Marietta Schoolmaster

March 27, 2014

Educ 310
Unit Plan
Part One
1. Background
a. I am developing a social studies unit! s a !uture Spanish teacher I "elieve that !ocusing
on this t#pe o! lesson is a per!ect incorporation o! language and histor# and culture in one
unit. $his unit %ill "e !ocused on the theme o! identit#. I %ill highlight &e# points o!
culture and %hat it means to "e a Spanish spea&er %hile incorporating si'th grade (rade
)evel *ontent E'pectations !or Michigan. $hrough the +uestion o!, ,-o% can I identi!#
%ith the Spanish *on+uest. /Analyzing the roots and infuences of the
Spanish language01 the class %ill stud# primar# sources, secondar# sources, and
arti!acts to see di!!erent points o! vie%s o! the con+uest o! the 2estern -emisphere "#
Spain.
". I thin& that the concept o! culture and identit# is such a &e# component o! !oreign language
learning. )earning a second language li&e Spanish is a social studies in itsel!, so i! I can
ma&e a connection to cultural aspects o! si'th grade ()*Es the more connections I %ill
ma&e !or m# students. $he students %ill learn a"out the introduction o! the language the#
are learning and the histor# "ehind its importance. long %ith that, the# %ill get a ne%
perspective on ho% the language is spread in the 2estern -emisphere and ho% it relates to
their ver# o%n identit# and culture toda#. $hrough this unit the students %ill practice and
learn a"out social studies, a !oreign language, %hile incorporating aspects o! language arts
and in+uir#.
c. *lass3 4th (rade Spanish *lass
Standards3 Michigan (rand )evel *ontent E'pectations o! Social Studies
)ength3 $hree %ee& unit
2. Overvie
A.
!istory "n#uiry and Analysis$
4 5 -1.2.1
E'plain ho% historians use a variet# o! sources to e'plore the past /e.g., arti!acts, primar#
and secondar# sources including narratives, technolog#, historical maps, visual6mathematical
+uantitative data, radiocar"on dating, 78 anal#sis0.
4 5 -1.2.2
9ead and comprehend a historical passage to identi!# "asic !actual &no%ledge and the literal
meaning "# indicating %ho %as involved, %hat happened, %here it happened, %hat events led to
the development, and %hat conse+uences or outcomes !ollo%ed.
4 5 -1.2.3
Identi!# the point o! vie% /perspective o! the author0 and conte't %hen reading and discussing
primar# and secondar# sources.
4 5 -1.2.4
*ompare and evaluate competing historical perspectives a"out the past "ased on proo!.
4 5 -1.2.:
Identi!# the role o! the individual in histor# and the signi!icance o! one person;s ideas
!istorical Understanding$
4 5 -1.4.1
7escri"e and use cultural institutions to stud# an era and a region /political, economic, religion6
"elie!, science6technolog#, %ritten language, education, !amil#0
%lassical &raditions and 'a(or )*pires in the +estern !e*isphere$
4 5 23.1.3
7escri"e similarities and di!!erence among Ma#an, <tec, and Incan societies, including econom#,
religion, and role and class structure.
4 5 23.1.4
7escri"e the regional struggles and changes in governmental s#stems among the Ma#an, <tec,
and Incan Empires.
4 5 23.1.:
*onstruct a timeline o! main events on the origin and development o! earl# and classic ancient
civili<ations o! the 2estern -emisphere /=lmec, Ma#an, <tec, and Incan0
%ultural 'osiac
4 5 (4.1.1
Identi!# and e'plain e'amples o! cultural di!!usion %ithin the mericas /e.g., "ase"all, soccer,
music, architecture, television, languages, health care, Internet, consumer "rands, currenc#,
restaurants, international migration0
>. ?or this unit I am hoping the ideas %ill stic& %ith the students throughout the rest o! their
time "eing a student o! a !oreign language and in general education. $hrough the stud# o!
ancient %estern civili<ations in )atin merica the students %ill "e a"le to e'perience the
process o! the Spanish *on+uistadores and compare the similarities and di!!erences "et%een
the three ma@or indigenous groups o! )atin merica. lso, through this the# can compare the
di!!erent cultural impacts it had on "oth Spain and the indigenous tri"es. Implementing the
critical thin&ing process o! comparing perspectives o! t%o di!!erent points o! vie% in histor#
%ill "e something the# %ill "e a"le to carr# throughout their studies. In addition to that, the#
can incorporate this same a"ilit# o! comparing and contrasting elements o! identit# %hen
thin&ing a"out the identit# o! Spanish spea&ers toda# and the di!!usion o! the )atin merican
culture on 8orth merica and mainl# the Anited States. 2e %ill come !ull circle in this unit
%hen the students %ill re!lect on their o%n identit# and ho% it has "een in!luenced "#
stud#ing Spanish and ho% it might loo& in the !uture i! the# continue their Spanish studies.
%. %oncepts$
,Ancient %ivilizations of -atin A*erica$ $his %ill "e an investigation into di!!erent
cultural aspects o! the three ma@or indigenous groups o! )atin merica /Ma#an, <tec, and Inca0 and
%hat ma&es up the identit# o! the tri"es.
,"dentifying di.erent perspectives on certain historical events$ 9eading secondar#
and primar# sources a"out various topics on the in!luence and di!!usion o! the Spanish language6culture
historicall# and in modern da#. /Investigating the di!!erent pints o! vie% o! the Spanish con+uest on the
ancient civili<ations as %ell as reading di!!erent points o! vie% on the di!!usion o! )atin merican culture
on the identit# o! the Anited States0
BPersonal "dentity as a Spanish learner$ )earning a"out aspects o! identit# and ho%
students; personal identit# has "een shaped "# historical events and modern in!luences o! the Spanish
languageB thus re!lecting ho% the# can compare and contrast their personal identit# %ith ancient
civili<ations, current Spanish spea&ers, and %hat it might mean !or their personal identit#.
/. Big "dea$ 0!o can " identify ith the Spanish %on#uest1 2Analyzing the
roots and infuences of the Spanish language34
$his "ig idea %ill incorporate the mi' o! social studies ()*Es !or si'th graders in
Michigan. $hrough this "ig idea the students %ill in+uire a"out the ancient civili<ations o! )atin
merica and ho% the Spanish con+uest integrated an entirel# ne% aspect o! culture !or the entire
2estern -emisphere. ?rom the historical in!ormation our class %ill then continue to ma&e
historical connections and comparisons "et%een the di!!ering points o! vie% o! ho% the countries
"egan to change and "e in!luenced "# Spanish culture. ?inall#, %e %ill %rap up the unit "#
connecting all o! this in!ormation %ith ho% this historical event has so greatl# in!luenced culture
in "oth )atin merica and the Anited States. $he students %ill ma&e personal connections %ith
learning Spanish and spea&ing the language and %hat that means to them personall#, as %ell as
incorporating the in!luences on our countr# as a %hole.
Marietta Schoolmaster
pril :, 2014
Ed 310
Unit Part 2
-esson One$ )5ploration /ay
A. Initial e'ploration and in+uir# da#. $his %ill open up the unit and allo% students to create
their o%n ideas a"out %hat %e %ill "e learning a"out the ne't three %ee&.
B. 4 5 -1.2.1 )5plain ho historians use a variety of sources to e5plore the past
2e.g.6 artifacts6 pri*ary and secondary sources including narratives6 technology6
historical *aps6 visual7*athe*atical #uantitative data6 radiocar8on dating6 /9A
analysis3.
I %ant students to use the arti!acts, articles, and maps to e'plore and e'plain their relavanc# to
the topic %e are a"out to stud#.
%. &hey ill develop their understanding of ancient civilizations in -atin A*erica
and identify di.erent perspectives of a historical ti*e period.
/. -o% do these items help us learn a"out the past. *an %e discuss and !igure out %hat %e
might "e learning a"out !or the ne't !e% %ee&s "# !inding a relationship "et%een them all.
