H2 TB

Teacher’s
Guide
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History 2 Teacher’s Guide
Copyright
© 2022 Editions Larousse, S.A. de C.V.
Renacimiento 180, Colonia San Juan Tlihuaca,
Mayor’s Office Azcapotzalco, CP 02400, Mexico City
ISBN: 978-607-21-2732-6
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Presentation
Dear Teacher,
I
n a time of educational changes that impact the approaches and, study contents programs
and, the very conception of education and its role in the formation of people, the teacher, alre-
ady an indispensable actor, becomes an essential element of this process. He will be implemen-
ting such contents and approaches for the benefit of students, so that, under their leadership,
they translate them into knowledge and skills for life.
With this vision, Ediciones Larousse places this material in your hands, aware that having ade-
quate planning and evaluation instruments is essential to achieve the expected objectives in the
teaching-learning process. Also, as an acknowledgment of your preference, you will find a Teacher’s
Guide that provides suggestions for the organization of work in the classroom and the implementa-
tion of the activities suggested in the student’s book, as well as the answers to questions, exercises
from the book, or, in the case of open activities, the performance indicators that will allow you to
guide and evaluate the student’s work throughout the course. Finally, an updated bibliography is

offered —printed and electronic— in which you can find additional information for the contents of
the course.
3
Table of Contents
Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Dosage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Teaching Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Unit 1. Construction of historical knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Types of historical sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Historical facts, processes and explanation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Historical knowledge in a colonized country . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Unit 2. Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Overview of the period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Indigenous peoples in modern Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Mesoamerican civilization and other cultures of ancient Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
lcu Urban Life in Mesoamerica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Indigenous kingdoms on the eve of the Spanish conquest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit 3. The formation of the modern world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Politics and institutions of the viceroyalty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Table of Contents
The mining-livestock-agriculture complex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

lcu Daily life in New Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
The cultural and artistic heritage of the colonial period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4
Answere Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Navigation chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit 1. Construction of historical knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Let›s start the journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Types of historical source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Historical facts, processes and explanation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Historical knowledge in a colonized country . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Let´s finish the trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Unit 2. Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Past-presen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Indigenous peoples in modern Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Mesoamerican civilization and other cultures of ancient Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Indigenous kingdoms on the eve of the Spanish conquest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Unit 3. The formation of the modern world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Politics and institutions of the viceroyalty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
The mining-livestock-agriculture complex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
lcu Daily life in New Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
The cultural and artistic heritage of the colonial period. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
5
Axis Contents Expected learning Pages Weeks
Trimester I
Past-present •
Reflect on the existence of different versions and interpretations 18-26 1-2
Historical memory: the recovery of the past and its importance of historical events.
History is built from different interpretations
Construction of historical knowledge
Types of historical sources •

Identify the types of testimonies of the past that we use as historical 27-40 3-4
Testimonies of the past as historical sources sources.
Classification of sources •
Recognize that the sources must be analyzed to understand
Analysis and understanding of historical sources their historical content.
Historical facts, processes, and explanation •
Recognize the differences between a fact and a historical process. 41-56 5-6
Historical facts and processes •
Reflect on the importance of explaining historical events and
The explanation of historical facts and processes processes.
Judging and explaining in history •
Identify the difference between judging and explaining.
Historical knowledge in a colonized country •

Reflect on the relationship between national history and world 57-70 7-8
Colonization and history history.
The West, its history and Mexico •
Analyze why Western history is also a part of our history.
Let’s finish the trip 71 9
Past-present •
Recognize the cultural diversity of Mexico. 74-82 10-11
Cultural diversity in our country •
Reflect on the origin of cultural differences in Mexico today.
Why is Mexico a culturally diverse country?
The cultural diversity of Mexico today
Diversity and interculturality as means to transcend negative
social aspects
Overview of the period •
Recognize the main cultural processes and traits of ancient Mexico 83-93 11-12
Civilizations
and locates them in time and space.

•
Identify the concepts of civilization, culture, tradition, Mesoamerica,
)TXȀȇǵ
urbanization, tributes.
Indigenous People in modern Mexico •
Assess the presence of elements of indigenous tradition in the 94-111 13-14
Elements of Indigenous traditions in the national culture national culture.
Recreation of Indigenous cultural expressions •
Recognize the location of Indigenous Peoples in the national
Location of Indigenous Peoples in the national territory territory.
Some features of the Indigenous languages spoken in Mexico •
Identify some features of Indigenous languages, religious traditions,
Some features of Indigenous religious traditions and social structure.
Features of the Indigenous social structure
Quarterly evaluation I 15
6
Trimester II
Mesoamerican civilization and other cultures of ancient •
Recognize the process of formation of an agricultural civilization 112-131 17-19
Mexico that we call Mesoamerica.
Formation of the agricultural civilization we call Mesoamerica •
Identify the main features of the history of Mesoamerica.
Main features of the history of Mesoamerica •Recognize the existence of village cultures and
Village and hunter-gatherer cultures in northern Mesoamerica hunter-gatherers in northern Mesoamerica, but within our territory.
LCU. Urban life in Mesoamerica •
Interpret maps, plans, archaeological photos. 132-145 16-26
Problem Statement •
Identify the features of Mesoamerican urbanism through a selected Aprox.
Scope example. (defined
Organization •
Recognize the technological complexity of Mesoamerican cities. within the
Development •
Reflect on labor specialization and social diversity in Mesoamerica. group).
1. Introduction •
Assess passages in the historical sources that reveal the urban life
2. The cities of ancient Mexico of ancient Mexico.
3. What life was like in Tenochtitlan and Tlatelolco
Civilizations
Product Analysis
a) Infographic Evaluation
b) Model •
Self-assessment
Presentation •Peer assessment
Indigenous kingdoms on the eve of the Spanish •
Identify some indigenous kingdoms on the eve of the Conquest. 146-163 20-21
conquest •
Recognize the existence of a relationship between politics, war, and
Indigenous lordships and their encounter with the conquerors religion.
Totonac culture Purépecha culture •
Reflect on the cultural differences between Spaniards and
Tlaxcaltec culture Mixtec culture Indigenous People at the time of the Conquest.
Mexica culture Maya culture
-NXɃȡȹ^9JȀHȊǵȹƮX,ZȎǷǵ
Spanish expeditions
Conditions that favored the Conquest
Cultural differences between Spaniards and Indigenous people
during the Conquest
Let’s finish the trip 164-165 22
7
Trimester II
Past-present •
Identify current ideas, beliefs, festivals, traditions, and customs that 168-175 23
Viceregal presence today have their origin in the colonial period.
Are today’s inequalities a legacy of the colonial past? •
Reflect on the question: Does the colonial past make us a more
The formation of the modern world
unequal country?
Overview of the period •
Recognize the main processes and historical events of the 174-187 24-25
viceroyalty and locates them in time and space.
•
Identify the concepts of conquest, colonization, viceroyalty Indian
towns council, royal audience.
Politics and Institutions of the viceroyalty •
Recognize the institutions and practices of the colonial type 188-201 27-28
that organized the economy of the viceroyalty encomienda,
The economy of the viceroyalty of New Spain repartimiento, tribute, land grants, royal mines.
Instances of the Spanish authority for political organization •
Identify the instances of the Spanish authority, viceroy, audience,
Cabildos of the Spanish cities and of the “Indian towns” corregidores.
•
Recognize the importance of the councils of the cities of Spaniards
and of the “Indian towns”.
Quarterly evaluation II 29
)TXȀȇǵ
8
Trimester III
The mining-livestock-agriculture complex •Recognize the impact of mining on the development of New Spain. 202-221 31-33
Impact of mining on the development of New Spain •
Analyze the formation of grain-producing and cattle-raising areas
Formation of productive areas of grains and cattle raising, and and their relationship with the mining centers.
their relationship with the mining centers in New Spain •Identifies Spanish cities as centers of the colonial economic system.
Spanish cities as centers of the colonial economic system
LCU.Daily life in New Spain •
Recognize the features of material culture and social organization 222-231 30-38
Problem statement in New Spain in sources of the period. Aprox.
Scope •
Recognize the richness of the traditions and customs of the (defined
The formation of the modern world
Organization viceroyalty and explore the images of the time. within the
Development •
Reconstruct the characteristics of daily life in different areas of the group).
1. The New Spain:society and culture colonial society that characterized the viceroyalty (rural and urban,
2. Customs and traditions of the viceroyalty Indigenous Spanish, and intercultural).
3. Characteristics of daily life in New Spain
Product
Presentation
Analysis
Evaluation
•Self-assessment
•Peer assessment
The cultural and artistic heritage of the colonial period •
The students should recognize the presence of the colonial 232-247 34-36
Traces of the viceroyalty in the cities and towns of today’s architectural heritage in today’s Mexico.
Mexico •
The students should evaluate some pictorial and literary expressions
Artistic expressions during the viceroyalty of the colonial period.
Literary expressions during the viceroyalty
Let’s finish the trip 248 37
Quarterly evaluation III 39
9
Teaching suggestions
Unit 1. Construction of historical knowledge
Past-present
To get your students into the study of this topic, propose the following exercise:
1. Print out the word search puzzle and distribute it to the students. You can organize them into
groups of three to find the words.
K H W E N L P A I N T I N G S F C O
Z B I C O N O G R A P H I C Z M J L
A U D I O - R E C O R D I N G S N I
A I F B M A P - L I B R A R Y S A B
L L T X A G A X C P T I U K K P U R
Y D E N F L K Y H O T T I I N H D A
R I S L G P I N T E R V I E W O I R
E N T H F H I S T O R Y W N X T O Y
S G I S I Q M O N U M E N T S O V X
E S M O L D Q W R I T T E N Z G I A
A G O H E Z V V E G Y V O L P R S N
R L N Y S O V K C M A P S E F A U A
Teaching suggestions
C U Y C B D R Y I D J S A H L P A L
H K F O S S I L S X X M L Z W H L Y
S K M D V S O U R C E B W N S S S S
I N T E R P R E T A T I O N W Y W I
A O A X F O W I L I B R A R Y A O S
SOURCE, MAPS, CODEX, INTERPRETATION, ANALYSIS, INTERVIEW, LIBRARY,

TESTIMONY, WRITTEN, PHOTOGRAPHS, ICONOGRAPHIC, MAP LIBRARY, RESEARCH,
HISTORY, BUILDINGS, MONUMENTS, AUDIOVISUALS, AUDIO RECORDINGS, PAINTINGS,
FOSSILS, FILES.
10
2. Once the students have located the words in the word search puzzle, assign each team the
concepts whose meaning they should look up in the dictionary.
3. In a group session, explain these concepts and their importance in investigating, analyzing,
and interpreting historical discourse.
4. 0DNHDQDQQRWDWHGUHDGLQJRISDJHVDQGDVNVWXGHQWVWRUHȾHFWRQWKHUHDVRQVIRU
WKHGLȼHUHQWYHUVLRQVDQGLQWHUSUHWDWLRQVRIKLVWRULFDOHYHQWVLQWKHKLVWRU\RI0H[LFR
5. Organize your students to complete the “Take the helm” activity on pages 20-21.
6. As the students read the contents of this topic, ask them to select episodes from the history of
Mexico.
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WKHPRWLYHVDȿOLDWLRQVSKRELDVDQGLQWHUHVWVRIWKHDFWRUVDQGJURXSVLQYROYHG7RPDNHWKLV
FRPSDULVRQLWLVVXJJHVWHGWRȽOOLQDFKDUWOLNHWKLV
Different interpretations of history
Episode Version 1 Reasons Version 2 Reasons
8. Organize your students to complete the “Arrival point” activity, as well as the self-assessment
and peer assessment on pages 25 and 26.
11
Types of historical sources
1. Brainstorm ideas for the “Starting point” activity on page 27.
2. As a group, read the sub-topics: “Testimonies of the past as historical sources” and “&ODVVLȽFDWLRQ
of sources (pages 28 to 37).
3. 7RGHHSHQWKHFODVVLȽFDWLRQRIKLVWRULFDOVRXUFHVVXJJHVWVWXGHQWVUHYLHZWKHELEOLRJUDSK\RI
their book and identify which of them are primary and which are secondary sources. Ask them
to express some examples and write them on the board. When classifying historical sources by
type, have students review the images included in their textbook to identify written, material,
iconographic, and audiovisual sources. As homework, ask them to create a table like the following:
Historical sources Classification by type
Written (printed Oral (audios
Iconographic Material Audiovisual
and handwritten) or spoken)
4. As they progress through the subtopics, organize students’ work with the “Take the helm”
activities (pages 28, 30, 33, 35, and 37), including the “Alternate route sections.
5. Reproduce the following table on the board and write next to it the words music library, photo
library, videos, maps, movies, archive, and newspaper library. Explain to the students that a
9JȀHȊȏȞLȻZȈLȩȻɄȏTSȻ
UHSRVLWRU\ LV D VSDFH XVHG WR VWRUH RU VDIHJXDUG GLȼHUHQW WKLQJV ,Q WKLV FDVH UHSRVLWRULHV
store books, newspapers, documents, etc. In a group session, ask students to tell you where the
words they wrote on the side of the chart go.
The sources and their repositories
Information containers Container repositories
Books Library
Newspapers and magazines
Documents
Map library
Photographs
12
The sources and their repositories
Information containers Container repositories
Cinetheque
Records, tapes and cassettes
Film library
6. Individually, each student will read the sub-topic: “Analysis and understanding of historical
sources”RQSDJHVDQG$VNWKHPWRUHȾHFWRQWKHTXHVWLRQVWKDWDUHDVNHGLQWKHWH[W
about the sources and their use.
7. Coordinate the integration of the teams to carry out the activities: “Take the helm” on page
39, and “Arrival point” on page 40.
8. Organize the self-assessment and peerassessment session on page 40.
13
Historical facts, processes, and explanation
1. Organize the integration of the teams so that the students solve the “Starting point” activity.
At the end of the activity, ask them to give other examples of historical events and processes
VRWKDW\RXFDQDVVHVVZKHWKHUWKH\XQGHUVWDQGWKHGLȼHUHQFHVEHWZHHQWKHP
2. With the teacher’s guidance, students will do a commented reading of the topic “Historical
facts and processes” on pages 41 to 43. Organize a plenary session to answer the following
questions:
yWhat is a historical fact?
yHow do you identify a historical process?
3. Support the students in the development of the “Take the helm” activities on pages 43 and 44.
4. Individually, each student will read pages 45 to 47 of the book.
5. Together with the students, read Table 1.1 “Types of historical events” on page 45. In the end,
ask them to form teams to give other examples of historical events. You can write on the board
the examples that the students say. Use a table like the one below to organize the examples
students give.
Types Examples
Economical facts
Political facts
Cultural facts
Social facts
6. Help students complete the “Take the helm” activity on page 47.
7. To familiarize students with the concepts corresponding to the explanation of historical events
and processes, they must individually read pages 48 and 49 of the book and with the
teacher’s guide. In plenary, they will comment on the following topics:
14
yWhat are they and how are historical facts explained?
yHow do you analyze the causes and consequences of historical events?
8. To reinforce the historical explanation, have students complete the “Take the helm” activity on
page 50.
9. Share the following information with your students:
Two concepts are important in the elaboration of the historical discourse and the
handling of its sources: heuristics and hermeneutics.
10. Based on these two concepts, divide the students into teams and ask them to give three
examples of their application in the task of the researchers. Share the following table to
complete the activity:
Examples of its practical

Type Definition
application as students
Heuristics It is the set of techniques or methods to solve a problem.
7KHZRUGKHXULVWLFFRPHVIURPWKH*UHHNŹƑƅųƇžŹŽƁZKLFK
means “to find, to invent”.
In history, heuristics is the search or investigation of histori-
cal documents or sources.
Hermeneutics It is the art of interpreting texts. This concept is used espe-
cially in the field of history, but also in other disciplines such
as philosophy, law, literature. It includes a set of rules and
methods that should be used to do the interpretation.
7KHWHUPKHUPHQHXWLFVFRPHVIURPWKH*UHHNűƅƀŻƁŹƉƈŽžŲ
ƈűƋƁŻKHUPHQHXWLN¥WHMQHȁDUWRIH[SODLQLQJWUDQVODWLQJRU
interpreting”).
In a plenary session, each team will tell the story of one of their recorded experiences and the practical application
of heuristics and hermeneutics.
15
11. Ask students to read pages 50 to 52 individually and do the “Take the helm” activity on page 52.
12. Do a commented reading of the sub-topic “Judging and explaining in history”.
13. Recomiende a los alumnos ver la película Gunga Din (George Stevens, USA, 1939). En las
siguiente ligas de internet está disponible la película:
yhttps://bit.ly/2FJEZEJ
Once all students have seen the film, lead a discussion to discuss the roles of the characters, using the following
questions:
yIs Gunga Din a traitor or a hero?
yWhy do viewers identify with the British soldiers in the film?
yWhy are viewers not sympathetic to the Hindu separatists in the film?
yDividing the characters into good and bad, is the way in which the characters in the film
are presented Manichaean?
y'RHVWKHILOPVKRZDSDUWLDORUREMHFWLYHKLVWRULFDODFFRXQW"
yAs a viewer, what would you do to avoid empathizing with one of the characters in the film
DQGVHHLQJLWPRUHREMHFWLYHO\"
14. Have students complete the activities “Take the helm” on page 54 and “Compass” on page 55.
15. To review what has been studied in the topic “Historical facts, processes, and explanation”,
organize the development of the activity “Arrival point”, on page 55. In the same way, carry
out the self-assessment and peer assessment located on page 56.
16
Historical knowledge in a colonized country
1. Before addressing this topic, ask students to review the topic of globalization in their History 1
book.
2. Ask them to complete the “Starting point” activity on page 57.
3. Ask them to read pages 58 and 59 in pairs, and to solve their doubts about the concepts
of colonialism and colonization.
4. To reinforce the concept of colonialism and its origins, students will solve the activity “Take the
helm” on page 59.
5. Divided into teams, students will read pages 60 to 62 and identify examples of the various
forms of colonialism according to the following table:
Type of colonization What does it consist of? Examples
Direct management colonies
Factories
Privileged companies
Protectorate
Domains
6. Ask students to do the “Take the helm” activity on page 62.

7. Organize a group session to do a commented reading of pages 63 and 64. Focus comments
on the following questions:
yWhat does it mean to be an inhabitant of a colonized country?
yWhat does it mean to be part of a colonizing empire?
17
8. Complete the “Take the helm” activity on page 64 with students.
9. In teams, students will read the text on pages 64 to 67 to become familiar with the concepts
of the West, Western Civilization, and the East, and will answer the question: In the world
context, why is Mexico considered part of Western culture?
10. For students to correctly solve the “Take the helm” activity on page 67, ask them to carry it
out at home.
11. Organize a plenary session to do an annotated reading of pages 68 and 69 of the book
and center the comments around:
yThe Eurocentrism concept.
yThe exclusion represented by Eurocentrism in world historical discourse.
yThe possible options to diversify the historical discourse, beyond the Eurocentric interpretation.
12. Together with your students, carry out the “Take the helm” activity on page 69 and the “Arrival
point” activity on page 70. Organize the session to do the self-assessment and the peer
assessment located on page 70.
13.2UJDQL]HWKHGHYHORSPHQWRIWKHDFWLYLW\ȁ/HWǾVȽQLVKWKHWULSȂRQSDJH5HFRPPHQGWRWKH
students the following Internet links:
yINAH,&¯GLFHVGH0¥[LFRhttps://bit.ly/2U9Ok2D
yCódice Azcatitlan, en Biblioteca Digital Mundial: https://bit.ly/2uq1agN
18
Unit 2. Civilizations
1. %XLOGDPHPRU\JDPHXVLQJWKHSLFWXUHVDQGZRUGVIURPWKHȁ/HWǾVVWDUWWKHMRXUQH\ȂDFWLYLW\RQ
SDJH<RXFDQDVNVWXGHQWVWRȽQGPRUHSLFWXUHVRQWKHLQWHUQHWWRSXWWRJHWKHUDPHPRU\
game with more pieces. Then do the following:
a) 0DNHȽYHFRSLHVRIWKHPHPRU\JDPH
b) )RUPȽYHWHDPVDQGJLYHHDFKRQHDFRS\RIWKHPHPRU\JDPH
c) $VNVWXGHQWVWRȽQGWKHPDWFKLQJFDUGV
d) Have a team come to the front of the classroom and present how their card pairs played
out. Ask them to explain why they concluded that the cards were pairs.
e) Ask the rest of the teams if they agree with the argument and why.
f) In case a team disagrees, invite them to state their reasons.
Past-present
1. Ask your students to read the content on pages 75-79 and help them complete the activities
in the “Take the helm” section on pages 76, 77 and 79.
2. $IWHUUHDGLQJSDJHVWRHDFKVWXGHQWZLOOȽOOLQWKHIROORZLQJWDEOHZLWKWKHHOHPHQWV
mentioned in the text or with those that they investigate in the library or on the Internet.
Some contributions from other latitudes that integrate the ethnic and cultural diversity
of Mexico
Continent Contributions
Europe
Asia
Africa
3. After reading page 79 of the book and still divided into teams, ask your students to identify
some cultural expression of their locality and they will describe it in plenary. Suggest that they
FKRRVHGLȼHUHQWWRSLFV
19
4. Conclude this sub-topic by completing the “Take the helm” activity on page 80.
5. Individually, students will read the texts on pages 80 and 81 of the sub-topic “Diversity
and interculturality as means to transcend negative social aspects”. Conclude the topic
by supporting students to complete the activities “Take the helm” on page 80 and “Point of
arrival” on page 82.
6. Likewise, students will do the self-assessment and peer assessment that is located on page 82
of the book.
20
Overview of the period
1. Organize the resolution of the activity “Starting point” on page 83. Make sure that the
students do not review the timeline on pages 84 and 85.
2. 'LYLGHGLQWRWHDPVWKHVWXGHQWVZLOOUHDGSDJHVWRDQGȽOOLQDWDEOHOLNHWKHRQHEHORZ
ZLWKWKHGLȼHUHQWWKHRULHVRIWKHRULJLQRIWKHKXPDQEHLQJLQ$PHULFD
Theories of the origin of

Explanation
human beings in America
Single origin or Asian settlement
Southern migration
Oceanic
3. Based on pages 85 and 86, students will individually complete in the table the years in which
the following events occurred:
Event Year
Migration of human beings to the Americas.
Arrival of hunter-gatherers to the territory that is currently Mexico.
Emergence of sedentary groups in the territory that is currently Mexico.
4. Organize an annotated reading of pages 86 and 87 then ask students to do the “Take the
helm” activity on page 88.
5. In teams, students will read pages 87 to 92 and will carry out the activity “Arrival point” on
pages 92 and 93, as well as the self-assessment and peerassessment.
21
Indigenous Peoples in modern Mexico
1. Lead the “Starting point” activity on page 94 and help them check their answers.
2. After reading pages 95 and 96, organize a plenary session in which students present their ideas
on the use and meaning of the terms Indian, indigenous, native peoples, and indigenous peoples.
Emphasize that such terms should not be used in a discriminatory or derogatory manner.
3. Help your students to solve the activity “Take the helm” on page 96 and review the link in the
section “Alternate route”.
4. Coordinate the commented reading of pages 96 to 100 and support the development of
the activities “Compass”, on pages 97 and 98 and “Take the helm”, on page 100.
5. To understand the phenomenon of recreation and plagiarism of the cultural expressions of the
indigenous people, form teams and ask the students do a commented reading of the texts on
pages 100 and 102. Also, coordinate the activities “Compass” on page 101 and “Take the
helm” on page 102.
6. For students to complete the activities on pages 101 and 102, suggest them to go to the
sites mentioned in the “Alternate route” section on page 103, and to carefully review map 2.5,
“Location of Indigenous Peoples in Mexico”.
7. 7R KLJKOLJKW WKH GLȼHUHQFH EHWZHHQ WKH FRQFHSWV GLDOHFW DQG ODQJXDJH LQ DGGLWLRQ WR
UHDGLQJSDJHVDQGLWLVUHFRPPHQGHGWRZULWHWKHGHȽQLWLRQVLQDWDEOHOLNHWKH
following:
Concept Definition
Dialect
Language
8. Solve the doubts that arise when doing the “Take the helm” activity on page 106.
9. After reading pages 106 and 107, for the understanding of this topic, the students will
investigate and locate the concepts of the table.
22
Concept Definition
Evangelism
Polytheistic
Rite
Syncretism
Liturgy
Myth
11. To reinforce the contents of this topic, students will do the “Take the helm” activity on page 107.
11. To understand this topic, after reading pages 108 to 110, students will investigate and
locate some concepts in a table like the following:
Concept Definition
Tequitlato
Topil
Mayordomo
Regent
System of uses and traditions
Tequio
)DHQDRUIDMLQD
EZLN
Liberation theology
12. To conclude the topic of indigenous peoples, students will solve the activity “Arrival point” on
page 110. In addition, students will do the self-assessment and peer assessment on page 111.
13. 7RȽQLVKWKHWULPHVWHUDSSO\WKHTXDUWHUO\HYDOXDWLRQ,
23
In the second trimester, the revision of some historical features and processes of Mesoamerican Mexico will
continue. It will also begin with the analysis of the Novohispanic period. To do this, among other things it is
important to:
yAlways keep in mind the expected learnings established at the beginning of each topic and
that these are the main guide for the learning and teaching processes.
yLink the new learnings with the previous ones, with what they already know, but also with the
interests of the young people.
yObserve the changes that historical processes imply, which are analyzed to understand the
transformations of the country’s history and their permanence in Mexico today.
24
Mesoamerican civilization and other cultures of ancient Mexico
1. Ask your students to look at map 2.1 on page 77, “Cultural zones of ancient Mexico”. If
SRVVLEOHUHSURGXFHWKHPDSRQERQGSDSHURUZLWKWKHDLGRIDSURMHFWRUDWDVL]HWKDWLV
visible in the classroom. Then ask the students:
yWhat are the cultural zones that developed in what is now Mexico before the arrival of the
Spanish?
yWhat are the cultural traits that characterized Mesoamerica?
yWhich ones are still present in today’s Mexico?
Based on their answers, review the cultural traits of Mesoamerica, and underline the agricultural character of the
Mesoamerican civilizations, as well as the historical processes that marked their beginning. To do this, you can rely on
the table in table 2.2, “Main characteristics of the periods or horizons of the history of Mesoamerica” on page 117.
2. In order to synthesize what has been analyzed about Mesoamerica, ask the students to
create a graphic organizer (outline, synoptic table or conceptual map) that synthesizes the
main cultural traits of Mesoamerica.
3. Have students complete the “Take the helm” activity on page 120 and help them make their
graphic organizers.
4. For the analysis of the Mesoamerican cosmovision, it is suggested to develop the activity
“Take the helm” on page 122. If possible, obtain the Florentine Codex to support the activity.
5. :LWKDSURMHFWRU\RXFDQSUHVHQWWRWKHVWXGHQWVVRPHHOHPHQWVRIWKH)ORUHQWLQH&RGH[WR
UHȾHFWRQWKH0HVRDPHULFDQZRUOGYLHZEXWDOVRRQVRPHWUDLWVRIWKHLUVRFLDOSROLWLFDODQG
economic organization.
6. The second expected learning of the topic states: “Recognize the existence of village cultures
and hunters and gatherers in northern Mesoamerica, but within our territory.” For this, it is
pertinent to make use of the two maps that are included on pages 128 and 129 of the
WH[WERRN,ISRVVLEOHSURMHFWWKHHQODUJHGPDSVIRUDQDO\VLV
Guide your discussion around the following questions:
yWhat are the cultural differences between Mesoamerica, Aridoamerica and Oasisamerica?
yWhat groups settled in the territory of what is now the state of Sonora? What groups settled
in the territory of what is now the state of Chihuahua? What groups settled in the territory
25
of what is now the state of Sinaloa? What groups settled in the territory of what is now the
state of Durango?
7. To conclude the topic, organize the activity “Arrival point”, on page 131, as well as the
exhibition of the comic strips.
26
LCU. Urban life in Mesoamerica
The organization and development of the LCU “Urban life in Mesoamerica” will cover an important part
of the student activity during this trimester. Remember that the main task falls to them, and that you must
provide constant guidance and support, and do progress reviews. Keep in mind that this project is built
over ten weeks and that it seeks to:
yInterpret maps, plans, and archaeological photographs.
yIdentify the traits of Mesoamerican urbanism through a selected example.
yRecognize the technological complexity of Mesoamerican cities.
yReflect on labor specialization and social diversity in Mesoamerica.
yAssess passages in the historical sources that allow us to know the urban life of ancient
Mexico.
1. Visual elements will be of great importance to achieve the expected learning proposed in
this LCU. ,W LV VXJJHVWHG WR VWDUW ZLWK WKH SURMHFWLRQ RI D YLGHR DERXW WKH FLW\ RI 0H[LFR
Tenochtitlan. For example, “Mexico-Tenochtitlan”, located at https://bit.ly/2Vlepbm. (The
students can activate the English captions in this video).
From the video, discuss with students the following aspects:
yThe main features of Mexico-Tenochtitlan city.
yThe technological advances that were important to build a city like that.
yThe organization of the city.
yDaily life in Mexico-Tenochtitlan.
yThe impression it made on the Spaniards who arrived in the city.
yThe large number of vestiges of Mesoamerican cities that exist in Mexico, like the remains of
the grandeur of the civilizations of ancient Mexico.
2. Read aloud to the students the following excerpt from Bernal Díaz del Castillo’s description of
the city of Mexico-Tenochtitlan in his work True History of the Conquest of New Spain:
The next morning we reached the broad high road of Iztapalapan, whence we
IRUWKHȽUVWWLPHEHKHOGWKHQXPEHUVRIWRZQVDQGYLOODJHVEXLOWLQWKHODNHDQGWKH
still greater number of large townships on [Pg 219] the mainland, with the level
27
causeway which ran in a straight line into Mexico. Our astonishment was indeed
raised to the highest pitch, and we could not help remarking to each other, that
all these buildings resembled the fairy castles we read of in Amadis de Gaul; so
KLJKPDMHVWLFDQGVSOHQGLGGLGWKHWHPSOHVWRZHUVDQGKRXVHVRIWKHWRZQDOO
built of massive stone and lime, rise up out of the midst of the lake. Indeed, many
of our men believed what they saw was a mere dream. And the reader must not
feel surprised at the manner in which I have expressed myself, for it is impossible to
speak coolly of things which we had never seen nor heard of, nor even could have
dreamt of, beforehand.
Source: Chapter XXXV, available at https://bit.ly/3rHfLP8 (Accessed: January 21, 2022).
Reflect with your students on the vision that the Spaniards had about the great city of Mexico-Tenochtitlan.
3. /RRNIRUSKRWRJUDSKVRIDUFKDHRORJLFDOVLWHVLQ0H[LFRDQGSURMHFWWKHPLQWKHFODVVURRPRU
bring books or magazines into the classroom where students can observe these types of sources.
Together identify where they are located and to which Mesoamerican civilization it belonged,
DVZHOODVWKHVLPLODULWLHVDQGGLȼHUHQFHVEHWZHHQWKHEXLOGLQJVDQGWKHDUFKDHRORJLFDO]RQHV
observed.
Ask the students to select some of the archeological zones and write a short text inviting a
foreigner to visit the selected archeological zone. The text must contain some of its features
and why it is interesting to visit.

