444HistoryLessonPlan

Title
AuthorandSchool
GradeLevel

Day#2TimelineandPoliticalGeographyofMexico
ChrisCatelli/WindsorHighSchool
9/10

LessonOverview:

Inthislessonstudentswillbechallengedtoanalyzethe
vocabularycoveredinthefirstsectionofthereader.
Understandingthisvocabularyiskeytogainingadeepermeaning
ofthepoliticalandsocialtrendstakingplaceduringthecolonial
ruleofSpaininNewSpain.Studentswillbegintoseethe
transformationofMexicoinallareasoflife.Withalargechangein
thepopulationalbreakdownofNewSpainstudentswillbeginto
analyzewhatlifewaslikefortheindigenouspopulationunder
Spanishcolonialrule.Studentswillbeaskedtoanalyzethe
relationshipbetweenthepoliticalgeographyofMexicoandthe
historicaleventsthattookplace.

ContentObjectives:
(Standards)

Studentwillbeableto
Identifyanddefinekeytermsrelatingtotheconquest,colonial
controlandeventualindependencefromSpain.(10.4.2)
Understandhowthechangeinpoliticalgeographycoincidedwith
historicaleventsthatshapedthefuturerelationshipwiththe
UnitedStates.(10.4.2)
AnalyzetheimperialisticnatureofNewSpainseconomicsystem
inLatinAmerica.(10.4.3)
UnderstandhowtheinfluenceoftheUnitedStatesasgrowing
powerinthe19thcenturyinfluencedMexicoturnforchange
politically,economicallyandsocially(10.10.1)

CommonCore
Standards:

CCSS.ELALITERACY.RI.910.2
Determineacentralideaofatextandanalyzeitsdevelopment
overthecourseofthetext,includinghowitemergesandis
shapedandrefinedbyspecificdetailsprovideanobjective
summaryofthetext.
CCSS.ELALITERACY.SL.910.1.A
Cometodiscussionsprepared,havingreadandresearched
materialunderstudyexplicitlydrawonthatpreparationby
referringtoevidencefromtextsandotherresearchonthetopicor
issuetostimulateathoughtful,wellreasonedexchangeofideas.
CCSS.ELALITERACY.W.910.2.A
Introduceatopicorganizecomplexideas,concepts,and
informationtomakeimportantconnectionsanddistinctions
includeformatting(e.g.,headings),graphics(e.g.,figures,tables),
andmultimediawhenusefultoaidingcomprehension.
CCSS.ELALITERACY.W.910.2.B

Developthetopicwithwellchosen,relevant,andsufficientfacts,
extendeddefinitions,concretedetails,quotations,orother
informationandexamplesappropriatetotheaudience's
knowledgeofthetopic.
Language
Objectives:

Practicebasicmapreadingskills
Practicevocabularyrelevanttogovernment,politicsandsocial
structure.

ContentConcepts:

Understandinghowtoreadamapandconnectitwithhistorical
events.
Matchingvocabularywithcontentandanalyzingwheretheyfit
intothelargerpicture
Howgeographyshapesourhistory
Politicalgeography:howourbordersaremaintainedandthe
effectsofsurroundingcountries
PhysicalGeography:howcertainregionsoftheworldhave
variableadvantagesoverotherregions.

Modifications/
Scaffolds

Scaffolding:tell
studentsthepurpose
oftheIllustratedDict.
Entriesisto
synthesize
their
understandingofthe
worldandmakeitinto
theirowninterpretation
(academiclanguage).

