Introducing the Aztecs

September 19-20, 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.    Explain why the Aztecs chose Tenochtitlán 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.)

Direct Instruction (10 min.)

           SDAIE: Model: Text to Speak:  Teacher will demonstrate how students can access the text to speak function on their Chromebook.  Once students have turned on this function teacher will show them how use it.  Teacher will go over headphone procedure for the class.

          SDAIE: Direct Teaching/Close Paragraph: Introducing the Aztecs:  Teacher will guide students in one paragraph reading of the Aztecs.  Teacher will lead the class in a close reading.  After the close reading, teacher will clarify the paragraph to the students for further understanding.

Guided Practice (10 min.)

           SDAIE: TPS/Annotating: Introducing the Aztecs :  Teacher will go over the answers dealing with the annotation and answering the essential questions after each paragraph.

Independent Practice (20 min.)        

         SDAIE: Chunk Reading/TPS/Annotation/EQ/QuickWrite: Introducing the Aztecs:  Students will have the option to read or utilize their headphones so that either Kami or the Chromebook will read it for them.  After the reading students will annotate and answer the essential question.

         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.

Homework.

         EdPuzzle: Aztec Fresh Water by Friday at 5:00 pm.

Closure (5 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.

September 26, 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 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.    Understand tier 2 and 3 vocabulary words associated with the Aztec civilization.

2.   Explain the origin legend of the Aztec civilization in central Mesoamerica.

Anticipatory Set (5 min.)

           Starter Quiz: Metacognition: Students will take their starter quiz based on last weeks starters from the chunk reading from the History website "This Day in History."

Direct Instruction (10 min.)

           SDAIE: Model/Close Read/Annotate: Vocabulary and Enter the Aztecs:  Teacher will go over the directions to the vocabulary section.  Students will have to look up the 5 words in the word bank and then match the word to one of the four pictures.  In the explanation box students are to write 1-3 words on how they connected the word to the picture. 

           Teacher will guide students in one paragraph reading of the Aztecs.  Teacher will lead the class in a close reading.  After the close reading, teacher will clarify the paragraph to the students for further understanding.

Guided Practice (10 min.)

           SDAIE: TPS/Annotating: Introducing the Aztecs :  Teacher will Teacher will go over the answers dealing with the annotation and answering the essential questions after each paragraph.

Independent Practice (20 min.)        

         SDAIE: Chunk Reading/TPS/Annotation/EQ/QuickWrite: Voabulary and Enter the Aztecs:  Students will have to look up the 5 words in the word bank and then match the word to one of the four pictures.  In the explanation box students are to write 1-3 words on how they connected the word to the picture.  Students will have the option to read or utilize their headphones so that either Kami or the Chromebook will read it for them.  After the reading students will annotate and answer the essential question.

Homework.

         N/A

Closure (3 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.