for such a voyage. Reminding students that some motivation for this venture ● slides

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the desire to expand was further expansion and the allure of treasures, we continue to take on a Spanish perspective of these ● laptops
the Spanish empire? events. While trying not to become too sympathetic with the colonial perspective, this is still a way to
(8.3.4.3) scaffold into our activity where students would think and analyze what people on this voyage would
need and why exactly they would take what they did.

Preparing For the Voyage Activity:

Students will take on the role of a Spaniard under Cortes and decide what they think would be essential
for a conquistador to take with them on a voyage across the Atlantic. Students will also consider what
is needed in the event other civilizations are encountered and why they might bring things like
religious individuals, translators, resources to trade, or even weapons.

8.3.2, 8.3.3, 60 minutes Conflict Lesson 1: ● Remembering The Indigenous Peoples

8.S.7, As touched on in previous lessons, there is the idea that conflict eventually arises between these two Aztecs Activity Compare and
distinct groups. In this lesson, we want to discuss how the conflict affects both groups, and some ● slides Contrast (based on
outcomes of this conflict. There are some positive outcomes (largely for the Spaniards) and many ● laptops/worksheets Remember the Aztec
negative outcomes (largely for the Aztecs), and this would engage students to think about some Activity)
potential outcomes as well. This includes the major loss of many Aztec peoples. Part of this lesson
would be creating connections with the experiences of Indigenous peoples of Canada and how
colonization has negatively affected them, as well as the Aztecs. This scaffolds into the C&C Activity
below:

Compare and Contrast Activity:

For this activity, we will ask students to use the information they know, as well as do research, to

compare and contrast the situations of the Aztec people in modern-day Mexico to that of the

Indigenous peoples of Canada, and how each of their treatments was similar or different. This

assessment will start with them utilizing their prior knowledge in each case, and then they will be

given time to research more knowledge of both occurrences, whether that be going through past

materials or doing online research. This assessment will look similar to a Venn Diagram where

students list the similarities in the middle of the page/assessment and list the differences under each

unique event. Students should be able to analyze how each situation was different due to geography,

the opposing forces in each situation, the peoples of each occurrence and notable figures.

8.3.1, 8.3.3, 60 minutes Conflict Lesson 2: ● slides ● Jigsaw

8.S.1 Building on the prior lesson and the discussions that the conflict between the Spanish and Aztec was ● jigsaw worksheet ● Timelin
inevitable, we will focus more on the outcomes/aftermath that affected the Aztec people and the region ● random group generator e
of what came to be modern-day Mexico. To scaffold into our jigsaw activity for this lesson, we will
discuss reasons for the collapse of the Aztec empire, such as military struggles, disease,
economic/political weakness and more so that students are aware of the factors in play for the Aztec’s
collapse. After this discussion, students will be randomly placed into groups of 4-5 people and then be
assigned a factor to become experts on before sharing their knowledge with other students in the class.
Jigsaw Activity:
Fall of the Empire Jigsaw: the end of the conflict lesson will involve the “fall” of the Aztec empire
with Tenochtitlan being sacked and the leadership being eliminated. The activity itself will involve the
students being placed into groups of 4-5 to each discuss what they think. We will produce the master

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Ian Snyder

list of reasons the empire collapsed as a class (e.g., military struggles, disease, economic/political
weakness, etc.). Students will then be assigned one of the categories, do their own
investigations/research online or in the textbook, and then be placed into different groups for a total of
two rounds, then those students will become “experts” in their categories and then will be able to teach
the different categories what they researched and what arguments they have. Then we will bring it all
together as a class at the end.

8.3.1, 60 minutes Debate/Discussion Day #1: ● slides Debate In Class

8.S.1 This would be pre-contact, and students would be randomly assigned to groups, produce an argument ● identifiers of each
using the textbook and other relevant materials as references. The debate would be over the group, whether it is cards, small
significance of a Comet appearing. The crux of the debate would surround the religious argument that signs, or sheets
if a comet were to appear, religious figures would argue that the society has been neglectful, and
efforts of sacrifice and penance would need to drastically increase to appease the gods. Warriors would
see it as a sign of strength, merchants would see it as a reason to protect what they have, and nobles
would see it as a time to rejoice.

8.3.1, 60 minutes Debate/Discussion Day #2: ● slides Debate In Class

8.S.1 This debate could either occur well after contact or right when it was happening. Students would ● identifiers of each
randomly be assigned to the same groups (merchants, nobles, priests, citizens, elders, etc.) and decide group, whether it is cards, small
the best course of action for their interactions with the Spanish. Whether it be immediate rejection of signs, or sheets
the Spanish, dealing with them violently, or exploring trade opportunities, students in their groups
could take a stance and debate with other groups and eventually present their case to the leader to see
what that group thinks.

8.3.1,8.3.2 8.3.4, 60 minutes Summative Task Day 1 ● Laptops “Would It Fly?”

8.S.7, 8.S.8 This lesson will serve as part of the culmination of this unit as we introduce the summative ● slides discussing
(Summative Task performance task to our students to complete. The start of this lesson we would walk students through activity/review of unit.
assessed here) how we want them to approach this assessment, lay out the different pieces to complete and give a ● “Would It Fly?”
timeline for when the entire thing would be due. performance Task Sheet

In this performance task we are asking students to take on the role of a researcher trying to find
information for the History Channel and whether or not significant events that transpired between the
Spanish and the Aztecs would “fly” today (i.e., be acceptable).

8.3.1,8.3.2 8.3.4, 60 minutes Summative Task Day 2 ● Laptops “Would It Fly?”

