Latin America s. Presentation, Graphic Organizers, & Activities

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1 Latin America s Presentation, Graphic Organizers, & Activities

2 Brain Wrinkles STANDARDS: SS6H1 The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa.

3 TEACHER INFO: Print off the following slide for each student. They should complete the chart while discussing the presentation. Check answers as a class when finished.

4 Inca Aztec Early Civilizations of Latin America Directions: Complete the chart below with information that you learn during the presentation. Location Dates Important Facts Religion Accomplishments Brain Wrinkles

5 Inca Aztec Early Civilizations of Latin America Directions: Complete the chart below with information that you learn during the presentation. Location Dates Important Facts Religion Accomplishments Central Mexico (Tenochtitlan) 1100s, but built capital in fierce warriors -conquered other people & made them pay taxes Polytheistic -used human sacrifices to gods -built huge temples for religious ceremonies -baths -built chinampas -had a calendar -developed medicines -used hieroglyphics Peru Cuzco (Andes Mountains) 1200s -used runners to relay messages -used quipu to keep records -fit stones together without use of mortar -Machu Picchu -polytheistic -Sun god was most important -believed in sacrificing & reincarnation -terrace farming -aqueducts -irrigation canals -food storehouses -roads Brain Wrinkles

6 TEACHER INFO: Read My Lips Print off Read My Lips handout for each student. Introduce and read each vocabulary term. Have students write down predictions about what each word means and how the word relates to the topic they are studying ( Early Civilizations of Latin America ). Discuss the predictions as a class. After learning about the Aztec & Inca, have the students write down everything that they would say about the key terms as if they were explaining the meanings to someone else. (Use a different color of ink so the true definitions stand out.)

7 Brain Wrinkles Directions: BEFORE the presentation, write down what you know about each term. AFTER the presentation, write down everything that you would say about the terms below as if you were explaining their meanings to someone else Brain Wrinkles

8 European Impact on the Aztec & Inca Civilizations

11 Aztecs arrived in the Valley of Mexico in 1100s (central Mexico, including present day Mexico City). They wandered about looking for a home site until Aztecs finally settled on an island in the middle of Lake Texcoco. They built a magnificent city called Tenochtitlan (now Mexico City).

13 Diorama of Tenochtitlan

14 This was the Aztec s capital. It was created in the center of a lake! They built floating islands called chinampas by piling rich earth from the bottom of the lake onto rafts made of wood. Roots of plants grew down to bottom, anchoring the rafts.

18 In the 1400s, Aztec warriors began conquering other people. They made them pay taxes; noble Aztecs grew rich. Aztecs had an emperor; the nobles and priests helped the emperor all were very wealthy. Not everyone was rich most people were farmers.

19 Eagle Warrior Sculpture

20 The Aztec were very involved in agriculture. They used chinampas (man-made floating islands) to grow crops of vegetables, flowers, grasses, and medicinal plants. They also hunted and fished.

21 The Aztec women spent the day taking care of the children, cooking, knitting, and doing housework.

23 Doctors developed thousands of medicines from plants. Astronomers predicted movements of the planets; they designed an accurate calendar! Priests kept extensive records using hieroglyphics. Education - Boys studied either religion or military skills; girls learned cloth spinning and cooking.

24 Aztec Sun Stone (Calendar)

25 Aztec Golden Ear Flares

26 Mosaic Mask Inlaid with Torquoise

them over fire in which spicy peppers where thrown, and

27 How did the Aztecs discipline children? Some punishments included making them inhale smoke, holding them over fire in which spicy peppers where thrown, and puncturing their skin with thorns! Maybe that s what made the warriors so tough?!

29 Cities were religious centers; they worshipped their gods in pyramidshaped temples. Sacrifice was an important part of the religious ceremonies (meant to honor the gods). Polytheistic (worshipped many gods): Sun, Death, Maize, Rulers, Rain, etc.

31 Instead of tearing down old temples, Aztec would just keep adding levels to the existing one. This one was built over 6 times! Rooms for sacrificing are at the top.

