MRounds

Melissa Rounds Prof. Coiro EDC 448 2/28/08

=Discovering the Aztecs: Culture and Conquest=
 * Diverse Text Set**


 * Context for using the text set:** This text set on the Aztec civilization has been designed for a Spanish IV class where students begin to learn about more in-depth concepts, such as more advanced grammar and more debatable cultural issues. Most students will be in grade 12. Others who are native speakers may be in it as well, although they may not be in their final year of high school. At this level, most students have a good grasp of the language that they are learning, whether it be orally, in writing or both. Different students would have different strengths in this target language and these are what this text set would try to accommodate while aiding in learning about culture. This text set would provide students with general background knowledge about the Aztec culture, including information about their history and conquest, religion, art, myths, music, and geography. In many ways, students would be able to interact with the texts and information at hand.


 * A. Print Sources**

Text 1- Textbook Renjilian-Burgy, J. (2004). //Reflejos// (1st ed.). New York: Houghton Mifflin Company.
 * CITATION:
 * TEXT SUMMARY: This textbook is one that targets intermediate level Spanish students. While there is much information about the language’s grammar structures and new vocabulary words, cultural aspects of the language and the history of Spanish-speaking areas are also introduced and discussed at length. These include learning about Spanish art and culture, the environment, and world politics. The language used is almost all in Spanish. There are many colorful pictures and thorough explanations for the students. The layout is very clear yet engaging, providing the students with extra opportunities for enrichment outside of class. It comes with a CD-ROM.
 * RATIONALE: I selected this text because it has a good balance between the grammatical and cultural aspects of Spanish. Grammar is not isolated from culture, but rather, cultural ideas are tied into new grammatical concepts. For this unit, I would be using the particularly nice section on the ancient civilizations of Central and South America, which includes that of the Aztecs. The pictures are interesting and the information is good for a general background on this civilization. This is also the same section that focuses on telling stories in the past tense, a skill that I would be emphasizing.
 * USE OF TEXT: This text would be used as a base for creating general knowledge about the Aztecs (their history, religion, diet, etc.) as well as for teaching the students about telling stories in the past tense. There would be homework exercises assigned from the ones in the book for practice. Students would be required to look up and use the vocabulary listed in this chapter (plus others in other units) and create sentences in which they used the word properly.
 * ATTACHMENT: Text not attached, textbook is 389 pages long.

Text 2- Trade book · CITATION: Ada, A. F. (1999). //The lizard and the sun/La lagartija y el sol// (Bilingual ed.). New York: Dragonfly Books. · TEXT SUMMARY: This is a picture book of sorts that has both English and Spanish translations of the story on each page. It is the story of how the sun disappeared one day and how a lizard went on a journey to find it and restore it to the sky. This story is much like the myths that the Aztecs created about nature. There are many colorful illustrations to go along with the story, with the artwork a bit reminiscent of that of the Aztecs. · RATIONALE: I selected this trade book for several reasons. One of these reasons it that while it is simpler than a novel, it could still be challenging to the students in my class. The vivid pictures could help the students to understand what is going on. Seeing as the book has an English translation, it might be a good reference for the students in case they do not know a specific word or phrase in the story. However, I do not want them to grow dependent on this translation. This story would show the students what Aztec myths were like and would aid them in the creation of their own myths. It would also provide an interesting way to incorporate the grammatical use of the past tense to tell stories into the unit. · USE OF TEXT: Most importantly, students would be able to see what Aztec myths were like and what typical elements the Aztecs focused on in their literature. They could be asked to think about why the Aztecs wanted to find ways to explain natural phenomena in the first place. It would also serve as a model for the students’ own mythical stories about nature, which they would write and illustrate after working with this text. As mentioned before, this book could be a springboard for me to use in teaching the students about narrating in a grammatically correct manner in the past tense. New vocabulary could also be learned from it. · ATTACHMENT: Text not attached, trade book is 48 pages long.

