Alysia Ackerman & Amanda Bjorgeamandabjorge.weebly.com/uploads/3/0/1/3/30131037/unitplan_3.pdfpeople such as calmecac, telpochcalli and glyphs. Students will be able to… Students

Alysia Ackerman & Amanda Bjorge

Grade 8 Social studies

worldviews in conflict: The Spanish and the Aztecs

Group Members: Alysia Ackerman & Amanda Bjorge

EDES 366: Elizabeth Fargey

November 27, 2014


Part 1 Logistics

Unit Title / Essential Question: Worldviews in Conflict: The Spanish and the Aztecs How can a society’s worldview affect their future?

Instructional Designers: Alysia Ackerman & Amanda Bjorge

Subject Area(s): Social Studies

Grade: 8

Curriculum Strand(s): General Outcome: 8.3 Specific Outcomes: 8.3.1, 8.3.4, 8.S.1, 8.S.5, 8.S.7 & 8.S.8

Duration: 50 minute classes

Overview and Rationale: This unit plan covers the first third of the Worldviews in Conflict: The Spanish and the Aztecs unit. General Outcome 8.3

examines how the worldviews of the Spanish and Aztec societies were affected by the presence of the other, but this unit plan covers the Aztec’s portion only.

In this portion of the unit, the students will explore how the Aztec society’s worldview affected their choices, customs, and decisions and how these worldviews influenced the way they interacted with other cultures and societies. The students will also discover the elements of the Aztec culture prior to the contact with the Spanish. This includes: religious beliefs, traditions, trade, war, social elements, education and their cities. The students will then investigate how a modern society might have similarities to the Aztecs, particularly in the way they respond to different societies.

The students will develop and practice key skills during this unit that will help them to make a meaningful connection with the curricular content. These will include: critical and creative thinking skills, research skills, oral, written and visual literacy skills and cooperating with others skills. These skills will be utilized in the activities and lessons throughout the unit and will help the students to create a worthwhile and meaningful summative product.

Additionally, throughout the unit, the students will learn key vocabulary through the use of a word wall that would be built throughout the unit as new words are discovered. Near the end of this portion of the unit, students will expand on this word wall by each creating their own Wordle as a way to reinforce the importance of the vocabulary.


Prior Knowledge: In Grade 7, the students examine Canadian history before and after confederation. They also learn about intercultural contact by examining migration and immigration as well as citizenship and identity. The students would need to have a firm understanding of these concepts before learning about the Spanish and the Aztecs because it will help them to better understand how the Spanish came to be in South America and how the Aztecs sense of citizenship and identity were threatened.

Part 2 – Desired Results

Learning Outcomes:

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. Specific Outcomes: Values and Attitudes 8.3.1 appreciate how a society’s worldview influences the society’s choices, decisions and interactions with other societies (C, I) Knowledge and Understanding 8.3.4 assess, critically, how the Aztecs were affected by the Spanish worldview by exploring and reflecting upon the following questions and issues:

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

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


Skills & Processes 8.S.1 develop skills of critical thinking and creative thinking:

generate creative ideas and strategies in individual and group activities ● access diverse viewpoints on particular topics by using appropriate technologies

8.S.5 demonstrate skills of cooperation, conflict resolution and consensus building: consider the needs and perspectives of others

8.S.7 apply the research process: draw conclusions based upon research and evidence

● plan and conduct a search, using a wide variety of electronic sources ● analyze and synthesize information to create a product

8.S.8 demonstrate skills of oral, written and visual literacy listen to others to understand their points of view

Crosscurricular competencies:

A: Know how to learn – to gain knowledge, understanding or skills through experience, study and interaction with others.

● A2: Optimize the development of new knowledge, understanding and skills through experiences, interaction and exploration. A2.1: I identify ways I use my interests, talents, passions, skills or knowledge to contribute to my learning. A2.2: I examine new and innovative learning approaches through interactions and explorations with others. A2.5: I optimize learning opportunities.

D: Manage information access, interpret, evaluate and use information effectively, efficiently, and ethically.

● D1: Understand, critically interpret and respectfully use information. D1.1: I search and access information using local or global sources and a variety of means. D1.2: I make connections with information. D1.3: I apply strategies to select, interpret and understand information for responsible use.

H: Demonstrate good communication skills and the ability to work cooperatively with others.


● H1: Communicate effectively or empathetically with audiences of diverse backgrounds. H1.1: I identify the purpose or intention of a message.

Enduring Understandings: What are the big ideas that you want students to understand and be able to use several years from now? Possible misconceptions…

● The importance of respecting and trying to understand and experience the culture, community and customs of other cultures.

● How different landscapes, climates and locations

around the world can impact facets of daily life such as farming, housing and technology.

● How the Aztecs have influenced or been a precursor to modern technologies.

● How a society’s social structure and education systems influence the daily life of a society.

● The connection between the Aztecs and the Aboriginal people of Canada. The similarities of experiences for both cultures and the things that we can learn from this.

