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Unit Planning Organizer

Subject: Humanities (LA + SOC)

Grade:8C and 8D

Unit/Topic: The Spanish and the Aztecs: A Clash of Worldviews

Unit Duration: 27 Days (8D) and 24 days (8C)
1. Unit Overview Critical Inquiry Question

How does the cultural clash between the Spanish and the
Aztecs inform our understanding of worldview?
OVERVIEW
This unit is designed to help students understand the fluid nature of worldviews and the
consequences that may arise from competing ones. The main focus of this unit is the
intercultural conflict that occurred between the Spanish and Aztec civilizations. To begin,
this unit studies what both civilizations were like with respect to their cultural practices
before contact. As such, this unit will analyze the elements of Spains worldview that
drove it to pursue expansion and exploration, and what the worldview of the Aztecs may
have been. While the unit progresses, students will learn how understandings on both
sides were changed as a result of contact. Students will also learn about the
adaptations that took place as a result of that contact. The end-game of this unit is the
performance task in which students will have three choices to demonstrate their
learning: a writing portfolio that includes letters and/or diary entries from the perspective
of a selected Spanish or Aztec character; an advertisement for a publicity firm that
addresses the consequences of potentially devastating situations, in this case the
Spanish and Aztec worldview clash; students can also choose to assume the role of a
time-travelling storyteller who travels to the point of contact between the two civilizations
and writes a short story or graphic novel about the events that followed. All of the
options will assess the same outcomes while giving students a wide range of
opportunities to demonstrate their learning in a way that works for them.
2. General Learning Outcomes for Unit
SOCIAL STUDIESGLO 8.3:
Through an examination of Spanish and Aztec societies, students will demonstrate an
understanding and appreciation of how intercultural contact affects the worldviews of
societies
ENGLISH LANGUAGE ARTSGLO 3:
Students will listen, speak, read, write,view and represent to manage ideas and
information.

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GLO 4:
Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
GLO 5:
Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.

3. Key Concept(s) for Unit

Adaptation- Changing attitudes and behaviours to suit a new situation.

Contact- Connection or interaction, communication, association or relationship.

Expansionist- Political attitude and actions of a country whose goal is to expand

its power and/or its territory, usually by force.

Imperialism- Policy of a country or empire to extend its authority or domination

by political, economic or military means; policy of a state/government whose goal
is for another state/government to become dependent on it politically or
economically.

Intercultural- Of, relating to, involving, or representing different cultures.

Social Structures- Organization models within a society that reflect the values
and interests of that societys members.

Society- Group of persons linked by common activities or interests and sharing

public space.

Worldview- A collection of beliefs about life and the universe held by an

individual or group; the lens through which the world is viewed by an individual or
group; the overall perspective from which the world is interpreted.

*All definitions from Grade 8 Alberta Program of Studies (Alberta Education, 2007, 9)
4. Culminating Task Description

There will be several options for the culminating task- all of which
assess the same outcomes
OPTION ONE
You are an employee for a firm that publicizes (makes public) complex and

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potentially devastating situations. In the past you have covered arms races and
religious conflict.
Your firm has asked you to publicize the potentially devastating consequences of
competing worldviews, using the Aztec and Spanish case as an example.
You may create a poster, a newspaper article, a presentation, or a recorded
commercial if you can gather the resources. You can suggest other ideas for your
supervisors approval. (ELA 3.1, 3.2, 3.3, 3.4, 5.1, 5.2)
Be sure to include the following:
- Characteristics of the Spanish and Aztec civilizations prior to contact with one another.
(SS: 8.3.1; 8.3.4.1, 8.3.4.2 & 8.3.4.3)
- Identify who initiated contact and why. (SS 8.3.1, 8.3.4.3)
- An explanation of how contact impacted both civilizations (SS 8.3.1; 8.3.2; 8.3.4.4,
8.3.5.5)
- Explain what the contact between the two civilizations can tell us about worldview.
OPTION TWO
You are a storyteller who has travelled back in time to just before the point of
contact between the Spanish and the Aztec civilizations. You remain in that time
period as events unfold. You are omniscient (above the fray, and all-seeing). You
decide to write a story to show how contact has impacted both civilizations. (ELA
3.1, 3.2, 3.3, 3.4, 5.1, 5.2)
Write either a short story, a graphic story, or a comic strip, to answer the following
questions:
a. What were the Aztec and Spanish civilizations like before having contact with one
another? (SS 8.3.1; 8.3.4.1, 8.3.4.2 & 8.3.4.3)
b. Who initiated contact and why? (SS 8.3.1, 8.3.4.3)
c. How were the Spanish AND the Aztecs impacted by contact? (SS 8.3.1; 8.3.2;
8.3.4.4)
Be sure to include an authors note in either the prologue (before the story) or the
epilogue (after the story) to identify how contact between the two civilizations informs
your understanding of worldview.
OPTION THREE
Assume you are EITHER a member of the Aztec civilization or a Spanish
sailor/settler. Compile a collection of at least 10 diary entries and/or letters (or
other documents) that are written from the perspective of whichever role you
choose to take.
Your writings must begin BEFORE contact has been initiated between the two
civilizations to demonstrate what your civilizations worldview was like before
contact. (ELA 3.1, 3.2, 3.3, 3.4, 5.1, 5.2)
Think of creative ways to show the following in your writings:

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a. What were BOTH the Aztec and the Spanish civilizations like before contact?- Hint: If
you are an Aztec, how might you find out what Spains worldview was like? Or vice
versa. (SS 8.3.1; 8.3.4.1, 8.3.4.2 & 8.3.4.3)
b. Who initiated contact? (SS 8.3.1, 8.3.4.3)
c. Why did they initiate contact? (SS 8.3.1, 8.3.4.3)
d. What happened after contact took place? (SS 8.3.1, 8.3.4.3)
e. Write an entry about how this event can inform our understanding of worldview.
ALL OPTIONS ALSO ASSESS THE FOLLOWING SOCIAL STUDIES SKILL OUTCOMES

8.S.1.2, 8.S.1.5
8.S.7.1, 8.S.7.3, 8.S.7.7, 8.S.7.8, 8.S.7.15, 8.S.7.16
NOTE: Regardless of which option is chosen, students will have to come up with a plan
to ensure they are meeting all outcomes and creating a juicy final product. They will
also select which information they use and process it by demonstrating that they are
actually making meaning from that knowledge. This is accomplished by asking students,
regardless of which option is chosen, to explain how it informs their understanding of
worldview.
5. Specific Learning Outcomes for Unit

Knowledge:
SOCIAL STUDIES
8.3.4: assess, critically, how the Aztecs were affected by the Spanish worldview
by exploring and reflecting upon the following questions and issues:

3.1
3.2
3.3
3.4
5.1
5.2

What were the key elements of the worldview of the Aztec civilization prior to
contact with the Spanish? (TCC, I, CC)

How did the Aztec civilizations worldview influence the Aztecs choices, decisions
and customs? (TCC, CC, PADM)

What key elements of Spains worldview led to the desire to expand the Spanish
empire? (TCC, I, PADM)

In what ways did factors such as technology and disease contribute to the
dominance of the Spanish over the Aztec civilization? (ER, LPP)

To what extent were the divergent worldviews of the Spanish and Aztecs factors
in the dominance of one nation over the other? (TCC, CC, GC, PADM)
LANGUAGE
Plan and focus
Select and process
Organize, record and evaluate
Share and review
Respect others and strengthen community
Work within a group

Attitude:
8.3.1: appreciate how a societys worldview influences the societys choices, decisions
and interactions with other societies (C, I)
8.3.2: appreciate how Aztec and Spanish identities and worldviews were affected by
intercultural contact (TCC, GC, I)
8.3.3 appreciate and recognize how rapid adaptation can radically change a societys
beliefs, values and knowledge (TCC, GC)

Skill:
8.S.1

8.S.2

8.S.3

8.S.5

develop skills of critical thinking and creative thinking:

analyze the validity of information based on context, bias, source, objectivity,
evidence and reliability to broaden understanding of a topic or an issue
evaluate ideas, information and positions from multiple perspectives
demonstrate the ability to analyze local and current affairs
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate creative ideas and strategies in individual and group activities
access diverse viewpoints on particular topics by using appropriate technologies
develop skills of historical thinking:
distinguish cause, effect, sequence and correlation in historical events, including
the long- and short-term causal relations
use historical and community resources to organize the sequence of historical
events
analyze the historical contexts of key events of a given time period
create a simulation or a model by using technology that permits the making of
inferences
identify patterns in organized information
develop skills of geographic thinking:
interpret historical maps to broaden understanding of historical events
use thematic maps to describe cultural and political regions
construct and interpret various maps to broaden understanding of given topics
define geographic problems and issues and pose geographic questions
use geographic tools, such as Geographic Information Systems (GIS) software,
to assist in preparing graphs and maps
access and operate multimedia applications and technologies from stand-alone
and online
demonstrate skills of cooperation, conflict resolution and consensus