4. Do not lose sight of the products that are suggested in the LCU to synthesize what students
have researched about urban life in Mesoamerica.
yInfographics, which is a combination of images and texts that explain in a synthesized
manner certain complex and abundant information. In other words, it is a resource that
allows you to tell a story synthetically using images, graphics and text.
yModel, which is a reproduction or assembly to a certain scale, in this case, the students will
make a replica of a pre-Hispanic city.
5. It is important to organize the presentation of the products, as well as their analysis and
evaluation.
28
Indigenous kingdoms on the eve of the Spanish conquest
1. Begin your review of this topic with the “Starting point” activity on page 146.
2. To identify some indigenous kingdoms on the eve of the Conquest and recognize the existence
of a relationship between politics, war, and religion, as proposed in the expected learning, do
the following:
yOrganize the group into six teams.
yDistribute each of the following lordships among the teams: Totonac, Tlaxcaltec Mexica,
3XU¥SHFKD0L[WHFDQG0D\D
yAsk the students to review the information of the lordship that they were assigned and to
look for additional information to complement those related to politics, war, and religion. They
should also search for images to illustrate the topic and have them on hand.
yUsing kraft or bond paper, have the students to assemble a big square on the wall, so that
they make a collective mental map with all their agreements about what they reviewed and
investigated.
yFinally, ask them to record the characteristics of each of the lordships in a comparative
table.
3. Ask your students to complete the activity “Take the helm” on page 157. In it they should trace
WKH6SDQLVKH[SHGLWLRQVWR0H[LFDQWHUULWRU\ZLWKGLȼHUHQWFRORUV$WWKHHQGFRRUGLQDWHD
discussion where students:
yDiscuss the importance of the expeditions for the advance of the conquest of the
Mesoamerican lordships.
y,GHQWLI\WKHLQIRUPDWLRQWKDW&RUW¥VZDVFROOHFWLQJUHJDUGLQJWKH$]WHFHPSLUH
yDiscuss the path of the routes and why they ended in Mexico-Tenochtitlan.
4. )RU WKH DQDO\VLV RI WKH FXOWXUDO GLȼHUHQFHV EHWZHHQ 6SDQLDUGV DQG WKH LQKDELWDQWV RI
Mesoamerica, use the “Compass” activity on page 160. In addition, with this you will promote
an exercise of empathy. We suggest you do the following:
yEncourage the students to see ancient Mexico from the perspective of the Spaniards, as if
they were one of them, and ask them to answer in their notebook: “What impression would the
cultural characteristics of the indigenous people make on them?”, and to explain their answer.
29
yThen, ask them to see the circumstances in which the conquest occurred from the perspective
of the indigenous people, as if they were one of them, and to answer in their notebook:
“What impression would the cultural characteristics of the Spanish make on them?”, and to
explain their answer.
yOrganize students to present their reflections to the group and write their conclusions.
5. To summarize what was discussed about the conquest, ask students to create a synoptic
table, a concept map, or another graphic organizer that summarizes the factors that explain
the conquest of Mexico-Tenochtitlan and the consequences of this historical event.
6. 2UJDQL]HVWXGHQWVWRFRPSOHWHWKHȁ/HWǾVȽQLVKWKHWULSȂDFWLYLW\RQSDJH$VNWKHPWR
retrieve the products they made in the activities for this topic.
30
Unit 3. The formation of the modern world
Past-present
1. For students to learn more about the current traditions that have their origin in the colonial
period —expressed in ideas, beliefs, festivals, and traditions—, organize the following activities:
yForm eight teams, number them and distribute the topics as follows: teams 1 and 2 will work
the traditions; teams 3 and 4, the ideas; teams 5 and 6, the beliefs; and teams 7 and 8,
the festivals.
yEach team will choose the traditions that correspond to the theme assigned to them and
investigate which ones have their origin in the Viceroyalty. Ask them to write a brief description
of the traditions identified and to prepare a presentation to the group. Suggest that they
use drawings, photographs, or other graphic resources.
ySome alternatives to search for information are public libraries, state culture or tourism
offices or look for information in your school library.
yOrganize a group session for them to present and comment on the papers presented and
draw conclusions.
2. Write the following question on the board: “Does the colonial past make us a more unequal
country?” Ask the students to respond by arguing their position. Lead the dialogue and
consider the following:
yThe consequences of historical processes in the present.
yWhat was analyzed about the traditions, customs, and ideas of viceroyalty origin.
yWhat was reviewed in Unit 2 regarding the traits of society in Mesoamerican civilizations.
yThe arguments of the students and their foundation of what they have learned so far.
yTell your students that throughout this unit they will learn new things that allow them to get
a more informed answer to this question.
31
1. Have students complete the “Take the helm” activity on page 180. Help them analyze the
timeline and map 3.2.
2. Organize an annotated reading of pages 177 to 183. To complement the “Take the helm”
activity on page 183, ask students to write a short text —no more than one page— in which
they describe what the beginning of New Spain was like, synthesizing part of what they have
learned up to that moment. The additional indication is that they use the following terms:
yConquest
yColonization
yViceroyalty
yIndigenous peoples
yCabildo
yRoyal Audiencia
3. Continue reading pages 184 to 186. Coordinate the elaboration of the mural timeline
suggested in the activity “Arrival point”, as well as the self-assessment and peer assessment
session.
32
Politics and institutions in the viceroyalty
1. This topic concludes the trimester, but it is only the beginning of Unit 3. Do not forget that
the historical processes that are part of the colonial era will continue to be reviewed in the
following term.
2. Help the students to solve the “Starting point” activity on page 188 and organize an
annotated reading of pages 188 to 192.
3. After completing the “Take the helm” activity on page 190, ask students to create a synoptic
table summarizing the characteristics of the tribute, encomienda, and royal grant systems.
3URSRVHDGLDORJXHZKHUHVWXGHQWVDQDO\]HVLPLODULWLHVDQGGLȼHUHQFHVRIWKHVHV\VWHPV
4. Ask the students to form teams to do a commented reading of pages 192 to 200 and to
complete the proposed activities.
5. For the evaluation, consider the suggestion included in these support materials and those
that are proposed in the textbook at the end of each topic and unit.
33
The mining-livestock-agriculture complex
1. Ask your students to silently read the title of the sequence and the expected learning and
UHȾHFWRQLW
2. Read aloud the initial questions on page 202 and ask them to write them down in their
notebook to keep them in mind since they must be answered during the development of the
entire sequence.
3. Then ask the group to participate in the exercise proposed in the “Starting point” activity,
related to what they will learn in this sequence. Ask them to do point 1 individually and
coordinate the group resolution of points 2, 3 and 4. Then encourage them to discuss how
ZKDWWKH\MXVWZRUNHGRQUHODWHVWRSRLQW
4. Organize the commented reading of pages 203 and 204 and help them to analyze map 3.6.
Ask each one to make a summary of what they read and commented on.
5. Ask them to silently read pages 205, 206 and 207 and underline the most important. Emphasize
the importance of analyzing the images and reviewing their captions, as well as using the
glossary in a timely manner.
Team Information distribution
From page 210, last paragraph: During the conquest, some…
1
To page 211, 4th. paragraph: To prevent cattle rustling…
From page 211, 5th paragraph: In the case of grains and other plants…
2
To page 212, 1st paragraph: Among the main…
From page 212, 2nd paragraph: In the 18th century,…
3
To page 212, 4th paragraph: The increase in agricultural…
From page 212, 5th paragraph: As far as its industries are concerned…
4
To page 213, 3rd paragraph: In the development of industrial activity…
From page 213, 4th paragraph: At the beginning of the conquest…
5
To page 214, 2nd paragraph: Criollos, sons of Spaniards parents born…
From page 214, 3rd. paragraph: Church, wealth, and power…
6
To page 216, 1st paragraph: The church had a significant capital…
34
Team Information distribution
From page 216, 2nd paragraph: Peonage and haciendas…
7
To page 216, 3rd paragraph: The hacienda was a self-sufficient unit...
From page 216, 5th paragraph: The accumulation of land caused..
8
To page 217, last paragraph.
6. Ask them to supplement their summary with what they have underlined.
7. Coordinate the completion of the activities of the section “Take the helm” that begins on page
207 and ends on page 208.
8. Return to the annotated reading of pages 208 and 209. Analyze map 3.7 together with the
students.
9. At the end of the reading, organize a brainstorm and ask them to answer the question: “What
was the impact of mining on the development of New Spain?” Then, ask them to write in their
notebook the answer that seemed most appropriate to them.
10. 5HDGDORXGWKHȽUVWSDUDJUDSKRIWKHVXEWRSLFȁ)RUPDWLRQRISURGXFWLYHDUHDVRIJUDLQVDQG
cattle raising, and their relationship with the mining centers in New Spain” on page 209.
11. Lead the development of the activity “Take the helm” on page 210.
12. Form eight teams and assign the reading of the information as indicated in the following
table. Each team will read what corresponds to it, then each member will explain what they
have understood and should take note of what he/she considered most important in order to
share it later.
13. 1RZIRUPGLȼHUHQWWHDPV0DNHVXUHWKDWWKHUHLVDWOHDVWRQHPHPEHURIWKHSUHYLRXVWHDPV
so that, based on the team number, he/she presents the team’s topic to the others.
14. In plenary session, draw preliminary conclusions.
15. Coordinate the activities in the “Take the helm” section on pages 216 and 217.
16. Ask them to individually read pages 218, 219 and 220, while underlining the most important ideas.
17. Request them to summarize in their notebook what they underlined.
18. Coordinate the closing of the sequence with the section “Arrival point” on page 220, as well
as the self-assessment and peer assessment on page 221.
35
LCU. Daily life in New Spain
1. Explain to the students that the main characteristics of the LCU. is the investigation and
the active participation of the students in the acquisition of knowledge. Tell them that the
LQIRUPDWLRQWKH\ZLOOȽQGLQWKHLUWH[WERRNZLOOKHOSWKHPEHWWHUXQGHUVWDQGWKHFRQWH[WLQZKLFK
the events and historical processes take place, and that it is at the same time a guide for
them to take charge of their learning.
1. Write the structure of the LCU on the board and ask them to copy it in their notebook to serve
as a guide or follow-up.
2. Read together the section “Problem statement” on page 222 and include the analysis of the
images and their caption. Make sure that students understand the questions that will guide
their investigation and that appear at the end of the problem statement.
3. Review the Scope section together and make sure the outputs they will get are clear.
4. 5HYLHZWKHRUJDQL]DWLRQDQGPDNHDVFKHGXOHOLNHWKHRQHVXJJHVWHGEXWDGMXVWHGWRWKH
real times available for the realization of the LCU.
5. Start reviewing the “Development” section. It is recommended that this section be done in the
media room or in the school library to have the necessary material at hand.
6. 2UJDQL]HDFRPPHQWHGUHDGLQJRISDJHDQGWKHȽUVWWZRSDUDJUDSKVRISDJH
Include the analysis of the images and their captions.
7. Form work teams whose members will be the same throughout the development of the LCU.
8. Ask every member on the team to copy the bulleted questions on page 225 into their
notebooks.
9. Discuss with students the information that appears in the book after the questions about how
to analyze iconographic sources (page 225) and do exercises with the images that appear
on this same page.
10. Guide the discussion of the primary source on page 226.
11. Ask them to answer as a team the questions they had written down in the notebook.
12. Organize a commented reading of page 227 and continue with the investigation guide.
36
13. Ask them again to copy the bullet questions on page 227 into their notebooks.
14. +DYHWKHPLQGLYLGXDOO\UHDGWKHȽUVWȽYHSDUDJUDSKVRQSDJH7KHQDVNWKHWHDPWR
discuss what they understood.
15. &RQGXFWWKHLQYHVWLJDWLRQDQGDVNWKHPWRDQVZHUDVDWHDPWKHTXHVWLRQVWKH\KDYHMXVW
written down in their notebooks.
16. Organize a commented reading of pages 228 and 229 and include the analysis of the
images and their captions.
17. Guide the discussion activity on page 229.
18. Discuss the map on page 230 with your students.
19. 2UJDQL]H\RXUVWXGHQWVLQWRWHDPVWRFDUU\RXWWKHȽQDOVWDJHRIWKHLQYHVWLJDWLRQ
20. Ask students to tell their stories as a team and suggest that they adequately illustrate their
ZRUNLQFOXGLQJWKHȽJXUHFDSWLRQVWKH\VDZLQWKHLUWH[WERRNV
21. $VNWKHPWRSUHSDUHWKHSUHVHQWDWLRQRIWKHLUZRUNXVLQJDQHOHFWURQLFSUHVHQWDWLRQRUȾLSFKDUW
paper.
22. Organize the presentations according to the time available.
23. Coordinate the closure of the LCU with the Analysis, Evaluation, Self-assessment and Peer
assessment sections on pages 231 and 232.
37
The cultural and artistic heritage of the colonial period
1. Ask your students to silently read the title of the sequence and the expected learnings and
UHȾHFWRQWKHP
2. Read aloud the initial questions on page 232 and have your students write them in their
notebook to remember them; these will be answered during the development of the entire
sequence.
3. Then, as a whole group, do the “Starting point” activity to start working with what they will
learn in this sequence.
4. In plenary, start by asking your students if they have seen old buildings near their homes
or when they go on trips. Ask them to describe the buildings and ask if they know in which
historical period they were made.
5. Coordinate the commented reading of pages 232 and 233. Help them to analyze the images
and the tables that are included.
6. Leave the activity “Take the helm” on page 234 as homework.
7. Have your students read pages 234, 235 and 236 in silence and point out the most important
ideas. Emphasize the importance of analyzing images and reviewing their captions.
8. Ask them to supplement their summary with what they have underlined.
9. Take your group to the media room or library to complete the activities in the “Take the helm”
section on page 236. If you are in the media room, consult the recommended links or, with the
help of a search engine, consult the museums proposed in the “Alternate route” section.
10. :KHQȽQLVKHGRUJDQL]HDEUDLQVWRUPDQGDVNWKHPWRDQVZHUWKHIROORZLQJTXHVWLRQȁ:KDW
are the traces of the Viceroyalty in the cities and towns of today’s Mexico?” Then, ask them to
write the answer that they thought was the most appropriate.
11. Ask your students what are artistic expressions and which ones do they know.
12. Ask your students to create an information organizer for the sub-topic “Artistic expressions
during the Viceroyalty” and, in teams, discuss and analyze the corresponding images and
their captions.
38
13. From the activity “Take the helm” on page 239, ask them to do item number 1 as a homework
assignment. To complete the activity in point 2, organize teams and ask them to exchange
WKHLULQIRUPDWLRQDQGWRGLVSOD\WKHLUȽQGLQJV,QSOHQDU\VHVVLRQGLVFXVVWKHWRSLFRISRLQW
of the same section.
14. Guide the activities in “Take the helm” on page 241.
15. Begin the sub-topic “Literary expressions during the Viceroyalty” by completing as a group
the activities in the “Compass” section that begins on page 243 and ends on page 244.
16. Before doing the activities in the “Compass” section on page 245, ask them to create an
individual mind map with the information on pages 242 to 246 (prior to the “Arrival point”
section).
17. Form teams so that each student explains their mind map.
18. Guide the group completion of the “Compass” section on page 245.
19. 7R ȽQLVK \RXU VWXG\ RI WKH VHTXHQFH FRPSOHWH WKHȁ$UULYDO SRLQWȂ DFWLYLW\ RQ SDJH ,Q
particular, organize a literary reading of the elaborate stories, and invite their parents.
20. Guide the completion of the self-assessment and peer assessment.
39
Answer key
Navigation Chart
Page 8
1. F. A. The exercise is aimed at detecting what the interests of the students are. In addition, in the
collective and individual learning process, an attempt is made to find out what their main
strengths are and take advantage of them in the classroom.
Page 9
2. F. A. The book proposes this activity to find out what the interests of the students are so that
the teacher can design classes that promote meaningful learning and anchor the knowledge
proposed throughout the History course.
What will I learn in this history course?

1. S. A. The book consists of three units:
y Unit 1. “Construction of historical knowledge” with three topics: “Types of historical sources”;
“Historical facts, processes, and explanation”; “Historical knowledge in a colonized country.”
Unit 2. “Civilizations” with four topics: “Indigenous people in modern Mexico”; “Mesoamerican
y
civilization and other cultures of ancient Mexico”; “ lcu. Urban life in Mesoamerica”; “Indigenous
kingdoms on the eve of the Spanish conquest”.
Unit 3. “The formation of the modern world” with four topics: “Politics and institutions of the
y
viceroyalty “The mining-livestock-agriculture complex”; “ lcu. Daily life in New Spain”; “The
cultural and artistic heritage of the colonial period”.
Answers
a) S. A. On each initial page there is an image:

y In the first unit “Construction of historical knowledge” Athena welcomes us holding a rose.
She is the Greek goddess of wisdom and science and is part of the wall art that can be
found on the streets of London, England. The graffiti was made in 2015 and, among one
of the many possible readings, it represents the interest that exists in Classical Antiquity
and history and how today’s art takes up symbols from other historical periods.
40
In the second unit, a mural by Diego Rivera welcomes us. The image is a fragment of the
y
work “The history of Mexico: from the conquest to the future”, made between 1929 and
,WLVIRXQGRQWKHVRXWKZHVWDQGQRUWKZDOOVRIWKHPDLQVWDLUFDVHRIWKH1DWLRQDO
Palace, in Mexico City. You can suggest your students to visit the Diego Rivera murals
located in the National Palace as an optional activity or as a homework assignment for
the weekend.
The title page of the third unit is a mural called “La Calavera Catrina” located in
y
$JXDVFDOLHQWHVWKLVZRUNLVFRQWHPSRUDU\DQGLQDXQLTXHPHGLXPWKHVWUHHW7KHWHDFKHU
can highlight the characteristics of the “street” mural works.
In addition to the images, there is an epigraph and the topics that will be addressed in
y
each unit.
b) F. A. The study plan for second year of secondary school has a direct correlation with
what was studied in fourth year of primary school. The teacher can evaluate the bases of
the acquired learning and work on what the group comments.
3. F. A.$FWLYLW\VXJJHVWLRQ
It is important to complete the third point of the activity to measure the interest of the
students in the subject and make a diagnosis that helps you to know the interests and
NQRZOHGJH RI WKH VWXGHQWV ,I WKH JURXS LV LQGLȼHUHQW WR WKH VWXG\ RI WKH VXEMHFW LW ZLOO EH
necessary to encourage participation and foster enthusiasm. On the other hand, if the group
is participatory and enthusiastic, you can take advantage of it so that the students share
and promote the anchoring of knowledge and meaningful learning.
Page 9
How will I learn in my “History 2” book?
1. S. A. The units begin with the title, the navigation path that contains the topics that will be
FRYHUHGGXULQJWKHXQLWDQGDIDPRXVSKUDVHUHODWHGWRWKHWRSLFV$GGLWLRQDOO\HDFKXQLW
EHJLQVZLWKDQDFWLYLW\FDOOHGȁ/HWǾVVWDUWWKHMRXUQH\ȂDQGHQGVZLWKDVHFWLRQWLWOHGȁ$UULYDO
point.”
41
4. S. A. The three units of the book include a didactic sequence called “Past-present”. Units 2
and 3 include the topic “Overview of the period” which is a panoramic view of the historical
processes that will be covered in the units. This section serves to place the student in a larger
historical context, as well as in the historical time and space of the topics that will be studied
in each unit. Likewise, in these units the historical contents are developed. Unit 1 covers the
theoretical part of history. The three units include the following activities: “Starting point”,
ȁ7DNHWKHKHOPȂȁ&RPSDVVȁ0\ORFDWLRQDQGȁ$UULYDOSRLQWȂ
F. A. a) b) c) From the beginning, students should identify the activities included in this workbook
to become familiar with the exercises they will do throughout the course. It is important to
recognize the dynamics, clear doubts and to identify self-assessments and peer assessments
so that they can be properly completed in the future.
6. S. A. Units 2 and 3 contain the Learning Construction Units (LCU) These are activities that
students must complete on their own in order to do a research project with the necessary
theoretical and methodological bases.
7. F. A. This exercise serves to acknowledge student expectations. The teacher can identify which
DUHWKHH[HUFLVHVWKDWVWXGHQWVKDYHQRUPDOO\GRQHLQRWKHU+LVWRU\FRXUVHV$OVRGLVFXVVLQJLW
with students will help you learn more about their major strengths and weaknesses in previous
courses.
Page 15
1 through 3. F. A. Read instructions aloud. Students can underline the book. You can also
DOORFDWHWLPHIRU\RXUVWXGHQWVWRIUHHO\UHȾHFWRQWKHUHFRPPHQGDWLRQVDQGWKHQFRPHWR
the board to make a list of “study aids and techniques”. This will help them socialize these
&SȻɓJWȻ
recommendations. The activity can conclude with a brainstorm on the topics proposed in
point 3.
4. F. A. 7KHDQVZHUFDQVHUYHWRFORVHWKHFODVVRIWKHȽUVWDQGVHFRQGGD\
42
Unit 1. Construction of historical knowledge
Let’s start the journey
Page 18
1.
a) S. A. 7KHPDSVKRZVWKHURXWHIROORZHGE\+HUQQ&RUW¥VIURPWRDVZHOODV
the main places he traveled to reach the Mesoamerican territory. In addition, the students
can infer the alliances that Cortés made with certain peoples and the wars that he led in
his wake to reach Tenochtitlan.
c) S. A. It is a documentary source or a secondary source.
d) S. A. One can use documents written by Hernán Cortés or by members of his crew, for
example, the chronicles they wrote on their way to Tenochtitlán, the correspondence sent
to the Spanish Crown, as well as the writings made by indigenous peoples such as the
codices.
e) S. A. It could be interpreted as a historical process because it lasted a long time. In
addition, it involved diverse indigenous peoples and completely transformed the context
RIWKHRULJLQDOSHRSOHVRI0HVRDPHULFDDVZHOODVWKHYLVLRQVRIWKH6SDQLVKDQG$PHULFDQ
world.
f) S. A. Explain that the way in which historical events are named contemplates the interpretation
RIWKHP$QH[DPSOHWKDW\RXFDQXVHLVWKHGLVFRYHU\RI$PHULFDDIDFWWKDWWKH0H[LFDQ
historian Edmundo O’gorman has conceptualized as an invention. To speak of the arrival
RI &KULVWRSKHU &ROXPEXV LQ $PHULFD DV WKH EHJLQQLQJ RI D SURFHVV RI LQYHQWLRQ PHDQV
that the colonizers were shaping an idea of the new territory they arrived at, from their
cognitive limitations and thus they were creating an otherness from the geographical point
of view to the ideas about the original populations and their culture.
g) S. A. Map can be linked to world history, for example, with the tensions that the Spanish
Crown faced at that time with other kingdoms, in addition to the advantages that it
EURXJKW WR FRQTXHU QHZ WHUULWRULHV DQG HVWDEOLVK YLFHUR\DOWLHV LQ $PHULFD 7KH GLVSXWHV
WKDWYDULRXV(XURSHDQNLQJGRPVIDFHGWRFRORQL]H$PHULFDLQDGGLWLRQWRRWKHUQDWLRQV
SUHSDULQJWRFRQWLQXHH[SORULQJRWKHUFRQWLQHQWVOLNH$VLDDQG$IULFD
h) S. A. Some of the possible answers are how to account for time and schedule it. With the
Conquest, the Gregorian calendar was adopted. In miscegenation, Mexico is a multicultural
43
FRXQWU\PDGHXSRIGLYHUVHJHQHWLFSRSXODWLRQVWKDWFRPHIURP(XURSH$IULFDDQGWRD
OHVVHUH[WHQWIURP$VLDZKLFKPL[HGZLWKWKHRULJLQDOSRSXODWLRQV
We inherit many aspects of the conquest and contact with Spain, from food to the
introduction and mixture of ingredients both from Europe and from our country. Language
and religiosity which have acquired here a very peculiar nuance, particular to Mexico.$Q
example of this is the Día de muertos (Day of the Dead), which is a mixture of pre-Hispanic
and Catholic elements, among other aspects.
8. F. A.7KHWHDFKHUFDQOHDGWKHGLVFXVVLRQWRDGGUHVVGLȼHUHQWWRSLFVVXFKDVWKHLPSRUWDQFH
and variety of sources, the ways of interpreting a fact or a historical event, and how historians
deal with these topics.
&SȻɓJWȻ
44
Past-present
Page 20
Take the helm
1. F. A. One of the goals of this activity is that students carry out a directed interview to verify
WKDWRUDOWHVWLPRQLHVDUHVRXUFHVWKDWSURYLGHDQLQWHUSUHWDWLRQRIDVSHFLȽFKLVWRULFDOHYHQW
or process. They can also verify that there is a variety of versions of the same event.
2. F. A. In this stage of the exercise, you can allow students to contrast oral and documentary
sources, the data they provide on the same event, and the intention with which each one was
constructed.
3. F. A.
a) Due to the age of the students, what their parents reported would probably be framed
between the decades of the seventies, eighties, and early nineties of the last century. Some
relevant events from that period in Mexico are
yDevaluation of the peso.
Electoral fraud of 1988.
y
Colosio’s assassination.
y
y
6LJQDWXUHRIWKH)UHH7UDGH$JUHHPHQW
b) The data collected will help the analysis made by the students, as they will be able to
question who gave the information and from what perspective the fact was approached.
That is, that they think about the situation in which the people found themselves within this
historical event.
c) $VNWKHPZKDWPDGHWKHPDZDUHRIWKHLPSRUWDQFHWKHLQWHUYLHZHHSODFHGRQWKLVHYHQWDQG
ZKHWKHUWKH\WKLQNWKHLUSHUFHSWLRQDȼHFWVWKHLQYHVWLJDWLRQ7KLVZLOOKHOSVWXGHQWVXQGHUVWDQG
WKDWGHFLVLRQPDNLQJDOVRDȼHFWVWKHȽQDORXWFRPHRIWKHLUUHVHDUFK7KDWLVGHFLGHZKDWWKH\
thought was most important, the selection of the people interviewed, and so on.
d) 7KH H[HUFLVH LV IRFXVHG VR WKDW VWXGHQWV UHDOL]H WKH GLȼHUHQFHV EHWZHHQ WKH VRXUFHV LQ
DGGLWLRQ WR WKH GLȼHUHQW GDWD JLYHQ E\ WKH FODVVHV RI VRXUFHV VXSSRUWV PDWHULDO DQG
intentions.
45
e) 3RLQW RXW WKDW WKH GLȼHUHQFHV FDQ EH H[SODLQHG E\ GLȼHUHQW FDWHJRULHV SULPDU\ DQG
secondary sources, material, gender, temporality, etc.
f) Guide students so that their conclusions turn around the fact that the reconstruction of the
FROOHFWLYHSDVWLVSRVVLEOHWKDQNVWRWKHXVHRIGLȼHUHQWVRXUFHVDQGLQWKHGDWDFROOHFWHG
in the research and intentionality of the person who writes the story. Guide the discussion
on those premises.
4. F. A. End with the following conclusion: the interpretation of historical facts —even of the
SUHVHQWǺIXQFWLRQVDVDȽOWHUWKDWZHIDFHGDLO\ZKLFKGRHVQRWDOORZXVWRDSSURDFKH[DFWO\
a fact or an experience. This is one of the main characteristics of the social sciences: not to
be accurate, because no event and interpretation is repeated twice.
Pages 21 y 22
Take the helm
1. F. A. Verify that the students do a comprehension reading, so that they understand the
information in the article and they can complete the following exercises.
2. F. A.
a) Evaluate that the student is able to identify the two categories of interpretation mentioned
in the text, which are clearly marked in the second and fourth paragraphs.
The FDWHJRULHVRIKLVWRULFDOLQWHUSUHWDWLRQPHQWLRQHGE\DXWKRU$KUHPL&HURQDUHWZRWKHȽUVW
is about the texts that privilege the denunciation and the second is about the testimonies.
Then, propose texts with examples of both types of documents so that you can deepen into
the topic or suggest readings to the students.
&SȻɓJWȻ
Literature of denunciation:
$JXD\RSergio, 1968: Los archivos de la violencia0¥[LFR*ULMDOER$JXD\R6HUJLR
'H7ODWHOROFRD$\RW]LQDSD0H[LFR(GLFLRQHV3URFHVR
Castillo 7URQFRVR$OEHUWRGHOFRRUG5HȿH[L¯Q\FU©WLFDHQWRUQRDOPRYLPLHQWRHVWXGLDQWLOGH
QXHYRVHQIRTXHV\O©QHDVGHLQYHVWLJDFL¯Q, Mexico, Instituto de Investigaciones Dr. José
0DU©D/XLV0RUD
Castillo 7URQFRVR$OEHUWRGHO(QVD\RVREUHHOPRYLPLHQWRHVWXGLDQWLOGH/DIRWRJUDI©D\
ODFRQVWUXFFL¯QGHXQLPDJLQDULR, Mexico, Instituto de Investigaciones Dr. José María Luis Mora/
46
8QLYHUVLGDG1DFLRQDO$XW¯QRPDGH0¥[LFR,QVWLWXWRGH,QYHVWLJDFLRQHVVREUHOD8QLYHUVLGDG
\OD(GXFDFL¯Q
Castillo 7URQFRVR$OEHUWRGHO/DIRWRJUDI©D\ODFRQVWUXFFL¯QGHXQLPDJLQDULRHQVD\RVREUH
HOPRYLPLHQWRHVWXGLDQWLOGH, México, Instituto Mora-IISUE-UNAM
Castillo 7URQRFRVR$OEHUWRGHOFRRUG0HPRULD\UHSUHVHQWDFL¯QODIRWRJUDI©D\HOPRYLPLHQWR
HVWXGLDQWLOGHHQ0¥[LFR, Mexico, UNAM
Cruz Vázquez, Eduardo, coord., ORVVLOHQFLRVGHODGHPRFUDFLD, Mexico, Planeta,

