H3 TB

Teacher’s
Guide
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History 3 Teacher’s Guide
Copyright
© 2022 Editions Larousse, S.A. de C.V.
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ISBN: 978-607-21-2731-9
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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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Unit 1. Formation of nation-states . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Suggestion for starting unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Let’s start the journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Overview of the period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Independence, sovereignty, and nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
The State, the Constitution, and the Reform Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
National identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Unequal power and unequal society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Suggestions for closing the unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Unit 2. Social changes and contemporary institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
LCU. The Mexican Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Revolution and social justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Table of Contents
The State and the institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

LCU. The 1960s. Progress and crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Democracy, parties, and political rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Strengthening democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Art and literature in Mexico from 1960 to the present day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Unit 3. Construction of historical knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Permanence and change in history . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
4
The main obstacles to change in Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Answere Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Unit 1. Formation of nation-states . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Independence, sovereignty, and nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
The State, the Constitution, and the Reform Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
National identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Unequal power and unequal society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Let’s finish the trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Unit 2. Social changes and contemporary institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Past-present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
LCU. The Mexican Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Revolution and social justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

The State and the institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
LCU. The 1960s. Progress and crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Democracy, parties, and political rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Strengthening democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Art and literature in Mexico from 1960 to the present day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Unit 3. Construction of historical knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Permanence and change in history . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
The main obstacles to change in Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
5
Dosage
Axis Contents Expected learning Pages Weeks
Trimester I
Past-present • Explain why Mexico is a sovereign nation.
National sovereignty and independence • Reflect on current relations between Mexico and other countries. 19-26 1-2
Mexico and its relations with the world
Overview of the period •
Explain historical processes and events from the Independence to 27-42 3-4
the late 19th century and locates them in time and space.
•
Identify concepts of independence, sovereignty, constitution,
intervention, empire, and republic.
Independence, sovereignty, and nationhood •
Analyze the main independence projects and ideas that led to the 43-68 5-6
The Bourbon Reforms emergence of a new nation.
Formation of nation-states
Influence of the Enlightenment in New Spain •

Reflect on the consolidation of sovereign dominion of the national
French invasion of Spain and its impact on the American territory, and its main threats.
colonies
New Spanish Criollo pride
The Peninsulars’ coup d’état
The Querétaro conspiracy and the insurrection of 1810
Insurgents and Royalists in the Independence movement
The Insurgents’ political and social thought
Spanish liberalism and the Constitution of Cádiz of 1812
Resistance and guerrilla warfare
The consummation of independence
The economic crisis after the war
Difficulties in consolidation a national project
Reconquest threats and need for international recognition
The separation of Texas
Dosage
The French blockade of 1838

The Mexican-American War
Liberal and conservative thinking
6
Trimester I
The State, the Constitution, and the Reform Laws •
Explain the social impact of liberal ideas in the formation of the
The national project of liberal governments Mexican State 69-80 7-8
Changes during Juárez’s administration •
Understand the changes in Mexican society during the government
Formation of nation-states
of Benito Juárez
National identity •

Reflect on the relationship between regional diversity and national 81-91 9-10
French Intervention, Second Empire, and national identity unity
The historical role of nationalism: from the 19th century to the •
Recognize the historical role of nationalism
present •
Analyze the validity and meaning of nationalism today
Meaning of nationalism in contemporary Mexico
Unequal power and unequal society •

Identify the continuity of circumstances of indigenous and colonial 92-105 11-12
Porfirio Díaz’s first presidential term. The legality of origins, as well as the main economic and social changes in the
injustice 19th century
Continuity of pre-Hispanic and colonial social inequality in the •
Reflect on the social classes in Mexican society in the late 19th
19th and early 20th centuries century and on social injustice
Social injustice in the late 19th. and early 20th centuries
The distribution of wealth during the Porfiriato
Economic development in the late 19th and early 20th
centuries

Quarterly evaluation I 15
7
Trimester II
Past-present • U
nderstand the main social, economic, and cultural issues affecting
Inequality and violence the country today. 109-118 14
Education and interculturality
lculcuLCU. The Mexican Revolution • I
dentify the social and regional origin of the different groups that 119-132 14-15
Problem statement participated in the Mexican Revolution.
Scope • R
ecognize written documents, photographs, maps, films, and other
Organization testimonies of the Revolution.
Social changes and contemporary institutions
Development • R
eflect on the importance of the revolutionary struggle in the
1. Background student’s particular state and region.
2. Mexican Revolution protagonists
3. The historical sources of the Mexican Revolution
4. Revolutionary women
5. The Revolution in my entity
Product
Presentation
Analysis
Evaluation
Overview of the period • L
earn the main historical processes and events from the Revolution 133-146 18-19
to the present and when and where they took place.
• R
ecognize the concepts of revolution, constitutionalism, political
parties, populism, economic openness, and de-statization.
Revolution and social justice • Explain the ideology of the different revolutionary factions and their 147-161 20-21
Causes of the Mexican Revolution influence on the Constitution of 1917.
Dosage
Revolutionary factions • Reflect on the question: Why was the Constitution of 1917 a code
Influence of revolutionary groups on the 1917 Constitution far advanced for its time?
Why was the Constitution of 1917 a code far advanced for its
time?
8
Trimester II
The State and the institutions • A
nalyze the process of political stabilization as a result of the 144-160 22 -23
Time of Caudillos. Post-revolution rearrangement founding of a hegemonic party and the consolidation of a strong
The history of the Strong Man presidency.
The first Cristero Rebellion • R
ecognize the process of institution building and advances of the
The Maximato Mexican State in education and health
Strengthening and consolidation of the Executive Power • I
dentify the goals of the Agrarian Reform and its impact in different
Cardenism regions.
Agrarianism
Institution building
LCU. The 1960s. Progress and crisis • I
dentify expressions of national development during the 1960s and 179-192 24-27
Problem statement relationship between students’ region and the country.
Scope • Use newspapers, films, photographs, and other sources to
Organization reconstruct the history of the 1960s.
Development • Reflect on the successes and failures of the country in this period.
1. The 1960s and national development
2. Young people as promoters of cultural, social, and political
transformations
3. Other cultural, artistic, and sports expressions in the 1960s
Product
Presentation

Analysis
Evaluation
Democracy, parties, and political rights • I
dentify expressions of national development that took place during 193-201 28-30
The Mexican political system in the face of political and the decade and the relationship between students’ region and the
democratic opening country.
• Use newspapers, films, photographs, and other sources to
reconstruct the history of the other sources to reconstruct the history
of the decade.
• Reflect on the successes and failures of the country during the
period.
9
Trimester II
Strengthening democracy • R
ecognize the need for the existence of diverse parties as a 202-211 31-33
The Democratic role of political parties prerequisite for normalcy.
Organization of electoral processes • I

dentify the importance of the Federal Electoral Institute, the current
The media ine, as guarantor of the democratic process.
Health and education for all • A
nalyze the way in which the competition among media outlets
favors a climate of greater political freedom.
• R
ecognize the importance of the State’s guarantee of health and
education services and provision of conditions to live in peace and
develop freely.
Art and literature in Mexico from 1960 to the present day • R
ecognize the literary works of the period and their historical 212-231 34-36
Narrative and history from 1960 to the present circumstances.
The art of the late 20th and early 21st centuries • Discuss about visual arts in these decades and their differences.
Musical expressions and cultural diversity in Mexico • Appreciate the link between musical expressions and cultural
diversity.
Quarterly evaluation II 37
Dosage
10
Trimester III
Permanence and change in history • R
ecognize the most transcendental changes in the history of Mexico. 235-246 38
historical knowledge
Change and transformations in the history of Mexico • I

dentify practices and customs most resistant to change.
Construction of
Resistance to change, tradition, and innovation • R

eflect on the force of tradition and innovation.
The main obstacles to change in Mexico • Analyze the most urgent changes in the country. 247-255 39
Necessary changes and obstacles in today’s Mexico • Recognize the main obstacles to change and ways to remove them.
Building a better future for Mexico • Reflect and discuss on the future of our country.
Quarterly evaluation III 40

11
Teaching suggestions
Unit 1. Formation of nation-states
Suggestions for starting the unit
1.
This is the students’ last year of high school. They have experienced several changes in their
path through this educational level. Some of these changes are related to their way of thinking,
to the strengthening of their autonomy, or to their interests and expectations. Knowledge of
the realities experienced by young people is useful in coordinating the teaching and learning
processes of this and other subjects that make up the curriculum. This third grade focuses its
analysis, reflection, and learning on the historical events and processes that have contributed
to shape Mexico today, beginning with the antecedents of the Independence Movement.
Thus, consider the following instructions:
y Do not lose sight of the expected learning stated at the beginning of each topic; keeping
it in mind will guide the learning and teaching processes.
y Link new learning with previous one, with what teenagers know and like already.
y Consider the changes brought about by the historical processes being analyzed in order
to understand the transformations in the history of the country and the permanence of the
mentioned historical processes in Mexico today.
y Coordinate the activities while considering the instructions proposed by each of the sections.
When making adjustments, do so without losing sight of the expected learning.
y In the construction of respectful and participatory learning environments, consider the use of
additional resources that support this process, such as: music, artistic expressions, intellectual
challenges, students’ initiative, etc.
y When organizing team activities, consider the protective measures during this pandemic.
y Follow the recommendations of educational and health authorities.
12
Let’s start the journey
1.
The activity of identifying historical events or processes in the history of Mexico, on page 18,
can be the basis for the recovery of knowledge; not only about causes, consequences, and
features of the historical events of the past, but also about the type of historical sources,
the importance of history for the construction of new learning and the understanding of the
present. If possible, show the suggested images and others like them. Guide the analysis of
the images by asking students questions, such as: What characters do they know in the first
image? What building is in the background of the second image? Is it possible to identify the
characters in the second image? Is it possible to identify the building in the background of
the second image? Is it possible to identify which army the soldiers in the second and third
images belong to? How is the character in the last image represented? What type of image
is it?

