Students learn how Hernando Cortes conquered the Aztec empire, and they build a timeline of key events. Then they read about Cortes and his legacy in New Spain. They discuss the impact of point of view when discussing historical events.
Students learn how Hernando Cortes conquered the Aztec empire, and they build a timeline of key events. Then they read about Cortes and his legacy in New Spain. They discuss the impact of point of view when discussing historical events.
Students are introduced to the Aztec Empire and Hernando Cortes, then examine an image of an Aztec pictorial calendar wheel. They respond in a table to explain what they think is being shown in the image.
Teacher MovesPresent the lesson overview and clarify that Cortes is referred to by several similar names in historical sources. Review the objective with students. After students share their ideas about the image, explain that it is a facsimile of the Boban calendar wheel and identify the figures as Hernando Cortes and Don Antonio Pimentel Tlahuitoltzin, providing historical context before moving on.
Students view the painting “Reception of Hernando Cortes by the Emperor Montezuma,” then watch the video Hernando Cortes and read the article How Hernán Cortés Conquered the Aztec Empire to learn about Cortes’s actions and the Spanish conquest of the Aztecs. Using this information, they complete a graphic organizer by sequencing four key events that led to the Spanish conquest.
Teacher MovesPrompt students to focus on the actions and accomplishments of Cortes and the Spanish conquistadors as they watch and read. Support students in identifying major events and in placing them in chronological order in the organizer, offering examples of possible key events and clarifying cause-and-effect relationships as needed.
Students look up the word “legacy” in a dictionary and record its definition in a table. They then read a biography of Hernando Cortes, focusing on the section about his legacy, and post responses explaining what Cortes accomplished as a Spanish conquistador beyond conquering the Aztecs.
Teacher MovesClarify the relevant definition of “legacy” and discuss how a leader’s legacy includes both successes and failures. After students read the biography, guide a discussion about Cortes’s broader impact, highlighting his role in colonizing New Spain, serving as governor, influencing other conquistadors, and the negative consequences of systems like encomienda and the shift to the transatlantic slave trade.
Students read about the positive and negative aspects of Cortes’s legacy and how point of view shapes judgments about historical events. They then post to a shared wall explaining how point of view affects the interpretation of history and provide an example of a current event or issue that some groups view positively and others view negatively.
Teacher MovesEmphasize that historical events can be interpreted differently depending on perspective and connect this idea to Cortes’s legacy. If students struggle to find examples, offer contemporary issues that are viewed in contrasting ways and encourage students to apply this lens of point of view throughout their study of Texas history.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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