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building:

8.S.7

identify and use a variety of strategies to resolve conflicts peacefully and fairly
consider the needs and perspectives of others
demonstrate leadership within groups where appropriate
access, retrieve and share information from electronic sources, such as common
files
apply the research process:

integrate and synthesize concepts to provide an informed point of view on a

research question or an issue
develop a position that is supported by information gathered through research
draw conclusions based upon research and evidence
determine how information serves a variety of purposes and that the accuracy or
relevance of information may need verification
organize and synthesize researched information
formulate new questions as research progresses
practise the responsible and ethical use of information and technology
include and organize references as part of research
plan and conduct a search, using a wide variety of electronic sources
demonstrate the advanced search skills necessary to limit the number of hits
desired for online and offline databases; for example, the use of and or or
between search topics and the choice of appropriate search engines for the topic
develop a process to manage volumes of information that can be made available
through electronic sources
evaluate the relevance of electronically accessed information to a particular topic
make connections among related, organized data, and assemble various pieces
into a unified message
refine searches to limit sources to a manageable number
analyze and synthesize information to create a product
access and retrieve information through the electronic network
8.S.8 demonstrate skills of oral, written and visual literacy:

communicate in a persuasive and engaging manner through speeches,

multimedia presentations and written and oral reports, taking particular audiences
and purposes into consideration
use skills of informal debate to persuasively express differing viewpoints
regarding an issue
elicit, clarify and respond appropriately to questions, ideas and multiple points of
view presented in discussions
offer reasoned comments related to a topic of discussion
listen to others to understand their points of view

6. Essential Resources
1. Worldview image collection found at:

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http://www.learnalberta.ca/content/sscanic/html/worldviewsimageViewer.html?index=40

2. 2Learn: All of the links that go with it, found at:

http://www.2learn.ca/teens/listSocG8.aspx?Type=450

National Geographic Kids Aztec Artifact Images:

http://ngm.nationalgeographic.com/2010/11/greatest-aztec/garrett-photography

Mexicolore Aztecs: especially the part about the religious significance of

human sacrifice. http://mexicolore.co.uk/aztecs/
Aztec Myths found at:
http://www.windows2universe.org/mythology/huitzilopochtli_sun.html

3. World History in Context: http://ic.galegroup.com/ic/whic/home?u=albertak12&p=WHIC

4. Translated Letter from Columbus to the King and Queen of Spain after his
discovery of Cuba. https://www.gilderlehrman.org/sites/default/files/inline-pdfs/Columbus's
%20Letter%20abridged.doc.pdf

5. Maps- http://www.worldbookonline.com/student/article?
id=ar563580&st=age+of+exploration#tab=homepage

6. Discovery Education- Videos and other resources found at:

https://app.discoveryeducation.ca/

7. Textbook- Our Worldviews- Nelson, pp. 224-390

8. Textbook- Worldviews: Contact and Change- Pearson, pp104-147 & 148- 257
9.

7. Possible Learning Activities

1. RAFT exercises- have students choose a topic related to what we have been
talking about and allow them to use their imagination.
2. Class discussions about certain concepts and ideas.
3. Group discussion.
4. Debates.
5. Image Analysis- study images and identify how or if they relate to worldview.
6. Artifact Analysis- study artifacts or pictures of artifacts and identify their
relationship with worldview.
7. Designing and creating artifacts and explaining how they might relate to the
worldview of the society they supposedly come from.
8. Poetry writing- This ties into the language component of the humanities course.
9. Skits
10. Letter/Journal Writing- to help students imagine that they are in the shoes of a
significant figure. This might help in developing their ability to consider multiple
perspectives.
11. Worksheets.
12. Two minute-writes about a certain idea.
13. Portfolio.
14. Webquests.
15. Educational Games including jeopardy and other engaging trivia types.

