Lesson Plans
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Aztec- Grade 9
This annotated inquiry leads students through an investigation of the Aztec Empire through the study of its capital city, Tenochtitlán. Scholars debate the significance of the role of the Aztec Empire in Mesoamerican culture. While some observers see great innovation in architecture, agriculture and economic systems, others see a simplistic, militaristic, and flawed empire. Further complicating these arguments is the limited number of sources and archaeological evidence.
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Complex Societies- Grade 5
This inquiry provides students with an opportunity to evaluate a series of innovations by three complex civilizations— Maya, Aztec, and Inca. In examining the compelling question “What makes a complex society complex?” students explore how complex societies and civilizations adapt to and modify their environment to meet the needs of their people. Students use the social studies practices of Comparison and Contextualization as they work with sources related to the ancient writing developed by the Maya, specialized agricultural methods developed by the Aztecs, and transportation/communication networks developed by the Inca. The goal of this inquiry is to provide enough background about these innovations and technological advancements to support students as they develop arguments about what makes societies complex.
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Were Native American Tribes Civilized Grade 9
This inquiry focuses on the idea of what the idea of being "civilized" is and makes the students engage in a PowerPoint that has hyperlinks to data and sources that will help students connect if the Native Americans are "civilized".
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How much of Columbus' journey is false?In this website, it provides teachers with multiple sources on how to teach and lesson plans on Christopher Columbus. These lesson plans span from 5th grade to 11th grade.
https://teachinghistory.org/nhec-blog/22951 |
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How did the Aztec and
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| lessonperspectivesandtheencounteraztecvsspainubd.pdf |
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