Students explore the Aztec civilization. They learn about the unique features of Tenochtitlan, the religion, and the social structure. They identify reasons for the fall of the empire, and they summarize the contributions of the Aztec civilization by writing a letter in support of an Aztec Civilization Festival.
Students read an introduction to major pre-Columbian civilizations in the Americas, with a focus on the Aztec empire, and review the lesson objectives. They examine an image of an artifact from an Aztec site and respond to a collaborative wall prompt predicting what the object is and what its purpose might have been.
Teacher MovesPresent the overview and objectives of the experience, highlighting that students will investigate Aztec society, its achievements, and its fall. Use the teacher note to explain that the image is the Aztec sun stone (calendar stone) and briefly share possible interpretations (calendar, religious object, geographic symbol, or political statement) to model how historians infer meaning from artifacts.
Students watch Tenochtitlán to gain an overview of Aztec civilization and its capital city, then read The Aztec World to learn about Tenochtitlan’s location, Aztec social structure, and religious beliefs. As they read, they complete a graphic organizer that records key facts about the city, social classes, and religion. They then complete a drag-and-drop image activity to label pictures based on what they have learned about Aztec culture.
Teacher MovesGuide students to focus on how geography, social hierarchy, and religion shaped Aztec life as they watch and read. Support students in accurately completing the graphic organizer by prompting them to identify evidence in the text and video. Monitor the drag-and-drop activity, clarifying any misconceptions about Aztec images or symbols and reinforcing correct identifications with brief explanations.
Students read Clash of Cultures: Two Worlds Collide to learn about Spanish contact with the Aztec and the factors that led to the fall of the empire. They answer a poll question by selecting all factors that contributed to the end of the Aztec empire, then choose one factor and post a written explanation on a collaborative wall describing how it contributed to the Aztec defeat.
Teacher MovesPrompt students to connect details from the reading to the poll options, emphasizing multiple causes such as Aztec enemies, Spanish military advantages, Montezuma’s leadership, and the impact of smallpox. Use the teacher note to provide accurate explanations of each factor and to deepen discussion about cause and effect. Review wall posts, ask follow-up questions to extend student reasoning, and address any misunderstandings about why the Aztec empire collapsed.
Students take on the role of a student in Mexico City writing a persuasive letter to the city council in support of holding a festival celebrating Aztec culture. In their letters, they use specific facts about Aztec history and culture from the lesson to justify the festival. After posting, they read classmates’ letters and respond to at least two with a question or positive comment.
Teacher MovesRemind students to draw on evidence from previous scenes—about Aztec achievements, society, and culture—to support their arguments. Provide guidance on persuasive writing, including clear claims, supporting details, and an appropriate tone for addressing a city council. Encourage respectful peer feedback by modeling constructive questions and comments, and highlight strong examples of evidence-based reasoning in student letters.
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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