STAGE 4 History (Year 8)

Topic 6C: Spanish Conquest of the Americas

Duration: 5-6 weeks

Learning Outcomes
A student:

 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
 HT4-6: uses evidence from sources to support historical narratives and explanations
 HT4-7: identifies and describes different contexts, perspectives and interpretations of the
past
 HT4-10: selects and uses appropriate oral, written, visual and digital forms to
communicate about the past

Learning Goals:
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 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

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

The nature of the interaction between the Spanish and the Indigenous populations, with a
particular focus on either the Aztecs OR Incas(ACDSEH074)
Students:
 using a range of sources, describe different perspectives on the first-contact experiences

Adapted from Kuhlthau, C., Maniotes, L. and Caspari, A. (2012). Guided inquiry design. Santa Barbara, Calif.: Libraries Unlimited.
 between the Spanish and Aztec OR Inca society
 explain how the Spanish conquered and controlled Aztec OR Inca society
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
 using 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

General Capabilities:
Literacy:
 Comprehending texts through listening, reading and viewing
 Composing texts through speaking, writing and creating
Information and Communication Technology (ICT) capability:
 Applying social and ethical protocols and practices when using ICT
Critical and Creative Thinking:
 Inquiring – identifying, exploring and organising information and ideas
 Reflecting on thinking and processes
Summary of task:
Using a modified Guided Inquiry Design process students will investigate a topic area of their
own choosing, create and present a picture book for and to Stage 2 students and then contribute
to whole class knowledge about this in-depth study.

Adapted from Kuhlthau, C., Maniotes, L. and Caspari, A. (2012). Guided inquiry design. Santa Barbara, Calif.: Libraries Unlimited.
 Phase of Guided Inquiry What students are doing Resources
Learning Goals: build  Laminated pictures of
excitement and interest in the artefacts, codices and
topic written extracts – I set for
each table
 Introduced to the concept of  Butcher’s paper and textas
Guided Inquiry  VR Goggles loaded with
 Explore a variety of images Spanish Conquest of the
and short texts as well as 3D Americas playlist
virtual reality  Spanish Conquest – that’s
 In inquiry circles brainstorm interesting w/s
ideas, feelings, links to own
knowledge and interesting
facts under the broad
headings of Everyday life,
Culture, Beliefs and values,
Conflict, Significant
individuals
 Identify areas of interest using
the ‘that’s interesting’ w/s
2 lessons

Cornell note-taking
Learning Goals: Effective note-
sheet
taking; collecting bibliographic
 Citethisforme website
information
 Curated topic
NB: Prior to the first of these resources – hardcopy
lessons the teacher has placed and online
students in groups based on the Student survey 1
responses to the ‘ that’s
interesting’ w/s
4
 Students are directed to
complete the first student
survey to gather data about
student confidence in key
information fluency skills
 The TL models the Cornell
notetaking method and
collection of bibliographic
lessons
information
 Students take notes on their
chosen area of interest using
the Cornell note taking
method.

Note: Students will be directed to

continue the gather phase
outside of class between
sessions 7 and 9.

Adapted from Kuhlthau, C., Maniotes, L. and Caspari, A. (2012). Guided inquiry design. Santa Barbara, Calif.: Libraries Unlimited.
Adapted from Kuhlthau, C., Maniotes, L. and Caspari, A. (2012). Guided inquiry design. Santa Barbara, Calif.: Libraries Unlimited.
 Phase of Guided What students are doing Resources
Inquiry
Learning Goals: Consolidating  Highlighters/colour
information and making links pencils
 Blank lotus charts
 Lotus chart video
 Students complete the second  Student survey 2
survey that gathers information
about their confidence at the
mid-point of the process in terms
of key information fluency skills
1 lesson  Each individual reviews their
Cornell notes and starts to
colour code like ideas.
 Jot down what could be used as
themes or headings to group
these ideas under
 In their groups, students collate
their like information on the lotus
chart so that each group has all
the information from their
6 lessons research.

Learning Goals: Plan and create  Picture book planner w/s

the final product  Picture book information
w/s
Students use the picture book  Picture books
planner with their book partner/s to  Blank paper
begin sketching out the direction for  Textas
their book.  Colour pencils
Scaffolds: using pictures you
Students may use electronic images find online ; creating a
as long as they are available for bibliography
reuse. TL to demonstrate CC search
(Using pictures you find online), A
bibliography is to be included
(creating a bibliography)
1. Students read their finished
picture books to Stage 2 students
at the neighbouring primary school
and receive feedback and
questions.

2. Students share their picture

books with each other, providing
all students with an overview of
2 lessons the various unit topics and
receiving feedback from their
peers

Adapted from Kuhlthau, C., Maniotes, L. and Caspari, A. (2012). Guided inquiry design. Santa Barbara, Calif.: Libraries Unlimited.
 Phase of Guided What students are doing Resources
Inquiry
Learning Goals: Reflect and  PQP Peer review sheet
evaluate  Power of constructive
feedback video
Students watch power of https://www.youtube.com/wa
constructive feedback video. Then tch?v=v759NYQ57GI
provide feedback using the PQP  Review w/s
review sheet.  Student survey 3
Students complete a survey to
1 lesson evaluate the GI process and provide
data on their confidence in key
information fluency skills.

Notes:
Following this session, the Learning
Team should meet to debrief and
evaluate the program

Adapted from Kuhlthau, C., Maniotes, L. and Caspari, A. (2012). Guided inquiry design. Santa Barbara, Calif.: Libraries Unlimited.