B$hese +uestions lead us into the importance o! this unit as a %hole and lead students to%ards
and introduction o! the unit.
). B?or this lesson I %ant students to get e'posure to a mi' o! di!!erent articles, arti!acts,
s&etches, maps etc. !rom the ancient civili<ation era. Some items %ill "e !rom the indigenous
groups o! )atin merica and some %ill "e arti!acts !rom the Spanish point o! vie%.
BI %ill have them set up in centers around the room so %e can have center time and rotate
"et%een each station. I %ill as& that the# e'amine the o"@ects at that ta"le and %rite and s&etch
out a !e% reactions to it. I %ant to &no% %hat can %e sa# a"out the culture !rom these arti!acts.
B$his is mainl# an introduction !or the students and a time !or them in in+uire a"out the
in!ormation o! the ancient )atin merican indigenous tri"es and %h# their culture changed so
rapidl#.
B!ter all o! the centers have "een e'plored %e %ill @oin "ac& together as a %hole group and I
%ill as& the +uestion, 2hat does this have to do %ith #ou. I %ant to generate a discussion a"out
the arti!acts and in!ormation the# e'plored "ut not give them a !ull idea o! %hat %e are a"out to
stud#. I %ant to see their curiosit# and %onder as %e move through our ne't steps.
:. B$hrough out each o! m# lessons there %ill o! course "e !oreign language integration
%ithin each lesson. I am using this lesson to integrate social studies and culture into a si'th
grade Spanish class.
,English6)anguage rts3 I understand that it %ill "e hard !or m# students to %rite all reactions in
Spanish so !or e'ploration and in+uir# purposes I %ill as& them to %rite their reactions and
thoughts in English !or a "etter class discussion.
B(eograph#3 I %ill "e using maps throughout man# o! the lessons in this unit to give
geographical understanding. $he# %ill e'plore and get !amiliar %ith maps o! Spain, )atinB
merica, and the Anited States.
(. ?ormative ssessment3 $his I %ill do through out each center. $he students are as&ed to
record and s&etch their thoughts and predictions a"out the arti!acts and in!ormation the# are
e'ploring. It %ill "e eas# to %al& around and vie% their pages o! reactions to assess ho% the#
are doing.
-. -ome%or&3 $heir home%or& is to "ring a !older to class the ne't da#. I %ant them to use
a separate !older to hold all o! their in!ormation !rom this unit in one place.
'aterials$
B mi' o! s&etches and paintings !rom the Incan, Ma#an, and <tecan period !rom
various points o! vie%
BE'amples o! ancient %riting and num"er s#stem
BMap %ith ma@or ancient land mar&s highlighted /Incan trail, Machu Cichu,
$enochititlan0
BSmall e'ert o! diar# or memoir o! Spanish con+uistador
BSmall article a"out ,discovering the ne% %orld1
Lesson Two: The Spanish Empire, Silver, and Runaway Inflation
A. Mini-lesson on overall ancient civilizations and introduction into the Spanish Conquest
and the use of videos as a learning tool.
B. 4 5 -1.2.1
E'plain ho% historians use a variet# o! sources to e'plore the past /e.g., arti!acts, primar#
and secondar# sources including narratives, technolog#, historical maps, visual6mathematical
+uantitative data, radiocar"on dating, 78 anal#sis0.
Asing a crash course video on ancient 2estern civili<ation and the Spanish *on+uistadors to e'pose the
students to a +uic& overvie% o! %hat %e are going to "e loo&ing into in the ne't !e% %ee&s. $his !ollo%s
nicel# %ith our in+uir# lesson !rom the da# "e!ore.
C. ,Ancient %ivilizations of -atin A*erica6 identifying di.erent perspectives on
certain historical events, seeing the influence of Spain on ancient western civilizations.
D. How can videos and a variety of sources help us in our journey to identify with the
Spanish language? Did you learn valuable information from a video?
E. 1. I will introduce the lesson by picking a video about the ancient civilizations and
Spanish conquest. I want the students to actively engage and watch the video to learn.
http://www.youtube.com/watch?v=rjhIzemLdos&index=26&list=PLBDA2E52FB1EF80C9
2. After the video I will ask them if they think this video was a good learning tool? I want
to spark discussion on what made this video informational, fun, and engaging.
3. Then I will ask them to partner up and search the web for their own informational video
on Ancient western civilizations, the Spanish conquest, or the influence of Spanish language. I
want them to use a sheet to evaluate the video and tell me if it is a good source and what
makes it that way I want to work towards my NETS*T and help make my students better
members of the global society. I think it is important to show them a way to research that is
safe and smart. It is my responsibility as an adult to lead my classroom to understand what is
means to be respectful, smart, and aware when they search information on the internet like
videos.
4. We will come back together at the end of class and ask for volunteers to show their
video and clips and tell us why they think they are good.
5. I will compile all of the video clip links and post them on our class page online for them
to access and watch on their own time. (this way I have many new recourses of information
about my unit as well to reference at later dates)
F. Research: They will be learning about researching techniques and what makes a
video a good fountain of information and how some videos arent as useful.
Technology: They will learn how to use computers or tablets to search for information
G. Formative Assessment: The partner work and presentation of their videos will be used as a
formative assessment. If they present me with a link and their evaluation I will know that they
understood the purpose!
-. 9o !o*eork, this is a *ini,lesson and ill 8e paired ith so*ething
else in class that day
I. &echnology$ I %ill use the computer, the pro@ector, video %e"sites, and ta"lets
throughout this lesson to enhance their research a"ilities. I thin& "# introducing the &ids to
these resources as a %a# o! gathering in!ormation is important and use!ul
'aterials$ Bhttp366%%%.#outu"e.com6%atch.
vDr@hI<em)dosEinde'D24ElistDC)>72E:2?>1E?F0*G crash course video
B*omputer Bpro@ector
BEvaluation sheet
-esson &hree$ 'eet 'arina 2'a -inche3
. loo& into <tecan culture and traditions. $he students %ill gain in!ormation and
perspective a"out the ancient <tecan civili<ation.
>.
4 5 -1.2.2
9ead and comprehend a historical passage to identi!# "asic !actual &no%ledge and the literal
meaning "# indicating %ho %as involved, %hat happened, %here it happened, %hat events led to
the development, and %hat conse+uences or outcomes !ollo%ed.
4 5 -1.4.1
7escri"e and use cultural institutions to stud# an era and a region /political, economic, religion6
"elie!, science6technolog#, %ritten language, education, !amil#0
4 5 -1.2.:
Identi!# the role o! the individual in histor# and the signi!icance o! one person;s ideas
I %ant the students to e'plore a passage in their te't"oo& a"out the ancient <tecs and learn
a"out some o! their cultural institutions.
%. &hey ill develop their understanding of ancient civilizations in -atin A*erica and
identify di.erent perspectives of a historical ti*e period.
7. 7o #ou see similarities !rom the <tecan culture to culture toda#. 2hat did the# thin& %as
important in ever#da# li!e. 2hat can %e learn !rom Marina.
B$hese +uestions are helping the student identi!# %hat made up the culture o! the ancient civili<ations and
%h# the# are important to modern da# )atin merican culture. I %ant them to see %hat %e learned !rom
the ancient civili<ations.
E. 1. I %ill "rea& up the section o! their histor# "oo&s and highlight &e# parts that I %ant the students
to read in small groups a"out <tecan culture. Each group %ill get each o! the highlighted sections and
have a small group chat a"out their reactions to the <tecan li!e.
3. $he# %ill "e as&ed to do an ,In!ormation Scavenger -unt1 so I can highlight &e# cultural parts. $he#
%ill "e as&ed to %rite do%n !acts6in!ormation a"out di!!erent aspects o! <tec culture.
2. $hen I %ill introduce another small passage to each group a"out ,Marina1 or ,Ma )inche1. $he
passage %ill "e a short "iograph# on the <tecan princess Marina and her role in the Spanish con+uest.
