The Road To El Dorado: Teaching Resource: Key Stage 1 & 2

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Teaching Resource:

Key Stage 1 & 2

“Tulio, they actually


think we’re gods!”
- Miguel

THE ROAD TO EL DORADO (U)


(US 2000) dir. Bebo Berguson & Will Finn 89m.
After being stranded on what looks like a desterted island, Spanish conmen
Tulio and Miguel find their way to El Dorado - the city of gold. Mistaken as
Gods by the Aztecs who live in the city, the duo find themselves lavished
with gifts, but having to quickly adapt to Aztec culture in order to find an
escape route back to Spain with all their new found wealth. But over time
Miguel starts to like his new surroundings, and Tulio learns there is more to
the Aztec people than their precious gold.

Resource Summary:
THE ROAD TO ELDORADO provides younger audiences with an opportunity to
learn about various aspects of Aztec culture, including games, fashion and
religion. This teaching resource is designed to support this, as well provide
opportunities to link the film to other areas of the curriculum. It includes an
overview of the film and list of characters for reference, as well as discussion
questions and ideas for activities following the screening. Throughout the
resource there are links to the below areas of the National Curriculum and
Literacy Framework units. There is a full index of all National Curriculum
objectives covered by the activities at the end of the resource.

LINKS: National Curriculum Objectives


Literacy Framework Units:
• Art & Design
• Citizenship • Stories which raise issues/dilemmas
• Geography • Adventure & Mystery
• History • Stories with Historical Settings
• English • Stories from other cultures
• Maths
The Film

Characters:

- Tulio - Miguel
- Chel - Altivo
- Chief Tannabok - High Priest Tzekel-Kan

Synopsis:

Tulio and Miguel are two Spanish conmen, who cheat local gamblers by
playing with loaded dice. They win an old treasure map to a mysterious
place called El Dorado, but soon after their cheating is discovered and in
the commotion they end up on a ship bound for America. They, and their
horse Altivo, manage to escape the ship and a storm carries them to a
strange land. They discover they still have the map, and set off in search
of El Dorado - the city of gold.

As they draw close, they are approached by a young girl, Chel, who
appears to be running away. In pursuit of her are an Aztec tribe who take
the three of them to El Dorado where Tulio and Miguel are mistaken as
gods by the high priest. They are immediately worshipped and given a
temple to live in, but Chel discovers they are not really gods, but out to
steal the city's gold. Chel asks to team up with them and, realising that
they will need Chel's help in navigating Aztec culture, Tulio and Miguel
agree.

The next day, the high priest offers to sacrifice a local man in honour of
Tulio and Miguel, as he believes a prophecy that declares sacrifice will be
the theme of the reign of the ‘new gods’. The Spaniards manage to stop
him, but decide to leave with the gold that has now been bestowed upon
them, but they must wait three days for a boat. During this time, Miguel
cuts himself and the high priest realises that, as gods do not bleed, Miguel
must be human - and therefore the duo's unwillingness to sacrifice other
humans is explained.

Miguel goes exploring and realises that he doesn't want to leave this new
land, but Tulio and Chel - who are now in love - want to go back to Spain.
However they must both fight together to defeat the high priest. They
think they have destroyed him, but when it becomes clear that the priest
survived the battle and is now leading new Spanish travellers through the
jungle towards the city, Tulio realises that he must sacrifice all his
treasure to save El Dorado. They do this by closing the waterway entrance
to the city forever, leaving Tulio, Miguel, Chel and Altivo trapped on the
outside and off to find another adventure.
Class Activities

"Tulio, you even said it might be real! And it is! It really is the map
to El Dorado!"
Tulio and Miguel have in their possession a
map that will lead them to El Dorado - the
city of gold.

- Using the scenery they have seen in the


film to guide them, ask students to create
their own maps to show new visitors the
way to El Dorado. Remind them to use
landmarks they saw in the film, such as the
beach, waterfall, volcanoes and jungle. Are
there any areas they should warn visitors
about - such as the forest where monkeys
steal clothes?

LINK: Geography: KS1: 1d KS1/2: 2a, 3a.

“My only wish is to serve the Gods”


To avoid being punished, Chel explains to the high priest and chief that
she only wishes to serve the Gods. The Gods are very important in Aztec
society, as you can see by the way Tulio and Miguel are treated by the
locals.
The Aztecs were very religious and they believed that their gods caused
the sun to rise, rain to fall, crops to grow and fire to burn. Although some
Aztec Gods were about love, grace and redemption, many were about
violence and war.

- Using the below descriptions of Aztec gods, ask students to draw a


picture of what they think these Gods look like?