Into:
Whenstudentsentertheclassroomhavethemtaketheirseats
copytheagendaandtheHW,takeoutablanksheetofbinder
paperandtakeouttheirStudyGuideIntro/PartI.
Instructtheclassthattheywillconveneinagroupofthreeand
createIllustratedDictionaryEntries.PassouttheIllustrated
DictionaryHandoutsandexplaininstructions.
Eachgroupofthreeisgoingtoberandomlyassignedtwoofthe
wordsfromtheIllustratedDictionaryhandout.
Ineachgroupofthreetherewillbe:1.anillustrator2.context
specialist3.aspeechspecialist.
ThegroupswillneedtodoanIllustratedDictionaryentryforone
ofthetwowordstheyareassignedonabigpieceofparchment
paper.Theillustratorwillbeinchargeofdrawingtheimagebut
theideamustcomefromthegroupasawhole.
Thegroupsmustdefinebothwordsintheirownwordsandwrite
bothdefinitionsonseparatesheetofpaper(eachstudentsneeds
theirownsheetofbinderpaper).Also,belowtheIDEimagethe
illustratorneedstowritethedefinitionofthewordintheirown
words.
Oncetheimageiscompletethegroupsneedtoidentifywhenthe
vocabularywordwasusedinthetext(handoutclasssetof
readersthereader).Eachwordcoordinateswithaspecifictime
periodinMexicoshistorythatwehavecoveredupuntilthispoint.
Studentsneedtoidentifythecontextoftheirwordinrelationtothe
historyofMexico.Tohelpprovidethiscontextstudentsneedtobe
giventhehandoutVocabularyandHistoricalEventTimelineof

Scaffolding:passout
handoutforhowto
presentinfrontofthe
class.Checking
understandingwith
informalclass
discussion.

Mexico.Studentsneedidentifywheretheirtwovocabularywords
fitonthetimeline.Thisisthejobofthecontextspecialist.
PreparetopresentIllustratedDictionaryentriesandcontextfor
theirtwowords.AftercompletingthetwoIllustratedDictionary
entriesandfillingintwovocabularywordsontheworksheetthey
willpresenttheirfinalproducttotheclass.
Illustrator:presentsIDEanddefinition
ContextSpecial:presentscontextforwordsandwheretheyare
locatedontimeline.
Speechspecial:willreadthedefinitionsofthevocabularywords
aloudforrecording.Whilespeechspecialistreadswordaloudand
isrecordedusingAudionote,classshouldbewritingdefinitionsof
wordsonseparatesheetofpaper.
(informalassessment
)
Onceallgroupshavepresentedstartadiscussiononthe
timelineandreviewanswerstothetimelineinsequentialorder.
Formoreinformationaboutthehistoricaleventsincoordination
withthevocabularywordsviewTeachersNotesforVocabulary
Timeline.Studentswillneedtofillinallspacesonthetimeline
andwritedatesonacrossthetimewhichwillbeprovidedbythe
teacher(seeTeachersNotesforVocabularyTimeline).

Through:
Transitionfromthetimelineandasksstudentswhyandhow
geographyplayedsuchalargeroleintheconqueringofthe
AztecsandthecontinuedimperialismoftheSpanishonthe
indigenouspeopleofMexico.
Forclearinstructionsonthenextactivityview:Political
GeographyofNorthAmerica(TRB13).
Handoutdocuments:PoliticalGeographyofNorthAmerica
(TRB16),NorthAmericaToday(TRB17),NorthAmericain
1832(TRB15),andNorthAmericain1713(TRB14)
Beforebeginningtheactivityhavestudentslistsignificantevents
orpeoplebeforeandafterthedates1713and1832.Write
responsesontheboard.
*Forthisactivitymakesurestudentsareplacedtogetheringroups
butnotifythemthisshouldbedoneindependently.Groupsshould
justsharethecolorpencilsprovided.
Studentsneedtocompleteworksheet:PoliticalGeographyof
NorthAmerica(TRB16)

Beyond:
Haveaclassdiscussionbyaskingstudentstoconnectthe
readingwiththemaps.
HowdidMexicosbordersaffectitshistory?
Sofar,hasbeingborderedwiththeU.S.benefitedMexico?Why
orwhynot?
HowdidMexicossizeeffecttheabilityofthegovernment?

WhatareyourimpressionsoftheMexicanAmericanWar?

ForHWstudentsneedtoreadPartIIfromthereader(pages
1222)andcompleteStudyGuidePartII(TRB1920)*needto
behandedout.

Resources/Materials
Needed

PoliticalGeographyofNorthAmerica(TRB16)
NorthAmericaToday(TRB17)
NorthAmericain1832(TRB15)
NorthAmericain1713(TRB14)
PoliticalGeographyofNorthAmerica(TRB13)
VocabularyandHistoricalEventTimelineofMexicoHandout
TeachersNotesforVocabularyTimeline
StudyGuidePartII(TRB1920)

Supplementary
Materials

Coloredpencilorpens
Largesheets/rollofparchmentpaper
Sharpiesorcoloredmarkers