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 background information introducing the major pre-Columbian civilizations in the Americas and the focus on the Aztec empire. They examine an image of an artifact from an Aztec site and post their ideas to a class wall about what the object might be and what its purpose could have been.
Teacher MovesPresent the lesson overview and objectives, highlighting that students will investigate Aztec society, its achievements, and its fall. Guide students in observing the artifact image and, after they share hypotheses, explain that it is the Aztec sun stone or calendar stone, summarizing several scholarly interpretations of its possible calendar, religious, geographic, and political meanings.
Students watch Tenochtitlán to gain an overview of the Aztec capital and civilization, then read The Aztec World to learn about Aztec geography, social structure, and religion. As they read, they complete a graphic organizer by recording key facts about Tenochtitlan, the Aztec social hierarchy, and religious beliefs and practices. They then complete a drag-and-drop image activity to label pictures based on what they have learned.
Teacher MovesSupport students as they view the video and read the article, prompting them to capture accurate details in the organizer. Clarify unfamiliar terms such as serf, indentured servant, and slave by grouping them as “laborers” if needed, and monitor student work on the drag-and-drop labeling task to check for understanding and correct misconceptions.
Students read Clash of Cultures: Two Worlds Collide to learn about the encounter between the Aztec and the Spanish and the factors that led to the fall of the Aztec empire. They answer a poll identifying which factors contributed to the end of the empire, then choose one factor and post an explanation to a class wall describing how it helped bring about the Aztec defeat.
Teacher MovesGuide students through the reading, emphasizing causes of conflict and conquest. Review poll responses to highlight key factors such as Aztec enemies, Spanish military advantages, Montezuma’s leadership, and smallpox. Use the teacher note explanations to model strong cause-and-effect reasoning, and provide feedback on students’ wall posts to deepen their understanding of how each factor contributed to the empire’s collapse.
Students imagine themselves as students in Mexico City advocating for a festival celebrating Aztec culture. They write a persuasive letter to the city council using historical facts about Aztec history and culture to support their argument, then read classmates’ letters and respond to at least two with a question or positive comment.
Teacher MovesPrompt students to draw on what they have learned about Aztec achievements, society, and beliefs to craft evidence-based arguments in their letters. Encourage respectful peer feedback by modeling constructive questions and affirming comments, and highlight strong uses of historical evidence and persuasive techniques during class 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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