3. s students are reading this passage I %ill go out in the hall and put on a !e% traditional items
/(old cu!!s, possi"l# a head dress, and %oven sha%l0. I %ill reenter the classroom as ,Marina1 the
<tec Crincess %ho served as a "ridge "et%een the Spanish con+uistadors and the indigenous people.
4. I %ill tell the students that Marina is visiting and I %ant to &no% %hat the# learned a"out her
culture and traditions. I also %ant this to "e a time o! +uestioning and curiosit# so I %ill encourage
students to as& me +uestions. /cultural +uestions a"out her !amil#, ever#da# li!e, 0
:. !ter a !e% minutes o! discussion and +uestions, I %ill leave the classroom and reenter as m#sel!.
I reali<e that this %ill "e a !un activit# and I %ill have to tr# and re!ocus the group to close o!! the
lesson %ith !inal reactions.
?. Spanish "ntegration$ $he passages that the# read %ill "e in Spanish and the# %ill gather
in!ormation through Spanish voca"ular# and +uestions
(. :or*ative Assess*ent$ $hroughout the lesson I %ill "e %al&ing around and engaging
students in some o! the main +uestions !rom that da#. I %ill "e a"le to monitor their understanding
through discussion and I %ill use their in!ormation scavenger hunt and comprehensive +uestions to
have concrete evidence o! the in!ormation that the# gathered.
-. !o*eork$ 2rite a page %ritten response to the activit# toda#. I %ant students to re!lect on the
overall activit# !rom toda#. I %ant three e'amples o! !actual in!ormation that the# gathered or %hat
the# learned !rom Marina. I %ant them to re!lect on ho% the# %ould !eel gro%ing up as an <tec, li&e
Marina. $#ped and put into the unit !older
I. &echnology$ 9o technology used during this activity
'aterials$
,&e5t8ooks$ Ancient Civilizations (Ancient World Cultures) by Sandy Sturmer
-Marina Article: http://carriagehousebandb.ca/malinche.html
-Information Scavenger hunt page
-Aztecan material to wear as Marina
Lesson Four: Walking on the Incan Trail
A. This is the presentation of information on the Incan people of South America. I want
them to start piecing together the same aspects of culture we explored for the Aztecs, now for
the Incas.
B.
4 5 -1.2.1
E'plain ho% historians use a variet# o! sources to e'plore the past /e.g., arti!acts, primar#
and secondar# sources including narratives, technolog#, historical maps, visual6mathematical
+uantitative data, radiocar"on dating, 78 anal#sis0.
4 5 -1.2.2
9ead and comprehend a historical passage to identi!# "asic !actual &no%ledge and the literal
meaning "# indicating %ho %as involved, %hat happened, %here it happened, %hat events led to
the development, and %hat conse+uences or outcomes !ollo%ed
4 5 -1.2.3
Identi!# the point o! vie% /perspective o! the author0 and conte't %hen reading and discussing
primar# and secondar# sources.
C. The investigation of the ancient western civilizations in Latin America and discovering
more about the advances of the Incas
7. 7o #ou see similarities !rom the Inca culture to culture toda#. 2hat did the# thin& %as important
in ever#da# li!e.
E. 1. I %ill have three centers set up !or more in+uir# and discover# a"out the Inca people. $he class
%ill "e set up in di!!erent stations o! learning and that is ho% the class period %ith "e used.
%enter one$ $he Inca trailB Asing maps, computers, and their te't "oo&s I %ill have students %or&
together in this center to dra% a map o! the e'pansive Inca trail on a poster "oard. $he# %ill %or&
together to design the map and dra% the route o! the trail. I also have a small sheet o! +uestions to discuss
and thin& a"out during this center a"out ho%6%h# the trail %as used and %hat %e could compare to it in
modern da#.
%enter to$ Students will create a new school day schedule and clock using an Inca system of time
measurementB the length o! time it ta&es to "oil a potato /a"out 30 minutes0. They realize the importance
of the potato to their culture and use mathematics. (interdisciplinary).
Relate how the potato came to us from the Inca culture, where it was considered one of the *ost
i*portant parts of their culture. &he "ncas gre *ore than 2;; di.erent kinds of
potatoes and had developed the *ethod of freeze,drying potatoes for storage
hundreds of years 8efore e ever did this in the U.S. Only after the Spanish
%on#uest did the potato *ake its ay into )uropean diets6 and then after ti*e6 into
the A*erican diet.1
%enter three$ (roup diar# entr#. $he# %ill ta&e time to read a !e% articles on Incan li!e and the
culture and as a group produce a diar# entr# !rom the point o! vie% o! a 12 #ear old during Incan time.
$#ped %ith lap top in class.
F. -History: Gaining knowledge from many different sources for information
-Mathematics: With the Incan clock and schedule the students will have to work through the
hours of the school day and how to measure that in potatoes boiling!
-Spanish/English language arts: whether the writing is in Spanish or English they are developing
these skills through the journal entry
G. Formative Assessment: Each center will have their own form of formative assessment.
The poster will be used to track progress in the first, the second will be their understanding of
the school day and the importance of the potato in the Inca culture, and finally the third I will
have their journal entry to track what they learned from the information they read and
expressed in their journal entry.
H. Homework: I will just ask them to look over information from both the Aztec chapter and
Inca chapter in their textbooks in order to brush up on information for tomorrows lesson.
I. Technology: In one of the centers the students will use computers to find information
about the Inca trail and do personal research. In the second the students might need to use
calculators or mathematical tools to help them construct their school schedule. The final
journal entry I will ask them to type it on the lap top in class so we can print out everyones
journal entry and add it to our folders.
Materials: -&e5t8ooks$ Ancient Civilizations (Ancient World Cultures) by Sandy Sturmer
-Lap tops
-Poster board
-Map of South America
-Printed copy of italicized information for center two
-Calculators/Scratch paper
Lesson Five: Comparing Incas and Aztecs
A. Compare cultural aspects of the indigenous Inca and Aztec empires. (mini-lesson: how to
organize comparisons)
>. 4 5 23.1.3
7escri"e similarities and di!!erence among Ma#an, <tec, and Incan societies, including econom#,
religion, and role and class structure.
?rom in!ormation !rom "oth lessons, videos, and te't "oo& the students %ill compare aspects o! societ#
!or "oth groups.
%. /iscovering *ore infor*ation a8out ancient estern civilizations6 developing
critical thinking skills and co*parisons6 and developing ideas of identity.
7. 2hat do these t%o groups o! indigenous people have in common. 2hat is di!!erent. -o% do
the# share similar identit# aspects.
E. 1. $o start class I am going to as& the students to ta&e some +uiet time to re!lect on %hat the#
have "een learning and @ust %rite do%n some o! the important !acts the# have learned so !ar a"out their
discover# o! in!ormation a"out these ancient civili<ations.
2. I %ill have them come "ac& together and I %ill have a Henn diagram up on the Smart "oard. I %ill
!irst have a discussion and "rainstorm session %ith the students and ho% the# compared the similarities
and di!!erences among the Incas and <tecs. 2hat aspects o! culture and identit# did the# !ocus on.
/Similarities3 societ#6class set up, period o! time the# e'isted, religious vie%s o! man# (ods,
Emperor6Iing monarch#, reliance on the land, irrigation s#stems, )atin merican indigenous tri"es.
7i!!erences3 Incan;s did human sacri!ices, e'act location, t#pes o! !ood the# ate, people %ho con+uered
them, recourses0
3. I %ill as& !or volunteers to come up and %rite on the smart "oard the di!!erences and similarities
that the# !ound /this includes geograph#, historical !acts, aspects o! culture, etc.0
4. !ter our chart is !ull %e %ill discuss %h# it is important to organi<e data in a %a# that is clear.
$he importance o! organi<ation helps people ma&e sense o! historical !acts and &eep in!ormation in
order.
:. I %ill also have them !ill in their o%n Henn diagrams to put in their unit !olders
?. /ata,analysis3 $he students %ill ta&e the time to re!lect and organi<e ideas into a chart that
ma&es sense to them.
