Grade 8 Worldviews Unit Plan.docx



Aztecs WorldviewKirsten PaulDayLesson TitleSynopsisTime FrameResourcesAssessmentOutcomes Addressed1Introduction*lesson plan attachedStudents will make inferences based on multiple primary sources, about what they believe the world view of the Aztec nation was. Students will be presented with a primary source the Aztecs from various points in time. They then will be asked to, in groups, analyse and decode what the source says about the way of life or world view that particular group and put it into a timeline1 class (57 minutes)primary sources maps, statues, pictures, etc. relating to the Aztec peoplesFormative, based upon the group analyses and worldview questionnaire. Will be assessing looking at whether they defend their analysis of the primary sources, how clear, concise and consistent their analysis is, and also as a gauge for where misconceptions may lie, and how to move forward. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.4.2 propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making 8.S.4.3 propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making2Where: landscape, agriculture*lesson plan attachedStudents will learn about the where the Aztecs lived. Then, students, in groups, will create criteria for the perfect place to settle while considering multiple questions and rank each criteria in order of importance. The criteria will be based on many questions, such as what resources do you need, what landscape is most beneficial, what might you have to give up etc.1 class (57 minutes)Pictures of Mexico, maps (historical and current) pictures of Alberta landscapesFormative: students will complete a worksheet and write a short reflection. Assess whether students are looking at simply the physical landscape, or the cultural landscape; responses should be clear, concise, and illustrate a clear connection between the Aztec’s worldview and the land they decided to settle. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? 8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.4.1 demonstrate skills of compromise and devise strategies to reach group consensus8.S.3.4 define geographic problems and issues and pose geographic questions3Who: Religion some Gods more important than othersStudents will explore the effect of religious beliefs on a nations worldview. Students will look at images of a few of the gods and rank their importance based off of the evidence in the picture and materials they have learned in class.1 class (57 minutes)Images of Aztec Gods.Formative, the students will hand in their rankings as an exit slip. Their exit slip will be assessed on whether they have defended their opinions with relevant evidence - either the pictures themselves or background knowledge.Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? 8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.7.3 draw conclusions based upon research and evidence8.S.8.2 use skills of informal debate to persuasively express differing viewpoints regarding an issue 4Religion: the practice of human sacrificeDevelop with the class the criteria for both a religious rite and a human rights violation. Students will engage in an inference/ evidence activity by answering the following question in small groups: Was the Aztec practice of human sacrifice a religious rite or a human rights violation? Class discussion will follow the students’ small group discussion to conclude the class. 1 class (57 minutes)Examples of Religious rites/human rights violations (phrasing pending): communion, Sun and Thirst dances, Formative assessment: will be based on students’ discussion. The teacher will walk around and listen to what the students are saying in their small groups, looking for students defending their position with evidence, and whether their discussions are productive and respectful. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? 8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes 8.S.8.2 use skills of informal debate to persuasively express differing viewpoints regarding an issue 8.S.8.1 communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration5Expansion: TradeStudents willrevisit the “Where” lesson, what were the Aztecs willing to give up to settle where they did? What options did the Aztecs have for attaining these goods, which is a more favourable option to you? Which do you think would have been more favourable to them?1 class (57 minutes)textbookprojection screenpictures of what would have been traded between placesmaps showing trade routesFormative: Students will be engaged in a discussion which the teacher can listen to and formatively assess the students based on their answers and discussion in class. Their answers should reflect the Aztec worldview, making clear links and defending their position with evidence. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? 8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.2.1 distinguish cause, effect, sequence and correlation in historical events, including the long-and short-term causal relations8.S.7.3 draw conclusions based upon research and evidence6Expansion: war*lesson plan attachedStudents will critique the poem in the textbook on page 167. Students will be asked whose perspective is it from and whose perspective is it ignoring. They will then be asked to discuss whether Canada should be a more collective or individualistic society. 1 class (57 minutes)Textbook “Worldviews: Contact and Change” page 167Pictures of Aztec tools and weaponsFormative: based on the discussion that goes on in the groups, the teacher will be able to tell if the students have understood the perspective of the Aztecs and what it means to be a collective or individual society. Their critique of the poem will also be handed in as a formative assessment. The criteria for an effective critique:- considers multiple perspectives- considers implications of the piece- is relevant- concise and consistentValues and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes 8.S.1.2 evaluate ideas, information and positions from multiple perspectives7Aztec Social hierarchyStudents will compare what it means to be successful in Canada to what it meant to the Aztecs. This would involve comparing the ideas of individual wealth vs. collective good (capturing tribute for the Gods). 2 classes (57 minutes)textbookPictures of different social classes Formative: Students will create a comparison chart between the social system in Canada and the social system of the Aztecs. This will be handed in at the end of class as an exit slip. The teacher can look over the answers to check for understanding of the content.Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? 8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.1.2 evaluate ideas, information and positions from multiple perspectives8.S.1.4 re-evaluate personal opinions to broaden understanding of a topic or an issue8Aztec Social hierarchyStudents will engage in a role playing games based on the social hierarchy system they learned about in the previous class. Students will be placed in groups and given a social role. They will go through a game which involves them interacting with different issues the Aztecs might have faced. Groups/group members have the opportunity to move up or down in the social hierarchy.At the end of the class students will individually complete a reflection on their experiences with the role play.cont of day 7 classtoken to tell students what group they belong inGame cards with situations, chance cards etc.Formative: Based on the responses to situations, teachers can gauge how much each group understood what the roles each group had in societylooking more for content comprehension than an understanding of the implications of the social order. