Vous êtes sur la page 1sur 3

Lesson Plan Format

Name: Maria Franciosa

Date: November 18, 2014

Subject: Social Studies

Topic: Aztec Introduction

Grade Level: 5

Purpose: To provide students with an introduction to the Aztec civilization and begin taking a look in depth at specific
elements of their culture.
Core Standard(s):
Massachusetts Social Studies Frameworks:
5.2: Identify the three major pre-Columbian civilizations that existed in Central and South American (Maya, Aztec, and Inca)
and their locations. Describe their political structures, religious practices, and use of slaves.
Massachusetts History and Social Science Curriculum Framework. (2003, August 1). Retrieved November 16, 2014,
from http://www.doe.mass.edu/frameworks/hss/final.pdf
Common Core Standards:
RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.
SL.5.2: Summarize a written text, read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
Students will be able to describe the government structure and different social classes of the Aztec society.
Given various texts on the Aztec Gods, students will read and write down the role of their assigned god, the defining
characteristics and 1-2 interesting facts about that god.
Students will be able to present their findings on their god to the class and make the connection from their god to the Aztec
Formative: Teacher will observe students in taking notes. If a student is having trouble taking notes perhaps giving
them a fill in the blank note sheet to make the task more accessible. Teacher will observe and check in during group work
time, checking comprehension during the class sharing.
Materials Needed for Learning Experience:
Teacher: Smart Notebook Presentation, The Aztec News
Students: Note sheets, pencil, Aztec Gods text resources
Anticipated Length of Learning Experience: 1 hour
Student Grouping: Begin seated at desks individually. Working in desk groups for God research activity: have S join
A,A,J,M have C join D,M,B,D, have the two pairs work with their respective pairs
Prerequisite Knowledge:
How the Aztec empire was first settled, the building of Tenochtitlan, government and social class structure, Aztec
gods. Vocabulary: empire, civilization, culture
Student: Background knowledge in what a culture is, what our culture is like- to make comparisons and connections
with Aztec culture


1. Introduction:

For the next few days we will be taking an in-depth look at the Aztec civilization and culture. While there
will be quite a bit of lecture, there will be opportunities for you to work in groups and express your creative side.
How much group and creative work we do is based on how well you listen to instruction and participate during
class. That being said we need to remember to be good listeners and have accountable talk during all
conversations. Remember to listen when another classmate shares a question or comment, it might be a question
you have or something you might have a question about after.

[Hand out notes worksheet]- while we go through our lesson today there will be certain times where I
would like you to write down notes. We will be using these notes in our final project so it is important that you
pay attention and write down whatever information I ask you to.

2. Body of Learning Experience:
Smart Notebook presentation to guide lesson:
Slide 1: Map of Aztec Empire- dates; Empire: a large area including different groups of people controlled
by one government; Civilization: Large populations of people with complex systems of government,
education and religion; Culture: How a group of people meet their daily needs ex. Clothing, food,
religion, language, games, language
Introduce The Aztec Times: Read opening letter, and Home at Last
Slide 2: Tenochtitlan maps: go over the Great Temple details when getting to that picture:
-Place of the Prickly Pear Cactus: When the Aztecs were traveling in search of land their God
gave them a sign, an eagle sitting on a cactus while eating a snake which would tell them where
to build their village. The name Tenochtitlan means Place of the Prickly Pear Cactus
-Causeways: 3 main causeways connected the island city to the mainland, each wide enough for
10 soldiers to march side by side. They created the causeways by driving thousands of wooden
stakes into the bed of the lake creating a strong foundation, then laying rocks and earth to create
a level surface to build the city on. There were gaps in some of the causeways to allow canoes to
pass through that were covered by wooden bridges which could be moved if an enemy tried to
attack the city (think moat around a castle)
-The Great Temple was a huge 4-tireed pyramid in the center of the city built from huge blocks
of stone brought down from the mountains. It was decorated with paintings and carvings. Twin
staircases led to the summit about 98 feet above the ground (4ft more than an NBA basketball
court (length))
-2 shrines at the top of the temple, with giant statues of the gods inside- Tlaloc the rain god and
Huitzilopochtli the main god, god of war
-The temple was built over 6 times (for each ruler), the first temple made from reeds and mud.
Each time after it was made with stone and built over and around the previous one
-Read pg 14-15 Tenochtitlan, a Guide

Slide 3: Government & Social Class: Social class was determined by richness of clothes and haircuts
-The Emperor, The Emperor Advisors, The Nobles, The People, Slaves [descriptions in
-Read pg 12-13 Royalty Revealed, Public Notices, The Price of Power
Slide 4: Gods: Introduce that the Aztecs did not believe in just one god, they had many gods, each for a
different purpose (similar to the Egyptians)

-Read pg 18 Gift of Blood: make sure to introduce the gods around the page
God research activity: Divide the class into their desk groups. Each group gets a different god. Hand out
their research materials (text resource sheets) and have them fill out the chart on the back of the page for

their god. Each god is on the chart (so when they share they can fill in the other god attributes-this will be
on the board as well). Model this first with the main god, Huitzilopochtli.
Chart items: God name, what they are the god of, what they look like, cultural impact

-7-10 minutes to fill out their chart
Group share- answers on the board chart; have them write down the other gods on their chart
3. Conclusion:
Before we get ready to got to specials who can tell me:
What the definition of an empire is? - a large area including different groups of people controlled by one
What is the capital of the Aztec Empire? Tenochtitlan
What are some aspects of culture?
Put notes and articles in writing folders. Line up by desk groups quietly and head off to specials.

Child Guidance: 5,4,3,2,1 to gain attention after group work. Make sure to set expectations of group work before beginningaccountable talk, read through all of your materials, take out our conversation help sheets to help contribute. If group work
becomes a problem switch it and turn it into an independent assignment. If a group finishes early they can continue to add
more facts, or begin reading about another god.
Differentiation: Should a student struggle with taking notes; a fill in the blank note sheet can be provided. Informational
texts can be leveled to help make each student successful at this activity.
Resources Used:
Banks, J (2000).United States: Adventures in Time and Place (Teachers Multimedia Ed.). New York: McGraw-Hill.
Smith, M. (2005, December 1). The Aztecs, Empire Builders. Calliope.
Steele, P., & Bateman, P. (1997). The Aztec News. Cambridge, Mass.: Candlewick Press.
Wood, T. (1992). The Aztecs. New York: Viking.