Worldviews in conflict:

The Spanish and the Aztecs

Grade 8 Social Studies Unit Plan
By: Victoria Jacobson

Unit Plan Introduction

Inquiry Question: To what extent were the Aztec and Spanish worldviews changed because of
their contact?

Why is this unit taught?

The grade 8 social studies course was created to help students understand the different
worldviews throughout the world. It is meant to provide concrete examples of societies with
differing worldviews and illustrate how intercultural contact affected the worldviews of differing
societies. The topics that are introduced are meant to aid students in understanding how
worldviews are different depending on where the individuals are located, and the different times.
The Aztec/Spanish unit is taught to help students understand the concept of intercultural
contact and how that contact can lead to a significant change of a societies worldview. In this
unit students will critically examine the Aztecs and the Spanish. They learned about the Spanish
and Aztec cultures, worldviews, and choices before and after contact between the two groups.
The students also learned why Spain decided to expand, and the effects that lead to the demise of
the Aztecs. It is important to teach this unit because it helps give the students a concrete example
to show the changes in a societies worldview when there is intercultural contact. It is showing
the students the negative and therefore, inherently the positive effects of respecting another
societies worldview. Through this unit the students will be able to come to an understanding of
the importance of not only respecting other worldviews, but also understanding those
worldviews and looking at the world with an open mind free from bias. This unit is helping to
build that foundation for the students, and will help guide their understanding in the future. By

having the students do the task performance, they are critically inquiring into why the Aztecs
worldview diminished.
The multicultural fair unit is taught to help students understand the diverse cultures
within the student body of Vincent Massey. It is used to have the students take their previous
knowledge on what a worldview is, and then have the students take a deeper look into their
cultures worldview. The students are given a list of elements of a worldview, they are then asked
to choose five to present on. By looking into these elements they are getting a better sense of
understanding about what shaped their societies worldview. All of the grade 8 students will then
come together at the end of the project and present their findings in a school wide multicultural
fair. This will provide the students a chance to share what they learned about their societies
worldview, as well as help the students understand all of the other worldviews from their fellow
peers backgrounds. This unit is taught within the grade 8 curriculum to help students get a
stronger grasp on a variety of different cultures worldviews.
Core concepts of citizenship and identity
Within the Aztec/Spanish unit there is a place for students to understand citizenship and
identity. Students are asked to look at how intercultural contact can bring changes to a societies
worldview. They analyze how the Aztec tried to preserve their worldview and how the Spanish
completely took over the Aztec worldview and diminished it. The students learn how the Aztecs
identity as well as their citizenship was taken over and changed. They can then relate that to their
own identity and citizenship. The program of studies (2005) explains how a core concept is to
respect the dignity and support the equality of all human beings. When the students are
researching how the Aztecs tried to preserve their worldview, the students are getting a deeper

understanding of how the Aztecs worldview and equality were not respected. Students can then
understand why it is so important for them in their own society to support and respect the dignity
of everyone around them. All of the issues that the students are uncovering can also be brought
into modern day examples as well.
Within the multicultural fair unit the students are also supporting and respecting their
fellow peers and understanding their worldviews, and how they came to be. The multicultural
fair also relates to the core concept stated in the program of studies (2007) to validate and
accept differences that contribute to the pluralistic nature of Canada. Students throughout the
process of creating their projects, and presenting them, are looking to understand different
worldviews. They are learning acceptance and how acceptance supports the diversity in Canada.
Students will also understand how identity and citizenship are formed in Canada. They will
appreciate how Canada is a melting pot, and how open and respectful to multiculturalism we are
here.
Experiences and perspectives of aboriginal, francophone and/or other linguistic, cultural
and ethnic groups
This unit looks at how the Aztec and Spanish had differing worldviews and how when
they came into conflict, the Aztecs were taken out by the Spanish. This is a similar experience
that the First Nations had in Canada when the Europeans came, except they did not diminish the
First Nation population like the Spanish did to the Aztecs. The Europeans pushed the First
Nations into reserves, they didnt want the culture to diminish, they just wanted the land. The
similarity here is that neither the Spanish nor the Europeans had any respect for the worldviews
of their counterparts. They just had different ways of going about getting what they wanted.

The multicultural unit looks at a diverse group of individuals with different ethnicities,
languages, and cultures. This links to immigration and diversity in Canada. It shows students
how Canada is a melting pot, and that when individuals immigrate to Canada they bring with
them many aspects of their worldview, such as their language, culture, and religion. When they
come to Canada although we are accommodating and accepting, sometimes Canadians
worldview opposes many of their worldviews, and this can create a conflict between the cultures.
Components of powerful teaching and learning
Meaningful: I have tried to create a meaningful performance task and multicultural fair,
so that the students will be able to engage in a deeper understanding of different cultures,
perspectives, and worldviews. I have tried to connect the historical concepts to engaging
activities. I hope that they will want to find meaningful connections and answers that will help
with their personal understanding. I hope that by making the activities more engaging the
students will want to uncover the answers in a more meaningful way. I also provided choice
which I thought would help the students, because they could choose topics or artifacts that were
interesting or meaningful to them. I also want them to use inquiry, critical thinking, and
communication in both of these units. By inquiring and thinking critically, they are expanding
their knowledge in a way that is more significant to their understanding. By communicating what
they learn to either their peers or me, they are also creating meaningful understanding for
themselves and those that they teach.
Integrative: The Aztec/Spanish unit integrates technology, communication, reading and
writing skills. By having students take their prior knowledge from their previous lessons, and

