The Road To El Dorado: Teaching Resource: Key Stage 1 & 2
The Road To El Dorado: Teaching Resource: Key Stage 1 & 2
The Road To El Dorado: Teaching Resource: Key Stage 1 & 2
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.
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.
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
"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.
- As a class, create a social pyramid and ask students where you think the
below people would sit.
LINK: Art & Design: KS1: 1a, 1b, 3a, 5a. KS2: 1a, 1b, 3a, 5a
LINK: History: KS2: 3, 5c.
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: 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.
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].