Aztec Tribute and Warfare

October 2-3, 2024

Correlation to State Content Standard:

7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

7.7.2: Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

ELD Standard:

P1: A1, A2, A3, C10, C12

Expected Student Outcomes (Objective)

 Today I am learning about the origins of the Aztecs by: 

1. Understanding how the Aztecs ran their extensive empire.

2. Understanding how tribute is used to run empires.

Common Core Literacy Standard         

  RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from   prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

            RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts 

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiency.

WHST 8: Gather relevant information from multiple print and digital sources (primary and secondary sources).

WHST 9: Draw evidence from information texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

       SDAIE: 5 W's/TPS/Text to Read: Starter: Students will identify the 5 W's (who, what, where, when, why) from the chunked reading taking from the History Channels "This Day in History" website.

Direct Instruction (5 min.)

   SDAIE: Close Read/Direct Teach/Chunked Reading/Annotate/Video Clips: Aztec Tribute:  Teacher will close read chunked reading to the students aloud. Students will re-read the passage and annotate the evidence that will support the Claim then write it down the evidence in their own words.  Teacher will provide clarification and examples for understanding of the passage.  Video clips will be played showing an example of tribute which students will have to identify with their group.

Guided Practice (10 min.)

        SDAIE: TPS: Aztec Tribute:  Teacher and students will go over the answers of the evidence that supports the claim.  Stduents will share out their tribute that they will want from their Quickwrite..

Independent Practice (25 min.)

   SDAIE: Chunked Reading/Annotate/Text to Read/Video Clip: Aztec Tribute:  Students will read or have it read to them using the headphones, and annotate evidence that demonstrates why tribute was important to the Aztecs.  Once they have found them they will write it down in their graphic organizer.

 SDAIE: QuickWrite/Sentence Stem/Realia/RACE: Aztec Tribute:  Students will be given a prompt asking them if they had an empire what would be three items they would ask their conquered subjects to provide as tribute.  Students will then share out their tribute with their group.

  SDAIE: Chunked Reading/EQ/Sentence Stem/Video Clip: Aztec Warfare:  Students will read two chunked passages dealing about Aztec warfare.  Students will annotate the evidence that will answer the EQ after the passage is completed.

SDAIE: TPS/Groups: Enhancing CMS:  Students will work in groups to determine how they could improve Curtis middle school in the way the Aztecs used tribute to improve their empire.  They will have to justify their tribute by how that will improve their academics and their social well being.

Homework.

            EdPuzzle: Aztec Elite Warrior due Friday by 5 p.m.

Closure (3 min.)

1.     Clean up.

2.     Dismiss Class.

Lesson Modifications for GATE, RSP, and EL Students

EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.

RSP: Projector (visuals), questioning, modified assignments, check for understandings.

GATE:  Require answers that will demonstrate depth and complexity of fertilization.

September 22, 2022

Correlation to State Content Standards

7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and develop­ment of urban societies. 

7.7.2: Study the roles of people in each society, including class structures, family life, warfare, religious belies and practices, and slavery.

7.7.3: Explain how and where each empire arose and how the empires were defeated by the Spanish.

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH9: Analyze the relationship between a primary and secondary source on the same topic.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by panning revising, editing, rewriting or trying a new approach.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Expected Student Outcomes (Objective)

       Students will be able to:

1.    DESCRIBE the impact of Teotihuacán and the Toltecs civilization had on the the rise of the Aztecs.

2.    IDENTIFY the methods used by the Aztecs to gain power over their territory.

3.    EXPLAIN why the Aztecs chose Tenochtitlan as their new home.

Anticipatory Set (5 min.)

           Starter: 5 W’s: Students will read a section from "This Day in History" and identify the 5 W's (Who, What, When, Where, Why.)  Teacher will use thumbs up/down for quick checking for understanding before going over the answer.

Direct Instruction (10 min.)

           SDAIE: Close Read/Direct Teach/Chunked Reading/Talk to text: Aztecs Rise to Power:  Teacher will close read chunked reading to the students aloud.  After teacher has read the passage students will reread the chunked passage to themselves.  Teacher will use "Talk to the Text" to guide students annotations to improve comprehension of material.  As teacher goes over the annotations, teacher will lecture and provide further clarification and examples to ensure students understand the material.

