Topic: Expanding Contacts

Assessment Overview

Depth Study 3

Australians at War

Semester 2

Term 3, Week 4

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  Group presentations
  
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  Writing of analytical paragraphs and an essay
  
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  Studying visual representations
  
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  Source analysis
  

Strategies should revolve primarily around Inquiry-based research activities that provide students with opportunities to investigate historical personalities, events and issues, to develop skills to undertake the processes of historical inquiry, and to communicate their understanding of history. The strategies listed for each content area are suggestions only but broadly speaking should engage students in:

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  posing questions about the past
  
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  planning historical inquiries
  
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  collecting, analysing and organising sources
  
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  developing historical texts
  
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  communicating ideas and information
  
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  incorporating and using a range of communication forms and ICTs.
  

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  research assignments involving locating and evaluating sources on the internet and other ICT resources
  
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  formulating questions for and conducting oral history interviews and actual or virtual site studies
  
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  designing an activity within a Virtual Learning Environment (VLE) or Learning Management System (LMS) (eg quiz, wiki, teacher- or student-moderated forum discussion)
  
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  samples of students' oral, recorded and written work
  
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  inquiry and design projects (eg personal interest projects, investigations and learning contracts)
  
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  comparing and contrasting tasks
  
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  developing questions, explanations or evaluations
  
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  designing and/or producing an artefact
  
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  game-based learning opportunities
  
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  the use of graphic organisers to involve students in active thinking about relationships and associations.
  

Many of the websites and books identified below are interchangeable for all of the specified content areas prescribed for study.

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  locate and identify the major civilisations and cities of the Pre-Columbian Americas in this period
  
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  outline the organisation of society in the Pre-Columbian Americas
  
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  describe key aspects of life in at least ONE city of the Pre-Columbian Americas, eg Teotihuacan, Tenochtitlan (Aztec), Machu Picchu (Inca)
  
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  describe the beliefs of at least ONE Pre-Columbian society in the period
  

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  Map work showing the location of pre-Columbian civilisations in Meso and South America. Students will then be able to clearly identify the location of pre-Columbian civilisations.
  
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  Note taking and paragraph writing on key cultural areas of the Aztecs. Students will then be able to clearly consider the nature of Aztec culture.
  
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  Construction of a digital portfolio of artistic representations of Aztec life, cities and architecture prior to Spanish exploration and conquest. Students will then be able to clearly identify the nature of life and culture prior to European contact.
  
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  Class debate on the ethics of Aztec religious practices and how we should or should not judge them from a 21st Century viewpoint. Students will then be able to clearly and expound an opinion on the practices of other peoples judged against a contemporary view.
  
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  Research exercise to evaluate the debates on the origins and function and meaning of Teotihuacan. Students will then be able to clearly identify the importance and purpose of Teotihuacan.
  
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  Using Google Earth for a close examination of the ruins of Teotihuacan. Students will then be able to clearly identify the importance and purpose of Teotihuacan.
  
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  Examination and discussion of the geographical layout of Tenochtitlan and a discussion on the technological marvel concerning its construction. Students will then be able to clearly identify the importance and purpose of Teotihuacan.
  
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  Examination and discussion of the key social, economic and religious features of Tenochtitlan. Students will then be able to clearly identify the importance and purpose of Teotihuacan.
  
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  Research task to compare Tenochtitlan to cities in Europe. Students will then be able to clearly identify the importance and purpose of Teotihuacan and draw comparisons of its role and significance with European cities.
  

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  trade
  
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  warfare
  
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  relations with neighbouring states
  
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  religion
  
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  social structure
  
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  clothing
  
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  food
  
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  relationships with their emperor
  
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  relationships with their gods
  
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  their attitudes towards ritual sacrifice
  
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  gender roles
  
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  agriculture
  
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  technology and science
  
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  medicine
  
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  Creating and codices that replicate the importance of the Aztec codices on set topics or areas of Aztec life. Students will then be able to clearly identify and consider the perspective of the Aztecs about their own world.
  