33 The bath was an important part of daily life-not only to be cleaned, but also to be religiously purified. Most homes had a steam room attached to living quarters. Other religious ceremonies included human sacrifices: usually children or prisoners of war felt that human hearts and blood strengthened the gods

34 Aztec Bath

35 Aztec human sacrifice was on a greater scale than anywhere or any time in human history.

36 Brain Wrinkles TEACHER INFO: What Am I? Project the Who Am I slide onto the board and give each student a sheet of paper. The students will imagine that they are a thing from Aztec history. They will write a journal entry from the perspective of the thing.

Your Task: Write a short personal response as if you were a specific object from Aztec history. Your response should include both emotional and physical feelings of the object.

37 Your Task: Write a short personal response as if you were a specific object from Aztec history. Your response should include both emotional and physical feelings of the object. Imagine you are the thing! Your Response Must: -Be at least a paragraph in length. -Describe the purpose and function of the object. -Describe how the object might feel or what it might be thinking. -Mention the Aztec civilization Choose: Chinampas, Temple, Calendar, OR do you have a better idea???

I hate hearing the dreadful screams, cries, and pleas of the sacrifices. And then, eeeeekkk!! I see a cherry red organ in my owner s hand, rapidly dripping blood.

38 I am the hat on the head of the highest priest in all of the Aztec race. Pretty much every week, I have to witness the sacrificing of little innocent children, animals, and prisoners. I hate hearing the dreadful screams, cries, and pleas of the sacrifices. And then, eeeeekkk!! I see a cherry red organ in my owner s hand, rapidly dripping blood. After that, I hear the thumpity-thump of the sacrifice s head rolling down each narrow stair step of the enormous temple. I myself am filled with grief. I think I am going to perch myself on top of one of the women that have to work in the house all day. At least I know the only thing they are killing is dinner

40 In 1200 AD, Incas settled in Cuzco, a village in the Andes Mountains (now in Peru). Most were farmers. In 1438 AD, Pachacuti became ruler of the Incas and conquered more lands/people. The empire stretched 2,500 miles and ruled 12 million people. They used runners to spread news at a rate of 250 miles a day!

42 Machu Picchu

43 The jaguar was an important symbol to the Incans. Cuzco (capital city) was built in the shape of a jaguar!

45 They were excellent farmers, builders, and managers. Roads and aqueducts: Incans built more than 19,000 miles of roads (over mountains)! They also built canals and aqueducts to carry water to dry areas. aqueduct pipe or channel designed to carry water to a distant source; irrigates dry land

48 Farming: The Inca cut terraces into the Andes to create farmland. They developed a large variety of foods. They also discovered ways to store and preserve food. The potato was a staple food (due to it being able to grow in the high altitudes of the Andes). Other foods: tomatoes, maize, lima beans, peppers, grains

51 Incan ruins are some of the most impressive works of architecture in the world. They cut stone with such precisions that each block fit exactly with its neighbor. The fit was so tight, even a thin knife wouldn t fit in the cracks.

55 The nobles conducted a census to count people so they could be taxed. They did not have a written language. They recorded information on knotted strings called quipus. Each color represented a different item and knots of different sizes at different intervals stood for numbers.

57 Like the Aztec, the Inca were also polytheistic. The main god was the sun god. Sacrifice was a big part of their religion usually a white llama was used, but sometimes they sacrificed small children. They also believed in reincarnation.

58 Sun God

59 Incan Mummy (Over 500 years old)

60 Brain Wrinkles TEACHER INFO: History Ad Print off the History Advertisement printable for each student and project the direction slide on the board. The students will create an advertisement for a technological advancement in the Incan civilization. The advertisement should include a colorful drawing, description of what the product does, why a consumer should buy it, the price, and a customer review. (See example.)

Advertisement must include: Colorful drawing Why people should be interested Price List of what the item

61 Your Task: Create an advertisement for a technological advancement in the Inca civilization. This should be a 1 page advertisement that could be in a magazine or newspaper. Advertisement must include: Colorful drawing Why people should be interested Price List of what the item does Customer review ( Quote from an Inca living at the time) Choose one of the following: Quipu, terrace, jaguar, aqueduct, runner, better idea??

62 Brain Wrinkles

64 Brain Wrinkles TEACHER INFO: Quipu Print the Incan Quipu page for each student (2- per-page). Each student will need black, blue, red, yellow, & green yarn. Each piece should be about the length of your arm. The students will follow the directions to create their own Quipu. Afterwards, have a discussion about the pros & cons of keeping records this way.

