Indigenous Actions

Application Question: How did the arrival of European powers in Mesoamerica transform the lives of the
indigenous people of the time and how are those cultures represented in their societies today?

So What?: Influence of the colonial past still impacts people today. Many indigenous peoples have been
excluded from access to economic opportunity, government representation, and quality education.

NCSS Thematic Strand:

1. Culture1
a. In a multicultural, democratic society and globally connected world,
students need to understand the multiple perspectives that derive from different cultural
vantage points
b. Cultures are dynamic and change over time (NCSS, p. 14)
2. Time, Continuity, and Change
a. Historical analysis enables us to identify continuities over time in core
institutions, values, ideals, and traditions as well as processes that lead to change within
societies and institutions (NCSS, p. 15)
5. Individuals, Groups, and Institutions
a. Students examine the foundations of the institutions that affect their
lives, and determine how they can can contribute to the shared goals and desires of
society (NCSS, p. 18)
9. Global Connections
a. Students are able to think systematically about personal, national and
global decisions, and to analyze policies and actions, and their consequences (NCSS, p,
22)
b. Students also develop skills in addressing and evaluating critical issues
such as peace, conflict, poverty, disease, human rights, trade, and global ecology
(NCSS, p. 22)

Ohio Academic Content Standard:

11. The Columbian Exchange (e.g., the exchange of fauna, flora and pathogens) between previously
unconnected parts of the world reshaped societies in ways still evident today.

Grade Level: 7th Grade Ancient World History

Class Periods Required: One fifty-minute session

Purpose, Background, and Context

Indigenous peoples of the Americas have existed for millennia. Complex cities, political structures,
established religions, and other forms of ways of life had been established by various groups across a

1 National Curriculum Standards for Social Studies (Silver Spring, Maryland: National Council for the
Social Studies, 2010)
wide land area. These different peoples interacted with one another, engaged in trade, warfare, and other
modes of communication.
When the age of exploration and Columbian Exchange began, these Mesoamerican peoples did
not simply disappear. Through exposure to foreign pathogens, warfare, and kidnappings, the
Mesoamerican cultures were greatly impacted by European contact. While their numbers declined, these
various peoples had their natural and economic resources taken over by the dominant European
groups.Through centuries of assimilation (and exclusion in many cases), the indigenous peoples of
Mesoamerica have fought to preserve their cultural heritage and reassert their cultural pride.
This unit serves to examine circumstances in which certain groups are excluded or
misrepresented in their societies at large. By focusing on Mesoamerica for this lesson, students better
understand the fact that culture is ever-evolving and the reasons for groups to seek inclusion and accurate
representation in their societies.

Goals
Students will:
- Research and analyze past periods, events, and recurring issues, using a variety of
primary sources (e.g. documents, letters, artifacts, and testimony) as well as secondary sources
(NCSS, p. 131)
- Use historical facts, concepts, and methods to evaluate an issue of importance today
(NCSS, p. 131)
- Evaluate different interpretations of the influence of groups and institutions on people
and events in historical and contemporary settings (NCSS, p. 140)
- Describe and explain conditions and motivations that contribute to conflict, cooperation,
and interdependence among groups, societies, and nations (NCSS, p. 155)

Materials
- Post-It poster sheets
- Markers
- Classroom computer and projector
- Google Slides presentation
- Student laptops
- Exit slips

Procedures

Hook (3 mins)
- Play video at the start of class: https://www.youtube.com/watch?v=88LSLIKSeqY (1:50)
- Ask students Why is there a disconnect between the indigenous cultures and the Central
and South American countries at large?
- Have students engage in small group discussions about the video

Procedure 1 (1 minute):
- Open Google Slides presentation
- Display map of Central America to highlight civilizations locations as a review

Procedure 2 (20 minutes):

 - Assign groups to their specific areas of study (3 will study immediate European colonial
effects on the Maya, Aztec, and Inca people; 4 will study current day indigenous peoples (Maya
will have 2 groups, one focusing on Mexico and the other Guatemala) in Central American
countries)
- Immediate European colonial effects will focus on: population size after
colonial arrival, look for quotes of European colonizers about indigenous people (allow
for an expansion to other colonizers of South America if they are unable to find one for
their specific civilization), motives for colonization, shifts in political/government
structure, who were the main political indigenous leaders of the time, Spanish attitude
toward indigenous people
- Current day indigenous peoples will focus on: current population size
(with percentage), quotes from current indigenous people about their cultural status in
their country (allow for an expansion of quotes from a political entity/politician), motives
for inclusion/representation, current standing in political/government structure, who are
the current political indigenous leaders/movements, current attitude toward indigenous
people

Procedure 3:
- Pass out a large poster sticky note to each group
- Pass out markers to each group

Procedure 4 (18-20 minutes):

- Each group gives a short 2 min presentations demonstrating the information they
gathered for their individual poster to the rest of the class.
- Alternate colonial and current day groups (colonial Maya followed by current day Maya
people, etc.)

Procedure 5 (4-5 minutes):

- Wrap up
- Ask students to pull out a sheet of paper
- Have students write responses to this question: What is the appropriate response for a
cultural group that feels that they are mistreated, misrepresented, and/or marginalized by the
dominant group in their society?
- Small group discussion of responses

Assessment of Outcomes:
Students will:
- Summarize the current standing and treatment of indigenous populations in Central and
South America
- Create an informational poster that illustrates the key analytical points for historical
indigenous groups and current indigenous groups

Extensions and Adaptations:

- If group sharing goes faster than expected, ask following question(s) in small group
discussion:
 - Have you ever had to fight for your culture? Or cultural representation?
- Have you ever been a minority culture? How did you feel?
- What responsibility does the dominant/majority culture have to represent the
minority/subordinate culture?
- What examples do we see in our own society of minority cultures seeking
representation?

ESOL Adaptations:
- Allow students to use laptops or other forms of technology to compose a word document
detailing their civilization.
- Put on subtitles for the opening video
- Give supplemental readings that are available in translated versions
- Provide extended time for completion of poster
- Create a write up of the student presentations after the class for ELL student to physically
see and read

Resources
AJ+. (n.d.). Indigenous Protests In Brazil. Retrieved from https://www.youtube.com/watch?

v=88LSLIKSeqY

AP Archive (July 31, 2015). Indigenous peoples mark Columbus Day with counter-celebrations.

Retrieved from https://www.youtube.com/watch?v=kkcUbsAQnow

A political awakening. (2004, February 19). The Economist. Retrieved from

http://www.economist.com/node/2446861

Indigenous peoples in Latin America - a general overview. (n.d.). Retrieved March 1, 2017, from

http://www.iwgia.org/regions/latin-america/indigenous-peoples-in-latin-america

Merrifield, W. (n.d.). Mesoamerican Indian. Retrieved March 1, 2017, from

https://www.britannica.com/topic/Mesoamerican-Indian

Suggested Sites
Encyclopedia Britannica
International Work Group for Indigenous Affairs