The Aztec Worldview Ms.

Fontes

The Aztec Worldview

Alisa Fontes
Social Studies 8
The Aztec Worldview Ms. Fontes

Table of Contents

Unit Plan Rationale ……………………………………………………………………………….3

Unit Assessment Plan …………………………………………………………………………….4

Unit Plan Organizer ………………………………………………………………………………9

Lesson Plan Summaries …………………………………………………………………………..9

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The Aztec Worldview Ms. Fontes

Unit Plan Rationale

Social Studies 8 explores this concept of ‘worldview’ and does so by examining case studies of

Japan, Renaissance Europe, and the Spanish and Aztec societies. ‘Worldview’ is a lens through which

the world is viewed and understood. The worldview of a society is shaped by a variety of factors,

including geography, contact with other groups, and knowledge/ideas. Worldview impacts the way a

society operates, from its culture and social structures, to its political and economic systems. This unit

specifically focuses on examining the Aztec worldview and ways of life that existed before Spanish

contact in 1591. The unit may be categorized into two parts: part one will centre strongly around how the

religious Aztec worldview was shaped, and how it, in turn, influenced the perspectives and daily life of

Aztec people. In doing so, students will consider the Aztec worldview by raising questions about how it

was expressed, how it changed over time, and how it might differ from the student’s worldview. Part two

focuses on Aztec society before the initial Spanish contact in 1519. The elements of society to be

examined are education, decision-making, citizenship, and the descending layers of the social hierarchy.

Throughout this unit, students will explore the concepts of citizenship and identity through the

lens of the Aztec worldview. Students will have the opportunity to compare both personal and Canadian

ideas of citizenship and collective identity with that of the Aztec as well. Making these personal

connections will not only make the content more relevant to students but will allow them to explore what

citizenship and identity means to them. This unit supports skill formation on multiple levels. Throughout

this unit, students will be demonstrating both oral and written literacy through various student-centred

learning activities and assignments. Additionally, students will use creative and critical thinking when

exploring topics and creating their culminating project. At this point in the school year, students have

explored the worldviews of Renaissance Europe, along with Edo and Meiji Japan. Therefore, they should

have a pretty good understanding of the various worldview elements (geography, time, beliefs, society,

values, economy, and knowledge).

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The Aztec Worldview Ms. Fontes

Unit Assessment Plan

Subject: Social Studies Topic: The Aztec Worldview
Grade: Eight Length: 5-6 weeks
Stage 1 – Desired Results
Established Goals (GLOs):
Students will…
 demonstrate an understanding and appreciation of how intercultural contact affects
the worldviews of societies (through an examination of the Spanish and Aztec
societies).
Constructs: Essential Questions:
2-3 overarching statements summarising These address more specifically how you will
learning after you have unpacked the achieve the constructs:
outcomes  In what ways do a group’s collective
 beliefs and experiences contribute to
shaping a unique identity?
Specific Learning Goals (SLOs):
Students will…
 (8.3.1) appreciate how a society’s worldview influences the society’s choices, decisions,
and interactions with other societies
 (8.3.4) assess, critically, how the Aztecs were affected by the Spanish worldview by
exploring and reflecting upon the following questions and issues:
o What were the key elements of the worldview of the Aztec civilization prior to
contact with the Spanish?
o How did the Aztec civilization’s worldview influence the Aztecs’ choices,
decisions, and customs?
Prior understandings… Where does this lead? (Future outcomes in
 Students should, by this point in the the same course, following grade-level
course, have a solid understanding of classes, etc.)
‘worldview.’  This unit will set students up with an
 Understanding of why worldviews are excellent understanding of the Aztec
important. worldview and way of life, which will be
 Somewhat of an understanding of what foundational in moving onto the next unit,
kinds of things influences ‘worldview.’ which will focus on the conflict between
Aztec and Spanish worldviews.
Stage 2 – Assessment Evidence
Pre-Assessment(s)
 Assessing their understanding of ‘worldview’ at this point in the course using the unit
class/questionnaire
Formative Assessment(s)
 Exit slips
 Group discussions
 Review games
Summative Assessments(s)
 Chapter 7/8 quiz
 Unit project

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The Aztec Worldview Ms. Fontes