!istory
'athe*atics$ diagrams and charts as a %a# o! organi<ing data is a math concept
(. :or*ative Assess*ent$ $his group tas& is a group discussion and chat %here I %ill "e a"le
to ma&e anecdotal notes a"out ho% students are doing throughout the process. lso, I %ill "e a"le to
chec& their personal Henn diagrams and chec& !or understanding through that tool.
-. !o*eork$ 1. $his is the end o! the !irst %ee& o! this unit so I %ill as& them to turn in their
unit !olders so I can chec& them over the %ee&end !or all o! the %or&, in!ormation, and an# e'tra
in!ormation that have gathered and put in their !olders.
2. I %ill as& them to do a %ee&l# diar# entr# in Spanish a"out their reactions o! the lessons over the %ee&
and %hat the# have learned /ver# general0. $he# %ill turn it in on Monda#
I. &echnology$ In this %e %ill use the smart "oard !or students to participate and activel# %rite
their thoughts do%n. I %ill use it as a !orm o! organi<ation and interaction "et%een the students
'aterials$ BSmart "oard
BHenn diagram sheet
-esson Si5$ &i*e it<
A. %onstructing a ti*eline of the *ain events of origin and develop*ent of the
Aztec and "ncan indigenous groups. 2" a* using this as a lead into the Spanish
con#uest of these groups okay3
B. 4 5 23.1.:
*onstruct a timeline o! main events on the origin and development o! earl# and classic ancient
civili<ations o! the 2estern -emisphere /=lmec, Ma#an, <tec, and Incan0
$hrough the construction o! this timeline the# %ill "e a"le to create a visual o! all o! the three ma@or
indigenous groups and then e'plore and come to personal conclusions a"out %h# the# aren;t in e'istence
an#more.
*. $his %ill !urther their understanding o! the ma@or events in the histor# o! all three o! the ma@or
groups. $his %ill also lead the students into the ne't component o! our unit and teach them a"out the
ma@or events that lead to the destruction o! each group.
7. 7o each o! these groups have similar loo&ing timelines. 7id all o! them start and end at the same
time. 2h# do #ou thin& the# all o! them seemed to destruct at the same time.
E. 1. I %ould "ring in a mi' o! resources to ma&e this tas& possi"le !or students /"oo&s, articles,
te't"oo&, videos, etc.0 and have them readil# availa"le !or each student to e'plore. I %ould have a !e%
dates6events that I %ould highlight to ma&e sure the# all had these dates some%here on their timeline
/ma@or events that I don;t %ant them to miss0.
2. Students %ould use all o! the resources in the classroom to research and e'plore on the names o!
the events that I assigned to themBB additionall# the# %ould need to add three other additional events
per group.
3. I %ould give them a ru"ric !or the timeline so the# could have a tool to lead them in the process
:. !istory
=eography$ &here ill 8e events directly related to geographical changes and
8uildings
Art$ &he ti*eline needs to 8e aesthetically pleasing and include three hand dran
pictures.
%ulture$ %o*paring 8ig events that *old the indigenous groups
(. :or*ative Assess*ent$ $he timeline %ill "e m# !orm o! !ormative assessment. I reali<e that
the entire pro@ect %ill not get done in a class period, so I %ill continue to chec& progress through the
class and then the ne't da# %hen the# !inish it at home.
-. !o*eork$ $he students that don;t !inish %ill "e as&ed to ta&e this pro@ect home and !inish it.
$he# %ill have notes and %ritten events done in class so it;s eas# to transport the in!ormation home
and @ust %or& on the !inished product.
I. &echnology$ the students have access to computers and ta"lets during class to do !urther
research !or their timelines i! necessar# "ut this pro@ect is ver# pro@ect "ased individual %or&.
'aterials$
B)ong pieces o! %hite paper !or each student
Brt supplies
B>oo&s, articles, videos, etc !or the students to research !rom
Bcomputer
-esson Seven$ +elco*e to the 9e +orld, !ero or >illain1
. $he Spanish *on+uest o! the ,8e% 2orld1 and learning its e!!ect on the <tecs, Incas, and
Ma#ans
>. 4 5 -1.2.3
Identi!# the point o! vie% /perspective o! the author0 and conte't %hen reading and discussing
primar# and secondar# sources.
4 5 -1.2.4
*ompare and evaluate competing historical perspectives a"out the past "ased on proo!.
4 5 -1.2.:
Identi!# the role o! the individual in histor# and the signi!icance o! one person;s ideas
%. I %ant students to reall# develop ,"dentifying di.erent perspectives on certain
historical events4. &his is the activity that " ill gear toards the develop*ent of
this perspective and a8ility for *y students. " ill plan on using pri*ary and
secondary sources fro* 8oth the Spanish point of vie and ?rsthand accounts of
native authors points of vie.
7. 2as it reall# ,the ne% %orld1 or the ,ne% Spain1.
2as the Spanish con+uest @usti!ied.
-o% did the Spanish con+uest change the natives identit#.
E. 1. I %ould have to compile a mi' o! primar# and secondar# sources introducing the Spanish
con+uest to m# students. I %ould start "# reading them a passage o! primar# sources praising the
accomplishment o! the e'plorer -ernan *ortes and ?rancisco Ci<arroB $his %ould read %ith passion
and e'citement and %ith positivit#. Sho%ing them the po%er and in!luence o! these ,great1 men.
2. 2e %ould tal& a"out %hat ne% things came to Europe "ecause o! the Spanish invasion on the
,ne% %orld1 and the "ene!its o! e'panding a countr#. I %ould as& !or student opinions on their
revolutionar# @ourne# and ma&e connections %ith the idea o! pilgrims and their @ourne# to the Anited
States and ho% much that has "ene!itted us.
3. $hen I %ant the students to have a +uic& tal& a"out their reactions and opinions %ith partners to
react to the !irst videos and opinions. $hen move onto the ne't video.
3. $hen I have a clip !rom a ,crash course1 video that discussion the introduction o! the Spanish slave
trade and the horri"le conditions that %ere introduced "# the Spainards in the ne% %orld. $hen I %ould
sho% a video o! the cele"ration and contri"utions o! *olum"us and *ortes !rom the Spanish point o!
vie%.
4. 2e %ould %atch the video and I %ould then present the e'act opposite point o! vie% o! the
con+uest o! the ne% %orld. I %ould challenge them %ith the contradicting idea and completel# change
m# opinion. I %ould "e the moderator !or "oth points o! vie% and pla# devil;s advocate to sho% ho%
eas# it is !or histor# to "e manipulated "# the source.
http366%%%.#outu"e.com6%atch.vDdnHJM$?E(IK
:. I %ould then as& m# students to %rite t%o separate reactions to %hat %e tal&ed a"out. I %ant one
to "e in the mindset o! a Spaniard during this time discuss the positive outcomes o! the con+uistadores.
$he second %ill "e !rom the point o! vie% o! indigenous person and their reaction to %hat is occurring
during this time and ho% much that e!!ected them.
?. 8eed to !igure this out
(. :or*ative Assess*ent$ I %ould use the diar# entries in the di!!erent points o! vie% as m#
!ormative assessment !or this da#. I %ould "e a"le to see %hat concepts the# reall# understood !rom the
lesson and i! the# applied the &no%ledge correctl#
-. 8o home%or& !or this assignment
I. $echnolog#3 I %ill "e using the video, computer, pro@ector, etc. ?or presenting the video to them. I
%ould also sho% positive images o! the Spanish vie% o! the con+uest on the large screen. I thin& that
the digital e'amples %ill gra" their attention!
'aterials$ , http366%%%.#outu"e.com6%atch.vDdnHJM$?E(IK -- crash course video
-Projector
-Computer
-Primary accounts from Spanish point of view
-Pictures
-
http://www.pasadena.edu/library/reserves/mnjimenez/art8/ch1paintingtheconquest.pdf
-esson )ight$ +ho@s +ho1
. *ompare the similarities and di!!erences "et%een the Cilgrims traveling to 8orth merica
and the *on+uistadores o! Spain traveling to )atin merica.