Domínguez Nava, Cuauhtémoc, ODHVFXHOD\ORVHVWXGLDQWHV, Mexico, Escuela Nacional
Preparatoria-UNAM
Hernández Prado, José, coord., 9LVLRQHVKHWHURGR[DV, Mexico, UAM$]FDSRW]DOFR
Librado, Daniel, Luna Cárdenas & Paulina Martínez Figueroa, /D$FDGHPLDGH6DQ&DUORVHQ
HOPRYLPLHQWRHVWXGLDQWLOGH, Mexico, ENAP/UNAM
Marté, Gonzalo, (OPRYLPLHQWRSRSXODUHVWXGLDQWLOGHHQODQRYHODPH[LFDQD, Mexico,
UNAM, 1986.
Pérez $UFH,EDUUD)UDQFLVFR(OSULQFLSLRDRVGHUHEHOG©D0H[LFR,WDFD
Ramírez, 5DP¯Q(OPRYLPLHQWRHVWXGLDQWLOGH0¥[LFR-XOLRGLFLHPEUHGH, Puebla, Era-
BUAP
Rodríguez Munguía, Jacinto, WRGRVORVFXOSDEOHV, Mexico, Random House Mondadori-
'HEDWH
Tasso, Pablo, /D KLVWRULRJUDI©D RȾFLDO GH WHVLV SDUD REWHQHU HO JUDGR GH 'RFWRU HQ
+LVWRULRJUDI©D, Mexico, UNAM$]FDSRW]DOFRDYDLODEOHDWKWWSSRVJUDGRFVKD]FXDP
P[HJUHVDGRV&RQVXOWHGGHHQHURGH
Volpi, Jorge, /DLPDJLQDFL¯Q\HOSRGHUXQDKLVWRULDLQWHOHFWXDOGH0H[LFR(UD
Zermeño, Sergio, 0H[LFRXQDGHPRFUDFLDXW¯SLFDHOPRYLPLHQWRHVWXGLDQWLOGH, Mexico,
Siglo XXI
47
Testimonial literature:
Guevara Niebla, Gilberto, ODUJRFDPLQRDODGHPRFUDFLD0H[LFR&DO\DUHQD
Revueltas, José, 0¥[LFR-XYHQWXG\UHYROXFL¯Q, Mexico, Era, 1984.
Condés Lara, Enrique, 5HSUHVL¯Q\UHEHOL¯QHQ0H[LFR, Puebla, BUAP3RUU¶D
Estrada, Gerardo, HVWDGR\XQLYHUVLGDGRU©JHQHVGHODWUDQVLFL¯QSRO©WLFDHQ0¥[LFR,
0H[LFR3OD]D -DQ¥V
García &DQW¶*DVW¯Q-DYLHU%DUURV6LHUUDFRQYHUVDFLRQHVFRQ*DVW¯Q*DUF©D&DQW¶
Mexico, Siglo XXI, 1972.
*¯PH]Pablo, ODKLVWRULDWDPEL¥QHVWKHFKDGHGHUURWDV0H[LFR3RUU¶D
González GH$OED/XLV/RVG©DV\ORVDRV Mexico, Era-SEP, 1986.
-DUG¯QRaúl, HOIXHJRGHODHVSHUDQ]D Mexico, Siglo XXI, 1998.
Martínez 1WHUDV$UWXUR(OFRQVSLUDFL¯QFRPXQLVWD, Mexico, UNAM
Poniatowska, Elena, /DQRFKHGH7ODWHOROFR0H[LFR(UD
Rojas Soriano, Raúl, 0HPRULDVGHXQEULJDGLVWDGHOPRYLPLHQWRHVWXGLDQWLOPH[LFDQRGH
0H[LFR.DQDQNLO
Third, the facts can be reconstructed from the archives produced by intelligence and state
FRQWUROLQVWLWXWLRQVVXFKDV'LUHFFL¯Q)HGHUDOGH6HJXULGDGDFSDQG'LUHFFL¯Q*HQHUDOGH
Investigaciones Políticas y Sociales, known as DIPS o DGIPS, both dependent on the Ministry of
the Interior.
&SȻɓJWȻ
b) This event is important for the country because of the magnitude of institutional, physical,
DQGSV\FKRORJLFDOYLROHQFHVXȼHUHGE\WKHVXEMHFWVZKROLYHGDWWKDWMXQFWXUHEHVLGHV
the rights that were derived after the event.
c) The following was of great importance in the memory of the country: Laws and rights we
LQKHULWHGDIWHUWKHPXUGHUDQGYLROHQFHVXȼHUHGE\VWXGHQWVZRPHQPHQDQGFKLOGUHQWKH
political conjunctures that arose after 1968, in addition to the collective pain caused by
the creation of social organizations to prevent another similar event.
3. F. A. Organize the group session so that students share their responses and draw conclusions
DERXWWKHDVSHFWVLQYROYHGLQEXLOGLQJGLȼHUHQWLQWHUSUHWDWLRQVRIDKLVWRULFDOIDFW
48
Pages 25 y 26
$UULYDOSRLQW
1. F. A. For this exercise it is important that you help students identify the year of creation of
WKLVERRNLQDGGLWLRQWRWKHELEOLRJUDSKLFLQIRUPDWLRQ,QFDVH\RXGRQRWȽQGERRNVRIWKLV
temporality you can take several examples.
2. F. A. It can be a topic about human evolution, industrial development, world wars, or any topic
that focuses its attention on the Western context and that does not contemplate what was
KDSSHQLQJLQ/DWLQ$PHULFD7KH\FDQDOVREHWRSLFVWUHDWHGZLWKDWKHRUHWLFDOIUDPHZRUN
that shows the superiority of one culture over another, or a vision of supremacy.
3. F. A. $VNVWXGHQWVZK\WKH\VHOHFWHGWKHWRSLFZK\WKH\EHOLHYHLWLVDHXURFHQWULFYLVLRQWKDW
permeates the topic, which are the main concepts used, who are the authors of these topics,
the strands of thought that prevailed at that time, and the context that produced this vision.
4. F. A. The exercise is aimed at contrasting the visions and the theoretical framework with
those addressed in the subject. Contextualize and explain the changes in thought and
the theoretical aspects that are present and that permeate the investigations of current
historians.
F. A.7KH\FDQLGHQWLI\WKHGLȼHUHQFHVDQGVLPLODULWLHVLQFHUWDLQVHQWHQFHVWKDWUDLVHWKHPDLQ
ideas of the topic, then analyze and interpret them together. Guide students to identify the
GLȼHUHQWOHYHOVRIDQDO\VLVWKDWWKHH[HUFLVHSURSRVHV
6. F. A. Organize a plenary session for students to share their conclusions. Foster an environment
of respect —such as listening without interrupting, participating in an orderly manner, arguing
ZLWKRXWSUHMXGLFHRUYDOXHMXGJPHQWVǺVRWKDWGLDORJXHFDQȾRZDQGFRQFOXVLRQVDUHEXLOW
7. F. A.$JHQHUDOFRQFOXVLRQPD\EHWKDWWKHLQWHUSUHWDWLRQRIKLVWRULFDOIDFWVDOZD\VGHSHQGV
RQWKHKLVWRULDQǾVZRUOGYLHZLQDGGLWLRQWRWKHFRQWH[WLQZKLFKWKHKLVWRULDQRUWKHYLHZHUȽQGV
himself or herself. You can also discuss the importance of respecting the opinions of others to
create academic debates free of prejudice in order to contribute to this science.
8. F. A.7KHQRWHVPXVWEHRUGHUHGVRWKDWWKH\FDQUDLVHWKHGLȼHUHQWDUJXPHQWVSUHVHQWHGLQ
the class and the conclusions they reached, they can also place the topics exposed to have
all the information that was collected during the exercise.
49
Types of historical sources
Page 27
Starting point
1. S. A. Material source; oral source; iconographic or written source.
2. S. A.$PDWHULDOVRXUFHVXFKDVDUFKDHRORJLFDOUHPDLQVKHOSVXVXQGHUVWDQGFHUWDLQDVSHFWV
of the daily, religious or political life of the society that created them, in the same way; we can
ȽQGLQȾXHQFHVDQGH[FKDQJHVZLWKRWKHUFXOWXUHV
Oral testimonies provide us with other types of information, for example, personal perception
about an event, or the emotions that the subject experienced and continues to experience
when remembering that fact. In addition, you can identify the collective imaginaries that exist
about a historical event.
The iconographic sources provide us with information on the daily life of the culture that
elaborated this document or present us with images the narration of a historical fact.
3. S. A.7KHUHDUHGLȼHUHQWW\SHVRIVRXUFHVHDFKRIWKHPJLYHXVVRPHLQIRUPDWLRQDERXWDQ
event or a historical stage. Classifying and ordering this data helps us to do a research work
ZLWKDQHȿFLHQWPHWKRGRORJ\WRJHWFORVHUWRLQWHUSUHWLQJVRPHKLVWRULFDOIDFW
Page 28
Take the helm
1. F. A. The direct approach of students to people who have experienced another historical
&SȻɓJWȻ
PRPHQWLVRQHRIWKHREMHFWLYHVRIWKLVH[HUFLVH%\KHDULQJWKHVHWHVWLPRQLHVȽUVWKDQGWKH\
FDQLGHQWLI\WKHVLPLODULWLHVDQGGLȼHUHQFHVEHWZHHQWKHLUJUDQGSDUHQWVǾ FRQWH[WDQGWKHLUV
They can identify behaviors, electrical appliances, education, daily and family life or political
life.
2. F. A. 7KH\FDQYLVLWRȿFLDOPXVHXPZHEVLWHVWKDWFRQWDLQLQIRUPDWLRQDERXWWKHGHFDGHVWKDW
are requested in the exercise, such as Museo del Objeto, Museo de la Radio, among others.
In addition, they can consult radio and television programs of that time on the Internet.
3. F. A. They can consult the online archive of the Fonoteca Nacional de México, as well as
videos and playlists from the corresponding decades.
50
4. F. A.7KHH[HUFLVHLVDLPHGIRUVWXGHQWVWRUHDȿUPWKHLPSRUWDQFHRIWKHVHDUFKDQGFRQWUDVW
RIWKHGLȼHUHQWVRXUFHVWKXVFHUWDLQWRSLFVDQGGDWDWKDWRUDORUGRFXPHQWDU\VRXUFHVKDYH
can be completed.
F. A. Check that the conclusions raised by the students are made in an orderly manner, avoiding
the use of prejudices and negative or violent value judgments. In addition, students can
H[SODLQWKHVLPLODULWLHVDQGGLȼHUHQFHVEHWZHHQWKHKLVWRULFDOPRPHQWWKH\KDGWRLQYHVWLJDWH
and the present.
Page 30
Take the helm
1. F. A.,WLVLPSRUWDQWWKDW\RXUHPLQGVWXGHQWVRIWKHGLȼHUHQWW\SHVRIIRQWVSULPDU\RUVHFRQGDU\
and by its form: material, written, oral tradition, iconographic, audiovisual, etc.
2. S. A.
Documents by their Nature Documents by Form
Primary: Written:
Documents issued by the EZLN. Documents issued by the EZLN.
EZLN radio programs. Oral:
Interviews and press conferences of the EZLN Interviews with members of the EZLN and political figures who
participated in the movement.
Iconographic:
Photographs of the EZLN and the National Indigenous
Congress and videos.
Secondary: Written:
Television programs that talk about the EZLN. Newspapers, written texts about the EZLN.
Bibliography about the EZLN movement. $XGLRYLVXDO
TV and radio programs that address the subject.
3. F. A.7KHH[HUFLVHLVDLPHGDWVWXGHQWVKDYLQJGLUHFWFRQWDFWZLWKWKHGLȼHUHQWW\SHVRIVRXUFHV
suggested in the previous section. In addition to the fact that the search can also help them
UHȾHFWRQWKHKLVWRULFDOWDVNWKDWLVWKH\PD\DVNKRZLWLVWKDWKLVWRULDQVFKRRVHDQGXVHWKHLU
sources.
51
4. F. A. The information about the authors, the temporality and the institution that issued the document
are some of the content characteristics that can be mentioned. In addition, the supports of each
RIWKHVRXUFHVFDQEHFODVVLȽHGZKLFKDOVRSURYLGHLQIRUPDWLRQRQWKHVHWRSLFV
F. A. 7KH FODVVLȽFDWLRQ RI VRXUFHV LV WKH PDLQ WRSLF RI WKLV VHFWLRQ WKHUHIRUH \RX FDQ DVN
VWXGHQWVLIWKH\DJUHHGZLWKWKHFODVVLȽFDWLRQSURSRVHGLQWKHERRNDQGLIWKH\FDQWKLQNRI
DQRWKHU ZD\ WR FODVVLI\ KLVWRULFDO VRXUFHV$OVR DVN WKHP LI WKH\ EHOLHYH WKH UHVHDUFK WRSLF
LQȾXHQFHVWKHVHOHFWLRQWUHDWPHQWDQGFODVVLȽFDWLRQRIVRXUFHV
Page 31
$OWHUQDWHURXWH
1. F. A. The National Institute of Indigenous Languages’ project: “68 voices 68 hearts” is an
HȼRUWWRFROOHFWLQGLJHQRXVVWRULHVIURPHDFKRIWKHODQJXDJHVUHJLVWHUHGE\WKLVLQVWLWXWLRQ,W
LQFOXGHVVWRULHVRIGLȼHUHQWWKHPHVVXFKDVIRXQGLQJP\WKVOHJHQGVORYHVWRULHVJKRVWVDQG
the origin of emotions, among others.
2. F. A. The review must contain the correct name of the story (in Spanish and in indigenous
ODQJXDJH$VNVWXGHQWVWREHFDUHIXODERXWXVLQJWKHVDPHVSHOOLQJIRUZRUGVLQLQGLJHQRXV
languages. The review should also indicate where the story is from, to which town it belongs,
the main theme and what caught the student's attention.
3. F. A. Indigenous languages enclose the worldview of peoples. In addition, the analysis of these
languages gives information about how they think and order their ideas. It can be said that
language is also used as a source to understand indigenous peoples.
4. F. A. 7KH DQDO\VLV RI LQGLJHQRXV VWRULHV FDQ OHDG WKH VWXGHQWV WR WDON DERXW WKH GLȼHUHQW
supports, in which these stories are found, such as: codex, oral tradition, books, etc. In addition,
&SȻɓJWȻ
it is important that they analyze them to understand indigenous peoples and how they
understand the world.
Page 33
Take the helm
1. F. A.$VNVWXGHQWVWRGRDQLQGHSWKUHDGLQJVRWKH\FDQDQVZHUWKHTXHVWLRQV
a) S. A. Students are expected to point out that this is a text that aims to record the things
that Bernal Díaz del Castillo lived during the conquest of the Mesoamerican territories.
b) S. A. It is a primary source and, by its form, it is a written source, since the author captured
everything he saw to inform the Spanish Crown.
52
c) S. A. Bernal Díaz del Castillo was a Spanish soldier who participated in the conquest of
Mexico and wrote the “True History of the Conquest of New Spain.” Being written by him, this
VWRU\LVDSULPDU\VRXUFH7KHZULWLQJJLYHVXVYDOXDEOHDQGȽUVWKDQGLQIRUPDWLRQRIWKH
conquest of Mexico from the vision of the Spaniards.
d) S. A. The chronicles written by the Spaniards provide us with valuable information about
the indigenous peoples of the sixteenth century. They also inform us about the political,
economic, environmental, and religious conditions of a given historical period, and are an
obligatory reference for historians or social scientists that want to study these periods.
2. F. A. Organize the group session for students to share their answers and build group conclusions.
Page 34
$OWHUQDWHURXWH
1. F. A. 'XULQJWKHSURMHFWLRQRIWKHȽOPFODULI\WKHGRXEWVRIWKHSXSLOV
2. S. A. Reviews of the codices must contain the corresponding references, that is, the students
must write down what information they consulted and mention the authors they read. Most
of the codex we have found are of unknown authors. Students can give ideas to investigate
more about tlacuilos.
3. They are of vital importance for historical work because they contain information about the
writing systems of pre-Hispanic cultures and their vision of the world.
Page 35
Take the helm
1. F. A. Suggest searching the online catalogues of national photo libraries. You should underline
WKHLPSRUWDQFHRIVHDUFKLQJIRURȿFLDOLQIRUPDWLRQDQGDYRLGWKHXVHRIIDOVHLQIRUPDWLRQRU
data of questionable origin.
2. F. A. Students will make an iconographic analysis based on the questions posed. Indicate that
WKHLUGHVFULSWLRQPXVWEHYHU\UHȽQHGLQRUGHUWRXVHWKHGDWDLQDQLQYHVWLJDWLRQ
3. F. A. The student's analysis of the photographs will help them understand the cultural and
material changes or transformations of a particular society. They will be able to observe the
daily life of the men, women, boys and girls of this period.
53
4. F. A. Sharing photos in front of the group will strengthen the analysis and contrast of other
VRXUFHV DPRQJ VWXGHQWV /LNHZLVH WKH\ ZLOO REVHUYH WKH GLȼHUHQW OLIHVW\OHV RI WKH VXEMHFWV
EHORQJLQJWRWKHȽUVWKDOIRIWKHWZHQWLHWKFHQWXU\
Page 37
Take the helm
1. F. A. 7KHMRXUQDOLVWLFQRWHWDONVDERXWWKHDUFKDHRORJLFDOȽQGLQJVRIWKH7HPSOHRI(K¥FDWO
and a corner of the ball game of ancient Tenochtitlan. It is important for students to see who
issued the note and the date of publication.
2. S. A. 7KH LQIRUPDWLRQ SURYLGHG E\ WKH QHZ DUFKDHRORJLFDO ȽQGLQJV KHOSV WR XQGHUVWDQG
the historical gaps of pre-Hispanic cultures. In addition, technological innovations help
archaeological research.
3. S. A. Emphasize that archaeology helps us understand the human being.
Page 39
Take the helm
1. F. A. To develop research of this magnitude, emphasize that they must be clear about the
REMHFWLYHVWKHUHVHDUFKTXHVWLRQVWKHVRXUFHVWKH\FDQVHOHFWZKHUHWKH\ZLOOȽQGWKHPKRZ
they will review the sources, and a plan for the dissemination of the research.
2. F. A. 7KHFODVVLȽFDWLRQRIWKHVRXUFHVFDQEHOHIWWRWKHGLVFUHWLRQRIWKHVWXGHQWVVLQFHLW
UHVSRQGVGLUHFWO\WRWKHUHVHDUFKWRSLFWKH\FKRVH3RLQWRXWWKHVWHSVRIWKHVFLHQWLȽFPHWKRG
that must be followed to achieve quality research.
&SȻɓJWȻ
Page 40
$UULYDOSRLQW
1. S. A. ,QWKLVH[HUFLVHVWXGHQWVPXVWLQGLFDWHWKHGLȼHUHQWFODVVLȽFDWLRQVRIWKHVRXUFHVSULPDU\
(writings, documents issued by the subjects who witnessed the historical moment to be
analyzed), secondary (sources about an event issued later or by secondary characters of the
event to be analyzed), documental (writings that refer to the research topic), archaeological,
audiovisual, pictorial, etc.
54
2. F. A. 0DNHVXUHVWXGHQWVGRQRWFRQIXVHWKHGLȼHUHQWW\SHVRIVRXUFHVVWXGLHGWKURXJKRXWWKH
topic. In addition, the systematization of the information must have the necessary references
and must order the data.
3. F. A. 5HLWHUDWHWKDWWKHFODVVLȽFDWLRQRIVRXUFHVGHSHQGVRQWKHWRSLFWREHDQDO\]HGDQGWKH
criteria of the historian or researcher. You can also identify which sources caused confusion
or doubt to clarify them.
55
Historical facts, processes, and explanation
Page 41
Starting point
1. F. A. Help students identify images.
2. S. A. Because it is made up of a set of events and changes in society that are related to each
RWKHU,QRWKHUZRUGVKLVWRULDQVUHODWHGLȼHUHQWKLVWRULFDOIDFWVDQGRUJDQL]HWKHPLQDVWRU\
that seeks to explain the political, social, cultural and economic transformations that human
societies are going through.
3. S. A. The fall of the Berlin Wall in 1989 is a historical event that is part of the historical process
of the Cold War.
4. S. A. Organize brainstorming and focus students' ideas to distinguish a historical process
DQGDKLVWRULFDOIDFW$KLVWRULFDOSURFHVVLVDVHWRIUHODWHGKLVWRULFDOHYHQWVRUIDFWVZKLOHD
historical fact is part of a historical process.
F. A. Select historical facts from the Cold War that have been analyzed by historians. You can
also mention other historical processes and their respective historical facts.
Page 43
Take the helm
1. F. A. Explain that the language changes as time goes on and that the writings to be analyzed
are from Old Spanish.
2. S. A.
&SȻɓJWȻ
Death of Moctezuma
Text 1
7KHWH[WRIWKHKLVWRULDQ0LJXHO/H¯Q3RUWLOODPHQWLRQVWKDWWKHUHDUHDWOHDVWWZRYHUVLRQVDERXWWKHGHDWKRI0RFWH]XPDZKLFK
DUHFLWHGLQWKHWH[WRI)HUQDQGRGH$OYD,[WOL[¯FKLWODPHVWL]RKLVWRULDQRIWKHYLFHUHJDOHUDZLWKLQGLJHQRXVDQG6SDQLVKDQFHVWU\
7KHILUVWWHVWLPRQLDOVRXUFHFLWHGLQ,[WOL[¯FKLWOUHODWHVWKDWDQ,QGLDQWKUHZDVWRQHDWWKHWODWRDQL0RFWH]XPD7KHVHFRQGVRXUFH
also testimonial, points to the murder of the Mexica ruler at the hands of the Spaniards with a sword. The text mentions the violent
irruption of the Spaniards in the royal houses or palaces of Moctezuma as the beginning of the war and the willingness of the
0H[LFDWRIDFHWKH6SDQLVKLQYDVLRQ$FRLQFLGHQFHZLWKEHUQDO'©D]GHO&DVWLOORǾVWH[WLVWKHZLOOLQJQHVVRIWKH0H[LFDWRILJKW
and defend themselves against the Spanish invasion.
56
Death of Moctezuma
Text 2
The second text was written by Bernal Díaz del Castillo, a Spanish soldier under the command of Hernán Cortés, who participated
LQWKHFRQTXHVWRI7HQRFKWLWOQ8QOLNHWKHWH[WRI,[WOL[¯FKLWOTXRWHGE\/¥RQ3RUWLOODWKLVVRXUFHLQTXHVWLRQPHQWLRQVWKDWLWZDV
WKHQDWLYHVZKRNLOOHG0RFWH]XPD$FFRUGLQJWRWKLVYHUVLRQWKUHHVWRQHVZHUHWKHFDXVHRIKHUGHDWKZKLFKZDVQRWLPPHGLDWH
In turn, Díaz del Castillo relates that Hernán Cortés and the entire Spanish navy wept and suffered for the death of Moctezuma.
2QWKHFRQWUDU\/H¯Q3RUWLOODFLWHVWKDWWKHFRUSVHVRI0RWHFXK]RPDDQG,W]FXDXKW]LQZHUHWKURZQLQWRWKHZDWHUDQGGRHVQRW
mention anything linked to the relationship between Moctezuma and the Spaniards, who according to Díaz del Castillo is seen
as an ally and a father who endorses the Spanish presence.
The main difference between the text "The Vision of the Vanquished" and "The True History of the Conquest of
New Spain" lies in the intentions of the authors regarding the historical narration. The difference in the historical
temporality in which these works were written makes them have different objectives and belong to different
historiographical currents. Ensure that students are able to identify the temporality in which each of the texts
was written and their intentions.
The work of Bernal Díaz is very close to the time of the Conquest and the writer directly participated in the
historical events he recounts. The intention of his historical production is to underline his participation in the
FRQTXHVWDQGWKXVREWDLQJUHDWHUSURILWVIRUWKHVHUYLFHVUHQGHUHGWRWKH6SDQLVK&URZQ7KHZRUNRI/H¯Q
Portilla was written several centuries later and seeks the reconstruction of an event from a critical point of view
and consulting primary and secondary sources in which another historical subject is present: the vanquished,
that is, the indigenous.
7DNHLQWRFRQVLGHUDWLRQWKHVWXGHQWV
HYDOXDWLRQRIWKHDXWKRUVRIERWKERRNV7KHVRXUFHVPHQWLRQHGE\/H¯Q
3RUWLOODDUHWKHLQIRUPDQWVRI6DKDJ¶Q)HUQDQGRGH$OYD,[WOL]RFKLWODQGWKHYDVVDOV
3. F. A. Encourage students' critical view by asking them to take into account sources, interpretation
of facts, and so on.
Page 47
Take the helm
1. F. A. To complete this activity, it is important for the teacher to remind students that historical
facts are those that were studied by historians; they can be historical moments within a
larger historical process. For example, within the Independence of Mexico, the burning of the
$OK¯QGLJDGH*UDQDGLWDVFDQEHFRQVLGHUHGDKLVWRULFDOHYHQW
57
2. F. A. 9HULI\WKDWERWKFRQFHSWVDUHXQGHUVWRRGE\VWXGHQWV$OVRFODULI\WKDWWKHVHFRQFHSWVDUH
in constant discussion and change.
Page 50
Take the helm
1. F. A. If your students do not have their book of last year, you can prepare several texts with
historical facts to distribute to students for analysis.
2. F. A. It is important to support students in the analysis of the background, development,
and consequences of historical events. Explain that the causes of the historical event can
be found in the background, while the consequences are obtained by investigating what
happened after the historical event.
3. F. A.:KHQVKDULQJȽQGLQJVDVNȁ:KDWZDVWKHPRVWGLȿFXOWIRUWKHPWRLGHQWLI\WKHKLVWRULFDO
HYHQWVDQGSURFHVVHV"Ȃ7KLVZD\\RXFDQJREDFNWRWKHGRXEWVVRWKDWWKHGLȼHUHQFHLVFOHDU
4. F. A. $VNWKDWWKHLQIRUPDWLRQEHZULWWHQDQGV\VWHPDWL]HGLQDQRUGHUO\PDQQHUDVWKLVZLOOKHOS
them understand other topics in the future.
Page 52
Take the helm
1. F. A. They can interview family members, teachers, or each other. Explain to students that the
VL[SHRSOHVKRXOGEHRIGLȼHUHQWDJHVJHQGHUVDQGRFFXSDWLRQVLQRUGHUIRUWKHPWRKDYHD
variety of responses.
2. F. A. The preparation of tables facilitates the systematization of the data collected in the
&SȻɓJWȻ
interviews. In this way, students will be able to contrast the answers and analyze them easily.
3. F. A. It is important that you promote a respectful environment, as the answers may be wrong,
but you must explain that this may be due to several reasons, such as ignorance of historical
facts, or the creation of a collective imagination of a historical fact. It means that many
times a group of people imagine or repeat a series of fake or false events, but they serve to
legitimize their version of events.
4. F. A. Emphasize that historical events and processes are likely to be interpreted by the
subjects. For this reason, the versions often do not coincide. Interpretation is important for
historical work.
58
Page 54
Take the helm
1.
a) S. A. 7H[W $ LQFOXGHV YDOXH MXGJPHQWV ZKLFK FDQ EH LGHQWLȽHG E\ WKH TXDOLȽHUV LW XVHV
(such as “irresponsibly”). In addition, it mentions that the indigenous participants were
manipulated. Text B is an explanatory text since it speaks in detail about the events
surrounding the EZLN uprising.
b) S. A. Qualifying adjectives help to identify value judgments, while the explanatory text was
neutral and not politically biased in this regard.
c) S. A.7KH\LQȾXHQFHWKHLUUHDGHUVEHFDXVHE\SURYLGLQJWKHPZLWKHUURQHRXVLQIRUPDWLRQ
about the movement, its main characteristics, its causes and consequences, they can
cause social discontent and prejudice. Mass media should be careful when reporting
these kinds of events.
d) F. A. It is important to create an empathetic dialogue, that is, that students understand
that in social knowledge value judgments do not help explain events, on the contrary, they
KLQGHUWKHKLVWRULFDOWDVNZKLFKLVDQRȼHQVHIRUWKHVXEMHFWVRIVWXG\
Page 55
Compass
1. S. A. Guide students to review whether the interviewees used qualifying adjectives and how
WKLVLQȾXHQFHVWKHH[SODQDWLRQWKH\JDYH
2 and 3. F. A. Check that the conclusions contemplate that the historical explanation, instead of
judging, does not use value judgments to explain a historical process or fact.
59
$UULYDOSRLQW
1. S. A.
Historical facts Historical processes
Be socially relevant and have had an impact in a given Set of events and changes in society that are related to
community. each other.
Be related to other events. Different historical facts related and organized in a
Being part of a cause-effect process. historical account by historians or social scientists to
Having brought about a change or a break with respect explain the transformations of human societies.
to the past. Series of events of a varied nature (political, social,
It must be performed by human beings. cultural, and economic).
They are always situated in a time and space. They have different durations and rhythms.
Some historical processes are part of more general
processes.
Historical explanation
The explanation involves a series of successive phases of scientific work which lead to the identification of causes,
consequences and links between historical facts, all of which integrates the historical processes.
In explaining a historical event, we build an argument about what likely happened, how the different causes were
articulated to configure it, how it developed, and what its effects were.
Difference between
Explaining and Judging
The explanation does not include the evaluation of historical facts, which means that it does not provide evidence for
judging them in terms of right or wrong. However, it usually occurs that, during the construction of historical knowledge,
value judgments arise, which affects the explanation and arguments that are constructed upon particular historical
&SȻɓJWȻ
facts. This is because it is sometimes difficult to write and tell the story without using words that can have a positive or
negative connotation, which is even more complicated when the researcher has a personal interest in a certain event
or historical process.
60
Historical knowledge in a colonized country
Page 57
Starting point
1. S. A.
y *OREDOL]DWLRQ LV D KLVWRULFDO SURFHVV WKDW PDUNV WKH LQWHUFRQQHFWLRQ EHWZHHQ GLȼHUHQW
countries, it is also an international economic system that enables communication between
continents and nations.
y
7KHJOREDOL]DWLRQSURFHVVLQ0H[LFRLVFXUUHQWO\UHȾHFWHGLQLQWHUQDWLRQDOHFRQRPLFPRPHQWXP
)RUH[DPSOHWKHȽQDQFLDOFULVLVLQWKH8QLWHG6WDWHVDȼHFWVXVHFRQRPLFDOO\DQGVRFLDOO\
Culturally, it is expressed through cultural exchanges between countries.
y
*OREDOL]DWLRQOLQNVWRRXUKLVWRU\DVDJOREDOHFRQRPLFFULVLVDȼHFWVXVLQWHUPVRILQȾDWLRQ
purchasing power and so on.
2 S. A. *OREDOL]DWLRQ LV D FRQFHSW WKDW FDQ EH H[SODLQHG IURP GLȼHUHQW SRVLWLRQV HFRQRPLF
political, even food, so the answers of the students can be diverse as long as they explain
the communication between the nations. Similarly, they can analyze how international policies
DȼHFWRXUGDLO\OLYHVLQWKLVZD\WKH\ZLOOFRQQHFWZRUOGKLVWRU\WRQDWLRQDOKLVWRU\
Page 59
Take the helm
1. S. A. Reading comprehension is very important for students to solve the exercises.
2. S. A.
y&KULVWRSKHU&ROXPEXV
GLVFRYHU\RI$PHULFDLVRIXWPRVWLPSRUWDQFHLQXQGHUVWDQGLQJWKH
FRQWDFWEHWZHHQGLȼHUHQWFXOWXUHVQRWRQO\WKH6SDQLVKEXWDOVRWKH$VLDQDQGWKH$IULFDQ
7KLVLVSDUWRIWKHKLVWRULFDOSURFHVVRIFRORQL]DWLRQRI(XURSHDQVLQ$PHULFD
y
7KLVJHRJUDSKLFDOGLVFRYHU\LVRIYLWDOLPSRUWDQFHEHFDXVHLWFRQȽUPHGWKDWWKH(DUWKZDV
round, more developed maps were made, there was an ideological break regarding the
RULJLQRIWKHKXPDQEHLQJLQ$PHULFDDYDULHW\RIUHOLJLRQVKDYHEHFRPHNQRZQDPRQJ
RWKHU DVSHFWV 7KH GLVFRYHU\ DQG FRORQL]DWLRQ RI $PHULFD ZDV D EUHDN ERWK IRU ORFDO
groups and from other distant countries.
61
y
7KLVGLVFRYHU\KDVEURXJKWWZRZRUOGVWRJHWKHU7KHHQFRXQWHUPDGHLWSRVVLEOHIRU$PHULFD
to receive a great cultural heritage, advances and artistic expressions, not only Western
but also Eastern. It also allowed Europe to receive the cultural richness, advances, ingenuity
and art of the New World. In this way, the history of Mexico and the world are now bound
together.
3. S. A.9HULI\WKDWWKHFRQFOXVLRQVRIWKHJURXSIRFXVRQWKHFRQTXHVWRIQHZWHUULWRULHV$QG
WKDWWKHLQFXUVLRQRI(XURSHDQVLQWR$PHULFDKDVUHVXOWHGLQPLVFHJHQDWLRQFRORQL]DWLRQRI
unknown territories, exploitation of natural resources, and communication among nations, etc.
Page 62
Take the helm
1. S. A.
a) ,QPDS6SDLQKDGPRUHFRORQL]HGWHUULWRULHVHVSHFLDOO\LQ$PHULFDZKLOHRQPDS
the country with the most colonial territories was Great Britain.
b) 7KH GLȼHUHQFHV DUH WKDW LQ WKH WK FHQWXU\ (XURSHDQ FRXQWULHV ZHUH PRUH LQWHUHVWHG
LQFRORQL]LQJ$PHULFDVLQFHLQLWWKH\IRXQGGHSRVLWVRIJROGDQGSUHFLRXVPHWDOVZKLOH
LQ WKH WK FHQWXU\ WKH\ ZHUH FRQFHQWUDWHG LQ $VLD DQG $IULFD VLQFH WKH WHUULWRULHV RI
$PHULFDZHUHDOUHDG\LQGHSHQGHQW,QDGGLWLRQWRWKHIDFWWKDWLWVQDWXUDOUHVRXUFHVZHUH
becoming scarce or harder to extract.
c) The history of our country is indeed related to the processes of colonization, because
we were a colony of the Spanish Empire and therefore our historical development was
integrated with that of the West. This is why today Western history is also our history.
2. F. A. The central topic of this chapter is colonization and the emergence of world powers.
&SȻɓJWȻ
Therefore, you can highlight expansionism, the establishment of colonies, among other
characteristics of colonialism.
Page 64
Take the helm
1. F. A.
y The period was imbued with religious thought; we must also remember that the monarchy was
sustained by divine power. Consequently, the academic training of these persons included
subjects such as theology, grammar, painting, and music.
62
They taught the history of Spanish royalty to justify the legitimacy of their rule.
y
They would probably approach the subject of the Conquest from the point of view of the
y
Spanish conquerors and the friars who came to evangelize the indigenous people.
2. F. A. The story must be contextualized by the students to reconstruct life in the Viceroyalty.
Propose to do exercises that awaken the imagination of the students, for example:
Imagine that there is no electricity, that the Spanish are the authorities, in addition to the fact
that there are very marked social classes, among other elements that allow them to imagine
a day in New Spain.
3 and 4. F. A. Check that your students have the conclusions and the main ideas of each topic in
order. In this case, they must contain their narration and some characteristics of the Viceroyalty.
Page 67
Take the helm
1. F. A. Students can select the topic they are most attracted to.
2. F. A. The timeline will demonstrate understanding of the topic. If there is conceptual confusion,
it must be remembered that historical processes have an impact on the present and contain
historical facts that have been analyzed by historians and social scientists.
3. F. A. This exercise aims to contextualize the student in the historical processes that were taking
place at the same time in other parts of the world. In this way, they will have a broader vision
about it.
4. F. A. 7KH\FDQEULHȾ\VWDWHWKHPDLQLGHDVRIWKHLUFKDUWVRUWLPHOLQHV(QFRXUDJHWKHSDUWLFLSDWLRQ
of other students to talk more about these historical processes.
F. A. Over time, the national and international contexts gradually became intertwined until
now, that through the media; we can stay connected and see what's going on in other
countries. These ideas can form part of the conclusions of the exercise.
63
Page 69
Take the helm
2. S. A.
yIt refers to the fact that Europe (or the western world) is the best part of the world to live in,
since it has political, economic, and social power, both in the past and in the present and
the future.
Since antiquity, European thinkers and politicians have created social discourses and
y
imaginations placing them at the top of the social strata, with the exaltation of Roman and
Greek cultures and with current technological advances.
3. F. A. The analyses must be based on the understanding of the formation of the West, in
addition to its role today.
Page 70
$UULYDOSRLQW
1. F. A. To organize a debate, it is necessary for the participants make a preliminary investigation
on the topic to be debated, write down the arguments and have examples to defend their
DUJXPHQWV+DUGGDWDLVDQLPSRUWDQWSDUWRIDGHEDWH)RUH[DPSOHWKHȽJXUHVIRUPHWDO
extraction in the Viceroyalty era, the number of dead during a war, or the prices of some
product at a certain historical moment. Remind students that data can be used to build
arguments both for and against. Before carrying out the activity, ask them to do this research
and in the most orderly way possible. Second, the role of the moderator is important. You may
adopt this role or designate a student. It is recommended to limit and time the participation
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the discussion into teams, pairs, or triads.
64
Page 71
/HW
VȽQLVKWKHWULS
1 – . S. A. Provide students with the following list of codices and ask them to discuss their form,
WKHLUVWUXFWXUHWKHLPDJHVFRQWDLQHGLQWKHVHGRFXPHQWVDQGWKHFRORUVXVHG$VNWKHPWR
SD\DWWHQWLRQWRWKHVKDSHRIWKHȽJXUHVDQGKRZWKH\DUHGLVWULEXWHGLQVSDFH7KHYLVXDO
analysis of these documents will help them complete their own work and make a creative
proposal.
Mexica codices
Borbonic Codex (completed after the Conquest).
y
Codex Boturini or Pilgrimage Strip (concluded after the Conquest).
y
Registration of taxes (concluded after the Conquest).
y
Mayan codices
Dresden Codex.
y
Tro-Cortesiano or Madrid Codex.
y
Paris Codex.
y
Mayan Codex from Mexico (formerly called the Grolier Codex).
y
Mixtec codices
Bodley Codex.
y
Columbian-Becker Codex.
y
Nuttall Codex.
y
Vindobonensis Codex.
y
Selden Codex (completed after the Conquest).
y
Borgia Group Codices
Codex Borgia.
y
Codex Cospi.
y
Codex Fejérváry-Mayer.
y
Codex Laud.
y
Codex Vaticanus B.
y
65
Unit 2. Civilizations
Page 74
1. b); a); c); d); e); f).
2. S. A. Mixtec, Chichimec, Totonac, Popoluca, Huastec, Tarasc, Pames, Mazahuas, among other
Mezoamerican groups.
3. S. A.7KHUHZHUHGLȼHUHQWFXOWXUHVLQWKH0H[LFDQWHUULWRU\EHIRUHWKHDUULYDORIWKH6SDQLVK
To study them, the researchers divided them into three periods: pre-classic, classic and post-
FODVVLFDQGE\SODFH0HVRDPHULFD$ULGRDPHULFDDQG2DVLVDPHULFD
$PRQJWKHFKDUDFWHULVWLFVRI0HVRDPHULFDQFXOWXUHVVWXGHQWVFRXOGPHQWLRQWKRVHGHȽQHGE\WKH
VRFLDOVFLHQWLVW3DXO.LUFKKRȼ
yIn agriculture, the use of coa, construction and use of chinampas, cultivation of chia and
corn, extraction, and fermentation of pulque, mead, mezcal stand out.
Stepped pyramidal foundations, (here, the teacher can explain that pyramids only exist in
y
Egypt, and that the term is erroneous if used in other archaeological contexts).
Ball game with a religious and ritual objective.
y
Polytheistic religion and with anthropomorphic, and zoomorphic beings, and dual couples
y
that help to understand the world view through dialectics: man-woman, cold-hot, high-low,
north-south, east-west.
y
:ULWLQJGLȼHUHQWIURPWKH6SDQLVKDOSKDEHW
&SȻɓJWȻ
Languages with their own linguistic families.

