Download Aztec - MSU Denver

Annotated Resource Set (ARS)
Content Theme:
Aztec: Rise and Decline of an Empire
Developed by:
Diane Godfrey
Contextual Paragraph for Resource Set:
The South Central region of present-day Mexico was once the home of the Aztec. They lived in
the highlands of Mesoamerica in an area of basins separated by volcanic peaks and mountain
ranges. The Aztecs came from the north, probably around the early 13th century. They were
migratory at first, wandering around the Mexican Valley struggling to survive. In the year 1325
BCE, however, they settled in the area of Lake Texcoco, the home of their future city and
capital, Tenochtitlan.
The Aztec lifestyle was disrupted with the arrival of the Spanish. In 1521, Hernán Cortás
defeated the Moctezuma II, the Aztec leader, bringing an end to the Aztec Empire. The capital
city of Tenochtitlan was destroyed. In 1522, it was rebuilt and renamed Mexico City. Mexico
City was declared the capital of the Spanish colony of New Spain.
Teaching with Primary Sources - Annotated Resource Set
1
Resource Set
Mexican Aztec
calendar stone
Montezuma
Montezuma,
emperor of Mexico
The Huexotzinco
Codex
Huexotzinco Codex,
1531
CORTÉS AND THE
AZTECS
http://photoswest.org/
cgibin/imager?10033528
+X-33528
http://memory.loc.gov/
cgibin/query/r?ammem/h
awp:@field(NUMBER
+@band(codhawp+10
033671))
http://memory.loc.gov/
cgibin/query/r?ammem/h
awp:@field(NUMBER
+@band(codhawp+10
033673))
http://memory.loc.gov/
learn/lessons/07/code
x/
http://www.loc.gov/exh
ibits/treasures/trt045.h
tml
http://www.loc.gov/exh
ibits/earlyamericas/onl
ine/exploration/explor
ation2.html
Map of Tenochtitlán
Waldseemüller’s Map:
World 1507
(Lesson Plan)
Hernan Cortes
Culture and History of
the Americas – Online
Exhibition
Lake Texcoco
http://www.loc.gov/e
xhibits/earlyamerica
s/online/exploration/
exploration2.html
http://memory.loc.gov/
learn/lessons/07/world
/
http://memory.loc.gov/
cgibin/ampage?collId=rb
c3&fileName=rbc0001
_2007kislak05370pag
e.db&recNum=13
http://www.loc.gov/wis http://www.loc.gov/exh
eguide/jan08/mexico.h
ibits/kislak/kislaktml
exhibit.html
http://en.wikipedia.org/
wiki/File:Lake_Texcoc
o_c_1519.png
Notes/Comments:
Teaching with Primary Sources - Annotated Resource Set
2
Annotations
Grade
Level
Curriculum
Connections
Curriculum
Standards
Learning Objectives
Content Objectives
5-8
World History
17
Historical
Understanding
Math (The
Huexotzinco Codex
Lesson)
1,2
Students will synthesis information
from a specific historical period to
create a skit.
1, 2, 12
Students will understand the role
Hernán Cortés and Montezuma II
played in the Spanish Conquest.
Students will investigate how the
two Aztec calendars work
together.
Students explain the basic
principles of the Aztec calendar.
Students will effectively
summarize information.
Students will explain features of
the Huexotzinco Codex.
Students will effectively use
mental process that are based on
identifying similarities and
differences
1
Students will analyze historical
maps.
Suggested
Assessment
Strategies
Links to Other
Resources
Display the image of the Aztec
calendar. As students to
speculate on the purpose of the
object. Use the Artifact Analysis
Worksheet to lead a discussion on
the object. Ask students what they
know about calendars. Explain to
students there is not just one
Aztec calendar, but two. The
other calendar, called the
xiuhpohualli, has 365 days. It
describes the days and rituals
related to the seasons (solar year)
The other calendar has 260 days
and is a ritual calendar. Have
students conduct further
investigation into how the
calendars work.
Evaluate the skits for
historical accuracy (events
and people) and inclusion of
any other specific
requirements.
http://memory.loc.gov/lea
rn/lessons/07/codex/
Conduct further
investigation into how these
two Aztec calendars actually
work and write an
explanation which a younger
student would understand.
http://www.loc.gov/exhibit
s/treasures/trt045.html
Thinking Objectives
Students will develop an
understanding of the rise and
decline of the Aztec Empire.
Geography
Suggested Learning
Strategies
Students will understand and
apply basic principles of
hypothesis testing and scientific
inquiry.
Students will make inferences and
generate questions after viewing
images.
Students will compare and
contrast features of two different
maps.
Have students create a skit acting
out the rise and decline of the
Aztec Empire: 1. One group acts
out the legend of how the Aztec
settled in the area of Lake
Texcoco. 2. One group acts out
the settlement of Tenochtitlan and
the expansion of the empire. 3.
One group acts out the arrival of
the Spanish conquistador (use
information from the LOC Wise
Guide-Conquest of Mexico).
http://www.loc.gov/exhibit
s/1492/eurocla.html
Have students produce a
map of there “home”
territory which incorporates
important events similar to
the "Techialoyan" land
records.
,
Use the lessons from the Learning
Page about the The Huexotzinco
Codex.
Use the Map Analysis Worksheet
to analyze the Waldeseemuler’s
Map: World 1507 and the Map of
Tenochtitlán. Have students
compare and contrast the features
Waldeseemuler’s Map: World
1507 and the Map of Tenochtitlán.
Use the "Techialoyan" land
records and discuss how it is
combination of a map and an
accounting of events and
boundaries. Records
Teaching with Primary Sources - Annotated Resource Set
Use the images of Moctezuma
and Cortés. Have students
respond to questions from the
Photo Analysis Worksheet.
3