● The importance of citizenship and what it looks like to be a good citizen.

Essential Questions: What provocative questions will foster inquiry, understanding of the unit content and transfer of learning? How can a society’s worldview affect their future?

● Who are the Aztecs? ● What do you think of when you look at the Rocky

Mountains?

● What kind of physical landscape would feel sacred to you?

● How did the physical landscape of the Aztec empire influence them as a civilization?

● Even though the Aztecs were a warlike people, does this make human sacrifice “right”?

● Where did the term Aztec come from? ● What are some examples of symbols built into

Tenochtitlan? ● How did the Aztec’s belief in gods influence where they

built this city and their empire? ● How did the Aztec worldview influence the way the

people interacted with other cultures? ● How are society’s social structure and its educational

system related? ● What makes a good citizen?


● In what ways are the Aztecs and the Aboriginal people of Canada similar. How are they different?

Knowledge: What knowledge will students acquire as a result of this unit?

Skills: What should students be able to do? What behaviors will they exhibit?

Students will know…

● Students will know the definition of worldview. ● Students will know where the Aztec empire was

located. ● Students will know how the Aztecs were impacted by

their worldview. ● Students will know the importance of mountains and

other landscape features in relation to a culture’s needs.

● Students will know the ways that religion impacted the Aztec’s lives.

● Students will know the importance of trading goods and supplies.

● Students will know the roles and privileges for each level of the Aztec’s social hierarchy.

● Students will know vocabulary specific to the Aztec people such as calmecac, telpochcalli and glyphs.

Students will be able to…

● Students will be able to understand and give examples of worldview in relation to the Aztec people.

● Students will be able to recognize Aztec artifacts. ● Students will be able to have meaningful conversations

and discussions about the Aztec’s culture. ● Students will be able to use research skills to find target

information. ● Students will be able to compare and contrast the

ancient Aztec empire with other ancient civilizations and modern day cities.

● Students will be able to understand what it feels like to be a trader by acting from the point of view of various goods and supplies traders.

● Students will be able to understand what it feels like to be different members of the social hierarchy of the Aztecs.


Part 3 – Assessment Evidence

Performance Task:

Aztec Tour Guides Students will be creating posters or trifold boards on a chosen element of Aztec history which represents the unique Aztec perspective. Independently, students will be creating a presentation board, along with any items and/or artifacts that they feel would add to their display. List of Aztec elements (23 students will have the same topic to present):

● calendar ● religious beliefs/Gods/human sacrifice ● Tenochtitlan ● blood sacrifice ● food/diet ● trade & war ● social hierarchy ● education ● physical landscape

Required sections to have written and displayed on presentation board:

● Title written as an essential question ● Aztec element of worldview

○ Element should be broken down into a minimum of 3 separate sections (for example: if the element is family life, section #1 could be husband/wife relationship, section #2 could be immediate family relationships, and section #3 could be community relationships)

● Explain how this element influences the Aztec’s choices, decisions and/or customs ● Answer the unit’s essential question: How can a society’s worldview affect their future? ● Pictures to represent the element of Aztec worldview ● Properly formatted APA references for all sources used


The students will collaborate as they set up their museum and prepare for the museum visitors to come, but they will be presenting and explaining their “station” on their element of Aztec worldview independently. The invited museum guests will be walking through the museum and exploring the elements of Aztec life through interaction with the students. This performance task directly relates to specific outcomes 8.3.4.1 and 8.3.4.2 which are the knowledge outcomes. It also builds on the essential skills from this unit which are specific outcomes 8.S.1, 8.S.5, 8.S.7, 8.S.8.

G Goal As the student, your goal is to educate the museum visitors about the varying elements of the Aztec’s way of life by presenting your exhibit to them.

R – Role As the student, your role is to be the museum curator for your individual museum exhibit.

A – Audience As the student, your audience will be the museum visitors who are interested in learning about your exhibit.

S – Situation As the student, you are situated in a museum that is full of other museum curators who also share your goal of educating the museum visitors about the varying elements of the Aztec’s way of life.

P – Product, Performance

As the student, you will be creating a product in the form of a presentation board. This presentation board is called your exhibit.You will also be creating a performance in the form of facilitating a museum visit with yourself in the place of a museum curator.

S – Success criteria As the student, you will know you have been successful if the museum visitors leave your exhibit with new knowledge about the specific Aztec way of life that you presented to them. Your success relies on your information being presented effectively.

Reference: Worldview as a Guide Through History. (2014). alberta assessment consortium. Retrieved from: http://www.aac.ab.ca/assessmentmaterials/worldviewasaguidethroughhistory/


Aztec Tour Guides Rubric How can a society’s worldview affect their future?

Excellent

Proficient

Adequate

Limited

Insufficient

Describe an element of Aztec

worldview (8.3.4.1)

Provides a precise description of Aztec

worldview.