Text 3- Magazine article Smith, M. E. (1997, September) Life in the provinces of the Aztec empire. //Scientific// //American//, 277(3), 76-83. [|http://www.public.asu.edu/~mesmith9/1-CompleteSet/MES-97-SciAm.pdf]
 * CITATION:
 * TEXT SUMMARY: This article deals with the idea that Aztec life was much more complex than was previously thought. Mentioning how previously known Aztec sites were either buried under current towns and cities or were too small to pay attention to in comparison with the huge Mayan remains, it describes how the excavation of the Great Temple of Tenochtitlan changed the world’s perception of the Aztecs. It relates the findings from this excavation and others to how the Aztecs were believed to have lived as peasants and city dwellers. The article also talks about the layout of Aztec cities and the empire itself, including a great map for the students to look at. There are many diagrams of city elements.
 * RATIONALE: I selected this text because it makes mentions how the Aztec civilization was basically discovered not too long ago, making the topic more recent to students. It incorporates historical elements as well as social elements into learning about the Aztec culture. The diagrams are great for students to visualize how Aztec dwellings and cities may have appeared, appealing to those students who would rather see something than just read about it. The text is clear and provides an interesting look at the discovery of the Aztec civilization; it was written by one of its excavators.
 * USE OF TEXT: This text would be used to capitalize on just how recently the Aztec civilization was discovered and investigated. The article would probably be used very close to the beginning of the unit to catch the students’ attention and build prior knowledge. Students could be asked to create a journal in which they pretend that they are the archaeologists from the 1970s finding this treasure trove of cultural information. They could talk in Spanish about what they find, what they see, and what they think that all of this information would indicate. It would be an excellent text with which students could interact and generate questions about the excavation projects and the Aztecs, leading the students to have to possibly even look elsewhere and conduct outside research to answer their questions.
 * ATTACHMENT: Text not attached to hard copy, article is 7 pages long. Can be accessed using this website.

Text 4- Poem · CITATION: Portilla, M. L. (1993). Percibo lo secreto. //Nezahualcoyotl poesia//, (2nd ed.). Mexico City: Instituto Mexiquense de Cultura Mexico. · TEXT SUMMARY: This is a poem that was written by one of the famous Aztec poets, Nezahualcoyotl, otherwise known as Hungry Coyote. The text of this poem is completely in Spanish, but there are English translations available online. In this text, the poet talks in a matter-of-fact tone about how he finally understands what happens when one dies. He realizes that humans are mortal and that everyone has to die at some point, saying that people will not reincarnate themselves into pieces of gold or jade. Death will not be different for different people because it will all end in the same way. People die just as plants dry up and paintings become erased. He concludes that while a person’s spirit may go to the land of the disembodied, their body will be gone forever. · RATIONALE: I selected this text for a few different reasons. First of all, it is somewhat complex, as poetry often is. It gives the students something to decipher and interpret. Students are exposed to what poetry looks like in Spanish, something they may have never seen before. Lastly, since it was written by a real Aztec, students can see what this one Aztec thought about his world. It is very authentic. · USE OF TEXT: This text would be introduced after the Aztec religious beliefs and practices have been discussed in the classroom. The purpose for reading would be to show students how a real Aztec thought about his world, showing them the perspective of someone who was a part of the Aztec civilization. In groups, students might be asked if this one author’s beliefs mirror those of his society or to see if he is different from the rest. For this reason, it would create an opportunity for social learning because it would be discussed between peers. This poem also gives them an opportunity to engage in higher level thinking skills. · ATTACHMENT: See Attachment #1 for the text of this poem.

Text- 5 McGraw-Hill Higher Education. (2006//).// //Interactive Map Quiz//. Retrieved February 25, 2008, from http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter25/interactive_map_quiz.html
 * CITATION:
 * TEXT SUMMARY: This text is actually derived from a series of quiz questions and interactive maps. However, the map that I would want the students to look at and interact with would be the first one on the page. Using this map, the students can see the route that Cortes took to reach the Aztec capital, how far the Aztec empire reached at its beginning and at its peak, and just how close the Aztecs were to the Mayans. They can also see the civilization that supposedly preceded the Aztecs in the same map. It provides the students with a timeline that they can manipulate.
 * RATIONALE: I selected this text because while basically being much the same as a regular map, it is much more interactive. Students can easily see what is going on in the map when because they do not have to look at all of the information at the same time. It is much easier to interpret than a map that shows them everything at once. In addition to this, it shows just how far the Aztecs reached across Central America and how close they were to other civilizations.
 * USE OF TEXT: This text would be used to supplement the students’ knowledge of where the Aztecs lived, how quickly their empire spread, and what their empire looked like over the years. The main purpose of it would be to demonstrate the growth of the empire, with later information providing the “how” of this growth.
 * ATTACHMENT: Text cannot be attached, will not show map if printed. Visit this website to view text (first map): http://highered.mcgraw-hill.com/sites/0072957549/student_view0/chapter25/interactive_map_quiz.html