>. 4 5 -1.2.4
*ompare and evaluate competing historical perspectives a"out the past "ased on proo!.
" ant the students to evaluate the ay our country as founded in the sa*e light
of the Spanish con#uistadores in 'e5ico and South A*erica and consider all of the
perspectives.
*. $his is %here students %ill "egin to !urther identi!# di!!erent perspectives in certain historical
events /no% "# comparing it to their o%n countr#0. $his also !urther develops the identit# as a Anited
States citi<en and the ne% part o! their Spanish spea&ing identit#.
7. 7o #ou see similarities6di!!erence "et%een the coloni<ation o! 8orth merica and the 8ative
mericans and %ith the Spanish coloni<ation o! )atin merica and the indigenous tri"es.
E. 1. I %ant to start the class "# reading a !e% phrases and I %ant the students to mar& %hether the#
thin& it occurred %ith the Cilgrims or the *on+uistadores or "oth. $here %ill "e a couple o"vious
choices %hen I include names or certain geographical areas, ho%ever, the ma@orit# %ill "e applica"le to
"oth cultures and coloni<ations.
2. !ter that is completed I %ill go through all the ans%ers %ith students and %e %ill e'amine their
reactions to the results. I %ant to challenge their original thoughts a"out %here the# live and get them
out o! their com!ort <ones in the sense that the# have "een learning a"out ,!oreign countries1 and
,historical events !ar a%a#1 %hile historicall# the events that lead to the con+uest o! )atin merica is
ver# similar to the %a# the original European settlers coloni<ed 8orth merica /treatment o! native
people, sic&ness, resources, ta&ing o! land, etc0
3. 2e %ill go through a po%er point t#pe lecture %here I %ill introduce in!ormation a"out the
Spanish con+uest and its devastating e!!ects on the indigenous people. s %ell as pointing some
positive and lasting impacts on the culture toda#. Students %ill !ill out a !illBinBtheB"lan& note sheet to
@ust collect in!ormation a"out this time period and "eing to ma&e connections %ith modern da#.
?. merican -istor#3 $he# %ill "e a"le to compare their lessons !rom normal histor#6social studies
classes and compare it to %hat is happening in their Spanish culture lesson
(. :or*ative Assess*ent$ $he !illing out and completion o! the note sheet %ill "e a %a# !or
me to gauge conversation and go over aspects o! the comparison that might "e hard to recogni<e.
-. !o*eork$ $here %ill "e no home%or& !or this assignment!
I. &echnology$ " ill 8e using a poer point or prezi presentation and the
pro(ector to gra8 students attention and help the* ith infor*ation gathering in
the for* of notes.
'aterials$ ,Poer point
,9ote sheet for students
,Pro(ector
,co*puter
-esson 9ine$ -asting ).ects
. Investigate the lasting e!!ects o! the Spanish con+uistadors on )atin merica /Me'ico, *entral,
South merica0
>.
4 5 -1.4.1
7escri"e and use cultural institutions to stud# an era and a region /political, economic, religion6
"elie!, science6technolog#, %ritten language, education, !amil#0
4 5 (4.1.1
Identi!# and e'plain e'amples o! cultural di!!usion %ithin the mericas /e.g., "ase"all, soccer,
music, architecture, television, languages, health care, Internet, consumer "rands, currenc#,
restaurants, international migration0
&hrough this " ant the students to distinguish the *i5 of cultures all throughout
-atin A*erica and the *i5 8eteen indigenous and Spanish culture. Also6 they can
identify e5a*ples of cultural di.usion throughout the A*ericas 2in this case -atin
A*erica3
*. $his is %here students start to see the "lending "et%een the ancient civili<ations and the lasting
e!!ects o! the Spanish in!luence on the ,ne% %orld1. $he# %ill start to mi' the !irst t%o parts o! this
lesson /ancient civili<ations and the Spanish con+uest0 together and see ho% that interaction created a
"rand ne% culture and identit#.
7. 2here do #ou see in!luence !rom indigenous values and traditions. 2here do #ou see the
in!luence o! the impeding Spanish culture. -o% can #ou relate to the "lending o! t%o cultures.
E. 1. $his lesson %ill start %ith a po%er point o! various pictures. $he pictures %ill depict certain
aspects o! )atin merican li!e and ver# o"vious mi'es o! Spanish culture /religion, language,
traditions, people0 and indigenous culture /traditional dress, !ood, areas, language, etc.0 I %ill present
these pictures to ta"le groups o! students and at !irst @ust as& them to o"serve and re!lect on each o! the
pictures. Each group %ill get a !e% minutes %ith each picture and then I %ill change them.
2. 2e %ill come together as a class and touch on each picture and I %ant the e'amples o! %here
the# see the merging o! the culture. I %ill ma&e sure each group gets a chance to tal& a"out the picture
that the# currentl# have at the ta"le so the# re!erence it.
3. I %ill then sho% a short clip o! ,7ia de los Muertos1 and %e %ill tal& a"out the signi!icance o!
this speci!ic holida# that some o! the &ids might have heard o!. $his is a prime e'ample o! the t%o
cultures merging together. It is cele"rated in Me'ico and "# Spanish spea&ers, ho%ever, it uses a mi'
o! the catholic religion, pra#er, and Spanish music /Spanish0 %ith traditional values and practices
dating "ac& to the <tec tri"e /cele"rating the dead, ma&ing o!!ers to the dead6saints6gods0.
http366%%%.#outu"e.com6%atch.vD@*LnAu+B$EE /no %ordsB onl# traditional Me'ican music0
4. I %ill then give each group a &e# part o! the tradition to investigate and %rite some +uic& notes to
share %ith the class /!ood, traditions, %ho is honored during the holida#, %here is it cele"rated0. $he#
%ill "e a"le to search through their te't"oo&, classroom "oo&s, computer, or ta"let to !ind the
in!ormation.
:. $hen each group %ill give a short overvie% so students have an overall idea o! the da#! $he# %ill
"e as&ed to ta&e notes "ecause their ,diario1 re!lection is due on 7a# 10.
?. 'usic$ the movie does a great @o" o! !ocusing on traditional Spanish music and ho% it is a &e#
part to this interdisciplinar# !estival in Me'ico
!istory$ Identi!# historical aspects o! "oth the <tecs and Spanish in!luence
%ulture$ $his is a great e'ample o! the ,cultural mosaic1 that the common core standards !ocus on
during man# su"@ect areas.
(. ?or*ative Assess*ent$ ,Each group;s description o! the pictures and the involvement o! all
group mem"ers as the# react to the pictures
B(roup discussion participation and understanding o! the important aspects o! the video
B$he gathering o! in!ormation on their groups topic and success!ull# descri"ing6presenting the
in!ormation to the class
B8ote sheet o! all o! the di!!erent aspect o! ,7ia de los Muertos1
B7iario M2
-. !o*eork$ /iario A2$ $his is the second diar# reaction that %ill "e done totall# in Spanish
and "e put in their unit !olders. I %ill as& them to react to the Spanish con+uest o! the ,ne% %orld1. I
%ant them to give their opinion on the di!!erent points o! vie% on the con+uistadors, the in!luence o!
Spanish culture, and the mi' o! cultures presented toda#. I also %ant them to tell me a"out ,7ia de los
Muertos1 and their reactions to the holida#.
I. $echnolog#3 B2e %ill ta&e advantage o! the computer and ta"lets !or each groups personal
discover# and research
BI %ill also use m# computer, pro@ector, and the video to give e'amples o! the integration o! indigenous
and Spanish culture.