Provides a focused description of Aztec

worldview.

Provides a simplistic

description of Aztec worldview.

Provides a confusing

description of Aztec worldview.

No score is awarded. Insufficient

evidence of student performance based on the requirements

of the assessment task.

Explain how Aztec worldview

influences choices,

decisions and/or customs (8.3.4.2)

Provides an insightful

explanation of the influence of Aztec

worldview on choices, decisions and/or customs.

Provides a thoughtful



Provides a rudimentary



Provides a trivial explanation of the

impacts of the influence of Aztec





Communicate information

(8.S.8.1)

Communicates information in an

engaging manner.


interesting manner.

Communicates information in a

straight-forward manner.


ineffective manner.





Aztec Tour Guides Feedback Form To evaluate the exhibit, museum visitors will be filling out this feedback form for the museum curators.

Requirements Yes or No? Comments 1. The title is written as an essential question.

2. The Aztec element of worldview has been broken down into a minimum of 3 separate sections on the presentation board.

3. The element`s influence on Aztec’s choices, decisions and/or customs has been explained.

4. The essential question: How can a society’s worldview affect their future? has been answered.

5. There are pictures to represent the element of Aztec worldview.

6. All references have been properly formatted in APA.


Part 4 – Learning Plan

Day #

Learning Outcome (Curriculum)

Activities (Instruction)

Assessment (FOR/OF/AS)

Resources / Materials

1 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC) 8.S.7 apply the research process: draw conclusions based upon research and evidence plan and conduct a search, using a wide variety of electronic sources analyze and synthesize information to create a product

Introduction to the Aztec people: Essential questions for this lesson: Who are the Aztecs? Where did the term Aztec come from? Start the class by showing the class the folowing video: http://www.learnalberta.ca/content/aeve/movieLauncher.html?movie=smil/aztec_empire.mov Show from the start to 8:25 and from 10:04 15:58. Follow the video with a discussion about the Aztecs. Ask the students to make a mind map in their notebooks with the essential question “Who are the Aztecs?” in the middle. Brainstorm concepts and words to build the mind map. Read page 151 from the student textbook. Next, ask the class the essential question Where did the term Aztec come from? Ask the students to use laptops to explore the essential question on the History Website: http://www.history.com/topics/aztecs After about 20 minutes of exploration on the website, have a group discussion and ask the students to share what they found. Ask the students to make notes during the discussion. At the end of the lesson, start a word wall for the Aztecs unit. Ask students to record the vocabulary words and their definitions in their notebooks under a new section called “Aztec Vocabulary”.

FOR: class discussion Learn Alberta video resource History website resource student textbook page 151 notebooks pencils

http://www.google.com/url?q=http%3A%2F%2Fwww.learnalberta.ca%2Fcontent%2Faeve%2FmovieLauncher.html%3Fmovie%3Dsmil%2Faztec_empire.mov&sa=D&sntz=1&usg=AFQjCNEbJxpsfqaRNOU2rFbdfa-2tOTZeAhttp://www.google.com/url?q=http%3A%2F%2Fwww.learnalberta.ca%2Fcontent%2Faeve%2FmovieLauncher.html%3Fmovie%3Dsmil%2Faztec_empire.mov&sa=D&sntz=1&usg=AFQjCNEbJxpsfqaRNOU2rFbdfa-2tOTZeAhttp://www.google.com/url?q=http%3A%2F%2Fwww.history.com%2Ftopics%2Faztecs&sa=D&sntz=1&usg=AFQjCNFsOSW6zHwA6hlcN1w7v-JEwN1XQA


Key terms from the POS that should be included on the word wall are: adaptation, contact, expansionist, humanist, imperialism, intercultural, isolation, social structures, society, and worldview.

2 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC) 8.3.4.2 How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM)

The Physical & Sacred Landscape: Discuss these essential questions to start this lesson:

What do you think of when you look at the Rocky Mountains?

What kind of physical landscape would feel sacred to you? Start the lesson by showing students a picture of modern day Mexico and comparing that to the map of the Aztec empire (listed in the resources). Discuss the similarities and differences. As a class, read pages 152 and 153 in the student textbook. This will give students a starting knowledge of how the mountains were important to the Aztecs. The mountains were important for protection of their empire, but also the mountains were important for sacred reasons. Read pages 154158 in student textbook. Vocabulary to add to class word wall: chinampa or “floating island” Exit Pass: How did the physical landscape of the Aztec empire influence them as a civilization?

