Stage 4 | History Program

TOPIC: Expanding ContactsDepth Study 6c: The Spanish Conquest of the Americas c. AD 1492 – c. 1572

Stage 4 Year 8 Duration: 8 weeks

Detail: 13 hours/ 16 lessons

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?

What were the defining characteristics of Aztec society?

What have been the legacies of the Spanish Conquest of the Aztecs?

1) A site study of the city of Teotihucan through the evidence of its existing archaeological remains.

OR

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.

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Key Framing Questions for this unit of work Historical Skills (targeted ones highlighted)

Content Questions

Who were the Aztecs? Were where they located?

What was life like in Aztec society prior to the arrival of the Europeans? What were the key features and beliefs of Aztec society?

How and when did the Spanish arrive in the Americas?

What is conquest and colonisation?

Comprehension: chronology, terms and concepts

discuss and recount stories of family and local history

sequence familiar objects and events

distinguish between the past, present and future

Use of sources

explore and use a range of sources about the past

identify and compare features of objects from the past and present

Conceptual Questions

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?

What are the long-term effects and legacy of colonisation in the Americas? Who benefitted from the effects? The “Columbian Exchange”

Perspectives

explore a point of view within an historical context

Empathetic understanding

recognise that people in the local community may have lived differently in the past

Contestable Questions

Differing perspectives (European vs indigenous) on:

The sophistication or otherwise of Aztec culture/society – Were their cultures advanced and sophisticated or backward and heathen?

Why did the Spanish have and take the perspective they did on the peoples of central and South America?

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.”

Research

pose questions about the past using sources provided

Explanation and communication

develop a narrative about the past

use a range of communication forms (oral, graphic, written, role play) and digital technologies.

This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.

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Outcomes (ones targeted by the syllabus are highlighted) Historical Concepts

A student:

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

HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies

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

The following historical concepts are integrated into the lesson sequences:

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

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

This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.

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Assessment Overview Depth Study 3Australians at War

Semester 2Term 3, Week 4

Assessment for learning Assessment as learning Assessment of learning

Group presentations

Writing of analytical paragraphs and an essay

Studying visual representations

Source analysis

Reflections on Aztec codices and interpretation of Aztec life by drawing and constructing a codice from a 21st Century perspective.

Weighting: 30%

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

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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

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.

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developing historical texts

communicating ideas and information

incorporating and using a range of communication forms and ICTs.

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, teacher- or 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.

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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 Pre-Columbian 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

a) Websites

http://www.edurich.net/hansonj/aztecs/aztec_webpage/lesson/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/

This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.

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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

the nature of life and culture prior to European contact.

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.

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.

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.

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.

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.

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.

In particular the following:

- trade

Aztec in the News from National Geographic has updated articles of interest relating to the Aztecs

http://www.aztec-history.com/ A useful website with a sidebar broken into sub headings on aspects of Aztec culture and life

http://www.3dancientwonders.com/aztecs_3d_aztec_temple.phpUseful 3D images of Aztec temples

http://www.britishmuseum.org/research/collection_online/collection_object_details/collection_image_gallery.aspx?partid=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_americas/aztecs_mexica.aspxBritish Museum site

http://australianmuseum.net.au/event/AztecsA very useful site for the forthcoming Aztec exhibition at the Australian museum

http://www.mna.inah.gob.mx/index.htmlThe website for the Museum of Anthropology in Mexico City

http://www.getty.edu/art/exhibitions/aztec/ Exhibition from the Getty Museum

b) YouTube Clips/Documentaries/Movies

https://www.youtube.com/watch?v=vmbzFhp3ILoGreat 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.

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- warfare

- relations with neighbouring states

- religion

- social structure

- 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

Ancient Aztec city of Teotihuacan

https://www.youtube.com/watch?v=PibnTBi1rrQThe Pyramids of Teotihuacan

https://www.youtube.com/watch?v=_nS6MpVbB_gTenochtitlan: The Impossible City

https://www.youtube.com/watch?v=0BNEZMIfLLUGreat 3D construction of Tenochtitlan

https://www.youtube.com/watch?v=3uXQVqUYDFUTerrific documentary Aztec Temple of Blood that covers many themes of warfare, empire, sacrifice and defeat

https://www.youtube.com/watch?v=uXcj0ZEyIY8Germs, 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.

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- relationships with their emperor

- relationships with their gods

- their attitudes towards ritual sacrifice

- gender roles

- agriculture

- technology and science

- medicine

left behind a legacy of mystery and wonder.

Cortés: Conquering the Powerful Aztec EmpireCarl Green. Barnes and Noble

Daily Life of the AztecsJacques Soustelle

The Broken Spears: The Aztec Account of the Conquest of MexicoMiquel 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)

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

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.

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.

