ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

Stage 1 Desired Results

Established Goals:
GLO 8.3:
Through an examination of Spanish and Aztec societies, students will demonstrate an
understanding and appreciation of how intercultural contact affects the worldviews of societies
Understandings:
Students will understand that

Worldviews change over time.

Opposing worldviews can clash

with one another.

There are a variety of factors

that impact worldview including
religious beliefs, science, geography,
history and economy.

Essential Questions:
Overarching Inquiry Question:
How does the cultural clash between the
Spanish and the Aztecs inform our
understanding of worldview?
1. How did changes during the
renaissance contribute to Spains
expansionist and imperialistic
worldview?
2. What shaped Aztec worldview prior to
contact with the Spanish?
3. In what ways were the outcomes of
contact between the Spanish and the
Aztecs a result of their competing
worldviews?

Students will know

8.3.1- Influence of worldview on
society.
I.
How societys choices and
actions are impacted by
worldview
i. How changes in
Spains worldview
during the
renaissance led to
the age of
exploration, for

Students will be able to do

Work collaboratively. ( LA: GLO 5)

Gather, organize, and sort information.

(8.S.7)

Think critically and creatively (8.S. 1)

Consider events from a variety of

perspectives. (8.S.1)

EDUC 3604 Unit Assessment Plan Template

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

example.
8.3.2- The impact that contact
between the Spanish and the Aztecs
had on their identities.
8.3.3- That rapid adaptation can have
an impact on societys actions,
beliefs, and and knowledge.
8.3.4- Spanish Influence on Aztec
Worldview
I.
The key elements of Aztec
worldview prior to contact.
II.
Influence of Aztec worldview on
Aztec life
III.
The ways by which Spain
dominated over the Aztecs.

EDUC 3604 Unit Assessment Plan Template

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

Assessments
Title

Learning
Outcomes

Type
(Formative/Sum
mative)

Concept
Lesson
and KWL
Chart
Formative
PreAssessmen
t

Class
Discussio
n and
Anecdotal
Notes

Weekly
Student
Reflection
s

Midway
Performa
nce Task

Graffiti
Wall

RAFTS

General
Workshe
ets

Final
Performa
nce Task

Formative

Summativ
e
Metacogni
tive

Summati
ve

Formative
/
Metacogni
tive

Formati
ve

Formati
ve

Summati
ve

Metacogni
tive- post
assessmen
t

NOT APPLICABLE- OUTCOMES BASED

Weighting

8.3.1: appreciate how a

societys worldview
influences the societys
choices, decisions and
interactions with other
societies (C, I)
8.3.2: appreciate how Aztec
and Spanish identities and
worldviews were affected
by intercultural contact
(TCC, GC, I)
8.3.3 appreciate and
recognize how rapid
adaptation can radically
change a societys beliefs,
values and knowledge

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

(TCC, GC)
8.3.4: assess, critically,
how the Aztecs were
affected by the Spanish
worldview by exploring and
reflecting upon the
following questions and
issues:
8.3.4.1: What were the key
elements of the worldview of the
Aztec civilization prior to contact
with the Spanish? (TCC, I, CC)
8.3.4.2: How did the Aztec
civilizations worldview influence
the Aztecs choices, decisions
and customs? (TCC, CC,
PADM)
8.3.4.3: What key elements of
Spains worldview led to the
desire to expand the Spanish
empire? (TCC, I, PADM)
8.3.4.4: In what ways did factors
such as technology and disease
contribute to the dominance of
the Spanish over the Aztec
civilization? (ER, LPP)
8.3.4.5: To what extent were the
divergent worldviews of the
Spanish and Aztecs factors in
the dominance of one nation

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

over the other? (TCC, CC, GC,

PADM)

Subject Area
Grade Level
Topic
Length of Unit
(days)

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

Assessment Tool Overview

Assessme
nt Tool
Title

Unit preassessmen
t

Class
Discussion/
Anecdotal
Notes

Outcomes

Brief Description

Fo
r

AS

OF

Lesson refreshing the concept of

worldview where students are asked
to create their own definition of the
concept as well as two of their own
examples and non-examples. They
will then complete a KWL about the
Aztecs at the end of the lesson to
indicate their understanding.
8.3.4.1, 8.3.4.3

8.3.1, 8.3.2, 8.3.3,

8.3.4 (all).