then researching, they are using new resources to build on previous understandings. I am
beginning the unit with how to research, and then providing them with the resources to do this.
The multicultural fair is asking the students to use everything they have learned about
worldviews and apply it to their specific culture. They are building on previous knowledge as
well as working with technology, reading, writing, and communication. The students are
researching, reading their peers work, writing out their individual parts, and as a group
communicating their findings to their peers.
Both of these assignments are having students look at history, geography, political
science, sociology, archaeology, and anthropology. These assignments have integrated
knowledge and understanding from each of these disciplines. They are also including technology
and language arts when they research, make write ups, and present.
Value-Based: The Aztec/Spanish unit looks at the actions of the Spanish towards the
Aztecs. Students will be critically analyzing these actions, while looking for historical artifacts to
understand the times, and reasons why these actions took place. Students are to use their valuebased reasoning to think of the perspectives from that time period and understand the reasoning
without making judgements. The students are learning to be sensitive to different cultures, and
look at them from an open and fair-minded perspective.
The multicultural unit looks at a vast variety of cultures and their worldviews. Students
must use open and fair mindedness when they are looking into these cultures, and also
understand cultural sensitivity. The students are learning about justice, equality, and freedom of
thought and speech throughout these projects. Students should come out of this project with a
stronger understanding of their own personal values, as well as of people around the world.

Challenging: The Aztec/Spanish unit is challenging because it deals with some culturally
sensitive information. The critical inquiry question may also be challenging, as the students have
to choose an answer based on their opinion, using research to back it up. They will need to use
their critical inquiry skills to do this. I have provided a list of sources for the students, but if they
require more of a challenge, or have found an artifact in a book then they may do their own
research with the skills I provided at the beginning of the unit. I want to make sure that my
students always feel engaged and challenged.
The multicultural unit may also bring up some culturally sensitive content, making it
challenging for some students. This unit may also be challenging because it requires the students
to work in groups, and sometimes students do not work well together. I am allowing the students
to pick their groups in hopes that this challenge will be alleviated. They will have to use their
inquiry based research skills in order to find the information on their cultures worldview.
Active: For the multicultural fair students are actively moving through the fair to gain and share
knowledge on the different worldviews presented. Between the two units I have tried to balance
individual work, group work, and class discussions/lectures. I have chosen to use technology and
books in my performance task in order to help them with their inquiry. Technology will help
keep the students actively researching, and will allow them to process and think about the
information they are finding. They will need to analyze and critique the sources to make sure
they are credible. This is a skill they will need to use for both units, I will also book library time
to find other sources, and bring in books from the public library. All of my students were given a
free library card on orientation day, so I can also help them find e-books.

Special Considerations
Assumptions
I am assuming that the students have a good understanding of what a worldview is as
well as the worldviews of the Spanish and Aztecs. Since my teacher associate has taught the
Aztec/Spanish unit, I will just be doing the performance task. I am assuming that when I get
there to introduce the performance task, they will have finished the unit. I am assuming that they
will know all about who the Aztecs and Spanish were, as well as their culture, language, conflict,
and worldview. I am assuming that the students will not have an answer to the critical inquiry
question, so I will need to provide them with the resources to find the information and to create
an informed answer. I am assuming that students will know how to get onto the computers, but
my TA did advise me that I will need to teach them how to research. I have accommodated for
this by allowing a day to teach them about Google and I have also provided links that they can
use to find information.
Students may be bringing the assumption that they know how to answer the critical
inquiry question, and that they dont need artifacts and research to back up their claims. I will
have to talk to them about appropriate sources and the importance of evidence in order to make
sure that the expectations are clear.
Family and community issues
I have a very diverse classroom, with students that belong to a variety of ethnic minority
groups. With this in mind, I will be planning my lessons by being full, fair, and open minded. I
will use my knowledge on how to teach a controversial issue from social context when teaching
content that may be sensitive to these students. I will also allow for open discussion where

students can express their points of view, so that all sides of the topic are heard and understood.
This will help address individual differences.
Differentiation
I am going to tier my lessons to help the students who are at different learning levels. When I am
teaching the students how to research, I am providing links, and showing how to research. This
will allow students with different abilities to succeed. I am also allowing students to hand in the
performance task in different medias, so that they can pick which they feel the most comfortable
with. There will also be opportunities for students to get teacher and peer support to help them
when they are struggling.

Unit Planning Organizer

Subject__Social Studies______________________Grade_____8____________
Unit/Topic Worldviews in conflict: The Spanish and the Aztecs
Date and Unit Duration: March 9-19, 2015 (9 days)
1. Unit Overview Critical Inquiry Question

To what extent were the Aztec and Spanish worldviews changed because of their contact?

2. General Learning Outcomes for Unit

Through an examination of Spanish and Aztec societies, students will

demonstrate an understanding and appreciation of how intercultural
contact affects the worldviews of societies.

3. Focusing Questions for Unit (Related Questions)

What was the Aztec worldview?

What was the Spanish worldview?
How did the worldviews of the Spanish and Aztecs change when they
came together?