13
Past-present
1.
Invite students to read the expected learning of this section and discuss the importance of
it in the present. Sovereignty and independence are useful concepts for analyzing Mexico’s
development and its relationship with other nations. Include additional questions, for example:
Is Mexico an independent and sovereign country? Why?
2.
As part of the discussion, recall the guiding questions. Use them to promote reflection on
the meaning of national independence, sovereignty, and national identity. Consider that the
Independence Day celebrations in the country are near and that young people participate
in them in different ways. In addition, recall what students have learned on the topic in their
Civics and Ethics class.
3.
Synthesize relevant aspects of prior learning and write students’ thoughts on the blackboard.
4.
Ask students to complete the “Starting point” activity on page 19. This activity should allow a
reflection on the meaning of sovereignty and national identity. Encourage students to express
their feelings about what it means to be Mexican.
National sovereignty and independence

1.
Organize students to carry out the “Take the helm” activity on pages 20 and 21. In this
activity, the analysis of articles 39, 40, and 41 of the Political Constitution of the United
Mexican States (Table 1.1) is central. This is a topic that the students studied in their Civics
and Ethics class. Therefore, it is pertinent to promote students’ reflection on the subject. When
sharing their answers as a group, support the systematization of the central ideas by creating
an outline on the blackboard with the help of the students. Ask them to write their conclusions
in their notebook.
2.
Ask students to look at the image of the 1824 Constitution on page 21 and identify similarities
with the current constitutional text. Comment on the basic principles that have remained
across constitutions, from the Independence to the present day Mexico. Consult the text
online, available at https://bit.ly/3tvCgIW (Accessed: March 22, 2022). You can also look
at the original draft of this constitutional text at https://bit.ly/3lKZYvt (Accessed: March 22,
2022).
14
3.
Coordinate the “Take the helm” group activity on page 22 on the implications of being a
sovereign nation. Talk about the importance of establishing a relationship of trust and respect
with interviewees. Reiterate that the important thing is to recover their opinion, even if it’s
contrary to ours.
4.
As a group, discuss what has been investigated and the situations where the country’s
sovereignty is evident and what aspects limit its sovereignty. To do so, ask students to read
the interviewees’ answers. Ask about the differences and similarities in the answers and stop to
listen to what the group thinks about it. Lastly, ask students to write a brief text explaining why
Mexico is a sovereign country.

1.
Invite students to read the section “Mexico and its relations with the world,” on pages 22-25,
and ask them to synthesize what they have reviewed about the features and transformations
in Mexico’s relations with the world, using visual aid: an outline, a synoptic chart, a conceptual
map, etc.
2. To delve deeper into the topic, split the group into teams to carry out the “Take the helm”
activity on pages 23 and 24. The activity asks students to research the characteristics of the
relations between Mexico and other parts of the world: the United States of America, Central
America, South America, or Europe. Ask students to consider different aspects (economical,
political, and cultural) and identify a historical event that they consider important because
of that relationship. In the textbook, there is a link to other books that students can use to

support their research process. It’s also a good idea to check the school library for other
useful materials.
For the presentation of the research, students can use slides or sheets of paper. Discuss with
the group Mexico’s transforming relations with the world. Use recent examples from the media.
Finally, ask them to write a brief text on what they have analyzed so far and title it “Mexico’s
relations with the world.”
3.
The development of students’ analytical skills and understanding of the current context is
central to the learning of this subject, so it is a good opportunity to put them into practice
and develop them through the activity proposed in “Arrival point”. Split the group into teams
to read the newspaper article, which deals with a recent situation in the relationship between
Mexico and Russia. Make sure they analyze it based on the questions posed, share the results
of their reflections, and formulate conclusions. The text reviews the political and economic
15
areas but can recover others related to support and trade relations that developed in the
context of the pandemic that Mexico still faces. For example, the issue of the Sputnik vaccine.
4.
To guide students in the self-assessment and peer-assessment on page 26, encourage them
to recall as a group the entire learning process they went through from the beginning to the
closing of the sequence. Start by reminding them of the expected learning and ask what
it was about, then ask the following: What did we do? What was it about? and so on. This
does not need to be exhaustive. After this exercise, ask them to carry out, individually, what is
requested in the self-assessment.
5.
Split the group into pairs, trying to ensure that they have coincided in the development of
most of the work, so that they can carry out the peer assessment.
16
Overview of the period
1.
The overview of the period, as you know, provides a general overview of the central events from
Independence to the eve of the Mexican Revolution, as well as some concepts or aspects that
are important for its understanding. Ask students to read aloud the expected learning in order
to guide the work on this topic and comment with the group on its implications.
2.
Ask students to look at the images on page 27 and guide their analysis based on the
questions in captions. Include other questions if appropriate. To conclude, ask them to write a
brief text about the features of the period you’ll be studying.
3.
Ask students to complete the “Take the helm” activity on page 30, based on the timeline on
pages 28 and 29. Consider that there are three steps to this activity: individual, team, and
group work. Take advantage of this opportunity to recover students’ knowledge of world history
and discuss the relationship between world historical processes and those developed in the
country.
4.
In order to solve the “Take the helm” activity on page 32, students should read the content
developed in the previous pages. It is essential that they consider the characteristics of
independence and empire, as well as the causes of the Mexican Independence movement.
You can prepare an outline in which the identified causes are synthetically recorded.
5.
The “Take the helm” activity is located on page 33; use the image on the same page to solve
the activity. Guide students’ analysis with the questions formulated and talk to students about the

beginning of the war of independence, its characteristics, and its main leaders.
6.
Invite students to do the “Take the helm” activity on page 35. Students should start by reading
the excerpts from the Plan of Iguala or the Act of Independence of North America on the same
page. Then, they should analyze the text —in teams first and then as a group— by focusing
on two things: the features of the historical source and the importance of the document for
the history of the country. Incorporate aspects of the War of Independence that you consider
relevant to the discussion, such as the interest of the privileged sectors of New Spain to
consummate the independence, Vicente Guerrero’s struggle, Agustín Iturbide’s rapprochement
with Guerrero, and the agreement reached.
17
7.
Ask students to read the contents of pages 36 to 40 and complete the activities in the
“Take the helm” section. The first of these, located on page 37, has two components: defining
the concepts of sovereignty and intervention (individually), to analyzing the difficulties of the
period of independent Mexico (in teams). Pay attention to the discussion that develops within
the teams and identify doubts and problems in the understanding of what was read. Clear up
any doubts in the following conversation in the group session.
8.
The “Take the helm” activity on pages 39 and 40 should be done in teams using the analysis of
figure 1.10. Consider also answering the questions as a group and, if you think it is convenient, use
the image as a basis for analysis and to promote collective reflection. The description of the image
and the dialogue based on it —based on the questions formulated— is the focus of the activity.
Address the doubts and complications expressed by the teams in the previous activity.
9.
To conclude, students should: complete the outline on page 41; review, with your support,
what was done as a group; elaborate, in teams, a mental map or other visual aid where the
concepts of independence, sovereignty, constitution, intervention, empire, and republic are
related; present the work to the group and draw some conclusions. You can work collectively
on this closing activity by completing the chart on the classroom board first, and then
constructing a scheme proposed in the last part of the activity.
10. To guide students in the self-assessment and peer assessment on page 42, as a group,
encourage them to recall together the entire learning process they went through from the
beginning of the sequence to the end. Start by reminding them of the expected learning
and ask what it was about, then ask the following: What did we do? What was it about? This
does not need to be exhaustive. After this exercise, ask them to carry out, individually, what is
requested in the self-assessment.
11. Split the group into pairs, trying to make sure that they agree in the development of most of
the work, so that they can carry out the peer assessment.
18
Independence, sovereignty, and nation
1.
Discuss with students the initial questions of the topic and explain that those questions will
guide the development of the topic, so it is necessary to keep them in mind; students can even
write them down in their notebook.
2.
Ask students to read the expected learning on page 43 and briefly explain what is expected
of them with the words analyze and reflect.
3.
With the purpose of finding out some of their previous knowledge and as an introduction to
the topic, ask students to analyze the images on page 43, regarding the following questions:
Who are the characters? What do they do? What meanings do they find.? Then, invite them to
solve the exercises in this section.
The Bourbon Reforms

1.
Invite the students to take notes on the most important aspects of this topic and then form
teams to comment on the information that seemed most relevant to them. Each team will
present their work to the group.
2.
Guide students to analyze the map on page 45 as follows:
a) Ask them to locate where the symbol for the four cardinal points is, so they can identify
north.