Other Evidence (observations, work samples, dialogues)



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The Aztec Worldview Ms. Fontes

Stage 2: Assessments
Researching
Learning Group Review Chapter 7/8
Title Exit slips Gods Unit Project
Outcomes Discussions Games quiz
Activity
(Specific Type Formative Formative Formative Summative Summative
Outcomes) (Formative/Summative) Formative
Weighting - - -
-
(8.3.1) appreciate how a society’s
worldview influences the society’s
x x x x x x
choices, decisions, and interactions with
other societies.
(8.3.4) assess, critically, how the Aztecs
were affected by the Spanish worldview
by exploring and reflecting upon the
following questions and issues:
x x x x x x
 What were the key elements of the
worldview of the Aztec civilization
prior to contact with the Spanish?

(8.3.4) assess, critically, how the Aztecs

were affected by the Spanish worldview
by exploring and reflecting upon the
following questions and issues: x x x x x x
 How did the Aztec civilization’s
worldview influence the Aztecs’
choices, decisions, and customs?
The Aztec Worldview Ms. Fontes

Formative or Conversation
Assessment Tool Brief Description Summative Observation
Assessment? Product
Throughout various points in the unit,
students will be given exit slips at the end
of lessons to reflect on their learning.
Exit Slips Here, I will get a sense of whether F Product
students met the learning objectives of the
lessons, and the broader learning
outcomes of the unit.
Part of my lessons will include time
where I ask my students higher level
thinking questions related to the specific
outcomes in the unit. These discussions Conversation/
Discussions F
may occur as a group or within student Observation
pairs. In either case, I will listen to these
discussions to assess how well my
students are reaching these SLOs.
In this activity, students will be placed
into groups of 3-4, and assigned one of
the main 8 Aztec gods to research. Here,
they will find information on who their
Researching god was, why they held significance to
F Product
Aztec Gods the Aztec, and what worshipping this god
says about Aztec values, beliefs,
decisions, etc. Students will present their
research to the class, and their information
organizer will be taken in.
Prior to the ch.7/8 quiz, students will
engage in review activities to prepare.
These activities will be broken up
Review activities between a review booklet and a Kahoot F Product
quiz to test what they know and provide
students with an understanding of what
they need to study further.
This quiz will bring together the key
pieces of information that they learned
throughout the unit. Students will be
assessed based on their answers to
Chapter 7/8 quiz questions – each outcome will be assessed S Product
in at least 2 questions, to ensure that
students have multiple opportunities to
demonstrate their learning/achievement of
these outcomes.
Culminating The exact details of this culminating S Product/
The Aztec Worldview Ms. Fontes

project is TBA. However, this will be an

opportunity for students to showcase what
they have learned through the unit.
Additionally, it will provide me with the
opportunity to assess certain skills, such Conversation/
Project
as creative and critical thinking. Students Observations
will have about a week to complete this
project, which will give me the
opportunity to provide them with
feedback throughout the process.
 Unit Plan Grid Organizer

Unit Topic: The Aztec Worldview Grade Level: Eight Subject: Social Studies
GLOs in full: Students will…
demonstrate an understanding and appreciation of how intercultural contact affects the worldviews of societies (through an examination of the Spanish
and Aztec societies).
 SLOs in full: Students will…
(8.3.1) appreciate how a society’s worldview influences the society’s choices, decisions, and interactions with other societies
(8.3.4) assess, critically, how the Aztecs were affected by the Spanish worldview by exploring and reflecting upon the following questions and issues:
o What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?
o How did the Aztec civilization’s worldview influence the Aztecs’ choices, decisions, and customs?