y
Ritual and agricultural calendars.
y
y
2ȼHULQJVDQGVDFULȽFHRIDQLPDOVDQGKXPDQVIRUUHOLJLRXVSXUSRVHV
Trade exchange.
y
Foods characteristic of these civilizations: tortilla, tamales, chocolate, among others.
y
Observation and study of celestial bodies for the prediction of eclipses and omens.
y
y
6WUDWLȽHGVRFLHWLHVWKDWLVZLWKGLȼHUHQWVRFLDOFODVVHV
66
Past-present
Page 76
Take the helm
1. F. A. The objective of this exercise is for students to recognize themselves as part of a
PXOWLFXOWXUDOQDWLRQDQGLQYHVWLJDWHWKHLUIDPLO\WUHHWRȽQGRXWLIWKHLUUHODWLYHVKDYHDVSHFLȽF
cultural origin, to participate in the traditions and customs that keep these cultural groups
alive.
Likewise, it allows them to develop their abilities to investigate and place their family in a
certain space-time and place them in the historical processes that will be touched upon
WKURXJKRXWWKHXQLW,WLVLPSRUWDQWWRUHDFKWKLVOHYHORILGHQWLȽFDWLRQVRWKDWWKHVWXGHQWLV
aware of the usefulness of history and the human sciences. We recommend using examples from
everyday life that allow students to associate these processes with their context.
Very general festivities can be considered, such as the day of the dead, Easter, carnivals, and
&KULVWPDV,QWKHVDPHZD\WKH\FDQWDONDERXWYHU\VSHFLȽFFHOHEUDWLRQVVXFKDVWKHSDWURQ
saint festivities or characteristics of their communities.
2. F. A. Write down the festivities or some aspects that the students have collected at home. In
WKLVZD\\RXZLOOVWUHQJWKHQWKHLGHQWLȽFDWLRQRIHWKQLFDQGKLVWRULFDOSURFHVVHVZLWKSUDFWLFHV
undertaken in their families. Likewise, it is important that you use the similarities to encourage
GLDORJXHV FRQGXFLYH WR VKDULQJ H[SHULHQFHV 'LȼHUHQFHV FDQ EH XVHG WR FRUURERUDWH WKH
multicultural nature of our country and the ethnic origins we have.
3. F. A. 2QFHWKHGLDORJXHLVRYHUSRLQWRXWWKDWWKHHWKQLFGLȼHUHQFHVSUHVHQWHGDUHDVDPSOH
RIWKHFXOWXUDOGLYHUVLW\RIWKHFRXQWU\$OVRHPSKDVL]HWKHQHHGWRSUHVHUYHWKHPEHFDXVH
they make us members of a community or family that sets us apart, and at the same time
LGHQWLȽHVXVZLWKRWKHUVXEMHFWVWKDWKDYHVLPLODUHWKQLFEDFNJURXQGVWRRXURZQ
The similarities between the practices carried out by the students and their families can be
XVHGWRJHQHUDWHHPSDWK\DQGFUHDWHDUHȾHFWLRQDERXWWKHGLVFULPLQDWLRQDQGYLROHQFH
WKDWFDQEHVXȼHUHGE\EHLQJSDUWRIDQHWKQLFJURXS,WLVDJRRGRSSRUWXQLW\WRWDONDERXW
respect for indigenous communities and the subjects that comprise them, since we are part of
the country's cultural diversity.
67
Take the helm
1. S. A. The exercise is oriented so that students are aware of the various cultural areas that exist
LQWKHFRXQWU\DQGWRUHFRJQL]HWKDWZLWKLQHDFKDUHDWKHUHDUHGLȼHUHQWSHRSOHV
To make this exercise more enriching, you can ask if someone has a family or has migrated
from other cultural areas. With this example, students will learn about other cultural dynamics
GLȼHUHQWIURPWKHLURZQ
2. S. A. $QRWKHU REMHFWLYH RI WKH H[HUFLVH LV WR DOORZ VWXGHQWV WR UHFRJQL]H WKH FRXQWU\
V
multiculturalism and to abandon the idea of homogenizing pre-Hispanic cultures and
LQGLJHQRXVSHRSOHV%\HQXPHUDWLQJWKHGLȼHUHQWFXOWXUHVDQGHWKQLFJURXSVWKDWH[LVWZLWKLQ
WKHVDPHIHGHUDOHQWLW\WKH\ZLOOEHDEOHWRXQGHUVWDQGDQGUHFRJQL]HWKHFXOWXUDOGLȼHUHQFHV
between ethnic groups, as well as the similarities, which can range from sharing the language
to the same territory.
3. S. A. To start the discussion, request your students to look at map 2.1 again and ask them
LI WKH HQWLUH QDWLRQDO WHUULWRU\ LV WKH VDPH LQ WHUPV RI JHRJUDSK\ ȾRUD IDXQD HFRV\VWHPV
QDWXUDO UHVRXUFHV FOLPDWH HWF $VN :KDW GLȼHUHQFHV GR \RX UHFRJQL]H" 'R \RX FRQVLGHU
that the biodiversity of species is related to the cultural diversity of the country? Once they
UHDOL]HWKDWWKHQDWLRQDOWHUULWRU\LVPHJDGLYHUVH\RXFDQWDONDERXWGLȼHUHQWEHOLHIV\VWHPV
LGLRV\QFUDV\DQGZRUOGYLHZWKDWLVDERXWWKHGLȼHUHQWZD\VRIVHHLQJXQGHUVWDQGLQJDQG
relating to the world. To encompass all human activity and its relationship with nature, men,
DQGGHLWLHV\RXFDQVSHDNRIFXOWXUHDQGLWVPDQ\YDULDQWV$WWKLVSRLQW\RXFDQDGRSWWKH
concept of miscegenation, which adds more cultural elements and new ways of seeing the
world in a society. It is important that the teacher emphasizes that the mixture between human
beings is a natural process of any society anywhere in the world, to set aside the supremacy
&SȻɓJWȻ
of one ethnic group over another.
Page 79
Take the helm
1. S. A. You can go back to some of the practices that were presented in the previous exercise,
or work on an example that the whole group knows, like the day of the dead and the
HODERUDWLRQRIRȼHULQJVOLWHUDU\VNXOOVDQGHYHQGDQFHVRUVRQJVWKDWDUHPDGHGXULQJWKDW
festivity.
68
2. S. A. The day of the dead is an example of acculturation and at the same time of syncretism
and resistance, because thanks to the mixture of two cultures (the Spanish and the pre-
Hispanic) a new way of celebrating (acculturation) the ancestors was adopted, whose
practice was already carried out before the arrival of the Spaniards (resistance), in addition
to being a mixture of elements of the Catholic religion (cultural syncretism).
3. S. A. $W WKLV SRLQW VWXGHQWV DUH H[SHFWHG WR GHPRQVWUDWH WKHLU DELOLW\ WR VWXG\ KLVWRULFDO
processes. It is important to ask that more than two sources be used, be it online information,
books, or dictionaries. This will prevent the use of erroneous or false information.
yS. A. ,I WKH VWXGHQW KDV GLȿFXOW\ HVWDEOLVKLQJ WKHVH GLȼHUHQFHV \RX FDQ KHOS KLPKHU WR
corroborate the information. It may also encourage further investigation.
S. A. To address the current context, they can interview a variety of people. It is important to
y
clarify that the example or topic you choose is close to the student or that they can have
access to it. Thus the student may be aware of the active participation of the subjects who
perform this cultural event.
4. F. A. To promote a respectful atmosphere in the exhibition of works and do clarify that one
FXOWXUDOHYHQWLVQHLWKHUJUHDWHUQRUEHWWHUWKDQDQRWKHU7KH\DUHVLPSO\GLȼHUHQWEHFDXVH
RIWKHLURULJLQVDQGEHFDXVHRIHYHU\WKLQJWKH\H[SODLQHGLQWKHLUZRUN$VFXOWXUDOGLYHUVLW\
changes all the time, you can end the discussion by imagining what those expressions will look
OLNH\HDUVIURPQRZ
Page 80
Take the helm
1. F. A. The exercise focuses on students tracing their origins from their family names, which are
PRVWO\RI6SDQLVKRULJLQDQGFRUUHVSRQGWRDVSHFLȽFVWDJHLQWKHLUKLVWRU\,QWHUQHWSDJHV
can support them, dictionaries or books specialized in philology.
2. S. A. Help students understand the meaning of their family name by explaining that we are the
result of a miscegenation that was previously believed to only include Spanish and indigenous
SHRSOH1RZZHNQRZWKDWZHDUHWKHUHVXOWRIGLȼHUHQWPL[WXUHVEHWZHHQLQGLJHQRXVSHRSOH
6SDQLDUGV$IURGHVFHQGDQWV$VLDQVHWF
69
Page 81
Take the helm
1. F. A. The questions may focus on creating awareness and sensitize students to apply the
knowledge they will learn in this unit.
The teacher can use some of these examples:
yHave you ever felt discriminated against? If your answer is yes, explain what you felt. (Bringing
WKHVXEMHFWRIDȼHFWVDQGVXEMHFWLYLW\WRWKHFODVVURRPLVDOVRLPSRUWDQWWREXLOGNQRZOHGJH
and enhance learning.).
Have you discriminated or do you consider that you have prejudices against someone or
y
a social group? Discrimination and the formulation of ideas based on prejudice can be
expressed unconsciously due to a lack of self-criticism and, above all, due to the reading of
IDOVHQHZVDQGWKHODFNRIUHOLDEOHLQIRUPDWLRQ*XLGHVWXGHQWVWRUHȾHFWRQKRZWKH\EXLOG
their ideas and how they express them.
How do you know you are discriminating?
y
Why do you think certain people or social groups are discriminated against?
y
What do you consider intolerance?
y
What practices do you not tolerate or consider unpleasant?
y
2. F. A.$W WKLV SRLQW LW LV QHFHVVDU\ WR UHPHPEHU WKDW SUHMXGLFHV DUH WKRVH VWDWHPHQWV ZLWK D
negative or erroneous value judgment about an event or a person, and that these are done
ZLWKRXWKDYLQJUHDONQRZOHGJHRIVDLGHYHQWV'LVFULPLQDWLRQUHIHUVWRWKHGLȼHUHQWLDOWUHDWPHQW
we usually have with certain people, which may be negative or positive, but that entails a
series of prejudices such as the superiority of one culture over another, or skin color, among
&SȻɓJWȻ
other aspects. Finally, intolerance refers to the non-acceptance of cultural practices, race,
gender, or physical characteristics.
3. S. A. Some of the questions may be directed at students' direct experiences, while the rest can
be about the original peoples. The following questions may serve as an example:
70
Discrimination Documents by their form Intolerance
Have you ever discriminated Mention some prejudices that Have you ever been intolerant of a
against someone? people may have about cultural or traditional practice? To
Have you ever been or felt indigenous peoples. which?
discriminated against? Do you think that prejudices affect Have you seen people be intolerant?
Why do you think indigenous the way people are treated? Explain it in detail.
peoples are discriminated Do you consider that Mexico is a Do you think that being intolerant is a
against? country that has many prejudices form of violence? Why?
What feelings or thoughts does about the indigenous peoples How do you think intolerance towards
a person who has suffered that live in it? Why do you think indigenous peoples is expressed?
discrimination experience? so? He mentions a possible solution
Do you think it is right to Why do prejudices occur? to intolerant behavior towards
discriminate? Why? indigenous peoples.
4. F. A. Reiterate to the students the importance of honesty when carrying out the proposed
DFWLYLWLHVVLQFHWKLVZLOODOORZWKHPWRLGHQWLI\WKHGLȼHUHQWIRUPVRIYLROHQFHWKDWDULVHZKHQXVLQJ
these practices. Interviews are very useful to understand the multiple impacts and landscape
around prejudice, intolerance, and discrimination. It is important to emphasize that the opinions
expressed in the interviews will help them to have a more complete vision of the problems.
S. A. Once you have emphasized being sensitive and careful in the way you behave with
other people — and in this case, or with subjects belonging to an indigenous community or
people—, invite students to propose alternatives to eradicate this kind of practices and
prejudices. Using everything learned in this unit can help eliminate misconceptions about
RULJLQDOFRPPXQLWLHVRUVRFLHWLHV$OVRKLJKOLJKWWKHLPSRUWDQFHRINQRZLQJKLVWRU\WRSURFHHG
LQRXUSUHVHQWDQGXQGHUVWDQGFXOWXUHVSUDFWLFHVDQGWUDGLWLRQVGLȼHUHQWIURPRXUV
Page 82
$UULYDOSRLQW
1. F. A. To understand the structure of a right, show examples such as the Political Constitution
RI0H[LFRVRPHERRNOHWVRIULJKWVDQGLQWHUQDWLRQDOWUHDWLHVWKDW0H[LFRKDVUDWLȽHGVXFK
as the ILO Convention 169 that speaks of the rights of indigenous peoples and communities
throughout the world. You can also build on the previously reviewed topics: discrimination,
intolerance, and prejudice, as well as the cultural practices of indigenous peoples, so that
they can consider them. That the book of rights works to guarantee the security and good
coexistence of a community.
71
2. F. A.$QH[DPSOHPD\EHWKHULJKWWRFXOWXUDOGLYHUVLW\WKDWLVWKDWDSHUVRQZKRLVSDUWRID
town or community can carry out their cultural practices, festivities, and worldview freely and
that any violent attitude towards them be sanctioned.
3. F. A. The declaration can establish the rights and responsibilities of the people involved, both
from the communities and from the country or society that issues it. Thus, students will be aware
of the rights and responsibilities of the State and its citizens.
4. F. A. They can use certain examples, such as the booklet on the rights of migrants, children,
women and indigenous communities, so that these are written as the laws and rights in force.
In case it is not presented to the school community, they can paste it on the school bulletin
board.
&SȻɓJWȻ
72
Page 83
Starting point
1.
a) Preclassical, classical and postclassical.
b) 0HVRDPHULFD$ULGRDPHULFDDQG2DVLVDPHULFD
c) S. A. These are all of vital importance. We must remember that thanks to them, Mexico is
a multicultural country. Due to certain factors, the Olmec, Mexica, Teotihuacan, Zapotec,
Purépecha, Mixtec, Mayan, Toltec, and Huastec cultures, among others, have been studied
in greater detail.
d) S. A. The state of Oaxaca and the Mayan area have a greater number of indigenous peoples;
however, this does not mean that cultures or civilizations did not exist in the other regions.
2. S. A. Review the timeline with students and check their answers and correct them if necessary.
3. S. A. The feedback at the end of the unit will serve to assess what learning has been well
received and to identify the topics that need to be strengthened.
Page 88
Take the helm
1 through 3. S. A.
Mesoamerica Oasisamerica Aridoamerica
It covers the southern part of Mexico, Inland zone of It stretched across part of Mexico
part of Guatemala, Belize, El Salvador, $ULGRDPHULFD and the United States.
Honduras, Nicaragua, and Costa Rica. Thanks to the existence The desert and arid environment
Some scientists say that its influence of various aquifers, some predominates.
extended further south of these countries. peoples were sedentary. Nomadic societies that were
They domesticated corn and had a very Examples of cultures: dedicated to fishing, hunting and
advanced agriculture. $QDVD]L+RKRNDP3DWD\D\ gathering.
They developed metallurgy. Fremont. $QLQFLSLHQWDJULFXOWXUH
Highly stratified groups. Examples of cultures: Chichimecs,
Diversity of regions and natural resources. Otomi, Pames, Guachichiles, Zacatecs,
Tecuexes, Caxcanes y Seris.
73
Pages 92-93
$UULYDOSRLQW
1. S. A.
Aspects Mesoamerica Aridoamerica Oasisamerica
Most important • Mexica, Zapotec, Mayan, Olmecs. • Pames, Seris, Chichimeca. • +RKRNDP$QDVD]LDQG
cultures Pataya.
Temporal and • Teotihuacan: Valley of Mexico • Pames: Currently, they are • Hohokam: Sonora,
geographical • Mexica: Valley of Mexico. located in San Luis Potosí, but &KLKXDKXDDQG$UL]RQD
location • Zapotecs: central valley, Sierra being a nomadic people they • $QDVD]L&RORUDGR8WDK
Norte and Sierra Sur of Oaxaca. moved through Guanajuato, $UL]RQDDQG1HZ0H[LFR
• Maya: Chiapas, Campeche, Michoacán, Zacatecas, • 3DWD\D&DOLIRUQLD$UL]RQD
Yucatán, Quintana Roo, Guadalajara. Baja California, and
Honduras, El Salvador, and • 6HULV$UL]RQDDQG6RQRUD Sonora.
Guatemala. • Chichimecas: More ethnic
• Olmecs: south of Veracruz, and groups emerge from this
north of Tabasco. group, but they lived mainly in
Zacatecas, Guanajuato, San
Luis Potosí, Guadalajara among
others.
Main urban • Teotihuacan: Teotihuacán. • Most of these groups were • $QDVD]L&XDWUR(VTXLQDV
settlements • Mexica: Tenochtitlán. nomads, so there are few DW$UL]RQD1HZ0H[LFR
• =DSRWHFV0RQWH$OEQDQG6DQ archaeological sites that tell us • Hohokam: Snaketown,
José Mogote. about settlements as such. Casa Grande, Red
• Maya: Palenque, Toniná, Tulúm, • We can mention Chalchihuites. Mountain, Pueblo de
Yaxchilán, Tikal, Calakmul. los Muertos, located at
&SȻɓJWȻ
• Olmecs: La Venta, San Lorenzo, $UL]RQDDQG6RQRUD

and Tres Zapotes. • Pataya: Blythe Intaglios.
Political, • Highly stratified societies: with • Nomadic societies, hunter- • Societies that managed
economic, several social classes. gatherers, some developed to develop a slightly more
and social • Economic: they used cocoa as fishing. advanced agriculture
characteristics currency. Some manors asked for • Isolated and very small towns, WKDQ$ULGRDPHULFDWKDQNV
tributes from other towns to stop some organized as clans or to the environmental
the quarrels. tribes. conditions.
74
Aspects Mesoamerica Aridoamerica Oasisamerica
Most important • Mexica, Zapotec, Mayan, • Pames, Seris, Chichimeca. • +RKRNDP$QDVD]LDQG
cultures Olmecs. Pataya.
Temporal and • Teotihuacan: Valley of Mexico • Pames: Currently, they are • Hohokam: Sonora,
geographical • Mexica: Valley of Mexico. located in San Luis Potosí, but &KLKXDKXDDQG$UL]RQD
location • Zapotecs: central valley, Sierra being a nomadic people they • $QDVD]L&RORUDGR8WDK
Norte and Sierra Sur of Oaxaca. moved through Guanajuato, $UL]RQDDQG1HZ0H[LFR
• Maya: Chiapas, Campeche, Michoacán, Zacatecas, • 3DWD\D&DOLIRUQLD$UL]RQD
Yucatán, Quintana Roo, Guadalajara. Baja California, and
Honduras, El Salvador, and • 6HULV$UL]RQDDQG6RQRUD Sonora.
Guatemala. • Chichimecas: More ethnic groups
• Olmecs: sur de Veracruz, and emerge from this group, but
norte de Tabasco. they lived mainly in Zacatecas,
Guanajuato, San Luis Potosí,
Guadalajara among others.
Main urban • Teotihuacan: Teotihuacán. • Most of these groups were • $QDVD]L&XDWUR(VTXLQDV
settlements • Mexica: Tenochtitlán. nomads, so there are few HQ$UL]RQD1HZ0H[LFR
• =DSRWHFV0RQWH$OEQDQG archaeological sites that tell us • Hohokam: Snaketown, Casa
San José Mogote. about settlements as such. Grande, Red Mountain,
• Maya: Palenque, Toniná, Tulúm, • We can mention Chalchihuites. Pueblo de los Muertos,
Yaxchilán, Tikal, Calakmul. ORFDWHGDW$UL]RQDDQG
• Olmecs: La Venta, San Lorenzo, Sonora.
and Tres Zapotes. • Pataya: Blythe Intaglios.
Political, • Highly stratified societies: with • Nomadic societies, hunter- • Societies that managed
economic several social classes. gatherers, some developed to develop a slightly more
and social • Economic: they used cocoa as fishing. advanced agriculture than
characteristics currency. Some manors asked for • Isolated and very small towns, $ULGRDPHULFDWKDQNVWRWKH
tributes from other towns to stop some organized as clans or environmental conditions.
the quarrels. tribes.
75
2. F. A. The presentation of information should be systematic and operational, that is, the ideas
PXVWEHRUGHUHGDQGLWVKRXOGVHUYHWRH[SODLQHDFKRIWKHVHDUHDV7KHUHPD\EHGLȼHUHQW
ways to represent the information, but the data must match and there must be no margin of
error.
3. F. A. 7KHWHDFKHUPXVWEHDZDUHRIWKHGLȿFXOWLHVWKDWHDFKWHDPPD\KDYH,QDGGLWLRQWR
promoting group participation to answer questions and arouse the interest of students.
4. S. A.
a) 'LȼHUHQFHV7KHOHYHORIGHYHORSPHQWRIDJULFXOWXUH7KLVLVGXHWRGLȼHUHQWUHJLRQVDQG
HQYLURQPHQWDOFRQGLWLRQV7KHIRUPVRIVRFLDORUJDQL]DWLRQWKDWWKH\KDGGLȼHUHGE\WKH
amount of population that housed these cultural super-areas, as well as their form (nomadic,
VHPLQRPDGLFRUVHGHQWDU\7KHVHWWOHPHQWVWKH\EXLOWDUHDOVRGLȼHUHQWIURPHDFKRWKHU
given the multiplicity of natural resources and the environment in which they lived.
Similarities: These cultural areas had their own linguistic families and variants. The ball game
LVDFXOWXUDOHOHPHQWWKDWWKH\VKDUHG7KHGRPHVWLFDWLRQRIGLȼHUHQWFURSVVXFKDVFRUQ
and beans). They developed pottery and the manufacture of certain textiles.
b) F. A.$OOWKUHHVXSHUDUHDVSUHVHUYHVRPHRIWKHLUELRGLYHUVLW\UHOLHIFOLPDWHDQGHQYLURQPHQWDO
context. For their part, the native peoples conserve their languages, customs, forms of social
organization, utensils, basketry, textiles, beverages, etc.
&SȻɓJWȻ
76
Indigenous Peoples in modern Mexico
Page 94
Starting point
1. From left to right:
1. Men of the Totonaca people, from Veracruz, in the ritual of “Los Voladores”.
2. Man of the Yaqui people, from Sonora, executing the “Danza del venado”.
3. Men of the Kikapú people, from Coahuila.
4. Man of the Huichol people, from Nayarit.
Woman of the Rarámuri (Tarahumara) people of Chihuahua.
6. Woman of the Seri people, from Sonora.
2. S. A. It is important to emphasize the heterogeneity and diversity of Indigenous peoples. Tell
VWXGHQWVWKDWQRWDOOHWKQLFJURXSVDUHWKHVDPHDVWKH\KDYHYHU\GLȼHUHQWHOHPHQWVIURPWKH
ZD\WKH\WDONWRWKHZD\WKH\RUJDQL]H$OVRPHQWLRQWRWKHVWXGHQWVWKDWWKHUHDUHVHYHUDO
SHRSOHVEHORQJLQJWRWKHVDPHHWKQLFJURXSDQGWKDWWKH\DUHGLȼHUHQWIURPHDFKRWKHU)RU
example, the Zapotecs of the Sierra Norte de Oaxaca are not the same as the Zapotecs of
the Isthmus of Tehuantepec; their social, political, economic organization or religion may vary.
7DONLQJDERXWWKHVHGLȼHUHQFHVZLOOKHOSWKHPXQGHUVWDQGZK\0H[LFRLVDPXOWLFXOWXUDOFRXQWU\
3. S. A. Help students identify a traditional event or celebration in the area. One example
might be the feast of the patron saint of their community, since, from its preparation and the
traditional activities that they carry out, count as characteristic elements of the community to
ZKLFKWKH\EHORQJ7RȽQGRXWKRZLPSRUWDQWLWLVIRUVWXGHQWV\RXFDQDVNWKHPKRZWKH\IHHO
if they like going to the feast, why they like it, and why they think it is necessary to continue
with the celebration.
77
Page 96
Take the helm
1. 6$
Frequent denomination Ethnonyms or names by which Meaning of the

of the native people peoples call themselves ethnonym in Spanish
Tarascos Purépechas Fishermen's place
Tarahumaras Raramurís The light-footed
Zapotecs Bene xhon, binni záa, ben zaa (among other variants) People coming from the clouds
Huicholes Wixárikas Divine, healer or shaman
Mixes $\²RN Town of the Florid Tongue
2. S. A. By comparing the multiple ways that peoples have to identify themselves (ethnonyms),
and their meanings in Spanish, guide the discussion so students understand that indigenous
peoples have multiple ways to identify themselves and to make themselves known to other
FRPPXQLWLHVGLȼHUHQWIURPWKHP,QWKLVZD\WKH\GHȽQHWKHPVHOYHVDQGQDPHWKHPVHOYHVZKLFK
is a cultural right that provides a lot of information about their way of understanding the
world.
3. S. A. 5HFRPPHQG WKDW VWXGHQWV UHYLHZ RȿFLDO VLWHV VXFK DV https://www.inali.gob.mx/, the
national music library, among other catalogs so that they become familiar with indigenous
languages.
/LNHZLVHWKH\FDQLGHQWLI\GLȼHUHQFHVLQVRXQGVSURQXQFLDWLRQVDQGJUDPPDWLFDOFRQVWUXFWLRQV
EHWZHHQWKHGLȼHUHQWLQGLJHQRXVODQJXDJHVRIWKHFRXQWU\DQGRWKHUSDUWVRIWKHZRUOG
&SȻɓJWȻ
Pages 97-98
Compass
1. F. A. Suggest that students read the article aloud.
2. F. A. The answers given are an example of the answers that the students can give, however,
these can cause controversy because the codex belonged to France.
78
Answer Yes No Why?
'RHV$XELQ
V7RQDOPDWO&RGH[EHORQJWR Because it was made by the native peoples of Mexico,
Mexico? who captured part of their worldview in that document
and is part of their material cultural heritage.
'RHV$XELQ
V7RQDOPDWO&RGH[EHORQJWR $OWKRXJKLWZDVWUDQVIHUUHGWRWKH3DULV/LEUDU\LWGRHVQRW
France? belong to that country.
Is the person who stole the codex a criminal? No, it was the correct way to restore this important
document, however, it was not transferred to the country
in the best conditions and a law in France was violated.
There are other legal ways to demand the return of these
documents to the country of origin.
In 1982, when the person stole the codex, It is important that these documents are available to
there was no internet. Today the situation anyone in the world. Everyone has a right to know our
has changed. Do you think it is convenient material and intangible cultural heritage. However, this
for cultural assets (such as the codex in does not exempt countries from returning archaeological
question) to be accessible virtually through materials or exhibits that are considered cultural property.
the internet to be consulted by anyone
around the world?
3. F. A.$WWKLVSRLQWLWLVLPSRUWDQWWKDWVWXGHQWVUHȾHFWRQFDUU\LQJRXWOHJDOSURFHGXUHVVRWKDW
the heritage is in the best conditions and so as not to generate tensions between nations or
countries.
In WKHFDVHRI-RV¥/XLV&DVWDHGDLWFRXOGEHGLVFXVVHGDQGDUHȾHFWLRQFRXOGEHUHDFKHG
that leaves the illicit acts aside, since the students could believe that their action was correct.
Though he intended to restore his legacy to the nation, he should have done so legally,
without exposing the document to irreparable damage or being stolen in the way to Mexico.
It is also important to emphasize that these documents are extremely important to understand
the historical processes and the worldview of the peoples that produce them. Therefore, it
is not a good option to sell it to collectors or reserve it for personal use. Cultural heritage
belongs to everyone, and we deserve to know it and study it in depth.
4. S. A. 7KH\ FDQ GLVFXVV WKH SRVVLELOLW\ RI SDVVLQJ ODZV WKDW SURWHFW WKH LOOHJDO WUDȿFNLQJ RI
tangible and intangible cultural heritage and enforcing laws, both on the national and
international territory.
Help VWXGHQWVUHȾHFWRQH[LVWLQJOHJDOORRSKROHVDQGWKHZRUNZHH[SHFWWRGRWRVDIHJXDUG
conserve and make cultural heritage accessible.
79
It is important to talk about the conditions that archaeological pieces and documents,
among other expressions of material culture, must have. Emphasize that buying or selling these
kinds of pieces is a crime that deprives us of information about our origin and history.
Page 100
Take the helm
1. F. A. Encourage students to share one of their traditions or a cultural practice. In the event
that they identify themselves as subjects belonging to an original community or people, this
will help foster respect among peers and dignify these practices to free them from prejudice
and forms of discrimination.
If the students are not part of an original people, ask them to review the following web
sites https://www.inali.gob.mx/, https://www.gob.mx/cdi/, http://www.mna.inah.gob.mx/, https://
museoculturaspopulares.gob.mx/DQGFRPSOHWHWKHDFWLYLW\,QWKHVHVLWHVWKH\ZLOOȽQGGLȼHUHQW
cultural activities that may be of their interest.
2. S. A. One way to make the students identify both types of heritage is the following: they should
ask themselves if it can be touched or not. If it can be touched, it is a tangible or material
heritage, for example, an archaeological site, a document, an archaeological piece, among
others. In case they are cultural expressions that cannot be touched, they are intangible or
immaterial, for example, language, stories, myths, etc.
3. S. A. Make sure the information is not a textual copy of the sources used to prepare the
VXEPLVVLRQ$OVRDVNWKHPWRFLWHDQGIRUPDOO\UHIHUHQFHWKHVRXUFH<RXPXVWFKHFNKRZPXFK
WKHVWXGHQWLQWHUQDOL]HGDQGUHȾHFWHGRQWKHGDWDLQDGGLWLRQWRWDNLQJFDUHRIWKHIRUPDQG
content that it presents.
&SȻɓJWȻ
4. F. A. Select the texts that will be presented to the group. Preferably choose those that speak
of an alien and attractive activity for them.
F. A. Guide the discussion in an assertive and friendly way so that the students identify which
DUH WKH DUHDV WKDW WKH\ VKRXOG VWUHQJWKHQ UHVHDUFK ZULWLQJ DSSURDFK FRQFOXVLRQV HWF$W
the end, you can discuss the importance of a thorough knowledge of the various cultural
expressions to value and protect them.
80
Page 101
Compass
1. F. A. You can suggest students read the article aloud.
2.
a) S. A. Return to the theme of cultural heritage and its importance within the native peoples of
the country. It must be emphasized that commercialization and mass production endanger
this heritage, because for the community of Tenango de Doria it is not a garment of daily
use, since its embroidery contains symbols that are characteristic of this town. To take it
out of its context is to attack this heritage, because it loses meaning and the people who
come to use the garment that this Spanish company marketed will never understand the
symbolism embodied or the origin of this piece. It will be necessary to remember that a main
characteristic of heritage is that it has a meaning for the society that issues it; in that lies
its value and we must respect it. Likewise, copying embroideries are against the economy
of Tenango women, since The company would not pay them any royalties for their creations
or any recognition as creators of these designs.
b) S. A. 'XHWRWKHGLȼHUHQWGHVLJQVWKDWWKHHPEURLGHULHVKDYHWKHFRORUVDQGWKHKDUPRQ\LQ
the representations. In addition to the embroideries of Otomi women are highly appreciated
and valued by the Spanish and European population.
3. F. A. The safeguarding and protection of cultural heritage in its two tangible and intangible
modalities is of vital importance for indigenous communities and for the entire Mexican nation.
In this discussion, students should be guided to recover what they have learned about the
symbolism, the characteristics of the original communities, and the importance of respecting
their cultural expressions. Invite students to rate these garments and buy them directly from the
SHRSOHZKRPDNHWKHP/LNHZLVHUHȾHFWZLWKWKHPRQWKHIDFWWKDWIRUHLJQDQGHYHQ0H[LFDQ
brands use these designs without giving back to the communities that produce them, arguing
that these are their creations when there are artisans behind them and an entire community
that uses these garments. One can speak of the responsible and ethical consumption of this
kind of creations.
81
Page 102
Take the helm
1. F. A. The teacher can rely on students who belong to an indigenous community; in this way, a
direct dialogue can be generated with the people of an ethnic group and the exercise will
be more enriching because the group will understand that the original peoples are not as
distant as one might think.
If there are no people in the group who belong to an indigenous community, they can choose
a nearby community known by the whole group to generate an empathic exercise that helps
to understand its structure.
2. F. A.9HULI\WKDWWKHVWXGHQWVFRUUHFWO\V\VWHPDWL]HWKHGDWD6XSSRUWWKHPWRVHDUFKLQRȿFLDO
pages that are dedicated to the investigation of indigenous peoples, such as the internet
sites for the National Commission for the Development of Indigenous Peoples (CDI, by its
acronym in Spanish), National Institute of Indigenous Languages (INALI, by its acronym in
6SDQLVK$QWKURSRORJ\1DWLRQDO0XVHXPMNA, by its acronym in Spanish), National Institute of
$QWKURSRORJ\DQG+LVWRU\INAH, by its acronym in Spanish), among others.
3. F. A. Students who belong to a community can ask their relatives what a day was like in that
town, what were the main activities that everyone carried out and what they used to do
between the ages of 11 and 14 (average age of the students). In case they have chosen a
community outside of them, they can look for videos and support their research they did on
the Internet and in books.
4. F. A. $V \RX VKDUH WKH LQIRUPDWLRQ JXLGH WKH GLVFXVVLRQ WR WDON DERXW WKH GLȼHUHQFHV DQG
similarities with these ways of life. In this way, you will be able to bring students closer to
indigenous peoples. There are probably practices that people who do not belong to a
&SȻɓJWȻ
community do not do, and vice versa, but it is important to ensure that students are always
empathetic and respectful of the life of indigenous communities.
Page 106
Take the helm
1. F. A. Recommend to the students to consult dictionaries in indigenous language or catalogs
elaborated by INALI ZKLFK WKH\ FDQ ȽQG RQOLQH 7KLV ZD\ WKH\ ZLOO EH DEOH WR GR D PRUH
informed and documented search.
82
2. F. A. Divide the words by type; for example, nouns, ethnonyms, toponyms, numbers, colors, fruits
DQG YHJHWDEOHV ,Q WKLV ZD\ WKH\ ZLOO EH DEOH WR FODVVLI\ WKH ZRUGV DQG KDYH DQ HȼHFWLYH
systematization of the collected data. In addition, they will reinforce their learning of Spanish,
reading and writing.
3.. F. A. For more information, they can consult the linguistic families and their groupings in Table
2.1 and Map 2.6, in addition to visiting Internet sites that have glossaries in indigenous
languages, such is the case of the Summer Institute of Linguistics.
4. S. A.
Word Language Meaning in Spanish Illustration
Very long-lived tree, native to Mexico,
$KXHKXHWH Náhuatl
which is cultivated to decorate gardens.
Rectangular carved stone used to grind,
Metate Náhuatl with the help of another cylindrical stone,
corn and other seeds.
Traditional instrument to grind or crush
Molcajete Náhuatl food, there is a record of its existence in
Mesoamerica and it is still used today.
Palm fabric that is used as a bed,
Petate Náhuatl rectangular in shape and its size can
vary.
F. A. Seeing the list of words in various indigenous languages, they can discuss together the
GLȼHUHQFHVDQGVLPLODULWLHVEHWZHHQWKHZRUGVDQGWKHODQJXDJHV$OVRPHQWLRQWKDWVRPHRI
these words we all use as loanwords, for example, the words “chocolate”, “aguacate”, etc. In this
way, you can explain that both Spanish and indigenous languages are in constant contact,
LQYDULDEO\DȼHFWLQJERWKODQJXDJHV/LNHZLVHLWLVRIYLWDOLPSRUWDQFHWRPDNHVWXGHQWVDZDUH
of the risks that these languages currently face, since many of them are in danger of extinction
or their speakers are discriminated against, among other aspects.
6. F. A. In order not to generate a lot of garbage, dictionaries can be shared via email. It
LVLPSRUWDQWWKDW\RXYHULI\WKDWWKHGHȽQLWLRQVDUHFRUUHFWLQDGGLWLRQWRHPSKDVL]LQJWKH
importance of dictionaries and thesauri in indigenous languages for their conservation.
83
Page 107
Take the helm
1. F. A. 7RIDFLOLWDWHWKHVHOHFWLRQJLYHVRPHH[DPSOHVRIGLȼHUHQWFXOWXUDOSUDFWLFHV<RXFDQ
rely on audiovisual material so that students can choose the one that most attracts their
attention. Once they have selected the cultural practice they want to analyze, ask them
to retrieve what they learned from the previous sessions to identify which ethnic group they
belong to, where they live and the language they use. Some examples of cultural practices
are: the Deer Dance, Zapotec ceremonies of the Isthmus called “wakes”, “frightening cures”,
“traditional midwifery”, etc.
2. F. A.$IWHU FKRRVLQJ WKH FXOWXUDO SUDFWLFH UHFRPPHQG ELEOLRJUDSK\ DXGLRYLVXDO PDWHULDO RU
internet sites that contribute to the documentation of this practice. In addition, it must be
HQVXUHGWKDWWKHGLVWLQFWLRQEHWZHHQP\WKDQGULWHLVFOHDU7KHȽUVWLVDWKHRUHWLFDODUJXPHQW
about why these practices are carried out and their religious importance or for the worldview
of the community, while the rite is about the execution or putting into practice of the myth.
Ethnographic atlases detailing these practices and explaining the most important ritual
elements can be consulted, as well as programs such as “Ventana a mi comunidad”, produced
by the National Commission for the Development of Indigenous Peoples, formerly the National
Indigenous Institute, etc.
3. F. A. Students can make infographics, collage or illustrated mind maps with the information
obtained. Likewise, emphasize that popular religiosity or of indigenous communities is an
HOHPHQWWKDWLGHQWLȽHVWKHVHSHRSOHVWKHUHIRUHLWLVQHFHVVDU\WREHUHVSHFWIXORIWKHYDULRXV
forms of expression of their worldview and religion.
$UULYDOSRLQW
&SȻɓJWȻ
1. F. A. Give examples of indigenous communities from each language family. It is recommended to

