Stage 4 | History Program
TOPIC: Expanding Contacts
Stage 4
Year 8
Duration:
8 weeks
Detail:
13 hours/ 16 lessons
Depth Study 6c: The Spanish Conquest of the Americas c. AD 1492 – c. 1572
Historical Context of the Overview
In response to the profound forces and changes of the 11th to 15th Centuries, western European navigators discovered new trade routes to Asia by sailing around Africa or heading west,
across the Atlantic, to encounter the Americas. These voyages opened up not only a new understanding of the world at a time when western Europe was embracing the learning of ancient
Greece and Rome, but brought about amazing benefits for the European explorers and conquerors and devastating consequences for the indigenous populations of Central and South America.
Key Inquiry Questions for this unit of work
Site Study

How do we know about the Spanish Conquest of the Aztecs?

Why and where did the societies of the Aztecs develop?
1) A site study of the city of Teotihucan through the evidence of its existing archaeological
remains.

What were the defining characteristics of Aztec society?
OR

What have been the legacies of the Spanish Conquest of the Aztecs?
2) A site study of the digital reconstructions of the religious precinct of Tenochtitlan based on
the existing archaeological remains and artefacts
Both these site studies will help to address the key framing questions for this unit of work. The
resource listing has taken into account both of these sites and therefore much material that
could be used has been identified.
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Key Framing Questions for this unit of work
Historical Skills (targeted ones highlighted)
Content Questions
Comprehension: chronology, terms and concepts

Who were the Aztecs? Were where they located?

discuss and recount stories of family and local history

What was life like in Aztec society prior to the arrival of the Europeans? What were the key
features and beliefs of Aztec society?

sequence familiar objects and events

distinguish between the past, present and future

How and when did the Spanish arrive in the Americas?
Use of sources

What is conquest and colonisation?

explore and use a range of sources about the past

identify and compare features of objects from the past and present
Conceptual Questions
Perspectives

What motivated the Spanish to sail to the Americas?


What was the nature of the interaction between the Spanish and the Aztecs? Why did the
conquerors and the conquered react and behave in the ways that they did?
Empathetic understanding

What are the long-term effects and legacy of colonisation in the Americas? Who benefitted
from the effects? The “Columbian Exchange”

explore a point of view within an historical context
recognise that people in the local community may have lived differently in the past
Contestable Questions
Research
Differing perspectives (European vs indigenous) on:

pose questions about the past using sources provided

The sophistication or otherwise of Aztec culture/society – Were their cultures advanced and
sophisticated or backward and heathen?
Explanation and communication

develop a narrative about the past

Why did the Spanish have and take the perspective they did on the peoples of central and
South America?

use a range of communication forms (oral, graphic, written, role play) and digital
technologies.

The impact of the Spanish conquest on Aztec society - Was conquest and colonisation a
good or a bad thing? For whom and why? “The Columbian Exchange.”
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Outcomes (ones targeted by the syllabus are highlighted)
Historical Concepts
A student:
The following historical concepts are integrated into the lesson sequences:

HT4-1 describes the nature of history and archaeology and explains their contribution to an
understanding of the past


HT4-2 describes major periods of historical time and sequences events, people and
societies from the past
Continuity and change: to examine how societies of the Americas emerged and
developed over time and how these societies responded to and changed as a result of
European contact

HT4-3 describes and assesses the motives and actions of past individuals and groups in
the context of past societies
Cause and effect: to examine the events, decisions and developments that produced the
situation whereby the Spanish came to be the conquerors of the Americas

Perspectives: to examine the differing ways in which the Spanish and the peoples of the
Americas came to view each other and how and why their respective views were shaped
and thus differed

Empathetic understanding: to examine the respective points of view of the Spanish
conquerors and the conquered peoples of the Americas and to appreciate and understand
their differing views and perspectives

Significance: to examine how important the conquest and subjugation of the Americas was
to not only the Spanish and the indigenous peoples the longer term impact on shaping
world events and history