Lesson Plan Summaries

(brief point form descriptions of your activities)
Lesson SLOs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities/Resources Evaluation
Day (minimum of 2 per lesson, (minimum of 2 different (Indicate FA or SA for each)
written in full with B, P, M) activities/repertoire per class)
Day 1: Intro (8.3.4.1) key  Students will develop an  Students will fill out a ‘worldview’ questionnaire to FA – group discussion
to the Aztec elements of the understanding of who the Aztec get a sense of how they view the world.
people Aztec worldview? were based on their worldview.  Show sections from the video ‘In Search of History:
 Students will consider how their The Aztec Empire’ (0.53-8:25), (10:04-15:58)
worldview informs their  Add to coggle mind map what they think the Aztec
‘judgements’ on the Aztec. worldview is based off the video: who are the Aztec?
 In pairs, students should consider how their
worldview differs from what they think the Aztec
worldview is: to what extent should we judge the
Aztec worldview based on our modern, western
worldview?
Day 2: The (8.3.4.1) key  Students will consider how the  ‘What do you think when you look at the Rocky FA – exit slip (‘how did the physical
physical & elements of the physical landscape influenced the Mountains?’ landscape of the Aztec empire
sacred Aztec worldview? Aztec civilization/worldview  Worldview influences how you respond to the influence them as a civilization?’)
landscape (8.3.4.2) how the physical geography around you.
Aztec worldview  Slideshow – physical/sacred landscape + power of
influenced their mountains
choices,  Geographic determinism?
decisions, and
customs
Day 3: (8.3.4.1) key  Students will describe the role of  In groups of 3-4, students will research one of the FA – sharing their group’s chosen god
Researching elements of the the deity in shaping the Aztec main Aztec Gods and present them to the class. (and handing in their information
Aztec Gods Aztec worldview? worldview (beliefs, values, etc). collection sheet).
(8.3.4.2) how the  Students will identify how belief
 Aztec worldview in a deity impacted Aztec choices,
influenced their decisions, and customs.
choices,
decisions, and
customs
(8.S.1) develop
skills of critical &
creative thinking.
8.S.8 demonstrate
skills of oral
literacy
Day 5: Aztec (8.3.4.1) key  Students will further develop their  Slideshow presentation on Calendars, and Human Personal reflection
Beliefs elements of the understanding of Aztec worldview sacrifice – linking to ‘gods’ research from the
(Calendars & Aztec worldview?  Students will understand the previous class.
human (8.3.4.2) how the connection between Aztec religion  Personal reflection about Aztec sacrifice
sacrifice). Aztec worldview + human sacrifice.  Why did their gods make sense to the Aztec people?
influenced their Do their gods make sense to you? Why/why not?’
choices, (Aztec vs our worldview)
decisions, and
customs
Day 6: (8.3.4.1) key  Students will understand how  Show YouTube video FA: graphic organizer
Tenochtitlan – elements of the elements of the Aztec worldview (https://www.youtube.com/watch?v=_nS6MpVbB_g) FA: thought web take in
the impossible Aztec worldview? impacted where they build their  Graphic organizer to fill out during lesson/video
city (8.3.4.2) how the city
 Present on Tenochtitlan
Aztec worldview  Students will understand how
influenced their  ‘What are some examples of symbols build into
religion is at the centre of the
choices, Tenochtitlan? How did the Aztec’s belief in gods
Aztec worldview
decisions, and influence where they built this city and their empire?’
customs  Create thought web with ‘religious beliefs’ in the
(8.S.1) develop centre, with branches of human sacrifice, calendar,
skills of critical & gods, and Tenochtitlan.’ Use this to have students
creative thinking generate ideas of how the Aztecs thought these
factors influenced their lives.
Day 7-8: (8.3.4.1) key  Students will understand how the  Two aspects that the Aztecs took great pride in were FA: trading activity
Expanding the elements of the Aztec worldview influenced the the trader and the warrior – what insight does this FA: Debate on conscription
empire Aztec worldview? way they interacted with different give us into the Aztec society?
(8.3.4.2) how the culture  Present information on how the Aztec expanded their
Aztec worldview  Students will understand how the empire through trade
influenced their Aztec empire expanded through  Trading activity – students will be split up into 5
choices, trade groups representing different city states, who each
decisions, and need to trade to get the things they need/value.
customs --
8.S.8 demonstrate  Two aspects that the Aztecs took great pride in were
skills of oral the trader and the warrior – what insight does this
literacy give us into the Aztec society?
 Present info on expanding through war.
 Debate on conscription
Day 9: 8.3.4   Making links between what we’re learning about the
Current events  Aztecs and what’s going on in the world right now
(Friday)
Day 10: The (8.3.4.1) key  Students will demonstrate an  Introduce Aztec social hierarchy Formative jigsaw activity
Aztec social elements of the understanding of the various roles  ‘How did the structure of Aztec society tell us what
hierarchy Aztec worldview? in Aztec society was important to the Aztec people?’
(8.3.4.2) how the  Jigsaw activity – students are split up and look into
Aztec worldview the different aspects of social hierarchy and record
influenced their their findings (share at the end of class)
choices,
decisions, and
customs
Day 11: (8.3.4.1) key  Students will consider how Aztec  Students, working in pairs, will go to Exit slip/discussion
Education elements of the education reflects their worldview https://www.historyonthenet.com/aztec-education-at-
Aztec worldview? (values/society) home-and-school and fill out an information
(8.3.4.2) how the collection sheet on Aztec education
Aztec worldview
 As a class, we’ll go through their findings, discussing
influenced their
the difference between schools for nobles, schools for
choices,
commoners, and schools for Aztec women.
decisions, and
 We’ll consider what all of this tells us about the
customs
Aztec worldview and what was important to them
Day 12: (8.3.4.1) key  Students will understand what an  ‘Peace, order, and good government’ – Canadian Exit slip – do you think YOU would
Contributing elements of the ‘ideal citizen’ was for the Aztecs constitution, outline for a ‘good citizen’ (how does have been considered an ‘ideal’
to Society Aztec worldview? Canadian society support this motto?) citizen in Aztec society
(8.3.4.2) how the  Present students with virtues of the ideal Aztec
Aztec worldview citizen – does this support what you’ve learned about
influenced their the Aztec up until this point?
choices,  Compare the idea citizen outlined for the Aztec with
decisions, and what we brainstormed for Canadians – how do these
customs worldviews differ?

