Unit Introduction
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Lesson Objectives:
- Understand our next unit of study about Colonialism
- Discuss how to break down a large topic (ie., Aztec civilization) into several categories to make inquiry research more manageable
Lesson Tasks:
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Lesson 1 - Origin Myths
Lesson Objectives:
- Learn about Aztec and Incan origin myths
- Identify similarities and differences between the origin stories of the American indigenous empires (Aztec and Inca) and the Spanish
- Discuss how religious belief might have influenced the different perspectives of Spanish/Indigenous contact
Lesson Tasks:
2) Based on this story, what might Aztec/Incan culture have valued? In other words, what would make you a "good" Aztec?For each, make a list of similarities that particular myth has with Christian beliefs - think of the main Old Testament stories (including creation) and Jesus Christ as the Christian God
- Read the Aztec and Incan origin/creation myths
- For each, answer the following questions:
2) Based on this story, what might Aztec/Incan culture have valued? In other words, what would make you a "good" Aztec?For each, make a list of similarities that particular myth has with Christian beliefs - think of the main Old Testament stories (including creation) and Jesus Christ as the Christian God
- Now create a table that shows the main differences and similarities between Aztec/Inca belief and Christian belief. Be able to report out on what you think the most significant difference AND similarity is (for between the Aztec&Spanish and the Inca&Spanish) that would most affect how they perceived and responded to each other.
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Lesson 2 - Researching Past Civilizations
Lesson Objectives:
- Research and learn about either the Inca or the Aztec civilization, looking specifically at Government/Power structure, Science/Technology, Economy, Environment/Location, Religious/Cultural Beliefs, and History/Accomplishments
- Explore and learn how to use our school's research databases
- Understand methods for evaluating source material and use a rubric to measure its quality
- Be able to explain the difference between Command Terms and Clarifying Terms
- Be able to unpack and understand what Conceptual Statements are asking
- Be able to create your own Conceptual Statements
Lesson Tasks:
- In groups, create a Padlet that shares appropriate resources on your assigned topic
- Individually, comment on source values and reliability for four (4) of your sources
- As a group, create a list of 10-15 important vocabulary words (specific terminology = assessment criteria A requirement) and 3 conceptual statements for your civilization. This "guide" will be given to the other group, who will then use it to learn about and focus their study of your civilization
- Choose one (1) conceptual statement from both the Inca and Aztec student-created study guides and write a paragraph response for both of them.
Login Details:
Step 1: Go to weichel.padlet.org Step 2: Log in using the following information Username: FirstnameLastinitial Example: JeffW Password: Warrior Step 3: Access your assigned Padlet Step 4: Start researching and posting! |
9.1 Groups:
Aztec Lauren Alicia Logan Andrew Shelby Abbie Inca David Kaden Riley Seliah Tamara Meg |
9.2 Groups
Inca Bella Joshua Elijah Chris Evan Alanna Jaylem Jonathan Aztec Ollie Rees Kevin David Ryan Tom Carson Yuke |
Specific Padlet Task Instructions:
You will act as curators of material and information that will help the rest of your class learn about your assigned civilization.As a group, you need to: - Assign research roles for the following categories: Government/Power Structure, Economy, Science/Technology, Religious/Cultural Beliefs, Environment/Location, History/Accomplishments Individually, you need to: - Create a detailed section of your Padlet with multiple resources (Links, Videos, Pictures). Minimum four (4). Your main four entries need a short paragraph that discuss the values of that particular source (What information does it tell us? Why did you choose that source?) as well as the source reliability. We are beginning to look at the following criteria: Criterion Biii – collect and record relevant information consistent with a research question Criterion Diii – Identify and analyze a range of sources/data in terms of origin and purpose - Utilize our school research databases and resources in order to find some of your sources. I have sent this list and the Login information to you via Managebac. |
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Student-generated reading guides:
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Lesson 3 - Who were the Conquistadors?
Lesson Objectives:
- Describe who Hernan Cortes and Francisco Pizarro were: their background, their beliefs, their motivations - what was their worldview? How did this worldview affect their interactions with the Aztec and Inca peoples?
- Compare perspectives/representations of Cortes and Pizarro
Lesson Tasks:
- View the two introductory bio videos on Cortes and Pizarro
- Complete a "Historical Stick Figure" for both Cortes and Pizarro
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