Goals & Objectives
Goals
Students will understand that the riches of the Aztec Empire led other Spanish conquerors to seek their fortunes in South America.
Objective
Students will be able to infer how the riches of the Aztec Empire led other Spanish conquerors to seek their fortunes in South America by reading and analyzing three documents written by three different Spanish conquistadors at a different time.
Students will understand that the riches of the Aztec Empire led other Spanish conquerors to seek their fortunes in South America.
Objective
Students will be able to infer how the riches of the Aztec Empire led other Spanish conquerors to seek their fortunes in South America by reading and analyzing three documents written by three different Spanish conquistadors at a different time.
California State Content Standards
7.7.3 Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.
Common Core Literacy Standards
Common Core Reading Standards for Literacy in History/Social Studies 6-8
- CCSS.ELA-Literacy.RH.6-8.2 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.
- CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
- CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
- CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
- CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Driving Historical Question
- Spanish explorers and soldiers were drawn to the riches of Native American civilizations.
- Spaniards defeated the Aztec and Inca Empire in the early A.D. 1500S.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 min.
First Day (Note: students were given a Reading Packet the day before as a homework—their homework was to try to read the two documents and use the “Thinking Notes” sheet).
I will start the lesson by asking the students a question that will make them think about the topic before we start.
Question: “have you ever done anything because you have seen other people do it and succeed?
By asking the question, I hope to get the students thinking about the power of listening, seeing, and reading about someone do something and being influenced to do the same. I want students to form an idea before we read the two chronicles written by two different Spanish conquistadors at different time and place.
The question will start a class discussion in which I ask students to share in details what exactly they saw somebody else do that made them want to do it too – I want them to understand the power of detailed information. The class discussion will take approximately 3 minutes. Next, I will play a video, The Defeat of the Inca, which talks about other Spanish Conquistadors being influenced by Hernan Cortes conquest of Mexico (play the video up to the 1:17 min. mark).
Another good way to introduce the lesson could be: as an introduction/active prior knowledge, I could write on the board the following list:
Rain Amazon River
Andes Ice
Penguins dolphins
Tin ore rubber
Cacao gold ore
I would have the students check the items that they think are in South America (we already studied about this in previous lessons). Then, I would ask: “what do you think the Spanish went there for? (to find gold).
Now that the students have an idea about the topic, I will introduce the learning objective. I will explain why is important they achieve it and how the class activities will help them to do just that.
Second Day (5 min.)
I will start the class by reviewing the learning objective so students have a clear understanding of what we are doing today.
Then, I will start a discussion by asking students questions from the “Guiding Questions” sheet that they did yesterday. This activity will allow me to activate prior knowledge AND informally assess students’ progress toward the learning objective. As the students discuss their answers, I will clarify key concepts and ideas from yesterday’s lesson. After the class discussion, students should be ready to start analyzing the other two documents.
I will start the lesson by asking the students a question that will make them think about the topic before we start.
Question: “have you ever done anything because you have seen other people do it and succeed?
By asking the question, I hope to get the students thinking about the power of listening, seeing, and reading about someone do something and being influenced to do the same. I want students to form an idea before we read the two chronicles written by two different Spanish conquistadors at different time and place.
The question will start a class discussion in which I ask students to share in details what exactly they saw somebody else do that made them want to do it too – I want them to understand the power of detailed information. The class discussion will take approximately 3 minutes. Next, I will play a video, The Defeat of the Inca, which talks about other Spanish Conquistadors being influenced by Hernan Cortes conquest of Mexico (play the video up to the 1:17 min. mark).
Another good way to introduce the lesson could be: as an introduction/active prior knowledge, I could write on the board the following list:
Rain Amazon River
Andes Ice
Penguins dolphins
Tin ore rubber
Cacao gold ore
I would have the students check the items that they think are in South America (we already studied about this in previous lessons). Then, I would ask: “what do you think the Spanish went there for? (to find gold).