Contestability: to examine how historians dispute interpretations of the Spanish conquest
by looking at both the Spanish and the indigenous perspectives


HT4-4 describes and explains the causes and effects of events and developments of past
societies over time

HT4-5 identifies the meaning, purpose and context of historical sources

HT4-6 uses evidence from sources to support historical narratives and explanations

HT4-7 identifies and describes different contexts, perspectives and interpretations of the
past

HT4-8 locates, selects and organises information from sources to develop an historical
inquiry

HT4-9 uses a range of historical terms and concepts when communicating an
understanding of the past

HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate
about the past
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Assessment Overview
Depth Study 3
Semester 2
Australians at War
Term 3, Week 4
Assessment for learning
Assessment as learning
Assessment of learning

Group presentations
Weighting: 30%

Writing of analytical paragraphs and an
essay

Studying visual representations
Reflections on Aztec codices and
interpretation of Aztec life by drawing
and constructing a codice from a 21st
Century perspective.

Source analysis
Description of Task:
Section A – tests the student’s capacity to research a set topic from a choice of topics and present
the findings of their research in a well-structured format supported by a judgement on their findings.
Section B – presents the students with the challenge of disentangling historical perspectives and
making a well-considered judgement on the short term and long term impact and legacy of conquest.
Outcomes: HT5-4, HT5-6, HT5-7, HT5-10
Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities
As prescribed in the NSW History K-10
Syllabus
The general capabilities as identified
on page 31 of the Syllabus are
identified below by their
representative symbols.
It is expected that were the
capabilities are identified they will be
integrated into the teaching and
learning strategies.
General Strategies
Strategies should revolve primarily around Inquiry-based research
activities that provide students with opportunities to investigate
historical personalities, events and issues, to develop skills to
undertake the processes of historical inquiry, and to communicate
their understanding of history. The strategies listed for each content
area are suggestions only but broadly speaking should engage
students in:

posing questions about the past

planning historical inquiries

collecting, analysing and organising sources
Registration
Date
Resources
The resources listed are suggestions and guide only and
nor are they comprehensive. The material available for
this topic is vast and constantly changing and evolving
and thus requires constant updating and review.
Many of the websites and books identified below are
interchangeable for all of the specified content areas
prescribed for study.
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities

developing historical texts

communicating ideas and information

incorporating and using a range of communication forms and
ICTs.
Registration
Date
Resources
Assessment strategies could be drawn from the following:

research assignments involving locating and evaluating sources
on the internet and other ICT resources

formulating questions for and conducting oral history interviews
and actual or virtual site studies

designing an activity within a Virtual Learning Environment (VLE)
or Learning Management System (LMS) (eg quiz, wiki, teacheror student-moderated forum discussion)

samples of students' oral, recorded and written work

inquiry and design projects (eg personal interest projects,
investigations and learning contracts)

comparing and contrasting tasks

developing questions, explanations or evaluations

designing and/or producing an artefact

game-based learning opportunities

the use of graphic organisers to involve students in active
thinking about relationships and associations.
The strategies listed for each content area attempt to make the
assessment strategies as listed above more readily achieved.
Extension/Enrichment Activities
a) An example of an extension/enrichment activity would be for a
top streamed class or individuals to read the thesis of historian
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities
Registration
Date
Resources
Jared Diamond “Germs, Guns and Steel” and examine his theories
about European expansion and assess its applicability or otherwise
to the conquest of Mexico.
This could be assessed by the capturing of the evidence in
student created website or conversation forum such as a class
blog or wiki site and thus extending the parameters of not only
collecting evidence but more importantly the creation of
student historical texts.
b) Another extension/enrichment activity for a top streamed class
would be the collection of evidence from more left wing Central and
South American historians who advocate and argue that Columbus
Day which is celebrated in Europe as a day of pride should be
universally regarded by the world as a day of mourning and shame.
This could be assessed by the capturing of the evidence in
student created website or conversation forum such as a class
blog or wiki site and thus extending the parameters of not only
collecting evidence but more importantly the creation of
student historical texts. Students could create a public forum
for debate based on their evidence.
1) Pre-Columbian life in the Americas,
including social organisation, city life
and beliefs (ACDSEH016)


