-
10th Grade
- Project
- 6 weeks
"Aztec Adventures: Unveiling Ancient Resilience"
Analysis and Persuasion
Context and Implications
Evidence and Sources
Expression and Voice
Analysis and Persuasion
+ 26 more
Purpose
The purpose of this learning experience is to immerse students in the rich cultural history of the Aztecs, fostering a deep understanding of their societal structures, religious practices, and economic systems. Through hands-on exploration and critical analysis, students will investigate the resilience and adaptation strategies the Aztecs employed during the Spanish conquest. This project-based approach encourages students to draw connections between historical events and modern cultural influences, culminating in a reflective exploration of cultural survival and legacy. Students will engage with texts such as "The Broken Spears: The Aztec Account of the Conquest of Mexico" by Miguel Leon-Portilla and "Fifth Sun: A New History of the Aztecs" by Camila Townsend to deepen their understanding.
Learning goals
Students will develop a nuanced understanding of Aztec society, focusing on its economy, social structure, and religious practices, and connect these elements to the broader concept of cultural survival. They will critically analyze the effectiveness of Aztec resistance strategies during the Spanish conquest, using evidence from texts such as "The Broken Spears: The Aztec Account of the Conquest of Mexico" by Miguel Leon-Portilla and "Fifth Sun: A New History of the Aztecs" by Camila Townsend. Through collaborative research, debates, and multimedia presentations, students will enhance their skills in analysis, persuasion, and expression while exploring the historical and cultural context and implications of the Aztec legacy.
Standards
- Analysis and Persuasion - Arguments support thesis with depth and sophisticated analysis, building throughout. Concepts and connections between evidence, arguments and thesis are thoroughly explored. Alternative point(s) of view is (are) thoroughly explored and evaluated. Strengths and weaknesses of evidence are discussed where appropriate.
- Context and Implications - Historical and/or cultural context informs and deepens the analysis. Broader implications of the central arguments are thoroughly explained.
- Evidence and Sources - Evidence skillfully sustains and develops arguments. Evidence selected demonstrates deep comprehension of relevant and reliable sources, including primary and secondary sources. Evidence for alternative point(s) of view skillfully sustains and develops argument(s). Sources are cited consistently and appropriately.
- Expression and Voice - Individual voice demonstrates a strong sense of ownership and awareness of the audience. For written expression, grammar and punctuation are nearly perfect.
- Analysis and Persuasion - Arguments support thesis with depth and sophisticated analysis, building throughout. Concepts and connections between evidence, arguments and thesis are thoroughly explored. Alternative point(s) of view is (are) thoroughly explored and evaluated. Strengths and weaknesses of evidence are discussed where appropriate.
- Context and Implications - Historical and/or cultural context informs and deepens the analysis. Broader implications of the central arguments are thoroughly explained.
- Evidence and Sources - Evidence skillfully sustains and develops arguments. Evidence selected demonstrates deep comprehension of relevant and reliable sources, including primary and secondary sources. Evidence for alternative point(s) of view skillfully sustains and develops argument(s). Sources are cited consistently and appropriately.
- Expression and Voice - Individual voice demonstrates a strong sense of ownership and awareness of the audience. For written expression, grammar and punctuation are nearly perfect.
- D1.2.9-12 - Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
- D1.3.9-12 - Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
- D1.4.9-12 - Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.
- D1.5.9-12 - Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
- Analysis and Persuasion - Arguments support thesis with depth and sophisticated analysis, building throughout. Concepts and connections between evidence, arguments and thesis are thoroughly explored. Alternative point(s) of view is (are) thoroughly explored and evaluated. Strengths and weaknesses of evidence are discussed where appropriate.
- Context and Implications - Historical and/or cultural context informs and deepens the analysis. Broader implications of the central arguments are thoroughly explained.
- Evidence and Sources - Evidence skillfully sustains and develops arguments. Evidence selected demonstrates deep comprehension of relevant and reliable sources, including primary and secondary sources. Evidence for alternative point(s) of view skillfully sustains and develops argument(s). Sources are cited consistently and appropriately.
- Expression and Voice - Individual voice demonstrates a strong sense of ownership and awareness of the audience. For written expression, grammar and punctuation are nearly perfect.
- D1.2.9-12 - Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
- D1.3.9-12 - Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
- D1.4.9-12 - Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.
- D1.5.9-12 - Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
- 10.4.b - Those who faced being colonized engaged in varying forms of resistance and adaptation to colonial rule with varying degrees of success.
