Social Studies: Grade 8

How did the Aztec worldview change

following contact with the Spanish?
!

Performance assessment task

Overview:
An Aztec book was called a codex. Made from the bark of fig trees or animal skins, the
codex was one long strip, sometimes 12 meters (40 feet) long, folded accordion-style.
Scribes painted in bright colours characters and symbols on the codex in bright paint. The
size of the characters and symbols had special meaning. For example, an important
person was painted larger than a less important person. The Aztecs had other rules for
drawing people as well. The head and feet were shown from the side, while the body was
shown from the front.

Prior to contact, the Aztecs had a blossoming society that contained all of the elements
they considered necessary for survival. The Aztec people had societal structures, cultural
events, beliefs and religions, and a set economic system. Following contact with the
Spanish, some of these worldviews and ways of living changed. Some were changed by
choice and necessity; others were changed by force and conflict.
The new student in your class who recently moved to Lethbridge invites you over for
dinner. During dinner, her family tells you that they have a Mestizo background and
moved from what is now Mexico. The family tells you that they brought to Canada a
large trunk they found hidden in the back of a shed while they were packing that is full of
what they believe to be historical artifacts and family history. What a coincidence! You
just finished learning about the Aztecs in social studies class and ask if you take a look at
the artifacts. In the trunk, you find four significant items that tie into the worldviews of
the Aztecs pre-contact/conflict that were discussed in class. You ask the family if you can
borrow them to look at them more closely, and they agree.
Meanwhile, the Galt Museum announces it is holding a history fair. This years theme is
Historical Artifacts and Their Ability to Describe a Worldview. The fair does not require
that you submit the actual artifact, just a picture of it. You realize the four artifacts you
borrowed from your friend would be perfect!

Instructions:
1. Using the above information about Aztec art and books, create an Aztec-style
codex that incorporates images of the four artifacts you borrowed from your
friend. Draw (or find on the Internet) an image of each item. Use features found
on a real codex such as boxes with symbols to show time, footprints to show
travel, abstract people.
2. To create your codex, use the white strips of paper given in class, or tape or glue
your own piece of paper end-to-end to create a long strip and fold the long strip 4
times (accordion style as pictured above).
3. In an engaging written explanation that accompanies your codex, explain which
element of worldview each artifact ties into (religion, economy, culture, or
society), who might of created the artifact, and why it was important to the
Aztecs.
4. Your written explanation should also include how and why the artifact changed or
what it became following contact/conflict. Use compelling evidence to explain
whether it was a change that occurred due to conflict or contact. Remember, the
fairs theme is Historical Artifacts and Their Ability to Describe a Worldview.
5. Utilize what you have learned about the Aztecs to help you. Ideas include:
-

Aztec chocolate god

Aztec games
Tenochtitlan
Aztec class structure
Aztec education
Aztec diet/food

Aztec human sacrifice

Aztec calendar sun stones
Aztec slavery
Great Aztec ruler (choose 1)
Impact of epidemics on Aztec empire
Rise of the Aztec empire - origin

Rubric: Worldviews in Conflict

Level

Excellent

Proficient

Adequate

Limited *

Insufficient /
Blank *

Criteria

Describe the
Aztec and
Spanish
worldviews
(8.3.4.1, 8.3.4.3)

Provides a rich and

detailed
description of both
the Aztec and
Spanish worldviews.

Formulate and
support position
(8.3.4.5, 8.S.7.1,
8.S.7.2, 8.S.7.3,
8.S.7.5)

Formulates a
position and
provides
compelling
evidence to support
position.

Communicate
information
(8.S.8.1)

Communicates
information in a
skillful manner to
engage the reader.

Provides a
substantial
description of both
the Aztec and
Spanish
worldviews.
Formulates position
and provides
convincing
evidence to
support position.

Provides a cursory
description of both
the Aztec and
Spanish
worldviews.
Formulates position
and provides
simplistic
evidence to
support position.

Provides a
superficial
description of both
the Aztec and
Spanish
worldviews.
Formulates position
and provides
inconclusive
evidence to
support position.

Communicates
information in an
effective manner
to interest the
reader.

Communicates
information in a
straight-forward
manner that
generally holds
the attention of the
reader.

Communicates
information in an
ineffective
manner that does
little to sustain
attention of the
reader.

No score is
awarded because
there is insufficient
evidence of
student
performance based
on the
requirements of
the assessment
task.