Day 13: Aztec (8.3.4.1) key  Students will consider how the  Introduce law/justice system for the Aztec Class discussion
law elements of the Aztec worldview is reflected in  Mock ‘Aztec courtroom’ where the students are
Aztec worldview? their laws/justice system assigned a role.
(8.3.4.2) how the  How do we see the Aztec worldview reflected in
Aztec worldview their laws/justice system?
influenced their
choices,
decisions, and
customs.
8.S.8 demonstrate
skills of oral
literacy
Day 14: 8.3.4  Students will understand the key  Review game FA: from the review game
Review for elements of the Aztec worldview
quiz  Students will understand how the
Aztec worldview influenced their
choices, decisions, and customs
Day 15: 8.3.4  Students will demonstrate the key  Chapter quiz SA: quiz
Quiz/introduc elements of the Aztec worldview  Introduce culminating project
e assignment  Students will demonstrate how the
Aztec worldview influenced their
choices, decisions, and customs
Day 16: Work 8.3.4  Students will demonstrate the key  Work period SA: project
on elements of the Aztec worldview
culminating  Students will demonstrate how the
project Aztec worldview influenced their
choices, decisions, and customs
Day 17: work 8.3.4  Students will demonstrate the key  Work period SA: project
on elements of the Aztec worldview
culminating  Students will demonstrate how the
project Aztec worldview influenced their
choices, decisions, and customs
Day 18: work 8.3.4  Students will demonstrate the key  Work period SA: project
on elements of the Aztec worldview
culminating  Students will demonstrate how the
project Aztec worldview influenced their
choices, decisions, and customs
Day 19: work 8.3.4  Students will demonstrate the key  Work period SA: project
on elements of the Aztec worldview
culminating  Students will demonstrate how the
project Aztec worldview influenced their
choices, decisions, and customs
Day 20: work 8.3.4  Students will demonstrate the key  Work period SA: project
on elements of the Aztec worldview
culminating  Students will demonstrate how the
Aztec worldview influenced their
choices, decisions, and customs
Day 21: 8.3.4  Students will demonstrate the key  Presenting and assessing SA: project
present if elements of the Aztec worldview
applicable  Students will demonstrate how the
Aztec worldview influenced their
choices, decisions, and customs
Day 22: 8.3.4  Students will demonstrate the key  Presenting and assessing SA: project
present if elements of the Aztec worldview
applicable  Students will demonstrate how the
Aztec worldview influenced their
choices, decisions, and customs