multiple intelligences activities
Every classroom has a variety of learners. Below are Aztec civilization activities, designed for a specific learning type. These activities should be used by all students. Although they may have a strength in a type of learning, it is important they practice their weaknesses.
All activities gathered into 1 document.
multiple_intelligences_with_common_core.docx | |
File Size: | 38 kb |
File Type: | docx |
*Students will need access to iPads and/or computers for online reading*
Goals:
- Demonstrate comprehension of the Aztec culture through multiple texts
- Understand the roles and belief system affects a civilization's actions
- Recognize how prospering civilizations take full advantage of their resources
Verbal/Linguistics
Students will be reading from two different texts and take notes in an interactive notebook. After identifying key terms, ideas and practices from the text, students will write a journal entry in their notebook about a specific socio-economic class in the Aztec society.
RI. 5. 9. - Students are using information from two texts based on the Aztec culture, and are asked to write a journal entry.
Resources:
Students will be reading from two different texts and take notes in an interactive notebook. After identifying key terms, ideas and practices from the text, students will write a journal entry in their notebook about a specific socio-economic class in the Aztec society.
RI. 5. 9. - Students are using information from two texts based on the Aztec culture, and are asked to write a journal entry.
Resources:
Logical/Mathematical
Students will read from the required book over a 1 week period, and compare it to an article about the conquest over the Aztec Empire. They will use a Venn diagram to write the similarities and differences between the two texts, and students will also write a small reflection piece based on the diagram.
W. 5. 9a. - Students are comparing and contrasting a fictional character to a real person through a graphic organizer, which they will use to write a reflection piece.
Resources:
Article on Hernan Cortés and the Conquistadors: http://www.history.com/this-day-in-history/aztec-capital-falls-to-corts
Read, The Quest for Aztec Gold by Elizabeth Singer Hunt over a 1 week period.
Venn diagram for activity
Students will read from the required book over a 1 week period, and compare it to an article about the conquest over the Aztec Empire. They will use a Venn diagram to write the similarities and differences between the two texts, and students will also write a small reflection piece based on the diagram.
W. 5. 9a. - Students are comparing and contrasting a fictional character to a real person through a graphic organizer, which they will use to write a reflection piece.
Resources:
Article on Hernan Cortés and the Conquistadors: http://www.history.com/this-day-in-history/aztec-capital-falls-to-corts
Read, The Quest for Aztec Gold by Elizabeth Singer Hunt over a 1 week period.
Venn diagram for activity
Visual/Spatial
Students will read about Aztec clothing from an online source. After reading the information, students will illustrate the clothing an Aztec noble would wear and will explain the importance of this type of dressing. Have students compare and contrast the type of dress in present day Mexico to that of the Aztecs. Students can also create their own Aztec outfit to the class.
SL. 5. 5. - Students will be researching on the topic of Aztec dress, and will present their ideas based on the piece of clothing they wore. The student presenting is the "visual display" for his or her classmates to view.
Resources:
Text on Aztec clothing: from http://www.aztec-history.com/ancient-aztec-clothing.html
Card-stock for activity
Students will read about Aztec clothing from an online source. After reading the information, students will illustrate the clothing an Aztec noble would wear and will explain the importance of this type of dressing. Have students compare and contrast the type of dress in present day Mexico to that of the Aztecs. Students can also create their own Aztec outfit to the class.
SL. 5. 5. - Students will be researching on the topic of Aztec dress, and will present their ideas based on the piece of clothing they wore. The student presenting is the "visual display" for his or her classmates to view.
Resources:
Text on Aztec clothing: from http://www.aztec-history.com/ancient-aztec-clothing.html
Card-stock for activity
Bodily/Kinesthetic
Students will watch a video about the fall of the Aztec Empire and write a summary about all the causes of the fall. In pairs of 2, students will write a script that discusses the different aspects of the Aztec civilization crumbling. Each pair will act out their scene and can use classmates as extras. The scenes will be recorded.
SL. 5. 2 - Students are acting out the different causes of the Aztec Empire falling after viewing an educational video.
Resources:
Video: http://www.youtube.com/watch?v=i3kWJfkqT0g
Video Recording Device - To record their act-it-out scenes and able to download/upload to computer.
Students will watch a video about the fall of the Aztec Empire and write a summary about all the causes of the fall. In pairs of 2, students will write a script that discusses the different aspects of the Aztec civilization crumbling. Each pair will act out their scene and can use classmates as extras. The scenes will be recorded.