FOR: exit pass about how the physical landscape of the Aztec empire influenced them as a civilization

student textbook pages 152158 map of the Aztec empire resource picture: http://aztecgroup.blogspot.ca/p/aztecenvironment.html notebooks pencils

3 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC) 8.3.4.2 How did the Aztec civilization’s worldview

Aztec Gods, Calendar & Human Sacrifice: Students need to be in groups of 45 students. Each group gets a picture of an Aztec artifact (such as different gods, the Aztec calendar and portraits of human sacrifice). The only information that they will receive about the artifact is a title of what it is. From this, students will generate ideas about what they think the purpose of that artifact was and what significance that would have

FOR: final class discussion to compare ideas that were generated about the Aztec artifacts

student textbook pages 158162 Aztec art resource pictures of Aztec gods, their calendar and portraits of human sacrifice printed in color


influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM) 8.S.1 develop skills of critical thinking and creative thinking: generate creative ideas and strategies in individual and group activities

had to the Aztec people. The pictures of Aztec artifacts will be rotated from group to group until every group of students has gotten to generate ideas about that artifact. All student ideas will be written on a separate page and compared and discussed near the end of class. Essential question for this lesson:

Even though the Aztecs were a warlike people, does this make human sacrifice “right”?

notebooks pencils

4 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC) 8.3.4.2 How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM) 8.S.1 develop skills of critical thinking and creative thinking: generate creative ideas and strategies in individual and group activities

Tenochtitlan The Impossible City: Watch the YouTube video resource as an introduction to this class. Students will have a graphic organizer to fill out during this video and for the whole lesson on Tenochtitlan. Read page 163 in the student textbook. Essential questions for students to answer about this city:

What are some examples of symbols built into Tenochtitlan?

How did the Aztec’s belief in gods influence where they built this city and their empire?

To wrap up this class, have students create a thought web with ‘religious beliefs’ in the center, ‘ human sacrifice,’ ‘calendar,’ ‘gods,’ and ‘Tenochtitlan’ as branches out from the center. From these branches, have students generate ideas about how the Aztecs thought these factors influenced their lives.

FOR: graphic organizer about the city of Tenochtitlan FOR: thought web centered around the religious beliefs of the Aztecs

YouTube video resource student textbook page 163 graphic organizer for the city of Tenochtitlan notebooks pencils

5 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC)

Expanding the Empire Through Trade & War: The two aspects that the Aztecs took great pride in were the trader and the warrior. What insight does this give us into the Aztec society?

FOR: interactive trading activity FOR: exit pass about how the Aztec worldview influenced the way the people

student textbook pages 165167 interactive trading cards notebooks pencils


8.3.4.2 How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM) 8.S.8 demonstrate skills of oral, written and visual literacy listen to others to understand their points of view

Read pages 165167 in the student textbook. Interactive Trading Activity: Each student will get a card, this card will place them as either an Aztec trader or a foreign trader. It will also tell them what they have to trade. Students will interact with each other, communicating and trading. The goal is to trade for what you find is most valuable to your people (Aztec or foreign). Vocabulary to add to class word wall: compulsory Exit Pass: How did the Aztec worldview influence the way the people interacted with other cultures?

interacted with other cultures

6 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC) 8.3.4.2 How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM) 8.S.5 demonstrate skills of cooperation, conflict resolution and consensus building: consider the needs and perspectives of others

The Aztec Social Hierarchy: Look at page 172 in the student textbook for an image of the Aztec social hierarchy. From this image, students will be creating a foldable that looks like this:

Emperor

Nobility and Priests

Merchants, Artisans, Soldiers

Farmers, Fishers, Women

Slaves

Within each section of the foldable, students need to elaborate on the information about the people within that section of the social hierarchy. Next, students will be experiencing the hierarchy from different points of view. Students will be in groups of 8. Each group member will play one of the following roles:

Emperor Commander of the Army

FOR: foldable on the Aztec social hierarchy FOR: roles within social hierarchy activity

student textbook pages 172175 paper for foldables notebooks pencils


Head of State Merchant Farmer Woman Artisan Slave

By reading through pages 173175 of the student textbook, students can better understand their role. As a group of 8, students will interact according to their roles. They will interact while considering the needs and perspectives of others. Vocabulary to add to class word wall: society, artisans and ocelot The class will end with a discussion on social hierarchy of the Aztecs. This hierarchy can also be discussed and compared to that of the Canadian Aboriginal people.

7 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC) 8.3.4.2 How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM)

Aztec Education: Essential question to start the class:

How are society’s social structure and its educational system related?

Read pages 180, 182 and 183 in the student textbook. This gives students a starting idea about Aztec education. Discuss the different types of education, depending on your social status. Which members of society were taught to read? What was their number system based on? In groups of 34 students, have them discuss military training, education for commoners and educating Aztec women. Discuss each for a portion of time and move onto the next until all 3 topics are discussed. Vocabulary to add to class word wall: calmecac, telpochcalli and glyphs

FOR: exit pass about the relation between social structure and a society’s educational system

student textbook pages 180183 notebooks pencils


Exit Pass: What did you learn about today that shows how a society’s social structure and its educational system are related? Can you think of any examples from our own society? How about the society of Aboriginal people?

