SOCIAL STUDIES
Teacher’s Guide
The
APre-ColumbianAztecztec Americans
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Moctezuma Foods of Welcome to Urban Aztec II the Aztec Teotihuacán Archaeology Artifacts
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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
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OC_SE_49145_5_U33.indd All Pages Moctezuma Foods of II the Aztec Welcome to Teotihuacán Urban Archaeology Aztec Artifacts
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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
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Moctezuma Foods of Welcome to II Urban the Aztec Teotihuacán Aztec OC_SE_49145_5_U33.indd All Pages Archaeology Artifacts
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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 . Pages 5–6 in this teacher’s guide describe how the social studies concepts above relate to each selection . Additional social studies background information is given for each selection . ational Geographic Learning, N
The Aztec | SOCIAL STUDIES BACKGROUND 4 ©
001-022_OTG_71243_G5.indd 4 2/24/14 10:31 AM MOCTEZUMA II FOODS OF THE AZTEC Student Book, pp . 2–7 Student Book, pp . 8–15 Teacher’s Guide, pp . 7–8 Teacher’s Guide, pp . 9–10 In this selection, students will learn about the last In this selection, students will read how the Aztec emperor of the Aztec Empire (student book, p . 2), cultivated (student book, p . 10) maize, tomatoes, Moctezuma, and how the empire fell under his rule . and cacao and how these food crops spread from their empire to the rest of the world . Moctezuma is also known as Montezuma . The Aztec emperor previous to Moctezuma was his uncle Ahuitzotl, The Aztec are known not only for the food crops that who added both land and conquered peoples to the they contributed to the world but also for their method Aztec Empire . Moctezuma was a successful general of agriculture . The Aztec capital city of Tenochtitlán under Ahuitzotl and was thus chosen as emperor when was located on an island in Lake Texcoco in the Valley of his uncle died . Moctezuma extended the empire’s rule Mexico . Around it the Aztec created small rectangular south to what is now Honduras . Like Moctezuma I, his farm fields in the lake—essentially, island farms—called great-grandfather, he built temples (student book, p . 2), chinampas . Staking out the area for a field, they layered waterworks, and other public projects . it with soil and decaying vegetation until the land rose above the surface of the lake . The soil of the chinampas At this time, however, many of the subjugated peoples was extremely fertile, and water for the crops was in the Aztec Empire resented Aztec rule . When Cortés obviously plentiful . The Aztec navigated their way around marched his army through, some became his allies the chinampas in canoes . In addition to chinampas, the against the Aztec . Aztec terraced hillsides with walls of stone and landfill to Many historians have wondered why Moctezuma, who create more land for crop cultivation . seemed otherwise to be a competent and even clever Like many other Mesoamerican groups, the Aztec grew ruler, appeared so weak before Cortés and his army . The squash and beans . The Three Sisters—corn, squash, and Aztec were awaiting the return of Quetzalcóatl, a flying beans—were a staple of their diet . These three crops, feathered serpent god who could also take the form of a planted together, also keep replenishing the soil with white, bearded human . Some scholars believe the Aztec, nutrients . Through these farming methods, the Aztec including Moctezuma, may have thought Cortés was showed knowledge of soil conservation and best-practice Quetzalcóatl . agriculture . When Moctezuma was killed, the Spaniards tried to escape the city but were caught . In a deadly battle, the Aztec killed a third of their number . To the Spanish, the event is called La Noche Triste (“The Sad Night” or “The Night of Sorrows”) . age Learning, Inc. eng C ational Geographic Learning, N
The Aztec | SOCIAL STUDIES BACKGROUND 5 ©
001-022_OTG_71243_G5.indd 5 2/24/14 10:31 AM WELCOME TO TEOTIHUACÁN URBAN ARCHAEOLOGY/ Student Book, pp . 16–23 AZTEC ARTIFACTS Teacher’s Guide, pp . 11–12 Student Book, pp . 24–31 In this selection, students will take a tour of the ancient Teacher’s Guide, pp . 13–14 ruins of Teotihuacán, northeast of present-day Mexico In the first selection, students will learn how urban City, which predate the Aztec Empire . archaeologists explore the ruins of a major temple of the The builders of Teotihuacán remain a historical mystery . Aztec Empire in the heart of Mexico City . In the second Some archaeologists originally thought the builders selection, students view photos of artifacts from these could be the Toltec, who ruled an empire in Mesoamerica archaeological finds . before the Aztec, but the Toltec civilization rose to its An artifact is any object made or modified by humans peak after Teotihuacán was built . “It was the largest city and remaining from an earlier period in history . Artifacts anywhere in the Western Hemisphere before the 1400s,” include everything from a small piece of jewelry or a says George Cowgill, an archaeologist at Arizona State drinking cup to the huge stone monolith and pyramids University and explorer for the National Geographic found at Templo Mayor . Artifacts can tell a great deal Society . “It had thousands of residential compounds and about the culture of the people who made them . In scores of pyramid-temples and was comparable to the towns and cities where people have lived for thousands largest pyramids of Egypt ”. of years, artifacts are often covered over as new This religious, civic, and trade center was laid out development takes place . Urban archaeologists work to geometrically as a grid . Its main north-south line became uncover and study these artifacts . the Avenue of the Dead . The Pyramid of the Moon was The seven major construction phases that urban built at the north end of the avenue and faces south . The archaeologists have discovered at Templo Mayor began Pyramid of the Sun was built farther south and faces in 1325, when Tenochtitlán was founded . Successive west, toward the sunset . Even farther south is a huge additions and reconstructions happened over several sunken plaza called the Ciudadela, or Citadel . Fifteen hundred years before the Spaniards destroyed the city small step pyramids surround it . One- and two-story with their conquest of the Aztec in 1521 . Sometimes apartment buildings populated the city . rebuilding was needed after flooding or shifting of the The cave over which the Temple of the Sun was built is lake bed upon which the site rested . Other extensions a lava tube, formed when the outer surface of flowing and embellishments were added by Aztec emperors to lava cooled into rock and the deeper lava eventually honor themselves or the gods . flowed out from underneath . Volcanic mountains rim A 16th-century Franciscan friar, Bernardino de Sahagún, Teotihuacán, and the pyramids resemble them in shape . wrote a description of Templo Mayor . As of 2012, Teotihuacán is a World Heritage site . archaeologists had discovered remnants of more than half of the 78 structures he described . To find these
structures and other artifacts, urban archaeologists age Learning, Inc. eng must dig past the electrical wires that the construction C workers who discovered Templo Mayor were laying and past the layer of artifacts left by the Spanish colonials, more than 25 feet underground . ational Geographic Learning, N
The Aztec | SOCIAL STUDIES BACKGROUND 6 ©
001-022_OTG_71243_G5.indd 6 2/24/14 10:31 AM GENRE Biography Read to find out about Moctezuma II, the great Aztec emperor.