65 Directions: 1. Partner A holds the black yarn straight by holding one end in each hand. 2. Partner B ties the blue yarn near one end of the black yarn by folding the blue yarn in half, then folding its center loop over the black yarn. He then pulls the blue yarn through the loop, resulting in two lengths of blue yarn hanging from the black yarn (one for Partner A and one for Partner B). 3. Partner B repeats Step 2 with the red, yellow, and green yarn. 4. Partners A and B take turns making knots in the colorful yarn using this code: Blue: days until next birthday Red: score on last test (in any class) Yellow: pages in one of the books in your book bag Green: pages in your library book Example: if there are 127 days until Partner A s birthday, he would make the following knots in his length of blue yarn one knot (100) near the black yarn, two knots (20) in the center, and seven knots (7) near the bottom. Directions: 1. Partner A holds the black yarn straight by holding one end in each hand. 2. Partner B ties the blue yarn near one end of the black yarn by folding the blue yarn in half, then folding its center loop over the black yarn. He then pulls the blue yarn through the loop, resulting in two lengths of blue yarn hanging from the black yarn (one for Partner A and one for Partner B). 3. Partner B repeats Step 2 with the red, yellow, and green yarn. 4. Partners A and B take turns making knots in the colorful yarn using this code: Blue: days until next birthday Red: score on last test (in any class) Yellow: pages in one of the books in your book bag Green: pages in your library book Example: if there are 127 days until Partner A s birthday, he would make the following knots in his length of blue yarn one knot (100) near the black yarn, two knots (20) in the center, and seven knots (7) near the bottom. Brain Wrinkles Brain Wrinkles

66 Brain Wrinkles TEACHER INFO: Gist Organizer Print off the GIST: Aztec & Inca graphic organizer for each student. They should complete the graphic organizer after discussing the presentation. Check answers as a class when finished.

67 GIST: Aztec & Inca Civilizations Directions: Fill out the graphic organizer with information from today s lesson. Who: AZTEC INCA What: Where: When: Why: How: Directions: Choose 20 important vocabulary words from the lesson and write them below.. Brain Wrinkles

68 Brain Wrinkles TEACHER INFO: Mask & Writing Print off the Early Civilizations Mask directions sheet for each student. They students should complete the writing assignment on their own paper. When finished, the students will use construction paper (and any other materials you d like for them to use) to create a mask. Attach the writings to the masks & display in the hallway.

69 Masks were often placed over mummies to protect them in the afterlife. They were also hung on walls in temples and worshipped. In this activity, you will be writing about a mask from the Aztec or Incan civilization. After writing, you will be creating the actual mask that you describe in your story. Please follow the steps of the Writing Process when writing. Writing Prompt: Part I: Out of the two early civilizations of Latin America, which one would you prefer to be a part of? Why? ---1 paragraph Part II: Write about a typical day in your civilization. What jobs or duties do you have? What do you eat? What do you do for fun? Do you go to any special ceremonies (religion)? Don t forget to include when you wear your mask! ---2 or 3 paragraphs Writing Rubric: Part I: Paragraph Format (1-2 paragraphs, indent) 4 pt. Opinion 8 pts. 3 Reasons you would prefer to be part of civilization 24 pts. Example of why you would prefer to be part of civilization 12 pts. Restate your Opinion 8 pts. Part II: Paragraph Format (2-3 paragraphs, indent) 4 pt. Job description 8 pts. Food 8 pts. What you do for fun 8 pts. Special ceremonies 8pts. Mask 8 pts. Before you turn in your writing, you will need to have a classmate edit your paper. They will need to check to make sure that your paper meets all of the requirements on the rubric. Then they will sign the line below (stating that your paper is complete and ready to be turned in). Peer Editor Signature: Brain Wrinkles

70 Fall of the Aztec & Inca Civilizations

71 Brain Wrinkles TEACHER INFO: Graphic Organizer Print off the Fall of the Aztec & Inca graphic organizer for each student. They should complete the graphic organizer while discussing the presentation. Check answers as a class when finished.