JLYHH[DPSOHVRIWKHPRVWFRPPRQLQGLJHQRXVSHRSOHVVLQFHYHU\VSHFLȽFGDWDZLOOEHFROOHFWHG
They can be supported by the ethnographic maps available on the INALI or CDI websites.
2.
a) S. A. It must be remembered that some communities have a name designated by the
Spanish —such as Tarahumaras—, but the communities name themselves or call themselves in
a particular way. Returning to the previous example, the Tarahumaras do not call themselves
in this way, they are called Rarámuris.
84
b) S. A. They can be supported by the previously reviewed maps and themes.
c) S. A. With the information they consult, they can elaborate a detailed timeline that can
cover the pre-Hispanic, colonial, or current times.
d) S. A. They can include myths, rites, important festivities for the community, forms of traditional
social organization, food, drinks, clothing, among others.
e) S. A.,WLVUHFRPPHQGHGWKDWWKH\UHO\RQPDSVDQGZKLFKGHVFULEHWKHGLȼHUHQW
languages and their groupings in the country.
f) S. A.3XSLOVPD\ȽQGLWGLȿFXOWWRWDONDERXWWKHPDLQUHDVRQVZK\UHOLJLRXVIHVWLYDOVDUHKHOG
in communities. Explain to them that each town has its own characteristics and religiosity
and that discovering these reasons requires a thorough investigation.
g) S. A. $VN VWXGHQWV WR UHVHDUFK ZKLFK SHRSOHV DUH JRYHUQHG E\ D WUDGLWLRQDO IRUP RI
government (such as cargo systems) and to research how they are formed.
h) S. A.6WXGHQWVFDQLQYHVWLJDWHWKHUHFHQWQHZVDERXWWKHFRQȾLFWVWKDWDULVHLQWKHFRPPXQLW\
to investigate. It is important that they check that it is not fake news.
i) F. A.<RXFDQFRQVXOWWKHGLFWLRQDULHVJORVVDULHVDQGYDULRXVPDWHULDOVRȼHUHGE\INALI, ILV,
INAHRQWKHLURȿFLDOZHEVLWHV
j) S. A. They can consult the online catalogs of the libraries of the UNAM, UAM, CIESAS, ENAH, INAH,
etc., so that they have a diversity of sources and select the ones that most interest them.
3. F. A. Guide the students to do the supplementary investigation.
4. F. A. Suggest they look at the INAH, CDI and INALI monographs get a sense of how they can
structure the information.
F. A. Verify that the information consulted in books, Internet sites, or other sources is duly cited
or referenced so that students are aware that the intellectual work that has been developed
PXVWEHUHVSHFWHG$OVRPDNHVXUHWKHVRXUFHVWKH\XVHPXVWEHUHOLDEOHWKDWLVEHLWRȿFLDO
sites of prestigious institutions, relevant bibliography, etc.
6. F. A. They can take as a reference the productions that other institutions have made, such as
the program “Ventana a mi comunidad” or “Mi lugar” that can be consulted on the Internet.
7. F. A. $WWKLVSRLQWPDNHDȽQDOUHȾHFWLRQRQWKHLPSRUWDQFHRIGRLQJRXWUHDFKZRUNZKLFKDLPV
to spread the knowledge generated in the academic community.
85
Mesoamerican civilization and other cultures of ancient Mexico
Page 112
Starting point
1. S. A.
a) Knowledge of the soil, seeds, plants and environmental conditions to sow and harvest,
because agriculture becomes a way of life that allows them to stay for long periods in one
SODFHDQGOLYHRȼWKHLUFURSV7KHGHYHORSPHQWRIWKHQHFHVVDU\WHFKQRORJ\WRSUHSDUH
sow and harvest the land, such as the invention of instruments such as the plow, knives,
coas, chinampas, etc.
b) It covers a part of the north, center, south, gulf and west of our country, as well as territories
RI ZKDW LV QRZ &HQWUDO $PHULFD *HRJUDSKLF SDUWLFXODULWLHV FKDQJH IURP RQH DUHD WR
another; some have abundant vegetation, others have mountainous areas or mighty rivers
and diverse climates.
c) Because the environmental conditions favored the sowing, the domestication of corn and
other vegetables, etc.
d) $ULGRDPHULFDLVLQWKHQRUWKRIWKHFRXQWU\RQWKHERUGHURIWKH8QLWHG6WDWHVDQG0H[LFR
where desert and arid areas predominate. While Oasisamerica is a cultural area within
$ULGRDPHULFD WKH FOLPDWH LV VHPLDULG DQG WKHUH DUH DTXLIHUV WKDW IDYRUHG DQ LQFLSLHQW
agriculture that allowed the people to be semi-nomadic.
e) %HFDXVH LQ$ULGRDPHULFD WKHUH ZHUH QR IDYRUDEOH HQYLURQPHQWDO FRQGLWLRQV WR GHYHORS
agriculture, while in Oasisamerica only an incipient or very simple agriculture was developed.
2. S. A. Recover what was previously seen about the cultural super areas: Mesoamerica,
&SȻɓJWȻ
$ULGRDPHULFDDQG2DVLVDPHULFDWKHLUPDLQFKDUDFWHULVWLFVDQGWKHLUJHRJUDSKLFDOORFDWLRQ
in addition to clearing doubts about it.
Page 116
Compass
1.
a) F. A. 7DNHDVDQH[DPSOHWKHFRQWDFWRIWKHSHRSOHVRI$ULGRDPHULFDDQG2DVLVDPHULFD
where the latter were semi-sedentary. In this case, students can imagine being shown their
cultures, the way they harvest, sow, collect the seeds, as well as the instruments they use and
the manufacture of these.
86
2. F. A. To make the conjectures, ask them to imagine what it means to plant corn today (from
WKHVHDUFKIRUWKHPRVWVXLWDEOHODQGWRWKHKDUYHVWDQGWRWKLQNDERXWWKHGLȿFXOWLHVDQG
achievements of the Mesoamerican peoples.
Page 120
Take the helm
1. F. A. The main idea is to cover all the periods (pre-classical, classical, and post-classical) and
the most remarkable cultures of each. In this way, they will be able to contrast and glimpse the
GLȼHUHQFHVEHWZHHQHDFKWHPSRUDOLW\DQGFXOWXUH
2. F. A. Suggest that they review the topics that deal with Mesoamerica and temporalities.
3. S. A. It is important for students to systematize the information, as well as to know the importance
of referencing data taken from other authors so that they learn to carry out formal research.
Suggest dividing the information by time, geographic location, and culture. They can point
out their most important characteristics, such as their economic activities, their main gods,
archaeological sites, their language, and the rise and fall of civilization.
4.. F. A. Support the students to set up the exhibition.
Page 122
Take the helm
1. F. A. Organize students into teams.
2 and 3. S. A.
y7OORF'HLW\RIZDWHUWKHLPDJHFRUUHVSRQGVWRWKH0H[LFDFXOWDQGUDLQOLJKWQLQJȾRRGV
and everything related to water in nature are attributed to him. In other civilizations it is
known as Chaac (Mayan area) and Pitao Cocijo (Zapotec).
Xipé. Skinned God, representation of the Mexica culture. He was linked with agricultural
y
rituals; he had a symbolism related to renewal and to cults where animals or people were
skinned.
Kukulkán. Feathered serpent; Mayan deity who was the creator of men in the Mayan
y
worldview; the wind and corn are attributed to him. In the cultures of the center, he was
known as Quetzalcoátl.
87
y
;RFKLTXHW]DO*RGGHVVRIȾRZHUVEHDXW\IHPLQLQLW\IHUWLOLW\ZHDYLQJDPRQJRWKHULPSRUWDQW
elements for the Mexica culture. She is also known as Tonantzin which means “mother”.
Ometéotl. God of duality in the Mexica culture. The dualities in Mesoamerican cultures
y
allowed them to understand the world through opposites: day-night, man-woman, sky-earth,
etc. Ometeotl is a dual god who is everywhere and is the masculine essence of creation.
y
<XPNDD[ 0D\DQ GHLW\ RI WKH IRUHVW ZLOG YHJHWDWLRQ DQG DQLPDOV 2ȼHUV SURWHFWLRQ WR
hunters and vegetation. He is a god that is currently venerated by the Mayan peoples with
agricultural rituals.
The analysis of the image is important to determine which are the characteristic elements
of each deity and what each one means. Students can rely on the website of the National
0XVHXPRI$QWKURSRORJ\
4. S. A. One of the main conclusions they can reach is that each deity —regardless of the culture
WRZKLFKLWEHORQJVǺKDVFHUWDLQHOHPHQWVWKDWDOORZLWWREHLGHQWLȽHG)RUH[DPSOH7ODORF
and his glasses, Quetzalcoátl or Kukulkán is a serpent with feathers, and so on.
Likewise, the essence of its attributes (Tlaloc and the rain, Quetzalcoátl and the wind) is a
constant that manifests itself in various Mesoamerican cultures.
Page 127
My location
1.
a) S. A.
y7KH FXOWXUDO ]RQHV RI WKH SUH+LVSDQLF ZRUOG DUH 0HVRDPHULFD $ULGRDPHULFD DQG
&SȻɓJWȻ
Oasisamerica.
The horizons in which the pre-Hispanic world was divided are pre-classical, classical and
y
post-classical.
b) S. A. 7KH PDLQ HOHPHQWV RI WKH SUH+LVSDQLF ZRUOGYLHZ DUH WKH VDFULȽFH RI KXPDQV LQ
honor of their gods, construction of pyramidal foundations and temples, ball game as
a sacred ritual. The gods played an important role because they were related to the
GLȼHUHQWDVSHFWVRIOLIHDQGGHDWK5LWXDOVRFFXSLHGDQLPSRUWDQWSODFHLQWKHOLIHRIWKH
0HVRDPHULFDQVVLQFHLQHDFKVWDJHRIOLIHVSHFLȽFULWHVZHUHFDUULHGRXWLQZKLFKRȼHULQJV
DQG KXPDQ VDFULȽFHV ZHUH FRPPRQ WR IHHG WKH 6XQ DQG WKH (DUWK $FFRUGLQJ WR WKHLU
88
beliefs, the above served so that the Universe continued to exist, under the idea that life is
born from death. They were also related to the exercise of power and the demonstration of
the bond of priests and rulers with the divinities, especially for the most immediate earthly
purposes, such as the arrival of the rains and fertility in agricultural activities.
c) S. A. 7KHLUSROLWLFDOV\VWHPZDVGHVSRWLFWKHRFUDWLFDQGWULEXWDU\7KHVRFLDOVWUDWLȽFDWLRQ
FRQVLVWHGRIYDULRXVFODVVHV)LUVWWKHUHZDVWKHGRPLQDQWJURXSWODORDQLSLSLOWLQFLKXDF¯DWO
WKHQWKHSULHVWVKLJKUDQNLQJVROGLHUVRȿFLDOVDQGZDUULRUVZKRFRXOGEHRIGLȼHUHQWRUGHUV
(jaguars, coyotes, etc.). The last social class was made up of the pochtecas or merchants,
the artisans, the macehuales and the slaves.
The economy was based on the cultivation of the land, craft specialization and the
exchange of goods and products. This last one was an important part of the pre-Hispanic
economy. The specialization of jobs occurred in the cities where there were people
GHGLFDWHGWRVSHFLȽFMREV
The population was organized in communities, called “calpulli” or neighborhoods. The
participation of women in everyday activities was very important. Education was ruled by
UHOLJLRXVSULQFLSOHVWKHȽUVWLQVWUXFWLRQZDVUHFHLYHGLQWKHLUKRPHVDQGWKHQWKH\DWWHQGHG
the calmécac, or the telpochcalli.
d) S. A. The Mexica culture was distinguished for being an extremely warlike people, since
its economy was based mainly on tribute and agriculture. The post-classical period was
characterized by constant warfare between the Mexica and other Mesoamerican peoples.
,QWKH9DOOH\RI0H[LFRDȽUVW7ULSOH$OOLDQFHZDVIRUPHGLQZKLFKWKHWRZQVRI&RDWOLQFKDQ
&XOKXDFQ DQG $]FDSRW]DOFR SDUWLFLSDWHG EXW WKLV DOOLDQFH HQGHG ZKHQ WKH WRZQ RI
$]FDSRW]DOFRLQYDGHG&XOKXDFQ
7KHVHFRQG7ULSOH$OOLDQFHZDVEHWZHHQWKHPDQRUVRI7H[FRFR7DFXEDDQG7HQRFKWLWODQ
This allowed the Mexica of Tenochtitlán to expand their power and invade other territories
with the help of their allies. There were various independent manors that resisted the entry
of the Mexicas in their towns until the arrival of the Spanish.
2. F. A. They can supplement their work with visual material.
3. F. A. It is important that the post-classical context be clear in order to explain in detail the
contact with the Spanish and the alliances that were formed later.
89
Pages 129-130
Take the helm
1. F. A. Organize the integration of the teams and assign the state that each one will work.
2. S. A. Have the students make their maps.
3. If we compare both maps, it is easy to identify the groups that did not survive. It is important
that you guide the discussion so that as you make this comparison, students can talk about
the factors that triggered the end of these cultures.
4. S. A. 6LQFH WKHUH LV QRW PXFK LQIRUPDWLRQ DERXW VRPH JURXSV VXJJHVW EULHȾ\ ZULWLQJ WKH
FKDUDFWHULVWLFVWKH\ȽQGRIHDFKRQHODQJXDJHFXOWXUDOH[SUHVVLRQVDPRQJRWKHUV
S. A. NOTE. The names of the indigenous groups on map 2.6 in some cases are not the same
DVWKRVHRQPDSEHFDXVHWKHLQGLJHQRXVJURXSVPD\KDYHVHYHUDOQDPHV2WKHUQDPHV
are described in parentheses in the following table.
For information on the Baja California groups, suggest the following link: https://www.cecut.gob.mx/
sispopulares.php.
Peoples of the Mexican part of Aridoamerica and Oasisamerica that existed before
the arrival of the Europeans
Survive
State People Characteristics
today
Semi-nomadic; billet or cazcano language; they were
Cazcan Extint
$JXDVFDOLHQWHV warriors.
Guamare Semi-nomads; guamara language. Extint
&SȻɓJWȻ
Cochimí 1RPDGV&RFKLP©OD\P¯QODQJXDJHZKLFKLVH[WLQFW Survive

Few people who live in the municipality of Ensenada speak
$NZDǾDOD3DLSDL Survive
WKH$NZDǾDODRU3DLSDODQJXDJH
Kilima (Kiliwa) $XWRFKWKRQRXVUHOLJLRVLW\.LOLZDODQJXDJH Survive
Baja California $OVRNQRZQDV&XFDSDRU&RFRSDK7KH\DUHSDUWRIWKH Survive
Kikima
group of Yuman peoples. Cucapa language.
They are a very peaceful community. Their communities Survive
are located on the coastal plateaus of the municipalities
Kamia o Diegueño (Kumiai)
of Ensenada, Tecate and Rosarito. Diegueño or Kumiai
language.
90
Survive
today
/D\PRQ&RFKLP©OD\P¯Q Semi-nomadic; Laymon language. Extint
Guaycura Native town of Baja California Sur. Guaicura language. Extint
Baja California Sur
They lived in the extreme south of Baja California Sur. Pericu Extint
Pericú
language.
Suma-Jumano Indigenous religion. Jumana language. Extint
They were a people of hunters, gatherers, and farmers. Extint
Concho
Conchiteca language.
The economy of the first Tarahumara peoples was based on Survive
Tarahumara
agriculture, hunting and gathering. Tarahumara language.
Chihuahua
Tepehuan Catholic religion and animism. Tepehuan language. Survive
They are one of the lineages of the Opatas. The surviving Extint from
Jova
population of this town lives in Sonora. Jova language. Chihuahua
They were a nomadic people who lived in what is now called Extint
Toboso
Mapimí. Toboso language.
Cacaxte There is no information for this group. Extint
Coahuila
Boboles It was a group of hunters and gatherers. Extint
They were sedentary and knew agriculture. Indigenous Extint
$FD[HH
UHOLJLRQ$FD[HHODQJXDJH
They were gatherers of wild fruits and cultivated corn, chili Extint
Xixime
Durango peppers, cotton, tobacco, and squash. Xixime language.
Tepehuan 5HOLJLRQ&DWKROLFDQG$QLPLVP7HSHKXDQODQJXDJH Survive
Zacatec It was a semi-nomadic group that lived mainly in Zacatecas. Extint
They were part of the Chichimeca nation. Zacatec language.
91
Survive
today
Guamare They had a complex confederation, different from that of Extint
all the towns around them. They had a kind of village-state
cooperative with each other. Guamara language.
Guanajuato
Pame Extinct from Guanajuato. They live mainly in San Luis Potosí. Survive
They intervened in the Chichimeca war. They
speak the Pame language.
Tepehuan 5HOLJLRQ&DWKROLFDQG$QLPLVP7KH\OLYHPDLQO\LQ'XUDQJR Survive
and Chihuahua. Tepehuan language.
Cazcan Sedentary or semi-nomadic group. They were one of the six Extint
Jalisco groups that were generically called "Chichimecas". Caxcan
language.
Cora The Cora religion is the result of the syncretism between the Survive
traditional Cora religion and Catholicism. Cora language.
1XHYR/H¯Q Boboles It was a group of hunters and gatherers. Extint
Pinto They used to paint their body with pigments that they Extint
extracted from certain plants and trees. They did this
when they went hunting or when there was war. Coahuiltec
language.
Sinaloa Xixime They were gatherers of wild fruits and cultivated corn, chili Extint
peppers, cotton, tobacco, and squash. Xixime language.
&SȻɓJWȻ
Cahíta They were semi-nomadic groups, but they moved through Extint
a territory that they defended as their own. They shared
similarities with Mesoamerican peoples, such as the
development of agriculture and the planting of corn, beans,
squash, and chili peppers. Caita language.
$FKLUH They were nomads and their language was not spoken by Extint
any other indigenous group in Sinaloa. They lived outdoors,
WKH\GLGQRWNQRZDJULFXOWXUHRUWKHXVHRIFORWKLQJ$FKLUH
language.
Guasave It was a nomadic people. They knew agriculture and did not Extint
know the use of hunting and clothing. Guasave language.
92
Survive
today
Sinaloa Tahue They achieved their greatest achievements in pottery, Extint
agriculture, and fishing. They were dedicated to the
collection of salt that they exchanged for other products.
Totorame language.
Totorames They achieved their greatest achievements in pottery, Extint
agriculture, and fishing. They were dedicated to the
collection of salt that they exchanged for other products.
Totorame language.
$FD[HH They were sedentary and knew agriculture. Indigenous Extint
UHOLJLRQ$FD[HHODQJXDJH
Tepehuan 5HOLJLRQ&DWKROLFDQG$QLPLVP7KH\OLYHPDLQO\LQ'XUDQJR Survive
and Chihuahua. Tepehuan language.
Sonora Kikima $OVRNQRZQDV&XFDSDRU&RFRSDK&XFDSDODQJXDJH Survive
Pápago ,WVSRSXODWLRQLVDURXQGSHRSOH7KH\DUHFORVHO\UHODWHG Survive
to the Pimas and are probably descendants of the ancient
Honokan culture. Papago language.
Pima Formerly they lived in wooden houses and the women Survive
elaborated their pots and made palm products and woven
wool garments. Pima language.
Seri It was a nomadic people. The speakers maintain a very rich Survive
oral tradition that preserves their history and culture. Seri
language.
Ópata Their diet was based on agriculture and bow hunting; they $ERXWWR
did not undertake journeys in search of food. Their most disappear
important quality was to create a warrior society based on
military training and the use of weapons. Opata language.
93
Survive
today
Sonora Jova They are one of the lineages of the Opatas. The surviving Extint
population lives in Sonora. Jova language.
Cahita They were semi-nomadic groups, but they moved through Extint
a territory that they defended as their own. They shared
similarities with Mesoamerican peoples, such as farming
and planting corn, beans, squash, and chili peppers. Caita
language.
San Luis Potosí Guachichil Nomadic and brave people. The political organization Extint
was patriarchal. They were a set of tribes and chiefdoms.
Guachichil language.
Pame Extinct from Guanajuato. They live mainly in San Luis Potosí. Survive
They intervened in the Chichimeca war. Pame language.
Tamaulipas Pinto The Pinto used to paint their bodies with pigments that Extint
they extracted from certain plants and trees. They did this
when they went hunting or when there was war. Coahuilteco
language.
Zacatecas Guachichil Nomadic and brave people. The political organization Extint
was patriarchal. They were a set of tribes and chiefdoms.
Guachichil language.
Zacatec It was a semi-nomadic group that lived mainly in Zacatecas. Extint
&SȻɓJWȻ
Zacatec language.
Cazcan Sedentary or semi-nomadic group. They were one of the six Extint
groups that were generically called Chichimecas. Caxcan
language.
6. S. A. <RXFDQDVNVWUDWHJLFTXHVWLRQVVRWKDWVWXGHQWVUHȾHFWRQZKDWDUHWKHPDLQIDFWRUV
WKDWLQWHUYHQHIRUDFXOWXUHWREHFRPHH[WLQFW$OVRWDNHXSWKH6SDQLVK&RQTXHVWWKHPDLQ
diseases or natural disasters, economic problems, backwardness, or the discrimination currently
experienced by the indigenous groups of our country.
94
Page 131
$UULYDOSRLQW
1. S. A.
a) Students must identify the main agricultural systems of Mesoamerica: chinampas, rainfed
DQGLUULJDWHGWKHXVHRIWRROVVSHFLȽFWRWKHDUHDHWF7KH\PXVWDOVRLGHQWLI\WKDWFRUQ
beans and squash are the basic foods of these civilizations.
b) 7KHIRRGVWKDWFRPHRȼWKHFRUQVXFKDVWRUWLOODVRUWDPDOHVDUHYHU\LPSRUWDQWDVZHOO
as insects (such as grasshoppers and worms) and animals characteristic of the area (such
as turkeys or birds, etc.)
c) The student must consider the periods seen throughout the unit (pre-classical, classical
and post-classical), in addition to the main characteristics of each civilization.
d) $WWKLVSRLQWWKH\PXVWFRQVLGHUWKHDOOLDQFHVWKDWWKHWRZQVHVWDEOLVKHGWREHDEOHWR
PDLQWDLQWKHPVHOYHVLQWKDWWLPHRIKRVWLOLW\VXFKDVWKH7ULSOH$OOLDQFHDQGWKHLQGHSHQGHQW
manors.
e) Students can talk about the codex that still exist, as well as the stelae and ceramics
where the writing systems that existed in Mesoamerica were captured. Highlight that in
Mesoamerica there were complex writing systems.
f) They must highlight the environmental characteristics of the northern part of the country
that did not allow the development of agriculture, so that the groups of that cultural
]RQHZHUHQRPDGLFRUVHPLQRPDGLF,QDGGLWLRQWRWKHGLȼHUHQFHEHWZHHQ$ULGRDPHULFD
and Oasisamerica, where the latter had aquifers that allowed its peoples to develop an
incipient or simple agriculture.
2. F. A. Illustrations, data, and information taken from other authors must be referenced, even if it
LVDFRPLF,WLVLPSRUWDQWWRHQFRXUDJHVWXGHQWVWRGRIRUPDOUHVHDUFKVRWKDWLWLVQRWGLȿFXOW
for them in the future.
3. F. A. They can also display their work on the school’s bulletin board in order to spread the
knowledge acquired in class. Emphasize the importance that information and analysis done
in the classroom is more valuable when shared with the community.
95
Indigenous kingdoms on the eve of the Spanish conquest
Page 146
Starting point
1.
a) When Hernán Cortés takes Moctezuma prisoner so that Tenochtitlan would surrender to the
Spanish and its inhabitants would become subjects of the Spanish Crown.
b) ,WKDSSHQHGLQ0H[LFR7HQRFKWLWODQRQ-XQH
2. Moctezuma is the man whose feet are being shackled, and who wears a white tunic. La
Malinche or Malintzin is the woman who is next to Moctezuma with a pink tunic, making a
gesture that makes us understand that she is talking to the tlatoani. Hernán Cortés is the man
dressed in pink clothing.
3.
a) The fall of Tenochtitlán, the beginning of the colonial era and the subjugation of indigenous
cultures by the Spaniards.
b) S. A. There was political, economic, and cultural instability as the Mexicas ended up
without their leader to defend themselves against the Spaniards.
c) S. A. Mexico-Tenochtitlan, Tacuba, Texcoco, Tepectícpan, Ocotelulco, Tizatlán, Quiahuiztlán,
Cholula, Tzintzuntzán, among others.
d) S. A. The Spaniards wore pants, hats, boots, accessories to highlight their social class,
upright and thoughtful posture; while the indigenous people are represented as fearful
and anguished, they wear tunics, feather headdresses, sandals and gold accessories.
Comment that this painting responds to the need of the Spaniards to legitimize their
&SȻɓJWȻ
SRZHUZKHUHDFROOHFWLYHLPDJLQDU\RIZKDWWKHLQGLJHQRXVSHRSOHRI$PHULFDZHUHOLNH
is taken. This means that the way in which this moment is represented is not reliable and
obeys the particular interests of the conquerors: to justify the invasion and make explicit
the “backwardness” of these cultures, since that is what these invaders thought.
e) S. A. When confronted with the Spanish, many died in the war. They were also infected
with new diseases that became epidemics for the indigenous people, because lacking
immunity, most died of smallpox, syphilis, among other diseases. The indigenous people who
managed to survive converted to Christianity, were forced to pay taxes, and were forced
to work from dawn to dusk for the Spanish.
96
4. S. A. Guide students to a non-judgmental discussion and a critical analysis of the painting in
question, which only shows the events from the Western view of that encounter.
F. A. Other questions can be added: Why do you think this painting was made?, Does the painting
capture the encounter as it happened?, Did the indigenous people have this kind of clothing?
Page 150
Take the helm
1. S. A.
yIn a moment of tension, both for the Spanish and for the indigenous peoples.
None. Bernal Díaz was part of Cortés’s army.
y
To inform the Spanish kings about the new things he saw in the territories they were conquering.
y
We must remember that at that time Europe did not know of the existence of this territory or
its people.
From the meeting between Moctezuma, the tlatoani of Tenochtitlán, with Hernán Cortés and
y
his troops.
His physical characteristics, his jewelry, his servants and how he behaved.
y
2. S. A. 7KHZULWWHQVRXUFHVRIWKDWWLPHDUHDXVHIXOLQVWUXPHQWWRNQRZȽUVWKDQGZKDWKDSSHQHG
what they saw, how they were treated, that is, the main experiences and ways of perceiving them.
However, it is important to analyze them carefully because the worldview of those who wrote
WKHVHFKURQLFOHVLVGLȼHUHQWIURPWKDWRIWKHLQGLJHQRXVSHRSOH
3.
a) S. A. The people and the nobles were very respectful of Moctezuma; they couldn’t look him
directly in the eye, besides they took care that his feet didn’t have direct contact with the
ground. They respected him a lot.
b) S. A. They were amazed to see his very clean and richly adorned attire, the respect that
the people had for him and his personality.
c) S. A. Moctezuma was recognized for his rich attire, cleanliness, and courtesy. What most
caught the attention of Díaz del Castillo is that the people showed him a lot of respect. For
their part, the Spaniards did not have the habit of bathing daily and Cortés’s soldiers did
not have much respect or admiration for him, even some of his companions were annoyed
with him and called him a traitor.
97
4. S. A. 7KHUH DUH JUHDW GLȼHUHQFHV EHWZHHQ WKH FRQTXHURUV DQG WKH 0H[LFD WODWRDQLV WKHLU
RULJLQVDUHGLȼHUHQWDQGWKHGHYHORSPHQWRIWKHLUFXOWXUHVDVZHOO,WLVLPSRUWDQWWRHPSKDVL]H
WKDWQRFXOWXUHLVEHWWHUWKDQDQRWKHUEXWWKDWWKH\RQO\KDGGLȼHUHQWVFRSHV,QWKHFDVHRI
WKHIDOORI7HQRFKWLWOQDQGWKHFRQTXHVWRI0H[LFDQWHUULWRU\WKH6SDQLVKMXVWLȽHGWKHPZLWK
arguments such as the following: They said that they were savages and that they had to bring
them civilization, that they were diabolical, that it was necessary to evangelize them, that the
population did not know the true faith, that they had no soul, among others.
Page 151
Compass
1. F. A. The purpose of this activity is for students to understand the complexity of writing a
chronicle, taking care that no detail escapes and that they were written through a certain
worldview, that is, that the story favors the one who tells it.
2. F. A. Comment that, even though they belong to a social group and to the same culture, there
ZLOODOZD\VEHGLȼHUHQWDSSURDFKHVZLWKZKLFKWKHLUH[SHULHQFHVDUHQDUUDWHG$OVROHWWKHP
NQRZWKDWWKHLUVWRU\SDVVHVWKURXJKWKHȽOWHUVRIWKHFXOWXUHDQGWKHREMHFWLYHVWKDWHDFK
subject has. While one person may emphasize their food from the day before, another gives
priority to the money they had the day before, and so on.
Each head is a world and says what interests him/her most.
3. F. A.7KHFRQWUDVWRIVRXUFHVLVLPSRUWDQWWRNQRZDKLVWRULFDOHYHQWIURPGLȼHUHQWSHUVSHFWLYHV
That is, we can rely on several stories to complete a historical event, in addition to questioning
and analyzing the information they present us.
&SȻɓJWȻ
Page 152
Take the helm
1. S. A.:DULQ0HVRDPHULFDQFXOWXUHVZDVDYHU\GLȼHUHQWDFWLYLW\IURPWKHYLVLRQRIZDULQWKH
Western world. For Mesoamericans, it had religious, political, and social purposes. The war
ZDVPDGHWRFDSWXUHZDUULRUVDQGRȼHUWKHPDVDVDFULȽFHWRWKHJRGVLWZDVDUHOLJLRXV
objective. Likewise, alliances or tributes were established depending on the interests of the
victorious people.
2. F. A.'LVFXVVWKHGLȼHUHQWZD\VRISHUFHLYLQJZDUE\WKH0HVRDPHULFDQDQG6SDQLVKSHRSOHV
%RWK FXOWXUHV VKRZHG GLȼHUHQFHV LQ WKH ZD\ RI VHHLQJ WKH ZRUOG DQG WKHUHIRUH LQ WKHLU
conception of war.
98
Page 154
My location
1. F. A. Students can choose the one that catches their attention the most to make the activity
interesting for them.
2. F. A. Students must highlight aspects such as geographical location, the most important
economic activities, alliances, and wars with other peoples, if they allied themselves with the
6SDQLDUGVDQGWKHPDLQKLVWRULFDOȽJXUHVRIHDFKPDQRU
3. F. A. <RXFDQVHDUFKIRULPDJHVRQRȿFLDOZHEVLWHVVXFKDVWKH*HQHUDO$UFKLYHRIWKH1DWLRQ
WKH$UFKLYHRIWKH$UFKELVKRSULFWKH1DWLRQDO0XVHXPRI$QWKURSRORJ\
4. F. A. Help students design the mind map. Direct the mapping of the collected information, in
addition to creating a visual order that students can easily identify.
F. A. Certain elements and characteristics of each manor can be established to make the
picture; in this way they will have the information at hand and will be able to refer to it when
they have doubts or need to contextualize an area.
Page 157
Take the helm
Students should mark the following routes on the map:
y
([SHGLWLRQRI)UDQFLVFR+HUQQGH]GH&¯UGRED&XEDWR&DER&DWRFKH
y
-XDQGH*ULMDOYD([SHGLWLRQ&XEDWR&R]XPHOIURP&R]XPHOWR%DK©D$VFHQVL¯Q7XOXP,VOD
Mujeres, Cabo Catoche, and Cam Pech, Laguna de Terminos, Tabasco, San Juan de Ulúa,
$\DKXDOFRDQG&DER5RMR
Hernán Cortés Expedition: Santiago de Cuba to Cozumel, mouth of the Grijalva River,
y
Potonchan, San Juan de Ulúa, Chalchiucueyetl-Cuecan (Villa Rica de la Vera Cruz) and
from there to Tenochtitlan.
1. S. A. 7KHVHH[SHGLWLRQVKHOSHGWRH[SORUHWKHDUHDDVZHOODVȽQGLQJDOOLHVVXFKDV-HU¯QLPR
GH$JXLODUZKRVHUYHGDVDQLQWHUSUHWHUDQG0DOLQFKHZKRKDGYHU\LPSRUWDQWIXQFWLRQVLQ
establishing more alliances.
99
2. S. A.&RUW¥VLGHQWLȽHGWKDWWKHWRZQVWKDWSDLGWULEXWHWRWKH0H[LFDZHUHGLVVDWLVȽHGVRWKH\
DOOLHGZLWKKLPWRȽJKWDJDLQVWWKH0H[LFD/LNHZLVHIURPWKHJLIWVWKDW0RFWH]XPDVHQWKLPKH
deduced that it was a town that had many riches.
3. F. A. Lead the discussion by encouraging students to take a critical view so that they put
aside misinformation.
4. S. A. It can also be a conceptual map or other type of material for students to capture the
information and knowledge acquired in this topic.
Page 158
My location
1. F. A.7KHOHDYHVFDQEHRIGLȼHUHQWFRORUVDQGVKDSHVWRGLVWLQJXLVKHDFKWKHPH
2. F. A. Recommend to the students that they underline or highlight important aspects during their
reading to complete the table in point 3.
3 and 4. S. A. You can encourage students to build on previous lessons in addition to researching
other sources.
Facts Causes Consequences
$OOLDQFHEHWZHHQ The Totonacs were dissatisfied with the Mexica This alliance benefited the Spaniards
Totonacs and Cortés because they had to pay tribute to them. It more and harmed the Mexica.
was convenient for Cortes to have more men to
conquer Tenochtitlan.
Epidemics The Spanish brought diseases that were not known The indigenous people were infected
LQ$PHULFD and many died.
&SȻɓJWȻ
Military strategies Cortés used alliances with the indigenous and These strategies favored the triumph
effective war maneuvers as a military strategy; all of the Spanish over the Mexica and
this despite the heterogeneity of his soldiers. their allies.
War technology The weapons of the indigenous people were very The weapons technology of the
rudimentary and did not compare with those used Spaniards favored their victory over
by the Spanish. the native people.
F. A. Highlight the most important aspects that made the conquest of Mexico possible, such
DVWKHVPDOOSR[RXWEUHDNȽUHDUPVDOOLDQFHVHWF
100
6. F. A. The written material of the students must have organized information; besides, the sources
used must be referenced.
Page 160
Compass
1.
a) F. A. It is important to contextualize the students. Discuss with them that the Spanish
worldview was very religious and that the customs and traditions of the indigenous people
KRUULȽHGWKHPIRUH[DPSOHWKHUHSUHVHQWDWLRQVRIWKHLUJRGVKXPDQVDFULȽFHVULWXDOVIRRG
drinks, etc.). For the Spanish, the indigenous people needed to be evangelized and were
considered as children who needed to be educated and trained by the Spanish Crown.
b) F. A. The Spaniards did not respect the traditions of the cultures they conquered and were
very ambitious, as they wanted to have gold and possessions. They were very dirty people
because they did not bathe regularly, and they also had unknown diseases.
2. F. A. The meeting of both cultures (Spanish and indigenous) was a very strong clash for both,
VLQFHWKH\NQHZYHU\GLȼHUHQWZD\VRIVHHLQJWKHZRUOG)URPWKLVFODVKDURVHPLVFHJHQDWLRQ
and part of what is now our country. Remind students of the importance of the third root and
WRUHFRJQL]HWKDWZHLQKHULWPDQ\FXOWXUDODQGUDFLDOHOHPHQWVIURPWKH$IULFDQVEURXJKWE\
the Spanish.
Page 162
$UULYDOSRLQW
1. F. A. They can also be based on works that speak of the meeting of the two worlds, such as
WKHXPEUHOODRIWKH1DWLRQDO0XVHXPRI$QWKURSRORJ\HWF*XLGHWKHVWXGHQWVDQGVXJJHVW
WKDWWKH\KLJKOLJKWWKHGLȼHUHQFHVEHWZHHQHDFKFLYLOL]DWLRQ
2. F. A. With the knowledge acquired throughout the unit, students can contextualize the visitors
about the background of the Conquest, for example, characteristics and periodization of
WKHFXOWXUDODUHDVRI0HVRDPHULFD$ULGRDPHULFDDQG2DVLVDPHULFDDVZHOODVWKHLPSRUWDQW
factors that favored the Conquest.
3. )$<RXFDQHPSKDVL]HWKHLPSRUWDQFHRIGLVVHPLQDWLRQDQGGLVVHPLQDWLRQWRVROYHVRFLDO
problems whose origin is ignorance, such as discrimination and prejudice.
101
Page 164
/HW
VȽQLVKWKHWULS
1. F. A. Support the formation of teams and assign the culture that each one will work on.
2. S. A. They can highlight certain characteristics such as the geographical location, the period,
the archaeological sites, the economic activities, the decline of the culture, etc.
3. F. A.,QDGGLWLRQIURPWKHOLEUDU\\RXFDQYLVLWWKHRȿFLDOZHEVLWHVRIWKH1DWLRQDO0XVHXPRI
$QWKURSRORJ\DQGWKH7HPSOR0D\RUWRFRPSOHPHQW\RXULQIRUPDWLRQ
4. F. A.$VN WKH VWXGHQWV WR H[SORUH GLȼHUHQW PRGDOLWLHV WR SUHVHQWWKH LQIRUPDWLRQ JUDSKLFDOO\
DOWKRXJKLWLVLPSRUWDQWWKDWLWEHV\VWHPDWL]HGLQDQHȼHFWLYHZD\IRUWKHXQGHUVWDQGLQJRI
the topics.
&SȻɓJWȻ
102
Unit 3. Formation of the modern world
Page 168
1. F. A. $VNVWXGHQWVWRORRNFDUHIXOO\DWWKHSLFWXUHV
2. S. A. The teacher can ask the students what they know about New Spain or the period prior
to the Independence movement so that they can link memories of movies, books, or comments
WKDWWKH\KDYHKHDUGDQGWKXVEHWWHUORFDWHWKHWLPHWKDWLVUHȾHFWHGLQWKHLPDJHV)RUWKLV
activity, assess the group participation. By having a broader vision of the images, they will
be able to remember more information that they have learned in past topics or from some
previous experience on the topics. They will write what is most relevant to them in current life.
103
Past-present
Page 170
Take the helm
1. S. A. Suggest that students interview their relatives to learn about the traditions of their family,
FRPPXQLW\DQGHQWLW\$QH[DPSOHRIWUDGLWLRQVFDQEH&KULVWPDVSRVDGDVWKHGD\RIWKH
dead, patron saint festivities, dishes that combine indigenous and Spanish ingredients.
2. S. A. Most of the examples mentioned in point 1 are traditions from the colonial era.
Page 172
Take the helm
1 and 2. F. A. *XLGHVWXGHQWVWRȽQGDSSURSULDWHLQIRUPDWLRQDERXWWUDGLWLRQVEHOLHIVLGHDVDQG
holidays. Recommend authors who lived in colonial times. You can recommend the following
texts:
y0DGDPH&DOGHU¯QGHOD%DUFD/LIHLQ0H[LFR'XULQJD5HVLGHQFHRI7ZR<HDUVLQWKDW
&RXQWU\, available at https://bit.ly/3w8gjkB$FFHVVHG0D\
y
,JQDFLR 0DQXHO $OWDPLUDQR 3DLVDMHV \ /H\HQGDV 7UDGLFLRQHV \ FRVWXPEUHV GH 0¥[LFR,
availabe at https://bit.ly/3syHOS2$FFHVVHG0D\
Page 173
Take the helm
2. S. A.,WLVLPSRUWDQWIRUVWXGHQWVWRUHȾHFWRQZKDWWKH\FRQVLGHUWREHVRFLDOLQMXVWLFHKRZ
they see the situation in the country or its immediate context, and what group of people they
&SȻɓJWȻ
consider to be the most vulnerable. With this, they will be able to deduce if they are a legacy
of the colonial past and how they manifest themselves (for example, racial ideas).
It is important to direct the student to locate the problems that arise in society, the reasons
why they occurred and their possible solutions.
104
Page 175
$UULYDOSRLQW
1. The society consisted of:
yPeninsular Spaniards.
y
&ULROORVFKLOGUHQRI6SDQLDUGVERUQLQ$PHULFD
Indigenous people.
y
Mestizos.
y
y
6ODYHVIURP$IULFD
y
&DVWHUHVXOWRIWKHPL[WXUHRIGLȼHUHQWHWKQLFJURXSV&DVWHH[DPSOH
From With Results From With Results
Spaniard Native Mestizo Saltatrás Mulata Lobo
Mestizo Spaniard Castizo Lobo China Sibaro
Castizo Spaniard Spaniard Sibaro Mulata $OEDUD]DGR
Spaniard Black Mulata $OEDUD]DGR Black Cambujo
Mulata Spaniard Moorish Cambujo Native Zambaigo
Moorish Spaniard Chino Zambaigo Lobo Calpa mulato
Chino Indian Saltatrás Calpa mulato Cambuja Tentenelaire
Tentenelaire Mulata Notentiendo Notentiendo Native Tornatrás
It is recommended to watch the following videos: &DVWD5DFHLQ&RORQLDO0H[LFR available
at KWWSVELWO\)5FO$J$FFHVVHG0D\DQG1HZ6SDLQ available at https://bit.
ly/3L6CFHy$FFHVVHG0D\
2. S. A. Review with the students the inequalities that existed among the population during the
Colony and analyze why they are still valid. Some examples are listed below.
Inequalities in the Colony:
yThe cradle where one was born was decisive for the position one occupied in society.
y
(GXFDWLRQ ZDV GLȼHUHQWLDWHG IRU HDFK JURXS RI SHRSOH DV LW GHSHQGHG D ORW RQ WKH
KLHUDUFK\DQGLWVHFRQRP\)RUH[DPSOHLIWKHZRPDQZDVEHWWHURȼVKHFRXOGUHFHLYHWKH
dowry from her parents that allowed her access to a marriage or convents.
105
y
:RUN RQ WKH IDUPV ZDV GRQH E\ LQGLJHQRXV SHRSOH DQG VODYHV IURP $IULFD ZKR ODFNHG
protection of their rights and were sometimes taken from their hometown to work elsewhere.
The salaries paid to them were miserable and they acquired loans that they could not pay
and that they inherited to their children.
Moral judgments toward women were humiliating and aggressive; their word was worth little,
y
which caused them not to have much credibility in society. They could be accused by their
husbands of little honor, which tainted them for life.
The indigenous people were dispossessed of their lands and exploited by the Spanish.
y
$OWKRXJKLQWKHHQFRPLHQGDVWKH\ZHUHWKHRZQHUVDQGWKHFRQTXHURUVZHUHWKHDGPLQLVWUDWRUV
in reality the resources were exploited only for the Europeans. The indigenous people were
UHOHJDWHGIURPDODUJHSDUWRIWKHLUODQGVDQGEHQHȽWV
Inequalities today:
y$OWKRXJK WKH VWDWXV KLHUDUFK\ WKDW H[LVWHG LQ WKH &RORQ\ LV QR ORQJHU RȿFLDO WKHUH LV VWLOO
GLVFULPLQDWLRQDJDLQVWLQGLJHQRXVSHRSOHDVZHOODVDJDLQVW&HQWUDO$PHULFDQDQG$VLDQ
migrants.
Educational opportunities for indigenous people are hampered by a lack of resources.
y
The competition between companies and peasants is unequal and unfair, since the
y
companies monopolize markets and prices. The payment that the companies make to the
SHDVDQWVLVPLQLPDOZKLFKLQȾXHQFHVWKHIDPLO\ǾVGHFLVLRQVRWKDWDOOWKHPHPEHUVZRUN
The moral judgments against women are still in force, because they are dismissed and blamed
y
IRUWKHDWWDFNVWKH\KDYHVXȼHUHG'LVFULPLQDWLRQDQGKDUDVVPHQWRFFXUDWGLȼHUHQWVRFLDO
&SȻɓJWȻ
levels, which favors the salary gap between men and women and hinders their professional
development.
The lands, the nearby natural resources and the traditions and customs of the communities
y
DUHFRQVWDQWO\WKUHDWHQHGPDLQO\E\FRPSDQLHVWKDWVHHNWRSURȽWIURPWKHVSDFHZKHUH
these communities are located. Legal obstacles, harassment, imprisonment, disappearance
or murder of indigenous leaders or activists have been recurring practices.
106
3.
a) S. A. Part of the cultural legacy can be found in the layout of the cities, in the colonial
constructions that exist in several cities, in the tiquitqui art (which are the creations of the
Indigenous people with the patterns of European art), in the painting and in the sculpture.
)RRG LV WKH UHVXOW RI FRH[LVWHQFH EHWZHHQ FXOWXUHV 7KH H[FKDQJH RI ȾRUD DQG IDXQD
allowed expanding options, experimenting with new recipes, and integrating them into the
daily life of New Spain society.
The festivities allowed not only to create traditions and customs, but also the emergence
of a mestizo culture that is still in force today.
The theater and graphic expressions facilitated evangelization, some are still valid such as
the passion of Christ or the pastorals that are enriched by the traditions of each region.
$QRWKHU FRORQLDO OHJDF\ LV WKH 0H[LFDQ JDVWURQRP\ $VN \RXU VWXGHQWV WR LQYHVWLJDWH
cooking recipes among their relatives and neighbors, as well as their origin and at what
time they are usually eaten.
c) S. A. Some of the inequalities that the country is experiencing today are inherited from the
colonial past, however, it is necessary to clarify to the students that they also come from
the pre-Hispanic past, since in these societies there was also an upper class and a lower
FODVV)RUH[DPSOHWKHLGHDRIVRFLDOVWDWXVLVJUHDWO\LQȾXHQFHGE\WKHVWDWXVSRVLWLRQV
WKDWZHUHSUHVHQWLQ1HZ6SDLQVRFLHW\KRZHYHURQHRIWKHPRVWPDUNHGGLȼHUHQFHVLVWKDW
today the economy determines a lot that status and in the Colony it was marked by the
family of birth and the economic assets they owned.
107
Page 176
Starting point
1.
a) 7KHFRQTXHVWRI$PHULFD
b) Evangelization of the indigenous people of Mesoamerica.
c) Miscegenation in the viceroyalty
d) The facade of the Zacatecas cathedral represents the viceregal art.
In the group, you can ask what they know about the image, where they have seen similar images
and what they imagine to be happening or what it represents. Some answers may not be precise,
but they will give the teacher an idea of what the students know and perceive.
2. S. A. Organize the plenary so that the students share their answers. Guide them in case their
answers are not correct.
Page 180
Take the helm
1. S. A. Some events that students can mention are:
Political
Year Events
Conquest of Mexico.
&SȻɓJWȻ
The viceroyalty of New Spain is established.