SL. 5. 2 - Students are acting out the different causes of the Aztec Empire falling after viewing an educational video.
Resources:
Video: http://www.youtube.com/watch?v=i3kWJfkqT0g
- Can be watched in pairs or individually with headphones.
Video Recording Device - To record their act-it-out scenes and able to download/upload to computer.
Musical/Rhythmic
Students will write a poem based of the reading and notes and the activity of pretending to be a part of the Aztec Empire during the Spanish take over of Tenochtitlan.
W. 5. 11. - Students are creating individual poems based off of previously learned information and reviewing the fall of the Aztec Empire from an additional source.
Resources:
Students will read the first section under "Key Concepts" and will take notes in an interactive notebook.
http://www.watertown.k12.ma.us/cunniff/americanhistorycentral/04encountersintheamericas/Fall_of_the_Az.html
Students will write a poem based of the reading and notes and the activity of pretending to be a part of the Aztec Empire during the Spanish take over of Tenochtitlan.
W. 5. 11. - Students are creating individual poems based off of previously learned information and reviewing the fall of the Aztec Empire from an additional source.
Resources:
Students will read the first section under "Key Concepts" and will take notes in an interactive notebook.
http://www.watertown.k12.ma.us/cunniff/americanhistorycentral/04encountersintheamericas/Fall_of_the_Az.html
Interpersonal
Students will be 4 groups of 3 and 1 pair of 2 to conduct their own research on Aztec children games. Each group will create their own game, based off the limited resources the lower-class Aztecs have. Students will spend some time playing each others games.
SL. 5. 1b. - Group members are asked to work in a collaborative manner to fully engage in the research and creative process of the activity.
Resources
Student access to classroom textbooks and iPads/computers to conduct their own research on recreational games children during the Aztec period would play.
http://www.aztec-indians.com/aztec-games.html
http://www.aztec-history.com/ancient-aztec-games.html
Students will be 4 groups of 3 and 1 pair of 2 to conduct their own research on Aztec children games. Each group will create their own game, based off the limited resources the lower-class Aztecs have. Students will spend some time playing each others games.
SL. 5. 1b. - Group members are asked to work in a collaborative manner to fully engage in the research and creative process of the activity.
Resources
Student access to classroom textbooks and iPads/computers to conduct their own research on recreational games children during the Aztec period would play.
http://www.aztec-indians.com/aztec-games.html
http://www.aztec-history.com/ancient-aztec-games.html
Intrapersonal
Students will read a section they are giving of the letter Hernan Cortés wroe to King Charles. After giving students 15 minutes to read their individual sections, students will discuss their section to the entire class to then determine the purpose of the letter. Every student will share and then reflect on the downfall of the Aztecs in their interactive notebooks.
L. 5. 3a - Students are focusing on one specific section of the letter to Charles V. Each student will simplify their section to determine it's meaning.
Resources:
Hernan Cortés' letter to Charles V: http://www.fordham.edu/halsall/mod/1520cortes.asp
Students will read a section they are giving of the letter Hernan Cortés wroe to King Charles. After giving students 15 minutes to read their individual sections, students will discuss their section to the entire class to then determine the purpose of the letter. Every student will share and then reflect on the downfall of the Aztecs in their interactive notebooks.
L. 5. 3a - Students are focusing on one specific section of the letter to Charles V. Each student will simplify their section to determine it's meaning.
Resources:
Hernan Cortés' letter to Charles V: http://www.fordham.edu/halsall/mod/1520cortes.asp
Naturalist
Using an informational website and video, students will summarize the Aztec farming procedures and also compare their farming methods to that of our society today.
RI. 5. 5. - Students will compare and contrast the farming methods during the Aztec period to that of our present day society. Students are using the information learned in both text and multimedia presentation.
Resources
Online text on Aztec farming methods: http://www.sjusd.org/leland/teachers/sgillis/geog/la/aztec_farming.pdf
Video to be watched on iPads or computers with headphones: http://clccharter.org/lilian1/aztecfarmingandagriculture.html
Using an informational website and video, students will summarize the Aztec farming procedures and also compare their farming methods to that of our society today.
RI. 5. 5. - Students will compare and contrast the farming methods during the Aztec period to that of our present day society. Students are using the information learned in both text and multimedia presentation.
Resources
Online text on Aztec farming methods: http://www.sjusd.org/leland/teachers/sgillis/geog/la/aztec_farming.pdf
Video to be watched on iPads or computers with headphones: http://clccharter.org/lilian1/aztecfarmingandagriculture.html