8 8.3.4.2 How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions and customs? (TCC, CC, PADM) 8.S.1 develop skills of critical thinking and creative thinking: generate creative ideas and strategies in individual and group activities access diverse viewpoints on particular topics by using appropriate technologies 8.S.7 apply the research process: draw conclusions based upon research and evidence

Contributions to Society: Consider the different mottos of Canada, France and the United States on page 185. Have a class discussion about the different mottos to consider the different worldviews. Then ask the students to brainstorm what they think a good class motto could be. Essential question for this class: What makes a good citizen? Split the class up into 5 groups and assign a “Virtue of the Ideal Citizen” to each group. Ask the students to use their research skills and their critical thinking skills to find and brainstorm actions that students could take to represent these 5 virtues. Next, read pages 187190. Discuss the different roles the citizens take to uphold the law. Also, compare the Aztec’s law system with our current law system. Ask the students if they think there are any comparisons to be made between how the Aztecs governed themselves and the way the Aboriginals of Canada are governed. Exit Pass: What do you think about the Aztecs having laws that protect slaves? Is it a good thing? Should slavery even have existed? Reminder: Ask the class to bring their cell phones to class for the next lesson.

FOR: exit pass about slavery and slave laws

student textbook pages 185 and 187190 notebook pencils

9 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to

Focus on Vocabulary and Review: Break the class up into small groups of 45 and ask them to review

FOR: exit pass asking for one question to ask to Brian St.

Poll Everywhere website: http://www.pollevery


contact with the Spanish? (TCC, I, CC) 8.S.1 develop skills of critical thinking and creative thinking: generate creative ideas and strategies in individual and group activities

the word wall and discuss any words that anyone is uncertain about. Then, still working in their groups, ask the class to look through their Aztec’s Vocabulary section of their notebooks and make sure that they have full definitions written for all words on the word wall. Ask them to compare definitions with each other. Next, as a class, ask the students to text in vocabulary words that they think are particularly important. Use these words to create a wordle of all of the key terms from the unit. Use http://www.polleverywhere.com/ to collect text messages. Note if there are any key vocabulary words that are not submitted, add them to the wordle anyway. For the remainder of the lesson, brainstorm questions with the class for the guest speaker (Brian St. Germain) who is visiting during the next lesson. Remind the students that there are many ways that the Aztecs are similar to the Aboriginal people of Canada. Exit Pass: One question you want to ask Brian St. Germain about the Aboriginal people’s culture, way of life, etc.

Germain about aboriginal people

where.com/ cell phones notebooks pencils

10 8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? (TCC, I, CC) 8.3.4.2 How did the Aztec civilization’s worldview influence the Aztecs’ choices,

Guest Speaker Brian St. Germain: Brian St. Germain can be contacted by email at [email protected]. Ask Brian to prepare a presentation that focuses on the worldview, culture and customs of the Aboriginal people of Canada so that the students can connect it to what they have learned about the Aztec’s. Essential question to start the class: In what ways are the Aztecs and the Aboriginal people of Canada similar. How are they

No assessment for this lesson

guest speaker list of questions to ask Brian venn diagram notebook pencils

http://www.google.com/url?q=http%3A%2F%2Fwww.polleverywhere.com%2F&sa=D&sntz=1&usg=AFQjCNHQ7LBULQy3E9YZaMLy1HG3EtZ9HQmailto:[email protected]


decisions and customs? (TCC, CC, PADM) 8.S.8 demonstrate skills of oral, written and visual literacy listen to others to understand their points of view

different? Provide each student with a list of the questions they formulated the lesson before. Remind the students that these are important questions that if not addressed by Brian, should be asked at the end of the presentation. Also provide the students with a venn diagram chart that they can fill in as Brian talks. The venn diagram should compare Aztec people and Aboriginal people. After the presentation is done, ask the students to brainstorm questions they can ask the museum curator during the next lesson. Ask if the students think any of the questions they formulated for Brian can be reused.

11 8.S.1 develop skills of critical thinking and creative thinking: access diverse viewpoints on particular topics by using appropriate technologies 8.S.8 demonstrate skills of oral, written and visual literacy listen to others to understand their points of view

Field Trip Red Deer Museum + Art Gallery: Essential question for this lesson is the same as the previous lesson’s: In what ways are the Aztecs and the Aboriginal people of Canada similar. How are they different? Booking to attend the museum can be made by contacting the phone number found on their website: (403) 3098405. Ask the curator of the museum to organize a museum tour that focuses on the worldview, culture and customs of the Aboriginal people of Canada. Ask if it can be arranged for artifacts to be available that the students can handle. Also, ask if there is any way for the museum to arrange a scavenger hunt to help the students make personal connections with the artifacts at the museum. Once the museum tour, presentation and scavenger hunt are complete hand out the sheet of questions that were formulated during the last lesson to ask the curator. Give the students time to make sure all the questions are answered before leaving the museum.

no assessment for this lesson

question sheet notebook pencils


Summative Assignment: Aztec Tour Guides The summative assignment for this unit plan would take 34 classes for students to complete and be ready to present. This class time would be given to students to research their Aztec worldview and construct their presentation board. Students would also have to plan the logistics of their museum so that they can efficiently set it up and present it in one day. This would all take place after the 11 lessons of this unit plan so that students have a full understanding of all the material as well as what a museum looks like and how to construct one effectively.

