Transcript The Aztec and the Inca empires - edsc304

THE AZTEC AND THE INCA EMPIRES
Unit Portfolio Presentation
Alejandra Kincheloe
UNIT SUMMARY
In this unit students will work in research groups to analyze the
factors that contribute to the raise of an empire. Then, they will
research about the Aztec and Inca empires, their tragic end, and their
cultural legacy.
Students will synthesize the information and formulate their own
conclusions.
TARGET CONTENT STANDARDS
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Standard 2.1: Students demonstrate an understanding of the
relationship between the practices and perspectives of the
culture studied
Standard 3.1: Students reinforce and further their knowledge of
other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the
distinctive viewpoints that are only available through the foreign
language and its cultures
Standard 4.2: Students demonstrate understanding of the concept
of culture through comparisons of the cultures studied and
their own.
UNIT OBJECTIVES
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Students will gain cultural perspectives by reading and
researching information about two very import Ancient
Cultures of the target language.
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Students will demonstrate their understanding of the
cultural practices of the culture studied by analyzing,
and comparing the practices studied with their own
cultural practices.
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Students will gain 21th century skills by collaborating
with peers, creating a product, and sharing their
learning with a real audience.
CURRICULUM-FRAMING QUESTIONS
Essential Questions
What defines an empire?
Why have all the great empires in history fallen?
 Unit Questions
Why were the Aztecs and Incas considered empires?
Why did the Aztec and Inca empires fall under the colony of Spain?
What events led to the success of Cortés and Pizarro?
How did the religious beliefs of the Aztecs contribute to their demise?
What was the secret of the Inca empire’s wealth?
 Content Questions
What is the Aztec legend of the Fifth Sun?
What was the mita?
What was the political situation of the Inca empire by the arrival of the
conquistadores?
What infectious disease left the most devastating mark on the New World
Indian Cultures?
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GAUGING STUDENT NEEDS ASSESSMENT
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Purpose of the Assessment
To gather information about what students already know and
to address misconceptions.
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How I tried to promote higher order thinking?
I asked the students to use prior knowledge to connect what
they know, think about it, discuss it, and formulate their own
suppositions, providing a meaningful stimuli for learning.
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How the assessment information helps me plan for upcoming activities in the unit?
I will plan activities in which the students answer their
questions, provide resources, and proper guidance.
GAUGING STUDENT NEEDS ASSESSMENT
PROJECT APPROACHES
Throughout this project, Curriculum-Framing
Questions challenge students to think and
make connections to concepts that matter in
the real world.
 Students will be engaged in open-ended,
authentic tasks.
 They will reflect on their reading, writing, and
research and formulate their own conclusions.
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21ST CENTURY SKILLS
Students will not only develop higher-order
skills but they will develop 21st Century skills
such as collaboration, self direction,
communication, problem-solving, media and
technology skills.
 In addition, this project supports the
development of metacognitive and cognitive
thinking skills.
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THE AZTEC AND INCA EMPIRES…