Moctezuma II was the ninth and last ruler of the Aztec Empire. Under the rule of Moctezuma I, the empire had expanded and Tenochtitlán had become the empire’s capital city. Moctezuma II
by Erica Lauf
The year is 1502, and tightened his grasp Biography and the place is on the conquered peoples. Tenochtitlán (tay- During his reign, the Aztec nohch-teet-LAHN), Empire was one of the most the Aztec capital, a bustling city with powerful and advanced thriving markets and towering temples. civilizations in the world. On this day, a strange excitement It stretched across most of crackles in the air. A man, dressed in present-day central Mexico, a regal blue cloak and adorned with from the Atlantic Ocean to jewelry, appears before his people. He the Pacific Ocean. His nearly is Moctezuma (mok-tih-ZOO-muh) II— 20-year reign was marked and he has just been crowned the new by wise decisions and deadly Aztec emperor, or ruler. This is no missteps, great kindnesses small responsibility. and bloody brutality, glorious victories, and finally, pitiful When Moctezuma II came to power, he defeat. Who was Moctezuma II, took control of a vast empire. An empire and how did he become is a group of peoples and states united so powerful? under one ruler. He expanded the empire
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02-07_SE49145_5U33_S1_CP2.indd 2 10/29/13 2:17 PM 02-07_SE49145_5U33_S1_CP2.indd 3 10/29/13 2:17 PM READING OBJECTIVES Summary “Moctezuma II” is a biography of the last emperor of • Quote accurately from the text when explaining the Aztec Empire, including his accomplishments and his ultimate or making inferences . failure—the conquest of the empire by the Spaniards . • Determine the meaning of academic words such as ambitious, expanded, and traditions .
SOCIAL STUDIES OBJECTIVES BUILD BACKGROUND FOR THE GENRE • Explain causes and effects of historical events . Let students know they will read a biography . Share that the • Evaluate historical events and topics . biography they will read, “Moctezuma II,” has the following elements: • It tells about a person’s life and achievements . COMMON CORE STATE STANDARDS FOR • It explores the impact of the person’s life on a society . ENGLISH LANGUAGE ARTS • Events are organized and generally presented in the order in which CC.5.RInfo.1 Quote accurately from a text when they happened (chronological order) . explaining what the text says explicitly and when drawing inferences from the text. CC.5.RInfo.4 Determine the meaning of general BUILD VOCABULARY & Concepts academic and domain-specific words and phrases in a text • temples • empire • Mesoamerica relevant to a grade 5 topic or subject area. • emperor • conquistadors C3 Framework for Social Studies Remind students that Using Context Clues is a strategy to infer the State Standards meaning of an unfamiliar word . They can “read around” the word, or D2.His.14.3-5. Explain probable causes and effects of events and developments. read a few sentences before and after it, to make meaning from the context . Remind them to look at the photos and illustrations, too . National Curriculum Standards for Social Studies Another strategy to use is Sketching Words. Present temples in context and have students sketch their idea of its meaning on a sticky 2. Time, Continuity, and Change What connections are there between the past and the present? Formulate note . You may wish to display photos from the student book as well . questions about topics in history, predict possible After a minute or two, ask students to turn and share their sketches answers, and use historical methods of inquiry and with a partner, explaining, comparing, and contrasting their sketches . literacy skills to locate, organize, analyze, and interpret sources, and present supported findings. Have partners follow the same steps with the remaining words . You may want to point out other important words in the selection, such as civilization, marketplaces, and warrior. Have pairs sketch their ideas of these words or use context clues to determine their meaning . (Students may wish to refer to photos from the student book to check their sketches ). Some words lend themselves to sketching; others may not . Decide which of these strategies is most appropriate
for each word . age Learning, Inc. eng C ational Geographic Learning, N
THE AZTEC | MOCTEZUMA II 7 ©
001-022_OTG_71243_G5.indd 7 2/24/14 10:31 AM READ Explain Text Discuss the genre of biography in more detail—how it describes the major events in a person’s The content goal for The Aztec is for students to learn life, such as birth, school, young adulthood, career, what archaeologists have discovered about the culture marriage, and death . Explain that readers can better and history of the Aztec Empire in Mesoamerica . Remind understand the life of the person they are reading about students that each selection in The Aztec relates to this in a biography if they keep in mind and look for these goal . Explain that “Moctezuma II” tells about the life and events . Say: This biography, like many biographies, is largely death of the last Aztec ruler and the end of the Aztec written in chronological order. To understand the biography, Empire . Point out the Read to find out statement at the we need to sort and sift the details of the most important top of page 2 in the student book: Read to find out about events in Moctezuma’s life. Show students how to make a Moctezuma II, the great Aztec emperor. time line of the important events in Moctezuma’s life: his Help students achieve the comprehension goal birth in 1467, his childhood, and when he was crowned of accessing content by monitoring and repairing emperor . Ask partners to locate other events in his life comprehension . Model this strategy by reading the in the text and add these to the time line . Invite pairs to caption about Moctezuma II on page 3 . Say something share and discuss their findings with the class . like: After finishing this caption, I first thought Moctezuma Determine Word Meaning Model for students how II expanded the empire and made Tenochtitlán the capital to use context to determine the meaning of an academic city. But then I realized the text says “had expanded” and that word such as ambitious. Read the caption on page 5 and those events took place further in the past. Then I noticed the say something like: Suppose I wasn’t sure of the meaning of single I, meaning Moctezuma the First. He must have come ambitious . The caption explains that the training involved before Moctezuma II. Perhaps he was a relative. mastering the skills and weapons of war and says that the Before students begin reading, say: As you read this text, training was necessary, or needed. It also calls the Aztec ask yourself if everything makes sense. If something doesn’t, Empire ambitious. The empire is training warriors to master, you can look back and re-read to see if you notice something or be very skilled at, war. I can infer that the word ambitious you didn’t before. means a desire for something or the willingness to work hard to achieve something. The Aztec Empire was ambitious to defeat other peoples, so a strong army of warriors was TURN & TALK necessary. Have pairs determine the meanings of expanded Revisit the Read to find out statement . Have on pages 2 and 3 and traditions on page 6 . students turn and talk about Moctezuma II. To check understanding, have students turn and talk about the WRITE & ASSESS Check In question: What does the story of Moctezuma’s life tell you about what happened to the Aztec Empire? (Possible You may want to have students do a “quick write” to response: Moctezuma was the last Aztec emperor . In assess understanding . It’s always helpful to have students many ways he ruled wisely and kindly, but he could also reflect on both the content of the selection and their thinking process . be cruel . He made a mistake in welcoming the Spaniards . age Learning, Inc. eng They captured him, the Spaniards and Aztecs fought, and • How does Moctezuma’s life reflect contrasts, or opposites? C Moctezuma was killed, probably by a rock thrown by an • What did this biography make you think about? Aztec who was angry with Moctezuma . The Spaniards conquered the Aztec Empire and destroyed Tenochtitlán ). ational Geographic Learning, N
The Aztec | MOCTEZUMA II 8 ©
001-022_OTG_71243_G5.indd 8 2/24/14 10:31 AM GENRE Reference Article Read to find out about the foods of the Aztec.
of the by Nathan W. James Foods of the Aztec
What do popcorn, ketchup, and hot the ocean when they returned home. chocolate have in common? The Aztec. Once they had introduced these foods to Reference Article Spain, it didn’t take long for all of Europe Popcorn comes from corn, ketchup to become hooked. Corn, tomatoes, and comes from tomatoes, and, of course, chocolate soon became key foods in hot chocolate comes from chocolate. We know the Aztec Europe. Farmers in Europe began growing ate corn, tomatoes, Each of these foods is native to Central and chocolate tomatoes and corn. European chocolate because these foods and South America, and each was an makers brought in cocoa beans from appear in their art. important part of the Aztec diet. But these This modern Mesoamerica and used them to make painting shows foods were foreign to the Spaniards and the Aztec god of delicious new treats. wind giving corn other Europeans of the 1500s. The Aztec to humans. introduced the Spanish conquistadors In time, these foods traveled to North to these strange new foods when the America with European settlers. Today, Spaniards arrived in the Aztec Empire. they are included in recipes all over the Just think about it. Can you imagine world. Read on to learn more about how tasting corn, tomatoes, or chocolate for Aztec foods ended up on your plate. the very first time?
