Lesson Plan - Invasion of Tenochtitlan

About the Article

Learning Objective

Students will consider multiple perspectives as they read an article and a primary source about the invasion of the Aztec Empire.

Curriculum Connections

• The Aztec Empire

• Indigenous Peoples

• Age of Exploration

• Mexico and Spain

• Montezuma

• Hernando Cortés

Key Skills

Social Studies:
• Study the past and its legacy
• Learn about cultural groups and global connections
• Analyze a primary source and a map

English Language Arts:
• Analyze author’s craft
• Integrate information presented in multiple formats
• Learn and use domain-specific vocabulary

Key CCSS Standards

RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.6, RH.6-8.9, WHST.6-8.2, WHST.6-8.4, RI.6-8.1, RI.6-8.2, RI.6-8.4, RI.6-8.6, RI.6-8.9, W.6-8.2, W.6-8.4, SL.6-8.1

Essential Questions

How have civilizations come into conflict throughout history?
How did European invasions affect indigenous peoples?
How does the past influence the present?

Step-by-Step Lesson Plan

1. Preparing to Read

Build Vocabulary

Distribute or assign the Skill Builder Words to Know. Ask students to rate their knowledge of each term using a four-point scale: 1—I’ve never heard it; 2—I’ve heard it, but I’m not sure what it means; 3—I think I know what it means; 4—I could explain it to someone else. Have students read all the definitions and write sentences using two terms they feel less confident about.

2. Reading and Discussing

Read the Article

Read the article aloud or have students read it independently. Ask students to underline or highlight the central idea of each section as they read.

Answer Close-Reading Questions

Have students write their responses, or use the questions to guide a discussion.

How does the author create a feeling of excitement at the beginning? (Author’s Craft) The author creates excitement by describing the dramatic moment when an Aztec woman notices the European invaders attempting to escape Tenochtitlan in the middle of the night. He uses sensory details and dialogue to bring the scene to life for readers.
What were some of the accomplishments of the Aztec Empire? (Key Details) The Aztecs had advanced systems for farming and writing. They educated all children, rich or poor, which was rare at the time. Their capital, Tenochtitlan, was a marvel of engineering and culture, with impressive palaces, temples, and gardens.
How do the maps on pages 25 and 26 support the article? (Text Features) The ancient map on page 25 shows how Tenochtitlan was built in the middle of Lake Texcoco and helps explain why escaping the city was difficult for the Spaniards. The map on page 26 shows the extent of the Aztec Empire and the route Hernando Cortés took to Tenochtitlan.

3. Skill Building

Analyze a Primary Source

Use Primary Source: “Everything Was Burned” to have students read and answer questions about indigenous people’s memories of the Spanish conquistadores’ arrival from the Florentine Codex.

Analyze a Map

Assign Map Reading: The Aztec Empire to have students answer 10 questions about a more detailed version of the map on page 26.

Assess Comprehension

Assign the 10-question Know the News quiz, available in PDF and interactive forms. You can also use Quiz Wizard to assess comprehension of this article and three others from the issue.

Differentiate and Customize

For Writers: Guide students to respond to the “Write About It!” prompt on page 26. If possible, have students use technology to work in distanced pairs or small groups to gather evidence before they write their drafts.

For Distance Learning: Have students choose an article from the Ancient Civilizations text set. (Select “Text Sets” in the top menu and then click on the set.) Ask: How does the civilization you read about compare to that of the Aztecs’?