Students

locate and identify the major
civilisations and cities of the PreColumbian Americas in this period

outline the organisation of society in

Map work showing the location of pre-Columbian civilisations in
Meso and South America. Students will then be able to
clearly identify the location of pre-Columbian civilisations.
Note taking and paragraph writing on key cultural areas of the
Aztecs. Students will then be able to clearly consider the
nature of Aztec culture.
Construction of a digital portfolio of artistic representations of
Aztec life, cities and architecture prior to Spanish exploration
and conquest. Students will then be able to clearly identify
the nature of life and culture prior to European contact.
a) Websites
http://www.edurich.net/hansonj/aztecs/aztec_webpage/les
son/websites.htm
Terrific site that has links to a multitude of online
resources for the Aztecs
http://whc.unesco.org/en/list/414
UNESCO World Heritage link to Teotihuacan
http://www.nationalgeographic.com/topics/aztec/
Aztec in the News from National Geographic has updated
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities
the Pre-Columbian Americas


describe key aspects of life in at least
ONE city of the Pre-Columbian
Americas, eg Teotihuacan,
Tenochtitlan (Aztec), Machu Picchu
(Inca)


describe the beliefs of at least ONE
Pre-Columbian society in the period
Registration
Date
Resources
Class debate on the ethics of Aztec religious practices and how
we should or should not judge them from a 21st Century
viewpoint. Students will then be able to clearly and expound
an opinion on the practices of other peoples judged against
a contemporary view.
articles of interest relating to the Aztecs
Research exercise to evaluate the debates on the origins and
function and meaning of Teotihuacan. Students will then be
able to clearly identify the importance and purpose of
Teotihuacan.
http://www.3dancientwonders.com/aztecs_3d_aztec_temp
le.php
Useful 3D images of Aztec temples

Using Google Earth for a close examination of the ruins of
Teotihuacan. Students will then be able to clearly identify the
importance and purpose of Teotihuacan.

Examination and discussion of the geographical layout of
Tenochtitlan and a discussion on the technological marvel
concerning its construction. Students will then be able to
clearly identify the importance and purpose of Teotihuacan.
http://www.aztec-history.com/
A useful website with a sidebar broken into sub headings
on aspects of Aztec culture and life
http://www.britishmuseum.org/research/collection_online/c
ollection_object_details/collection_image_gallery.aspx?pa
rtid=1&assetid=860860&objectid=3300523
terrific site from the British Museum showing many images
of Aztec life from various codices
http://www.britishmuseum.org/explore/cultures/the_americ
as/aztecs_mexica.aspx
British Museum site

Examination and discussion of the key social, economic and
religious features of Tenochtitlan. Students will then be able to
clearly identify the importance and purpose of Teotihuacan.
http://australianmuseum.net.au/event/Aztecs
A very useful site for the forthcoming Aztec exhibition at
the Australian museum

Research task to compare Tenochtitlan to cities in Europe.
Students will then be able to clearly identify the importance
and purpose of Teotihuacan and draw comparisons of its
role and significance with European cities.
http://www.mna.inah.gob.mx/index.html
The website for the Museum of Anthropology in Mexico
City
Examination of the various codices that recreate the nature of
contact. Students will then be able to clearly identify and
consider the perspective of the Aztecs about their own world.
http://www.getty.edu/art/exhibitions/aztec/
Exhibition from the Getty Museum
In particular the following:
b) YouTube Clips/Documentaries/Movies
-
trade
-
warfare
https://www.youtube.com/watch?v=vmbzFhp3ILo
Great documentary on the ancient city of Teotihuacan.
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities

Registration
Date
Resources
-
relations with neighbouring states
Ancient Aztec city of Teotihuacan
-
religion
-
social structure
https://www.youtube.com/watch?v=PibnTBi1rrQ
The Pyramids of Teotihuacan
-
clothing
-
food
-
relationships with their emperor
-
relationships with their gods
-
their attitudes towards ritual sacrifice
-
gender roles
-
agriculture
-
technology and science
-
medicine
Creating and codices that replicate the importance of the Aztec
codices on set topics or areas of Aztec life. Students will then
be able to clearly identify and consider the perspective of
the Aztecs about their own world.
In particular the following:
-
trade
-
warfare
-
relations with neighbouring states
-
religion
-
social structure
-
clothing
-
food
-
relationships with their emperor
https://www.youtube.com/watch?v=_nS6MpVbB_g
Tenochtitlan: The Impossible City
https://www.youtube.com/watch?v=0BNEZMIfLLU
Great 3D construction of Tenochtitlan
https://www.youtube.com/watch?v=3uXQVqUYDFU
Terrific documentary Aztec Temple of Blood that covers
many themes of warfare, empire, sacrifice and defeat
https://www.youtube.com/watch?v=uXcj0ZEyIY8
Germs, guns and steel. A great documentary that
examines theories of conquest
c) Books/Magazines/Publications
Ancient Civilizations of the Aztecs and Maya (Cultural
and Geographical Exploration: Chronicles from National
Geographic) Library Binding
by National Geographic Society (Author), Fred L. Israel
(Editor)
National Geographic. December 2006. The Aztecs
The Aztecs (See Through History) by Tim Wood 1992
Now reissued with a CD and wall chart! Eyewitness:
Aztec, Inca & Maya is a spectacular and informative
guide to the rise and fall of the pre-Columbian cultures of
the Aztecs, Incas, and Mayas, who built vast empires and
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities
Registration
Date
Resources
-
relationships with their gods
left behind a legacy of mystery and wonder.
-
their attitudes towards ritual sacrifice
-
gender roles
Cortés: Conquering the Powerful Aztec Empire
Carl Green. Barnes and Noble
-
agriculture
-
technology and science
-
medicine
Daily Life of the Aztecs
Jacques Soustelle
The Broken Spears: The Aztec Account of the
Conquest of Mexico
Miquel Leon-Portilla
A great book that presents accounts of the Spanish
conquest of Mexico from an Aztec viewpoint
2) When, how and why the Spanish
arrived in the Americas, and where
they went, including the various
societies and geographical features
they encountered (ACDSEH073)

Map work showing the voyages of the Spanish to the Caribbean
and their route through Mexico. Students will then be able to
clearly identify and consider the nature of the Spanish
journey and experience.
a) Websites

Listing of reasons for European exploration and imperialism.
Students will then be able to clearly identify and consider
the perspective of European conquest and make
judgements and evaluations about their motives.
http://www.bbc.co.uk/history/british/tudors/conquistadors_
01.shtml
Very useful BBC History website that raises some
interesting moral questions about the conquistadors

Using Google Earth to examine the key geographical features
the conquistadors encountered in Mexico. This can be related to
key features on the map work. Students will then be able to
clearly identify and consider the nature of the Spanish
journey and experience.
http://latinamericanhistory.about.com/od/theconquistadors
/tp/08conquistadors.htm
Outlines who the different conquistadors were
Students

outline and explain the reasons for
Spanish conquest and settlement in
the Americas

identify the societies that the Spanish
conquered in the Americas

describe how geographic features
influenced Spanish conquest of at
least ONE society

Discussions and debates on the morality of Spanish actions in
the Caribbean prior to arriving to Mexico. Justifiable or not?
Students will then be able to clearly identify and consider
the perspective of European conquest and make
judgements and evaluations about their motives.
http://www.pbs.org/opb/conquistadors/mexico/mexico.htm
Has a very useful interactive timeline of Spanish conquest
http://www.aztec-history.com/hernan-cortezbiography.html
Useful site on Hernan Cortes
http://www.history.com/topics/exploration/hernan-cortes
Useful site on Hernan Cortes
http://chnm.gmu.edu/wwh/modules/lesson6/lesson6.php?
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities


Registration
Date
Resources
Writing a biography on Hernan Cortes and drawing judgements
on his character and motives for travelling to Mexico. Students
will then be able to clearly identify and consider the
perspective of European conquest and make judgements
and evaluations about the motives and perspectives of
significant people.
s=0
The story of Malinche the Mexican woman who was
Cortes’ translator
Writing a biography on Montezuma and drawing judgements on
his character and his reactions to the Spanish. Students will
then be able to clearly identify and consider the perspective
of European conquest and make judgements and
evaluations about the motives and perspectives of
significant people.
http://www.heritagehistory.com/www/heritage.php?Dir=characters&FileName
=montezuma.php
Useful site on Montezuma II
http://www.aztec-history.com/moctezuma-ii.html
Useful site on Montezuma II
http://www.writework.com/essay/geography-ancientaztecs
Useful site showing the geography of Tenochtitlan and the
Mexico Valley
http://www.latinamericanstudies.org/aztec-warfare.htm
Aztec codice showing Warfare scenes
b) You Tube Clips/Documentaries/Movies
These four documentaries are highly recommended
as they cover issues imbedded within the Key Inquiry
questions for the Aztecs
https://www.youtube.com/watch?v=uXcj0ZEyIY8
Excellent National Geographic documentary Guns, Germs
and Steel that traces the Spanish conquest of Mexico
Guns, Germs, and Steel: The Fates of Human
Societies written by Jared Diamond, professor of
geography and physiology at the University of California,
Los Angeles (UCLA). In 1998, it won the Pulitzer Prize for
general non-fiction and the Aventis Prize for Best Science
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 10
Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities
Registration
Date
Resources
Book. A documentary based on the book, and produced
by the National Geographic Society, was broadcast on
PBS in July 2005.
Better for more able students and classes
https://www.youtube.com/watch?v=3uXQVqUYDFU
Terrific documentary Aztec Temple of Blood that covers
many themes of warfare, empire, sacrifice and defeat
https://www.youtube.com/watch?v=u9CmDrqZRRU
Great documentary Weapons and Rituals of the Aztecs
that explores issues of warfare and the nature of Spanish
propaganda
https://www.youtube.com/watch?v=_Q9I8vNuIjw
Terrific documentary from BBC Blood and Flowers-In
Search of the Aztecs
Better for more able students and classes
3) The nature of the interaction
between the Spanish and the
Indigenous populations, with a
particular focus on either the Aztecs
OR Incas (ACDSEH074)

Students



use a range of sources describe
different perspectives on the firstcontact experiences between the
Spanish and Aztec OR Inca society
explain how the Spanish conquered
Examination of the geographical layout of Tenochtitlan and
discussion on why it should not have been so easily captured.
Students will then be able to clearly identify and consider the
reasons for the ease of conquest and the rapidity of Aztec
demise.
Examination and deconstruction of source material relating to
the first interactions
a) Websites
http://www.latinamericanstudies.org/aztec-warfare.htm
Great images of Aztec warfare
http://www.latinamericanstudies.org/florentine-codex.htm
Great images from the Florentine Codex
-
reactions of Spanish on sighting of the Aztec capital
b) You Tube Clips/Documentaries/Movies
-
reactions of Spanish about the layout and life of the Aztec
capital
As above
-
reactions of Spanish to religious practices of the Aztecs
-
the writings of Bernal Diaz
Heroes and Villains was a 2007–2008 BBC Television
docudrama series looking at key moments in the lives and
reputations of some of the greatest warriors of history.
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 11
Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities
and controlled Aztec OR Inca society
-
the writings of Bernardino de Sahagún
Students will then be able to clearly identify and consider
the differing perspectives and bring judgements to bear on
the actions of the Spanish.
4) The impact of the conquest on the
Aztecs OR Incas as well as on the
wider world (ACDSEH075)

Examination of the various codices that recreate the nature of
contact. Students will then be able to clearly identify and
consider the Aztec perspective.