The Spaniards enjoyed the Aztec foods so The Aztec ate corn, much that they carried them back across tomatoes, and chocolate.
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08-15_SE49145_5U33_S2_CP2.indd 8 10/29/13 2:30 PM 08-15_SE49145_5U33_S2_CP2.indd 9 10/29/13 2:30 PM Reading OBJECTIVES Summary “Foods of the Aztec ” is a reference article that gives • Summarize a text . information on three important crops cultivated by the Aztec: maize • Locate information from one or more sources . (corn), tomatoes, and cacao (the basis for chocolate) . SOCIAL STUDIES OBJECTIVES • Connect the past and the present . • Evaluate historical events and topics . BUILD BACKGROUND FOR THE GENRE Tell students that they will be reading a reference article . Explain COMMON CORE STATE STANDARDS FOR that “Foods of the Aztec” is a reference article with the following ENGLISH LANGUAGE ARTS elements: CC.5.RInfo.2 Determine two or more main ideas of a • The content does not have to be read sequentially . Readers can dip text and explain how they are supported by key details; summarize the text. in and out of it as needed over time . • Its purpose is to provide concise, easy-to-scan information . CC.5.RInfo.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate • The title is straightforward and descriptive, and the information is an answer to a question quickly or to solve a problem categorized using headings . efficiently.
C3 Framework for Social Studies BUILD VOCABULARY & Concepts State Standards • maize • cultivated • cacao D2.His.2.3-5. Compare life in specific historical time periods to life today. Remind students that Using Context Clues is a strategy to infer the meaning of an unfamiliar word . They can “read around” the word, or National Curriculum Standards for read a few sentences before and after it, to make meaning from the Social Studies context . Remind them to look at the photos and illustrations, too . 2. Time, Continuity, and Change What connections are there between the past and the present? Formulate Another strategy to try is Using Visual Vocabulary. Use the photo questions about topics in history, predict possible on page 13 of the man harvesting tomatoes with tomato fields in the answers, and use historical methods of inquiry and literacy skills to locate, organize, analyze, and interpret background to help students infer the meaning of the word cultivated . sources, and present supported findings. While sharing the photo, have students turn and talk about what they think the word might mean, based on the photo . Then have students page through the text searching for the words maize (p . 10) and cacao (p . 14) to see if there are photos that will help them understand their meanings . Point out other important words in the selection, such as foreign, tortillas, and metate . Suggest that pairs use context clues or visual vocabulary to determine the meanings of these words and any words
that might be unfamiliar to them . age Learning, Inc. eng C ational Geographic Learning, N
THE AZTEC | FOODS OF THE AZTEC 9 ©
001-022_OTG_71243_G5.indd 9 2/24/14 10:31 AM READ Introductory text and sometimes concluding text offer clues as well. Model summarizing the entire article by saying The content goal for The Aztec is for students to learn something similar to: The title tells me the subject is foods what archaeologists have discovered about the culture of the Aztec. The introductory paragraph mentions popcorn, and history of the Aztec Empire in Mesoamerica . Remind ketchup, and cacao, and the subheadings name maize, students that each selection in The Aztec relates to this tomatoes, and cacao. The text under each explains how the goal . Explain that “Foods of the Aztec” informs about one Aztec used that particular food and how we use the food aspect that is an important part of any culture: what the today. I can summarize the article like this: Three foods that people ate . Point out the Read to find out statement the Aztec cultivated and ate were maize, or corn, tomatoes, at the top of page 8 in the student book: Read to find out and cacao, or chocolate . We use these same foods today. Have about the foods of the Aztec. partners work together to summarize each of the three Help students achieve the comprehension goal of main sections of the text: maize, tomatoes, and cacao . accessing content by asking questions . Model by reading Locate Information Discuss how skimming and the first paragraph on page 8 . Say something like: This scanning can help readers find specific information to first paragraph has really caught my interest. I wonder what answer a question quickly . You might want to model by the Aztec had to do with popcorn, ketchup, and chocolate. I’m saying: Suppose I wanted to find out how the Aztec foods were pretty sure that the text will go on to explain, so I’ll read with introduced to Europe. I remember this idea was discussed that question in mind. near the beginning of the article, so I’d scan the first page Before students begin reading, say: As you read, ask until I came to the key word in my question—Europe . Here yourself questions, and then look for the answers to your it is, on page 8. It says that the Spaniards carried the Aztec questions. Remember that sometimes you’ll find the answers foods across the ocean to Spain. So that’s how these foods were in captions or even in photographs. introduced to people in Europe. Have students turn and talk to locate the answers to the following questions . Tell them to use headings as clues to where to begin to scan TURN & TALK and to include photos and captions in their scans: How Revisit the Read to find out statement . Have were metates used? From whom did the Aztec get tomatoes? students turn and talk about the foods of the Aztec . How did chocolate come to North America? Where does the (maize, tomatoes, and cacao, or chocolate) To check word chocolate come from? understanding, have students turn and talk about the Check In question: What kinds of foods do you eat that WRITE & ASSESS are made with tomatoes, corn, and chocolate? (Accept appropriate responses, which include ketchup, pizza You may want to have students do a “quick write” to sauce, spaghetti sauce; corn on or off the cob, popcorn, assess understanding . It’s always helpful to have students corn tortillas; chocolate bars, chocolate ice cream, reflect on both the content of the selection and their chocolate milk ). thinking process .
Summarize Text Explain that summarizing text helps • How did the Aztec foods of corn, tomatoes, and cacao come age Learning, Inc. eng readers make sure they understand and remember the to be enjoyed by Europeans and by us today? C main points of an article . Say: When you summarize, you • What was the most important thing you learned from your look for the main idea and the key details that help support reading? it. Titles and headings offer great clues to the main points. ational Geographic Learning, N
The Aztec | FOODS OF THE AZTEC 10 ©
001-022_OTG_71243_G5.indd 10 2/24/14 10:31 AM LSS_SE49145_5U33_S3_M01.pdf 1 8/16/13 9:25 AM
GENRE Historical Tour Read to find out about Teotihuacán, an important Aztec site.
We think of the Aztec as a long-gone Let’s stroll down Teotihuacán’s main street, culture, but wait until you see Teotihuacán the Avenue of the Dead. You’re probably (tay-oh-tee-wah-KAHN), an ancient city wondering who gave this road such a in present-day Mexico. Hundreds of years creepy name and why. When the Aztec Welcome to before the Aztec discovered Teotihuacán, it came to Teotihuacán around a.d. 1300, this was home to an ancient civilization. It was avenue—wider than a 10-lane highway— also one of the biggest cities in the world. was lined with low platforms that the The ruins of Teotihuacán became very Aztec believed to be tombs, or graves. They important to the Aztec. Today, visitors still were wrong. The platforms were probably Teotihuacán explore the ruins of this incredible city to the bases of homes left by the ancient by David Holford learn something about the Aztec, as well people who first lived in the city. Now let’s as the city’s first inhabitants. explore some of the amazing buildings Welcome to along the Avenue of the Dead.
Teotihuacán Historical Tour
Visitors looking out over the ruins of Teotihuacán see the Avenue of the Dead reaching toward the horizon.
