HOW DID THE SPANISH EXPLORERS CONQUER THE NEW WORLD?
Lesson Frame:
We will create a digital broadcast to act out my script.
I will conduct research and I will write a script to interview key figures of the time
period.
Gathering Information:
Use your classroom knowledge and past lessons along with books, library databases
or the internet to learn more about the Age of Exploration and the conquest of
Native American Groups. Be sure to cite your sources using the MLA format in a
bibliography. Use Easybib to create the proper citations for ALL borrowed
information and photos/pictures.
Research: Classes will be organized into small groups. Half the class will be
assigned Cort ́ s and the Conquest of the Aztecs and half the class will be assigned
Pizarro and the conquest of the Incas.
 Cort ́ and the Conquest of Aztecs
Each person in your group will do research from the point of view of
either Cort ́ s, One of Cort ́ s´ Men, Montezuma, or the King of Spain.
 Pizarro and the Conquest of the Incas
Each person in your group will do research from the point of view of
either Pizzaro, Pizzaro´s men, Atahuallpa, a servant of Atauallpa or the
King of Spain.
Each group member will conduct research with the goal of answering these
questions about his or her assigned historical figure. You may use library
databases, internet, or books (3 sources of information are required):
1. Create a Word document in Office 365 and name it Conquest. Answer
the following questions and record the information on your Word
document.
a. What are my goals?
b. What are my duties?
c. What are my hardships?
d. What dangers do I face?
e. What advantages do I have over the adversary?
f. How can I defend myself?
2. Create a Bibliography page and be sure to cite all sources of information
and photos for this project.
3. Find at least 3 photos, pictures or maps relevant to the period (cite them
on your bibliography page of your research). You may also create your
own drawings. Save the images to your camera roll on your iPad.
Skit: Writing Questions and Answers.
Work together with your group to create a skit that details the conquest of the Native
Americans by either Pizarro or Cort ́ . Your skit will progress like a talk show with
questions from the interviewer to the interviewees.
 Include each person's point of view in your skit, based on the conflict in your
specific conquest.
 The skit should include details of your factual research.
 The skit should be creative, humorous and proceed in logical, organized
manner.
 Remember the 5 W’s of Journalism: Who, What, When, Where, and Why. Keep
these in mind as you write your interview questions and answers.
 Costumes and props are welcomed.
Presenting a News Broadcast.
 Each group will present a digital news broadcast using the IPad App, Touch
Cast, based on the key figures of the Conquest of the Aztec or the Incas.
 Students in each group will take turns conducting interviews of the key figures
in the struggle, and each group will put together a digital broadcast news
story. You can use your photos you have saved on the iPad as the backdrop for
the scenes in your skit.
 You will use a green screen to film your broadcast.
 When you are finished editing your video, Export your Touchcast.
o Create a name for your project and click share.
o Find your final video on the my TouchCasts page.
o Click on your video and copy the web link to share the TouchCast
broadcast with your teacher, through email.
o Be sure you put your group members names and class period in the
subject line.
Content
Accuracy
Sources of
information
(Book,
database,
website or
other).
Content Depth
Sequence of
Information
Creativity
Role
Sources
(pictures,
books,
websites,
databases. Etc.)
Needs More
Work
Many
inaccuracies
and too little
information.
Evaluation Rubric
Fair
Good
Excellent
Content is fair,
and may
contain several
inaccuracies.
Content is good,
but may have a
few
inaccuracies.
0 sources of
information.
1 source of
information.
2 sources of
information.
Historical
information is
extremely
limited and not
very descriptive.
Historical
information is
somewhat
limited and
lacking some
detail.
Some
information in
the broadcast is
logically
sequenced.
Some
information
seams out of
place.
Historical
information is of
good depth and
somewhat
descriptive.
Historical
information is of
great depth and
very descriptive.
Information is
organized in a
clear, logical
way. All
information in
the broadcast is
in the
appropriate
place.
There is no clear
plan for the
organization of
information in
the broadcast.
Content
contains
historically
accurate
content.
3 sources of
information.
Broadcast
includes no
creativity,
humor or
insight into the
historical
period.
Broadcast
includes some
creativity,
humor and/or
insight into the
historical
period.
Most
information is
organized in a
clear, logical
way. One or
more pieces of
information in
the broadcast
may be out of
place.
Broadcast
includes good
creativity,
humor, and/or
insight into the
historical
period.
Point of view of
character not
accurately
described, with
few details.
Point of view of
character was
somewhat
described, many
details left out.
Point of View of
character was
described but
some details left
out.
Broadcast
includes
excellent
creativity,
humor and/or
insight into the
historical
period.
Point of view of
character was
thoroughly and
consistently
described
Very few
sources are
accurately
documented.
Some sources
are accurately
documented.
Most sources
are accurately
documented.
All sources are
accurately
documented.