8.S.7, 8.S.8 This lesson would be the final work period for students to complete the activity of “Would It Fly?” ● slides discussing
(Summative Task since this is the summative activity for the entire unit. There are no presentations for the assignment, so activity/review of unit.
assessed here) it would be due shortly after this class. Students would be encouraged to still use all their resources ● “Would It Fly?”
from the start of the unit to help themselves develop their ideas here and inform their opinions for the performance Task Sheet
end.

Resources:

Books:

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Ian Snyder

 Hall, Eleanor J. Life Among the Aztecs. Thomson Gale, San Diego, Calif, 2004.
o Many of the chapters in this book provide foundational information on the formation and structures of Aztec civilization. Along with the

information, it also has several pictures that help to visualize Aztec religion and customs. This would be a supplemental resource for teachers
to inform their teaching.

 Oachs, Emily Rose. Ancient Aztecs. Bellwether, Minneapolis, Minnesota, 2020.

o This could be a resource the students could use. While it does not have the most extensive information regarding the Aztecs, it has a plethora

of pictures both from the current day and the past (mostly recreated by artists). This will help students to further visualize Aztec society as
well as the effects of Spanish colonization as many pictures of ruins are included.
Websites:

 Aztec Empire for Kids: Timeline https://www.ducksters.com/history/aztec_empire/timeline_aztec_empire.php

o This resource can be used to introduce what a timeline should look like, a chronological sequence of events. The website is rudimentary, but

it should encourage students to find events they consider important and put it on their own timelines.

 LearnAlberta. Preparing For the Voyage. https://www.learnalberta.ca/content/ssoc8/html/preparingforthevoyage_cc.html

o This resource is another activity we will do early in the unit, it inspires students to think about what they would bring on a voyage, and then

consider what a conquistador in the 14th century would bring to a destination they knew extraordinarily little about.

 LearnAlberta. Remembering the Aztecs. https://www.learnalberta.ca/content/ssoc8/html/rememberingtheaztecs_cc.html

o This resource is a basis for a compare and contrast activity we would use to assess students’ knowledge of situations, comparing the Aztec

eventual downfall to the situations the Indigenous peoples of Canada have gone through.

 LearnAlberta. Identifying Contributing Factors. https://www.learnalberta.ca/content/ssoc8/html/identifyingcontributingfactors_cc.html

o This resource is another Jigsaw activity considering the contributing factors to the defeat of the Aztecs. After learning of the defeat, students

will be encouraged to conduct their own investigations into the events that happened and become “masters” of their own learning by teaching
what they found to their peers.

 LearnAlberta. When Worldviews Meet https://www.learnalberta.ca/content/ssoc8/html/whenworldviewsmeet_cc.html

o This resource inspired our Jigsaw activity because it gets students to consider why conflicts happen, who is involved, and why, and what the

conflict is about. This resource references a different activity, but it, much like other resources on this site, is useful for planning activities.

Videos:

 Empty Land Myth: https://www.youtube-nocookie.com/embed/3GWqM-IoAgM

o This video serves to clarify that the colonizers (Spanish) were not the first peoples in Mexico and thus their assumed responsibility to care for

and use the land as theirs is misplaced. This also serves as a jumping off point for the comparison between the Aztecs and Indigenous peoples
of Canada.

 Aztec Creation Myth: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=&cad=rja&uact=8&ved=2ahUKEwi6rv2Vhc-

EAxW6FzQIHWSiBuwQtwJ6BAgXEAI&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv
%3DQRU8pucTvpw&usg=AOvVaw3RKzBxB97N95End37e8ugN&opi=89978449
o This video is a summarized version of the Aztec creation story where students can get a glimpse of Aztec culture and origin.

 Walking Together: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjz9ZHDhc-

EAxXeHTQIHdQ4CVgQFnoECBMQAQ&url=https%3A%2F%2Fwww.learnalberta.ca%2Fcontent%2Faswt
%2F&usg=AOvVaw3ghKKonOv5ZPj6H6DBPMwb&opi=89978449
o This website is an interactive website students can use to learn about Canadian indigenous stories and culture. This will be useful for our

connection classes.
Articles:

 Smith, M. E. (1997). Life in the Provinces of the Aztec Empire. Scientific American, 277(3), 76–83.
o This article, and many of the other articles used provide supplemental information for the instructor to include. A recurring issue with the

Grade 8 textbook is the lack of information it has, so outside research is almost required. This article provides insight into the geographical

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and political landscape of the Aztec Empire.

 Burhenn, H. (2004). Understanding Aztec Cannibalism. Archive Für Religionspsychologie / Archive for the Psychology of Religion, 26, 1–14.
o This article delves into the complexities of Aztec religion, namely the ritual and importance of human sacrifice/cannibalism. This is a key

identifier of Aztec culture that is unfortunately not given much attention in the textbook.

 Evans, Susan T. “The Productivity of Maguey Terrace Agriculture in Central Mexico during the Aztec Period.” Latin American Antiquity, vol. 1, no. 2,

1990, pp. 117–32.

o Evans provides some interesting insights on Aztec agriculture that students may find interesting to learn about during instruction.

 Daniel, D. A. (1992). Tactical Factors in the Spanish Conquest of the Aztecs. Anthropological Quarterly, 65(4), 187–194.
o This is an article in which Daniel asserts some key contributions to the defeat of the Aztecs. It delves into more than a surface level understanding of why

they lost, with the article attributing some of the factors dating back to the time of contact.

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