b) Remind them that this map is proportional to the reality of the territory, but that it is to
scale, which in this case is 270 km for each centimeter on the map.
c) Guide students to identify the references of the two boxes of the symbology, so that they
can compare the territory occupied by New Spain and the limits of the intendencies and
provinces, with the current territorial division.
d) Invite students to point out which intendancy and province were the largest.
e) Students can also identify which province or governorate was in the current territory oc-
cupied by their state.
f) This procedure will be useful for subsequent maps.
19
3.
Encourage students to analyze Figure 1.14 by answering the following questions: How do the
three characters dress? What do you think these people do according to their clothing?
Is there any distinguishable rank among them, why? Invite them to read the caption to
complement their analysis.
4.
Split the group into pairs to carry out the activities in the “Take the helm” section, on pages
46 and 47. If possible, ask students to look for the online version of the book A New Compact
History of Mexico by Pablo Escalante Gonzalbo, or to consult it in the school library, to
complement the topic they have seen.
Influence of the Enlightenment in New Spain, French invasion of Spain

and its impact on the American colonies, New Spanish Criollo pride
1.
Explain that in addition to the Bourbon Reforms, the Independence Movement was also
influenced by other factors, same that are presented in the subsequent topics that will be
treated gradually.
2.
Ask them to answer the following questions in their notebooks after reading the information
provided on pages 47 and 48:
a) What ideas from the Enlightenment have influenced New Spain?
b) How did the French invasion of Spain affect the American colonies?
c) How did Criollo nationalism take shape in New Spain?
3.
Organize the development of the activities in the “Take the helm” section, on page 49. To
complement the concept or mental map, it is recommended that you write a brief explanation
of your visual aid.
The Peninsulars’ coup d’état, The Querétaro conspiracy and the insurrection of 1810
1.
Invite your students to recall the substantial differences between Criollo and Peninsular; what
was the status of both in New Spain and in the eyes of the rulers in Spain.
2.
Ask them to read the text on page 49, so they can identify what the Peninsular coup d’état
consisted of.
3.
Ask students to elaborate a conceptual or mental map with the information they read from
pages 50 to 53. Form teams to show and explain their mental map. Afterwards, ask one
20
member to explain to the group what the conspiracy of Querétaro and the insurrection of
1810 consisted of.
4.
Form teams to do the activities in the “Take the helm” section on pages 51 and 52. Ask one
of the students to recite the poem aloud, taking care of the intonation. If the group requires
it, adapt the wording of a free verse to the lyrics of a song about one of the social groups
that suffered an unjust situation in early 19th century New Spain.
Insurgents and Royalists in the Independence movement, The insurgents’ political

and social thought, Spanish liberalism and the Constitution of Cádiz of 1812,
1.
Invite your students to elaborate a comparative chart based on the reading of the topic
“Insurgents and Royalists in the Independence movement”. Then, form teams to exchange ideas
based on their comparative charts.
2.
Guide the group analysis of Map 1.4 on page 53, to better understand Morelos’ campaigns.
3.
After having read “The insurgents' political and social thought on pages 53 and 54, comment
that the Congress of Chilpancingo, also called the Congress of Anahuac, was the first congress
properly independent from the Spanish crown. It was at the inauguration of this event where
Morelos offered his speech The Feelings of the Nation. In this congress, the Independence of
North America was proclaimed. Based on this short introduction, guide your students to review
the image of the original, handwritten document of Morelos’ speech in Figure 1.18, page 54. If

they have the necessary resources, supplement the activities with the “Alternate route” section.
4.
For the “My location” section on page 54, you can ask students to make the comparative
table in mural size and illustrate it in order to be displayed in an open space in the school.
In this way, the school community can analyze the information presented and make their
observations in a mailbox designed for that purpose.
5.
Organize your students in teams so that, after reading the topics “Spanish liberalism and the
Constitution of Cádiz of 1812”, “Resistance and guerrilla warfare”, they comment on how
what was happening in Spain had repercussions on the independence movement in New
Spain and the way in which shortly thereafter the guerrilla warfare in this territory became
the prelude to the consummation of Independence.
6.
Gather each team with another, so that they obtain a synthesis of all the factors that became
antecedents of the Independence Movement. Then, ask students to present it to the group.
21
The consummation of independence, The economic crisis after the war
1.
With the teams that were formed in the previous activity, organize a play about the consummation
of independence and the economic crisis that followed. To do so, they previously should have
read both topics and prepare a script with this information.
2.
Orient students to the allocation of the main characters and the narrator. Each character
should carry an object that denotes who he or she is.
3.
Discuss with your students the time you consider pertinent for the performance; if possible, use
two sessions so that there is feedback at the end.
4.
Prior to the development of the activities in the “Take the helm” section on page 58, ask
students to look for the Plan of Iguala and the Act of Independence of 1821 in their school
or community library. If they have the necessary resources, they can obtain them from the
electronic pages suggested in the text.
Difficulties in consolidating a national project, Reconquest threats and need for

international recognition, The separation of Texas, The French blockade of 1838,
The Mexican-American War, Liberal and conservative thinking
1.
Split the group into five teams to prepare a presentation to the group, after having read the
topic that corresponds to them and using the suggested didactic resource.
Team Page(s) Topic(s) Visual aids
1 59-62 Difficulties in consolidating a national project. Timeline

• Analysis of the map and comparison with the current
political division
2 62 Reconquest threats and need for international recognition Synoptic Chart

3 63-64 The separation of Texas Poster
The French blockade of 1838
4 64-66 The Mexican-American War “Take the helm”
• “Take the helm” section
• Analysis of the map and comparison with the current
political divide
5 66-67 Liberal and conservative thinking Map
22
2.
Set the time needed for the teams’ presentations and invite them write in their notebooks a
synthesis of everything they have heard.
3.
Organize the group to carry out the activities in the “Arrival point” section on page 67 and,
through questions, make sure they understand what they are going to do. With the posters
they will make at the end, they can put up a display in the school’s wall newspaper or some
other place that is visible to the school community.
4.
Explain the value of self-assessment and peer-assessment to learn about personal progress
and teamwork, as well as to reinforce what is necessary to complement their learning.
5.
Indicate and organize the completion of both exercises on page 68.

23
The State, the Constitution, and the Reform Laws
1.
Ask students to copy in their notebook the initial questions of the topic on page 69, to keep
those in mind during the development and answer them in writing at the appropriate time.
2.
Ask for a volunteer to read aloud the expected learning from page 69; briefly explain what
is expected of them when it is said “explain”, “understand”.
3.
Before beginning the activities suggested in this section, ask the group for a description of
what they see. Do not use the exercise questions yet, let them explain freely. Then indicate and
organize the completion of everything that is requested in the activities of this section.
The national project of liberal governments

1.
Organize an annotated reading of the text on pages 69-73 (just before “Changes during
Juárez’s administration”). Pause to organize the activities in the sections “Take the helm” and
“My location”, as well as to read the caption to Figure 1.25 on page 71. Also, emphasize the
importance of the use of primary sources in the book.
2.
Ask your students to do the “Take the helm” activity on page 70, to provide a broader context
for the topic.
3.
If you have enough time, it is recommended that during the development of the activity “Take
the helm” on page 72, present to the students the epistle of Melchor Ocampo in which the
guidelines of the correct way to have a family were established, as well as the roles of the
man and the woman within marriage.

4.
One option for the development of the “My location” section on page 73, is for students to
make a short cartoon with the answer they give to item 1.
Changes during Juárez’s administration

1.
Begin the study of the subtopic “Changes during Juaárez’s administration” by completing the
activities suggested in “Take the helm” activity on pages 73 and 74.
2.
Request an individual reading of the text on pages 73 to 75 and ask the students to write
down in their notebook statements of the most important events, so that they can make a
timeline on a page of their notebook.
24
3. Organize the “Take the helm” activities on page 75. Write the questions from item 1 on the board
for group brainstorming. You can write down isolated words that students mention for each
question and, at the end, organize them into semantic fields and then write complete answers.
4.
Using the information on pages 76-79, ask students to complete their timeline and organize
small teams to share their work and improve it with input from their teammates.
5.
To make the “Take the helm” activity on page 77 more dynamic, you can ask students to
create an infographic with the answers to point 2.
6.
Before carrying out the activities suggested in the “Arrival point” section on page 79, split
the group into teams and ask students to copy and review their timeline and other products
generated during the activities in the “Take the helm” section.
7.
Ask a volunteer to read aloud the instructions for this section and make sure all the students
understand what they are to do.
8.
Discuss with them the elements of the sample poster and ask:
a) What other posters have they seen?
b) What stands out to them?
c) How is the message conveyed?
9.
Ask the group to brainstorm on the function of self-assessment and peer assessment.
10. Indicate and organize the completion of both exercises on page 80.

25
National identity
1.
Instruct the students to copy in their notebooks the questions on page 81, at the beginning
of the topic, in order to keep them at hand and solve them at the appropriate time.
2.
Select a student to read the expected learning located on page 81. Ask about the student’s
understanding of what is expected from the learning in this section. In this regard, it is convenient
to discuss with the group the importance of the senses of belonging and identity as a person,
a citizen, and a human being, among others.
3.
Once students have read the text by Antonio Estrada and elaborated the corresponding
table, discuss and emphasize as a group the reasons why each individual and the students
themselves consider part of the instances indicated in the table.
French Intervention, Second Empire, and national identity

