Instructional Objectives
- [Situation] During the lesson, [LCV] explains and researches [object] the impact that the Spanish had on the Aztecs [constraint] by completing the activities on this webpage.
- [Situation] During the lesson [LCV] explains and researches [object] the consequences of Spanish colonization on the Aztecs [constraint] by completing the activities on this webpage.
Teaching Plan Advice
This website is designed for students to learn the following outcome from Stage 4 - Expanding Contacts - 6c: The Spanish Conquest of the Americas.
Listed below are the purposes of each page and their intended and suggested activities:
This website is designed for students to learn the following outcome from Stage 4 - Expanding Contacts - 6c: The Spanish Conquest of the Americas.
- The impact of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075)
- explain how either the Aztecs OR the Incas were affected by the Spanish conquests, eg the introduction of new diseases, horses and gunpowder
Listed below are the purposes of each page and their intended and suggested activities:
- The Home Page briefly introduces the section outcome (ACDSEH075) and the key terms through a Wordle. There is also a link to the site bubbl.us - a mind-mapping creating website - which can be used in a number of ways. The link has been placed on the home page to get students to begin a mind-map on what they already know about the Spanish Conquest. This will help to contextualise this topic, give the teacher an indication of their background knowledge and offer something to build off throughout exploring the website.
- The 'Introduction to impacts' page is designed to give an overview of the impacts which are explored in more detailed via other pages on the site. The YouTube clip 'The Spanish Empire, Silver, & Runaway Inflation: Crash Course World History #25' gives an engaging and fast overview for students to begin with.
Time frame for completion of all activities:
- The total time to complete all activities on this website should take approximately 1-2 lessons to complete. Activities that are not completed in class, should be completed for homework.
Independent work and group work:
- Most activities require students to individually complete tasks. Some questions require students to work together.
- Suggestion: The teacher may split the class into groups to cover each topic (religion, science, economic impacts). Each group will answer the questions and read the information for each topic. Each group will share their information to the rest of the class.
References
Baskes, J. (2005). Colonial Institutions and cross-cultural trade: Repartimiento credit and Indigenous production of cochineal in eighteenth-century Oaxaca, Mexico. The Journal of Economic History 65(1) 186-210.
Beck, S. (1997). "Evaluation criteria". The good, the bad & the ugly: or, why it’s a good idea to evaluate web sources. Retrieved from: http://lib.nmsu.edu/instruction/evalcrit.html.
Miller, A. (2001). Conquering the Aztec. Junior Scholastic, 104(2) 18-20.
Villoro, L. (1992). The Unacceptable Otherness. Diogenes. 40: 57-68.
Baskes, J. (2005). Colonial Institutions and cross-cultural trade: Repartimiento credit and Indigenous production of cochineal in eighteenth-century Oaxaca, Mexico. The Journal of Economic History 65(1) 186-210.
Beck, S. (1997). "Evaluation criteria". The good, the bad & the ugly: or, why it’s a good idea to evaluate web sources. Retrieved from: http://lib.nmsu.edu/instruction/evalcrit.html.
Miller, A. (2001). Conquering the Aztec. Junior Scholastic, 104(2) 18-20.
Villoro, L. (1992). The Unacceptable Otherness. Diogenes. 40: 57-68.