Newsletter Lesson Plan: Aztec



VITAL INFORMATION
Subject(s):
Social Studies
Topic or Unit of Study:
The Rise and Fall of the Aztec Empire.
Grade/Level:
7
Objective:
The intent of the lesson is to test the comprehension of the students, as well as their use of technology by having them create a newsletter based on the lecture and supportive materials provided regarding the first landing of the Spaniards at VeraCruz, prior to the conquest of the Aztecs.
Summary:
Students will work in small groups to create a newsletter, retelling the events of the landing of Hernan Cortez and the Spaniards at VeraCruz Students will create reports as if they were reporters for the Aztec Empire. The title of the newsletter will be the Aztec Gazette.
IMPLEMENTATION
Learning Context:
This activity is integral in the unit as it is going to be testing the comprehension and notetaking skills of the students, directly following a lecture and video session on the topic. Other lessons include the students creating a 3 page report on one of the main characters of the Aztec Conquest. Students will also learn about armaments worn by the Conquistadors and test their art skills by creating helmets of the period with construction paper. Geography will be taught through a treasure hunt experience. Finally, the students will create a PowerPoint presentation as a group to show why the Spaniards were able to defeat the Aztec Empire.

Procedure:
1) The students will be supplied with lecture and supportive materials training for Microsoft Word and the Internet. The basics of Word will be introduced with instruction of creation of Columns, Rows, Headers and Footers. The time allotted will be from 1 to 2 hours for background information.

2) Students will also be provided with a list of helpful links that they can use for their research.

3) The students will work in groups to create a newsletter, acting as if they were reporters for the Aztec Gazette. The students will be allowed 4 separate one hour sessions.

The first session will focus on searching the Internet for resources (pictures, etc...).
The second through fourth sessions will focus on the actual project.
The teacher will be available for the students as a resource for the entire time.

4) Each student will be responsible for creating one section of the newsletter, reporting on a specific topic of the landing (i.e. ships, armory, horses, behavior, Hernan Cortez as leader, etc.)from the eyes of an Aztec. Students will then collaborate in groups and add their portion of the assignment to a collaborate newsletter document created by the group of four.

5) Students will work independently to create their own article for the newsletter and be responsible for finding and downloading at least one graphic that enhances their article.

A. First Session: research filling out a teacher provided form to assure all students gather the correct information, students will write rough draft in class or for homework.

B. Second session: Input rough draft into Word file, save in student folder.

C. Third and fourth session: Working together on one computer, students will combine (cop/paste) their article into the groups final newsletter file. Impor t graphics. (Teacher may want to provide alternate activity as only 2 students at a time can efficiently work on a computer, or have each student do 2 articles and have the students work in pairs only.)


6) Spell check, complete the final formatting, print.


***Groups may be pre-assigned by the instructor based on assessment.

Sample Student Products:
Collaboration:
Students will work collaboratively. Students will work in groups of 4.

Time Allotment:
6 class periods. 1 Hr per class.
Author's Comments & Reflections:
This lesson requires a great deal of background knowledge for the students in the use of technology of both searching the Internet and Microsoft Word. A tutorial for Microsoft Word to assist teachers with creating a lesson for their students can be found at http://www.fgcu.edu/support/Office 2000/word/, amongst other resources.
MATERIALS AND RESOURCES
Instructional Materials:
The students will be provided with a handout that models a completed assignment. In addition, a handout will be provided in the same format that discusses the main functions of Microsoft Word, which will be necessary to complete the project.
Resources:
  • The number of computers required is 1 per student.
  • Technology resources:
    Internet Explorer, Word
  • Materials and resources:
    Teachers will be using a variety of resources including Video productions produced by PBS as well as other sources. In addition, handouts will be provided referencing the armaments of the Spanish Conquistadors. In addition, students will be provided maps of Hernan Cortez's route to Tenochtitlan and a timeline of the events.


    •
STANDARDS & ASSESSMENT
Standards:
CA- California K-12 Academic Content Standards
• Subject : History & Social Science
• Grade : Grade Seven
• Area : World History and Geography: Medieval and Early Modern Times
Students in grade seven study the social, cultural, and technological changes that occurred in Europe, Africa, and Asia in the years A.D. 500–1789. After reviewing the ancient world and the ways in which archaeologists and historians uncover the past, students study the history and geography of great civilizations that were developing concurrently throughout the world during medieval and early modern times. They examine the growing economic interaction among civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. They learn about the resulting growth of Enlightenment philosophy and the new examination of the concepts of reason and authority, the natural rights of human beings and the divine right of kings, experimentalism in science, and the dogma of belief. Finally, students assess the political forces let loose by the Enlightenment, particularly the rise of democratic ideas, and they learn about the continuing influence of these ideas in the world today.
• Standard 7.7: Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
 Benchmark or Example 1: Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.
 Benchmark or Example 2: Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
 Benchmark or Example 3: Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.


Assessment Plan:
Student assessment will be objective based on observation of team building skills, comprehension, and through review of the final project.
Rubrics:
Written Report