1.
With the group, read the text “French Intervention, Second Empire, and national identity”, topic
on pages 81 to 83, and emphasize the construction of national identity, which integrates the
group of native peoples, states, political groups and regions, among others. Coment about the
option —given in that historical moment— of being subjects of the Second Mexican Empire or
citizens of the Mexican Republic and its consequent implications. In a group session, question
about the diverse senses of belonging of the Mexican population, as original peoples, social
classes, as well as the diversities of gender, race, sexual preference and religion, among others.
Lead the discussion in the sense that, regardless of the multiple diversities of human beings
living in this country, the identity that unites us is that of being Mexican citizens.
2.
With the elements accumulated up to this point, organize the group to develop the activities
in the “Take the helm” section on pages 83 and 84.
3.
In a group session, ask your students about their concept of nationalism and the reasons that,
from their particular point of view, originate it.
4.
Ask the group to read silently the lower part of page 84 and the upper part of page 85,
about the Generation of the Reformation. Once the reading has been assimilated, organize
students for the “Take the helm” activity on page 85. The following electronic sources can be
used to develop the activity (Accessed: April 10, 2022):
y Benito Juárez. Available at https://bit.ly/3KzjUx6
y Sebastián Lerdo de Tejada. Available at https://bit.ly/374OqQE
26
y José María Iglesias. Available at https://bit.ly/3NY9WY6
y Vicente Riva Palacio. Available at https://bit.ly/3uquLU5
y José María Mata. Available at https://bit.ly/3NXOkLt
y Ignacio Manuel Altamirano. Available at https://bit.ly/3v42Pop
y Guillermo Prieto. Available at https://bit.ly/37zWsRJ
y Ignacio Ramírez. Available at https://bit.ly/3xdr6ep
y Ignacio Luis Vallarta. Available at https://bit.ly/3utZXCe
y Matías Romero. Available at https://bit.ly/3E1bE6c
y Melchor Ocampo. Available at https://bit.ly/3jmTYZh
y Santos Degollado. Available at https://bit.ly/3E0EN1B
y Francisco Zarco. Available at https://bit.ly/3JwetNQ
y Gabino Barreda. Available at https://bit.ly/3LSNfTd
y Porfirio Díaz. Available at https://bit.ly/3LOayNS
y Manuel González. Available at https://bit.ly/3urNgYx
y Ignacio Zaragoza. Available at https://bit.ly/3Jse9zM
y Mariano Escobedo. Available at https://bit.ly/38HhMVR

The historical role of nationalism: from the 19th century to the present
1.
Select a few students to take turns reading aloud the part “The historical role of nationalism:
from the 19th century to the present”, on pages 86 through 87. Allow them to comment and
contribute with their own reading of the historical evolution of the concepts of nationalism
and homeland, for Mexican citizens at different times.
2.
Organize students to do the “Take the helm” activity on page 88.
a) Divide the group into ten teams and, by drawing lots, assign them one of the characters
on the list for them to research.
b) Each team will define the form of expression to expose the assigned biography, it can be
a comic, video, audio, story or corrido, highlighting the importance of the character and
its impact on local life as part of the regional, national and global identity.
27
c) In a group session, each team will present the result of their work and, in the ensuing de-
bate, direct the interventions in the sense of reflecting on the historical role of the heroes
in Mexican nationalism and the behavior that the presenters would adopt if they found
themselves in similar situations to those faced by the characters whose biographies they
prepared.
3. Split the group into pairs to do the “My location” activity on page 89.
a) Assign each pair one of the topics or concepts to be analyzed in the activity, according
to what has been studied so far: homeland, religion or religions, family, citizenship, ideolo-
gy, gender, race, sexual preference, cultural expressions (literature, cinema, theater, dance,
poetry, festivities, music, and rituals), regional traditions, gastronomy, social class and lan-
guage or languages.
b) Once each pair has analyzed their topic or concept, they will write a short paper, no
longer than one page, in which they explain the ideas of the concept.
c) You can use two options, one is to have each pair continue to act without alteration until
the next step, and the other is to have the pairs exchange their writing with each other. At
the end, each pair analyzes the work and the concepts written by their partners.
d) Each pair will determine if the theme or concept they have in their hands is important in
terms of national identity and why.
e) As a group, lead the selective reading of the essays and the contributions of the other
students to establish a consensus on the meaning of national identity for Mexicans living
during the third decade of the 21st century.

1.
Split the group into six or seven teams, according to your criteria, so that they can read the
commented reading of the lower part of pages 88 to 90. Clarify that the purpose is to analyze
the evolution of Mexican nationalism in its historical development, from the 19th to the 20th
century, and the impacts that the concepts of national states and nationalism suffer before the
advent of the global society. Ask students about their feelings as Mexican or world citizens and
encourage them to argue and defend their statements.
2.
Organize the development of the “Arrival point” activity on page 90. Depending on the
characteristics of the group, divide the group into six or more teams to include topics, since
it is convenient that the teams choose the historical period that is most attractive to them, or
work on one that is very important in national or local history.
28
3.
Each team will write a brief report on the chosen topic, emphasizing the description of the
subjectivities that include the ideas of nationalism in the different periods of national history
and making the pertinent comparisons with the current idea of nationalism in the globalized
world.
4.
Once the teams have elaborated their story, ask them to exchange their writings among the
groups. Then, each group will study the story they received and present it as a group, with
their guide.
5.
Guide the interventions during the presentations and conclusions to clarify the historical
evolution of the concept of nationalism.
6.
Encourage the students to carry out self-assessment and peer assessment, with the purpose
of making evident their personal progress, as well as the work developed as a team and, with
this indicator, recognize what is necessary to strengthen learning.
7.
Organize and develop the application of the two activities on page 91.

29
Unequal power and unequal society
1.
To make sure they are not forgotten and can be solved in due time, ask the students to copy
the initial questions that will guide the study of the topic, which are located on page 92.
2.
Ask a student to write down, on a large white sheet of paper, the expected learning statements
located at the top right of page 92. This sheet will be posted on the classroom wall and will
remain there until the topic is completed. Another student does the reading in front of the
group.
3.
Focus students’ attention on the pictures on page 92. Ask students to identify what each
image is about and, if possible, to read the text on the handout “Very sad lamentations of
a hooked”. Then, ask students to solve the proposed exercise by pointing out the continuity
of circumstances between the original peoples and the economic and social changes that
occurred during the 19th century. Ask them to define if any of the images belong to the reality
in which they live and, if not, to establish the characteristics of their living environment and, in
two paragraphs, describe it in their notebook. Randomly choose five students to read the text
they wrote about the reality in which they live.
Porfirio Díaz’s first presidential term. The legality of injustice, Continuity of pre-Hispanic
and colonial social inequality in the late 19th and early 20th centuries
1.
Ask students to individually and in silence read the following texts: “Porfirio Díaz’s first presidential
term. The legality of injustice” and the “Continuity of pre-Hispanic and colonial social inequality
in the 19th and early 20th centuries”, located on pages 93 to 96 and to write down in their
notebooks the ideas they consider most important in each subtopic.
2.
With what has been analyzed so far, organize the group to carry out the activity “Take the helm”
on page 96, while observing the forms of work organization that have endured since the pre-
Hispanic period and those that have been generated subsequently. It is a good idea to gather
the materials recommended in the “Alternate route” section, mentioned on the same page.
3.
Ask your students to identify if any of the forms of work that appear in the table are still carried
out today in the place where they live. If so, ask them to describe these forms in two paragraphs
in their notebook. If not, ask students to write in two paragraphs one of the forms of work that
most people do in their environment to earn an income. Randomly ask five students to read their
writings in a group session and direct the comments of the rest of the students regarding the
expositions.
30
Social injustice in the late 19th and early 20th centuries,
The distribution of wealth during the Porfiriato
1.
Divide the group into five or six teams, so that they can read the topics: “Social injustice in the
late 19th and early 20th centuries”, “The distribution of wealth during the Porfiriato”, which are
located on pages 96 to 101.
2.
Each team will be assigned an equal share of the reading. Teams will read and summarize their
corresponding assignments and present their summaries in a group session. The participation
of all students with their comments and opinions is desirable.
3.
Organize the group to develop the activity “Take the helm” on page 101, promoting reflection
on social classes in Mexican society at the end of the 19th century and social injustice.
4.
Encourage a comparison of current forms of work with respect to those of the late 19th
century, and ask students about the improvement of working conditions for Mexicans today or
whether they consider that things have not changed much. Make sure that their opinions are
well argued.
Economic development in the late 19th and early of the 20th centuries
1.
Begin the annotated reading of the section “Economic development in the late 19th century
and beginning of the 20th centuries,” on pages 102 and 103, by alternately assigning several
students to read it.

2.
For the coverage of the “My location” activity on page 103, each student will develop a
topic on the various freedoms and rights that citizens should enjoy: freedom of transit,
expression, printing, business, profession, and worship, among others. Offer the group the
option of forming teams or working individually and which topics they will develop, preferably
without repeating them. Once the work has been determined individually or in teams, insist
on the importance of making the pertinent comparisons between current liberties and rights,
in relation to those that were experienced during the Porfirian Mexico; determine if the
conditions and circumstances have changed, remained the same or have worsened, and
try to establish the reasons why the observed changes have occurred or not.
3.
Organize the group for the development of the “Arrival point” activity on page 103, pointing
out the situations of social injustice and exploitation that arise in the different companies:
31
mines, haciendas, banks, railroads and others. To support this activity, it is convenient to have
the sources cited in the “Alternate route” section located on the same page.
4.
If possible, invite students to read and sing the Himno del agrarista and El barzón songs that
refer to the conditions of exploitation of Mexican peasants until the beginning of the 20th
century and their efforts to free themselves from the yoke that oppressed them.
5.
In their notebook, each student will solve the questions that they wrote down at the beginning
of this topic.
6.
Randomly select a student to read the answer to each question to the group and have the
other students participate by agreeing or disagreeing with each answer.
7.
Insist on the great advantages of carrying out self-assessment and peer assessmentt, since as
an exercise of self-criticism it is very healthy in terms of one’s own personal development.
32
Suggestions for closing the unit
1.
For the coverage of the activity “Let’s finish the trip” on page 105, it is suggested that the
students create a painting that corresponds to the period that has been covered in this unit.
2.
As the aim is to illustrate history, it is recommended that the paintings contain allegorical
elements that summarize the period or episode in question; in the style of the Mexican murals
that integrate by images, in a compact way, situations and historical periods. In this regard, the
following specific themes are suggested:
y National sovereignty
y The influence of the Enlightenment on the end of the novo-Hispanic period
y The War of Independence
y The First Mexican Empire
y The beginning of the Mexican Republic
y The separation of Texas
y The French Blockade of 1838
y The War with the United States of America
y The Reform Laws and the Reform War
y National Identity