- Analysis and Persuasion - Arguments support thesis with depth and sophisticated analysis, building throughout. Concepts and connections between evidence, arguments and thesis are thoroughly explored. Alternative point(s) of view is (are) thoroughly explored and evaluated. Strengths and weaknesses of evidence are discussed where appropriate.
- Context and Implications - Historical and/or cultural context informs and deepens the analysis. Broader implications of the central arguments are thoroughly explained.
- Evidence and Sources - Evidence skillfully sustains and develops arguments. Evidence selected demonstrates deep comprehension of relevant and reliable sources, including primary and secondary sources. Evidence for alternative point(s) of view skillfully sustains and develops argument(s). Sources are cited consistently and appropriately.
- Expression and Voice - Individual voice demonstrates a strong sense of ownership and awareness of the audience. For written expression, grammar and punctuation are nearly perfect.
- D1.2.9-12 - Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
- D1.3.9-12 - Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
- D1.4.9-12 - Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.
- D1.5.9-12 - Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
- 10.4.b - Those who faced being colonized engaged in varying forms of resistance and adaptation to colonial rule with varying degrees of success.
- 9.8.a - Complex societies and civilizations continued to develop in Africa and the Americas. The environment, the availability of resources, and the use of trade networks shaped the growth of the Aztec, Inca, and Songhai empires and East African city-states. This growth also influenced their economies and relationships with others.
Products
Students will collaboratively create multimedia presentations that explore the Aztec economy, social structure, and religious practices, connecting these elements to the essential question of cultural survival. They will also develop interactive digital timelines that trace the evolution of Aztec society and its influence on modern Mexican culture. Additionally, students will craft reflective essays and digital portfolios that compile their research, insights, and experiences, culminating in an 'Aztec Legacy Gallery Walk' exhibition for community engagement. The texts "The Broken Spears: The Aztec Account of the Conquest of Mexico" by Miguel Leon-Portilla, "The Mexico Reader," "Fifth Sun: A New History of the Aztecs" by Camila Townsend, and "Conquistador Voices: The Spanish Conquest of the Americas Volume I" by Kevin H. Siepel will be integrated into these projects to provide depth and context.
Launch
Begin the unit with a visit to a local museum featuring Aztec artifacts, allowing students to interact with historical objects and engage with curators. Use this experience to introduce key texts such as "The Broken Spears: The Aztec Account of the Conquest of Mexico" and "Fifth Sun: A New History of the Aztecs," providing a foundation for inquiry. Facilitate a discussion with a cultural historian to offer insights into Aztec civilization, encouraging students to reflect on the impact of these artifacts and narratives on their understanding of cultural resilience.
Exhibition
Students will host an 'Aztec Legacy Gallery Walk' where they showcase their digital portfolios and reflective essays in a gallery-style format. Visitors will explore the students' insights on cultural resilience and adaptation, engaging in discussions that connect historical contexts to contemporary cultural influences. This exhibition will also feature interactive digital timelines that highlight the evolution of Aztec society and its enduring impact on modern Mexican culture. Texts such as "The Broken Spears: The Aztec Account of the Conquest of Mexico" and "Fifth Sun: A New History of the Aztecs" will be included for reference and deeper exploration.
| Week 1 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Introduction to the Aztec World - Begin with an engaging presentation that provides an overview of Aztec culture, society, and achievements to set the stage for the project. (20 min)
Essential Question Exploration - Facilitate a discussion on the essential questions: 'What does a society and culture need in order to survive?' and 'What were the key factors that led to the Aztecs' resistance and adaptation during the Spanish conquest?' (35 min)
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Aztec Artifact Analysis - Show images of Aztec artifacts and have students analyze their historical significance and what they reveal about Aztec culture. (25 min)
Research Group Formation - Organize students into groups for the collaborative research project, assigning each group a specific aspect of Aztec society to investigate. (30 min)
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Source Exploration - Guide students in exploring primary and secondary sources related to the Aztec economy, social structure, and religious practices. (30 min)
Question Generation - Have students generate supporting questions that will guide their research into their assigned topics. (25 min)
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Field Trip Preparation - Prepare students for the upcoming museum field trip by discussing the goals, questions they should consider, and the significance of engaging with Aztec artifacts firsthand. (25 min)
Reflection and Portfolio Setup - Introduce the digital portfolio assignment, where students will document their reflections and learning throughout the project. (30 min)
