Instructors: Aaron Ames and Jessica Buchanan

Subject: Social Studies

Grade Level: 6th Grader
Topic: Cortez and the Conquest of Mexico
Time: 60 minutes
Objective: Students will learn about the rise of the Aztec Empire and the Spanish
conquest. They will have an understanding of how the Aztec viewed the Spanish,
specifically Cortez, and why the events occurred the way that they did. Students will
also learn how Cortez succeeded in conquering the powerful Aztec empire so easily.
Rationale: The student should master this material because it will help them
understand the order of events of the Spanish conquest on Mexico. It should help
them understand why a powerful civilization like the Aztec collapses, and that
change is a constant part of history.
Michigan Grade Level Content Expectations:
6-W3.1.4:
Describe the regional struggles and changes in governmental systems
among the
Mayan, Aztec, and Incan Empires.
6-W3.1.5:
Construct a timeline of main events on the origin and development of
early and classic
ancient civilizations of the Western Hemisphere
(Olmec, Mayan, Aztec, and Incan).
Materials and Resource: PowerPoint on Spanish Conquest of Mexico, note taking
guide based off PowerPoint presentation, comic book layout, comic book
instructions, and colored pencils.
Opener:
This section will help students understand the series of events that took place in the
Aztec Empire in Mexico during the Spanish Conquest. Students will be asked to
bring back prior knowledge they learned in the last unit regarding the Aztec Empire
in Mexico such as the type of government they had, location in Mexico, and who the
last Aztec Emperor was.
Procedure/Activity:
1. Start off class reviewing where the Aztec Empire is located in Mexico and
other events that they learned in the previous unit about the Aztecs including
who their last emperor was. (5 minute)
2. Conduct a PowerPoint lesson with guided notes about the conquest of the
Aztec Empire by Hernan Cortez. (15 minutes)
3. Once the PowerPoint is completed, the teacher will handout the Comic Book
project instructions and a blank Comic Book template to each student.
4. The teacher will then review the instructions for the project by explaining to
them that they must put the 6-8 listed events in order, and draw each event
in the corresponding box like a comic book. The teacher may write the events
on the board in the same order listed on the Comic book instruction sheet (do
not write the events in the correct order for the students. They must figure
this out by themselves based on the PowerPoint). (5 minutes)
5. Students should be allowed to work in groups, but each complete their own
comic book.

6. Students must illustrate historically accurate depictions of each event and

include color in their drawings. (25 minutes)
7. The teacher will be walking around, assisting students if needed.
8. If students complete the project before the class period ends, they may
present their comic book and drawings to the class. (5 minutes)
Assessment:
The learning will be measured for this assignment by the order the students
organized the 6-8 events listed as well as how accurate their drawings are for each
of the 6-8 events. The drawings must pertain to each event. Students will be graded
based on the order of events and relevancy of drawings. Their drawings will not be
graded for looks.
Reflection:
The students were not thrilled with the note taking worksheet that they were given.
We tried to give fill in the blank notes to get through the notes quicker. However,
the students only focused on the word, and not the entire sentence. In order to give
better notes, I think it would be easier to cut this lesson down. The students should
have to write down, at most, three full definitions of words that would be focused on
during that lesson. This forces students to learn three key concepts and skills.