4. Key Concepts for Unit

Aztecs
Artifact
Spanish

Worldview
Adaptation
Contact
Society

5. Specific Learning Outcomes for Unit

Knowledge:
8.3.4 assess, critically, how the Aztecs were affected by the Spanish
worldview by exploring and reflecting upon the following questions
and issues:
o

What were the key elements of the worldview of the Aztec civilization prior to
contact with the Spanish? (TCC, I, CC)

How did the Aztec civilizations worldview influence the Aztecs choices, decisions
and customs? (TCC, CC, PADM)

What key elements of Spains worldview led to the desire to expand the Spanish
empire? (TCC, I, PADM)

In what ways did factors such as technology and disease contribute to the dominance
of the Spanish over the Aztec civilization? (ER, LPP)

To what extent were the divergent worldviews of the Spanish and Aztecs factors in
the dominance of one nation over the other? (TCC, CC, GC, PADM)

Attitude:
8.3.1 appreciate how a societys worldview influences the societys
choices, decisions and interactions with other societies (C, I)
8.3.2 appreciate how Aztec and Spanish identities and worldviews
were affected by intercultural contact (TCC, GC, I)

Skill:
8.S.1 develop skills of critical thinking and creative thinking:

evaluate ideas, information and positions from multiple perspectives

re-evaluate personal opinions to broaden understanding of a topic or an issue

generate creative ideas and strategies in individual and group activities

access diverse viewpoints on particular topics by using appropriate technologies

8.S.2 develop skills of historical thinking:

distinguish cause, effect, sequence and correlation in historical events, including the
long- and short-term causal relations

use historical and community resources to organize the sequence of historical events

analyze the historical contexts of key events of a given time period

create a simulation or a model by using technology that permits the making of inferences

identify patterns in organized information

8.S.3 develop skills of geographic thinking:

define geographic problems and issues and pose geographic questions

8.S.4 demonstrate skills of decision making and problem solving:

propose and apply new ideas and strategies, supported with facts and reasons, to
contribute to problem solving and decision making

propose and apply strategies or options to solve problems and deal with issues

articulate clearly a plan of action to use technology to solve a problem

identify the appropriate materials and tools to use in order to accomplish a plan of action
evaluate choices and the progress in problem solving, then redefine the plan of action
as appropriate

Outcomes
Addressed

Lesson 1
Pre-test and Performance Task
Through an examination of Spanish and Aztec societies, students
will demonstrate an understanding and appreciation of how
intercultural contact affects the worldviews of societies.
8.3.2 appreciate how Aztec and Spanish identities and
worldviews were affected by intercultural contact (TCC, GC, I)
8.3.4 assess, critically, how the Aztecs were affected by the
Spanish worldview by exploring and reflecting upon the
following questions and issues:
To what extent were the divergent worldviews of the Spanish and Aztecs factors in
the dominance of one nation over the other? (TCC, CC, GC, PADM)

Instructiona
l Outcomes
Length of
Lesson
Lesson
Procedure

List of
Materials

Assessment

Knowledge: Students will be able to define and explain worldviews, as well as

provide examples for Spanish worldview and Aztec worldview.
Skill: Students will be able to distinguish between Spanish and Aztec worldview.
55 Minutes
1. Explain to the students that they will be doing a pre-test, so I can make sure
that everyone is clear on the concepts needed for the performance task.
Define and explain worldviews
Give examples of Spanish worldview
Give examples of Aztec worldview
2. Hand out the pre-test
3. Give the students 15-20 minutes to do the pre test
4. Collect the pre-tests
5. Hand out the performance task assignments
6. Ask the students to follow through the assignment with you
7. Have one of the students read aloud the performance task
8. Then read through the expectations
9. Ask if there are any questions
10. Go through the artifact organizer
11. Go through the self assessment
Pre-tests
Assignment hand out
Pen
Pencil
Whiteboard Marker
I will grade the pre-test to understand their knowledge, and see if I need to do some
review on the key concepts before they start the performance task.

Lesson 2
Research and Inquiry Skills
Outcomes
Addressed

Instructiona
l Outcomes
Length of
Lesson
Lesson
Procedure

8.S.4 demonstrate skills of decision making and problem

solving:

Participate in and predict outcomes of problem-solving and decision-making

scenarios

articulate clearly a plan of action to use technology to solve a problem

identify the appropriate materials and tools to use in order to accomplish a

plan of action

evaluate choices and the progress in problem solving, then redefine the plan of
action as appropriate

use networks to brainstorm, plan and share ideas with group members
Knowledge: Students will be able to think of key terms for searching
Skill: Students will be able to distinguish between good and bad websites
55 Minutes

1.
2.
3.
4.
5.
6.
7.

8.
9.
10.
11.

Ask the students what is research?