Tezcatlipoca God of magic, war and death. Referred to as the


'smoking mirror' or the dark side of life.
Xochipilli God of dawn, dance and love – and also the Prince of
flowers.
Huehuetecti Goddess of fire
Quetzalcoatl God of knowledge, creation and wind
Tlaloc God of rain – he controls storms, thunder and lightning.
Huitzilopochtli God of war and chief of the nation

LINK: Art & Design: KS1: 1a, 1b, 3a, 5a. KS2: 1a, 1b, 3a, 5a.
- Ask students to imagine two of these Gods got into an argument with
one another. Can they write a short story about this - remembering to
include how the Gods may use their special, individual powers to fight one
another.

LINK: English: KS1: En3, 1a, 1c, 1d, 9c, KS2: En3, 1b, 9a
LINK: History: KS2: 2a, 2b, 5a, 5c

9. Creating & Shaping Texts


KS1 – Draw on knowledge and experience of texts in deciding and planning what and how to
write
KS2 – Use beginning, middle and end to write narratives in which events are sequenced
logically and conflicts resolved
KS2 – Use settings and characterisation to engage readers’ interest
KS2 – Experiment with different narrative form & styles to write their own stories

"Ok, fine. After all, I'm sure you know all the proper rituals for
blessing a tribute, the holiest days on the calender, oh and of
course you know all about Xibalba?"
It soon become clear that Tulio and Miguel have a lot to learn about Aztec
culture. Chel is taken on board as a partner because she can be their
guide, to make sure they get away with their plan - and the gold!

- Aztecs even had a different system for numbers. Below is this system.
Draw it on the board large enough for the class to see. Set some simple
sums for students to solve using this key.

LINK: Mathematics: KS1: Ma2 1a, 1b, 1i, 4a, 4b, 5a, 5b KS2: Ma2 1a, 1b.

“I want in, so I can get out”


Chel is desperate to escape her village. In Aztec society everyone played
their role, and Chel doesn't like her position in society.

- As a class, create a social pyramid and ask students where you think the
below people would sit.

Chief Advisor Nobles Governors


Slaves Merchants High Priest
War Leaders Scribes Workers

LINK: English: KS1/2: En1, 3


LINK: Citizenship: KS1: 2a.
LINK: History: KS2: 2a, 2b
Aztec Fashion

Miguel and Jose are very impressed when


they arrive in El Dorado - everyone is
dressed in bright colours with
headdresses and jewelry. Their own
clothes look boring in comparison!

- Using what they have seen in the film as


a guide, get students to create their own
headdresses and/or necklaces to make
themselves as bright and colourful as the
El Dorado residents!

LINK: Art & Design: KS1: 1a, 1b, 3a, 5a. KS2: 1a, 1b, 3a, 5a
LINK: History: KS2: 3, 5c.

“Mighty and Powerful Gods”


Tulio and Miguel have to quickly pick up new ball game Ullamaliztli. It was
played on a tlachtli ball court (the game is sometimes referred to as
Tlachtli). The ball court was one of the first things built when the Aztecs
settled a new area, making it the most important of the ancient Aztec
games. The game was not just important for entertainment, but also
politics and religion. When Tulio and Miguel play they face 15 warriors, as
the high priest sees this as a fair match for two gods.

Working in small groups, get students to create their own ball game. Ask
them to consider what sort of ball they would use, how they would play,
and how they would win. Most of all, how would they ensure that the
game is fair? Eg. equal numbers of players on each team, ensuring
everyone can reach the 'goal', what time of day they would play, etc.

LINK: English: KS1/2: En1, 3.


LINK: Citizenship: KS1: 1a, 2a.

2. Listening and responding


KS1 – Listen to a talk by an adult and remember some specific points and identify what they
have learned.
3. Group discussion and interaction
KS1 – Explain their views to others in a small group, decide how to report the group’s views to
the class.
Discussion Questions

The Aztecs believed that they lived in the fifth


of five eras or "suns". Eventually this era
would come to an end, but they thought that if
they kept worshipping and feeding their gods
then the time of destruction would be delayed.
They fed their gods with human blood, which
meant sacrificing people - especially prisoners
of war - on top of pyramids in front of
temples.

Questions for class discussion:

- What do you think about this belief?

- How do these beliefs compare to religious


beliefs you may be aware of?

- Why were the villagers so afraid of Tulio and


Miguel?

- Do you think Chel was smarter than Tulio and


Miguel, or was it because she understood the
Aztec culture?

- Why didn’t the Chief tell everyone that Tulio and


Miguel were really humans?

- Who in the film actually had to sacrifice


something?

- Do you think Tulio and Miguel learnt the


meaning of sacrifice? Why?

LINK: Citizenship:
KS1/2: 1a. To recognise what they like and dislike, what is fair and unfair and what is right
and wrong
KS1/2: 2a. To take part in discussions with one other person and the whole class
KS2: 2f. To resolve differences by looking at alternatives, making decisions and explaining
choices
KS2: 4a. That their actions affect themselves and others, to care about other people’s feelings
and try to see things from their point of view.