USE: With this tool I will be able to

uncover any areas of great
understanding or potential areas of
confusion with the concept. I can use
the KWL to ensure that I am giving
the students the tools that they need
as well as uncovering potential areas
of interest that I could integrate into
my lessons.
The teacher circulates the classroom
and records points of observation
from each student in the anecdotal
notes folder.
USE: This will provide me an
additional layer of understanding.
What I overhear in the classroom can
tell me how well students are
understanding ideas and grasping
outcomes. This can also tell me
whether I need to return to
something or if I am ready to move
on. Though formative, this tool can
also give me an additional layer of
evidence of mastery.

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

Each week, students will complete a

reflection based upon a provided
guiding question. This tool will
enable students to apply what they
have learned rather than simply
repeating information. A rubric will
be provided with each question to
ensure students can pinpoint what
they need to do. The first two will be
formative to ensure they understand
what is expected.
Student
Reflections

Midway
Performanc
e
Task

8.3.1, 8.3.4.1, .2, .3.

8.3.1, 8.3.4.1, .2, .3.

USE: This tool will again allow me to

assess depth of understanding of the

outcomes. If a student can recall
information but not apply it in a way
that helps them answer the question,
that is an indicator that they havent
learnt. The use of the first two as
formative assessments helps ensure
that by the third one everyone
understands what they are doing and
that their mark isnt skewed due to
misunderstanding the structure.
Furthermore, if a number of students
are not meeting expectations by the
third reflection, it indicates missing
elements in my teaching.
Students will work with a partner to

create one Spanish and one Aztec
artifact for a local museum. Students
will then represent their artifact by
making it, painting it, or making a
blueprint of it. Both partners will then
explain the significance of the
artifacts in terms of worldview.
Further, the partners will then explain
how these artifacts might clash with
one another as a result of
worldviews. A rubric will be provided
to assess this. Students will be
marked partially as a pair and

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

partially as individuals; the partner

that works on the Aztec artifact will
be marked on how they explain its
relation to worldview and the Spanish
partner will be graded likewise. The
partners explanation of the clash will
be graded as a pair.
USE: Used instead of a test, this task
requires students to apply their
understanding of worldview in the
Aztec and Spanish context. It
challenges them in that they cant
google the responses but rather any
additional research they conduct will
enrich their understanding of
worldview.
Students will select a topic of their
choosing that relates to the weeks
content and complete a RAFT
exercise to demonstrate
understanding. These rafts will be
formative and are largely open to
student ideas. Descriptive feedback
will be provided.
RAFT
Exercises

8.3.2, 8.3.4.1, .2, .3,

.4

Graffiti Wall 8.3.1, 8.3.2, 8.3.3,

8.3.4 (all)

USE: This assessment challenges

students to think about material from
a different angle. I will be looking,
again, for depth of understanding as
well as application. These RAFTs
provide valuable practice for
applying knowledge in ways that will
prove useful for the mid-term and
final performance tasks. The intent of
my assessment and comments will
be to challenge the students and
push them to continue thinking more
in-depth about the lesson content.
Students will record key takeaways
from the days lesson in either a
written, drawn, or other way on the

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

Humanities
8
Intercultural Conflict and
Worldview: The Aztecs and the
Spanish
27 Days x 1hr 47 minutes (8D) &
24 Days x 1 hr 57 minutes (8C)

graffiti wall.
USE: This will be an entirely
formative assessment though it can
also be considered as learning also.
This will give me a picture of whether
the class is taking away from the
lesson what I had intended as well as
overall getting it-ness within the
group.
In most lessons, aside from projectbased lessons, students will have
some type of worksheet to complete
as they progress through content.
General
Worksheets

8.3.1, 8.3.2, 8.3.3,

8.3.4 (all)

Concluding
Performanc
e Task

8.3.1, 8.3.2, 8.3.3,

8.3.4 (all)

USE: Students will not be marked on

these but rather given descriptive
feedback. These comments can be
used by the students to support
them during the performance tasks.
Students are asked to do one of three
things: an article publicizing the
potentially dangerous contact
between the Aztecs and Spanish, a
short story/ graphic story about
contact between the two showing
progression and impact of contact, or
a collection of diary/letters to show

the impact of contact. * A rubric and

checklist will be provided to students.

USE: this tool replaces a conventional

final exam by challenging students to
apply their learning in a way that
cannot be googled. This will enable
me to determine the extent to which
students are meeting outcomes.
*Note: There is an ELA component to this but my TA suggested focusing on the Social but to fit it in where it can. Hence the performance
task also addresses some ELA outcomes.