Ask the students why do we do research?
Tell the students we are going to practice some research skills.
Show them using the smart board and Google
Tell them that everyone should be able to type in the websites provided in the
student task performance. Type one in and navigate it with the students.
Go through a few more sites and show them how to navigate them from their
student task performance list.
Talk about picking the right search terms
Explain how every word matters. That Google takes into account each word
typed. Show examples. Explain how order matters. Show an example.
Explain how capitalization and punctuation do not matter and show an
example.
Talk about understanding search results, by showing them the YouTube video
How Google Works
Explain narrowing search terms, by writing in a big long sentence, and then
only using keywords.
Explain searching for evidence, by showing them how to go into websites
Explain that you know that this is something that everyone may not be able

List of
Materials

Assessment

Outcomes
Addressed

to do, and that you will be around if they need help when in the lab.
Smart board
Computer
Assignment handout
Exit slips
Whiteboard marker
https://www.youtube.com/watch?v=BNHR6IQJGZs
YouTube clip on how Google works
http://www.wikihow.com/Research-a-Topic
Exit Slip: Ask the students to write down keywords that they can use when searching
for information on their performance task assignment. Ask how they can determine if
the website is useful or not.

Lesson 3
Researching Artifacts Through Text
Through an examination of Spanish and Aztec societies, students
will demonstrate an understanding and appreciation of how
intercultural contact affects the worldviews of societies.
8.3.2 appreciate how Aztec and Spanish identities and
worldviews were affected by intercultural contact (TCC, GC, I)
8.3.4 assess, critically, how the Aztecs were affected by the
Spanish worldview by exploring and reflecting upon the
following questions and issues:
To what extent were the divergent worldviews of the Spanish and Aztecs factors in
the dominance of one nation over the other? (TCC, CC, GC, PADM)

Instructiona
l Outcomes

Length of
Lesson
Lesson
Procedure

Knowledge: Students will be able to find artifacts and information through written
text
Skill: Students will be able to distinguish between Aztec and Spanish artifacts.
Students will be able to back up how the artifacts reflect worldview.
55 Minutes
1. Ask the students to pull out their assignment sheets and textbook
2. Ask them to find two artifacts from their textbook, put them in the organizer,
and start writing notes for the write up.

List of
Materials

Assessment

3. Walk around and be available for help

4. If you notice a reoccurring question then address the class
Textbook
Assignment handout
Pen
Pencil
Look at the students artifact organizers throughout the class. Make sure they are
filling out the spaces correctly, and that they have appropriate examples.

Lesson 4-7
Researching Artifacts in the Lab
Outcomes
Addressed

8.3.4 assess, critically, how the Aztecs were affected by the

Spanish worldview by exploring and reflecting upon the
following questions and issues:
o

What were the key elements of the worldview of the Aztec civilization prior
to contact with the Spanish? (TCC, I, CC)

How did the Aztec civilizations worldview influence the Aztecs choices,
decisions and customs? (TCC, CC, PADM)

What key elements of Spains worldview led to the desire to expand the
Spanish empire? (TCC, I, PADM)

In what ways did factors such as technology and disease contribute to the
dominance of the Spanish over the Aztec civilization? (ER, LPP)

Instructiona
l Outcomes

Length of
Lesson
Lesson
Procedure

List of
Materials

Assessment

To what extent were the divergent worldviews of the Spanish and Aztecs
factors in the dominance of one nation over the other? (TCC, CC, GC,
PADM)

Knowledge: Students will be able to find appropriate artifacts and evidence that
relate to Spanish/Aztec worldview.
Skill: Students will be able to distinguish between good and bad sources. Students
will also be able to distinguish the time period the artifact is from.
55 Minutes each day
1. Have the students sit down at a computer and log in
2. FIRST Day in computer lab, maybe do a little bit of review
3. Have the students research artifacts and fill out their organizers and take
notes
4. Have the students log off when there is 2 minutes left
Computer
Textbook
Assignment booklet
Pen
Pencil
Looking at the graphic organizers throughout the class, make sure they are filled out
appropriately with concrete evidence.

Lesson 8
Researching Artifacts and Self Assessment
Outcomes
Addressed

8.3.4 assess, critically, how the Aztecs were affected by the

Spanish worldview by exploring and reflecting upon the

following questions and issues:

Instructiona
l Outcomes

Length of
Lesson
Lesson
Procedure
List of
Materials

Assessment

What were the key elements of the worldview of the Aztec civilization prior
to contact with the Spanish? (TCC, I, CC)

How did the Aztec civilizations worldview influence the Aztecs choices,
decisions and customs? (TCC, CC, PADM)

What key elements of Spains worldview led to the desire to expand the
Spanish empire? (TCC, I, PADM)

In what ways did factors such as technology and disease contribute to the
dominance of the Spanish over the Aztec civilization? (ER, LPP)

To what extent were the divergent worldviews of the Spanish and Aztecs
factors in the dominance of one nation over the other? (TCC, CC, GC,
PADM)

Knowledge: Students will understand artifacts that relate to the Spanish, Aztec, and
that show contact.
Skill: Students will be able to distinguish between artifacts before, after, and during
contact.
55 Minutes
1. Have the students sit at a computer and log in
2. Have the students finish up their research and start making their final projects
3. Ask the students to have the self assessment done by the beginning of the
next class and show it to me
Computer
Textbook
Assignment booklet
Pen
Pencil
Looking at the self assessment reports

Lesson 9
Outcomes
Addressed

8.3.4 assess, critically, how the Aztecs were affected by the

Spanish worldview by exploring and reflecting upon the

following questions and issues:

o

What were the key elements of the worldview of the Aztec civilization prior
to contact with the Spanish? (TCC, I, CC)

How did the Aztec civilizations worldview influence the Aztecs choices,
decisions and customs? (TCC, CC, PADM)