Creating codices that replicate aspects of the interaction.
Students will then be able to clearly identify and consider
the Aztec perspective.

Written tasks that explore capturing the attitudes of the Aztecs
on encountering the Spanish. Students will then be able to
clearly identify and consider the Aztec perspective and
bring judgements to bear on not only the actions of the
Spanish, but the Aztec responses.

Researching and finding evidence left by the Aztecs about
contact and interaction. Students will then be able to clearly
identify and consider the Aztec perspective and bring
judgements to bear on not only the actions of the Spanish,
but the Aztec responses.

Structured paragraph responses that weigh the relative merits
and impact of conquest on both conquerors and conquered.
Students will then be able to clearly identify and consider
the Aztec and Spanish perspective and bring judgements to
bear on not only the actions of the Spanish, but the Aztec
responses.
Students

explain how either the Aztecs OR the
Incas were affected by the Spanish
conquests, eg the introduction of new
diseases, horses and gunpowder

Structured essay that assesses and judges the longer term
impacts of Spanish conquest and occupation. Students will
then be able to clearly identify and consider the Aztec and
Registration
Date
Resources
Each hour long episode featured a different historical
figure, including Napoleon I of France, Attila the Hun,
Spartacus, Hernán Cortés, Richard I of England, and
Tokugawa Ieyasu.
a) Websites
http://museumvictoria.com.au/melbournemuseum/whatso
n/current-exhibitions/aztecs/
An excellent site from Melbourne Museum with excellent
visual sources and a very good deconstruction of the
growth and collapse of the Aztec empire
http://en.wikipedia.org/wiki/Conquistador#Disease_in_the
_Americas
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 12
Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities
Spanish perspective and bring judgements to bear on not
only the actions of the Spanish, but the Aztec responses.

use a range of sources, investigate at
least ONE example of the wider
impact of the Spanish conquests of
the Americas, eg the introduction of
new foods and increased wealth in
Europe


5) The longer-term effects of
colonisation, including slavery,
population changes and lack of
control over resources (ACDSEH076)

Students

assess the long-term effects and
legacy of colonisation by the Spanish
in the Americas