72 1. Briefly describe the following people: People Description Hernan Cortes Montezuma Francisco Pizarro Atahualpa 2. Define conquistador: 3. Fill in the diagram below to show the reasons Cortes was able to conquer the Aztecs: Cortes conquers the Aztecs. 4. How might the history of the Aztec people be different without the legend of the Aztec god Quetzalcoatl? 5. Why were the Aztec & Inca so easily defeated by smaller Spanish forces? 6. Imagine that you are an Inca seeing a Spanish conquistador for the first time. On the back of this paper, write a journal entry that describes what you have observed. Brain Wrinkles

73 Brain Wrinkles 1. Cortes Spanish conquistador who conquered Aztecs Montezuma emperor of Aztecs; thought Cortes was a god Pizarro- Spanish conquistador who conquered Inca Atahualpa Inca emperor captured and killed by Pizarro 2. Conquistador Spanish explorer arriving in Central & South America in search of gold, silver, and new lands to conquer for Spain. 3. Montezuma thought he was a god, had weapons& horses, small pox wiped out thousands, inside info from Mayan spy 4. How might the history of the Aztec people be different without the legend of the Aztec god Quetzalcoatl? Montezuma would not have welcomed Cortes into Tenochtitlan; could have had a better change at surviving 5. Why were the Aztec & Inca so easily defeated by smaller Spanish forces? Spanish had guns, cannons, & horses; small pox wiped out thousands

74 Discuss with your Elbow Buddy: 1. Describe the Incan Empire. 2. Describe the Aztec Empire. 3. How are they similar and different?.

75 Christopher Columbus asks both countries to sponsor his voyage-- Spain agrees. Portugal soon saw the wealth that Spain was gaining, and wanted to be part of the action. The two countries became rivals and tried to stop each other from claiming land in the Americas.

76 In 1494, the countries signed Treaty of Tordesillas. This set the Line of Demarcation (imaginary line from the North Pole to the South Pole at 50 degrees longitude). Spain got everything to the west, while Portugal got everything to the east. What language is spoken in most of Latin America today? What language is spoken in Brazil?

78 Conquistadors = soldier-explorers who settled in the Americas in hopes of finding treasure They were inspired by Columbus to seek fortune in the New World. Many came from the part of Spain called Extremadura. Poor soil, icy winters, & blistering hot summers held little chance for wealth. Hernan Cortes and Francisco Pizarro were born in this province..

79 What are some words that describe us?

81 In the 1530s, the Incan empire was HUGE! Inca thought they ruled most of the world; two threats from the north soon proved they did not... 1.They couldn t stop the spread of smallpox. 2. They couldn t scare away Pizarro.

83 Pizarro was from the Extremadura. He was not of noble birth; could not even write his name. At age 16, Pizarro fled a job herding pigs in Italy. In 1502, he arrived in the Americas and became very wealthy by exploring Panama. He heard a rumor that there was a great empire filled with gold in the mountains of South America.

85 In 1532, Pizarro came up with a plan to defeat the Inca.... Pizarro led 160 soldiers to the Incan homeland. They raided Incan storehouses & fired guns at villagers. Incan emperor, Atahualpa, thought Pizarro was crazy. How could he stand up to an army of 80,000 Incan warriors?

88 Spanish messengers invited Atahualpa to a meeting. He agreed & left most of his army behind--brought only 5,000 bodyguards. Pizarro s 160 soldiers attacked the Inca & kidnapped Atahualpa. Pizarro offered to free Atahualpa if he filled one room with gold & one with silver. Atahualpa kept his end of the bargain, but Pizarro killed him in

90 The Spanish king made Pizarro the governor of Peru. Pizarro s conquest of Peru opened most of South America to Spanish rule. Spain controlled a vast territory covering 375,000 miles with almost. seven million inhabitants.

94 Cortes was a Spanish conquistador who reached Mexico in 1519 in search of treasure. He arrived in Mexico with only 550 soldiers, 16 horses, 14 cannons, & a few dogs. His group was met by Aztec emperor, Montezuma II.

96 How could such a small force conquer a huge empire? 1. Cortes knew how to use Spanish horse and guns to shock Aztecs. 2. Malintzin (a Mayan woman) gave Cortes the inside scoop on the Aztec empire & helped him form alliances against Montezuma. 3. Cortes had invisible help--diseases that killed more Aztecs than Spanish swords. 4. Montezuma believed Cortes to be Quetzalcoatl-- an important Aztec god..