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| Deliverables |
1. Digital Portfolio Entry: Reflection on Museum Visit and Initial Thoughts on Aztec Culture
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| Preparation |
1. Coordinate with the local museum to arrange a field trip, including transportation and permissions.
2. Prepare and distribute copies of 'The Broken Spears: The Aztec Account of the Conquest of Mexico' and 'Fifth Sun: A New History of the Aztecs' for student reading groups. 3. Arrange a session with a cultural historian, ensuring the historian is briefed on the key topics and essential questions to cover. 4. Set up digital portfolios for each student, with templates for reflection entries. |
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| Week 2 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Field Trip to Museum - Visit a local museum with Aztec artifacts and engage in guided discussions with curators about their historical significance and cultural resilience. (55 min)
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Artifact Reflection - Reflect on the museum visit by writing initial thoughts on how artifacts enhance understanding of Aztec culture. (25 min)
Research Workshop - Begin researching assigned topics from the museum visit, focusing on primary sources provided by curators. (30 min)
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Collaborative Research - Work in groups to analyze evidence gathered from the museum visit and connect findings to the essential questions. (35 min)
Supporting Questions Review - Discuss and refine supporting questions based on new insights from research and field trip experiences. (20 min)
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Digital Portfolio Setup - Start compiling reflections, research notes, and museum insights in a digital portfolio, focusing on cultural resilience. (25 min)
Interactive Timeline Creation - Begin crafting digital timelines that trace the evolution of Aztec society, emphasizing cultural resilience. (30 min)
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| Deliverables |
1. Group research report summarizing findings on Aztec life aspects, including analysis of sources and identification of reliable evidence.
2. Interactive digital timeline draft, showcasing key events and developments in Aztec society related to resilience and adaptation. |
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| Preparation |
1. Gather a variety of primary and secondary sources, including books, articles, and digital archives on Aztec history.
2. Ensure access to digital tools and platforms for creating interactive timelines, such as Canva or TimelineJS. 3. Set up a digital portfolio platform for students to compile their research, reflections, and timeline drafts. 4. Coordinate with the museum to acquire additional digital resources or virtual tours related to Aztec artifacts and history. |
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| Week 3 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Primary Source Analysis - Students will analyze excerpts from 'The Broken Spears: The Aztec Account of the Conquest of Mexico' to identify key themes and perspectives. (30 min)
Discussion on Resistance Strategies - Facilitate a discussion on the various resistance strategies employed by the Aztecs, drawing connections to their effectiveness and impact. (25 min)
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Interactive Timeline Workshop - Students will work in groups to begin crafting interactive digital timelines that trace the evolution of Aztec society, focusing on key events and cultural resilience. (30 min)
Peer Review and Feedback - Groups will share their initial timeline drafts with peers for constructive feedback, encouraging collaboration and refinement. (25 min)
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Museum Artifact Reflection - Reflect on the recent museum field trip, prompting students to connect their observations of artifacts with their research findings and personal insights. (20 min)
Digital Portfolio Development - Guide students in compiling their research, reflections, and timeline progress into their digital portfolios. (35 min)
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Debate Preparation - Students will prepare for a debate on the effectiveness of Aztec resistance strategies, using evidence from their research and source materials. (25 min)
Debate on Aztec Resistance - Conduct a structured debate where students present and argue different viewpoints on Aztec strategies against the Spanish. (30 min)
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| Deliverables |
1. Complete multimedia presentations connecting Aztec elements to the essential question of cultural survival.
2. Prepare for the debate by gathering evidence from historical texts and artifacts. 3. Create interactive digital timelines emphasizing how Aztec cultural resilience influences modern Mexican culture. |
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| Preparation |
1. Provide access to texts such as 'The Broken Spears: The Aztec Account of the Conquest of Mexico' and 'Fifth Sun: A New History of the Aztecs.'