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16-23_SE49145_5U33_S3_CP2.indd 16 10/29/13 2:38 PM 16-23_SE49145_5U33_S3_CP2.indd 17 10/29/13 2:38 PM READING OBJECTIVES Summary “Welcome to Teotihuacán” takes readers on a historical • Describe the relationship between events based tour of the ruins of an ancient religious and civic center northeast on information in the text . of present-day Mexico City . The city was built by an ancient people • Compare and contrast text structures in two or unknown to modern archaeologists, and the ruins were discovered more texts . and built over by the Aztec . SOCIAL STUDIES OBJECTIVES • Connect the past and the present . • Evaluate historical events and topics . BUILD BACKGROUND FOR THE GENRE Lead students to an understanding of an article that takes readers COMMON CORE STATE STANDARDS FOR on a historical tour . Explain that “ Welcome to Teotihuacán “ is a ENGLISH LANGUAGE ARTS historical tour with the following elements: CC.5.RInfo.3 Explain the relationships or interactions • It is an informative text that describes a historical site as if the between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based reader were going on a guided tour . on specific information in the text. • Information is based on real places, and each place is a stop on a CC.5.RInfo.5 Compare and contrast the overall structure tour of a specific site . (e.g., chronology, comparison, cause/effect, problem/ • It focuses on the history of the site . solution) of events, ideas, concepts, or information in two or more texts. BUILD VOCABULARY & Concepts C3 Framework for Social Studies • sacred • deity State Standards D2.His.2.3-5. Compare life in specific historical time Remind students that Using Context Clues is a strategy to infer the periods to life today. meaning of an unfamiliar word . They can “read around” the word, or National Curriculum Standards for read a few sentences before and after it, to make meaning from the Social Studies context . Remind them to look at the photographs, too . 2. Time, Continuity, and Change What connections Another strategy to try is Using Background Knowledge. Ask are there between the past and the present? Formulate questions about topics in history, predict possible students to turn and talk about what they think sacred means . Then answers, and use historical methods of inquiry and have them read the word in context . As their ideas emerge, the literacy skills to locate, organize, analyze, and interpret class can begin to co-construct the meaning of the word through sources, and present supported findings. collaborative discussion . Have them do the same with the word deity. You may want to point out other important words, such as civilization, inhabitants, former, and sacrificed. Invite pairs to use context clues or background knowledge to determine the meaning of these and any words that may be unfamiliar to students . age Learning, Inc. eng C ational Geographic Learning, N
THE AZTEC | WELCOME TO TEOTIHUACÁN 11 ©
001-022_OTG_71243_G5.indd 11 2/24/14 10:31 AM READ On page 18, we read about both the pre-Aztec and Aztec cultures. We can compare and contrast each group to get The content goal for The Aztec is for students to learn a better understanding of the time periods they lived in what archaeologists have discovered about the culture and what the city was like in each period. Create a two- and history of the Aztec Empire in Mesoamerica . Explain column chart with the labels “Pre-Aztec” and “Aztec ”. that “Welcome to Teotihuacán” tells about the ruins of an Have partners turn and talk to compare and contrast important center of the Aztec Empire and the fascinating each culture, particularly descriptions of what the city things we can learn about that culture—as well as the of Teotihuacán was like at the time . (Possible responses: culture of an even earlier people in Mesoamerica . Point Pre-Aztec—farms, a sacred city, center for trade, crafts; out the Read to find out statement at the top of page Aztec—temples on top of ruined ones; pyramid dedicated 16 in the student book: Read to find out about Teotihuacán, to Quetzalcóatl) an important Aztec site. Analyze Text Structure Remind students that this Help students achieve the comprehension goal article is a historical tour . Ask students to recall the of accessing content by monitoring and repairing organizational structure of a historical tour . (It describes comprehension . Model by reading aloud the first a historical site as if the reader were going on a guided sentence on page 17 (the first two sentences in the below tour . Each place described is a stop on the tour .) Model level book) and saying: This makes me think that the Aztec how to identify what the description of a stop reveals aren’t an ancient culture. It mentions present-day Mexico, so about the ancient, unknown culture and the Aztec Empire maybe there’s a city today where the Aztec culture and people that came after it . For example, you might say: I can still live. Then read the rest of the paragraph and say: I describe the historic site called the Avenue of the Dead. In understand that there were ancient people—the text doesn’t the photo, I see that it is a wide avenue with low platforms give them a name—who lived in Teotihuacán before the Aztec. along its sides. I read that we now think the platforms were The text does state that these were the city’s first inhabitants. the foundations of homes, but the Aztec thought they were These people built the city of Teotihuacán. graves. The Aztec culture believed in honoring the dead so that Before students begin reading, say: Monitor your is probably why they believed this. Have partners choose comprehension as you read to make sure you understand the a site, read about it, and then discuss what they learn text. Rethink your understanding as you continue to read. about both cultures . Possible sites include the Avenue of the Dead, Palace of the Sun, Palace of the Moon, smaller pyramid-shaped temples, and the Temple of the TURN & TALK Feathered Serpent . Revisit the Read to find out statement . Have students turn and talk about Teotihuacán . To check understanding, WRITE & ASSESS have students turn and talk about the Check In question: Why is Teotihuacán described as being ruins on You may want to have students do a “quick write” to top of ruins? (The city was originally built by an ancient assess understanding . It’s always helpful to have students reflect on both the content and their thinking process . people . It burned and fell into ruin . Then the Aztec age Learning, Inc. eng discovered it and built on top of the ruins . The Aztec part • What did you learn about Aztec culture from reading C is now ruins also ). about Teotihuacán? Explain Relationships Explore with students the • What did this text make you think about? time relationship of the various periods through which Teotihuacán has passed . You might say: ational Geographic Learning, N
The Aztec | WELCOME TO TEOTIHUACÁN 12 ©
001-022_OTG_71243_G5.indd 12 2/24/14 10:31 AM GENRE Narrative Read to find out about urban archaeology.
When the scientists began to dig up that have been buried over the ages. These the huge disk-shaped stone, they saw a archaeologists examine the buildings and ArchAeology 500-year-old carving on it of the Aztec artifacts, or objects such as statues and by Bryon Cahill moon goddess. When it was finally jewelry, to learn how past societies lived revealed, they saw that the disk was part and what was important to them. One crisp February morning in 1978, workers of a pyramid-shaped temple, or religious But how do urban archaeologists find ruins in downtown Mexico City made a startling building, that had towered over the area in cities? They study books and maps for discovery. As they were digging trenches for electrical wires, one worker’s shovel hit an long ago. Urban clues. Sometimes, though, artifacts are enormous buried stone. When he dug deeper, he saw that the stone was covered with strange carvings. It’s not unusual for workers to find buried treasures in Mexico City. The scientists were urban archaeologists. found by accident, such as the stone struck Usually, they phone the National Institute for Anthropology and History. The Institute They work in cities, digging up buildings by the worker’s shovel in 1978. Urban Archaeology/ sends scientists to examine the objects.
