Students explore the Aztec civilization. They learn about the unique features of Tenochtitlan, the religion, and the social structure. Then, they identify reasons for the fall of the empire. Finally, they summarize the contributions of the Aztec civilization by writing a letter in support of an Aztec Civilization Festival.
Students are introduced to the three major Indigenous civilizations of the Americas (Maya, Aztec, Inca) and to the focus on the Aztec Empire. They examine an image of an artifact from an Aztec site (the sun stone/calendar stone) and respond to a collaborative wall prompt explaining what they think it is and what its purpose might have been.
Teacher MovesPresent the lesson overview and objectives. Use the teacher background on the Aztec sun stone to share possible interpretations (calendar, religious object, geographic symbol, political statement) and compare these with student ideas to highlight how historians interpret artifacts.
Students view an image labeled “Depiction of Aztec Marketplace,” then watch Tenochtitlan (The Impossible City) (through minute 2:00) and read The Aztec World to learn about Aztec civilization, including Tenochtitlan, social structure, and religion. They complete a graphic organizer by recording key facts about Tenochtitlan, the Aztec social structure, and Aztec religion.
Teacher MovesClarify unfamiliar terms such as serf, indentured servant, and slave by grouping them as “workers” if needed. Discuss students’ notes from the graphic organizer and invite volunteers to summarize what they learned about Tenochtitlan, social structure, and religion.
Students examine images related to disease and conflict (“Aztec Drawings of Victims of Smallpox” and “Battle Between the Aztecs and the Spanish, Drawn by an Aztec Scribe, 1522”), then watch What Happened to the Aztecs? to learn about reasons for the decline of the Aztec Empire. They answer a multiple-select question identifying factors that contributed to the fall of the empire and then post on a class wall, choosing one factor and explaining how it contributed to the fall of the Aztec civilization.
Teacher MovesHighlight and share interesting or exemplary student explanations with the class. Use the provided notes on enemies, Spanish military advantages, Montezuma’s leadership and beliefs, and the impact of smallpox to guide discussion and deepen understanding of how multiple factors combined to bring down the Aztec Empire.
Students view an image of an Aztec cosmogram and imagine themselves as students in modern Mexico City advocating for a festival celebrating Aztec culture. They write a persuasive letter to the city council supporting the festival, using evidence from the experience to explain why it is important to remember Aztec culture. They then read classmates’ letters and respond to at least two with a question or positive comment.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
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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