2. Secure digital tools and software for creating multimedia presentations and digital timelines. 3. Arrange resources for research, including primary and secondary sources on Aztec society. |
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| Week 4 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Artifact Analysis and Reflection - Students examine Aztec artifacts from the museum visit, discussing their cultural significance and reflecting on personal insights for their digital portfolios. (30 min)
Debate Preparation - Begin organizing research and evidence for the upcoming debate on Aztec resistance strategies, focusing on building strong arguments. (25 min)
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Guided Research Session - Utilize primary and secondary sources to deepen understanding of Aztec economy, social structure, and religious practices, documenting findings in preparation for multimedia presentations. (30 min)
Discussion on Cultural Resilience - Explore examples of cultural resilience in the Aztec society, encouraging students to draw parallels with modern contexts and add reflections to their portfolios. (25 min)
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Collaborative Multimedia Presentation Development - Work in groups to synthesize research into a cohesive multimedia presentation, connecting to the essential question of cultural survival. (30 min)
Peer Feedback Session - Share presentation drafts with peers to receive constructive feedback, enhancing clarity and depth of analysis. (25 min)
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Debate on Aztec Resistance Strategies - Conduct a structured debate where students argue different viewpoints on the effectiveness of Aztec strategies, utilizing evidence from research and museum artifacts. (30 min)
Reflection and Portfolio Enhancement - Reflect on debate outcomes and update digital portfolios with new insights and learning experiences. (25 min)
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| Deliverables |
1. Collaborative multimedia presentation on Aztec cultural survival strategies
2. Debate reflections where students summarize their participation and insights gained |
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| Preparation |
1. Curate a list of primary and secondary sources on Aztec resistance for students to analyze
2. Coordinate with the museum to confirm details for the upcoming field trip 3. Prepare guidelines and rubric for the debate to ensure structured and meaningful participation 4. Provide access to multimedia tools for students to create their presentations |
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| Week 5 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Research Synthesis - Students will compile and synthesize their research findings from the collaborative project, focusing on how these insights answer the essential question on cultural survival. (30 min)
Digital Timeline Refinement - Groups will refine their interactive digital timelines, ensuring that the evolution of Aztec society is clearly traced with a focus on cultural resilience. (25 min)
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Reflective Essay Drafting - Students will begin drafting their reflective essays, drawing connections between their research, field trip experiences, and personal insights on Aztec cultural resilience. (30 min)
Peer Review Session - Pairs will exchange essay drafts and provide feedback focused on clarity, depth of analysis, and connection to the essential question. (25 min)
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Exhibition Preparation - Students will prepare their digital portfolios and reflective essays for the 'Aztec Legacy Gallery Walk,' ensuring all elements are polished and ready for presentation. (30 min)
Gallery Walk Setup - Organize the classroom or designated space for the gallery walk, setting up digital displays and interactive stations for visitors. (25 min)
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Aztec Legacy Gallery Walk - Host the gallery walk where students present their digital portfolios and engage visitors in discussions about the Aztecs' cultural resilience and adaptation. (55 min)
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| Deliverables |
1. Draft of reflective essay discussing cultural resilience and adaptation, supported by specific examples from research and museum field trip experiences.
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| Preparation |
1. Prepare digital access to relevant texts: 'The Broken Spears: The Aztec Account of the Conquest of Mexico' and 'Fifth Sun: A New History of the Aztecs'.
2. Coordinate with museum curators for virtual or in-person follow-up discussions about Aztec artifacts and their significance. 3. Provide materials for the debate, including guidelines and criteria for evaluating the effectiveness of arguments. |
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| Week 6 | Day 1 | Day 2 | Day 3 | Day 4 |
|---|---|---|---|---|
| Activities |
Final Multimedia Presentation Development - Students finalize their multimedia presentations on Aztec society, ensuring connections to the essential question of cultural survival. (30 min)
Peer Review and Feedback - Conduct a peer review session where students provide constructive feedback to enhance clarity and depth of analysis in presentations. (25 min)
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Digital Portfolio Completion - Students compile all reflections, research, and insights into their digital portfolios, emphasizing personal growth and understanding of cultural resilience. (30 min)
Exhibition Preparation - Begin organizing materials for the 'Aztec Legacy Gallery Walk' exhibition, focusing on effective presentation of portfolios and essays. (25 min)
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Gallery Walk Setup - Arrange and set up the exhibition space for the 'Aztec Legacy Gallery Walk,' ensuring interactive and engaging displays. (35 min)
Reflection Session - Facilitate a reflection session where students share their experiences and insights gained throughout the project. (20 min)
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Aztec Legacy Gallery Walk Exhibition - Host the exhibition where students showcase their digital portfolios and reflective essays, engaging visitors in discussions about cultural resilience and adaptation. (55 min)
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| Deliverables |
1. Completed digital portfolios with reflective essays and multimedia elements.
2. Interactive digital timelines highlighting the Aztec society's evolution and influence. 3. Successful execution of the 'Aztec Legacy Gallery Walk', showcasing students' work to the community and facilitating discussions. |
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| Preparation |
1. Secure the venue for the 'Aztec Legacy Gallery Walk' and ensure all necessary equipment (projectors, screens, etc.) is available and functional.
2. Coordinate with the museum and cultural partners for any final resources or support needed for the exhibition. 3. Prepare materials for the exhibition setup, including display boards, digital devices for interactive elements, and signage for guiding visitors. 4. Organize a schedule for student presentations during the gallery walk, ensuring smooth transitions and ample time for audience interaction. 5. Communicate with invited guests, sending invitations and providing details about the event and its significance. |
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