8. Engaging & Responding to texts –


KS2: Interrogate texts to deepen and clarify understanding and response.
KS2: Empathise with characters and debate moral dilemmas portrayed in text
Activities Index - National Curriculum Objectives:
"Tulio, you even you said, it might be real! And it is! It really is the map to El
Dorado!"
LINK: Geography:
KS1: 1d. Pupils should be taught to communicate in different ways (for example in pictures,
speech and writing)
KS1/2: 2a. Pupils should be taught to us apprpriate geographical vocabulary
KS1/2: 3a. Pupils should be taught to identify and describe what places are like

“My only wish is to serve the Gods”


Activity One:
LINK: Art & Design:
KS1: 1a. Record from experience and imagination
KS1: 1b. Ask and answer questions about the starting points for their work, and develop their
ideas.
KS1: 3a. review what they and others have done and say what they think and feel about it.
KS1: 5a. Explore a range of starting points for practical work
KS2: 1a. Record from experience and imagination
KS2: 1b. question and make thoughtful observations about starting points and select ideas to
use in their work
KS2: 3a. Compare ideas and approaches in their own and others’ work.
KS2: 5a. Explore a range of starting points for practical work

Activity Two:
LINK: English:
KS1: En3, 1a. Use adventurous and wide-ranging vocabulary
KS1: En3, 1c. Put their ideas in sentences
KS1: En3, 1d. Use a clear structure to organise their writing
KS1: En3, 9c. To explore experience
KS2: En3, 1b. Broaden their vocabulary and use it in inventive ways
KS2: En3, 9a. To imagine and explore feelings and ideas, focusing on creative uses of
language and how to interest the subject reader
LINK: History:
KS2: 2a Pupils should be taught about characteristic features of the periods and societies
studied, including the ideas, beliefs, attitudes and experiences of men, women and children in
the past
KS2: 2b about the social, cultural, religious and ethnic diversity of the societies
studied, in Britain and the wider world
KS2: 5a recall, select and organise historical information
KS2: 5c communicate their knowledge and understanding of history in a variety
of ways [for example, drawing, writing, by using ICT].

"Ok, fine. After all, I'm sure you know all the proper rituals for blessing a
tribute, the holiest days on the calender, oh and of course you know all
about Xibalba?"
LINK: Mathematics:
KS1: Ma2 1a approach problems involving number, and data presented in a variety of forms,
in order to identify what they need to do
KS1: Ma2 1b develop flexible approaches to problem solving and look for ways to overcome
difficulties
KS1: Ma2 1i explain their methods and reasoning when solving problems involving number and
data.
KS1: Ma2 4a choose sensible calculation methods to solve whole-number problems (including
problems involving money or measures), drawing on their understanding of the operations
KS1: Ma2 4b check that their answers are reasonable and explain their methods or reasoning.
KS1: Ma2 5a solve a relevant problem by using simple lists, tables and charts to sort, classify
and organise information
KS1: Ma2 5b discuss what they have done and explain their results.
KS2: Ma2 1a make connections in mathematics and appreciate the need to use numerical skills
and knowledge when solving problems in other parts of the mathematics curriculum
KS2: Ma2 1b break down a more complex problem or calculation into simpler steps before
attempting a solution; identify the information needed to carry out the tasks
“I want in, so I can get out”
LINK: English:
KS1/2: En1, 3. Group discussion and interaction.
LINK: Citizenship:
KS1: 2a. To take part in discussions with one other person and the whole class
LINK: History:
KS2: 2a Pupils should be taught about characteristic features of the periods and societies
studied, including the ideas, beliefs, attitudes and experiences of men, women and children in
the past
KS2: 2b about the social, cultural, religious and ethnic diversity of the societies
studied, in Britain and the wider world

Aztec Fashion
LINK: Art & Design:
KS1: 1a. Record from experience and imagination
KS1: 1b. Ask and answer questions about the starting points for their work, and develop their
ideas.
KS1: 3a. review what they and others have done and say what they think and feel about it.
KS1: 5a. Explore a range of starting points for practical work
KS2: 1a. Record from experience and imagination
KS2: 1b. question and make thoughtful observations about starting points and select ideas to
use in their work
KS2: 3a. Compare ideas and approaches in their own and others’ work.
KS2: 5a. Explore a range of starting points for practical work
LINK: History:
KS2: 3 Pupils should be taught to recognise that the past is represented and interpreted in
different ways, and to give reasons for this.
KS2: 5c communicate their knowledge and understanding of history in a variety
of ways [for example, drawing, writing, by using ICT].

“Mighty and Powerful Gods”


LINK: English:
KS1/2: En1, 3. Group discussion and interaction.
LINK: Citizenship:
KS1: 1a. To recognise what they like and dislike, what is fair and unfair and what is right and
wrong
KS1: 2a. To take part in discussions with one other person and the whole class

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