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16. Creating Aztec headdresses and dressing up.
17. Navigational maps
18. Think of a Portugal Versus Spain activity- who can finish first? This might help
them understand that there was a competitive element to exploration.
19. Current events- these do not necessarily have to relate to worldview though it
could help students understand the broadness of the concept if they can be
related back to worldview.
20. Writing an Aztec myth.
21. SEE-I on a given idea.

8. Rationale:
This unit is designed to be taught after the renaissance unit. Initially, students will study
how the renaissance led to the so-called Age of Exploration- a desire to use new
technologies and find trade routes to Asia. They will next study the ramifications of those
decisions. The discovery of Cuba in 1492 by Christopher Columbus was a revolutionary
achievement in world history. However, the impact of that discovery would ultimately pit
two civilizations- the Spanish and the Aztecs- against one another. Their worldviews
would clash and the Aztec Empire would fall.
It is important to begin this unit with a connection to the renaissance for two key
reasons. First, it helps students conceptualize the timeline of when these events took
place. In turn, being able to do so will enable students to activate their prior knowledge.
How did the renaissance lead to this desire to expand? Connecting the two seemingly
separate areas of history could also enable students to understand the significant
impact that historical events can have.
As the unit moves on, students will study the key components of the Aztec civilization
and its worldview. This will include the ritual of human sacrifice, the immense number of
gods, and other ways of life that contributed to that civilizations worldview. It is important
that students have an understanding of what the Aztec civilization was like before the
contact with the Spanish so that they can recognize the outcomes of the clash of
worldviews that would soon follow.
Being a humanities course I have also selected a handful of ELA outcomes to
incorporate into the unit. My TA suggested that it would be OK to focus primarily on the
Social Studies aspect, but some of the outcomes seem to fit well enough into the unit
that they can be considered a part of it. I believe that the six ELA SLOs listed above will
be present in several areas of the unit, particularly the group and community SLOs. I
also think that the performance task enables students to demonstrate their planning
abilities and I will be sure to go over this with them beforehand.

Tentative Schedule
Monday March 7th
8D (am)- Personal Introduction and Refresher on Worldview
8C (pm)- Personal Introduction and Refresher on Worldview
Tuesday March 8th
8D (am)- The Age of Exploration- The Renaissance and Conquest
8C (pm)- The Age of Exploration- The Renaissance and Conquest
Wednesday March 9th
8D (am)8C (pm)Thursday March 10th
8D (am)8C (pm)Friday March 11th
8D (am)- No Class (PD)
8C (pm)- No Class (PD)

Monday March 14th

8D (am)8C (pm)Tuesday March 15th
8D (am)8C (pm)Wednesday March 16th
8D (am)8C (pm)-

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Thursday March 17th
8D (am)8C (pm)Friday March 18th
8D (am)8C (pm)-

Monday March 21st

8D (am)8C (pm)Tuesday March 22nd
8D (am)8C (pm)Wednesday March 23rd
8D (am)8C (pm)- No Class (FLEX)
Thursday March 24th
8D (am)8C (pm)Friday March 25th
8D (am)- No Class (Good Friday)
8C (pm)- No Class (Good Friday)

Monday April 4th

8D (am)8C (pm)Tuesday April 5th
8D (am)8C (pm)Wednesday April 6th
8D (am)8C (pm)- No Class (FLEX)
Thursday April 7th
8D (am)8C (pm)Friday April 8th

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8D (am)8C (pm)-

Monday April 11th

8D (am)8C (pm)Tuesday April 12th
8D (am)8C (pm)Wednesday April 13th
8D (am)8C (pm)Thursday April 14th
8D (am)8C (pm)Friday April 15th
8D (am)- No Class (PD)
8C (pm)- No Class (PD)
Monday April 18th
8D (am)8C (pm)Tuesday April 19th
8D (am)- Concluding Performance Task
8C (pm)- Concluding Performance Task
Wednesday April 20th
8D (am)- Concluding Performance Task
8C (pm)- Concluding Performance Task
Thursday April 21st
8D (am)- Concluding Performance Task
8C (pm)- Concluding Performance Task
Friday April 22nd
8D (am)- Presentations
8C (pm)- Presentations
______________________________________________________________________

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