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Moctezuma II SOCIAL STUDIES TEACHER’S GUIDE The APre-ColumbianAZTECZTEC Americans NGL.Cengage.com 888-915-3276 910L Moctezuma Foods of Welcome to Urban Aztec II the Aztec Teotihuacán Archaeology Artifacts OC_SE_49145_5_U33.indd All Pages 11/11/13 12:16 PM 001-022_OTG_71243_G5.indd 1 2/24/14 10:31 AM Contents The Aztec Literacy Overview . 2 Social Studies Background . .. 4 Moctezuma II . .7 . Foods of the Aztec. 9 Welcome to Teotihuacán. 11 Urban Archaeology/Aztec Artifacts. 13 Discuss . .15 . SOCIAL STUDIES Research & Share . 17. Write . .19 . Correlation . .21 . Glossary The Pre-Columbian Americans 910L AZTEC NGL.Cengage.com 888-915-3276 OC_SE_49145_5_U33.indd All Pages Moctezuma Foods of II the Aztec Welcome to Teotihuacán Urban Archaeology Aztec Artifacts 11/11/13 12:16 PM age Learning, Inc. eng C ational Geographic Learning, N THE AZTec | CONTENTS © 001-022_OTG_71243_G5.indd 1 2/24/14 10:31 AM Literacy Overview SOCIAL STUDIES Reading Selections • Moctezuma II (biography) • Foods of the Aztec (reference article) • Welcome to Teotihuacán (historical tour) • Urban Archaeology (narrative) • Aztec Artifacts (photo essay) The Pre-ColumbianZTEC Americans COMMON CORE STATE STANDARDS FOR A ENGLISH LANGUAGE ARTS CC.5.RInfo.1 Quote accurately from a text when NGL.Cengage.com 888-915-3276 explaining what the text says 910Lexplicitly and when drawing Urban Aztec Foods of Welcome to inferences from the text. Moctezuma Archaeology Artifacts II the Aztec Teotihuacán CC.5.RInfo.2 Determine two or more main ideas of a 11/11/13 12:16 PM text and explain how they OC_SE_49145_5_U33.inddare supported All Pages by key details; summarize the text. CONTENT GOAL CC.5.RInfo.3 Explain the relationships or interactions Students will read five selections in The Aztec. They will learn between two or more individuals, events, ideas, or what archaeologists have discovered about the culture and concepts in a historical, scientific, or technical text based history of the Aztec Empire in Mesoamerica. on specific information in the text. CC.5.RInfo.4 Determine the meaning of general COMPREHENSION GOAL academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Remind students that as thinking-intensive readers they must listen to their inner voice to monitor and repair comprehension as CC.5.RInfo.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ they read. Find opportunities to model and teach active thinking solution) of events, ideas, concepts, or information in two strategies to help students access content. You may want to focus or more texts. on the following strategies for The Aztec. CC.5.RInfo.6 Analyze multiple accounts of the same • Monitor and Repair Comprehension: Readers are aware event or topic, noting important similarities and of their thinking as they read, listen, and view. They notice differences in the point of view they represent. when the text makes sense and use “fix-up” strategies CC.5.RInfo.7 Draw on information from multiple print (e.g., re-reading) when it doesn’t. or digital sources, demonstrating the ability to locate • Ask Questions: Readers expand understanding when they an answer to a question quickly or to solve a problem ask themselves questions as they read and when they ask efficiently. others questions as they discuss the content. Self-questioning CC.5.RInfo.9 Integrate information from several texts propels readers to discover answers, ask more questions, and on the same topic in order to write or speak about the do further research. subject knowledgeably. age Learning, Inc. eng C Writing Standards (pages 17 and 19) ational Geographic Learning, N THE AZTec | LITERACY OVERVIEW 2 © 001-022_OTG_71243_G5.indd 2 2/24/14 10:31 AM The NG Ladders on-level eBook for The Aztec is available in .pdf format. Project the eBook on your interactive whiteboard, or have students listen to or read it on SOCIAL STUDIES tablets or other mobile devices. The Pre-ColumbianAZTEC Americans 910L NGL.Cengage.com 888-915-3276 Moctezuma Foods of Welcome to II Urban the Aztec Teotihuacán Aztec OC_SE_49145_5_U33.indd All Pages Archaeology Artifacts 11/11/13 12:16 PM What do you know about the Ask students to Turn and Talk about what they think they know about the Aztec. Aztec people? Students can then Share what they think they know or have learned about the Aztec people. You may want to return to the graphic organizer to add more information after students read each selection. BUILD SOCIAL STUDIES BACKGROUND ACTIVATE & BUILD Pages 4–6 of this teacher’s guide address how certain BACKGROUND social studies concepts relate to each selection in The Draw the graphic organizer shown above. Hold up the Aztec. This information will provide you with social studies book cover and ask: What do you know about the Aztec background knowledge as you plan your teaching for this people? Write students’ responses in