This worker told only his fellow workers what he had found. They agreed to keep the discovery a secret. News like this might halt their work and their pay. But they couldn’t keep the secret for long, and soon scientists came to examine
what the worker had found. Urban archaeologists Eduardo Matos Moctezuma (left) and Leonardo LÓpez Luján study a 2006 discovery. It is a 13-ton Aztec sculpture that is now on display at the Templo Mayor museum. Aztec Artifacts Narrative/Photo Essay
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24-29_SE49145_5U33_S4_CP2.indd 24 10/29/13 2:45 PM 24-29_SE49145_5U33_S4_CP2.indd 25 10/29/13 2:45 PM Reading OBJECTIVES Summary “Urban Archaeology” is a nonfiction narrative that relates • Quote accurately from the text when explaining the discovery of a major Aztec temple under present-day Mexico City or making inferences . and the work of archaeologists in unearthing and studying it . “Aztec • Analyze the point of view in accounts of the Artifacts” is a photo essay depicting and describing major objects same topic . discovered in the archaeological dig . SOCIAL STUDIES OBJECTIVES • Connect the past and the present . • Evaluate historical events and topics . BUILD BACKGROUND FOR THE GENRES Tell students they will be reading both a nonfiction narrative and COMMON CORE STATE STANDARDS FOR a photo essay . Explain that “Urban Archaeology” is a third-person ENGLISH LANGUAGE ARTS nonfiction narrative with the following elements: CC.5.RInfo.1 Quote accurately from a text when explaining what the text says explicitly and when drawing • It tells about real people, places, and events . inferences from the text. • The writer did research to write about the subject . CC.5.RInfo.6 Analyze multiple accounts of the same • Events are described in chronological order and include dates and event or topic, noting important similarities and the names of the people and places involved . differences in the point of view they represent. Point out that the photo essay has this element: C3 Framework for Social Studies State Standards • It shows a group of photos accompanied by captions that explore a theme . D2.His.2.3-5. Compare life in specific historical time periods to life today. D2.His.14.3-5. Explain probable causes and effects of BUILD VOCABULARY & Concepts events and developments. • urban archaeologists • codices National Curriculum Standards for • monolith • glyphs Social Studies Remind students that Using Context Clues is a strategy to infer the 2. Time, Continuity, and Change What connections meaning of an unfamiliar word . They can “read around” the word, or are there between the past and the present? Formulate questions about topics in history, predict possible read a few sentences before and after it, to make meaning from the answers, and use historical methods of inquiry and context . Remind them to look at the photographs, too . literacy skills to locate, organize, analyze, and interpret sources, and present supported findings. Another useful vocabulary strategy is Creating an Online Image Bank. Select several images from an Internet image site and project them as you present the term urban archaeologists, giving students a chance to anchor the meaning of the term with the images . Follow the same procedure for the remaining words .
Point out other important words in the selection, such as artifacts, age Learning, Inc. eng
goddess, temple, civilization, warriors, conquistadors, and figurine. Add C images to the online image bank for these words and any words that may be unfamiliar to students .
THE AZTEC ational Geographic Learning, N
URBAN ARCHAEOLOGY/AZTEC ARTIFACTS 13 ©
001-022_OTG_71243_G5.indd 13 2/24/14 10:31 AM READ have students turn and talk about the Check In question: What can we learn about the Aztec from the The content goal for The Aztec is for students to learn artifacts they left behind? (Possible response: We can learn what archaeologists have discovered about the culture about their gods and their religion, about how they might and history of the Aztec Empire in Mesoamerica . Remind have responded to events that happened in the past, and students that each selection in The Aztec relates to this about how they made jewelry ). goal . In “Urban Archaeology,” students will learn how scientists today dig up and study the ruins of an ancient Explain Text Have students turn and talk to explain Aztec temple discovered below the ground in Mexico why the work of urban archaeologists and the artifacts City . Point out the Read to find out statement at the they find are so important to learning about past top of page 24 in the student book: Read to find out about cultures . You can model by referring students to the urban archaeology. In “Aztec Artifacts,” students will see first paragraph on page 25 and saying: The huge disk- photos and read descriptions of a few of the objects shaped stone that the archaeologists dug up had a carving of archaeologists have found . Point out the Read to find the Aztec moon goddess. This artifact helps us understand out statement at the top of page 30 in the student book: something about the Aztec religion—that the Aztec had Read to find out about Aztec artifacts. goddesses and they honored the moon, among other things. Have students explain other examples . Help students achieve the comprehension goal of accessing content by asking questions . Model by reading Analyze Point of View Explain to students that it the first paragraph on page 24 aloud and then saying is possible and sometimes helpful to look at different something like: The text says the workers who were digging people’s points of view on the same topic . Model found a stone covered with carvings. I wonder why they found identifying one point of view by saying: You just discussed the stone at this place. How did it come to be buried? I’m the importance of artifacts in learning about the past. going to continue to read to learn more. That is the point of view that urban archaeologists have . Have students turn and talk to identify a different Before students begin reading, say: As you read this social point of view about artifacts that they read about in studies article, look for answers to questions you have about “Urban Archaeology ”. (The workers wanted to keep the text. Remember, though, that not all your questions may their discovery a secret so they wouldn’t be stopped be answered. Sometimes further research is needed. from working and getting paid ). Ask partners to discuss the pros and cons of learning about the past through TURN & TALK archaeology in a city and how they would feel if their city were part of an urban archaeological site . Revisit the Read to find out statement on page 24 . Have students discuss what they learned about urban archaeology . To check understanding, have students WRITE & ASSESS turn and talk about the Check In question: How did You may want to have students do a “quick write” to city workers help urban archaeologists make a major Aztec assess understanding . It’s always helpful to have students
discovery? (The workers were digging trenches for reflect on both the content of the selection and their age Learning, Inc. eng electrical wires when one worker uncovered an ancient thinking process . C carved stone ). Then revisit the Read to find out statement on page 30 . Have students discuss what they • What are two interesting facts about Templo Mayor? learned about Aztec artifacts. To check understanding, • What questions do you still have after reading?