y French Intervention
y The Second Empire
y Mexican nationalism
y Economic development during the Porfiriato period
y Injustices during the Porfirian period
3. As can be expected, you don’t need to cover all topics. Preferably, it would be convenient to
give the students the faculty to choose the topic that most appeals to them.
4.
For the paintings, it is recommended that the students decide who have the best skills and
talents for the realization of the painting in question. In the same way, each group should
define the following characteristics: size, materials, and styles to be used for the creation of
the painting.
33
5.
Once the works have been created, organize an exhibition to share the themes and impressions.
6.
The order of placement of the paintings should coincide with the chronological order in which
the themes represented are developed.
7.
The students will fill out the form on page 105, in which they will write a sentence that expresses
how what is represented in each work relates to what they were expected to learn.
8.
If necessary, they will review the expected learning cited at the beginning of each topic. After
participating in this recap, students will express their views on how important it is to study how
Mexico was formed into a nation state.
34
Unit 2 Social changes and contemporary institutions
1.
Invite your students to analyze as a group the panoramic image with which this unit begins,
after having read the reference to the mural. The following questions may be useful: Who does
the main character in this work represent? What other characters are there? Whose clothing
and attitudes do they represent? What does it mean that the main character is wearing his
cheeks and holding two pieces of chain in his hands?
2.
Ask for volunteers to read and interpret Woldenmberg’s quote on page 107.

35
1.
It is important to mobilize the prior knowledge that students have regarding the consolidation
of contemporary Mexico, from the 19th century to the first decades of the 21st century. For that
reason, we remind you that when solving the activities in this section it is not necessary that they
do research; it is about each student contributing what they already know, even when they are
not exact answers.
2.
It is recommended that the reading suggested in the activities of this section be read aloud
by a student who reads correctly. Then, form teams to do the suggested activities.
3.
At the end, encourage them to find out more about the author. You can find information
about the author at the following link: https://bit.ly/3rprUJh (Accessed: April 12, 2022.)
36
Past-present
1.
Ask students to read the expected learning and discuss what they are expected to learn in
this topic.
2.
Promote reflection on the guiding questions, especially ask students to list current problems
in their country and what they have learned in the Civics and Ethics class regarding justice,
equity, and education.
3.
Prior to the development of the section on page 109, students should take the short survey
suggested in point 2 and keep the written answers in their notebook. Allow enough time for
this to complete the rest of the activity.
4.
Before beginning the development of the topic, discuss with the group how they consider that
what is happening in the present is related to processes and events that occurred in the past.
Inequality and violence

1.
Organize a brainstorming session with your students, in which they give their opinions about
what justice is and why it is important for human beings to develop integrally. Write down
on the blackboard the key words they mention and leave them written down throughout the
session, so that they can keep them in mind.
2.
Invite students to read pages 109-111 and ask them to write down the main ideas in

their notebooks. Next, guide them to analyze the captions and figures 2.1, 2.2, and 2.3 to
complement the main ideas.
3.
Form teams to expose their main ideas and solve the “Take the helm” section on page 111. For
this, it is necessary to previously carry news related to social and economic inequality.
4.
Coordinate the group to carry out the activities of the “Take the helm” section on pages
113 and 114. Previously, they should have read pages 112 and 113 and analyzed the
corresponding graph and images. The development of the activities in the “Take the helm”
section is delicate because it involves feelings and emotions of the students, so do not force
participation and, above all, do not allow the allusion of personal experiences or anecdotes
of other people because, in some parts of the country, students live in environments where they
may run some risks if they expose in the group experiences of people or groups that violate
the community. Try to always maintain a neutral tone, without losing sight of the fact that we
are talking about inequality and violence in the country, not about particular or local cases.
37
1.
Start a conversation with your students so that they remember what education was like in New
Spain, why it was considered a privilege, who had access to it, which were the educational
opportunities for women and the poorest population. Encourage reflection on access to
education during the Reform.
2.
Invite students to identify and elaborate a list of the educational and intercultural problems
in Mexico today, after reading the first part of the section “Education and interculturality” on
pages 114 and 115.
3.
To carry out the activities in the “Take the helm” section on page 115, you can search for
school dropout and failure figures in other sources.
4.
Invite students to continue identifying the issues of education and interculturality on pages 116
and 117. Encourage them to analyze the captions and figures 2.7 and 2.8, as well as the graph
2.2 and ask students to relate them to the topic they are studying. Discuss with the group what they
have worked on in their Civics and Ethics class about the topic of discrimination. Ask what effects
discrimination has on individuals and social groups and how it can be counteracted with actions
that respect differences and the rights of all.
5.
Based on this analysis of the figures, the reading, and the group reflection on discrimination,
ask your students to complete the activities in the “Take the helm” section on page 117.
6.
To close this section, form teams and ask students to analyze the problems that each one of
them detected regarding education and interculturality. Encourage them to draw conclusions
and present them to the group.

7.
In this “Past-present” section, your students had the opportunity to identify the present as
a construction that has woven from the past and that explains the social, economic, and
cultural inequalities that still exist today. To conclude, ask students to compile everything they
have worked on so far and coordinate them so they can carry out the “Arrival point” section
on page 118.
8.
To guide your students in the self-assessment and peer assessment on page 118, as a group,
encourage them to try to recall together the entire learning process they went through from
the beginning of the sequence. After this exercise, ask students to individually elaborate what is
requested in the self-assessment. Afterwards, split the group into teams, making sure that the members
of each team have coincided in the development of most of the work to solve the peer assessment.
38
LCU The Mexican Revolution
1.
Remember that the Learning Construction Unit (lcu) is a didactic proposal that, from the curriculum,
aims for students to construct their own learning and deepen their knowledge —in this case,
about the Mexican Revolution— through individual and collective research. The idea is for
young people to handle historical sources, practice and develop their capacity for analysis
and reflection.
2.
Initiate the conversation with your students, explaining both the expected learning from page
119 and the type of work they will be doing in the lcu.
3.
Review together the “Problem statement” and comment that these questions will work as a
guide for their entire investigation.
4.
Split the group into teams of four members and ask students to reflect on the “Scope” of the
lcu, then ask students to comment about it in front of the group, so that everyone is enriched
by their contributions. These teams should remain with the same members until the end of the
lcu.
5.
Prepare an annotated reading of the “Organization” section and guide them to complete a
format like the one presented on page 120. Remember that the LCU requires continuous work
for several weeks.
6.
To begin with subtopic 1 on page 120, students should read the information about it. Where

the red-colored vignette appears, it indicates a research activity that they are required to
carry out and to keep the worksheets or other product obtained from this activity.
7.
In the same way, they should continue with the next four subtopics. Be sure to pause a few
moments to analyze the captions and figures included in the text, as well as the maps,
diagrams, tables, and other graphic materials provided.
8.
At all times, you should closely accompany all the teams to clarify doubts, reorient the work
and explain both the content and the ways of doing the investigation.
9.
To answer the questions of the last paragraph of page 121, the students may need more
information, so we suggest that you invite them to do some research in the school library, or
with the help of an Internet search engine. Information can be found at the following address:
https://bit.ly/3Eb1Jer (Accessed: April 13, 2022.)
39
10. To summarize the characteristics of the main revolutionary factions requested on page 122,
you can ask students to complete Table 2.2 on the board or create a visual aid to help them
synthesize the most important ideas.
11. To analyze Map 2.1 on page 123, it is recommended that you guide the cartographic
reading with the questions suggested in the textbook. You can complement this analysis by
asking students to reflect on the usefulness of maps in the spatial analysis of past events.
12. Orient students in the search for information on the characters of the Mexican Revolution
requested on page 124. Give priority to the sources of consultation suggested on the page
but encourage them to delve into other sources they have at hand, always verifying the
veracity of the source.
13. Guide the analysis of diagram 2.1 on page 125 so that students can express their doubts
about the historical sources. Clarify possible doubts.
14. If possible, play the audio of some of the corridos suggested on page 126 to continue with
the development of the LCU. While listening to the corridos as a group, ask the students to
express their feelings and sensations.
15. Organize the group to carry out the annotated reading of pages 127 and 128. Support the
suggested photographic analysis avoiding biases and value judgments.
16. To approach the topic of “Revolutionary women” that begins, page 129 and 130, be careful
to eliminate or not reproduce the ingrained patriarchal readings, since it is necessary to
recognize the female role in different fields of activity that favored the revolutionary process,
as was the case of journalism, administration, command, and strategy in the armed struggle,
including financing. The following address may be useful for your personal consultation:
https://bit.ly/3ro3zUe (Accessed: April 13, 2022.)
17. Prior to the activity suggested on page 130, where they will use Map 2.2, we recommend an
analysis of the map, for example, paying special attention to the title, interpreting the symbols
in the legend, the scale data, and the imaginary lines. The purpose of this is to get them
into the habit of carefully reviewing a map, regardless of how useful it may later be for the
development of a topic.
18. The elaboration of the product indicated on page 131 is not the final point of the work,
but it is the moment to concretize in a clear and defined structure everything that has been
40
worked on. It is a journalistic or video report, depending on the choice of each team. You are
encouraged to watch or read several reports produced by serious organizations, here are
some options.
Videos:
y Seven Wonders of the Ancient World: https://bit.ly/3rmlMRW (Accessed: April 13, 2022.)
y Better brain health: https://bit.ly/3xmsgEf (Accessed: April 13, 2022.)
y Antarctica, a message from another planet: https://bit.ly/3xoenW6 (Accessed: April 13, 2022.)
Written reports:
y The challenge of being a female scientist in Mexico: https://bit.ly/3KDKlRX (Accessed: April
13, 2022.)
y The Cuban Vocational Education and Training System and its Current Changes: https://bit.
ly/38Ph7BO (Accessed: April 13, 2022.)
y How science can save the ocean: https://bit.ly/3O2FSut (Accessed: April 13, 2022.)
19. In the “Product” section on page 131, guide the students step by step. For example, the whole
group is organized in teams, according to the first bullet of this section, they should write
a summary of the information they got from the products obtained from each research. An
example is the worksheets that they should order and write based on those products. When
all the teams have written and revised their work, then they will select the images that they will
place in each paragraph and number them to insert them in the text.