 * B. Media Resources**

Text 6**-** Song San Antonio Vocal Arts Ensemble (2004). Teponazcuicatl. On //El milagro de// //Guadalupe// [CD]. San Antonio: Talking Taco Music. ATTACHMENT: Visit website below to view this music video. http://www.youtube.com/watch?v=pTKtwbgrOis
 * CITATION:
 * TEXT SUMMARY: This song is a recreation/interpretation of what Aztec music was like. Performed by the San Antonio Vocal Arts Ensemble, the song features male and female vocal parts in addition to rhythmic percussion elements. The translation of the title translates to “Procession of the Drums”. I believe that it is sung in the true Aztec language. The video that goes along with the song features Aztec art scenes that are continuously changing.
 * RATIONALE: I selected this text because it demonstrates to the students what Aztec music might have been like. Since obviously there were no tape recorders when the Aztecs existed, it is the closest thing they have to hearing music from this time period. It would add a nice piece of cultural flair to the unit. I would not show them the video, though. My reasoning behind this is that while the art may be neat for the students to see, the video is very blurry and the scenes change far too fast and in a very strange way. It is not easy to see.
 * USE OF TEXT: I would use this text to introduce the students to the “softer” side of the Aztecs. Because the Aztecs are often known for their ruthless war techniques and human sacrifices, this song (paired with other artistic elements) would serve as a piece of evidence that the Aztecs did not spend every minute of their lives fighting. Students might be asked what type of ritual might go along with this song, or what it might mean, constructing a scene in their head. This visualization of cultural elements such as this is the key to connecting to a text. It also allows the students to be creative.

Text 7- Movie Bergeron, B (Director) & Breton, B. (Producer). (2000). //The road to el dorado// [Motion picture]. Glendale, CA: Dreamworks SKG.
 * CITATION:
 * TEXT SUMMARY: //The Road to El Dorado// is a full-length animated film that is appropriate for high school students, as it often has a double layer of meaning. It follows the story of two young Spanish men who make their way to the New World in order to find El Dorado, the City of Gold. It takes place at the time that Cortes comes to Central America. The two main characters, Miguel and Tulio, end up finding El Dorado and being worshipped as gods, for the natives had never met Spaniards before. An evil shaman tries to undermine the two’s plot to take as much gold as they can back to Spain once he learns that they are mortal. Tulio falls in love with one of the natives while Miguel learns the ways of the people. In the end, Tulio and Miguel seal El Dorado off from Cortes, leaving behind all of the gold but saving an entire city from destruction. There are nice musical scores to go along with the action on the screen and the animation is very smooth and colorful. It can be used in either English or Spanish.
 * RATIONALE: I selected this text because it takes place in the time period of the Spanish conquest of the Aztecs. It shows the students some aspects of native life and culture. I can use what the students see in the movie to have them compare and contrast this to what they have already learned about the Aztecs. This is possible because not all elements of this movie are true to history. Also, using the Spanish subtitles and Spanish dubbing of the movie, I can immerse the students in target language, which is great. It is engaging because of the humor that is used, the nice colors and the amount of action that takes place.
 * USE OF TEXT: I would use this text to supplement and activate the students’ knowledge of the Aztec culture, having them question the information that they see in the movie. Doing this would show them that they cannot take everything they see as the truth, but rather must weigh it more critically from the knowledge they have already gathered.
 * ATTACHMENT: Text is not attached, is a full-length movie
 * C. Online Interactive Resources**