Part 5 Reflection

To address the different learning styles of the students we are doing a variety of different activities that focus on the different multiple intelligences and learning styles. It is important for the teacher to incorporate visuals into their daily lessons, as well as stimulate the verbal students by having discussions. The use of videos and reading aloud in lessons is helpful for the auditory learners. A variety of different groupings arrangements are used throughout the unit, including individual work, pairs, small groups, and whole class activities. Culture and the FNMI perspective is addressed throughout the unit by comparing the Aztec people with the Aboriginal people of Canada. In relation to differentiation, it is the teacher’s responsibility to identify and respond to each learner’s individual needs. The teacher can differentiate through content, process, product, affect, and learning environment. For example, a lower achieving student’s graphic organizer may be partially or fully completed in order to make their learning experience more effective. It is also key to incorporate student interest into every lesson. This can be achieved by understanding how your students learn and what interests them.

Student Textbook - Worldviews: Contact and Change


Moore, D., Cunningham, D., Harding, J., Duguay, M., Kleitsch, C., & Cranny, M. (2007).Worldviews: contact and change (p. 148183). Toronto: Pearson Education Canada. Specific teaching suggestions: The pictures in this textbook seem to be very informative and thoroughly address the content that needs to be taught. The textbook also does an excellent job at writing the full pronunciations of words from the Aztec culture that, otherwise, students would not be able to pronounce. Although the textbook does a great job of revealing the relevant language to the Aztec people, it is not as clear about the vocabulary that is found in the Grade 8 Social Studies Curriculum so as the teacher, you would have to make sure to emphasize this separately from the textbook (This is where the classroom word wall and student Wordle would be most beneficial in the unit). Overall, this textbook is a great resource that allows the teacher and class to follow it through the unit and know that the curricular outcomes are being met. Outcomes met by resource: This resource covers specific outcomes 8.3.1, 8.3.4, 8.S.1, 8.S.5, 8.S.7 & 8.S.8 How outcomes relate to resource: Because the textbook is such a broad resource, it touches on all of the outcomes listed above, even it is only briefly covered. The information in this textbook is relevant and closely follows the curriculum outcomes for this unit.

Teacher’s Guide - Learn Alberta


Alberta Education. (2014). Learn Alberta. Retrieved from Alberta Education: http://www.learnalberta.ca/Search.aspx?lang=en&search=aztec&grade=Grade+8&subject=Social+Studies Specific teaching suggestions: On the Learn Alberta website, there are a few fantastic resources that pertain to the Aztec people. There are 2 videos (approximately 20 minutes & 42 minutes), collections of information and images on the web and a few brief lesson plan ideas. The one resource in particular that would be beneficial to use in this unit is listed below:

http://www.learnalberta.ca/content/aeve/movieLauncher.html?movie=smil/aztec_empire.mov This resource is a nearly 20 minute long video that could be used at the beginning of the Aztecs unit to introduce the Aztec people and get the students excited. It briefly covers the time period before the Aztecs ruled, the era of the Aztecs as well as the conquest of the Aztecs by the Spanish. It gives enough information that the students will be intrigued and have a million questions to ask. It would be best to use this video about a week into the unit and would set up the class with great enquiry questions to answer throughout the whole unit. This video will provoke discovery learning. Outcomes met by resource: This video meets specific outcomes 8.3.1, and 8.S.1 and begins to cover specific outcomes 8.3.4, and 8.S.7. How outcomes relate to resource: Specific outcome 8.3.1 relates to the Aztec people’s choices, decisions and methods of interaction. The resource briefly covers all aspects of this outcome and leads the students into outcome 8.S.1 which is about critical and creative thinking. Specific outcome 8.3.4 is about the affects the Spanish people had on the Aztecs, and discusses the Aztec’s worldviews. Outcome 8.S.7 is about making conclusions based on research and evidence. This resource will help the students to start thinking about questions they have about the Aztecs and the Spanish which will lead them into creating inquiry questions for the unit.