20. When the students choose between a video or a news report, ask students to continue their
work and follow up, as well as make suggestions and clarify doubts.
21. Depending on the time available, decide how much each team will take and on what date
they will present their work. Also decide on the best place to make the presentations.
22. Organize the sessions for the analysis of the work and the evaluation, as suggested on page 131.
23. To guide your students in the self-assessment and peer assessment on page 132, encourage
the group to recall the whole learning process they went through since the beginning of the
LCU; ask students to comment on the substantial differences they found in the work with LCU
and the rest of the topics of the course. Indicate the completion of the self-assessment.
41
24. Split the group into teams, making sure that the members of each team have coincided in the
development of most of the LCU work, so that they can carry out the peer assessment exercise
on page 132.
42
1.
Divide the group into four teams and instruct each team to copy in their notebooks one of
the questions inserted on page 133, at the beginning of the topic, in order to have them at
hand and answer them at the appropriate time.
2.
Select a student to read the expected learning located at the top right of page 133. Ask
students about what they understood from the reading.
3.
Focus students’ attention on the images on page 133. Ask them to identify what each image is
about. Then, support them in solving the various activities of the proposed exercise, emphasizing
the process of historical evolution, from the Mexican Revolution to the present time.
4.
Instruct your pupils to interview the oldest people in their family, to tell them about the most relevant
events in their lives and what has brought them to the place where they are at this moment. They
will write the story in their notebook. Randomly select five students to present the results of their
research and listen to their classmates’ comments, focusing on similarities and differences.
5.
In a group session, guide the students so that each one, with their book open on pages 134
and 135, analyze the historical development in different spaces such as geographic, world
and national; carefully reviewing the timeline.
6.
In the extension of the analysis of the timeline, encourage students to solve the activities in
the “Take the helm” section on page 135, while emphasizing the involuntary synchrony of the
evolution of events in different areas and their possible relationships. Ask students to relate

world and national events to those they researched in their own family history and write in
their notebook the events that link them. Select five students to read the writing they have
just done on the relationship between world, national and family events. Lead the group to
express their opinions, as well as their similarities and differences.
7.
Do an annotated reading of pages 136-138, involving the group and selecting readers. Use
the previous reading to encourage students to complete the activities in the “My location”
section on page 138.
43
8.
With the information provided on pages 136 to 140, ask students to complete a table like the
following:
Milestones and historical facts of Mexican History from 1900 to 1922
Milestone or historical fact Protagonists Explanation
Some of the reasons for the outbreak of the Mexican Revolution
What was the Mexican Revolution
Main armed bodies of the Mexican Revolution
Convention of Aguascalientes
Constituent Congress of 1917
Creation of the Ministry of Public Education
9. Students may include any additional topics they consider important to the table above, with
your supervision. Afterwards, as a group determine who will present their work and direct the
presentation of the comments.
10. Organize the group for the development of the “Take the helm” activity on page 140. With the
information from the texts, students can solve the questions of the activity and participate as
teams, to reach the required conclusions.
11. Divide the group into five or six teams to, in turn, section the readings on pages 141-143.
Each team will be assigned an equal share of the reading. Teams will read and summarize their
corresponding excerpts and present their summaries as a group. It is recommended that the
whole group participate with their comments and opinions.
12. Organize the group to develop the “Take the helm” activity on page 144, promoting reflection
on the panoramic vision of Mexico’s historical evolution, from the Cardenista period to the
end of the 20th century.
13. Lead the annotated reading of the text on pages 144 and 145 with the support of information
from the website Elections in Mexico 1979-2015, available at https://bit.ly/3KE1jQ9 (Accessed:
13 April 2022.)
44
14. The students, integrated in teams, can elaborate a table on the evolution of presidential
elections, the beginning of political alternation and the advance of democracy in the country,
starting in 1976. Observe the following example:
Presidential elections in Mexico since 1976
Year Candidates Political parties Occurrences
1976
1982
1988
1994
2000
2006
2012
2018
Once the students have completed their organizer, ask students to exchange reflections in
a group session on the “Past-present” of the electoral processes in our country, emphasizing
citizen participation in order to achieve respect for the popular vote.
15. Organize the group to carry out the activities of the “Arrival point” section, with the understanding
that, in the mural timeline, the students should recognize the evolution of the historical evolution,

from the Mexican Revolution to the present.
16. Split the group into the same teams that were assigned to write down the questions at the
beginning of the topic. Invite them to solve the guiding question and read it as a group,
so that their classmates can verify if the questions were satisfactorily solved through their
comments and opinions.
17. It is important to talk to the group about the advantages of practicing self-assessment and
peer assessment, as an exercise of self-analysis of the strengths and weaknesses of each one,
in their learning and development as individuals. Thus, individually, each student should cover
the sections on self-assessment and peer assessment on page 146.
45
Revolution and social justice
1.
Divide the group into four teams; each team will copy one of the initial questions located at the
top of page 147 onto a white sheet of paper with a marker and post it on the classroom wall. At
the end of this section, each team will return to work on the question that corresponds to them.
2.
Select a student to read the expected learning located on page 147. Ask students about their
understanding of what is expected of them, according to the expected learning in this section.
From their reading or listening, they will identify the events narrated in the corridos and continue
with the summary, composition, and interpretation of their own revolutionary historical corrido, as
suggested in the activity.
Causes of the Mexican Revolution, Revolutionary factions, Influence of revolutionary

groups on the Constitution of 1917, Why was the Constitution of 1917 a code far
advanced for its time?
1.
Organize the group to do a commented reading of page 148, which deals with the causes
of the Mexican Revolution, and askstudents, with your support and based on the reading, to
analyze in detail and define what each of the elements that make up the table at the bottom
consists of.
2.
Organize the students for the development of the “Take the helm” exercise on page 149, which
refers to the censored publications of the Porfirian period. To carry out the requested research,
the sources cited in the “Alternate route” section on the same page can be consulted.
3.
Divide the group into six teams and distribute, in an equitable manner, the reading of the
subtopic “Revolutionary factions” on pages 149 to 154. Each team will write a review of their
reading, emphasizing what refers to the Zapatista, Villista and Carranza revolutionary groups.
The presenters will have the comments and opinions of their peers in a group session.
4.
Organize your students for the development of the “Take the helm” activity on page 154. For
the location of the revolutionary plans mentioned in the exercise, ask students to check the
information located in the “Alternate route” section on page 155.
5.
In a group and inviting different readers to participate, organize the annotated and analytical
reading of the text “Influence of revolutionary groups on the Constitution of 1917” and “Why
was the Constitution of 1917 a code far advanced for its time?”, located on pages 155 to
46
157. In the middle of the reading and, as convenient, remind the students about the main
points of the revolutionary plans they previously read and encourage them to establish their
relationship with the outcome, which is the Magna Carta that governs us today.
6.
Organize the group for the development of the “Take the helm” activity on pages 157 and
158. Based on the recent readings, guide the students so that, in teams, they create an
infographic with the following sections:
Characteristics of people’s During Porfiriato After the implementation of

daily life in Mexico the 1917 Constitution
Students Rights Obligations Rights Obligations
Peasants Rights Obligations Rights Obligations
Workers Rights Obligations Rights Obligations
Citizens Rights Obligations Rights Obligations
Once the historical differences mentioned in the infographic have been established, continue
with points 2 and 3 of the activity.
7.
Ask the students to read pages 158 to 160 silently and individually. Once the reading
has been done, ask the group about the importance of the Magna Carta in our daily
lives and why every Mexican should read it. Take the opportunity to ask students a brief
questionnaire in which you ask students: How many titles is the Constitution divided into
and what are they? What citizen rights does it protect? How many articles does it have?

What do articles 3rd, 27, and 123 refer to? Why are they important? and Do they consider
that our Constitution is valid and current or that it needs to be renewed? If you think it is
convenient, you can ask other questions that you consider important.
8.
In order to carry out the activity “My location” on page 160, it is suggested that the teams
that are formed complete the following forms with the pertinent information:
Team 1
Political Constitution
Universal Declaration
Rights and liberties Porfiriato of the United
of Human Rights
Mexican States
Rights to life
Rights to health
47
Team 2
of Human Rights
Mexican States
Rights to life
Rights to health
Team 3
of Human Rights
Mexican States
Rights to life
Rights to health
Team 4
Rights and liberties Porfiriato Universal Declaration Political Constitution
of Human Rights of the United
Mexican States
Rights to life
Rights to health
With your guidance, ask students to continue the activity in parts 2 and 3.
9.
For the development of the “Arrival point” activity on page 160, you can suggest the following
formats to the students:
Revolutionary groups Ideology Ties to the Constitution

Maderistas
Zapatistas
Orozquistas
Villistas
Carrancistas
48
Reasons why the Mexican Constitution
was an advanced code for its time
Workers’ rights
Agrarian law
Nation’s dominion over natural resources
Right to education
10. Reorganize the initial teams formed at the beginning of the topic to answer the guiding
questions and read their answers, with the comments and opinions of their classmates. The
group will verify if the expected learning outcomes were met.
11. Remind your students of the benefits of personal reflection through self-assessment and peer
assessment. So, encourage them to complete the activities on page 161.