What key elements of Spains worldview led to the desire to expand the
Spanish empire? (TCC, I, PADM)

In what ways did factors such as technology and disease contribute to the
dominance of the Spanish over the Aztec civilization? (ER, LPP)

To what extent were the divergent worldviews of the Spanish and Aztecs
factors in the dominance of one nation over the other? (TCC, CC, GC,
PADM)
Knowledge: Students will understand artifacts that relate to the Spanish, Aztec, and
that show contact. Students will have a more concrete understanding of how artifacts
reflect the worldviews.
Skill: Students will be able to distinguish between artifacts before, after, and during
contact.
55 Minutes
o

Instructiona
l Outcomes

Length of
Lesson
Lesson
Procedure

List of
Materials

Assessment

Outcomes
Addressed

1. Have the students work on finishing up their projects

2. Meet with any students who you didnt review their self assessments last day
3. Make sure students have reviewed the rubric and checked that their
assignment is meeting standards
4. Have the students hand in their assignments at the end of class
Computer
Textbook
Assignment booklet
Pen
Pencil
Self Assessment and final project handed in at the end of class
Lesson 1
Multicultural Fair Project
Through an examination of countries, students will demonstratean understanding
and appreciation of the ways in which beliefs, values and knowledge shape
worldviews.
8.1.1 appreciate the roles of time and geographic
location in shaping a societys worldview (C, I, TCC, LPP)
8.1.3 appreciate how models of governance and

Instructiona
l Outcomes

Length of
Lesson
Lesson
Procedure

List of
Materials

Assessment

Outcomes
Addressed

decision making reflect a societys worldview (C, I, TCC,

PADM)
8.1.4 appreciate how a societys worldview shapes
individual citizenship and identity (C, I, TCC)
8.2.2 demonstrate a willingness to consider differing
beliefs, values and worldviews (C, I)
8.2.3 recognize how beliefs and values are shaped by
time, geographic location and societal context (C, TCC,
LPP)
8.3.1 appreciate how a societys worldview influences
the societys choices, decisions and interactions with
other societies (C, I)
8.3.3 appreciate and recognize how rapid adaptation
can radically change a societys beliefs, values and
knowledge (TCC, GC)

Knowledge: Students will be able to choose a country and understand the

expectations of the assignment.
Skills: Students will be able to know their role, and other group members roles in
completing the assignment.
55 Minutes
1. Hand out the assignment to students
2. Go over the expectations and rubric with the class
3. Have the students get into groups
4. Have them sign up their groups and topic on the signup sheet
5. Have them start delegating tasks and write it down on the group organizer
6. Have them bring the organizer to me so I can approve them
Signup sheet
Multicultural fair assignment handouts
Pen
Pencil
Group organizer (tells me who is doing what)
Group organizer to make sure that they are on the right track

Lesson 2-6
Multicultural Research
Through an examination of countries, students will demonstratean understanding
and appreciation of the ways in which beliefs, values and knowledge shape
worldviews.
8.1.1 appreciate the roles of time and geographic
location in shaping a societys worldview (C, I, TCC, LPP)

Instructiona
l Outcomes

Length of
Lesson
Lesson
Procedure

List of
Materials

Assessment

8.1.3 appreciate how models of governance and

decision making reflect a societys worldview (C, I, TCC,
PADM)
8.1.4 appreciate how a societys worldview shapes
individual citizenship and identity (C, I, TCC)
8.2.2 demonstrate a willingness to consider differing
beliefs, values and worldviews (C, I)
8.2.3 recognize how beliefs and values are shaped by
time, geographic location and societal context (C, TCC,
LPP)
8.3.1 appreciate how a societys worldview influences
the societys choices, decisions and interactions with
other societies (C, I)
8.3.3 appreciate and recognize how rapid adaptation
can radically change a societys beliefs, values and
knowledge (TCC, GC)

Knowledge: Students will be able to have a basic understanding of their countries

worldview
Skill: Students will be able to distinguish how their countries worldview is similar or
different to Canadas worldview
55 Minutes
1. Have the students work with their chosen media and do research on their
topics
2. Hand out exit slips
3. Walk around to make sure that everyone is on task and doesnt need help
4. Have the students fill out their exit slips
Computers
Library
Pen
Pencil
Textbook
Assignment sheet
Exit slips
Exit slip: Asking students what they accomplished during that period and what they
want to accomplish tomorrow. Keep the exit slips in a booklet.

Outcomes
Addressed

Instructiona
l Outcomes

Length of
Lesson
Lesson
Procedure
List of
Materials

Lesson 7
Putting it all together
Through an examination of countries, students will demonstratean understanding
and appreciation of the ways in which beliefs, values and knowledge shape
worldviews.
8.1.1 appreciate the roles of time and geographic
location in shaping a societys worldview (C, I, TCC, LPP)
8.1.3 appreciate how models of governance and
decision making reflect a societys worldview (C, I, TCC,
PADM)
8.1.4 appreciate how a societys worldview shapes
individual citizenship and identity (C, I, TCC)
8.2.2 demonstrate a willingness to consider differing
beliefs, values and worldviews (C, I)
8.2.3 recognize how beliefs and values are shaped by
time, geographic location and societal context (C, TCC,
LPP)
8.3.1 appreciate how a societys worldview influences
the societys choices, decisions and interactions with
other societies (C, I)
8.3.3 appreciate and recognize how rapid adaptation
can radically change a societys beliefs, values and
knowledge (TCC, GC)
Knowledge: Students will have a thorough understanding of their countries
worldview
Skill: Students will understand how their countries worldview is similar or different
from Canadas
55 Minutes
1. Have students finishing up their research and putting it together on the trifold
2. Hand out exit slips
3. Walk around to assess student work and be of assistance
4. Have the students fill out exit slips
Computers
Library
Pen
Pencil
Textbook
Assignment sheet
Exit slips
Poster paper
Trifolds