Now that the students have an idea about the topic, I will introduce the learning objective. I will explain why is important they achieve it and how the class activities will help them to do just that.
Second Day (5 min.)
I will start the class by reviewing the learning objective so students have a clear understanding of what we are doing today.
Then, I will start a discussion by asking students questions from the “Guiding Questions” sheet that they did yesterday. This activity will allow me to activate prior knowledge AND informally assess students’ progress toward the learning objective. As the students discuss their answers, I will clarify key concepts and ideas from yesterday’s lesson. After the class discussion, students should be ready to start analyzing the other two documents.
Vocabulary (Content Language Development) ‖ Time: 5 min.
I will provide a list of the vocabulary and their definition with the reading packet the day before (the reading packet consist of three documents, questions to think about while reading, and vocabulary list). Students will be able to look at the words’ definition as they read at home—the vocabulary words are bold.
Consequently, I will review the words and answer students’ questions about the vocabulary, if any.
Vocabulary:
Consequently, I will review the words and answer students’ questions about the vocabulary, if any.
Vocabulary:
- Convey
- Seville
- Cordova
- Salamanca
- Merchandise
- Maguey
- Idols
- Barbarous
- Storehouses
- Garrisons
- Steward
- Quipus
- Cuzco
- Francisco Pizarro
- Treason
- Second Day (5 – 7 min.)
I will project the vocabulary list without the definitions and ask for volunteers to tell us, to the best of their abilities, the definition of one of the words from yesterday’s document. I will also ask students to look at the list and identify a word, or words, that they still can’t really understand. Then I will explain. I like this technique because this way I help students with words that they don’t understand or don’t know, instead of me going over all the words again.
Content Delivery (Method of Instruction) ‖ Time: 10 min.
First Day
As a background information, I will read the short section in the textbook about Pizarro Conquers the Inca (p. 476 – 477). Students will read along.
At different points in the reading, I will stop and ask students questions about the reading. This will serve as an entry level assessment or checking for previous knowledge.
I will ask questions like: “did you know anything about what we just read? Based on the passage, what positive trait do you think Pizarro possessed? Explain; how did Pizarro defeat the Inca? How is it different from how Cortes defeated the Aztec? (10 min.)
Second day (10 min.)
Since we will continue working with the second and third documents, I want to have one volunteer share with the rest of the class his or her completed “Document Analysis” from the day before so I can assess. The student will have to try to explain the document analysis. By having a student sharing with the rest of the class a completed document analysis, other students will be able to corroborate theirs, especially because, if necessary, I will correct and make suggestions to the student’s document analysis so that the class can hear. I will observe the classroom during the student presentation to be able to assess how many students erase and rewrite the document analysis as they are able to see what their peer presenting did right or wrong. This strategy will enable me to assess students’ progress.
Next, I will briefly review the steps for analyzing sources that I demonstrated yesterday in the overhead projector—sourcing, contextualization, corroboration, and close reading. After I remind students of these steps, I will ask them to get in their groups and let them know that for this document they will read and analyze in their groups, just like I demonstrated yesterday. I will let them know that that’s why they have the guiding questions. I let them know that I will collect all documents before they leave today.
As a background information, I will read the short section in the textbook about Pizarro Conquers the Inca (p. 476 – 477). Students will read along.
At different points in the reading, I will stop and ask students questions about the reading. This will serve as an entry level assessment or checking for previous knowledge.
I will ask questions like: “did you know anything about what we just read? Based on the passage, what positive trait do you think Pizarro possessed? Explain; how did Pizarro defeat the Inca? How is it different from how Cortes defeated the Aztec? (10 min.)
Second day (10 min.)
Since we will continue working with the second and third documents, I want to have one volunteer share with the rest of the class his or her completed “Document Analysis” from the day before so I can assess. The student will have to try to explain the document analysis. By having a student sharing with the rest of the class a completed document analysis, other students will be able to corroborate theirs, especially because, if necessary, I will correct and make suggestions to the student’s document analysis so that the class can hear. I will observe the classroom during the student presentation to be able to assess how many students erase and rewrite the document analysis as they are able to see what their peer presenting did right or wrong. This strategy will enable me to assess students’ progress.
