Aztec Teacher Resources
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Upper elementary learners identify the Aztecs as the builders of a great city and rich civilization in what is now Mexico. They locate the Aztec Empire and its capital on a map and place the Aztecs in the chronology of American history. After describing several aspects of Aztec culture, they tell the legend of the founding of the capital city of Tenochtitlan and describe the way the city looked at its peak.
Combining social studies and geography, pupils identify the various foods eaten by the Aztecs. They create a recipe for an Aztec evening meal, including preparation instructions. Next, they explain why the Aztecs ate foods commonly found near water. Engaging!
Pupils observe the shapes and lines that make up Aztec sculpture, study Pre-Columbian art as they discover the Aztecs, Mayans and Incas. They create a small-scale Aztec tile using pasta. Creative, clever and engaging.
Pupils examine the Aztec civilization in what is now Mexico. Using a map, they locate the empire and explain the legend of the founding of Tenochtitlan. They explore the symbols on various Mexican flags and what they meant to the Aztec culture. A good supplemental resource.
Students research information about the ancient Aztec culture. For this Aztec lesson, students conduct Internet research about Aztecs to find the answers to questions about their language, jewelry and tools, and the Aztec calendar. Specific websites are provided for the research.
Learners examine and research the Aztec's culture and their corn-growing techniques. They conduct research on the significant role that agriculture and corn played in Aztec life, then create a diorama illustrating the Aztec corn-growing techniques.
Students investigate the development and use of Aztec terraces while farming. They conduct research using a variety of resources. Students use the information for the context of class discussion and then create a diorama to represent the terraces.
Jr high schoolers gather information about artifacts and write formal essays. After completing a unit on the Aztec civilization, learners view three pieces of Aztec art. As a class, they discuss each piece of art. To demonstrate understanding of the content area, they write an essay. This is easily adapted for small groups.
Students explore the Aztec culture and the Conquistadors. In this Aztec lesson, students investigate the language and culture of the Aztec civilization. Over several days and lessons, students expand their study to explore the impact of Conquistadors on this ancient civilization.
Students simulate an Independent Counsel to represent the Spanish and the Aztecs to formulate a policy for the Roman Catholic Church in 1527. They conduct research, graph the similarities and differences, create a poster, and write a position paper.
Students investigate the Aztec civilization and locate it on a map. They explain the legend of the city of Tenochtitan and investigate the symbolism of the Mexican flag.
Learners create an Aztec codex. In this Aztec lesson plan, students research the Aztec ancient form of writing. They create their own writing describing the conquest of the Aztecs by Cortes.
Students investigate the Aztec calendar. In this Aztec calendar lesson plan, students look at examples of Aztec calendars, both the solar and lunar calendars. They access web sites to further investigate the calendars before making a Aztec calendar of one, teacher assigned month.
Students explore Aztec and Mayan history and their influence on contemporary Mexican society. They identify the location, society structure, agriculture, science, and contributions the Aztec and Mayan people made to later civilizations. Students develop a meaningful vocabulary of words related to the culture through web and cluster activities
Fifth graders create Aztec Feather Shields as an enrichment activity with the Maya, Aztec, Inca Core Knowledge Unit. They model their creations after the warrior shields used in ritualistic battles with other cultures.
Middle schoolers write an editorial giving an opinion of whether or not Quetzalcoatl has arrived and if so, what the Aztecs should do. They discuss whether or not they believe Quetzalcoatl is a god or a man, and use an Editorial Prewriting Organizer to assist them in writing their editorials. To extend the lesson, encourage young writers to adapt the myth for modern society.
Young scholars create their own Sun God Sculptures. In this Aztec art lesson plan, students create their own Sun God Sculpture. After finishing the project sudents compare and contrast their sculpture to the pictures of the Aztec's sculpture.
Pupils examine human sacrifice and read about Aztec gods and religious practices. They study Aztec sacrifice while looking at opportunity costs of doing things for the common good.
Sixth graders write myths to show tolerance in creation. They read from both the Aztec and Mayan eras and develop an understanding of the similarities and differences of these two closely related cultures. They track the travels of the peoples through Central Mexico and Central America looking at the changes and transformations of the groups over time.
Students research the Aztec culture in Mexico. They focus on their religious practices. They write a goal to personally sacrifice something. They also write about the costs and benefits of a sacrifice.