49
The State and the institutions
1.
Discuss with students what they will review and analyze in this topic. Link this to what they have
learned so far. Use the expected learning and the guiding questions to promote reflection
on the implications for the country of the stabilization process and the advances that were
achieved, as well as its importance for the construction of the present Mexico.
2.
Ask students to do the “Starting point” activity. The basis is the analysis of photographs from
some primary sources on page 162; the correct relationship of the image to its description
will be done individually. The questions posed in points 2 and 3 can be answered in teams.
The reflection requested in point 4 can be done individually, while in groups the results of the
discussion will be shared, and general conclusions will be drawn.
Time of caudillos. Post-revolution rearrangement, The history of the Strong Man, The first
Cristero Rebellion, The Maximato, Strengthening and consolidation of the executive
power, Cardenism, Agrarianism, Institution building
1.
Using an audio player, share with your students a revolutionary corrido that features one of
the caudillos such as Emiliano Zapata, Francisco Villa or another character. On the Fonoteca
Nacional de México website it is possible to listen to some of them: https://bit.ly/3fxgr5f
(Accessed: April 13, 2022) and through a brainstorming group build a concept of caudillo,
writing down the traits that students identify about these on the blackboard. Based on this,
discuss the presence of caudillos in the period of the Mexican Revolution, as well as in the
post-revolutionary period and how this is related to the political instability of the country. Also,
with this as a base, expose some processes that were leading the country to stability after the
armed movement that ended in 1917.
2.
Ask students to individually read the section “The history of the Strong Man” on pages 165
and 166 and identify the main ideas. Request students to include the images in their review.
Based on this, ask students to create visual aid that summarizes the features of the government
of president Plutarco Elías Calles. Organize the group to share their work and explain why the
section has that title.
3.
Organize the students in teams to develop the activity “My location” on pages 167 to 168,
which includes filling out the table that they must copy in their notebook; the answers to the
questions posed about presidential successions; and the group discussion about what they
have done and discussed. Students should also previously read page 167 so that they carry
out the activity.
50
4.
Instruct half of the group to read the section on “The Maximato” and the other half to read the
section on “Strengthening and consolidation of the executive power.” In this activity, the target
is the elaboration of an outline like the one shown with the information that has been reviewed
so far and some other information that can be researched. In a group, build a dialogue with
the group about what has been analyzed and ask students to give an answer to the question
formulated about the political party created and the political stabilization of the country.
It is important to promote reflection. To do so, you can refer to the current situation with the
alternation in power.
5.
Expose some of the most important processes and features of Cardenism. Split the group into
teams, so that they can design in a diagram about the form of organization of the Mexican
State during the Cardenism period, as requested in the “Take the helm” activity on page 173.
Invite students to return to the content of “Cardenism” section, including the images it contains.
The closing of the activity consists of sharing the diagrams designed and discussing them.
6.
To close the topic, consider the “Arrival point” activity. Organize five work teams to research
and present the topics suggested in the textbook. The basis is the information contained on
pages 173 to 177 corresponding to the following topics: “Unionism and political power in
Mexico”, “Agrarianism and political power in Mexico”, “Instauration of the State party in Mexico”,
“Presidential power in Mexico”, “The institutions of the Mexican State”. If necessary, orient your
students to make use of other bibliographical references. Consider the other indications for
the preparation of the lecture, its delivery, and the timing of the questions.

7. To guide them in the self-assessment and peer assessment on page 178, as a group encourage
your students to try to recall together the entire learning process they have gone through
since the beginning of the sequence.
8.
Ask students to individually carry out what is requested in the self-assessment. Afterwards,
split the group into teams, making sure that the members of each team have coincided in the
development of most of the work, so that they can carry out the peer assessment.
51
LCU. The 1960s. Progress and crisis
1.
The organization and development of the LCU “The 1960s. Progress and crisis” will occupy an
important part of the students’ activity during this quarter. Although the main task falls on them,
constant guidance and support is important, as well as moments of review of progress. Keep
in mind that this is a project that will be built over several weeks, in which the goal is to:
y Identify expressions of national development that occurred in the decade and assess the
relationship between their region and the country.
y Use newspapers, films, photographs, and other sources to reconstruct the history of the
decade.
y Reflect on the country’s successes and failures during the period.
2.
Invite students to look at the photographs on page 179, and identify some features, characters,
or events of the 1960s. Ask one or more students to read aloud the section “Problem statement”
and, based on the questions at the end of it, discuss the purpose of the research they will
carry out. In order to relate it to the conversation about the period to be studied, they could
reproduce a musical theme from the sixties or a fragment of a video.
3.
Organize the work of the LCU, integrating teams of a maximum of four people for the
development of the research. Coordinate the elaboration of a single chronogram in which
whole group register the dates in which they will review the progress of the research and what
they have learned, as well as the development of some support activities. Do not lose sight of
the products that are suggested in the LCU to synthesize what the students have researched:
y Timeline that identifies historical events and processes that happened at the same time at
the national, state, and world levels.
y Report on interviews with people who lived their childhood, adolescence, or youth during
the 1960s.
y Photo report or video clip that describes the role of Mexican youth in the cultural, political,
and social transformations of that time.
y Synoptic table, comparative table or outline that synthesizes the main causes, features, and
consequences of the social and guerrilla movements in Mexico during the 1960s and 1970s.
y Analysis of a literary work (short story, poetry, or novel) about the student movement of 1968.
y Chronicle of the 1968 Olympic Games in Mexico.
y Essay that describes the importance of the 1960s in the contemporary history of Mexico.
52
4.
As part of the research orientation, ask students to review the information in the section titled
“The 1960s and national development”, in addition to what the team can research. Using
what they have researched, each team will create a timeline using bond paper, poster board
or other material that includes some images or photographs to display in the classroom. If they
have the possibility, they can use some computer applications that exist to create timelines.
Open a space for teams to share their work.
5.
Orient the teams to conduct interviews with people who lived during the 1960s. With the
information gathered, discuss with the students, and ask them to write a report that summarizes
the vision of the development of the 1960s and the differences shown between people’s
perspectives.
6.
The interviews, the research and the reading of the section “Young people as promoters of
cultural, social, and political transformations”, as well as the analysis of the photos included
in this section and other graphic and audiovisual resources that can be accessed, are
elements that can support the photo report or video clip included in the products. Organize
the presentation of these products and guide the dialogue with the students, by relying on the
questions formulated on page 187.
7.
Invite students to read the excerpt from the book The Night of Tlatelolco, by Elena Poniatowska,
on page 190. Based on the questions formulated on the same page, discuss with them about
the text and what it expresses.
8.
To conclude the research process, ask students to synthesize part of what they have studied

and researched by writing a chronicle about the 1968 Olympics held in Mexico, as well as a
brief essay on the 1960s and its importance for Mexico’s contemporary history.
9.
Prepare the session, or sessions, in which the products will be presented. Choose one or some
of the products. Organize a group discussion on the influence of the events or processes of
the 1960s on our times. Also, an exchange on the experience of working with the LCU.
10. To guide them in the self-assessment and peer assessment on page 192, as a group encourage
your students to try together to recall the whole learning process they went through since
the beginning of the sequence. Afterwards, ask students to carry out, individually, what is
requested in the self-assessment and split the group into teams, trying to make sure that the
members of each team have coincided in the development of most of the work, so that they
can carry out the peer assessment.
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Democracy, parties, and political rights
1.
Talk with your students about what they have studied in their Civics and Ethics class regarding
democracy, political parties, and political rights. Read the expected learning and discuss
what they are expected to learn in this topic. Remind them that the acronym LFOPPE stands for:
Federal Law of Political Organizations and Electoral Processes.
2.
Promote reflection on the guiding questions and remind your students that these will set the
tone, along with the expected learning, for their study and reflection.
3.
Encourage students to analyze the images in Figure 2.60. The following questions may be
useful: What are the people in each picture doing? What do they have in common? How do
you know that they are from different periods? Read the caption. All this introduces you to
develop in teams the activities proposed in the section on page 193.
4.
Based on the reading of pages 193 to 195, ask students to individually answer the following
questions: Besides political organization, what other facet of the history of the country do
they have in common? Why is it said that the student movement of 1968 was important for the
democratic development of our country? Why is it considered that the government repression
of the student movements of 1968 and 1971 was a setback for democracy?
5.
Organize the group to analyze the caption and figures 2.61 and 2.62 and encourage
a discussion with your students about how the advance towards democracy can face
obstacles that result in social movements such as those mentioned on pages 194 and
195. We suggest that you write down on the blackboard the main ideas that emerge; it
is also important that the discussion be as objective as possible. After this discussion with
your students, they will be ready to develop the activities in the “My location” section on
page 195.
6.
Invite your students to summarize the information on pages 196 and 197. Based on this and
the excerpt from the book Guerra en el paraíso on page 197, ask students to answer the
questions in the section “Take the helm” on pages 197 and 198.
The Mexican political system in the face of political and democratic opening
1.
Guide the students in the elaboration of visual aid of their choice with the information on
pages 198 and 199. Then, with the same team, ask students to analyze the captions and
figures 2.65 and 2.66.
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2.
To carry out the activities in the “Take the helm” section on page 200, we suggest emphasizing
the importance of having legislation that supports democratic actions and institutions in the
country. It is recommended that the activity of point 1 of the section be done as a group and
that you draw on the blackboard a small scheme of how the Federal Electoral Commission
is conformed. Before moving on to the activity of point 2, comment with the group on the
importance of the representation of each political party in said commission. Afterwards, indicate
the completion of the other activities in this section with the same teams that started working
on this topic.
3.
Before carrying out the activities in the “Arrival point” section, ask students to collect all
the learning products they have completed (answers to questions, syntheses, visual aids,
conclusions, etc.) Ask students to review these products to see if they are still valid. Then, have
them carry out the activity in point 1 of this section.
4.
Before continuing with the activity of point 2, we suggest that teams elaborate on a poster
board the comparative table that they made individually, with this step it will not be necessary
that you concentrate everything on the blackboard, it will only be required that each team
expose their work and that all together obtain conclusions as indicated in point 3.
5.
To guide them in the self-assessment and peer assessment on page 201, as a group,
encourage your students to try to remember the entire learning process they went through
from the beginning of the sequence to the end. Ask students to work out, individually, what is
requested in the self-assessment, and then to do the peer assessment as a group.