Text 8- Online Museum Guggenheim Museum. (//n.d.)//. //The Aztec empire//. Retrieved February 24, 2008, from http://www.guggenheim.org/exhibitions/aztecs/highlights_8.html
 * CITATION:
 * TEXT SUMMARY: This text is an online museum exhibit through which the students navigate either by themselves or with an audio tour. It chronicles several aspects of the Aztec civilization from the Aztecs in their glory to the conquest of the Aztecs. There is a piece of artwork that is introduced under each category and information about the work is provided. More information is also given about the culture as it relates to each work, anchoring these facts to something that is more tangible.
 * RATIONALE: I selected this text for two reasons. The first reason is because it exposes the students to a type of art (sculptures) that the Aztecs used while also showing them what the Aztecs used for inspiration (animals, people). This is much more interactive than merely reading about Aztec art and maybe seeing one picture in the textbook. There is more of a variety at this online museum. While it does not showcase its entire collection, it is still a very valuable resource. Secondly, as mentioned before, this exhibit anchors what the students are learning about to something more physical. They can see how the importance of animals in religion is reflected in the art and how the people dressed. It is very authentic.
 * USE OF TEXT: I would use this text to introduce the students to some of the art forms, subjects, and materials that the Aztecs used. They would be asked to comment on the art forms and discuss for what they might have been designed. Basically, it will add another unique cultural aspect to my unit on the Aztecs.
 * ATTACHMENT: See Attachment #2 for a print out of the first page of highlights.

Text 9- Video Game Reynolds, B. (2003). Rise of nations (Version 02.04.04.2903) [Computer software]. Redmond, WA:Microsoft Game Studios. Article about “what ifs” and the Aztecs in the game is provided as Attachment #3
 * CITATION:
 * TEXT SUMMARY: This text is a computer game that focuses on the tactics of war and conquest. The object of the game is to conquer all other warring nations, basically taking control of the world. There are many nations that one can choose to play as (I would have the students choose between Spanish and Aztecs). The game begins in the time of ancient civilizations. As time passes and money is gathered in the game, the civilizations upgrade weapons, warriors and settlements, becoming more and more advanced until they reach the modern age of technology. It is a game of strategy and “what if,” for one can control the world with the Aztecs, an empire that has long since passed.
 * RATIONALE: I selected this text because while it is very engaging (and addictive), but because it relates it the warring/conquest aspect of Aztec history. The Aztecs were the first conquerors and then the conquered at the end of their empire. Students can see how advantages in technology, money and supplies lead to a win or a defeat. They can manipulate these aspects and engage with their nations, possibly even feeling that they are in control of a piece of history. This game also encourages students to think “What if the Aztecs had beaten the Spanish? How would the world be different today?” This accesses much higher level thinking than simply reading about how the Aztecs lost.
 * USE OF TEXT: I would use this text to support the students’ learning about the warring nature of the Aztecs as well as their own conquest by the Spaniards and Cortes. They would be asked to think about how money, manpower, technology and resources affect the outcome of a battle. Playing this game would be an investigation of how these variables work together. I would also ask them to consider the “what ifs” of the situation, opening them up to more creative thinking.
 * ATTACHMENT: Text is not attached, is a PC game. Website of the game is as follows: http://www.microsoft.com/games/riseofnations/nations.aspx

Text 10- Online Webquest Conway Grammar School. (2008). //Ancient Aztec webquest//. Retrieved February 25, 2008, from http://www.cgs.conway.ma.us/AncientAztec.htm
 * CITATION:
 * TEXT SUMMARY: This is a webquest where the students are asked to work in groups of 3 or 4 to create a museum exhibit on the Aztec empire. For each aspect outlined about the Aztec culture, some sort of artifact must be included in the students’ exhibit. They will then compile a PowerPoint with all of the exhibit materials to present to their class, telling why each piece is important, what it represents, and why they included it. Some links are given to help guide the students’ research. Guiding questions are also given to help the students think as they embark on their mission. No rubric comes with this activity, so I would have to create one if I was to use this.
 * RATIONALE: I selected this text because it would go well with the online museum exhibit that they saw. Students have an opportunity to be creative with what they choose to include, investigating each topic before making a selection. They also have to be able to support their decision as to why they chose certain items for their exhibit.
 * USE OF TEXT: The purpose of this text would be to provide the students with a bigger picture of the Aztec civilization. A group of people should not be only known for their warring nature or their history; it should be known as the sum of its parts. This activity would have the students synthesize something from all of the information that they have learned in regards to the Aztec empire, making the entire unit more cohesive for them. It would also encourage them to manipulate computer technology, as would all of these other online interactive resources.
 * ATTACHMENT: See Attachment #4 for the introduction page of this webquest


