The Lost Temple of the Aztecs

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Unit 4/Week 1
Title: Lost Temple of the Aztecs1
Suggested Time: 5 days (45 minutes a day)
Common Core ELA Standards: RL.6.1, RL.6.2, RL.6.4; W.6.1, W.6.4, W.6.9; SL.6.1; L.6.1, L.6.2, L.6.5

Teacher Instructions
Refer to the Introduction for further details.
Before Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings

Sometimes a superstition or belief can shield you from reality and even cause serious danger. Synopsis
The Lost City of the Aztecs is about the demise of the Aztec Empire and how Montezuma, the last Aztec emperor, reacted to the arrival of the Spaniards at Tenochtitlan in 1519. 2. Read entire main selection text, keeping in mind the Big Ideas and Key Understandings. 3. Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary. During Teaching

1. Students read the entire main selection text independently. 2. Teacher reads the main selection text aloud with students following along. (Students who may have difficulty reading the text can be strategically paired, or may read in small group with teacher guidance). 3. Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)

Text Dependent Questions
Text Dependent Questions
Evidence Based Answers
Why does the professor call his find the “discovery of a lifetime”? They found the great temple of the Aztecs, the cornerstone of what was once the most powerful empire in North America. (inference after reading) The Aztecs had a great and powerful empire. He was finding artifacts related to their history. Compare and contrast the type of information in the text boxes and sidebars to the information in the main text. How and why are they alike and different? The information on the sidebars is shaded and set off from the main text. The sidebars give information, rather than continue with the story. The sidebars provide facts rather than fictional events.

What evidence supports the statement that the Aztecs were a strong empire?

Tenochtitlan was a city of 250,000 when the Spaniards arrived “…where their conquered enemies brought gifts and tributes” Tenochtitlan was a mighty nation of warriors.
what could his mighty nation of warriors have to fear...
(text box) Later they expanded, creating an empire by defeating their neighbors in war. Cortes states, “They say that one Aztec warrior can overpower twenty men.” The author describes Tenochtitlan as a remarkable city. What vivid language does the author use to describe it as remarkable? The first Europeans who saw Tenochtitlan found the city so beautiful, they thought it was enchanted. Tenochtitlan was built on an island in the middle of a sparkling blue lake. Canals crisscrossed the city between blocks of spotless white buildings and lush green gardens. Long causeways led to the mainland.

Snow-capped mountains loomed in the distance.

What events led to Moctezuma’s beliefs that Quetzalcoatl had come back? After hearing the news of the strangers arrival, Moctezuma thought “Quetzalcoatl has appeared! he thought. He has come back to reclaim his throne. It was happening, just as the ancient prophecy has foretold...But, he promised to come back, and this was the predicted year of his return.” “Moctezuma knew there had already been signs that things were not well with the gods...” “Moctezuma was filled with fear and confusion at these unnatural happenings. Maybe the gods must be looking unfavorably on the richest and most powerful empire in the land.” “And now, it...
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