Professional Documents
Culture Documents
NAME
DATE
Zac Cokely
September 21
DAY OF WEEK
Wednesday
COURSE
World History
PERIOD(S)
2,3
UNIT TOPIC
LESSON TITLE
Nationalism
Latin American Revolutions
LESSON OBJECTIVES The Casta system and how it controlled the Spanish
colonies. Ideas that spurred the Latin American Revolutions. The Haitian
revolution and its uniqueness.
ESSENTIAL QUESTION (TPE 1,8,9,11,12)
How and why did European colonies in Latin America break away from their mother
countries?
CCSSELA: with Numbers of standard and details of standard. (one of how many you use)
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
INSTRUCTIONAL OBJECTIVES
Students will be able to explain whether or not Simon Bolivar was a just leader
for Latin America through answering questions and presentations. Students
will be able to connect the ideas of Enlightenment thinkers to Latin American
leaders.
INTRODUCTON (TPE 4,5, 8, 9)
Anticipatory Set/Warm-Up: Approximate Time Noted 10 min
The lesson will begin with students responding to the following prompt: What do you feel
when you think about the American Revolution? Is it positive or negative? After 4 minutes,
students will be able to talk to their classmates and discuss how they feel and why. We will then
discuss as a class how we feel about the American Revolution as opposed to the French
Revolution that we just studied. There are likely to be many differences although the revolutions
fought for similar ideals.
The biggest problem with this lesson will probably be timing. There is a lot going on here
and it could take longer than just the 57 minute period. To combat this, I will make sure
the transition from the organizer/note/discussion to the reading is quick. To do this, I will
hand out the worksheet while giving instructions. Also, I will match up the students for
them instead of giving them the option. It may also be unclear what to write in the
pyramid so I will need to explicitly tell the students what important facts should go
where.