Class debate that poses as its central premise that conquest
whilst undeniably brutal brought greater long term benefits to the
indigenous peoples of Central America. Students will then be
able to clearly identify and consider the Aztec and Spanish
perspective and bring judgements to bear on not only the
actions of the Spanish, but the Aztec responses and the
impacts in the longer term on Central America.
Registration
Date
Resources
Good outline of Disease in the Americas
http://blogs.plos.org/publichealth/2013/07/30/guest-postwhat-killed-the-aztecs/
Interesting theory about death amongst the Aztecs
http://blogs.discovermagazine.com/crux/2013/08/01/climat
e-not-spaniards-brought-diseases-that-killed-aztecs/
Interesting theory about death amongst the Aztecs
Creation of an I-Movie that outlines the nature of the Columbian
exchange. Students will then be able to clearly identify their
personal responses to the nature of conquest and its
impact.
b) You Tube Clips/Documentaries/Movies
Structured essay that assesses and judges the longer term
impacts of Spanish conquest and occupation. Students will
then be able to clearly identify and consider the Aztec and
Spanish perspective and bring judgements to bear on not
only the actions of the Spanish, but the Aztec responses
and the impacts in the longer term on Central America.
a) Websites
Class debate that poses as its central premise “that conquest
whilst undeniably brutal brought greater long term benefits to the
indigenous peoples of Central America. Students will then be
able to clearly identify and consider the Aztec and Spanish
perspective and bring judgements to bear on not only the
actions of the Spanish, but the Aztec responses and the
impacts in the longer term on Central America.
http://www.learnnc.org/lp/editions/nchist-twoworlds/1866
Good deconstruction of the Columbian Exchange
As above
http://www.bbc.co.uk/history/british/tudors/conquistadors_
01.shtml
Very useful BBC History website that talks about the
Columbian Exchange
http://en.wikipedia.org/wiki/Columbian_Exchange
Good deconstruction of the Columbian Exchange
http://mswynnworldhistory.wikispaces.com/Columbian+Ex
change+Webquest
Good deconstruction of the Columbian Exchange
http://www.digitalhistory.uh.edu/active_learning/exploratio
ns/spain/spain_menu.cfm
Good article about Spanish impact
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Content
Suggested Teaching and learning and assessment
Strategies, including opportunities for extension
activities
Registration
Date
Resources
https://www.boundless.com/u-s-history/the-new-world1492-1600/exploration-and-conquest-of-the-newworld/the-clash-of-culture/
Has good data about impact of diseases in the New World
b) You Tube Clips/Documentaries/Movies
As above
The Other Conquest (Spanish: La Otra Conquista) is a
2000 Mexican feature film (re-released theatrically in
2007) written and directed by Salvador Carrasco and
produced by Alvaro Domingo. Plácido Domingo, the
world-renowned tenor, was the executive producer. The
film is a drama about the aftermath of the 1520s Spanish
Conquest of Mexico told from the perspective of the
indigenous Aztec people. It explores the social, religious,
and psychological changes brought about by a historical
process of colonization that both defined the American
continent
The Mission is a 1986 British drama film about the
experiences of a Jesuit missionary in 18th century South
America. The film was written by Robert Bolt and directed
by Roland Joffé. The movie stars Robert De Niro, Jeremy
Irons, Ray McAnally, Aidan Quinn, Cherie Lunghi and
Liam Neeson. It won the Palme d'Or and the Academy
Award for Best Cinematography. In April 2007, it was
elected number one on the Church Times's Top 50
Religious Films list
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Key Historical Terms & Concepts
Age of Discovery
Prince Henry
Montezuma
Great Square
Codices
Donna Marina
Christopher Columbus
Great Temple
Conquistadors
Jaguar Warriors
Hernando Cortes
Quetzalcoatl
Mesoamerica
New Spain
Tenochtitlan
Chinampas
Huizilopochtli
Alvarado
La Noche Triste
Tlaxcalans
Mayans
Mestizos
Hispaniola
Yucatan
Human Sacrifice
Tabascans
Disease
Haciendas
Nahautal
Vera Cruz
Tabasco
Lake Texcoco
Bernal Diaz
de Sahagún
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Except as set out below or permitted under the Copyright Act, no part may be reproduced, stored or communicated without the approval of AISNSW.
Not for profit organisations may reproduce, store in a retrieval system and communicate the whole or any part of the materials without payment of a fee or other remuneration provided:
a)
The institution does not sell, hire or otherwise derive revenue from such reproduction, storage or communication
b)
The copyright of AISNSW is noted on any part which is copied or noted
If any other licence is sought, inquiries should be directed to the Executive Director of AISNSW.
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
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Teaching and Learning Program Evaluation
Program or Unit Title: ___________________________________________________________
Element
Class: ________________
Teacher: _____________________________________
Evaluation
Program

Was the program well-structure and coherent?

To what extent did the program engage all students in the class?

Did the program assist all students to achieve the learning
outcomes?

What improvements could be made?
Resources

Were the resources used appropriately in terms of age level,
variety and the ability to engage the students?

What improvements could be made?
Assessment

Did the program incorporate a range of quality, valid assessment
tasks?

Reflect and comment on the level of student achievement in this
program.

What improvements could be made to assist students to achieve
the outcomes?
Date Commenced: ____________________________
Date Completed: _____________________________
Signature: _________________________________________
This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright.
| 16