'aterials$ ,B,C pictures of e5a*ples of the integration of native and spanish culture
through -atin A*erica
,co*puter
,pro(ector
,>ideo$ http$77.youtu8e.co*7atch1vD(%EnUu#,&))
,&e5t 8ook
,&a8lets7lap tops
,Unit folders
-esson &en$ -os )stados Unidos
. 7uring this lesson %e %ill start to investigate the in!luence o! Spanish on the Anited States. I
%ant them to e'plore certain %a#s the# ma# have no reali<ed the Spanish language has in!luenced
their lives.
>. 4 5 (4.1.1
Identi!# and e'plain e'amples o! cultural di!!usion %ithin the mericas /e.g., "ase"all, soccer,
music, architecture, television, languages, health care, Internet, consumer "rands, currenc#,
restaurants, international migration0
&hey ill investigate and identify -atin A*erican7Spanish cultural di.usion ithin
the United States.
*. $hrough this lesson the# %ill "egin to ma&e connections !rom their personal lives and the Anited
States culture and the )atin merican6Spanish6Spanish language cultural aspects.
7. 2here do #ou thin& these items came !rom. 2here did I get them. *an #ou !ind these items in
the Anited States. 2h# is the Anited States called the melting pot or salad "o%l. -o% can %e connect
these e'amples to this idea.
E. 1. $his %ill "e another investigation and e'ploration da# !or the students. I %ant them to @ust get
ac+uainted %ith the true amount o! in!luence the Spanish language and )atin merican culture has in
the Anited States. So I %ill again have various items spread around the room. I %ill as& them to get
their Anit !olders and react on the items as %e pass them around the room. I %ill not give them an#
"ac&ground in!ormation into the items I put on their ta"le
BMe'ican6South merican6*ari""ean !ood !ound in local grocer# stores
- Cictures o! Spanish "ill"oards, restaurant names, and super mar&ets around -olland /so man#
e'amples can "e used, %ill not tell them the e'act location o! the pictures0
- short video on the Spanish spea&ing population, along %ith graphs and data on the num"er o!
Spanish spea&ers in the area6Anited States
- E'amples o! clothes !ound in the Anited States that e'press messages in Spanish or e'press
aspects o! Spanish culture
2.I %ill have a sheet that the students need to !ill out !or each ta"le o! items that include +uestions li&eB
B2hat is this item.
B2here do #ou thin& it originates !rom.
B2here %ould a person "u# this item.
B2hat culture6group o! people %as it made !or.
B2ould a person that lives in #our to%n use,"u#,see,interact %ith this item.
3. 2e %ill reconvene as a group and %e %ill go through each group o! items. I %ill as& !or volunteers to
re!lect on their sheets !or each group. I %ant to get a good grasp on their thoughts. I have a !eeling that the
ma@orit# o! them %ith ans%er the +uestion gearing their ans%ers to
Me'ican6*entralESouthmerican6*ari""ean culture "ecause that is %hat %e have "een !ocusing on.
4. I %ill then reveal to them ho% all o! the items %ere !ound in this area, "ought in the Anited
States, and geared to%ard Anited State citi<ens. 2e %ill then continue in our class discussion and have
a "rainstorm on %here else %e can !ind this t#pe o! in!luence
?. 'ath$ the integration of nu*8ers6 graphs6 and data to e5press the *ake,up and
population of the United States
%ulture$ &his is culturally charged lesson that focuses on the integration of the
Spanish language$ A lot of these e5a*ples ill 8e in the Spanish language here
they ill need to decipher and speak the language to understand it
(. ?ormative ssessment3 B necdotal notes throughout discussion and %al&ing around managing
conversation
Bthe completion o! their notes sheets !or each center the# in+uire and discover
Bgroup discussion participation
-. 8o home%or& !or this activit#
I. $echnolog#3 8ot much technolog# is used in this lesson "ecause it is !ocused on real li!e arti!acts
and classroom interaction6discussion among students
'aterials$ B'e5ican7South A*erican7%ari88ean food found in local grocery stores
- Pictures of Spanish 8ill8oards6 restaurant na*es6 and super *arkets around
!olland 2so *any e5a*ples can 8e used6 ill not tell the* the e5act location of the
pictures3
- A short video on the Spanish speaking population6 along ith graphs and
data on the nu*8er of Spanish speakers in the area7United States
- )5a*ples of clothes found in the United States that e5press *essages in
Spanish or e5press aspects of Spanish culture
- 9ote sheet ith all of the #uestions
- Unit folder
9o*8re$
:echa$
!o(a de "nvestigaciFn -ecciFn 1;
1. Qu es esta cosa?
2. De dnde crees que proviene de?
3.Dnde ir una persona para comprar este artculo?
4.Lo que la cultura / grupo de personas fue lo que hizo?
6.Una persona que vive en su ciudad va a comprar, ver, interactuar con este artculo?
-esson )leven$ Spanglish
A. +ith the use of sections of the 8ook 0Pollito %hicken4 8y Ana -ydia >ega the
students ill investigate the *erging of the A*erican and -atin A*erican culture
and the struggles of *i5ing identity.
B. 4 5 -1.2.:
Identi!# the role o! the individual in histor# and the signi!icance o! one person;s ideas
4 5 (4.1.1
Identi!# and e'plain e'amples o! cultural di!!usion %ithin the mericas /e.g., "ase"all, soccer,
music, architecture, television, languages, health care, Internet, consumer "rands, currenc#,
restaurants, international migration0
$hrough the reading6anal#<ing o! the e'cerpts o! the chapters I %ant the students to identi!# ho% this
merican citi<en struggles %ith her personal identit#. I %ant them to create connections %ith their
personal identit# and Spanish language a"ilities and the identit# struggle o! the author
*. $his %ill "e a short lesson "ut the# %ill develop the main idea o! identit#.
7. 2hat is the de!inition o! identit#. 2hat ma&es up #our personal identit#. 2hat are e'amples o!
identit# struggles that the protagonist has in this stor#.
E. 1. $his %ill "e a short lesson %here I %ill pass out sections o! na )#dia Hega;s ,Collito *hic&en1 a
Cuerto 9icanBmerican author /parts are 8=$ appropriate !or 4th graders "ut parts o! the short stor# are
CE9?E*$0 and as& the students to read and ta&e notes on the sections that the# read.
2. I %ill as& the students to come together as a %hole group so %e can discuss the ma@or message o!
each section o! the chapter and their reactions on it. 2e %ill also go over some o! the essential
+uestions !rom this lesson
3. I %ill as& the students to do a +uic& %rite in their unit !older o! their reactions and %h# this
passage e'presses identit# issues !or Spanish spea&ers in the Anited States on their o%n and turn it in
to me "# the end o! class.
?. Spanish3 $his %ill "e a di!!icult passage !or m# students. $he mi' o! Spanish and English is &e# !or the
importance o! the lesson
English language arts3 $his passage also include English literac# tactics that %ill help %ith student
comprehension
2riting3 2riting their reaction
(. ?ormative ssessment3 $he +uic& %rite in their unit !older a!ter reading the passage and the class
discussion
-. 8o home%or& !or this assignment
I. $echnolog#3 8o technolog# used in this lesson
'aterials$ BSections o! ,Pollito %hicken1 "# na )#dia Hega
BAnit !olders !or +uic& %rite
-esson &elve7&hirteen$ +hat does it *ean to 8e 0!ispanic41
A. &he students ill 8e challenged ith de?ning the ord 0!ispanic4 and ho
there is no true de?nition of the ord. &hey ill learn that cultural tolerance
and ho identity is *ade up of un*easura8le aspects
>. 4 5 (4.1.1
Identi!# and e'plain e'amples o! cultural di!!usion %ithin the mericas /e.g., "ase"all, soccer,
music, architecture, television, languages, health care, Internet, consumer "rands, currenc#,
restaurants, international migration0
&hrough identifying e5a*ples of cultural di.usion in the United States the students
ill also identify certain icons in A*erican culture that are dee*ed6 0!ispanic4 and
hat that ord really *eans to the*.
%. &hey ill develop the di.erent perspectives of Spanish,speaking cultures and
their personal identity as a Spanish speaker and ho that has developed over the
course of these lessons.