Piece of Children’s Literature - Maya, Aztecs and Incas

Ruzicka, O. (2011). Maya, aztecs and incas. Richmond Hill, Ont.: Firefly Books. Specific teaching suggestions: Maya, Aztecs and Incas can be used as a visual reference for the class as it is a popup book that illustrates the Aztec’s time. In this book, students will be taken back in time to see how the people lived and what their world looked like. This book would bring the civilization to life, especially for students who are very visual and bodilykinesthetic learners. This piece of literature is very unique and it will help address the diverse needs of students. It would be used near the beginning of the unit to introduce the Aztec culture and then it would be made available for any students to read throughout the unit. One particular criticism of this book would be that it is a lot more about the visuals that the information, but the purpose would be to use this book to pull in those curious students. Outcomes met by resource: This book meets the specific outcomes of 8.S.1, 8.S.7 and 8.S.8. How outcomes relate to resource: Specific outcome 8.S.1 talks about creative and critical thinking skills which the students will engage in by viewing the images in this resource. The students will naturally ask questions when looking at interesting pictures relating to a culture they know little about. This ties nicely into outcome 8.S.7, which is about drawing conclusions based on evidence. The students will be using the evidence from the visual resource to draw their own conclusions. The last specific outcome that matches this resource is 8.S.8 which works on visual literacy, which is obviously covered because the resource is primarily a visual resource.


Web 2.0 Resources - Wordle & Voki Wordle. (2013). Create. Retrieved from Wordle: http://www.wordle.net/create Voki. (2014). Create. Retrieved from Voki: http://www.voki.com/create.php Specific teaching suggestions: Wordle can be used as an extension of the classroom ‘Word Wall’ for the unit. This means that the Wordle would be a technology that is revisited approximately three times throughout the unit (beginning, middle & end). This gives students a visual of the unit vocabulary words, a representation of how frequent those words are throughout the unit and a neat Web 2.0 tool to display these words! However, there should not be a lot of time spent on this Wordle simply because it is a repetition of vocabulary words that have already been taught. It is supposed to be used as a reinforcement of knowledge. By using the Voki Web 2.0 tool in this unit, each student can create an Aztec avatar and write a script for that avatar. This tool allows words and ideas to come to life in a realistic version of an Aztec avatar. It also gives students the opportunity to look at the world through the eyes of their Aztec character (a different perspective). This would be a fabulous, animated way to have students think from the point of view of an Aztec and dig into the information about the Aztec culture. To make sure that students focus on important characteristics and learn specific things about the Aztec culture through using this resource, there needs to be a specific number of specific requirements for the students to address in their Voki. For example, each Voki should address a specific question or topic (supplied by the teacher) so that the information is not repeated over and over by different students. Each student would also need to create a name, back story, context, and a situation that relates to the question or topic supplied to them for their Voki. Outcomes met by resources: The Wordle resource covers specific outcomes 8.S.7 & 8.S.8 and the Voki resource covers specific outcomes 8.3.1, 8.3.4, 8.S.1, 8.S.5, 8.S.7 & 8.S.8 How outcomes relate to resources: Outcomes 8.S.7 relates to analyzing and synthesizing information & outcome 8.S.8 is about visual and oral literacy. Both the Wordle and the Voki would be effective ways to fulfill these outcomes. Voki is a great resource to cover the rest of the outcomes listed above. Outcome 8.3.1 & 8.3.4 are both about the Aztec’s society, their choices, and the way they were influenced by their worldview. These outcomes would be the basis for the knowledge acquisition part of the Voki activities. Outcome 8.S.1 relates to generating creative ideas and accessing various viewpoints and topics using technology. This outcome fits perfectly with the Voki technology and works well with outcomes 8.3.1 & 8.3.4. Outcome 8.S.5 relates to teamwork skills and considering different perspectives. We would most likely use the Voki technology in partners or small groups so this outcome would apply in those cases.


Data Document - Map of the Aztec Empire

thinglink. (2014). the map of the aztec empire. Retrieved from thinglink: http://www.thinglink.com/scene/387965327088025602 Specific teaching suggestions: This is a map of the Aztec empire. It is both a close up map with labels of the main cities and it also shows where the empire was in relation to North America and Mexico. On the website where this map came from, there are also other pictures and facts regarding the Aztecs that students would find to be interesting and great visuals. This map should be used near the beginning of the unit to give students a global perspective in relation to where the Aztec nation was located. Although the map is a very basic, accurate and realistic view of the Aztec Empire in relation to the world, it is a fairly plain looking map. Perhaps students wouldn’t be as interested in this map simply because of the visual appeal. However, this does not mean that it is not a great resource. Outcomes met by resource: This map and other similar maps would fulfill specific outcomes 8.3.1, 8.3.4, 8.S.7 & 8.S.8. How outcomes relate to resource: The map resource could help the students to understand why the Aztecs had the traditions, customs and way of life that they did because of their geographical location; which would fulfill parts of outcomes 8.3.1 & 8.3.4. This ties into outcomes 8.S.7 & 8.S.8 because the students would be drawing conclusions, analyzing information and using visual literacy skills.