the graphic organizer. book. Model for students by thinking aloud. You might say Help students access background knowledge related something along these lines: Looking at the book cover, I to the social studies concepts. Support the concepts of see the subtitle “Pre-Columbian Americans.” That tells me temple, empire, and cultivate in ways that are familiar to the Aztec lived in the Americas before Columbus arrived. In your students. other words, the Aztec were natives of the Americas, or born in • temple: Ask students to name examples of religious the Americas. I also see what looks like a carved stone with a buildings; show photos if possible. (Possible responses: face and designs in a circular pattern. I’m not sure what they churches, synagogues, temples, mosques) Explain that a mean, but the stone does show me that art was an important temple is a religious building. part of the Aztec culture. I also know that studying and • empire: Ask students if they have heard of real empires interpreting a culture’s art is one way we learn about what in history or fictional empires in movies or books. Note ancient cultures were like. that all empires are large areas with different groups of Explain that different groups of people lived in the people but ruled by one government. age Learning, Inc. Americas before Columbus arrived from Europe. Students • cultivate: Have students share their experiences eng C are likely familiar with Native American groups such as the with gardening and any prior knowledge they have of Iroquois or Sioux. Then say something like the following: farming. Point out that another term for planting and The Aztec were a group of people native to the Americas. They tending to crops is cultivation. lived in what is now the country of Mexico. ational Geographic Learning, N THE AZTec | LITERACY OVERVIEW 3 © 001-022_OTG_71243_G5.indd 3 2/24/14 10:31 AM SOCIAL STUDIES Social Studies Background Social studies concepts are a critical part of each selection in The Aztec. These pages will help you build content knowledge so that The you may more effectively have discussions with students as they read each selection of the book. The following big idea social studies concepts apply to several Pre-ColumbianZTEC Americans A selections in the book. • A temple (student book, p. 2) can be any structure built for the NGL.Cengage.com 888-915-3276 purpose of religious activities, such as prayer, meditation, sacrifice, 910L and offerings to gods or worship of them. In Mesoamerica, Urban Aztec Foods of Welcome to Moctezuma Archaeology Artifacts II the Aztec Teotihuacán temples were often rectangular structures built atop step 11/11/13 12:16 PM pyramids. Frequently the temple itself consisted of an outer room OC_SE_49145_5_U33.indd All Pages and a raised, more sacred inner room. The primary function of Mesoamerican temples was for religious and civic ceremonies, and C3 FRAMEWORK FOR SOCIAL STUDIES STATE as such they were built in the center of communities. STANDARDS • An empire (student book, p. 2) covers a large physical area D2.His.2.3-5. Compare life in specific historical time as well as ethnically diverse groups ruled by one person (an periods to life today. emperor) or by a small group of people. Often empires are built D2.His.14.3-5. Explain probable causes and effects of by one group conquering or making colonies of other groups. events and developments. The rulers come from the dominant or conquering group. Historic empires include the Persian Empire, the Roman Empire, National Curriculum Standards for the Mongol Empire of central Asia, the Han Empire of China, Social Studies and the Inca and Aztec Empires of the Americas. These empires 2. Time, Continuity, and Change What connections comprised lands that bordered each other. Later empires, such are there between the past and the present? Formulate as the British Empire, stretched over the seas to include colonies. questions about topics in history, predict possible answers, and use historical methods of inquiry and • The Aztec were among many Mesoamerican groups that literacy skills to locate, organize, analyze, and interpret cultivated (student book, p. 10) crops. Cultivation is caring for sources, and present supported findings. plants; it includes tilling soil, weeding, watering, and fertilizing, in addition to planting seeds and improving or developing plants. Early Mesoamerican groups learned through observation to encourage the growth of plants by, for example, not stepping on them, watering them, and weeding around them. In cultivating plants this way, they domesticated a wild grass to develop maize, or corn, which became a staple of their diet. As people became better able to grow food crops, they became age Learning, Inc. eng less dependent on hunting and gathering and began to settle in C permanent communities.
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