/. !o do e de?ne 0!ispanic41 +hat does it *ean to 8e a Spanish speaker1
+ould you consider yourself !ispanic1 +ould you consider the indigenous tri8es
of -atin A*erica to 8e!ispanic1
). %lass One$ 1. " ill start the class ith asking the* to dra so*eone ho is
0!ispanic4 or 0-atino4. )ach student ill have art supplies and coloring utensils
and a 8lank sheet of paper to dra their rendition of this.
2. +e ill co*e together and each person ill go around and share hat their
picture looks like. " have a feeling e ill see co**on the*es so e ill rite
co**on characteristics on the 8oard as e go through
G. " ill then go through a poer point of pictures of fa*ous actors6 co*edians6
political ?gures that have Spanish,speaking heritage 2the *a(ority of these people
ill ?t the classic7stereotypical description of Spanish speakers3 and have
students actively participate and ask #uestions7co**ent as e go through.
B. &o end class6 " ill then tell the* that " have another poer point of 0!ispanic
people4 and " ill click through pictures of each student in *y class6 and *yself.
C. &o rap up class " ill ask the* to discuss in their groups hy " did that6 if
their ideas have changed a8out 8eing !ispanic6 and if there is a 8etter ay to
categorize people.
/ay &o$
1. " ill do a #uick revie of the previous day and e ill have a group discussion
a8out their reactions to the entire class period. " ill also ask the* to 8ring out their
draings of the person that is 0!ispanic4.
2. &hen e ill listen to intervie of co*edian6 -ouis %H6 and his intervie
a8out 8eing 'e5ican. " ant students to listen and react to his struggles of 8eing
a 'e5ican,A*erican and ho he reacts to his constant 8attle of 8eing a 'e5ican,
A*erican. http$77.youtu8e.co*7atch1vD=i/v#v82Ieo
G. " ill sho the* a second poer point of fa*ous ?gures6 actors6 *usicians6
political ?gures that are also considered 0!ispanic4 or 0-atino4 that look
stereotypically %aucasian or 0A*erican4 9ice<
B. " ant s*all groups to get together and talk a8out their reactions to 8oth the
poer point and intervie ith -ouis %H and then rite don their personal
de?nition of 0!ispanic4 or re,dra their picture
C. +e ill co*e 8ack together and " ill lead the* through a discussion and talk
a8out the i*portance of the people fro* the list of fa*ous people and the
personal story of -ouis %H. " ant to challenge the* to consider hat truly *akes
up identity and if it is politically correct to de?ne so*eone as !ispanic
J. As a class e ill hopefully conclude that it is i*possi8le to classify such a
diverse population of Spanish,speakers into one ord6 8ecause if e did6 *y
entire Jth grade class ould 8e considered 0!ispanic4
:. Spanish
%ulture
+riting
Art
=. :or*ative Assess*ent$ &he reaction and de?nition of 0!ispanic4 and ho they
can no *ake personal relationships ith every Spanish speaker in the orld. "
ant the* to *ake their on conclusions a8out *erging a *i5 of cultures.
!. !o*eork$ &he ritten reaction done on their on ti*e a8out the ord
0!ispanic4 and ho they can no *ake personal relationships ith every Spanish
speaker in the orld. " ant the* to *ake their on conclusions a8out *erging a
*i5 of cultures.
". " ill use the co*puter and audio to enhance this lesson. " ant the* to see
direct e5a*ples of fa*ous ?gures ith a personal connection to the Spanish
language and hear personal reactions to the identity struggle.
'aterials$ ,Poer point of pictures 2to3
,Audio$ http$77.youtu8e.co*7atch1vD=i/v#v82Ieo
-Unit journals
-esson :ourteen7:ifteen$ &he ?nal pro(ect
A. &his ill 8e the description and 8eginning of personal research for their
cu*ulative pro(ect
>. 4 5 -1.2.1
E'plain ho% historians use a variet# o! sources to e'plore the past /e.g., arti!acts, primar#
and secondar# sources including narratives, technolog#, historical maps, visual6mathematical
+uantitative data, radiocar"on dating, 78 anal#sis0.
" ill tell the* that they are historians6 they are investigators6 their ?nal pro(ect ill
8e to co*pile infor*ation on a topic that e have touched on in the past three
eeks using various sources that e used throughout our ti*e in class to do a
co*prehensive presentation ith parts in Spanish and )nglish
%. &his is the pro(ect that ill su* up all of the di.erent 8ranches of infor*ation
that e learned a8out. &here is freedo* in this pro(ect so students ill *ake
personal goals on the infor*ation they co*pile. " ill have a list of possi8le topics
that e touched on and hat they *ight ant to focus on to guide their research.
" ill 8e a8le to *ove students in certain directions and lead the* through the
process.
/. +hat did you learn1 !o did this unit teach you a8out identity and culture1
+hat role did the Spanish con#uest play in your personal life1 +hat as your
favorite part of this unit1
).
/ay One$
1. I %ill have an e'ample pro@ect made up -ernan *ortes and his role in the coloni<ation o! Me'ico. I
%ill present the pro@ect !ull# to the class %ith the !irst part in Spanish e'plaining &e# in!ormation points,
timelines, "iograph#, etc. 2hile the second part I %ill do in English and descri"e the personal connections
I made %ith the Spanish con+uest and ho% m# li!e %ould "e di!!erent i! this part in histor# never occurred
or i! -ernan *ortes never e'isted.
2. I %ill model the use o! a po%er point, videos, timelines, primar#6secondar# research, "oo&s, etc.
ll o! the various sources that %e used throughout the unit to present m# in!ormation
3. I %ill then hand out the pro@ect ru"ric that "rea&s do%n the grading s#stem o! the pro@ect and
%hat I e'pect them to do
. Cresentation s&ills
>. Ase o! various sources /30
*. Ase o! Spanish language
7. Cersonal reaction
E. Hisuals
4. $he# %ill "e as&ed to !ill out a presentation card and pic& their topic !or presentation and give me
a !e% sentences on ho% the# thin& the# %ill connect it to their lives
/ay &o$
1. 2e %ill meet directl# in the school li"rar# and spend our time in the li"rar# researching on their
topics
2. I %ill ta&e time to call students individuall# to meet %ith me and tal& a"out their topics and ho%
the# are getting their in!ormation. I %ill lead them in directions o! research and tal& to them a"out %hat
loo&s good a"out their pro@ect and give suggestions a"out their ne't move.
3. Students %ill ta&e the time to search !or videos, in!ormation, loo& in "oo&s, ta&e notes, etc. So
the# can prepare their presentation over the %ee&end and present on 7a# 14.
:. Spanish3 the# %ill need to grammaticall# understand the language s&ills that go into presenting the
in!ormation
Cresentation s&ills3 %e %ill go over %hat it means to "e a good presenter
9esearch s&ills3 %e %ill also revie% all o! the %a#s %e used research throughout this unit and the man#
%a#s #ou can compile in!ormation
(. ?ormative ssessment3 $his %ill "e tough to do !or this lesson "ut I e'pect !or them to as&
comprehensive +uestions and !ill out a presentation sheet !or m# records so I can loo& through and give
them !eed"ac&. I %ill also use the individual meeting time %ith each student to %rite some notes do%n
a"out their pro@ect and general &no%ledge to help them individuall#.
-. -ome%or&3 $o !ull# prepare their presentation, ever#one should "e read# to present on
Monda# o! the !ollo%ing %ee& /even though %e %on;t get to ever#one0
I. Man# !orms o! technolog# %ill "e used through this process /computer, pro@ector, videos,
ta"lets, po%er points, audio, etc0
-esson Si5teen$ PK)S)9&A&"O9 /AL< " ill ask for volunteers and then pull
sticks for the re*ainder of students.
Bi8liography$
Castillo, Mayra R. "Pollito Chickean." Tcnicas Narrativas En "Pollito Chicken" Y
"Encancaranublado" De Ana Lydia Vega. N.p.: n.p., 2010. N. pag. Print.