Visual Document - Aztec Art

Aztec Stone Calendar Aztec Double Headed Serpent

Rollin’ Low. (2009). Precolumbian aztec and mayan art. Retrieved from Rollin’ Low:http://www.rollinlow.com/art/aztec_art.html Specific teaching suggestions: These are replications of Aztec art. They are significant to the unit because the calendar is what the Aztec people based their lives on, as we do today. The Aztecs believed that this calendar governed their lives as well as their Gods. They also believed that it counted days and destiny. The double headed serpent was a very important religious symbol and it was used as a ceremonial chest ornament that may have been worn by a priest. Although this website is not actually an educational resource, it has really detailed images and replicas of Aztec art. This art can be presented to the students throughout the unit, as the images appear in the textbook. They would not be the main focus of any particular lesson, but a visual within a lesson. Outcomes met by resource: These pieces of art would cover specific outcomes 8.S.1, 8.S.7 & 8.S.8. How outcomes relate to resource: These pieces of art would cover outcome 8.S.8 because they are visuals, which would stimulate the visual learners in particular. As well, the art would make the students curious as to why the symbols are so important. This covers critical and creative thinking in outcome 8.S.1 and drawing conclusions in outcome 8.S.7.


Video, CD-Rom or Music - Tenochtitlan (The Impossible City)

YouTube. (2011). Tenochtitlan (the impossible city). Retrieved from YouTube: http://youtu.be/_nS6MpVbB_g Specific teaching suggestions: Tenochtitlan (The Impossible City) is a YouTube video that describes and gives visuals for the centre city of the Aztec civilization. Not only are the facts completely accurate, but the video itself is very engaging for students. The music throughout the video helps bring effect to just how amazing the Aztec city of Tenochtitlan was. The video also gives great comparisons to modern day cities, such as London and Rome, to help students understand just how vast this city was. It also compares the time of the Aztecs to the European Renaissance and Japan which makes this video relevant throughout the entire grade 8 curriculum. The video doesn’t just talk about the city, but also about the population and the things that were part of their way of life. It is an excellent and unique resource of the Aztec culture because it does not only focus on the human sacrifice and bloodshed that happened, but the creative and scientific things that the culture was also known for. It is also a good quality resource that elaborates on facts as well as follows the dates and years that events happened in history. This video could be used closer to the middle of the unit as a way for students to form a deeper understanding of the day to day lives on the Aztecs. As well, it would serve well as a review of the content covered in the first half of the unit. Outcomes met by resource: This video meets specific outcomes 8.3.1, 8.3.4 8.S.1, & 8.S.8. How outcomes relate to resource: Outcomes 8.S.1 & 8.S.4 are met because of the knowledge content that the video provides. Outcome 8.S.1 is covered because the video will stimulate critical and creative thinking within the students. As well, it is a great resource for visual and auditory learners so outcome 8.S.8 is covered because it is about oral and visual literacy.


Website - History: Aztecs

History. (2014). Aztecs. Retrieved from History: http://www.history.com/topics/aztecs Specific teaching suggestions: History: Aztecs is a fantastic website with a large amount of information on the Aztecs. This is the type of website that would provoke exploratory learning. Students would go here and be able to watch videos, check out facts and get summaries of information on the Aztec people. The videos are very well done with accurate information, cool animations and elements that would engage a grade 8 student. Much like other websites, this one has facts and summaries of information about the Aztec people and culture. However, the one thing that is unique about this site is the educational videos that accompany the facts and summaries of information. This would be great for students because they are not simply reading information, but seeing and experiencing it. This resource could be used throughout the whole unit as a reference tool as well as a teaching tool. Outcomes met by resource: This website covers specific outcomes 8.3.1, 8.3.4, 8.S.1, 8.S.7 & 8.S.8. How outcomes relate to resource: Outcomes 8.3.1 & 8.3.4 are content based outcomes so this website would fulfill these outcomes well. It is also a great website for the students to do research on which covers outcome 8.S.7. This fits nicely with outcomes 8.S.1, which is about critical and creative thinking, and outcome 8.S.8 which relates to visual, and written literacy.


Other REsource - Alberta Assessment Consortium Alberta Assessment Consortium. (2014). Unit assessment plan. Retrieved from AAC: http://www.aac.ab.ca/wpcontent/uploads/2014/01/SS8_Unit_Assessment_Plan.pdf Specific teaching suggestions: This resource is strictly a teacher resource. It is very helpful to use as a starting place when planning a unit on the Aztecs. The website can be a bit confusing to use at times, but becomes easier to navigate with more use. The resources and ideas are well laid out, which makes it as ideal resource to use. All the teaching ideas have the Alberta curricular outcomes attached to them so it is very easy for the teacher to plan with the end in mind. There are also numerous assessment examples which are easy to access.

More Resources

Aztec Environment. (2010). The aztec civilization. Retrieved from: http://aztecgroup.blogspot.ca/p/aztecenvironment.html Differentiation Model. (2010). Differentiation central. Retrieved from: http://www.diffcentral.com/model.html Live Audience Participation. (2014). Poll everywhere. Retrieved from: http://www.polleverywhere.com/

Documents

Alysia Ackerman & Amanda Bjorgeamandabjorge.weebly.com/uploads/3/0/1/3/30131037/unitplan_3.pdfpeople such as calmecac, telpochcalli and glyphs. Students will be able to… Students