Next, I will briefly review the steps for analyzing sources that I demonstrated yesterday in the overhead projector—sourcing, contextualization, corroboration, and close reading. After I remind students of these steps, I will ask them to get in their groups and let them know that for this document they will read and analyze in their groups, just like I demonstrated yesterday. I will let them know that that’s why they have the guiding questions. I let them know that I will collect all documents before they leave today.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 min.
First Day
After reading the passage in the textbook, I will ask students to get their reading packet out so we can go over the questions they have, or what they like and found interesting about the reading—this will get the students engaged in a discussion (5 min.). Next, I will demonstrate in an overhead projector how to analyze primary sources. I will demonstrate that when reading a source we have to first look at who wrote it; when the document was written; the reason why it was written; and to ask ourselves, is it reliable?; why?; why not?. I will explain to the students that this process is called sourcing. I will do this for each of the historical reading skills—contextualization, corroboration, and close reading (5 min.) I have included this as student engagement because I will demonstrate, but the analysis will be done by the students. My job will be to ask the questions and scaffold. My hope is that students will already have some notes written in their documents and have some previous understanding of the documents since they were supposed to read them as homework.
After my demonstration with one of the documents, I will have students complete the guiding questions in groups of four, and to complete the Document Analysis map (10 min.).
Second day (20 min.)
In their groups, students will have all twenty minutes to work on the two documents left. They will read, answer the guiding questions, and complete the document analysis map. While students are working in their groups, I walk around the classroom assessing and answering questions. I will listen to what students are saying in their groups and observe what they write. I will also use this opportunity to give feedback. Students will know that if they are doing well that I nod my head or touch their shoulder and walk away. But if I see that a group is doing something wrong, I will just point out what they have wrong and walk away. However, I will also answer questions that the student may have.
After reading the passage in the textbook, I will ask students to get their reading packet out so we can go over the questions they have, or what they like and found interesting about the reading—this will get the students engaged in a discussion (5 min.). Next, I will demonstrate in an overhead projector how to analyze primary sources. I will demonstrate that when reading a source we have to first look at who wrote it; when the document was written; the reason why it was written; and to ask ourselves, is it reliable?; why?; why not?. I will explain to the students that this process is called sourcing. I will do this for each of the historical reading skills—contextualization, corroboration, and close reading (5 min.) I have included this as student engagement because I will demonstrate, but the analysis will be done by the students. My job will be to ask the questions and scaffold. My hope is that students will already have some notes written in their documents and have some previous understanding of the documents since they were supposed to read them as homework.
After my demonstration with one of the documents, I will have students complete the guiding questions in groups of four, and to complete the Document Analysis map (10 min.).
Second day (20 min.)
In their groups, students will have all twenty minutes to work on the two documents left. They will read, answer the guiding questions, and complete the document analysis map. While students are working in their groups, I walk around the classroom assessing and answering questions. I will listen to what students are saying in their groups and observe what they write. I will also use this opportunity to give feedback. Students will know that if they are doing well that I nod my head or touch their shoulder and walk away. But if I see that a group is doing something wrong, I will just point out what they have wrong and walk away. However, I will also answer questions that the student may have.
Lesson Closure ‖ Time: 5 minutes
First Day
I will review what we covered today and ask students to finish the first document analysis at home if they did not finish it in class. I let the students know that tomorrow I will have one student share with the rest of the class a completed document analysis, which will be projected for everyone to see. I also let them know that they will do the second document tomorrow.
Second Day (5 min.)
I collect the completed documents and ask students to verbally share how they think the language used in the documents and the authors’ perspective influenced other conquistadors to come to America. I will ask them to make a connection between the two documents in their answer—compare and contrast. The brief discussion will serve as an informal summative assessment; it will allow me to see if students achieved the objective.