Conquest of the Philippines.
'HIHDWRIWKH,QYLQFLEOH$UPDGD
)RXQGLQJRIWKHILUVW(QJOLVKFRORQ\LQ1RUWK$PHULFD
Encomenderos lose power against the Crown.
The reigning dynasty in Spain changes (the Bourbons rise to power).
War of succession in Europe.
1748 The province of Nuevo Santander is formed.
108
Year Events
Seven years war.
Carlos III of Spain ascends the throne.
1764 Creation of the viceregal army of New Spain.
1767 Bourbon reforms in New Spain. Expulsion of the Jesuits.
1786 Division of New Spain in Intendances.
Napoleonic invasion of Spain.
First Creole conspiracy.
The independence movement begins.
1821 Consummation of the Independence.
Social
Year Events
The Franciscans arrive in New Spain.
Dominican monks arrive in New Spain.
7KH$XJXVWLQLDQVDUULYHLQ1HZ6SDLQ
The Inquisition is established in New Spain.
The Jesuits arrive.
Epidemics hit New Spain.
1776 ,QGHSHQGHQFHRIWKH8QLWHG6WDWHVRI$PHULFD
1789 French Revolution.
Economical
Year Events
Foundation of the Mint.
Invention of the Benefit System.
First voyage of the Nao from China to the Philippines.
The Consulate of Merchants of Mexico City is founded.
7KH%DUORYHQWR$UPDGDLVIRUPHG
1631 Prohibition of trade between New Spain and Peru.
109
Year Events
1683 Pirate attacks on Veracruz and Campeche.
The development of the agricultural estates begins.
1729 Opening of the New Mint.
1769 James Watt invents the steam engine.
Robert Fulton develops the first steamboat.
1814 Ferdinand VII returns to the Spanish throne and the Cadiz constitution is
abolished.
Cultural
Year Events
First printing in Mexico.
The Royal and Pontifical University of Mexico is founded.
1618 The Thirty Years' War begins.
Creation of the Dutch West Indies Company.
1632 Galileo defends the heliocentric system.
The English Revolution begins.
1648 Sor Juana Inés de la Cruz is born.
1696 -HVXLWDQG)UDQFLVFDQPLVVLRQVLQ$OWDDQG%DMD&DOLIRUQLD
1722 First periodical publication in New Spain.
The (QF\FORSHGLD is published in France.
&SȻɓJWȻ
)RXQGDWLRQRIWKH5R\DO$FDGHP\RI6DQ&DUORV
7KHHYHQWVKLJKOLJKWHGLQ\HOORZRFFXUUHGLQWKHZRUOGVLPXOWDQHRXVO\DQGDȼHFWHGWKHKLVWRU\RI
Mexico.
110
Page 180
Take the helm
1.
y
/LPLWLQ7KHOLPLWVRI1HZ6SDLQH[WHQGHGWRWKHULYHU3QXFRLQ9HUDFUX]+LGDOJRSDUW
of Guanajuato, Jalisco, Nayarit half of Sinaloa’s territory.
y
/LPLWLQ7KHOLPLWVRI1HZ6SDLQFRYHUHGWKHZKROHVWDWHRI9HUDFUX]SDUWRI6DQ/XLV
Potosí, Zacatecas, part of Coahuila, Durango y part of Sinaloa.
y
/LPLWLQ7KHOLPLWVRI1HZ6SDLQFRYHUHGWKHZKROHVWDWHRI9HUDFUX]SDUWRI6DQ/XLV
Potosí, Zacatecas, part of Coahuila, Durango, Sinaloa, part of Baja California Sur, part of
Sonora and part of the United States territory.
y
/LPLWLQ7KHOLPLWVRI1HZ6SDLQH[WHQGHGWR7DPDXOLSDV1XHYR/H¯QSDUWRI&RDKXLOD
Chihuahua, part of Sonora and part of the United States territory.
y
/LPLW LQ 7KH OLPLWV RI 1HZ 6SDLQ H[WHQGHG WR 7DPDXOLSDV 1XHYR /H¯Q &RDKXLOD
Chihuahua, Sonora, and half of the United States territory.
Encourage students’ imaginations to wonder why the limits of the territory of a kingdom or a country
can be changed, what and who imposes those limits, and if it can be changed again today.
6WXGHQWVFDQWUDFHDPDSRIWKH0H[LFDQWHUULWRU\LQLWVGLȼHUHQWVWDJHVDQGFRORULWZLWKGLȼHUHQW
shades of the same colors to see how the territorial limits have changed.
Page 183
Take the helm
1. S. A.7KHPHQWDOPDSZLOOKHOSVWXGHQWVUHȾHFWRQWKHVWDJHVDQGIXQFWLRQVRIWKHRUJDQLVPVRI
New Spain. Synthesizing this information will make it easier for them to understand the reasons
and changes in the institutions that governed in the colonial period, in independence and in
the modern State of our country. The concepts to consider are the following:
Conquest: 7RREWDLQVRPHWKLQJWKURXJKVDFULȽFHRUYLROHQFH7KLVDFWLRQXVXDOO\LQFOXGHVWKH
appropriation of land by the conqueror who goes on to govern said territory.
Colonization: ,WLVWKHDFWLRQRUHȼHFWRIFRORQL]LQJWKDWLVWKHRFFXSDWLRQRUSRSXODWLRQRI
a space by a group, whether human or another species. Colonization usually refers to the
settlement of a population (settlers) in an uninhabited area. The concept is used to support
111
the right to occupy a supposedly virgin territory, which implies ignoring a previous occupation
by other groups (native or indigenous).
Viceroyalty: It is a territorial entity headed by a viceroy —appointed by a king— in order
to govern in his name a portion of the territories that belong to him and for which he
cannot be held directly responsible due to their extension or remoteness. The viceroyalty was
consolidated as a political, social and administrative institution of the Spanish Crown.
Indigenous people: The conquerors imposed the majority of the indigenous to live in their
communities, with the rank of towns or republics of “Indians”. These were built following the
Spanish layout, with a central square, a church and streets laid out in a grid. They were
ruled by local caciques called “mayors”. These towns were supervised and controlled by the
HQFRPHQGHURVWKHIULDUVDQGPLQRURȿFLDOV
Cabildo: They are institutions formed by a group of people who administered the cities or
towns and integrated the city councils. In colonial times, the councils were mainly made up of
mayors and aldermen, and their function was to administer and regulate the cities through
government and justice actions.
Royal $XGLHQFLD,WZDVDFROOHJLDWHERG\RIPDJLVWUDWHVDSUHVLGHQWDQGIRXUMXGJHVWKDW
controlled the decisions of the rulers of New Spain to avoid abuses. It was also the institution
that assumed the functions of the government between the departure and arrival of a new
viceroy.
2. S. A.
y1HDUO\ \HDUV DIWHU &ROXPEXV GLVFRYHUHG $PHULFD LQ WKH 0H[LFDQ FRQTXHVW
occurred. This process began with the exploration of the territories, and —through alliances
with some indigenous peoples— The Spaniards militarily conquered the territories which were
&SȻɓJWȻ
then controlled by Mexica. Once they defeated Mexica, the Spanish subjugated the native
societies and took their lands by force to settle and found their cities in the European way.
The society of New Spain was made up of the ethnic combination between indigenous,
y
6SDQLVK$IULFDQDQG$VLDQ
112
Page 184
Compass
1. S. A. Bartolomé de las Casas was born in Seville in 1474. His father participated in the second
YR\DJHRI&ROXPEXV%DUWRORP¥ZHQWWRWKHQHZO\GLVFRYHUHGODQGVDQGZDVRQHRIWKHȽUVW
to be ordained as a Dominican priest. He became involved as a chaplain in the expedition
to Cuba, where for his merits and participation he was given a charge. The Indians under his
administration worked mainly in the mines.
Shortly after, he resigned his encomienda and dedicated himself to protecting the indigenous
SHRSOH+HZDVLQVSLUHGE\)UD\$QWRQLRGH0RQWHVLQRV+HYLVLWHGYDULRXVSODFHVVXFKDV/D
Española and the territories that today comprise Nicaragua and Guatemala.
He returned to Spain to protect the natives from there and participated in the issuance of the
Laws that went against the interests of the encomenderos.
One of his most important works is 6KRUW$FFRXQWRIWKH'HVWUXFWLRQRIWKH,QGLHV. He died in
0DGULGLQ
Other SURWHFWRUVRIWKHLQGLJHQRXVWKDWVWXGHQWVFDQLQYHVWLJDWHDUH$QWRQLRGH0RQWHVLQRV
)UDQFLVFRGH9LWRULD7RULELRGH%HQDYHQWH-RV¥GH$FRVWD
2. S. A. To better understand the role the friars played, the students must analyze the spiritual
DQG FXOWXUDO LQȾXHQFH WUDQVPLWWHG E\ WKHP DV ZHOO DV LWV FRQVHTXHQFHV ,Q VRPH FDVHV WKH
missionaries understood the importance of preserving the history and culture of the native
peoples and much of the information they have was not lost thanks to their work.
Page 185
Take the helm
1. a) and b).
Franciscans: Chihuahua, Durango, Sinaloa, Zacatecas, Nayarit, Jalisco, Michoacán, Colima,
Guanajuato, Querétaro, Hidalgo, Puebla, Estado de México, and Yucatán.
Dominicans: Chiapas, Veracruz, Oaxaca, Tabasco, Mexico City, Puebla, Morelos, Estado de
México, Tlaxcala y Guerrero.
$JXVWLQRV Guerrero, Michoacán, Querétaro, and Hidalgo.
113
2. S. A. Catholic theater, music, writing, and the translation of liturgical texts into indigenous
languages were some of the resources used by the missionaries to achieve the gradual
UHOLJLRXVFRQYHUVLRQRIWKHLQGLJHQRXV0HVRDPHULFDQVDQG$ULGRDPHULFDQV7KH\DOVRWDXJKW
various trades to the evangelized and sometimes managed to transform the exploitative
environment in which they lived under the encomenderos.
The festival and the carnival were an important resource for the union of cultures and beliefs,
as well as the funeral rites that allowed a better assimilation of the Catholic religion. Syncretism
allowed the adoption of traditions from one culture to another.
Page 188
$UULYDOSRLQW
1. F. A. Guide students in creating the wall timeline. Check that the events they chose are the
most important.
&SȻɓJWȻ
114
Politics and institutions of the viceroyalty
Page 188
Starting point
1.
b) Encomienda
c)
b) $XGLHQFH
c) Real hacienda
a) Town hall
b) Viceroy
a) Cabildo
2. By sharing their answers, students will review the functioning and responsibilities of each
LQVWLWXWLRQIURPWKHFRORQLDOHUDDQGZLOOEHDEOHWRREVHUYHKRZWKH\LQȾXHQFHGWKHGDLO\
life of New Spain society.
Page 189
Compass
1. F. A. To contextualize the students, explain that the Osuna Codex has that name because it
belonged to the collection of the Duke of Osuna and that it is currently in the National Library
RI0DGULG7KLVFRGH[ZDVSURGXFHGDIWHU-HU¯QLPRGH9DOGHUUDPDǾVYLVLWWR1HZ6SDLQDQG
includes the accusations made against Viceroy Luis de Velasco and some of his hearers.
The exercise is very important, as it will help students understand the importance of interpreting
what is observed, their cultural background and the way in which ancient documents that
speak of a distant time or culture can be investigated.
2 S. A.
a) It is important to emphasize that clothing was very important in the society of New Spain,
since it indicated who the wearer was, what he/she did or what titles he/she had. In this
case, the encomendero is the one outside the box. The symbol of the virgule has been
used since pre-Hispanic times to express ideas or thoughts. It continued to be used in later
codices to indicate that a character is speaking.
115
b) The indigenous people worked for the encomendero in exchange for protection and
education, in addition to being evangelized. In the case of the Osuna Codex, in the
upper box the indigenous people worked in agriculture and harvesting the crops; in the
lower box they are spinning. The indigenous people lived in the encomienda. However, in
the codex the land of the encomienda has doors, which might indicate that the indigenous
people could not leave it.
3. Students can also imitate a codex where they describe some daily activity that they carry
out or some tradition or custom that they consider important for their locality.
Page 190
Take the helm
1. S. A.
Tribute Causes Distribution Land grant
They were obligations that They are the lands given Indigenous from each town They were lands given
the towns under Mexica to the first conquerors. They were assigned to work on to the first conquerors to
rule had. It consisted of do not own these, but are public works for the Crown become settlers. They were
giving goods and services. in charge of administering and on private works for devoted to grazing and
and protecting the Indians PLQLPDOSD\$WWKHHQGRI farming only. In return, the
who lived there, as well the work, they returned to conquerors had to pay
as guaranteeing the their town or encomienda. tribute to the king.
tax payment of goods
and services to the
encomendero and the
Crown. The natives lived in
&SȻɓJWȻ
the encomienda.
Similarities
In all systems, the indigenous had to provide a service to pay their taxes.
The Spanish received the benefits of the work of the indigenous people and owned the land.
2. S. A. The conquerors oversaw administering the lands and the indigenous people dedicated
themselves to working them. Some conditions or the place where the indigenous people had
to work changed.
116
Page 191
My location
1. F. A. Guide students to use the key words appropriately in the information they include in their
mind map.
Page 195
Take the helm
1.
a) 7HUULWRULDOGLYLVLRQVRI1HZ6SDLQLQDQG
b) The extensions of the political divisions and the system of administration.
c) ,QWKHHQFRPLHQGDVORVHSRZHUDJDLQVWWKH&URZQ,QWKH5R\DO$FDGHP\RI
San Carlos was founded.
d) The symbology of map 3.4 indicates the names of the regions that made up the territory of
New Spain (kingdoms, general captaincies, provinces, and governorates). The symbology
RIPDSLQGLFDWHVWKHQDPHVRIWKHLQWHQGDQFLHVDQGSURYLQFHVLQWRZKLFK1HZ6SDLQ
was divided in 1786. The colors on both maps delimit the territories of each intendancy,
governorate, kingdom, general captaincy, or province. The lines indicate the limit of the
WHUULWRU\RI1HZ6SDLQ7KHVFDOHVDUHDELWGLȼHUHQW
2 and 3. S. A. For this activity, ask students to review the geography and conditions to help them
understand the needs and events that arise over time, as well as the conditions in which a
society will mobilize and with whom they will have exchanges, alliances, and disputes. They can
UHYLHZGLȼHUHQWPDSVWKDWVKRZWKHQDWXUDOFRQGLWLRQVDQGWKHSHUFHSWLRQRIWKRVHWHUULWRULHV
Stories, beliefs, and myths about places can also be understood.
By comparing maps to events, you can also see why they came to certain places (for example,
maps of sea currents help understand Christopher Columbus’ voyages), or why they settled
there (for example, geological maps help to understand the integration of haciendas), among
many other events.
It is recommended that you have various maps of the territory of New Spain and the Mexican
Republic to make comparisons that illustrate their importance.
117
Page 199
My location
1. F. A. Suggest places to students where they can research the requested information.
2. Trustees, councils, aldermen, among others, are positions that have their origin in the colonial
era.
Page 200
$UULYDOSRLQW
1 through 3. F. A. With the information on each topic, you can make a simple board game or a
PRGHOZKHUHWKHLQVWLWXWLRQVDQGSUDFWLFHVDUHGLYLGHGE\VSDFHVDQGIXQFWLRQV$VNVWXGHQWV
WRWDNHDFORVHUORRNDWWKHUROHVDQGVLJQLȽFDQFHRILQVWDQFHV
&SȻɓJWȻ
118
The mining-livestock-agriculture complex
Page 202
Starting point
1.
b) 6SDQLVKȽUHDUPIURPWKHWKFHQWXU\
c) Silver ingot from New Spain mine.
e) Cart model of the 17th century.
d) Interior of a New Spain mine.
a) Spanish ship of the 18th century.
2. S. A.
Object Utility Distribution Land grant
Extract minerals. $OWKRXJKPLQHUDOH[WUDFWLRQ Precious minerals were extracted that
Interior of a mine existed, the same extraction allowed the economy of the Spanish
methods were not used. Crown to grow.
Transport goods. No, the people were the ones It allowed to shorten the time of
Cart who transported the goods transfer of goods and metals, and to
on foot. open new routes and towns for trade.
Minting of coins. Silver was only used in Silver allowed silver minted coins
goldsmithing. to become a form of international
Silver ingot
SD\PHQW$OVRWKH&URZQEHFDPHDQ
empire, very powerful.
Transportation of people There were no maritime The ships were the ones that
and goods from one transports of this type. introduced new merchandise to the
Ship continent to another. markets and the inclusion of people
IURPWKHNQRZQZRUOGWRWKH$PHULFDQ
continent.
War weapon There were no such weapons. They were used to conquer and
Firearm defend territories, merchandise and
ships.
119
3. F. A. Students must analyze the importance of technological development in the competition
between the kingdoms to conquer, colonize and maintain more territories, as well as the
H[SORLWDWLRQRIUHVRXUFHVWRSURPRWHEHWWHUWUDGH$VDQH[DPSOHRIWKHLPSRUWDQFHRIFUHDWLQJ
new products according to the needs of each society, you could ask your students to make
a list of products that they would like to have for a more comfortable life, and another list
of products that would bring more satisfaction to society as well as the security measures to
protect, care for or replace them.
Pages 207-208
Take the helm
1.
Period of Materials Do they Does it have more value? Is its minting quality
coins have better?
seal?
Gold Stainless Yes No Yes No Why? Yes No Why?
and steel, bronze,
silver aluminum, and
nickel silver
New Spain Yes No Yes Yes It has value for the
amount of precious
mineral used in its
manufacture.
Current No Yes Yes No It has a The technology is