Assessment

Outcomes
Addressed

Instructiona
l Outcomes

Length of
Lesson
Lesson
Procedure

List of
Materials

Exit slip: Asking students what they accomplished during that period and what they
want to accomplish tomorrow. Keep the exit slips in a booklet.

Lesson 8
Final Touches
Through an examination of countries, students will demonstratean understanding
and appreciation of the ways in which beliefs, values and knowledge shape
worldviews.
8.1.1 appreciate the roles of time and geographic
location in shaping a societys worldview (C, I, TCC, LPP)
8.1.3 appreciate how models of governance and
decision making reflect a societys worldview (C, I, TCC,
PADM)
8.1.4 appreciate how a societys worldview shapes
individual citizenship and identity (C, I, TCC)
8.2.2 demonstrate a willingness to consider differing
beliefs, values and worldviews (C, I)
8.2.3 recognize how beliefs and values are shaped by
time, geographic location and societal context (C, TCC,
LPP)
8.3.1 appreciate how a societys worldview influences
the societys choices, decisions and interactions with
other societies (C, I)
8.3.3 appreciate and recognize how rapid adaptation
can radically change a societys beliefs, values and
knowledge (TCC, GC)
Knowledge: Students will have a thorough understanding of their countries
worldview. Students will understand both their part and their partners parts of the
project.
Skill: Students will understand how their countries worldview is similar or different
from Canadas
55 Minutes
1. Have the students put their final touches on their trifolds
2. Have the group members share their findings with their fellow group
members. This way all the members of the group will understand all of the
research.
3. Have them do a self assessment as well as assessment of their peers
4. Have them make a schedule of who will be at the trifold during the fair
Pen
Pencil

Assessment

Textbook
Assignment sheet
Poster paper
Trifolds
Self/Peer assessment handout
Collect the self/peer assessment sheets from each student
Collect the trifolds for grading

Annotated List of Resources

Non-Fiction Books
Baquedano, E. (2011). Eyewitness books: Aztec, Inca & Maya. New York: DK Publishing
This book looks at the beliefs, rituals, and civilizations of the Aztecs, Incas, and Mayas. It
is sectioned into family, home, religion, and culture. It is written using language that is
appropriate for the students. This is a good resource because it has pictures that the students can
use for their artifacts, and a detailed description. This book is of value because it shows so many
different aspects of the Aztecs worldview before the Spanish conquered.
Fitton, A., Goodman, D., & OConnor, E. (2007). Worldviews: contact and change. Toronto:
Pearson
Education Canada

This textbook is an approved resource used for grade 8 students. It also includes inquiry
questions, images, definitions, glossary, activities, and a lot more resources on the curriculum
content. This is a good resource because the language is appropriate for the grade level, and
designed to help them understand. This is a great resource as it looks at the worldviews to help
students achieve a basic understanding, but it should also be subsidized by other resources for a
deeper understanding.
Lourie, P. (2006). Hidden world of the Aztec. Honesdale, Pennsylvania: Boyds Mills Press
This book looks into the lives of the Aztecs and how they were taken over. It also
explains how there is a lot of information that was recorded and left about the Aztecs. The author
of this book is following a well-known archaeologist, and looking at the findings from his
journey. This is a great resource because it helps students understand what happened, and what
artifacts have been found or left that can help describe what happened. This will be a great
resource for their performance task, and it is also an easy read with lots of pictures.
Shuter, J. (2002). The Aztecs. Chicago, Illinois: Heinemann Library
This is a valuable book that shows lots of different artifacts and information about the
Aztec people and their lives. This book is very informative and is easy to read for students at this
grade level. It looks at all different aspects of the Aztecs life and culture. This book will be useful
for the performance task as it has lots of good information on artifacts and pictures.
Steele, P. (2009). The Aztec news. Cambridge, Massachusetts: Candlewick Press
This is a valuable resource because it is presented in a unique and grade appropriate way.
It is filled with informative true stories that are formatted into a cartoon newspaper. This resource
gives information in a fun way that engages students. It also gives students a deeper look into life
in that time period because it has appropriate advertisements. This resource will be very useful
for the students performance task because it provides stories and pictures.
Fiction Books
Dorris,M.(1994,1992)MorningGirl.NewYork:DisneyPress.
ThisbookcouldbeusedtoconnecthowtheAztecsfeltwhentheSpanishfirstarrived.
Thisisastoryofayounggirlandherbrothertellingthestoryoftheirlivesbeforethefirst
Europeanscame.ThisstoryisagoodliterarylinktothefeelingsthattheAztecwouldhavehad.
Thisstorytellshowtheirlifewasbeforethecontactandafter.Thestudentscouldcomparethis
booktotheAztecsandSpanishtogetadeeperunderstandingofconflictbetweendifferent
worldviews.
WebResources