The Aztec ational Geographic Learning, N
URBAN ARCHAEOLOGY/AZTEC ARTIFACTS 14 ©
001-022_OTG_71243_G5.indd 14 2/24/14 10:31 AM about the foods of the Aztec. about Moctezuma II, the great Aztec emperor. about Teotihuacán, an important Aztec site. about urban archaeology. GENRE Biography Read to find out GENRE Reference Article Read to findLSS_SE49145_5U33_S3_M01.pdf out 1 8/16/13 9:25 AM GENRE Historical Tour Read to find out GENRE Narrative Read to find out ArchAeology by Bryon Cahill Welcome to One crisp February morning in 1978, workers by Nathan W. James in downtown Mexico City made a startling by David Holford
of the Urbandiscovery. As they were digging trenches for electrical wires, one worker’s shovel hit an Teotihuacánenormous buried stone. When he dug deeper, he saw that the stone was covered with strange carvings. It’s not unusual for workers to find buried treasures in Mexico City. Usually, they phone the National Institute for Anthropology and History. The Institute by Erica Lauf sends scientists to examine the objects. This worker told only his fellow workers what he had found. They agreed to keep Discuss the ocean when they returned home. the discovery a secret. News like this might halt their work and their pay. But Once they had introduced these foods to and tightened his grasp they couldn’t keep the secret for long, and soon scientists came to examine Spain, it didn’t take long for all of Europe on the conquered peoples. what the worker had found. The year is 1502, What do popcorn, ketchup, and hot to become hooked. Corn, tomatoes, and During his reign, the Aztec and the place is chocolate have in common? The Aztec. chocolate soon became key foods in Empire was one of the most Tenochtitlán (tay- Europe. Farmers in Europe began growing powerful and advancedPopcorn comes from corn, ketchup nohch-teet-LAHN), tomatoes and corn. European chocolate civilizations in thecomes world. from tomatoes, and, of course, . makers brought in cocoa beans from temples It stretched acrosshot most chocolate of comes from chocolate. Mesoamerica and used them to make the Aztec capital, a bustling city with present-day centralEach Mexico, of these foods is native to Central delicious new treats. thriving markets and towering from the Atlantic andOcean South to America, and each was an On this day, a strange excitement the Pacific Ocean.important His nearly part of the Aztec diet. But these In time, these foods traveled to North crackles in the air. A man, dressed in 20-year reign wasfoods marked were foreign to the Spaniards and America with European settlers. Today, a regal blue cloak and adorned with by wise decisions otherand deadly Europeans of the 1500s. The Aztec they are included in recipes all over the jewelry, appears before his people. He missteps, great kindnessesintroduced the Spanish conquistadors world. Read on to learn more about how is Moctezuma (mok-tih-ZOO-muh) II— and bloody brutality,to these glorious strange new foods when the Aztec foods ended up on your plate. and he has just been crowned the new victories, and finally,Spaniards pitiful arrived in the Aztec Empire. Aztec emperor, or ruler. This is no defeat. Who was MoctezumaJust think about II, it. Can you imagine ate corn, small responsibility. and how did he becometasting corn, tomatoes, or chocolate for The Aztec Visitors looking out over the ruins . An empire of Teotihuacán see the Avenue of the so powerful? the very first time? When Moctezuma II cameempire to power, he tomatoes, and chocolate. Dead reaching toward the horizon. took control of a vast The Spaniards enjoyed the Aztec foods so is a group of peoples and states united much that they carried them10/29/13 back 2:17 PM across 10/29/13 2:30 PM 10/29/13 2:38 PM 10/29/13 2:45 PM under one ruler. He expanded the empire
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02-07_SE49145_5U33_S1_CP2.indd 2 08-15_SE49145_5U33_S2_CP2.indd 8 16-23_SE49145_5U33_S3_CP2.indd 16 24-29_SE49145_5U33_S4_CP2.indd 24 Reading OBJECTIVES Content & Comprehension Goals • Integrate information from several texts on the same topic . Foster a discussion about the selections in The Aztec . Ask: In this book, • Analyze multiple accounts of the same topic . what did you learn about the Aztec and their culture? (Possible responses SOCIAL STUDIES OBJECTIVES are given below . Students may have different information ). • Connect the past and the present . • Evaluate historical events and topics . In this book, what did you COMMON CORE STATE STANDARDS FOR learn about the Aztec and ENGLISH LANGUAGE ARTS their culture? CC.5.RInfo.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CC.5.RInfo.9 Integrate information from several texts on the same topic in order to write or speak about the subject Moctezuma II was knowledgeably. the last Aztec emperor. The The Aztec grew and C3 Framework for Social Studies Spaniards conquered ate maize, tomatoes, the empire. State Standards and cacao. D2.His.2.3-5. Compare life in specific historical time periods to life today. Teotihuacán is the D2.His.14.3-5. Explain probable causes and effects of site of great Aztec ruins events and developments. that were built over Urban archaeologists National Curriculum Standards for earlier ruins. have dug up and studied artifacts from Social Studies Templo Mayor . 2. Time, Continuity, and Change What connections are there between the past and the present? Formulate questions about topics in history, predict possible The five selections in The Aztec are a biography, a reference article, a answers, and use historical methods of inquiry and historical tour, a narrative, and a photo essay . Social studies concepts literacy skills to locate, organize, analyze, and interpret sources, and present supported findings. (temple, empire, and cultivate) thread through the selections . Guide a discussion about these social studies concepts . What makes the selections especially interesting, though, is the interdisciplinary context—real-life stories and events that include not only history but also biography, geography, anthropology, and archaeology . After explaining what interdisciplinary means, have students turn and talk about the interdisciplinary nature of age Learning, Inc.
the selections . You might ask: How is reading The Aztec different eng C from reading a textbook about the Aztec? Also ask them to consider differences in the ways the selections were written (such as genre, text structure, and point of view) and how the writing style helps the social studies concepts come alive . ational Geographic Learning, N
THE AZTEC | DISCUSS 15 ©
001-022_OTG_71243_G5.indd 15 2/24/14 10:31 AM DISCUSS Have students collaboratively answer the questions on Discuss page 32 as you move about the room and listen in to 1. What do you think connects the five selections you read in this book? support and scaffold student conversations and clarify What makes you think that?
2. Describe what happened to the Aztec people when the Spanish misconceptions . arrived in their empire.
3. How did the Aztec foods tomatoes, corn, and chocolate become 1. What do you think connects the five selections you common around the world?
4. What can we learn about the Aztec by exploring Teotihuacán and read in this book? What makes you think that? (Each Templo Mayor in Mexico City? selection explains the history and culture of the 5. Which aspect of Aztec history or culture would you like to know more about? Explain. Aztec and how artifacts from the past help us learn more about their culture . “Moctezuma II” describes the rise and fall of an Aztec ruler and 32 how his decisions shaped the future of his people . 32_SE49145_5U33_D_R.indd 32
“Foods of the Aztec” shares how three Aztec 11/13/13 5:03 PM foods spread throughout the world and changed 4. What can we learn about the Aztec by exploring over time . “Welcome to Teotihuacán” is a tour of Teotihuacán and Templo Mayor in Mexico City? ruins that were once a thriving Aztec city . “Urban (Possible response: The buildings, art, and artifacts Archaeology” and “Aztec Artifacts” explain how teach us about how the Aztec lived, where they scientists work in Mexico City to discover and study gathered, and which gods they believed in and why ). artifacts to learn more about the Aztec culture ). 5. Which aspect of Aztec history or culture would you like 2. Describe what happened to the Aztec people when the to know more about? Explain. (Answers will vary, but Spanish arrived in their empire. (Moctezuma did not students should explain their responses ). want to challenge the strangers, so he greeted them with gifts . However, the Spaniards became greedy and wanted everything the Aztec had . They took Moctezuma prisoner and fought the Aztec warriors who rebelled against them . The Aztec people killed Moctezuma, and eventually the empire was destroyed ). 3. How did the Aztec foods tomatoes, corn, and chocolate become common around the world? (The Aztec introduced the foods to the Spaniards when they arrived . The Spaniards took the foods home . Soon all of Europe enjoyed the foods, with European settlers bringing the foods to North America ). age Learning, Inc. eng C ational Geographic Learning, N
THE AZTEC | Discuss 16 ©
001-022_OTG_71243_G5.indd 16 2/24/14 10:31 AM SOCIAL STUDIES Research & Share The
APre-Columbianztec Americans
NGL.Cengage.com 888-915-3276 910L
Urban Aztec Foods of Welcome to Moctezuma Archaeology Artifacts II the Aztec Teotihuacán
11/11/13 12:16 PM
OC_SE_49145_5_U33.indd All Pages OBJECTIVES In small groups or individually, offer students the chance to explore • Ask questions based on reading The Aztec . questions they have or ideas they still wonder about, based on their • Research, document, and share information . reading in The Aztec. Use question 5 on the Discuss page of the student book as a springboard for student questions and ideas for COMMON CORE STATE STANDARDS FOR further research . ENGLISH LANGUAGE ARTS CC.5.Write.7 Conduct short research projects that use several sources to build knowledge through investigation EXPLORE of different aspects of a topic. Encourage students to express their curiosity in their own way . The CC.5.Write.8 Recall relevant information from questions students have matter . You might have students talk with experiences or gather relevant information from print and digital sources; summarize or paraphrase information in peers, write about what they wonder, or create drawings based on notes and finished work, and provide a list of sources. what they learned from reading the different selections in The Aztec. CC.5.Write.9 Draw evidence from literary or Guide them to immerse themselves in resources related to what they informational texts to support analysis, reflection, are most interested in learning more about . They might ask questions and research. or make statements about their interests, for example: a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, • What other ancient peoples built empires in Mesoamerica? settings, or events in a story or a drama, drawing on • What was everyday life like in the Aztec Empire? specific details in the text [e.g., how characters interact]”). • What kinds of tools and methods do urban archaeologists use? b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying GATHER INFORMATION which reasons and evidence support which point[s]”).