&SȻɓJWȻ
Mexicans representative value. more precise.
3.
a) The coins that were used were made with the minerals that were extracted from the mines,
mainly gold, silver, and bronze.
b) The amount of gold or silver material they contained in the case of New Spain coins.
Today’s currencies are given a value determined by the government; it is a representation
of their value that does not correspond to the material they are made of.
120
c) Because they were made of precious metals and were worth their own weight and today,
they still are valued for the metal they have, unlike today’s coins that have a value
assigned by the government and this can disappear if the government in turn determines
it. In addition, the materials from which they are made are of less value.
d) S. A. To create jewelry, in industries, in electronics, etc.
e) F. A. It is important for students to locate the advantages and disadvantages of owning
money in the forms mentioned. Ideally, they relate what is seen in the topic on the minting
of gold and silver coins.
Page 210
Take the helm
1.
h) Legal complaint of the deposit by its owners.
c) Extraction of ore in the mine.
g) 0LQHUDOEHQHȽWSURFHVVLQEHQHȽWHVWDWHV
a) Transport of silver bullion, in conduct, from the hacienda to the Casa de Moneda.
e) Minting of silver coins in the Casa de Moneda de México and in other mints.
i) Transportation of ingots and coins by land, in conduct, from the Casa de Moneda to the
port of Veracruz.
d) 7UDQVSRUWRILQJRWVDQGPLQWHGFRLQVE\VKLSDFURVVWKH$WODQWLF2FHDQWR6SDLQ
f) Possible pirate or corsair attacks on the high seas.
b) Introduction of silver coins and bars in the European international markets.
2. F. A. The participation of students in activities like this is important so that they learn to speak
and listen to their classmates, to better synthesize their ideas and to organize them to deliver
a better project.
3. F. A. Organize the group session.
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Take the helm
1. S. A. Recommend that students look for publications on the haciendas in the catalog of
the Institute of Historical Research of the UNAM. In particular, the following authors who have
121
worked on this topic: Gisela von Webeser, Margarita Villalba Bustamante, Enrique Florescano,
among others.
4. S. A. Grain, livestock, food, and goods producing areas supplied the mining centers with the
products they needed to produce metals or minerals.
Page 220
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1. S. A.'LȼHUHQWOD\RXWVFDQEHXVHGWRDOORZVWXGHQWVWRUHODWHWKHLWHPVOLVWHG7KH\FDQXVH
a gear, drawings of the foundation of a building, or the parts of a ship to see not only how
they are related, but also the importance of one part to another. For example, in economic
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KRZSHRSOHIURPGLȼHUHQWSDUWVRIWKHZRUOGKDYHEHHQQRXULVKHGE\QHZFXVWRPVHWF
&SȻɓJWȻ
122
LCU. Daily life in New Spain
Page 225
1. New Spain: society and culture
S. A. The structure of New Spain society obeyed a hierarchical system, organized in such a
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in political, economic, and social life. The primary source of labor for economic activities, such
DVPLQLQJDQGDJULFXOWXUHZDVWKHLQGLJHQRXVSRSXODWLRQWKHSRSXODWLRQEURXJKWIURP$IULFD
KDVDOVREHHQLQFOXGHGLQWKLVFDWHJRU\$QRWKHUVRFLDOJURXSZDVPDGHXSRIFDVWHVZKLFK
ZHUHWKHUHVXOWRIWKHPL[WXUHRIGLȼHUHQWHWKQLFJURXSV7KLVJURXSZDVQRWZHOOVHHQE\HLWKHU
the Spaniards or the indigenous people because, since New Spain’s society was elitist and
racist, the castes did not belong to either of the two large groups. However, they formed a
very important group and later formed the basis of the current population of Mexico.
Finally, WKHUH ZDV D VPDOO VHFWRU RI WKH SRSXODWLRQ WKDW FDPH IURP $VLD RULJLQDOO\ IURP WKH
3KLOLSSLQHV7KHȁ&KLQHVH,QGLDQVȂZHUHVROGDVVODYHVLQ$PHULFDDQGGHVSLWHKDYLQJWKHVDPH
UDQNRIVODYHVDVWKH$IULFDQVWKH\DSSUHFLDWHGDEHWWHUWUHDWPHQW
S. A. Being classist and racist, New Spain’s society delegated the highest positions in the
HFRQRPLFDQGSROLWLFDOOLIHRIWKHFRXQWU\WR6SDQLDUGVRUSHQLQVXODUDQGWKHLU&UHROHȽUVWERUQ
while the rest of the classes represented the working force. Ultimately, these inequalities would
cause social tensions between the various social groups, even within the elites themselves,
since, despite the fact that the Creoles held a high social rank, they could not access the
highest positions in the government and the Church.
Page 226
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DFWLRQV FDUULHG RXW GXULQJ KLV WHQXUH IRU H[DPSOH RȼHULQJ KRUVHV WR KLV VXERUGLQDWHV WR
accompany him to war or to festivals organized to celebrate glorious events.
y
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Mendoza, which occurred at the time he was Viceroy.
The social position occupied by the individual was associated with their ethnic origin. Being
y
a hierarchical pyramid, where high positions were reserved for Europeans and heavy jobs
were for the local population and slaves.
123
y
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to contrast them with the conditions in which people lived in New Spain mentioned in the
WH[W7KHIROORZLQJS\UDPLGRIVRFLDOFODVVHVFDQKHOS\RXLQ\RXUUHȾHFWLRQ
Spaniards or
peninsular
Criollos
Indigenous people
Mestizos and caste
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Page 227
2. Customs and traditions of the viceroyalty
S. A. They are mainly of religious origin, considering the importance of the Church in the daily
life of New Spain. They are the product of the mixture of pre-Columbian and Spanish aspects,
ZLWK$VLDQDQG$IULFDQHOHPHQWVZKLFKUHPDLQLQLQGHSHQGHQW0H[LFR
Examples of this are Christmas festivities such as posadas, or regional celebrations of a
patron saint.
S. A. Because they comply with the popular beliefs that characterized the society of the time,
as well as the cultural and social syncretism of Hispanic and Indigenous customs.
&SȻɓJWȻ
S. A. Pupils can make an account of the local traditions of the community in which they
live. They can collect testimonies from older people who provide information on what these
celebrations were like in their time and verify if they have their origin in colonial times.
F. A. The painting is a scene from an indigenous wedding and shows what the festivity was like,
how the bride and groom and the guests dressed. In the background of the painting there
is a scene of everyday life at that time. It is also noted that the participants in the wedding
DUHRIGLȼHUHQWHWKQLFLWLHV
124
F. A. This gives us information about everyday life in colonial times and how indigenous,
6SDQLVK$VLDQDQG$IULFDQHOHPHQWVZHUHLQWHJUDWHG)RUH[DPSOH(XURSHDQHOHPHQWVFDQEH
seen in clothing, such as hats, men’s suits, and some women’s suits, etc.
It is a primary and iconographic source because it was created in the 17th or 18th century
DQGWKHVFHQHGHSLFWHGLVIURPWKDWWLPHWKHUHIRUHLWLVDȽUVWKDQGWHVWLPRQ\
Page 229
3. Characteristics of daily life in New Spain
S. A. The popular classes continue to work longer, while the wealthy classes continue to have
a comfortable existence. There is no longer segregation of indigenous people in any part
of the country. Life in cities remains busy and changeable, and life away from cities remains
orderly and less changeable. What has changed is the role of women, since today they also
participate in the workplace.
Page 230
S. A. The privileged class was that of the peninsular and Creoles who had access to a better
quality of life, while the indigenous people had been dispossessed of their lands and sought
a better fate in the cities, where they were hired as wage earners in shops, along with the
PHVWL]RVDQGWKHGLȼHUHQWFDVWHV
On the other hand, the life of people in rural areas was very calm, despite the fact that the
indigenous people were gradually losing their lands at the hands of the large landowners or
yeomen, and were hired as laborers, working every day and resting only on Sundays or on
their patron saint festivities.
S. A. The well-to-do women divided their itinerary between visits to church, meetings, and
walks, while the men organized their time to attend to their business with ease without noticing
breaks or going to gatherings.
On the other hand, the men of the working classes dedicated themselves to arduous tasks
—both in the countryside and in the big cities— and they only rested to participate in
religious festivals. In the same way, women divided their time in raising children, home duties
and religious activities. Sometimes, they worked in external home duties to supplement the
sustenance of their family.
125
S. A. Country life was more leisurely than in the cities. Life in the cities was very hectic as
migrations from the countryside to the city were more frequent.
S. A. The working class of today is a product of the lower social strata that prevailed in New
6SDLQ7KHFXUUHQWVRFLDOVWUDWLȽFDWLRQLVQRWGXHWRWKHHWKQLFVLWXDWLRQDOWKRXJKGLVFULPLQDWLRQ
is still present.
S. A. The products and utensils that were used daily in New Spain were obtained through the
commercial networks that had been formed throughout the Viceroyalty. Many products were
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1HZ6SDLQUHSUHVHQWHGDQLPSRUWDQWSRLQWLQWKHȾRZRIWUDGHEHWZHHQ6SDLQDQG$VLD$QG
locally, the inhabitants bought their merchandise in stores, tendajones or through itinerant
trade that was exercised by whites, mestizos, indigenous people, or the castes.
&SȻɓJWȻ
126
The cultural and artistic heritage of the colonial period
Page 232
Starting point
2. Because it has artistic elements of that time and shows us the thoughts of the people and artists
of that period. Likewise, it’s an artistic expression because Europeans and indigenous people
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two styles of art, two ways of seeing things. This art, in which indigenous people participated,
is called “tequitqui”.
3. This type of construction was used to evangelize the indigenous people. They were an
architectural solution, devised by the friars in the 16th century in New Spain, to serve the
large number of indigenous people who had to evangelize after the Conquest. They had
the function of an external presbytery to that of the main nave of the church, occupying the
atrium as an open-air nave.
4. %HFDXVH (XURSHDQV DQG 1DWLYH $PHULFDQV SDUWLFLSDWHG LQ LWV FRQVWUXFWLRQ GHVLJQ DQG
decoration.
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Take the helm
1.
Historic center of Mexico City.
y
Historic center of Oaxaca.
y
Historic center of Puebla.
y
Historic city of Guanajuato and adjacent mines.
y
Historic center of Morelia.
y
Historic center of Zacatecas.
y
First monasteries of the 16th century on the slopes of Popocatépetl.
y
y
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Hospice Cabins of Guadalajara.
y
y
$UHDRIKLVWRULFDOPRQXPHQWVRI7ODFRWDOSDQ
127
y
+LVWRULFIRUWLȽHGFLW\RI&DPSHFKH
Franciscan missions of the Sierra Gorda de Querétaro.
y
y
3URWHFWLYHYLOODRI6DQ0LJXHO(O*UDQGHDQG6DQFWXDU\RI-HVXV1D]DUHQHRI$WRWRQLOFR
Guanajuato.
y
&DPLQR5HDOGH7LHUUD$GHQWUR
Hydraulic system of the aqueduct of father Tembleque, Estado de México/Hidalgo.
y
The indigenous festivals dedicated to the dead.
y
Traditional Mexican cuisine, community culture, ancestral and alive.
y
The parachicos in the traditional festival of January in Chiapa de Corzo, Chiapas.
y
Mariachi, string music, singing and trumpet.
y
The charro and equestrian tradition in Mexico.
y
2. S. A. Suggest to the students to choose the monuments or sites that belong to their locality or
that are close to them in order to promote the conservation of this world heritage site. In the
link https://bit.ly/3N4n7FE studentsZLOOȽQGLQIRUPDWLRQRQWKHPRQXPHQWVDQGVLWHVLQ0H[LFR
that are part of the World Heritage.
Example:
Historic IRUWLȽHGFLW\ of Campeche:
yLocation: Campeche, Campeche.
y
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y
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&SȻɓJWȻ
of the Spanish military architecture of the time. Because it was an important port in New
Spain, it was walled to defend itself against the constant sieges of enemy ships, buccaneers,
and pirate attacks.
Importance at the time of New Spain: It was an important military enclave in the region, as
y
well as an economic one.
3. Suggest that students include suggestions for World Heritage conservation on their poster.
128
Page 236
Take the helm
1. S. A. Some examples of New Spain buildings that are currently museums:
y0XVHXPRI0HGLFLQHORFDWHGLQWKHROG3DODFHRIWKH&RXUWRIWKH+RO\2ȿFHRIWKH+RO\
Inquisition.
Interactive Museum of Economy, located in the old Convent and Hospital for the Poor and
y
Convalescents of Our Lady of Bethlehem and San Francisco Xavier of the Order of the
Bethlemites.
Museum of the City, located in the Palace of the Counts of Santiago de Calimaya.
y
Banamex Cultural Center, located in the Palace of the Marquises of Jaral de Berrio.
y
National Museum of the Viceroyalty, located in the Temple of San Francisco Javier in
y
Tepotzotlán, Estado de Mexico.
Former Colegio de San Ildefonso, it is currently a cultural center that promotes exhibitions of
y
the artistic heritage of Mexico.
Museo Nacional de San Carlos, located in Buenavista Count Palace.
y
National Museum of Cultures, located in the former Mexican Mint.
y
y
1DWLRQDO0XVHXPRI$UWORFDWHGLQWKH3DODFHRIWKH0LQLVWU\RI&RPPXQLFDWLRQVDQG3XEOLF
Works.
Museum of the Ministry of Finance and Public Credit, located in the old Palace of the
y
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y
0XVHXPH[7HUHVD&XUUHQW$UWORFDWHGLQWKH7HPSOHRI6DQWD7HUHVD/D$QWLJXD
y
0XVHXP$UFKLYHRI3KRWRJUDSK\ORFDWHGLQWKHROG&DVDGHODV$MDUDFDV
Franz Mayer Museum, located in the former Hospital of the Order of St. John of God.
y
Indigenous Museum, located in the former Pulque Customs.
y
y
$ODPHGD$UW/DERUDWRU\ORFDWHGLQWKHIRUPHU&RQYHQWRI6DQ'LHJR
y
1DWLRQDO0XVHXPRI,QWHUYHQWLRQVORFDWHGLQWKHIRUPHU&RQYHQWRI2XU/DG\RIWKH$QJHOV
of Churubusco.
129
2. S. A. It is important to maintain these buildings because they are testimonies of the passage of
human beings on Earth, of their ideals, events, and daily life. By using them as museums, we can
HQMR\WZRGLȼHUHQWFRQWH[WVWZRYLVLRQVWRZKLFKWKH\EHORQJHGDQGWRZKLFKWKH\EHORQJ
Page 239
Take the helm
1. F. A. It is important for students to make a list of the places they can visit in order to check
availability, schedules and costs. They must also complete a questionnaire with the information
they are going to collect.
2. F. A. They can check the bulletins of the INAH or the Department of Restoration Works of the
0LQLVWU\RI&XOWXUHWRȽQGRXWZKLFKEXLOGLQJVKDYHEHHQUHVWRUHGDQGWKHUHDVRQVZK\VXFK
action was carried out.
3. With the support of the teacher, discuss the importance of knowing and valuing the cultural
heritage of our country and the actions that can be carried out to promote it.
Page 241
Take the helm
2. F. A. In order to broaden the vision of the city of New Spain, the teacher must support the
student so that they take into account various aspects of daily life. Invite them to visit museums
WKDWH[KLELW%DURTXHSDLQWLQJRQHRIWKHPPD\EHWKH1DWLRQDO0XVHXPRI$UW0XQDO
3. c) S. A. The center of a city had two representations of authorities: political and ecclesiastical.
Baroque art is an expression of religious power; it is intentional, pedagogical, and moralizing.
&SȻɓJWȻ
Pages 243-244
Compass
2. F. A. 7KHVWXGHQWVPD\KDYHGLȼHUHQWVHQVDWLRQVGHSHQGLQJRQWKHLUHPSDWK\RUH[SHULHQFH
3. F. A. They must identify the situation that the students want to describe in their poem. Help them
to analyze the vision they have about the events that occur in the country.
Page 245
Compass
130
2.
a) S. A. Initially, he devoted himself to reading the books that his grandfather had; later, he
entered religious life in the Order of Saint Jerome to have access to a library.
b) S. A. There was the idea that people should learn things according to their sex and social
role. The women only took charge of the activities of the house, in some cases they learned
to read and write. For their part, men could study and become professionals and work in
the administration of their properties or in public positions.
c) S. A. From the 16th century, there was talk of equality, but the feminist term was used until
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egalitarian movements. She defended the right of women to have the same skills and tools
to carry out activities from which they were socially excluded, for example, their right to
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d) S. A. Currently, women have the right to study up to the educational level they want.
Likewise, equality is promoted in a large number of spaces, but there are still ideas that
do not allow the free development of women, since some people believe that there are
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In this question, the teacher must dialogue with the students about the rights that men and
women have in Mexico and the ideas that limit the participation of both sexes or the roles
WKDWZRPHQKDYH$OVRSURPRWHWKHDQDO\VLVRIIDPLO\VLWXDWLRQVDQGFRQWH[WVZKHUHZRPHQ
KDGQRSUREOHPVGHYHORSLQJRUFDVHVZKHUHPHQKDYHKDGJUHDWGLȿFXOWLHV
They can consult documentaries or studies by economists, sociologists, anthropologists,
and journalists that analyze gender gaps (including education, salary, health, among
others) between men and women. It is important to compare and analyze a variety of
sources (speeches, readings, movies, etc.) to identify ideas that limit or promote equality.
131
Page 246
$UULYDOSRLQW
1. S. A.
Baroque and neoclassical
Barroque Neoclassical
Development 17th-18th century 18th-19th century
period
Main features Decorative exaggeration, religious manifestation against It manifests against the baroque, is
Protestantism. didactic and moral.
Expression fields $UFKLWHFWXUHSDLQWLQJPXVLFDQGOLWHUDWXUH $UFKLWHFWXUHSDLQWLQJDQGOLWHUDWXUH
Main authors 0LJXHO&DEUHUD&ULVW¯EDOGH9LOODOSDQGR-XDQ&RUUHD Manuel Tolsá, Damián Ortiz, Francisco
Sabino Cruz, José Churriguera, and Sor Juana Inés de la Eduardo, Joaquín Fernández de Lizardi,
Cruz. José Noriega, José María Velasco, and
Eugenio Landesio.
Representative 0LJXHO&DEUHUD$OWDUSLHFHVRIWKH&RQYHQWRI Manuel Tolsá: Palace of Mining, Hospicio
works Tepotzotlán. Cabañas, equestrian statue of Carlos IV,
José de Cruz: Chihuahua Cathedral. 5R\DO$FDGHP\RI6DQ&DUORV
&SȻɓJWȻ
132
Page 248
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1. S. A. Help students develop outlines and scripts. The story that is told can vary and they must
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133
Evaluation
The correct evaluation is vital in the teaching-learning process, since it
allows the teacher to know the degree of achievement that the students
have had and provides useful information to implement new strategies or
modify certain dynamics to achieve greater effectiveness in their work. For
this reason, below, we offer you three evaluation instruments —one for each
quarter— that, of course, as an expert, you can enrich with your resources
or dynamics.
To facilitate the application of these evaluations, a reproduction of each
one is included with the correct answers and, immediately after, the same
without answers, so they can be detached and photocopied, if you wish.
Quarterly evaluation I
Name:
School: Group:
I. Select the correct answer or do as requested.
1. Why is it said that history is neither unique nor completely true?

a) Because there are many researchers around the world who provide knowledge.
b) Because each historian gives his version of the facts, according to where he studied.
c) Because there are currently different interpretations of what happened.
d) Because all historical events are different in space and time.
2. This is a collective construction of what is experienced both individually and in a group:

a) Culture.
b) Social groups.
c) Traditions.
d) Historical memory.
3. What is history studied for?

a) To pass the course and continue with high school studies.
b) To understand the present and improve living conditions.
c) To understand how things were in the past and appreciate them.
d) To think about the origins of things and people.
4. The most reliable historical interpretation is the one that is based on...
a) intelligent, well elaborated and convincing hypotheses.
b) the objective analysis of the available historical sources.
c) official documents and testimonies of people of the time.
d) he analysis of the constructions and objects of daily life.
5. The following are substantiated reasons for changing the interpretation of historical facts and
processes, except:
a) New findings from the revision of sources from different perspectives.
b) Scientific advances that give new perspectives on the analysis of sources.
c) New particular points of view and personal interests of the historian.
d) Discoveries of new relationships in historical events and processes.
6. Do the historical facts and processes have a single truth? Justify your answer.
S. A. (Sample Answer) No, because the interpretation of the facts and procedures changes according
to the role played by the protagonists (for example, conqueror and conquered), the method of the
historian, or the available sources, etc.
7. Line up the following historical sources with their corresponding classification.
Historical sources Type of source
1. Pyramids of Teotihuacan.
2. Miniseries about the Mexican Revolution.
3. Original document of the Plan of Iguala.
4. Your history textbook. a) Primary
5. Rome Coliseum.
6. Lecture on the Roman Empire. b) Secondary
7. Documentary of archaeological zones.
8. Florentine Codex.
9. History Encyclopedia.
8. Historical sources are also classified by the way they are presented, that is, they can be written,
oral, material, iconographic or audiovisual. In the table, write two examples of each of them.
Classification of
historical sources by Examples
their form
Letters, books, decrees, personal diaries, novels, public or private
Written
documents.
Legends, traditions, narrations of a historical event by the
Oral
protagonists who are still alive.
Material Fossils, works of art, photographs, buildings, dresses.
Iconographic Paintings, photographs, posters, prints.
Audiovisual Films, recordings, television or radio programs.
9. The historical source is not synonymous with historical truth, so its veracity must be analyzed and
compared with other sources. What are the questions that the historian must ask and answer to
analyze a historical source? Write at least four questions.
S. A. What kind of source is it? Who made it? When was it made? What are its main features? About what
fact, process or time does it provide relevant information? What is its contribution to the understanding
of what someone wants to study? To what extent does it offer information for understanding the past?
Does it report on individuals or social groups, or particular communities or institutions? Does it report on
particular activities? If so, what kind of activities are they: political, cultural, social, economic, or religious?
Does it provide specific information? Does it contain significant opinions or reflect the thinking of a
particular era, character, or social group?
10. Historical processes are characterized by…
a) being transitory. They may or may not occur due to human intervention. They may or may not be
relevant to historical knowledge.
b) being a reconstruction of what happened at some point by human intervention. They are relevant
to historical knowledge.
c) being a set of interrelated events that occur in a succession of time.
d) being events that occur in human groups that take place in a specific time and space.
11. Events are characterized by…

d) being occurrences that happen in human groups that take place in a specific time and space.
12. Historical events are characterized by…

a) by being transitory. They may or may not occur due to human intervention. They may or may not
be relevant to historical knowledge.
d) by being events that occur in human groups that take place in a specific time and space.
13. Read the following statements and underline the historical facts and circle the historical
processes.
a) Hidalgo’s uprising started the War of Independence in Mexico.
b) The fall of Tenochtitlan represents the triumph of the Spanish conquest.
c) During the Mexican Revolution, women participated in different ways.
d) During the 1968 student movement a demonstration was held in Tlatelolco.
14. Select the option that correctly completes the following paragraph.
After analyzing the sources, the historical explanation is based on the reconstruction of the
_____________________ that occur in space and time, giving an account of the __________________ to
obtain the most accurate account possible of the ___________________.
a) occurrences / origin of sources / historical processes

b) historical events / origin of sources / occurrences
c) historical events / causes and consequences / historical processes
d) occurrences / causes and consequences / historical events
15. The historical explanation is formed by the conclusions of the analysis made by the historian, but
it’s desirable that it becomes a pleasant historical account for its diffusion. What must be taken
care of is that…
a) it focuses on explanations, not on personal judgments.
b) it is written correctly and with good spelling.
c) it includes well thought out and well-expressed judgments.
d) the personal opinion of the historian is issued.
16. What was one of the most significant repercussions for the world when the encounter between
Europe and America took place in the 15th and 16th centuries?
a) The lifestyle of the settlers of America changed completely when they were conquered.
b) There was an ecological change in America when grazing animals were brought from Europe.
c) Two individual historical processes came together to form a single global process.
d) Europe asserted its leadership throughout the world thanks to the conquest of the civilizations of
America.
Analyze the following map and answer question 17.
0 2 700 5 400 km
17. What countries are part of what is now known as the West?
a) None.
b) All of them.
c) The ones that are shaded.
d) Those that are not shaded.
18. What actions did Europeans take in the 16th century to make America part of their world?
a) Economic negotiations.
b) Political negotiations.
c) Conquests and colonizations.
d) Peaceful colonizations.
19. In addition to the geographical aspect, what other areas make up the term “West”?
a) Cultural, political, and ideological.
b) Artistic, political, and ideological.
c) Environmental, social and religious.
d) Social, economic and ecological.
20. These are cultures that are usually included in the terms East and West, except:
a) Asian.
b) American.
c) African.
d) European.
21. It refers to cultural diversity.

a) Respect for the different ways of cultural expression in time and space.
b) Simultaneous existence of two or more cultures in a limited space.
c) Recognition and acceptance of the existence of multiple cultures.
d) Coexistence of different cultures, with communication and interaction ties.
22. It refers to multiculturalism.

23. Interculturality is considered as…

a) respect for the different forms of cultural expression in time and space.
b) the simultaneous existence of two or more cultures in a delimited space.
c) the recognition and acceptance of the existence of multiple cultures.
d) the coexistence of different cultures, with communication and interaction ties.
24. These are the cultural super areas into which the Mexican territory has been divided for the study
of the pre-Hispanic period.
a) Oasisamerica, Central Plateau, and Occident.
b) Oasisamerica, Aridoamerica and Mesoamerica.
c) Occident, Central Plateau, and Gulf Coast.
d) Honokam, Mogollon, and Anasazi.
25. Aridoamerica is a cultural area of pre-Hispanic Mexico and was located in…
a) the central part of Mexico to Central America.
b) the Yucatán peninsula and extends to Costa Rica.
c) inland Mesoamerica, between Mexico and Guatemala.
d) the strip that includes the territories located between Mexico and the United States.
26. The following are characteristics of the cultural area of Oasisamerica, except:
a) It is a territory in the interior of Aridoamerica.
b) The existence of rivers favored the development of agriculture.
c) The so-called high cultures were developed.
d) Semi-nomadic and sedentary cultures were developed.
27. The following are elements of the Indigenous tradition present in the national culture:
a) The conception about the origin of the world.
b) Words that come from the languages of the original Peoples.
c) Words that come from the Spanish conquerors.
d) Different concepts of family relations.
28. Which states of the Mexican Republic have the largest population that speaks the indigenous
language?
a) Oaxaca, Yucatán, and Chiapas.
b) Aguascalientes, Zacatecas, and Nuevo León.
c) Baja California Sur, Colima, and Jalisco.
d) Yucatán, Estado de México, and Guerrero.
29. The following are the Indigenous languages that concentrate the largest number of speakers,
except:
a) Náhuatl.
b) Maya.
c) Kikapú.
d) Tseltal.
30. The following are Indigenous rituals that are still practiced by the native peoples of Mexico.
a) Liturgies of the Catholic Church and patron saint festivities.
b) Pilgrimage to the sacred place of Wirikuta and performance of the Deer Dance.
c) Dance of the Parachicos and the Mazatlan Carnival.
d) Bullfights and the Huamantlada.
Quarterly evaluation II
Name:
School: Group:
I. Read each statement and write the corresponding paragraph in the column at the right.
( h ) 1. It is the approximate year in which the first Mesoamerican a) Kukulkan,

cultures settled permanently in various places and agriculture Gucumatz, and
became their main activity. Votán
( j ) 2. It was located in the area that covers approximately half of the

Mexican territory and part of what is now Central America. b) The corn
( i ) 3. They were some of the plants that the Mesoamericans
domesticated and were the basis of their diet. c) The codices
( g ) 4. It is one of the most efficient farming systems in Mesoamerica,
which is located in a section of farmland where the stems and
d) Characteristics of
bacteria of crops (such as corn, beans, squash and quelite)
the Mesoamerican
interact ecologically. In addition, on the edges of the land,
classical period
peppers are planted that contribute to the control of pests in
the field of cultivation.
( b ) 5. It is the raw material for multiple Mexican dishes such as tacos, e) Main cultures of
tortilla chips, tlayudas, gorditas, tostadas, sopes, among others. Mesoamerica
( d ) 6. It is the period of expansion and flourishing of great cultures,

such as Teotihuacan, Monte Albán and the Mayans. Textile f ) Huey tlatoani
and Jewellery industries flourished. High-yield agriculture,
population increase and concentration. Social stratification is
accentuated and the first States arise. Regional rivalry, increase g) La milpa
in wars and human sacrifices. Cultural and artistic development.
( e ) 7. Olmecs, Teotihuacans, Zapotecs, Mixtecs, Toltecs, Mexicas, h) 4500 years B.C.

Totonacs, Tlaxcaltecas, Purépechas, Huastecas.
( a ) 8. These are the names of three Mayan gods from different i) Corn, beans,
regions that are equivalent to the Mexica god Quetzalcoatl. pumpkin, chili,
among others
( c ) 9. These are historical sources of the pre-Hispanic peoples where
they faithfully recorded their cultural and scientific advances
and reported on their daily lives.
j) The cultural area
( f ) 10. It is the name that the Mexica gave to their supreme ruler. called Mesoamerica
II. Read each question carefully and choose the correct option.
1. It was the Mesoamerican civilization that invented a phonetic writing system in which the written
signs correspond to the sounds of the language.
a) Apache. c) Maya.
b) Guarijío. e) Siux.
Evaluación trimestral
2. It is a cultural area of pre-Hispanic Mexico that is characterized by an arid climate, and whose
inhabitants, instead of dedicating themselves to agriculture, continued to be nomads and
subsisted on hunting, fishing and gathering.
a) Silence zone. c) Free area.
b) Jungle area. d) Aridoamerica.
3. What nomadic peoples inhabited the region of Aridoamerica in the current Mexican territory?
a) Aymaras, Quechuas, and Incas.
b) Guachichil, Boboles, and Conchos.
c) Patagonians, Mapuches and Caribs.
d) Tzotzils, Lacandons and Tzeltals.
4. What pre-Hispanic culture developed in the cultural area of Oasisamerica, in the current state of
Chihuahua?
a) Tahuantinsuyo. c) Paquimé.
b) Mogoles. d) Mayas.
5. The Mexicas designed the city of Tenochtitlan divided into four parts, with the Templo Mayor as
the main sacred precinct. The four divisions were directly related to…
a) the deer, the hare, the turkey, and the dog.
b) the four cardinal points.
c) earth, wind, water, and fire.
d) the gods Huitzilopochtli, Quetzalcóatl, Tezcatlipoca and Coyolxauhqui.
6. They were the most outstanding manors and cultures that lived in Mesoamerica when the
Spanish arrived in the 16th century.
a) Mayas, Mexicas, Tlaxcaltecs, Totonacs and Purépechas.
b) Olmecs, Teotihuacans, Chichimecs and Tzeltals.
c) Incas, Quechuas, Aymaras and Mayas.
d) Algonquians, Inuits, Redskins and Blackfeet.
7. He was the tlatoani who governed the Mexicas when the Spaniards arrived in Mesoamerica.
a) Pakal.
b) Tangáxoan.
c) Moctezuma Xocoyotzin.
d) Netzahuacóyotl.
8. It was the main cause of death for the Mesoamerican population during the Conquest.
a) War and firearms unknown to Mesoamericans.
b) The lethal diseases, unknown to the Mesoamericans, that the Europeans infected the people of the
American continent.
c) Exploitation and famines.
d) The vital reluctance to face the prospect of a life enslaved.
9. What is the name of the Nahuatl woman who was the translator —from the Mayan to Nahuatl—
of the conqueror Hernán Cortés?
a) Tecuichpo Ixcaxochitzin. c) Malinche.
b) Iztaccíhuatl. d) Itzel.
10. What cultural traits differentiated the Mesoamericans from the Spanish?
a) Their religion was polytheistic, they practiced human sacrifices, their political and economic system
was despotic, theocratic and tributary; his writing was pictographic; their weapons were not
firearms but non-metallic blunt and sharp.
b) Their religion was monotheistic; his hygiene never required a bath in his life; his writing was based
on the Latin alphabet; they attached great importance to money and private property; their idea of
time was linear, and they used pack animals for draft and transport.
c) They believed in the existence of three gods; his government was militaristic; they wrote on clay
tablets using a system of wedges; they invented a very efficient judicial system; they used draft
animals and their main weapons were the war chariot, the spear, the bow, and the arrow.
d) Their emperor was at the same time their omnipotent God; whoever did not submit to the imperial
power was enslaved; they invented the printing press, stamps, and paper money; they were the
first to use firearms; daily hygiene was exclusive to the nobles, and they conquered a wide territory.
III. Read the statements and on the left line write a “T” if the information is true and an “F”
if it is false.
T 1. Shortly after the Spanish conquerors arrived in Mexican lands, they began to mix with the native
population, which resulted in the birth of a mestizo population. At the beginning of the Colony
—already formed as New Spain—, the Spaniards added to the indigenous labor force that of
people brought from Africa as slaves, who also mixed with the New Spain settlers.
T 2. The process of evangelization or conversion of the native population to Catholicism was
developed by the monastic orders of Franciscans, Dominicans, Augustinians, Jesuits, and
Carmelites who arrived in New Spain.
T 3. Between the 16th and 18th centuries, New Spain expanded to encompass the current Central
American territories in the south and the Nootka territory in the north (in present-day Vancouver,
Canada). In the administration of New Spain, the Spanish Antilles, Venezuela, and the Philippine
Islands were also considered.
F 4. During the historical period of New Spain, mining did not represent an important economic
activity, only iron and tin minerals were exploited in small quantities, since in the territory that is
now Mexico, there were no valuable metal deposits or seams.
F 5. In the encomienda system, the Spanish tried to treat the natives they had under their protection well.
T 6. Fray Bartolomé de las Casas was a very important figure for the indigenous people, since he
tirelessly fought for them to be treated with humanity and justice.
T 7. Mexico City, Taxco, Mérida, Guadalajara, Tlaxcala, Oaxaca, Puebla, San Cristóbal, Pachuca, San Luis
Potosí, Valladolid (today Morelia), Guanajuato, Querétaro, Zacatecas, and Durango were the cities
that had the greatest development during the colonial period.
T 8. Due to its excellent quality and fineness, New Spain silver was used worldwide as currency, which
is why it was the main product extracted from colonial minerals that were sent to Europe.
F 9. During the Colony, the old manors —converted into independent Indian towns— did not pay
tribute to the encomenderos, or to the King of Spain.
F 10. The visitors, governors and corregidores were officials who, in New Spain, had greater authority
than the viceroy.
IV. Answer the following questions.
1. Write four ideas, beliefs, festivals, traditions or customs of today that have their origin in the
colonial era.
S. A.
The Spanish language.
Festivities in honor of a patron saint.
Mexican folk dances, such as Jarabe Tapatío. Day of the Dead celebration.
Christmas.
2. Briefly describe what the cabildos were.

S. A. They were political-administrative entities where the territory and the population were framed.
The government was exercised collegially. They were made up of aldermen and mayors, the latter
assisted by the royal lieutenant, the chief bailiff, the faithful executor, the attorney, the clerk, the butler,
the depository, and subordinate staff. They oversaw the local militia and the administration of justice.
3. Why did the hacienda become the main productive unit in New Spain?
S. A. Because they controlled large amounts of land and could cultivate various crops and graze
cattle, they had mountains for firewood and charcoal, which allowed them to obtain income from
different crops and products. In this way they became self-sufficient units that gave work to the mestizo
population and the Indigenous People.
V. Read the following text and answer the questions from 1 to 3.
The native peoples of Mexico preserve part of their cultural heritage, that is, they continue to speak their
original language and continue to practice rituals, dances, religious and civil ceremonies, as well as their oral
traditions (poetry, narratives, prayers, and songs). They also preserve the graphic arts, paintings, sculptures,
and traditional drawings; as well as engravings, embroidery, dresses, traditional vernacular architecture, and
handicrafts made of clay, palm, feathers, skin, among others. In addition, they continue with the elaboration of
instruments and the composition and interpretation of musical pieces with a sense and sound different from
the western one. Likewise, they transmit the religious myths that are part of their cosmogony, their worldview
and the particular ways of interpreting life, death, spirituality, the gods themselves and dreamlike visions. They
also preserve the traditional games (for children and adults, table and court games); the songs and epic poems
in which they narrate their history; the various ways of cultivating, harvesting and collecting grains, vegetables
and fruits, the original techniques for hunting and fishing, the culinary art itself. They maintain their various
concepts of family relationships, love, hate and envy, among other feelings. In short, all the cultural expressions
of the original peoples are included in a mental and physical life, with their own sense of beauty, duty, humor,
and honor. All these ways of thinking and artistic expressions are part of the cultural heritage, tangible or in-
tangible, and are a benchmark of identity of their own culture, before the country and the world.
1. The text points out that the native peoples preserve part of their cultural heritage, among which
rites, dances, religious and civil ceremonies stand out. Write an example of each of them.
Rites: Pilgrimage to the sacred place of Wirikuta.
Dances: The Deer Dance.
Religious or civil ceremonies: Delivery of the baton of command.
2. Write three examples of the original languages that are still spoken in Mexico.
Nahuatl, maya, seri, tarahumara, purépecha, zapoteco, mixteco, etc.
3. They are examples of the graphic arts, paintings, embroidery, drawings and traditional crafts of
the original peoples of Mexico.
a) Talavera pottery, lace, textile industry, mineral extraction process.
b) Soccer, the ball game, Christmas spheres, wool serapes from Saltillo.
c) Tenangos from Hidalgo, backstrap loom, amate paper, Huichol embroidery.
d) Ball game, Guelaguetza, Day of the Dead celebration, leather shoes.
Quarterly evaluation III
Name:
School: Group:
I. Choose the correct answer or do as requested.