PBS.(2013).ConquistadorsRetrievedfrom:http://www.pbs.org/opb/conquistadors/home.htm
Thiswebsiteisagoodresourceforstudentstouseasitisstudentfriendly.Thereisa
specificsectionthatfocusesontheAztecsandSpanish.Thiswebsiteprovidesbothteacherand
studentresources,aswellasinquiryquestionsabouttheSpanishandAztecs.TheAztecsection
showsthemainplayersintheinteractionandthengoesintothedestructionoftheAztecs.Italso
hasatimelineoftheeventsthatledtothedestructionoftheAztecs.Thereisalsoasubsection
thatiscalledMichaelsJournal,whichiswrittenlikeadiarythatwouldhavebeenwrittenin
thattimeperiod.Thiswillhelpstudentsunderstandwhatitmighthavebeenlikewhenthe
SpanisharrivedinMexico.Thissitewouldbehelpfulforstudentstohaveadeeper
understandingofwhatitwasliketobeoneithersideoftheinitialcontact.Italsoasksstudentsto
thinkdeeperbyaskingcriticalinquiryquestionsthatcouldhelpwiththeirperformancetasks.
AudioVisual
Ddbstock(n.d).Aztecartifacts.Retrievedfrom
http://www.ddbstock.com/largeimage/aztecart.html
Thisimagecollectionwasfoundinacriticalchallenge.Itisaresourcetoshowstudentsand
teachersartifactsfromtheAztecs.Thereisamixofmaps,codexs,andstatues.Thisresource
wouldbehelpfultogetstudentsstartedontheirartifactsearch.Thiscouldgivethemsomeideas
ofartifactsthattheycouldlookat.Theycouldpickartifactsthattheywouldliketouse,andthen
lookuptheinformationthroughbooksandonlineresources.
Community
GlenbowMuseum.Calgary,AB.ChanginglifestylesoftheBlackfoot
ThisisaMuseoKitthatcanbeborrowedfromtheGlenbowMuseum.ThisMuseoKitcan
beborrowedfortwoweeksandoffersaminiaturemuseumexhibitthatcanbebroughtintothe
school.Thiskitprovidesobjectstodisplay,study,aswellasteacherresources.Thisspecific
MuseoKitcouldbelinkedtotheSpanish/Aztecunit.Thiskitlooksatthechanginglifestyles
whengroupscameintocontactwiththeBlackfootpeople.Specifically,thiskitshowsthe
changesthatoccurredaftersigningTreaty7,andhowthatinfluencedtheBlackfootthenandin
thepresentday.ItshowshowtheBlackfootpeopleadapted,changed,andevencoexisted.This
wouldbeaninterestinglinktoseewhythecontactbetweentheBlackfootwassodifferentthan
theAztec/Spanishcontact.WhycouldtheBlackfootcoexistbuttheSpanishandAztecscould
not?Thiswouldbehelpfultogetthestudentstothinkcriticallyaboutandinquireintothe
differences.

Name:
Class:

Aztec & Spanish Worldview Museum

Inquiry Question: To what extent were the Aztec and Spanish worldviews changed because of
their contact?
The Glenbow Museum in Calgary, Alberta is looking for artifacts to make a new
display representing worldviews throughout history. They are asking for help

locating artifacts from the Aztec and Spanish societies. They would like the
artifacts to represent the worldviews of these societies. They have asked that
you find 2 artifacts that represent the Spanish worldview, 2 artifacts that
represent the Aztec worldview, and 2 artifacts that represent how the Aztecs
and Spanish were impacted by their contact. They are concerned that the
artifacts themselves will not show the visitors the significance of their meaning.
You must explain how each artifact reflects worldviews. Since you have just
completed your worldviews in conflict unit they believe you would be of great
use in their search for artifacts. They have indicated that you can present the
artifact importance in written or oral form. The Glenbow Museum has the
resources to play podcasts, YouTube videos, PowerPoint, or display write-ups.
Remember
**Projects are to completed individually and not with a partner**
Communicate your information in a way that will capture the interest and
attention of museum visitors.
To complete this task you will need to do the following.
Using the Selecting Artifacts organizer provided:
o Find 2 Spanish artifacts
o Find 2 Aztec artifacts
o 2 artifacts that show how the worldviews came together
Your artifact can be virtually anything you can find! You can find the artifacts in
the textbook, online, in other books, or you may have something at home.
o You must provide a detailed write up with your artifact, which will contain
1.
2.
3.
4.

the following information:

Your name and class
Name of the artifact
Culture origin of artifact: Aztec, Spanish, New Spain, or Modern Mexico
Timeframe of artifact: Before contact, initial contact, after conquest, or

modern day.
5. Description of the worldview that the artifact is representing.
a. Show what you know about how worldviews influence people and
events.
i. Consider what the worldview of the people of that time was
ii. Consider how it influenced people and events

iii. Consider what elements were involved geography, time,

beliefs, society, values, economy, and/or knowledge.
6. Background information found on the artifact to extend your
understanding.
7. Self Assessment
8. Reference List
9. Submit your artifact and explanation of worldviews to you teacher by
March 19 so it can be submitted to the Glenbow Museum.