I will review what we covered today and ask students to finish the first document analysis at home if they did not finish it in class. I let the students know that tomorrow I will have one student share with the rest of the class a completed document analysis, which will be projected for everyone to see. I also let them know that they will do the second document tomorrow.
Second Day (5 min.)
I collect the completed documents and ask students to verbally share how they think the language used in the documents and the authors’ perspective influenced other conquistadors to come to America. I will ask them to make a connection between the two documents in their answer—compare and contrast. The brief discussion will serve as an informal summative assessment; it will allow me to see if students achieved the objective.
Assessments (Formative & Summative)
Formative
Students will be asked questions that will help them demonstrate how much they know about the topic. Throughout the lesson, there are different class discussion that give students the opportunity to demonstrate acquired knowledge, and therefore, their progress toward the learning objective. Since this is a two day lesson, I assess students’ understanding at the beginning of the second day by discussing the guiding questions from the previous day’s document analysis. Depending on their answers, I will know whether students are understanding or not before we start the second document analysis. I also have a volunteer to present his or her completed document analysis, which allows for student engagement and assessment. I also walk around the room observing and assessing while students work in their groups (both days).
Summative
First, at the end of the second day, students will verbally demonstrate what they learned. Second, I will collect all the document analysis, including the copy of the two documents to see if they annotated them, just like I demonstrated the first day. By looking at their notes in the documents, I will be able to see if they learned how to annotate sources as they analyzed them. I will read the answers to the guiding questions and the document analysis map. Depending on the information I get from reading the document analysis, I will decide if students will need to write a short essay using their document analysis to better demonstrate whether they reached the objective or not.
Students will be asked questions that will help them demonstrate how much they know about the topic. Throughout the lesson, there are different class discussion that give students the opportunity to demonstrate acquired knowledge, and therefore, their progress toward the learning objective. Since this is a two day lesson, I assess students’ understanding at the beginning of the second day by discussing the guiding questions from the previous day’s document analysis. Depending on their answers, I will know whether students are understanding or not before we start the second document analysis. I also have a volunteer to present his or her completed document analysis, which allows for student engagement and assessment. I also walk around the room observing and assessing while students work in their groups (both days).
Summative
First, at the end of the second day, students will verbally demonstrate what they learned. Second, I will collect all the document analysis, including the copy of the two documents to see if they annotated them, just like I demonstrated the first day. By looking at their notes in the documents, I will be able to see if they learned how to annotate sources as they analyzed them. I will read the answers to the guiding questions and the document analysis map. Depending on the information I get from reading the document analysis, I will decide if students will need to write a short essay using their document analysis to better demonstrate whether they reached the objective or not.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Students will be working in diverse groups where they will help each other to successfully complete the activities.
Students will get a vocabulary list and definitions to help them understand the documents. The vocabulary words are bold throughout the documents so that students can identify them easily and use their list as they read.
I have modified the content of the documents by replacing difficult, old English words with synonyms that the students will be able to understand better. Furthermore, I summarized the documents and have provided the information that the students will need for this activity. The original documents are too long and my students will never be able to read them all if left as they are.
I also underlined key concepts that will help students understand the main idea more easily.
Students will get a vocabulary list and definitions to help them understand the documents. The vocabulary words are bold throughout the documents so that students can identify them easily and use their list as they read.
I have modified the content of the documents by replacing difficult, old English words with synonyms that the students will be able to understand better. Furthermore, I summarized the documents and have provided the information that the students will need for this activity. The original documents are too long and my students will never be able to read them all if left as they are.
I also underlined key concepts that will help students understand the main idea more easily.
Resources (Books, Websites, Handouts, Materials)
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Sources
- Spielvogel, J.J., and The National Geographic Society. (2006). Discovering Our Past: Medieval and Early Modern Times. Ohio: The McGraw-Hill Companies, Inc.
- The Defeat of the Inca - video (http://study.com/academy/lesson/the-defeat-of-the-inca.html)