CC.5.Write.10 Write routinely over extended time After students explore, they should arrive at a question that will frames (time for research, reflection, and revision) and drive their research . Students may want to read, listen to, and view shorter time frames (a single sitting or a day or two) information with their question in mind . Guide students to use for a range of discipline-specific tasks, purposes, and resources, such as reliable sites on the Internet, history, geography, audiences. or archaeology texts and articles, library books, and magazines, that address the question they posed . Collecting information may lead students to revise or narrow their question . You may want students to follow a specific note taking system to keep track of their thinking and findings as they gather information . In addition to taking notes, ask students to make a list of their sources . You may want to model how to take notes by interacting with text, jotting down your thoughts in the margins or on sticky
notes, and demonstrating how to summarize the most important age Learning, Inc. eng information . Remind students that their question will drive their C research and note taking . ational Geographic Learning, N
THE AZTEC | research & share 17 ©
001-022_OTG_71243_G5.indd 17 2/24/14 10:31 AM ANALYZE & SYNTHESIZE SHARE Guide students to carefully and thoughtfully review their When students share their research, they become notes to determine the big ideas related to their question . teachers, consider how their ideas were shaped by the As students prepare to use the information they’ve investigation, and pose new questions . Students may gathered to formulate an answer to their question, express their knowledge by writing, speaking, creating support them as they analyze and synthesize . Be sure a visual piece, or taking action in the community . The they do the following: best culminating projects are ones with authentic purposes . For example, the student who is interested in • Revise any misconceptions . the tools and equipment used by urban archaeologists • Notice incongruities in their information . might record and play for classmates an interview • Evaluate all the various pieces of information . with an urban archaeologist . The student might also • Pull together the most pertinent information that include a display of borrowed tools and an interactive addresses their question . demonstration of how they are used . While analyzing and synthesizing their research, students When students are given the time to gather information may realize that the more they learn, the more they about a topic that interests them, they will find unique wonder . To help focus their thinking, students may want and individual ways to share what they learned . Some to talk with classmates or write in a research notebook . options you can suggest might include the following: Remind them that just as in real-world research, there may not be a final answer to the question they posed . • A photo essay of archaeological artifacts downloaded from the Internet • An illustrated and annotated map showing other pre-Columbian empires in Mesoamerica • A diary written from the point of view of an Aztec detailing everyday life in the Aztec Empire age Learning, Inc. eng C ational Geographic Learning, N
The Aztec | RESEARCH & SHARE 18 ©
001-022_OTG_71243_G5.indd 18 2/24/14 10:31 AM GENRE Reference Article Read to find out about the foods of the Aztec.
of the by Nathan W. James
What do popcorn, ketchup, and hot the ocean when they returned home. Write chocolate have in common? The Aztec. Once they had introduced these foods to Spain, it didn’t take long for all of Europe Popcorn comes from corn, ketchup to become hooked. Corn, tomatoes, and comes from tomatoes, and, of course, chocolate soon became key foods in hot chocolate comes from chocolate. We know the Aztec Europe. Farmers in Europe began growing ate corn, tomatoes, Each of these foods is native to Central and chocolate tomatoes and corn. European chocolate because these foods and South America, and each was an makers brought in cocoa beans from appear in their art. important part of the Aztec diet. But these This modern Mesoamerica and used them to make painting shows foods were foreign to the Spaniards and the Aztec god of delicious new treats. wind giving corn other Europeans of the 1500s. The Aztec to humans. introduced the Spanish conquistadors In time, these foods traveled to North to these strange new foods when the America with European settlers. Today, Spaniards arrived in the Aztec Empire. they are included in recipes all over the Just think about it. Can you imagine world. Read on to learn more about how tasting corn, tomatoes, or chocolate for Aztec foods ended up on your plate. the very first time?
The Spaniards enjoyed the Aztec foods so The Aztec ate corn, much that they carried them back across tomatoes, and chocolate.
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08-15_SE49145_5U33_S2_CP2.indd 8 10/29/13 2:30 PM 08-15_SE49145_5U33_S2_CP2.indd 9 10/29/13 2:30 PM OBJECTIVES GENRE: REFERENCE ARTICLE • Use a mentor text as a writing model . • Plan and research information on a topic . Hold up “Foods of the Aztec ”. Review with students the elements of a • Write and revise a reference article . reference article . • Publish and present a reference article . • The content does not have to be read sequentially . Readers can dip in and out of it as needed over time . COMMON CORE STATE STANDARDS FOR • Its purpose is to provide concise, easy-to-scan information . ENGLISH LANGUAGE ARTS • The title is straightforward and descriptive, and the information is CC.5.Write.2 Write informative/explanatory texts to categorized using headings . examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include MENTOR TEXT formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic Use “Foods of the Aztec” as a mentor text, or a model, for student with facts, definitions, concrete details, quotations, or other information and examples related to the topic. writing . c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, Model the elements of a reference article . Walk students through especially). d. Use precise language and domain-specific the selection, sharing your thinking as you go . Point out the vocabulary to inform about or explain the topic. introductory page, the three main sections and their subheadings, e. Provide a concluding statement or section related to the information or explanation presented. and the photographs with explanatory captions . Say: Most reference CC.5.Write.4 Produce clear and coherent writing in which articles are organized so that it’s easy to locate information. This writer the development and organization are appropriate to used heads and photos and captions, as well as a unique layout of task, purpose, and audience. information on the pages, to make information about the three kinds of CC.5.Write.5 With guidance and support from peers and adults, develop and strengthen writing as needed foods easy to scan. by planning, revising, editing, rewriting, or trying a new approach. Explain that students can use this article as a mentor text to help CC.5.Write.6 With some guidance and support from them write their own reference article . Tell students that our best adults, use technology, including the Internet, to produce writing teachers are the professional writers whose work we read . and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of Suggest that they look closely at what the writer does to convey keyboarding skills to type a minimum of two pages in a information in a clear way . Say: Notice that the article has a large title single sitting. that directly states what it is about. The introductory page is written in CC.5.Write.7 Conduct short research projects that use several sources to build knowledge through investigation paragraphs. Then the writer devotes each of the next three spreads to one of different aspects of a topic. key idea with a subheading at the top, like entries in an encyclopedia. Also, CC.5.Write.8 Recall relevant information from point out the use of photos and captions and their unique, interesting experiences or gather relevant information from print and digital sources; summarize or paraphrase information in arrangement on the pages . Say: These elements help the reader better notes and finished work, and provide a list of sources. know what kind of information is in the article and on each spread and CC.5.Write.9 Draw evidence from literary or informational where to find specific information. texts to support analysis, reflection, and research. age Learning, Inc. eng CC.5.Write.10 Write routinely over extended time frames C (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ational Geographic Learning, N