 * D. Instructional Resources**

Text 11- Teachers’ background knowledge website · CITATION: Atanasoff-Frisk, M. (1992). //Rediscovering the Aztec Indians.// Retrieved February 25, 2008 from http://www.yale.edu/ynhti/curriculum/units/1992/2/92.02.05.x.html#f · TEXT SUMMARY: This text gives a good amount of background knowledge to teachers who both need to learn about the topic for the first time and who need to simply refresh their memory before teaching about the Aztecs. It is fairly extensive, capturing several aspects of the Aztec civilization. A bibliography is even provided in case a teacher may want to investigate the topic further. Not only does this page provide background information for teachers about the Aztecs, it also contains two different lesson plans for teaching this material. · RATIONALE: I selected this text because it focuses on several aspects of the Aztec culture and explains them well. I actually learned some new information about the Aztecs’ foods while refreshing my memory about the old information in regards to the history. It is helpful because it does not focus so much on the history but more on the other parts that made up the whole of the Aztec culture, such as food and music. · USE OF TEXT: I would use this information to help myself set a context for the other texts that I would be introducing to the students, such as the music and the artwork from the museum. With proper background knowledge, I will be able to explain these aspects more clearly and will be better able to connect them to my text activities. I could also use the lesson plans at the bottom of the page to guide some of my own lessons in this unit. · ATTACHMENT: The website is far too extensive to attach, but it can be accessed at this address: http://www.yale.edu/ynhti/curriculum/units/1992/2/92.02.05.x.html#f

USING THESE TEXTS TOGETHER IN THE CLASSROOM:


 * I would have all of the students in the class use every single text that I have included in this text set. Students in a Spanish IV class need to be exposed to different types of texts with different difficulty levels. Although many of my texts are in English, I would scaffold my students until they can talk about them or work with them in Spanish. The textbook should form a decent base for their learning and all of the rest of the texts should provide them with interesting and engaging learning experiences. My main goals of this entire text set is for the students to realize what it is that makes up the Aztec culture (all the different parts working together) and to dispel the stereotype that they may have of the Aztecs being only warriors.

LEARNING OBJECTIVES:

· Students will be able to characterize the Aztecs as a people in writing and speech, highlighting the main details regarding the Aztec’s culture (location, religious practices, artwork, etc.) as defining factors. · ACTFL: Cultures: Gain Knowledge and Understanding of Other Cultures: o Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. o Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

· Students will be able to compose a museum exhibit PowerPoint with at least 8 artifacts representative of the different aspects of the Aztec culture (outlined in class) using the information covered in the texts, videos, game, and class. · R–12–7.2 Using information from the text  to answer questions, __perform specific tasks, or solve problems__; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or to interpret maps, charts, timelines, tables, or diagrams (Local)

ATTACHMENT #1 escrito por ** Nezahualcoyotl ** Percibo lo secreto, lo oculto: ¡Oh vosotros señores! Así somos, somos mortales, De cuatro en cuatro nosotros los hombres, Todos habremos de irnos, Todos habremos de morir en la tierra…

Nadie en jade, Nadie en oro se convertirá: En la tierra quedará guardado Todos nos iremos Allá, de igual modo. Nadie quedará, Conjuntamente habrá que perecer, Nosotros iremos así a su casa.

Como una pintura Nos iremos borrando. Como una flor, Nos iremos secando Aquí sobre la tierra. Como vestidura de plumaje de ave zacuán, De la preciosa ave de cuello de hule, Nos iremos acabando Nos vamos a su casa.

Se acercó aquí Hace giros la tristeza De los que en su interior viven… Meditadlo, señores, Águilas y tigres, Aunque fuerais de jade, Aunque allá iréis, Al lugar de los descarnados… Tendremos que desaparecer Nadie habrá de quedar.

ATTACHMENT #2 http://www.guggenheim.org/exhibitions/aztecs/highlights.html

ATTACHMENT #3 http://archive.gamespy.com/articles/july02/ron1/

ATTACHMENT #4 http://www.yale.edu/ynhti/curriculum/units/1992/2/92.02.05.x.html#f