• 
  trade
  
• 
  warfare
  
• 
  relations with neighbouring states
  
• 
  religion
  
• 
  social structure
  
• 
  clothing
  
• 
  food
  
• 
  relationships with their emperor
  
• 
  relationships with their gods
  
• 
  their attitudes towards ritual sacrifice
  
• 
  gender roles
  
• 
  agriculture
  
• 
  technology and science
  
• 
  medicine
  

a) Websites

Terrific site that has links to a multitude of online resources for the Aztecs

http://whc.unesco.org/en/list/414
UNESCO World Heritage link to Teotihuacan

http://www.nationalgeographic.com/topics/aztec/

http://www.aztec-history.com/

http://www.3dancientwonders.com/aztecs_3d_aztec_temple.php

http://www.britishmuseum.org/research/collection_online/collection_object_details/collection_image_gallery.aspx?partid=1&assetid=860860&objectid=3300523

http://www.britishmuseum.org/explore/cultures/the_americas/aztecs_mexica.aspx

http://australianmuseum.net.au/event/Aztecs

http://www.mna.inah.gob.mx/index.html

http://www.getty.edu/art/exhibitions/aztec/

b) YouTube Clips/Documentaries/Movies

https://www.youtube.com/watch?v=PibnTBi1rrQ

https://www.youtube.com/watch?v=_nS6MpVbB_g

https://www.youtube.com/watch?v=0BNEZMIfLLU

https://www.youtube.com/watch?v=3uXQVqUYDFU

https://www.youtube.com/watch?v=uXcj0ZEyIY8

c) Books/Magazines/Publications

by National Geographic Society (Author), Fred L. Israel (Editor)

National Geographic. December 2006. The Aztecs

The Aztecs (See Through History) by Tim Wood 1992

Now reissued with a CD and wall chart! Eyewitness: Aztec, Inca & Maya is a spectacular and informative guide to the rise and fall of the pre-Columbian cultures of the Aztecs, Incas, and Mayas, who built vast empires and left behind a legacy of mystery and wonder.

A great book that presents accounts of the Spanish conquest of Mexico from an Aztec viewpoint

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  outline and explain the reasons for Spanish conquest and settlement in the Americas
  
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  identify the societies that the Spanish conquered in the Americas
  
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  describe how geographic features influenced Spanish conquest of at least ONE society
  

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  Map work showing the voyages of the Spanish to the Caribbean and their route through Mexico. Students will then be able to clearly identify and consider the nature of the Spanish journey and experience.
  
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  Listing of reasons for European exploration and imperialism. Students will then be able to clearly identify and consider the perspective of European conquest and make judgements and evaluations about their motives.
  
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  Using Google Earth to examine the key geographical features the conquistadors encountered in Mexico. This can be related to key features on the map work. Students will then be able to clearly identify and consider the nature of the Spanish journey and experience.
  
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  Discussions and debates on the morality of Spanish actions in the Caribbean prior to arriving to Mexico. Justifiable or not? Students will then be able to clearly identify and consider the perspective of European conquest and make judgements and evaluations about their motives.
  
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  Writing a biography on Hernan Cortes and drawing judgements on his character and motives for travelling to Mexico. Students will then be able to clearly identify and consider the perspective of European conquest and make judgements and evaluations about the motives and perspectives of significant people.
  
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  Writing a biography on Montezuma and drawing judgements on his character and his reactions to the Spanish. Students will then be able to clearly identify and consider the perspective of European conquest and make judgements and evaluations about the motives and perspectives of significant people.
  

a) Websites

http://www.bbc.co.uk/history/british/tudors/conquistadors_01.shtml

http://latinamericanhistory.about.com/od/theconquistadors/tp/08conquistadors.htm

http://www.aztec-history.com/hernan-cortez-biography.html

http://www.history.com/topics/exploration/hernan-cortes

http://chnm.gmu.edu/wwh/modules/lesson6/lesson6.php?s=0

http://www.aztec-history.com/moctezuma-ii.html

http://www.heritage-history.com/www/heritage.php?Dir=characters&FileName=montezuma.php

http://www.writework.com/essay/geography-ancient-aztecs

http://www.latinamericanstudies.org/aztec-warfare.htm

b) You Tube Clips/Documentaries/Movies

https://www.youtube.com/watch?v=uXcj0ZEyIY8

Better for more able students and classes

https://www.youtube.com/watch?v=3uXQVqUYDFU
Terrific documentary Aztec Temple of Blood that covers many themes of warfare, empire, sacrifice and defeat

https://www.youtube.com/watch?v=u9CmDrqZRRU

https://www.youtube.com/watch?v=_Q9I8vNuIjw

Better for more able students and classes

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  use a range of sources describe different perspectives on the first-contact experiences between the Spanish and Aztec OR Inca society
  
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  explain how the Spanish conquered and controlled Aztec OR Inca society
  

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  Examination of the geographical layout of Tenochtitlan and discussion on why it should not have been so easily captured. Students will then be able to clearly identify and consider the reasons for the ease of conquest and the rapidity of Aztec demise.
  