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001-022_OTG_71243_G5.indd 19 2/24/14 10:31 AM Ask students to Turn and Talk about a topic related Write Students can use background knowledge, their to culture that they think would be interesting to write planning, and their research notes to begin writing . about in a reference article . (Possible ideas: a food from Remind them to keep looking back at the mentor text to their culture, where it came from, and how it is prepared; use as a model for their own reference article . a sport or game played in their culture, where it Share that with this genre, the text is organized into originated, and how it has developed; famous structures sections of information with subheadings, short that have been unearthed and studied by archaeologists) introductory paragraphs, and then photos and captions . Have several students Share their ideas . Say: You may want to lay out your information horizontally on the pages, as the writer of “Foods of the Aztec” did, but you Wrap up by explaining that students will be writing don’t need to do that. Choose the best layout to present your their own short reference article, using “Foods of the information to your reader so that it is easy for the reader to Aztec” as a mentor text for their own writing . find information. Conference and Revise Have students hold a writing WRITING PROCESS conference with a partner to review their drafts . Ask Plan and Research Once students have chosen a them to look for elements of a reference article as they topic for their reference article, remind them to use the review their partner’s writing . Have them ask their mentor text to plan their writing . They will likely need partner the following questions . to research by reading more about their topic . Guide • What struck you about the piece? (to highlight interesting students in finding appropriate, reliable, and up-to-date parts) resources . Remind them to take notes as they plan and • What do you wonder or want to know more about? (to research . Suggest that students use a graphic organizer suggest ideas for adding information or revising) such as a Topic and Details Chart. Students can record • Are there any confusing parts? (to pinpoint areas to facts about their topic in the details boxes . revise for clarity and accuracy) After students get feedback from a partner, have them Topic revise and edit their own pieces . Publish and Present Find opportunities for students to publish and present in authentic, relevant, and significant ways . Use or adapt the following ideas to best reflect your classroom goals and individual student Detail Detail Detail interests . • Compile the reference articles into an encyclopedia and donate it to the school library . • Post the reference articles on a class Web site for other
students to read and use . age Learning, Inc. eng C ational Geographic Learning, N
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001-022_OTG_71243_G5.indd 20 2/24/14 10:31 AM Correlation
Grade 5 Common Core State Standards for English Language Arts, C3 Framework for Social Studies State Standards, and National Curriculum Standards for Social Studies correlated to National Geographic Ladders Social Studies
The Aztec Common Core State Standards for English Language Arts, Grade 5 Teacher’s Guide Reading Standards for Informational Text Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing Pages 7–8, 13–14 inferences from the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; Pages 9–10 summarize the text. 3. explain the relationships or interactions between two or more individuals, events, ideas, or concepts Pages 11–12 in a historical, scientific, or technical text based on specific information in the text. Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant Pages 7–14 to a grade 5 topic or subject area. 5. compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ Pages 11–12 solution) of events, ideas, concepts, or information in two or more texts. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in Pages 13–16 the point of view they represent. Integration of Knowledge and Ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an Pages 9–10 answer to a question quickly or to solve a problem efficiently. 8. explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 9. Integrate information from several texts on the same topic in order to write or speak about the Pages 15–16 subject knowledgeably. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the If the entire NG Ladders Social Studies high end of the grades 4–5 text complexity band independently and proficiently. grade 5 program is used throughout the year, students will have had exposure to multiple genres, multiple levels, and appropriate scaffolding. Writing Standards Text Types and Purposes 1. write opinion pieces on topics or texts, supporting a point of view with reasons and information. 2. write informative/explanatory texts to examine a topic and convey ideas and information clearly. Pages 19–20
3. write narratives to develop real or imagined experiences or events using effective technique, age Learning, Inc. eng descriptive details, and clear event sequences. C (cont. on p. 22) ational Geographic Learning, N
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001-022_OTG_71243_G5.indd 21 2/24/14 10:31 AM Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to Pages 19–20 task, purpose, and audience. 5. with guidance and support from peers and adults, develop and strengthen writing as needed by Pages 19–20 planning, revising, editing, rewriting, or trying a new approach. 6. with some guidance and support from adults, use technology, including the Internet, to produce and Pages 19–20 publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Research to Build and Present Knowledge 7. conduct short research projects that use several sources to build knowledge through investigation of Pages 17–20 different aspects of a topic. 8. recall relevant information from experiences or gather relevant information from print and digital Pages 17–20 sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Pages 17–20 Range of Writing 10. write routinely over extended time frames (time for research, reflection, and revision) and shorter Pages 17–20 time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
The Aztec C3 Framework for Social Studies State Standards Teacher’s Guide D2.His.2.3-5. Compare life in specific historical time periods to life today. Pages 9–16 D2.His.14.3-5. Explain probable causes and effects of events and developments. Pages 7–8, 13–16
The Aztec National Curriculum Standards for Social Studies Teacher’s Guide 2. Time, Continuity, and Change What connections are there between the past and the present? Pages 7–16 Formulate questions about topics in history, predict possible answers, and use historical methods of inquiry and literacy skills to locate, organize, analyze, and interpret sources, and present supported findings. age Learning, Inc. eng C ational Geographic Learning, N
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001-022_OTG_71243_G5.indd 22 2/24/14 10:31 AM Glossary
cacao (noun) the tree from which chocolate and cocoa are made ACKNOWLEDGMENTS Grateful acknowledgment is given to the authors, artists, photographers, museums, codices (noun) handwritten books, often made up of drawn publishers, and agents for permission to reprint copyrighted material. Every effort symbols, that tell about a culture’s history or beliefs has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher. conquistador (noun) a Spanish conqueror in the Americas in Credits the 1500s 1, 2, 3, 4, 17 (bg) ©Randy Faris/Corbis. (bl) ©The Trustees of the British Museum/ cultivate (verb) to grow and tend crops Art Resource, NY. (bcl) ©Scala/Art Resource, NY. (bc) ©Robert Harding World Imagery/Corbis. (bcr) ©Ronaldo Schemidt/Getty Images. (br) ©Universal History deity (noun) a god or goddess Archive/UIG/The Bridgeman Art Library. 7 (l) ©The Trustees of the British Museum/ Art Resource, NY. (bg) ©Alfredo Dagli Orti/Art Resource, NY. 9, 19 (tl) ©pixitive/ emperor (noun) the ruler of an empire E+/Getty Images. (tr) ©dragos stefan voica/E+/Getty Images. (bg) ©Scala/Art Resource, NY. 11 (bg) ©Robert Harding World Imagery/Corbis. 13 (bg) ©Kenneth empire (noun) a group of peoples and states governed by a Garrett/National Geographic Stock. 16 (r) ©The Trustees of the British Museum/ single ruler Art Resource, NY. (cl) ©Scala/Art Resource, NY. (cr) ©Ronaldo Schemidt/Getty Images. (t) ©Robert Harding World Imagery/Corbis. (l) ©Universal History Archive/ glyph (noun) a drawn or carved symbol that expresses UIG/The Bridgeman Art Library. meaning or conveys information Copyright © 2015 National Geographic Learning, Cengage Learning
maize (noun) another name for corn, referring either to the ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may corn plant or its kernels be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, Mesoamerica (noun) a region of southern North America, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of including Mexico and portions of Central America, that once the 1976 United States Copyright Act, without the prior written permission of was the land of the Aztec the publisher. monolith (noun) a huge stone, often in the form of a column National Geographic and the Yellow Border are registered trademarks of the National Geographic Society. sacred (adjective) holy For permission to use material from this text or product, submit all requests temple (noun) a building used for religious worship or ceremonies online at cengage.com/permissions urban archaeologist (noun) a scientist who studies Further permissions questions can be emailed to [email protected] the pottery, tools, and other relics or artifacts of human Visit National Geographic Learning online at NGL.Cengage.com communities of the past discovered in cities Visit our corporate website at cengage.com ISBN: 978-12857-7124-3
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