The Aztec and the Inca empires

1. Unit Portfolio Presentation Alejandra Kincheloe The Aztec and the Inca empires

2. In this unit students will work in research groups to analyze the factors that contribute to the raise of an empire. Then, they will research about the Aztec and Inca empires, their tragic end, and their cultural legacy. Students will synthesize the information and formulate their own conclusions. Unit summary

3. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 3.1:Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2:Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures Standard 4.2:Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Target content standards

4. Students will gain cultural perspectives by reading and researching information about two very import Ancient Cultures of the target language. Students will demonstrate their understanding of the cultural practices of the culture studied by analyzing, and comparing the practices studied with their own cultural practices. Students will gain 21th century skills by collaborating with peers, creating a product, and sharing their learning with a real audience. Unit objectives

5. Essential Questions What defines an empire? Why have all the great empires in history fallen? Unit Questions Why were the Aztecs and Incas considered empires? Why did the Aztec and Inca empires fall under the colony of Spain? What events led to the success of Cortés and Pizarro? How did the religious beliefs of the Aztecs contribute to their demise? What was the secret of the Inca empire’s wealth? Content Questions What is the Aztec legend of the Fifth Sun? What was the mita? What was the political situation of the Inca empire by the arrival of the conquistadores? What infectious disease left the most devastating mark on the New World Indian Cultures? Curriculum-Framing questions

6. Purpose of the Assessment To gather information about what students already know and to address misconceptions. How I tried to promote higher order thinking? I asked the students to use prior knowledge to connect what they know, think about it, discuss it, and formulate their own suppositions, providing a meaningful stimuli for learning. How the assessment information helps me plan for upcoming activities in the unit? I will plan activities in which the students answer their questions, provide resources, and proper guidance. Gauging student needs assessment

7. Gauging student needs assessment

8. Throughout this project, Curriculum-Framing Questions challenge students to think and make connections to concepts that matter in the real world. • Students will be engaged in open-ended, authentic tasks. • They will reflect on their reading, writing, and research and formulate their own conclusions. Project approaches

9. Students will not only develop higher-order skills but they will develop 21st Century skills such as collaboration, self direction, communication, problem-solving, media and technology skills. • In addition, this project supports the development of metacognitive and cognitive thinking skills. 21st Century skills

10. The aztec and Inca empires…