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  Examination and deconstruction of source material relating to the first interactions
  
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    reactions of Spanish on sighting of the Aztec capital
    
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    reactions of Spanish about the layout and life of the Aztec capital
    
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    reactions of Spanish to religious practices of the Aztecs
    
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    the writings of Bernal Diaz
    
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    the writings of Bernardino de Sahagún
    

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  Examination of the various codices that recreate the nature of contact. Students will then be able to clearly identify and consider the Aztec perspective.
  
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  Creating codices that replicate aspects of the interaction. Students will then be able to clearly identify and consider the Aztec perspective.
  
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  Written tasks that explore capturing the attitudes of the Aztecs on encountering the Spanish. Students will then be able to clearly identify and consider the Aztec perspective and bring judgements to bear on not only the actions of the Spanish, but the Aztec responses.
  
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  Researching and finding evidence left by the Aztecs about contact and interaction. Students will then be able to clearly identify and consider the Aztec perspective and bring judgements to bear on not only the actions of the Spanish, but the Aztec responses.
  

http://www.latinamericanstudies.org/aztec-warfare.htm

http://www.latinamericanstudies.org/florentine-codex.htm

As above

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  explain how either the Aztecs OR the Incas were affected by the Spanish conquests, eg the introduction of new diseases, horses and gunpowder
  

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  use a range of sources, investigate at least ONE example of the wider impact of the Spanish conquests of the Americas, eg the introduction of new foods and increased wealth in Europe
  

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  Structured paragraph responses that weigh the relative merits and impact of conquest on both conquerors and conquered. Students will then be able to clearly identify and consider the Aztec and Spanish perspective and bring judgements to bear on not only the actions of the Spanish, but the Aztec responses.
  
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  Structured essay that assesses and judges the longer term impacts of Spanish conquest and occupation. Students will then be able to clearly identify and consider the Aztec and Spanish perspective and bring judgements to bear on not only the actions of the Spanish, but the Aztec responses.
  
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  Class debate that poses as its central premise that conquest whilst undeniably brutal brought greater long term benefits to the indigenous peoples of Central America. Students will then be able to clearly identify and consider the Aztec and Spanish perspective and bring judgements to bear on not only the actions of the Spanish, but the Aztec responses and the impacts in the longer term on Central America.
  
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  Creation of an I-Movie that outlines the nature of the Columbian exchange. Students will then be able to clearly identify their personal responses to the nature of conquest and its impact.
  

http://museumvictoria.com.au/melbournemuseum/whatson/current-exhibitions/aztecs/

http://en.wikipedia.org/wiki/Conquistador#Disease_in_the_Americas

http://blogs.plos.org/publichealth/2013/07/30/guest-post-what-killed-the-aztecs/

http://blogs.discovermagazine.com/crux/2013/08/01/climate-not-spaniards-brought-diseases-that-killed-aztecs/

As above

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  assess the long-term effects and legacy of colonisation by the Spanish in the Americas
  

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  Structured essay that assesses and judges the longer term impacts of Spanish conquest and occupation. Students will then be able to clearly identify and consider the Aztec and Spanish perspective and bring judgements to bear on not only the actions of the Spanish, but the Aztec responses and the impacts in the longer term on Central America.
  
• 
  Class debate that poses as its central premise “that conquest whilst undeniably brutal brought greater long term benefits to the indigenous peoples of Central America. Students will then be able to clearly identify and consider the Aztec and Spanish perspective and bring judgements to bear on not only the actions of the Spanish, but the Aztec responses and the impacts in the longer term on Central America.
  

http://www.bbc.co.uk/history/british/tudors/conquistadors_01.shtml

http://www.learnnc.org/lp/editions/nchist-twoworlds/1866

http://en.wikipedia.org/wiki/Columbian_Exchange

http://mswynnworldhistory.wikispaces.com/Columbian+Exchange+Webquest

http://www.digitalhistory.uh.edu/active_learning/explorations/spain/spain_menu.cfm

https://www.boundless.com/u-s-history/the-new-world-1492-1600/exploration-and-conquest-of-the-new-world/the-clash-of-culture/

As above