98 Cortes traveled 400 miles to reach Tenochtitlan. Montezuma did not attack right away because he first thought Cortes was Quetzalcoatl. The Spanish were able to take control of the city & took Montezuma hostage. Cortes ordered the Aztec to stop sacrificing people..

Cortes orders angered the Aztecs, so they planned a rebellion. Fighting broke out & Montezuma was killed. The Spanish were outnumbered, so they fled the city.

100 Cortes orders angered the Aztecs, so they planned a rebellion. Fighting broke out & Montezuma was killed. The Spanish were outnumbered, so they fled the city. Before they could prepare a 2 nd attack, smallpox broke out in Tenochtitlan & greatly weakened the large Aztec empire. In 1521, the Spanish destroyed the Aztec capital.

101 Cortes took part in one more expedition to Honduras. He served as Governor General of New Spain. He returned to Spain a very wealthy man. He died in Seville, Spain in 1547.

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103 Brain Wrinkles TEACHER INFO: Civilization Recipe Choose which Civilization Recipe handout you prefer and print out copies for students. The students will write a recipe for the Aztec civilization, including the ingredients for forming the civilization and the special instructions for bringing the civilization together.

104 Your Task: Write a recipe for the Aztec civilization. 1. Include the ingredients that went into forming that civilization. 2. Write the special instructions for bringing the ingredients. together.

105 Directions: Write a recipe for the Aztec civilization. Include 6 ingredients that were used to form the civilization and several cooking instructions for bringing the civilization together. Brain Wrinkles

106 Brain Wrinkles Directions: Write a recipe for the Aztec civilization. Include several ingredients that were used to form the civilization. Also, write out the special cooking instructions for bringing the civilization together. Ingredients: Instructions:

107 Brain Wrinkles TEACHER INFO: Venn Diagrams Print out the Venn diagram page for each student. Have students work with partners to compare & contrast the fall of the Aztec & Inca empires. Check answers as a class when finished.

108 FALL OF THE AZTEC & INCA Compare and Contrast Aztec Inca Brain Wrinkles

109 FALL OF THE AZTEC & INCA Compare and Contrast Aztec Montezuma thought Cortes was a godwelcomed him into city Mayan spy gave inside info on Aztecs Smallpox wiped out thousands Spanish had guns, cannons, & horses Spanish were looking for gold Pizarro kidnapped leader; broke deal to exchange him for gold Inca Brain Wrinkles

110 Brain Wrinkles TEACHER INFO: His-Story Print off the HIS-Story page for each student. The students will pick one of the men from this lesson and write a journal entry from his perspective on the day the civilization fell.

111 Directions: Imagine that you are one of the following men: Hernan Cortes, Montezuma, Francisco Pizarro, or Atahualpa. Write a journal entry that details the experience of the man on the day that the corresponding civilization fell. Dear Journal, Brain Wrinkles

112 Brain Wrinkles TEACHER INFO: Alphabet Sentences Place alphabet letters into a container and have each student draw one letter from the container. Tell students to create a sentence that begins with that letter to summarize either the Aztec or Incan civilization. Allow students to share their sentences. Have the class determine whether the sentence was written for the Aztecs or the Incas. (Note: You may want to exclude letters that may be difficult for students to use at the beginning of their sentences.)

113 Brain Wrinkles A B C D E F G H I J K L M N O P Q R S T U V WX YZ

114 Brain Wrinkles TEACHER INFO: Meet & Greet Cut out the cards below and tape them on students backs. (You will need to make several copies until you have enough cards for each student.) The students will walk around the classroom and collect clues from other students until they can guess the name on the card. This is a quick activity & should only take about 10 minutes.

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116 Brain Wrinkles TEACHER INFO: Wanted Poster Print off the Wanted Poster for each student. They will include information about who Pizarro was and the crimes that he committed. Inside the photograph, they will draw an action shot of Pizarro and include a caption.

117 Brain Wrinkles Directions: Created a WANTED Poster for Francisco Pizarro. Include a brief bio of the person, a description of the person s crime, and a photograph. WANTED: Reward Amount: Who is this person? What crime did the person commit?