Guided Practice (10 min.)

        SDAIE: Visual/QuickWrite: Aztec Primary Source:  Students will analyze an Aztec Primary source to identify the following: Origins of the Aztec Empire, The Lands Natural Resources, and The Aztecs Relations with their Neighbors.  Students will identify the three items on the mural and then explain how it fits into the origins of the Aztec Civilization. (Go over the answers since it was left for HW. Students will make corrections teacher already verified completion prior to class period)        

       SDAIE: TPS/Annotating/Video Notes: Aztecs Rise to Power :  Teacher will go over the answers dealing with the annotation and answering the essential questions after each paragraph.  Teacher will discuss video notes and provide further explanation.

Independent Practice (20 min.)        

SDAIE: Chunk Reading/TPS/Annotation/EQ/Text to Speech/Video Notes/Sentence Stem: Aztecs Rise to Power:  Students will continue their learning by completing the last two chunked paragraphs in their Graphic Organizer.  Students will use their headphones and the Text to Speech function on their Chromebooks so that it can read the second passage to the students.  Students will then annotate and use Think Pair Share to discuss their findings with their group.  Students will answer one Essential question for each of the remaining paragraphs focusing on the Aztecs civilization rise to power and how they obtained it.

Homework.

         EdPuzzle: Aztec Civilization by Friday at 5:00 pm.

Closure (3 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.

October 12, 2023

Correlation to State Content Standards

7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

7.7.2: Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH 7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH9: Analyze the relationship between a primary and secondary source on the same topic. WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by panning revising, editing, rewriting or trying a new approach.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Expected Student Outcomes (Objective)

I am learning about how the Aztec civilization rose to power.

1. Understand and Explain how the Aztecs used tribute and warfare to grow their empire.

Anticipatory Set (5 min.)

SDIAIE: Essential Question/Chunk Reading; Starter: Students will read a chunk version of "This Day in History" and be able to decide if their is enough information to answer the essential question.  If there is, students are to annotate the evidence that will answer the essential question, if they can't find the evidence, students are to answer "Not enough information."

Direct Instruction (10 min.)

SDAIE: Chunk Reading/Close Read/Annotated: Aztec Warfare: Teacher will lead students in a Close reading of a chunked reading that explains the impact warfare had in growing the Aztec empire.  After the reading students will be asked to annotated the passage as the teacher instructs them to annotate "Why warfare was important to the Aztecs."  Teacher will walk around the classroom and ensure students are on task and answer questions students may have.

Guided Practice (10 min.)

SDAIE: TPS : Aztec Tribute & Warfare: Teacher will will go over the answer and clarify the reading students annotated dealing with tribute and warfare.  Teacher will display the correct annotations students should have gotten along with answering the essential quesitons after each of the readings.  Teacher will also go over the answer and clarify the evidence studetns should have gathered to support the CLAIM that was provided.

Independent Practice (20 min.)

SDAIE: Chunked Reading/Annotate/Sentence Stems/Text to Speech/Talk to the Text: Aztec Tribute & Warfare: Students will read a chunked passage that explains the important role tribute and warfare had on expanding the Aztec Empire.  Students can use the Text to Speech function on KAMI or their Chromebooks to assist ELD student's and students who need help in reading.  Students will be asked to annotate hints that were provided by the teacher (Talk to the Text) at the conclusion of each chunked paragraph.  Students will answer an essential question using the information from the paragraphs. 

SDAIE: CER/Table Talk/Brain Storm: Aztec Tribute & Warfare: Students will be given two CLAIMS dealing with the importance of tribute and warfare.  Using the reading that they have completed students will identify three facts (evidence) from the passage that will provide sufficient evidence to support the CLAIM that was provided by the teacher.  Students may choose to work as a group using voice level of 2.

Homework.

EdPuzzle: Aztec Conquered by 5 p.m. on Friday, October 13, 2023.

Closure (3 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.