1. What was the main economic activity during the colonial period in Mexico?
a) Farming. c) Mining.
b) Commerce. d) Manufacture.
2. The teacher Paulina is organizing an excursion to a city that during the Viceroyalty has stood out
for its mining activity. Which option includes three cities that the teacher should consider?
a) Taxco, Zacatecas, Guanajuato.
b) Veracruz, Mexico City, Mérida.
c) Durango, Hermosillo, Tijuana.
d) Puebla, Monterrey, Campeche.
3. What is the most exploited mineral during the Viceroyalty and that was important for the
economic development of Spain?
a) Gold. c) Bronze.
b) Silver. e) Diamonds.
4. Carlos saw a pirate movie and asked his teacher why it referred to treasures from Mexico. Which
option includes part of the explanation that Professor Carlos should have used?
a) There is no relationship between the pirates and the history of Mexico, the film is just a fiction.
b) Because among the Spaniards who conquered Mexico there were pirates who later seized part of
the riches.
c) They possibly refer to a great treasure obtained during the years of the Conquest that was lost in
Europe.
d) Although the cinema is a fiction, the pirates attacked the Spanish ships that carried the products
and precious metals from New Spain to the metropolis.
5. What is the name of the technique that was used in mining during the viceroyalty with which
silver minerals were obtained by means of salt and mercury?
a) Alcabala. c) Foundry.
b) Patio process d) Open pit mining.
6. What is the name given to the owners of extensive agricultural properties worked mainly by
Indigenous People?
a) Criollos.
b) Landowners.
c) Filibusters.
d) Farmers.
7. Camila visited a museum in the city of Querétaro where a map was exhibited that traced the main
royal road of New Spain that ran from Mexico City to Santa Fe, New Mexico. What is the name of
that royal road?
a) Camino Real of the North. c) The Bajío route.
b) Camino Real of México. d) Camino Real of Tierra Adentro.
8. It is the first step in the process of extraction, production, and marketing of New Spain silver.
a) Transport of ingots and coins by land in conduct.
b) Minting of silver coins in the Casa de Moneda de México.
c) Legal complaint of the deposit by its owners.
d) Introduction of silver coins in international markets.
9. Read the following statements and on the left line write a “T” if the information is true and an “F” if
it is false.
T a) New Spain mining played a central role in the development of international trade and
manufacturing, in the development of the European monetary system, and in the
strengthening of the bourgeoisie.
T b) The increase in New Spain’s agricultural production generated a fluid domestic market. In this
process, the mining centers became areas of demand for articles to satisfy the needs of the
workers in the mines.
F c) Throughout the 16th century, the appropriation of large extensions of land gave rise to the
formation of what would later be called “markets” and which became important production
units in New Spain.
F d) The haciendas were the centers from which economic, political, and social control was
exercised over the regions.
T e) After the fall of Tenochtitlan, the construction of Mexico City —the capital of New Spain—
started, which was designed in the style of the European Renaissance.
10. Which of the following options mentions the animals and plants that the Spanish brought to
America?
a) Turkeys, xoloitzcuintle, axolotls, and coyotes; quelites, amaranth, purslane, and corn.
b) Whales, turtles, vipers, and earthworms; pumpkin, chili, amaranth, and quintanils.
c) Raccoons, turkeys, turtles, and goats; corn, rice, tomato, and potato.
d) Cattle, pigs, horses, sheep, and goats; wheat, sugar cane, oats, and coffee.
11. Why is it said that New Spain was characterized by cultural miscegenation?
S. A. The arrival of the Spaniards in what is now Mexico caused an interruption in the cultural development
of the Mesoamerican peoples. However, the cultural elements of these did not disappear. On the
contrary, they were amalgamated with those of the conquerors, resulting in a society characterized by
its cultural miscegenation. In addition to the Indigenous and Spanish components, there were others
brought by the African population, who arrived as slaves in New Spain. Also, Asian cultural elements
that came as a result of trade with that region of the world. This cultural miscegenation was observed
in many ways, from food to celebrations.
12. What are the main social characteristics of New Spain?
S. A. It was an unequal society characterized by a rigid structure in which social mobility was difficult.
In this, the peninsular Spaniards occupied the top of the social pyramid and the castes and the people
from Africa, the bottom.
13. Mention a cultural expression that has its origin in the colonial era and explain why its
conservation is important.
S. A. Food (such as mole), religious celebrations, dances or patron saint festivities, artistic expressions
(architecture, sculpture, music, literature). They are part of the cultural heritage of Mexico and the world.
14. Which of the following social pyramids represents the society of New Spain?
a) b)
Criollos Spaniards
Mestizos Criollos
Castes Mestizos
Indigenous people Indigenous people
African slaves African slaves
Coyote Coyote
c) d)
Tlatoani Mestizos
Priests Criollos
Warriors Castizo
Pochtecas Mulata
Macehuales Morisco
Slaves Lobo
15. Who were the Criollos and what was their social status in New Spain?
S. A. Criollos were the children of Spaniards born in America. This group did not enjoy the same privileges
as the peninsular Spaniards. However, he had access to education and some minor positions of power.
16. Choose the option that correctly defines cultural heritage.

a) It is the cultural heritage that corresponds to a particular community, which is protected and
communicated to both present and future generations.
b) It is the inheritance that our parents or relatives who preceded us in time leave us, which must be
protected and communicated.
c) It is the inheritance that is left to people who are not relatives and who have to protect it and
communicate it.
d) It is the heritage of a particular community that does not necessarily have to be protected for later
generations to know about.
17. Write six examples of the cultural heritage of Mexico that have their origin in the New Spain
period: three of tangible cultural heritage, and three of intangible cultural heritage.
Material cultural heritage: Hospicio Cabañas at Guadalajara, Jalisco; Historic Fortified City of Campeche,
Campeche; Franciscan missions of the Sierra Gorda of Querétaro; Camino Real of Tierra Adentro; Hy-
draulic system of the Padre Tembleque aqueduct, Estado de México/Hidalgo. Intangible cultural heri-
tage: The Indigenous festivals dedicated to the dead; Traditional Mexican cuisine, community culture,
ancestral and alive; The parachicos in the traditional festival of January in Chiapa de Corzo, Chiapas; The
mariachi, string music, singing and trumpet; The charrería, equestrian tradition in Mexico.
18. These are part of the cultural heritage of the African population that was brought by the Spanish
to Mexico, except:
a) Songs as La bamba. c) Day of the Death celebration.
b) Celebrations like the carnaval. d) Words such as pamba and chamba.
19. Underline the option that correctly relates each of the artistic styles with their characteristics.
Artistic style Characteristics
1. Baroque a) Its essential concept was the imitation of nature.
2. Neoclassical b) Exaggerated decoration and unity of its elements.
c) Within this, the Churrigueresque style is developed.
d) Manuel Tolsá was its most important representative.
a) 1ab, 2cd. c) 1ac, 2bd.
b) 1bc, 2ad. d) 1bd, 2ac.

20. Underline the option that correctly relates the representatives of Novohispanic literature with
their work.
1. Bernal Díaz del Castillo a) La verdad sospechosa.
2. Juan Ruiz de Alarcón y Mendoza b) Historia antigua de México.
3. Sor Juana Inés de la Cruz c) Primero sueño.
4. Francisco Javier Clavijero d) Historia verdadera de la conquista de la Nueva España.
a) 1d, 2a, 3c, 4b. c) 1c, 2d, 3b, 4a.

b) 1b, 2c, 3d, 4a. d) 1a, 2c, 3d, 4b.
21. The following verses were written by a woman in the 17th century. Who was the woman who
wrote them and what style do they correspond to?
Redondillas
You foolish men who lay
the guilt on women,
not seeing you’re the cause
of the very thing you blame;
if you invite their disdain
with measureless desire
why wish they well behave
if you incite to ill.
[…]
a) Juana de Arco and corresponds to the baroque style.

b) Sor Juana and corresponds to the neoclassical style.
c) La Malinche and corresponds to the baroque style.
d) Juana de Asbaje and corresponds to the baroque style.
Quarterly evaluation I
Name:
School: Group:
I. Select the correct answer or do as requested.
1. Why is it said that history is neither unique nor completely true?

a) Because there are many researchers around the world who provide knowledge.
b) Because each historian gives his version of the facts, according to where he studied.
c) Because there are currently different interpretations of what happened.
d) Because all historical events are different in space and time.
2. This is a collective construction of what is experienced both individually and in a group:

a) Culture.
b) Social groups.
c) Traditions.
d) Historical memory.
3. What is history studied for?

a) To pass the course and continue with high school studies.
b) To understand the present and improve living conditions.
c) To understand how things were in the past and appreciate them.
d) To think about the origins of things and people.
4. The most reliable historical interpretation is the one that is based on...
a) intelligent, well elaborated and convincing hypotheses.
b) the objective analysis of the available historical sources.
c) official documents and testimonies of people of the time.
d) he analysis of the constructions and objects of daily life.
5. The following are substantiated reasons for changing the interpretation of historical facts and
processes, except:
a) New findings from the revision of sources from different perspectives.
b) Scientific advances that give new perspectives on the analysis of sources.
c) New particular points of view and personal interests of the historian.
d) Discoveries of new relationships in historical events and processes.
6. Do the historical facts and processes have a single truth? Justify your answer.
7. Line up the following historical sources with their corresponding classification.
Historical sources Type of source
1. Pyramids of Teotihuacan.
2. Miniseries about the Mexican Revolution.
3. Original document of the Plan of Iguala.
4. Your history textbook. a) Primary
5. Rome Coliseum.
6. Lecture on the Roman Empire. b) Secondary
7. Documentary of archaeological zones.
8. Florentine Codex.
9. History Encyclopedia.
8. Historical sources are also classified by the way they are presented, that is, they can be written,
oral, material, iconographic or audiovisual. In the table, write two examples of each of them.
Classification of
historical sources by Examples
their form
Written
Oral
Material
Iconographic
Audiovisual
9. The historical source is not synonymous with historical truth, so its veracity must be analyzed and
compared with other sources. What are the questions that the historian must ask and answer to
analyze a historical source? Write at least four questions.
10. Historical processes are characterized by…
d) being events that occur in human groups that take place in a specific time and space.
11. Events are characterized by…

d) being occurrences that happen in human groups that take place in a specific time and space.
12. Historical events are characterized by…

a) by being transitory. They may or may not occur due to human intervention. They may or may not
be relevant to historical knowledge.
d) by being events that occur in human groups that take place in a specific time and space.
13. Read the following statements and underline the historical facts and circle the historical
processes.
a) Hidalgo’s uprising started the War of Independence in Mexico.
b) The fall of Tenochtitlan represents the triumph of the Spanish conquest.
c) During the Mexican Revolution, women participated in different ways.
d) During the 1968 student movement a demonstration was held in Tlatelolco.
14. Select the option that correctly completes the following paragraph.
After analyzing the sources, the historical explanation is based on the reconstruction of the
_____________________ that occur in space and time, giving an account of the __________________ to
obtain the most accurate account possible of the ___________________.
a) occurrences / origin of sources / historical processes

b) historical events / origin of sources / occurrences
c) historical events / causes and consequences / historical processes
d) occurrences / causes and consequences / historical events
15. The historical explanation is formed by the conclusions of the analysis made by the historian, but
it’s desirable that it becomes a pleasant historical account for its diffusion. What must be taken
care of is that…
a) it focuses on explanations, not on personal judgments.
b) it is written correctly and with good spelling.
c) it includes well thought out and well-expressed judgments.
d) the personal opinion of the historian is issued.
16. What was one of the most significant repercussions for the world when the encounter between
Europe and America took place in the 15th and 16th centuries?
a) The lifestyle of the settlers of America changed completely when they were conquered.
b) There was an ecological change in America when grazing animals were brought from Europe.
c) Two individual historical processes came together to form a single global process.
d) Europe asserted its leadership throughout the world thanks to the conquest of the civilizations of
America.
Analyze the following map and answer question 17.
0 2 700 5 400 km
17. What countries are part of what is now known as the West?
a) None.
b) All of them.
c) The ones that are shaded.
d) Those that are not shaded.
18. What actions did Europeans take in the 16th century to make America part of their world?
a) Economic negotiations.
b) Political negotiations.
c) Conquests and colonizations.
d) Peaceful colonizations.
19. In addition to the geographical aspect, what other areas make up the term “West”?
a) Cultural, political, and ideological.
b) Artistic, political, and ideological.
c) Environmental, social and religious.
d) Social, economic and ecological.
20. These are cultures that are usually included in the terms East and West, except:
a) Asian.
b) American.
c) African.
d) European.
21. It refers to cultural diversity.

22. It refers to multiculturalism.

23. Interculturality is considered as…

a) respect for the different forms of cultural expression in time and space.
b) the simultaneous existence of two or more cultures in a delimited space.
c) the recognition and acceptance of the existence of multiple cultures.
d) the coexistence of different cultures, with communication and interaction ties.
24. These are the cultural super areas into which the Mexican territory has been divided for the study
of the pre-Hispanic period.
a) Oasisamerica, Central Plateau, and Occident.
b) Oasisamerica, Aridoamerica and Mesoamerica.
c) Occident, Central Plateau, and Gulf Coast.
d) Honokam, Mogollon, and Anasazi.
25. Aridoamerica is a cultural area of pre-Hispanic Mexico and was located in…
a) the central part of Mexico to Central America.
b) the Yucatán peninsula and extends to Costa Rica.
c) inland Mesoamerica, between Mexico and Guatemala.
d) the strip that includes the territories located between Mexico and the United States.
26. The following are characteristics of the cultural area of Oasisamerica, except:
a) It is a territory in the interior of Aridoamerica.
b) The existence of rivers favored the development of agriculture.
c) The so-called high cultures were developed.
d) Semi-nomadic and sedentary cultures were developed.
27. The following are elements of the Indigenous tradition present in the national culture:
a) The conception about the origin of the world.
b) Words that come from the languages of the original Peoples.
c) Words that come from the Spanish conquerors.
d) Different concepts of family relations.
28. Which states of the Mexican Republic have the largest population that speaks the indigenous
language?
a) Oaxaca, Yucatán, and Chiapas.
b) Aguascalientes, Zacatecas, and Nuevo León.
c) Baja California Sur, Colima, and Jalisco.
d) Yucatán, Estado de México, and Guerrero.
29. The following are the Indigenous languages that concentrate the largest number of speakers,
except:
a) Náhuatl.
b) Maya.
c) Kikapú.
d) Tseltal.
30. The following are Indigenous rituals that are still practiced by the native peoples of Mexico.
a) Liturgies of the Catholic Church and patron saint festivities.
b) Pilgrimage to the sacred place of Wirikuta and performance of the Deer Dance.
c) Dance of the Parachicos and the Mazatlan Carnival.
d) Bullfights and the Huamantlada.
Quarterly evaluation II
Name:
School: Group:
I. Read each statement and write the corresponding paragraph in the column at the right.
( ) 1. It is the approximate year in which the first Mesoamerican a) Kukulkan,

cultures settled permanently in various places and agriculture Gucumatz, and
became their main activity. Votán
( ) 2. It was located in the area that covers approximately half of the

Mexican territory and part of what is now Central America. b) The corn
( ) 3. They were some of the plants that the Mesoamericans
domesticated and were the basis of their diet. c) The codices
( ) 4. It is one of the most efficient farming systems in Mesoamerica,
which is located in a section of farmland where the stems and
d) Characteristics of
bacteria of crops (such as corn, beans, squash and quelite)
the Mesoamerican
interact ecologically. In addition, on the edges of the land,
classical period
peppers are planted that contribute to the control of pests in
the field of cultivation.
( ) 5. It is the raw material for multiple Mexican dishes such as tacos, e) Main cultures of
tortilla chips, tlayudas, gorditas, tostadas, sopes, among others. Mesoamerica
( ) 6. It is the period of expansion and flourishing of great cultures,

such as Teotihuacan, Monte Albán and the Mayans. Textile f ) Huey tlatoani
and Jewellery industries flourished. High-yield agriculture,
population increase and concentration. Social stratification is
accentuated and the first States arise. Regional rivalry, increase g) La milpa
in wars and human sacrifices. Cultural and artistic development.
( ) 7. Olmecs, Teotihuacans, Zapotecs, Mixtecs, Toltecs, Mexicas, h) 4500 years B.C.

Totonacs, Tlaxcaltecas, Purépechas, Huastecas.
( ) 8. These are the names of three Mayan gods from different i) Corn, beans,
regions that are equivalent to the Mexica god Quetzalcoatl. pumpkin, chili,
among others
( ) 9. These are historical sources of the pre-Hispanic peoples where
they faithfully recorded their cultural and scientific advances
and reported on their daily lives.
j) The cultural area
( ) 10. It is the name that the Mexica gave to their supreme ruler. called Mesoamerica
II. Read each question carefully and choose the correct option.
1. It was the Mesoamerican civilization that invented a phonetic writing system in which the written
signs correspond to the sounds of the language.
a) Apache. c) Maya.
b) Guarijío. e) Siux.
2. It is a cultural area of pre-Hispanic Mexico that is characterized by an arid climate, and whose
inhabitants, instead of dedicating themselves to agriculture, continued to be nomads and
subsisted on hunting, fishing and gathering.
a) Silence zone. c) Free area.
b) Jungle area. d) Aridoamerica.
3. What nomadic peoples inhabited the region of Aridoamerica in the current Mexican territory?
a) Aymaras, Quechuas, and Incas.
b) Guachichil, Boboles, and Conchos.
c) Patagonians, Mapuches and Caribs.
d) Tzotzils, Lacandons and Tzeltals.
4. What pre-Hispanic culture developed in the cultural area of Oasisamerica, in the current state of
Chihuahua?
a) Tahuantinsuyo. c) Paquimé.
b) Mogoles. d) Mayas.
5. The Mexicas designed the city of Tenochtitlan divided into four parts, with the Templo Mayor as
the main sacred precinct. The four divisions were directly related to…
a) the deer, the hare, the turkey, and the dog.
b) the four cardinal points.
c) earth, wind, water, and fire.
d) the gods Huitzilopochtli, Quetzalcóatl, Tezcatlipoca and Coyolxauhqui.
6. They were the most outstanding manors and cultures that lived in Mesoamerica when the
Spanish arrived in the 16th century.
a) Mayas, Mexicas, Tlaxcaltecs, Totonacs and Purépechas.
b) Olmecs, Teotihuacans, Chichimecs and Tzeltals.
c) Incas, Quechuas, Aymaras and Mayas.
d) Algonquians, Inuits, Redskins and Blackfeet.
7. He was the tlatoani who governed the Mexicas when the Spaniards arrived in Mesoamerica.
a) Pakal.
b) Tangáxoan.
c) Moctezuma Xocoyotzin.
d) Netzahuacóyotl.
8. It was the main cause of death for the Mesoamerican population during the Conquest.
a) War and firearms unknown to Mesoamericans.
b) The lethal diseases, unknown to the Mesoamericans, that the Europeans infected the people of the
American continent.
c) Exploitation and famines.
d) The vital reluctance to face the prospect of a life enslaved.
9. What is the name of the Nahuatl woman who was the translator —from the Mayan to Nahuatl—
of the conqueror Hernán Cortés?
a) Tecuichpo Ixcaxochitzin. c) Malinche.
b) Iztaccíhuatl. d) Itzel.
10. What cultural traits differentiated the Mesoamericans from the Spanish?
a) Their religion was polytheistic, they practiced human sacrifices, their political and economic system
was despotic, theocratic and tributary; his writing was pictographic; their weapons were not
firearms but non-metallic blunt and sharp.
b) Their religion was monotheistic; his hygiene never required a bath in his life; his writing was based
on the Latin alphabet; they attached great importance to money and private property; their idea of
time was linear, and they used pack animals for draft and transport.
c) They believed in the existence of three gods; his government was militaristic; they wrote on clay
tablets using a system of wedges; they invented a very efficient judicial system; they used draft
animals and their main weapons were the war chariot, the spear, the bow, and the arrow.
d) Their emperor was at the same time their omnipotent God; whoever did not submit to the imperial
power was enslaved; they invented the printing press, stamps, and paper money; they were the
first to use firearms; daily hygiene was exclusive to the nobles, and they conquered a wide territory.
III. Read the statements and on the left line write a “T” if the information is true and an “F”
if it is false.
1. Shortly after the Spanish conquerors arrived in Mexican lands, they began to mix with the native
population, which resulted in the birth of a mestizo population. At the beginning of the Colony
—already formed as New Spain—, the Spaniards added to the indigenous labor force that of
people brought from Africa as slaves, who also mixed with the New Spain settlers.
2. The process of evangelization or conversion of the native population to Catholicism was
developed by the monastic orders of Franciscans, Dominicans, Augustinians, Jesuits, and
Carmelites who arrived in New Spain.
3. Between the 16th and 18th centuries, New Spain expanded to encompass the current Central
American territories in the south and the Nootka territory in the north (in present-day Vancouver,
Canada). In the administration of New Spain, the Spanish Antilles, Venezuela, and the Philippine
Islands were also considered.
4. During the historical period of New Spain, mining did not represent an important economic
activity, only iron and tin minerals were exploited in small quantities, since in the territory that is
now Mexico, there were no valuable metal deposits or seams.
5. In the encomienda system, the Spanish tried to treat the natives they had under their protection well.
6. Fray Bartolomé de las Casas was a very important figure for the indigenous people, since he
tirelessly fought for them to be treated with humanity and justice.
7. Mexico City, Taxco, Mérida, Guadalajara, Tlaxcala, Oaxaca, Puebla, San Cristóbal, Pachuca, San Luis
Potosí, Valladolid (today Morelia), Guanajuato, Querétaro, Zacatecas, and Durango were the cities
that had the greatest development during the colonial period.
8. Due to its excellent quality and fineness, New Spain silver was used worldwide as currency, which
is why it was the main product extracted from colonial minerals that were sent to Europe.
9. During the Colony, the old manors —converted into independent Indian towns— did not pay
tribute to the encomenderos, or to the King of Spain.
10. The visitors, governors and corregidores were officials who, in New Spain, had greater authority
than the viceroy.
IV. Answer the following questions.
1. Write four ideas, beliefs, festivals, traditions or customs of today that have their origin in the
colonial era.
2. Briefly describe what the cabildos were.
3. Why did the hacienda become the main productive unit in New Spain?
V. Read the following text and answer the questions from 1 to 3.
The native peoples of Mexico preserve part of their cultural heritage, that is, they continue to speak their
original language and continue to practice rituals, dances, religious and civil ceremonies, as well as their oral
traditions (poetry, narratives, prayers, and songs). They also preserve the graphic arts, paintings, sculptures,
and traditional drawings; as well as engravings, embroidery, dresses, traditional vernacular architecture, and
handicrafts made of clay, palm, feathers, skin, among others. In addition, they continue with the elaboration of
instruments and the composition and interpretation of musical pieces with a sense and sound different from
the western one. Likewise, they transmit the religious myths that are part of their cosmogony, their worldview
and the particular ways of interpreting life, death, spirituality, the gods themselves and dreamlike visions. They
also preserve the traditional games (for children and adults, table and court games); the songs and epic poems
in which they narrate their history; the various ways of cultivating, harvesting and collecting grains, vegetables
and fruits, the original techniques for hunting and fishing, the culinary art itself. They maintain their various
concepts of family relationships, love, hate and envy, among other feelings. In short, all the cultural expressions
of the original peoples are included in a mental and physical life, with their own sense of beauty, duty, humor,
and honor. All these ways of thinking and artistic expressions are part of the cultural heritage, tangible or in-
tangible, and are a benchmark of identity of their own culture, before the country and the world.
1. The text points out that the native peoples preserve part of their cultural heritage, among which
rites, dances, religious and civil ceremonies stand out. Write an example of each of them.
Rites:
Dances:
Religious or civil ceremonies:
2. Write three examples of the original languages that are still spoken in Mexico.
3. They are examples of the graphic arts, paintings, embroidery, drawings and traditional crafts of
the original peoples of Mexico.
a) Talavera pottery, lace, textile industry, mineral extraction process.
b) Soccer, the ball game, Christmas spheres, wool serapes from Saltillo.
c) Tenangos from Hidalgo, backstrap loom, amate paper, Huichol embroidery.
d) Ball game, Guelaguetza, Day of the Dead celebration, leather shoes.
Quarterly evaluation III
Name:
School: Group:
I. Choose the correct answer or do as requested.

1. What was the main economic activity during the colonial period in Mexico?
a) Farming. c) Mining.
b) Commerce. d) Manufacture.
2. The teacher Paulina is organizing an excursion to a city that during the Viceroyalty has stood out
for its mining activity. Which option includes three cities that the teacher should consider?
a) Taxco, Zacatecas, Guanajuato.
b) Veracruz, Mexico City, Mérida.
c) Durango, Hermosillo, Tijuana.
d) Puebla, Monterrey, Campeche.
3. What is the most exploited mineral during the Viceroyalty and that was important for the
economic development of Spain?
a) Gold. c) Bronze.
b) Silver. e) Diamonds.
4. Carlos saw a pirate movie and asked his teacher why it referred to treasures from Mexico. Which
option includes part of the explanation that Professor Carlos should have used?
a) There is no relationship between the pirates and the history of Mexico, the film is just a fiction.
b) Because among the Spaniards who conquered Mexico there were pirates who later seized part of
the riches.
c) They possibly refer to a great treasure obtained during the years of the Conquest that was lost in
Europe.
d) Although the cinema is a fiction, the pirates attacked the Spanish ships that carried the products
and precious metals from New Spain to the metropolis.
5. What is the name of the technique that was used in mining during the viceroyalty with which
silver minerals were obtained by means of salt and mercury?
a) Alcabala. c) Foundry.
b) Patio process d) Open pit mining.
6. What is the name given to the owners of extensive agricultural properties worked mainly by
Indigenous People?
a) Criollos.
b) Landowners.
c) Filibusters.
d) Farmers.
7. Camila visited a museum in the city of Querétaro where a map was exhibited that traced the main
royal road of New Spain that ran from Mexico City to Santa Fe, New Mexico. What is the name of
that royal road?
a) Camino Real of the North. c) The Bajío route.
b) Camino Real of México. d) Camino Real of Tierra Adentro.
8. It is the first step in the process of extraction, production, and marketing of New Spain silver.
a) Transport of ingots and coins by land in conduct.
b) Minting of silver coins in the Casa de Moneda de México.
c) Legal complaint of the deposit by its owners.
d) Introduction of silver coins in international markets.
9. Read the following statements and on the left line write a “T” if the information is true and an “F” if
it is false.
a) New Spain mining played a central role in the development of international trade and
manufacturing, in the development of the European monetary system, and in the
strengthening of the bourgeoisie.
b) The increase in New Spain’s agricultural production generated a fluid domestic market. In this
process, the mining centers became areas of demand for articles to satisfy the needs of the
workers in the mines.
c) Throughout the 16th century, the appropriation of large extensions of land gave rise to the
formation of what would later be called “markets” and which became important production
units in New Spain.
d) The haciendas were the centers from which economic, political, and social control was
exercised over the regions.
e) After the fall of Tenochtitlan, the construction of Mexico City —the capital of New Spain—
started, which was designed in the style of the European Renaissance.
10. Which of the following options mentions the animals and plants that the Spanish brought to
America?
a) Turkeys, xoloitzcuintle, axolotls, and coyotes; quelites, amaranth, purslane, and corn.
b) Whales, turtles, vipers, and earthworms; pumpkin, chili, amaranth, and quintanils.
c) Raccoons, turkeys, turtles, and goats; corn, rice, tomato, and potato.
d) Cattle, pigs, horses, sheep, and goats; wheat, sugar cane, oats, and coffee.
11. Why is it said that New Spain was characterized by cultural miscegenation?
12. What are the main social characteristics of New Spain?
13. Mention a cultural expression that has its origin in the colonial era and explain why its
conservation is important.
14. Which of the following social pyramids represents the society of New Spain?
a) b)
Criollos Spaniards
Mestizos Criollos
Castes Mestizos
Indigenous people Indigenous people
African slaves African slaves
Coyote Coyote
c) d)
Tlatoani Mestizos
Priests Criollos
Warriors Castizo
Pochtecas Mulata
Macehuales Morisco
Slaves Lobo
15. Who were the Criollos and what was their social status in New Spain?
16. Choose the option that correctly defines cultural heritage.

a) It is the cultural heritage that corresponds to a particular community, which is protected and
communicated to both present and future generations.
b) It is the inheritance that our parents or relatives who preceded us in time leave us, which must be
protected and communicated.
c) It is the inheritance that is left to people who are not relatives and who have to protect it and
communicate it.
d) It is the heritage of a particular community that does not necessarily have to be protected for later
generations to know about.
17. Write six examples of the cultural heritage of Mexico that have their origin in the New Spain
period: three of tangible cultural heritage, and three of intangible cultural heritage.
18. These are part of the cultural heritage of the African population that was brought by the Spanish
to Mexico, except:
a) Songs as La bamba. c) Day of the Death celebration.
b) Celebrations like the carnaval. d) Words such as pamba and chamba.
19. Underline the option that correctly relates each of the artistic styles with their characteristics.
Artistic style Characteristics
1. Baroque a) Its essential concept was the imitation of nature.
2. Neoclassical b) Exaggerated decoration and unity of its elements.
c) Within this, the Churrigueresque style is developed.
d) Manuel Tolsá was its most important representative.
a) 1ab, 2cd. c) 1ac, 2bd.
b) 1bc, 2ad. d) 1bd, 2ac.

20. Underline the option that correctly relates the representatives of Novohispanic literature with
their work.
1. Bernal Díaz del Castillo a) La verdad sospechosa.
2. Juan Ruiz de Alarcón y Mendoza b) Historia antigua de México.
3. Sor Juana Inés de la Cruz c) Primero sueño.
4. Francisco Javier Clavijero d) Historia verdadera de la conquista de la Nueva España.
a) 1d, 2a, 3c, 4b. c) 1c, 2d, 3b, 4a.

b) 1b, 2c, 3d, 4a. d) 1a, 2c, 3d, 4b.
21. The following verses were written by a woman in the 17th century. Who was the woman who
wrote them and what style do they correspond to?
Redondillas
You foolish men who lay
the guilt on women,
not seeing you’re the cause
of the very thing you blame;
if you invite their disdain
with measureless desire
why wish they well behave
if you incite to ill.
[…]
a) Juana de Arco and corresponds to the baroque style.

b) Sor Juana and corresponds to the neoclassical style.
c) La Malinche and corresponds to the baroque style.
d) Juana de Asbaje and corresponds to the baroque style.

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Teacher’s

History 2 Teacher’s Guide

History 2 Teacher’s Guide

Unit 1. Construction of historical knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit 3. The formation of the modern world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

The mining-livestock-agriculture complex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit 1. Construction of historical knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Unit 3. The formation of the modern world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

History 2 Teacher’s Guide

Types of historical sources •

Historical knowledge in a colonized country •

and locates them in time and space.

Quarterly evaluation III 39

SOURCE, MAPS, CODEX, INTERPRETATION, ANALYSIS, INTERVIEW, LIBRARY,

Examples of its practical

out the self-assessment and peer assessment located on page 56.

Type of colonization What does it consist of? Examples

Direct management colonies

6. Ask students to do the “Take the helm” activity on page 62.

Theories of the origin of

Single origin or Asian settlement

Migration of human beings to the Americas.

and why it is interesting to visit.

What will I learn in this history course?

a) S. A. On each initial page there is an image:

the discussion into teams, pairs, or triads.

Languages with their own linguistic families.

of one ethnic group over another.

• Olmecs: La Venta, San Lorenzo, $UL]RQDDQG6RQRUD

Frequent denomination Ethnonyms or names by which Meaning of the

1. F. A. Give examples of indigenous communities from each language family. It is recommended to

Cochimí 1RPDGV&RFKLP©OD\P¯QODQJXDJHZKLFKLVH[WLQFW Survive

 The viceroyalty of New Spain is established.

Current No Yes Yes No It has a The technology is

Mexicans representative value. more precise.

Mestizos and caste

I. Select the correct answer or do as requested.

1. Why is it said that history is neither unique nor completely true?

2. This is a collective construction of what is experienced both individually and in a group:

3. What is history studied for?

2. Miniseries about the Mexican Revolution.

3. Original document of the Plan of Iguala.

4. Your history textbook. a) Primary

6. Lecture on the Roman Empire. b) Secondary

7. Documentary of archaeological zones.

Material Fossils, works of art, photographs, buildings, dresses.

Iconographic Paintings, photographs, posters, prints.

Audiovisual Films, recordings, television or radio programs.

11. Events are characterized by…

12. Historical events are characterized by…

a) occurrences / origin of sources / historical processes

21. It refers to cultural diversity.

22. It refers to multiculturalism.

23. Interculturality is considered as…

( h ) 1. It is the approximate year in which the first Mesoamerican a) Kukulkan,

( j ) 2. It was located in the area that covers approximately half of the

( d ) 6. It is the period of expansion and flourishing of great cultures,

( e ) 7. Olmecs, Teotihuacans, Zapotecs, Mixtecs, Toltecs, Mexicas, h) 4500 years B.C.

2. Brieﬂy describe what the cabildos were.

V. Read the following text and answer the questions from 1 to 3.

I. Choose the correct answer or do as requested.

Indigenous people Indigenous people

African slaves African slaves

16. Choose the option that correctly deﬁnes cultural heritage.

• Olmecs: La Venta, San Lorenzo, $UL]RQDDQG6RQRUD

Cochimí 1RPDGV&RFKLP©OD\P¯QODQJXDJHZKLFKLVH[WLQFW Survive

The viceroyalty of New Spain is established.