Student Resources:
http://www.hfcrd.ab.ca/assignments/GMS/Loughlin/Social%208%20text/Ch09.pdf
http://www.ddbstock.com/aztec3.html
http://www.ddbstock.com/largeimage/aztecart.html
http://mexicolore.co.uk/aztecs/aztefacts/
http://www.azteccalendar.com
http://legacy.fordham.edu/halsall/mod/1520cortes.asp
http://home.freeuk.net/elloughton13/aztecs.htm
http://www.yale.edu/ynhti/curriculum/units/1999/2/99.02.01.x.html
http://schools.cbe.ab.ca/b690/Curriculum/socialstudies/ourworldview8/ss_ourwvs8/Attachments/a_student_text/SS8SB283.pdf

SelectingArtifacts
Choice of artifact

What the artifact reveals about

worldview

Justification
(Why is this the best choice?)

Aztecs

Title:

Aztecs

Title:

Spanish

Title:

Spanish

Title:

Example of when they came together

Title:

Example of when they came together

Title:

Grade 8 Social Studies

Self Assessment Tool: Aztec/Spanish Worldview

Aztec & Spanish Worldview Museum

Student _______________________________________________________________
How well did I describe the Aztec/ Spanish worldview?
Feedback
Is the information
on topic?

Is there enough
information to
help my
audience
understand
Aztec/Spanish
worldview?

Have I included
the most
important
information?

Specific Action I will Take

Multicultural Fair Project

Group Task Organizer

Must be shown to Mrs. Jacobson by March 31
Due April 10, 2015
Inquiry Question: To what extent are different cultures worldviews assimilated or accommodated in
Canada?
Home Room:_______________
Country/Culture: ____________________________________
Group Members (first and last name)/ Tasks each member is responsible for:
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Groups chosen categories:

1. World View
2. ______________________
3. ______________________
4. ______________________
5. ______________________

Multicultural Fair Trifold: Due April 10

The date of the fair is still to be determined

Group Project Checklist

Content
The content must address
Change (pg. 5 text).

5 of the following elements of worldview and a section for Worldview and

Geography
Economy
Food
Society
Values/Beliefs/
Religion
Popular Culture
Fashion
Tradition
History
Knowledge
Worldview (Everyone must do this)

All research/information gathered by the group must taught to each individual in the group. Each
member of the group must be able to present and answer questions on all categories.
Presentation
How does your display look?

Is it neat?
Costumes?
Artifacts?
Colour?
Images: do they enhance your content?
Layout of the content on the tri-fold.

Group Work

Cooperation
Conflict resolution
Constructive Criticism
Enthusiasm
Work Ethic
You must have at least one person at your booth at all times.

Requirements:
You must have a minimum of one person at your station at all times to explain and/or answer
questions.
Each Category must have the following:
o
o
o
o
o

Font no smaller than 14

Images that enhance the content/information
All images must have a brief explanation with them
1-2 pages of single spaced of text
2-3 pages of text and pictures

Not a requirement but strongly suggested for your presentation on the night of the fair.

Traditional foods
Traditional costumes (dress up. Bonus marks for anyone who dresses up)
Artifacts (please do not bring in anything that is too valuable to loose or you are
afraid will break)
o No guns, knives or any weapons please.
Your family and friends (parents, grandparents, uncles, aunts, neighbours)
o They do not have to be at your station but are free to enjoy the evening
visiting all of the booths and taste all the foods from around the world.

If you would like, you can also bring in the following under the following condition:

Music (you must provide your own device that is run on batteries)
Laptop with pictures (you must provide your own laptop and have it fully charged)

Worldview notes to help guide you

Worldviews are a set of beliefs about the world a group of people use to understand the world
around them. It can shape a persons actions, perspectives and their interaction with others.
The following questions can be used to guide your research. You do not have to answer all of the
questions. In fact some of these questions may not be applicable to your topic.

o What were the major influences of their worldview? How did they impact their worldview?
For example:
Renaissance in Europe
Confucianism in Southeast Asia
Hinduism and Vedic Tradition in India
Islam in the Middle East and Northern Africa
Aboriginal worldviews in colonized countries

o What major historical events shaped their worldview? How did it effect their worldview?
For example the WWII and the holocaust shaped the modern Jewish cultures
worldview.
o What are major VALUES about your cultures worldview?
For example in Europe there is a high sense of individualism.
In China, Korea and Japan there is a high sense of communalism.
In many aboriginal communities there is high importance of nature.
o Comparison of traditional worldview versus modern worldview.
o What are influences that have changed or are changing their traditional worldviews?

Rubric to be created in conjunction with TA before the project is assigned.

References
Alberta Assessment Consortium. (2015). Worldview as a guide through history. Retrieved February
17, 2015, from http://www.aac.ab.ca/assessment-materials/worldview-as-a-guide-through
history/
Alberta Education. (2014). Remembering the Aztecs. Retrieved February 18, 2015, from
http://www.learnalberta.ca/content/ssoc8/html/rememberingtheaztecs_cc.html
MacDonald, J., & Kaliszuk, T. (n.d.). Remembering the Aztecs. Retrieved February 17, 2015, from
http://content.blackgold.ca/ict/division3/rememberingaztecs
Millette, J. (2015). Social studies assignments. Retrieved February 17, 2015, from
http://chestermd.rockyview.ab.ca/Members/jmillette/humanities/social-studies-assignments