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.

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.

a) Websites

http://www.pbs.org/opb/conquistadors/mexico/mexico.htmHas a very useful interactive timeline of Spanish conquest

http://www.bbc.co.uk/history/british/tudors/conquistadors_01.shtmlVery useful BBC History website that raises some interesting moral questions about the conquistadors

http://latinamericanhistory.about.com/od/theconquistadors/tp/08conquistadors.htmOutlines who the different conquistadors were

http://www.aztec-history.com/hernan-cortez-biography.htmlUseful site on Hernan Cortes

http://www.history.com/topics/exploration/hernan-cortesUseful site on Hernan Cortes

http://chnm.gmu.edu/wwh/modules/lesson6/lesson6.php?

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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.

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.

s=0The story of Malinche the Mexican woman who was Cortes’ translator

http://www.aztec-history.com/moctezuma-ii.htmlUseful site on Montezuma II

http://www.heritage-history.com/www/heritage.php?Dir=characters&FileName=montezuma.phpUseful site on Montezuma II

http://www.writework.com/essay/geography-ancient-aztecsUseful site showing the geography of Tenochtitlan and the Mexico Valley

http://www.latinamericanstudies.org/aztec-warfare.htmAztec 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=uXcj0ZEyIY8Excellent 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 Book. A documentary based on the book, and produced

This unit of work was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.

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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=3uXQVqUYDFUTerrific documentary Aztec Temple of Blood that covers many themes of warfare, empire, sacrifice and defeat

https://www.youtube.com/watch?v=u9CmDrqZRRUGreat documentary Weapons and Rituals of the Aztecs that explores issues of warfare and the nature of Spanish propaganda

https://www.youtube.com/watch?v=_Q9I8vNuIjwTerrific 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 first-contact experiences between the Spanish and Aztec OR Inca society

explain how the Spanish conquered and controlled Aztec OR Inca society

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

- reactions of Spanish on sighting of the Aztec capital

- reactions of Spanish about the layout and life of the Aztec capital

- reactions of Spanish to religious practices of the Aztecs

- the writings of Bernal Diaz

a) Websites

http://www.latinamericanstudies.org/aztec-warfare.htmGreat images of Aztec warfare

http://www.latinamericanstudies.org/florentine-codex.htmGreat images from the Florentine Codex

b) You Tube Clips/Documentaries/Movies

As above

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. Each hour long episode featured a different historical

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- 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.

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.

figure, including Napoleon I of France, Attila the Hun, Spartacus, Hernán Cortés, Richard I of England, and Tokugawa Ieyasu.

4) The impact of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075)

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 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.

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

a) Websites

http://museumvictoria.com.au/melbournemuseum/whatson/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

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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

Spanish perspective and bring judgements to bear on not only the actions of the Spanish, but the Aztec responses.

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.

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.

Good outline of Disease in the Americas

http://blogs.plos.org/publichealth/2013/07/30/guest-post-what-killed-the-aztecs/ Interesting theory about death amongst the Aztecs

http://blogs.discovermagazine.com/crux/2013/08/01/climate-not-spaniards-brought-diseases-that-killed-aztecs/

Interesting theory about death amongst the Aztecs

b) You Tube Clips/Documentaries/Movies

As above

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

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.

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.

a) Websites

http://www.bbc.co.uk/history/british/tudors/conquistadors_01.shtmlVery useful BBC History website that talks about the Columbian Exchange

http://www.learnnc.org/lp/editions/nchist-twoworlds/1866Good deconstruction of the Columbian Exchange

http://en.wikipedia.org/wiki/Columbian_ExchangeGood deconstruction of the Columbian Exchange

http://mswynnworldhistory.wikispaces.com/Columbian+Exchange+WebquestGood deconstruction of the Columbian Exchange

http://www.digitalhistory.uh.edu/active_learning/explorations/spain/spain_menu.cfm

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Good article about Spanish impact

https://www.boundless.com/u-s-history/the-new-world-1492-1600/exploration-and-conquest-of-the-new-world/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

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Key Historical Terms & Concepts

Age of Discovery Prince Henry Christopher Columbus Conquistadors Hernando Cortes Mesoamerica Tenochtitlan

Montezuma Great Square Great Temple Jaguar Warriors Quetzalcoatl New Spain Chinampas

Codices Donna Marina Huizilopochtli Alvarado La Noche Triste Tlaxcalans Mayans

Human Sacrifice Tabascans Disease Haciendas Mestizos Hispaniola Yucatan

Nahautal Vera Cruz Tabasco Lake Texcoco Bernal Diaz de Sahagún

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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. | 15

Teaching and Learning Program Evaluation

Program or Unit Title: _____________________________________________________________ Class: _________________ Teacher: ______________________________________

Element 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

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. | 17