118 Brain Wrinkles TEACHER INFO: Citation for Injustice Print off the Citation for Injustice handout for each student. The students will write a ticket to Hernan Cortes (Offender) for his poor treatment of the Aztecs. They should describe how Cortes & his men treated the Aztec. Then, they will write how they think Cortes should have treated the Aztecs. In the polaroid picture, they will draw a scene that shows the poor treatment of Aztecs.

Brain Wrinkles Ticket Number 67483928-22 Offender: Date: Describe the

119 Brain Wrinkles Ticket Number Offender: Date: Describe the Offense: Instead, the lawbreaker should have: Photographic Evidence Signature:

120 Brain Wrinkles TEACHER INFO: Epitaph Print off the Epitaph handout for each student. Have the students create an epitaph that could appear on the gravestone of one of the men from this lesson. They should include a brief statement about why the person is famous and what he is remembered for. If there is room, they should draw a symbol to represent the person.

Brain Wrinkles Here Lies: Directions: Write the epitaph (a summary statement) like you d find on a gravestone for one of the key figures that we ve studied in this unit.

121 Brain Wrinkles Here Lies: Directions: Write the epitaph (a summary statement) like you d find on a gravestone for one of the key figures that we ve studied in this unit. Your gravestone should include: Here lies Born Died Famous for Remembered for In the textbox below, draw a picture that represents the person. Born: Died: Famous For: Remembered For:

122 Brain Wrinkles TEACHER INFO: Role Plays Put the students into small groups and give each group a Storyboard handout. Project the Role Plays directions slide onto the board. Have the students choose which civilization they are going to act out & create a storyboard for each scene. Once they show your their completed storyboards, they can begin rehearsing. Set aside some time and have each group perform their role plays.

123 Directions: With your group, create a skit that depicts the fall of one of the early civilizations that we have studied. Here are the two options for your skit: If you chose the Aztec civilization, be sure to include Hernan Cortes and Montezuma in your skit. If you chose the Inca civilization, be sure to include Francisco Pizarro and Atahualpa in your skit.

124 Brain Wrinkles Fall of the Aztec & Inca Role Plays Directions: Fill in the storyboard below with the scenes of your role play. You can choose to either draw your scenes or use words to describe what you are going to do. You will need to show me this so that I can approve your skit

125 Brain Wrinkles TEACHER INFO: TICKET OUT THE DOOR Print off the Blast Off page for each student. Have students complete the sections on the paper with information that they learned during this lesson. Collect these as the students leave the classroom.

126 Brain Wrinkles Directions: Each stage must contain information from the current unit. Important People, Places, or Things: Interesting Facts: Review Questions: Topics I d Like to Learn More About: Illustration or Symbol:

127 Thank you so much for downloading this file. I sincerely hope you find it helpful and that your students learn a lot from it! I look forward to reading your feedback in my store. If you like this file, you might want to check out some of my other products that teach social studies topics in creative, engaging, and hands-on ways. Best wishes, Ansley at Brain Wrinkles

2016 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only.

This resource is not to be used: By an entire grade level, school, or district without purchasing the proper number of licenses. For school/district licenses at a discount, please contact me.

128 2016 Brain Wrinkles. Your download includes a limited use license from Brain Wrinkles. The purchaser may use the resource for personal classroom use only. The license is not transferable to another person. Other teachers should purchase their own license through my store. This resource is not to be used: By an entire grade level, school, or district without purchasing the proper number of licenses. For school/district licenses at a discount, please contact me. As part of a product listed for sale or for free by another individual. On shared databases. Online in any way other than on password-protected website for student use only. Copyright Brain Wrinkles. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so makes it possible for an Internet search to make the document available on the Internet, free of charge, and is a violation of the Digital Millennium Copyright Act (DMCA). Thank you, Ansley at Brain Wrinkles Clipart, fonts, & digital papers for this product were purchased from:

Aztecs arrived in the Valley of Mexico in 1100s (central Mexico, including present day Mexico City).

Part One Aztecs arrived in the Valley of Mexico in 1100s (central Mexico, including present day Mexico City). They wandered about looking for a home site until 1325. Aztecs finally settled on an island