"CGI Student Academy Award Gold Medal Winner Short Film HD: "Dia De Los Muertos" from
Whoo Kazoo." YouTube. YouTube, 15 Aug. 2013. Web. 15 Apr. 2014.
"Louis C.K. Talks about His Mexican Roots on The Tavis Smiley Show (Audio Only)."
YouTube. YouTube, 24 Feb. 2013. Web. 15 Apr. 2014.
"Mexican History - La Malinche." Mexican History - La Malinche. N.p., 1994. Web. 15 Apr.
2014.
Sturmer, Sandy. Ancient Civilizations: Comparing and Contrasting Cultures. Rowley, MA:
World Teachers, 2002. Print
"The Atlantic Slave Trade: Crash Course World History #24." YouTube. YouTube, 05 July 2012.
Web. 15 Apr. 2014.
"The Spanish Empire, Silver, & Runaway Inflation: Crash Course World History #25." YouTube.
YouTube, 12 July 2012. Web. 15 Apr. 2014.
Marietta Schoolmaster
pril 20, 2014
Ed 310
Part &hree$ :inal Unit Plan
:. %o**unity Kesources$ I do not plan on participating in an# !ield trips through out m#
unit. $here are a mi' o! reasons dealing %ith time management and classroom management.
-o%ever most importantl# is that there are no locations that @ump out to me in particular to
"ene!it the students in the area. $his unit is a lot a"out sel!Bre!lection and sel!Bdiscover# and
through %hat I present to them is ho% I %ould li&e to do that. I planned the unit %ithout
considering guest spea&ers. -o%ever, i! I %ere to invite someone !rom the communit# to
spea& I %ould possi"l# invite a immigrant !rom a Spanish spea&ing countr# that could tal&
a"out their de!inition o! personal identit# and %hat it means to them to "e a native Spanish
spea&er in the Anited States. I %ould possi"l# loo& !or someone %ho had ties %ith indigenous
groups in central and south america that could also tal& a"out their ties to their native heritage.
4. 'odi?cations7Acco**odations$
. Acco**odations for di.erences in learners$ $hrough out m# lesson I tried to use a
large mi' o! t#pes o! activities used. I implicitl# planned a variet# each da# to accommodate
!or all t#pes o! learners. I tried to incorporate individual, small group, and %hole class
activities to cater to all o! those t#pes o! learners. In addition to that, I incorporated as man#
multiple intelligences that I could. I reali<e that m# students are all learning a !oreign
language "ut the %a# the# all do that might "e di!!erent. $he lessons that incorporated into m#
plan include elements o! geograph#, science, math, %riting, reading, !oreign language, and
social studies all through out a single unit. I thin& "# doing that along caters to m# students
that learn a little di!!erentl# !rom one another. I thin& there %ill "e something !or each student
to connect %ith as the lessons continue. lso, the !inal pro@ect I allo% the students to pic&
their topic and pic& the %a# the# present the in!ormation. $he# are allo%ed to prove their
&no%ledge through a !inal pro@ect that accommodates to the %a# the# learn. $he# can
associate their personal learning st#le %ith ho% the# research and present the in!ormation.
>. Acco**odations for students that struggle7need *ore challenge$ I also tried
to incorporate %a#s in each activit# that could "e ela"orated on or simpli!ied according to the
case. I tried to incorporate elements o! depth o! &no%ledge through out m# lesson. $here are
+uestions that can "e developed into deeper thin&ing and that can al%a#s "e ela"orated on.
lso, I "elieve that there are elements o! personal re!lection and thoughts that allo% students
to share on their o%n terms. $he# are a"le to e'press their thoughts on their o%n level and
accommodate their thin&ing to the su"@ect. 2hile on the other hand m# upper level students
are a"le to ela"orate on their thoughts and dig deeper into their thin&ing and comparisons %ith
the in!ormation. ll o! the home%or& and diar# entries that the students are as&ed to do I can
manipulate them on an individual level. I! I thin& there are supports that a student might need
or a aid to !ollo% %hen %riting I am a"le to provide that to them. In the same sense, %ith
students %ho need a challenge I can as& them to ma&e additional connections or do some
research on a topic and re!lect on that. $he activities that I have implemented have a lot o!
colla"orative %or& as %ell, the group %or& allo%s them to %or& o!! o! each other and %or&
together. $he# %ill develop interpersonal s&ills to %or& on group6team %or&. I li&e the idea o!
challenging m# students in that %a#. $eaching them to %or& colla"orativel# and ho% to "e a
good leader. ?inall#, the !inal pro@ect, I allo% them to choose their o%n route to present. I
thin& that through the presentation o! their &no%ledge the# can choose their o%n path and I
can ad@ust the comple'it# o! the in!ormation to match their level o! understanding.
2)5a*ple of Pre,Asses*ent3
Hispanic:
Por favor, haga un dibujo de una persona hispana.
Escribe algunas de sus caractersticas.
2)5a*ple of Su**ative Assess*ent, 'y su**ative e5a*ples are not
*ultiple choice 8ut ritten responses. &his is the sheet that the students ill
use for their ?nal diary entry hich has speci?c #uestions that *ust 8e
ansered through out the entry.3

/iario A2$ 09uevo 'undo4
Please, write your reactions on the Spanish conquest of the new world. I will be
checking for understanding in your writing. Be sure to include
!our thoughts about both points of "iew we discussed in regards to the conquest
#Spanish "s. Indigenous$
%he influence of Spanish culture in your life
!our thoughts about e"ents of syncretis& in 'atin (&erica and)or the *nited
States #e+, -ia de los .uertos$
2)5a*ple of Ku8ric3
:inal Presentation Ku8ric$
*se of "arious
sources,
*se three different
types of sources of
research to e+plore
your topic.
/0 points, *ses three
different sources to
research topic. %hese
can be fuentes we
discussed in class or
ones appro"ed by
&aestra.
1 points, *ses two
different types of
sources to
research topic.
2 points, *ses only
one type of source
to research topic
or none.
Personal
3eaction,
Include)e+press
your personal
thoughts and
reflection
/0 points, *ses 4nglish
to e+press &ore than
one personal connections
with the Spanish
conquest and how their
identity would be
different without the
conquistadors
1 points, *ses 4nglish
to gi"e one personal
connection to the
Spanish and personal
identity
2 points, *ses
4nglish to talk about
5ust a connection or
their identity
*se of Spanish,
(pplies the correct
use of Spanish
#gra&&ar, "ocabulary,
structure, etc.$ during
first infor&ational
section of
presentation.
/0 points, *ses Spanish
to infor& students of
i&portant infor&ation
regarding their topics.
4+presses correct
"ocabulary and
gra&&atical topics we
ha"e studied in class.
1 points, *ses so&e
understanding of
"ocabulary and
gra&&atical topics
we ha"e studied in
class with so&e
4nglish
2 points, *ses little
Spanish "ocabulary
and gra&&atical
structure with half
or &ore words in
4nglish
Presentation
Skills,
6ood eye contact,
nicely dressed,
speaks loudly,
enthusias&7
/0 points, *ses good eye
contact, dresses
professionally, speaks
loudly and clearly in both
language, and shows
enthusias& for their
topic7
1 points, 'ooks at
presentation notes
often, dresses
casually, speaks
quietly or &u&bles,
does not show
enthusias&.
2 points, 3eads fro&
presentation notes,
not dressed nicely,
whispers or
&u&bles, shows no
interest in topic.
8isual,
-isplays an
interesting,
organi9ed, and neat
"isual aid. *sed to
enhance
presentation, not to
read off of.
/0 points, -isplays
interesting, correct,
organi9ed, and neat
"isual aid. Student uses
it to enhance
presentation, not to
read fro&.
1 points, -isplays
correct infor&ation,
not "ery organi9ed.
Students reads
fro& the "isual
often.
2 points, -isplays false
or unrelated
infor&ation in a sloppy
way. Students reads
directly fro& "isual
during presentation.