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish? 8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.4.2 propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making8.S.4.4 participate in and predict outcomes of problem-solving and decision-making scenarios9Education*lesson plan, summative description and rubric attachedStudents will explore the benefits and disadvantages of separating education based on societal roles. Students will learn about they way Aztec education worked and reflect on the question “To what extent should Canadian schools separate education based on social class and societal roles?” This will be discussed in groups and then in class.2 classes (57 minutes)projectortextbookStudents will work in groups of up to three to write an Aztec version of the front matter, it will be taken in as a formative assessment. The teacher will check for understanding by looking for links between their education statements and what would have been considered an ideal Aztec citizen. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.8.5 listen to others to understand their points of view8.S.8.4 offer reasoned comments related to a topic of discussion10 Education cont’d*lesson plan, summative description and rubric attachedStudent will create a class schedule for the different groups in Aztec society. Students will need to consider what kind of things each group believed to be important, what kind of classes would they take, how might each of these classes be taught, and how long would these classes be (more important classes would be longer, less important classes would be shorter).cont from day 9papers for students to useexamples of class schedulestextbook projectorSummative: the class schedules will be a graded assignment Criteria of a class schedule: - concise- plausible classes- reflects the worldview of the Aztecs (defended with evidence)Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.1.5 .generate creative ideas and strategies in individual and group activities8.S.7.3 draw conclusions based upon research and evidence11contributing to society & citizenship laws*lesson plan attachedStudents will participate in an auction for elements of society and laws they would want in their own nation. Students will take the role of an emperor. Before the auction begins the students will individually rank their top 5 elements/laws they would want. They will then be given money and the teacher will begin to auction off the elements and laws. After the auction students will discuss as a class why they chose the elements they did and how they chose the top 5 ranked ones. 2 classes (57 minutes)handout for every student in the classroom containing the elements of society and laws they want the students to consider from both the aztec ideals and canadian idealsmonopoly money Formative: the teacher will take in a reflection on the question: What made someone a good citizen in Aztec society? How does their idea of a good citizen differ from your own? Would you change any of your answers on the worldview questionnaire and why or why not?Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.1.4 re-evaluate personal opinions to broaden understanding of a topic or an issue12contributing to society & citizenship laws*lesson plan attachedStudents will decide what is the biggest difference between Canadian society and laws and Aztec society and laws. Students will be given a Venn diagram to help them begin to see the differences and similarities. They must choose what they believe is the biggest difference is between the twocont. from day 11textbookprojectorvenn diagramformative assessment: The students will write a short paragraph about what they believe is the biggest difference is and why, with evidence supporting their position. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes8.S.1.2 evaluate ideas, information and positions from multiple perspectives8.S.1.4 re-evaluate personal opinions to broaden understanding of a topic or an issue13Summative assessment work period*summative description and rubric attachedStudents will be given the summative assessment for the unit, and then will receive two class periods to work on the project.2 classes (57 minutes)Pens, markers, crayons, scissors, glue etc. examples of assignment for students to work based off Summative: Students will create a visual representation of the most important aspects of the Aztec worldview. This summative assessment could be completed in the form of a tourist pamphlet, crest, poster etc. These representation must be accurate, concise, and visually appealing. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs?Skills and Processes 8.S.8.1 communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration8.S.7.3 draw conclusions based upon research and evidence 8.S.5.3demonstrate leadership within groups where appropriate14Summative assessment work period*summative description and rubric attachedStudents will be given the summative assessment for the unit, and then will receive two class periods to work on the project.cont. of day 13lessonPens, markers, crayons, scissors, glue etc. examples of assignment for students to work based off Summative: Students will create a visual representation of the most important aspects of the Aztec worldview. This summative assessment could be completed in the form of a tourist pamphlet, crest, poster etc. Theses representation must be accurate, concise, and visually appealing. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.1 What were the key elements of the worldview of the Aztec civilization prior to contact with the Spanish?8.3.4.2 How did the Aztec civilization's worldview influence the Aztecs' choices, decisions and customs? Skills and Processes 8.S.8.1 communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration8.S.7.3 draw conclusions based upon research and evidence 8.S.5.3demonstrate leadership within groups where appropriate15Segue to Spanish worldviewStudents will begin to think about the differences between the Spanish worldview and Aztec worldview and how each might be affected if they came into contact. They will examine both the Aztec primary sources from the beginning of the unit, and then will examine primary sources from the Spanish perspective, creating another timeline.1 class (57 minutes)primary sources from both the Aztec and the SpanishFormative: students will be looking at primary sources and make inferences about a society based on evidence found both in the primary sources and from their background knowledge. Students will be assessed on whether their assertions are supported with evidence and how clear, concise and consistent their analysis is. Values and Attitudes 8.3.1 - appreciate how a society's worldview influences the society's choices, decisions and interactions with other societiesKnowledge and Understandings8.3.4.3 What key elements of Spain's worldview led to the desire to expand the Spanish empire? Skills and Processes8.S.4.2 propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making 8.S.4.3 propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making ................
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