55
Strengthening democracy
1.
Begin the conversation with your students by explaining the expected learning from page
202. Afterwards, encourage them to reflect on the initial questions of the theme and explain
that the function of these questions is to guide the development of the theme “Strengthening
democracy.”
2.
Through brainstorming, ask your students to answer the questions: What do they think were the
reasons why women could not vote to elect their representatives? What did women themselves
think about it? What did men think about it at the time? Why is it an achievement for democracy
that women have the right to vote?
3.
Next, ask students to analyze the two captions and figures 2.67 and 2.68, and to solve the
activities in the section on page 202.
The Democratic role of political parties

1.
Invite students to elaborate a synoptic table with the information on page 203, including the
analysis of the captions and figures 2.69 and 2.70.
2.
To carry out the activities in the “Take the helm” section on page 204, it is suggested that
beforehand each student read silently the excerpt from article 41 and underline the terms
that are unfamiliar to him/her, look them up in a dictionary and write the meanings at the
bottom. Then, form teams to develop the activity. If possible, search the website of the National
Electoral Institute for information that complements the understanding of the text.
3.
After your students read page 205, organize teams to make a collective poster explaining
with images what they read.
4. Dialogue with your students about the importance of reflecting on what they are learning and
explain that for this purpose they have the section “My location”, on page 205. Request the
completion of the proposed activities and at the end, ask students to express if they consider
that they have not understood something up to this point so that you can explain it.
Organization of electoral processes

1.
Form teams of two or three members so that, with the information provided on pages 206 and
207, they can make a flow chart and present it to another team. Then, invite them to carry
56
out the activities in the “Take the helm” section on page 207. Since the suggested section of
article 41 of the Mexican Constitution contains a very long text, it is better to have them read
it at home beforehand, preferably underlining it or making a list of the main ideas. To begin
the activities of the section, they can start by comparing what each one has brought from
home.
The media
1.
Before beginning this subtopic, ask students to conduct a short survey with their family members
or other trusted adults to find out what they remember about the role of the media in the
electoral process. In the classroom form teams to discuss their findings and record everything.
2.
In order to identify the role of the mass media in building democracy, ask students to read the
information on pages 207 and 208 including the caption and Figure 2.74.
3.
With the same teams, they will solve the activities in the “Take the helm” section on page 208. It
is very important that you do not reflect your political stance in these activities, since the idea
is that students learn to analyze all positions and use their critical thinking, without the bias that
implies the opinion of the closest adults around them. It is also necessary that the news they look
for is not just one-sided, but that they see “both sides of the coin” by analyzing newspapers from
different perspectives in relation to each other.
Health and education for all

1.
Organize a commented reading about the topic on pages 208 to 210 and encourage your
students to take notes on what seems most important to them, since these notes will be useful
for the activities in the “Take the helm” section on page 210. It is recommended that, before
starting these activities, discuss with the group about the role that health and education play
in democratic life, particularly emphasizing the relevance of public health and education,
regardless of whether they have the resources to use these services privately or not. Do not
forget the analysis in caption and figures 2.75 and 2.76.
2.
Read together with your students the activities suggested in the “Arrival point” section on
page 210 and make sure they understand what will be done. Split the group into eight
teams to distribute the roles they will play. Give each team a task to prepare the materials
they will need for the simulation game (for example, preparing ballot boxes, voting slips, signs,
voting markers, “ink” to point the finger at the voter, etc.) Then, each team will prepare their
57
participation in the simulation game. Afterwards, each team will prepare its participation
according to its role.
3.
Carry out the simulation and develop the other points indicated in the section.
4.
To guide them in the self-assessment and peer assessment on page 211, encourage the group
to try to remember the entire learning process they have gone through since the beginning
of the sequence. Instruct them to complete the self-assessment.
5.
Afterwards, split the group in pairs, trying to make sure that they have coincided in the
development of most of the work so that they can carry out the peer assessment exercise.
58
Art and literature in Mexico from 1960 to the present day
1.
Divide the group into five teams and instruct each team to copy in their notebooks one of the
questions that will guide the study of the topic, which can be found at the top of page 212.
2.
Select a student to read the expected learning located at the top left of page 212. Ask
students about their understanding of what is expected from the learning in this section of the
course.
3. Instruct the students to individually read the Corrido de Arturo Gámiz and the excerpt The
Uprooted and to analytically observe the image on page 213. After sharing their answers with
their classmates, in a group session have students discuss the differences between narratives
and other types of artistic works of fiction as compared to those of a historical recreation
nature and why, at times, artistic works are an important part of historical narratives.
Narrative and history from 1960 to the present

1.
In a group session, organize a commented reading of pages 214 and 215. Make sure
that the concept of fictionalization is well established among the students, as an option to
simulate reality in historical narratives.
2.
Divide the group into five teams to carry out the “Take the helm” activity on pages 215
and 216. Decide whether to cast the teams or leave the selection of topics to the students:
“Independence”, “The separation of Texas”, “The Mexican-American War”, “The French

Intervention, and the Second Empire”, “The Porfirian period”, “The Mexican Revolution”, “The
post-Revolution”, “The Cristero wars”, “Agrarianism,” “The Dirty War”, or another topic that has to
do with the national or local history of their entity.
For the attainment of information regarding the topics, the readings of the book can be used,
in the sections that refer to each corresponding historical episode.
Regarding the invention of the fictional characters that will serve as dramatic support for
the story, they can be women: workers, seamstresses, peasants, housewives, teachers, nurses,
leaders, or other types of professionals; the same goes for the male characters.
Verify that each team chooses a storyteller to gather the ideas and write down those of the
other teammates, in the case of the historical fictionalization plot and, among all, they will
regulate themselves to make the characters and historical situations credible, at the time.
59
The team will be responsible for writing the plot synopsis or summary of the plot proposed in
the activity. The team will write the final story of historical narrative; no less than three pages
and no more than five and will be reviewed thoroughly to avoid errors and correct the data
of the historicity of the same and especially avoid anachronisms (for example, not to put the
characters of independence traveling in cars, or planes or using quartz watches,) among others.
Emphasis should be placed on the fact that the fictionalized story should include situations of
family, friendship and love relationships, that is, situations of private life. It is important to point
out that each team has the creative freedom to define what type of narrative style they will
choose: tragic, melodramatic, comic, farcical or realistic, among others.
3.
In groups and alternating readers, do the annotated reading from the bottom of page 216
to 218.
4.
Organize the teams to carry out the “Take the helm” activity on page 218. A list of suggested
themes for the activity could be the following:
y The denunciation of the Querétaro Conspiracy
y The Cry of Independence
y The Embrace of Acatempan
y The Battle of Churubusco, August 20, 1847
y The Battle of May 5, 1862
y The Cananea strike
y The Río Blanco strike

y The oil expropriation
5.
Make sure that each team does the historical research corresponding to their topic and
invents their fictional characters, to elaborate their plot synopsis of the drama to be written.
It is recommended —for the effectiveness and technical feasibility of the short drama— that
the piece has few characters and that it takes place on stage only and on the same day. To
write parliaments and indicate actions, it is often customary to use the following implicit writing
conventions or agreements:
y The name of the character who is going to speak is written on the left, followed by a colon
or, sometimes, a hyphen, or a period and a hyphen. Then write the speech, or text to be
spoken by the actor and indicate his or her actions.
60
y To distinguish the actions from the speeches, they are written in parentheses or in a different
font. These indications made by the author of the play about the speeches, actions, scene
changes, sound, music, visual effects and so on are called annotations. Preferably, it is
suggested that the written theatrical act does not exceed three pages.
6. Once the script or theatrical text is available, each team will perform its dramatized reading
(not theatrical montage,) giving a role to a different student, to achieve greater effectiveness,
before the classroom audience or, if they prefer and there is a possibility, they can perform
their dramatized readings before the school community audience. It is convenient that one
of the students directs the rehearsals and the public reading, to avoid confusion and, if
possible, to indicate intonations, intentions and rhythms of voice, as well as dramatic effects
to the reading.
The art of the late 20th and early 21st centuries

1.
Develop the commented reading of pages 219 to 222 and, with the participation of the
whole group, open a debate about the evolution of the plastic arts created in the years
after 1960 and emphasize the description of its different currents, such as: muralism, surrealism,
the Oaxacan current, neo-expressionism and performance. The discussion will include painting,
sculpture, and architecture as visual arts. In the same way, the expressions developed through
the great diversity of crafts will be included, in particular, this concept and its inclusion or
exclusion in the arts as a whole and the reasons for the prejudices surrounding crafts can be
discussed.

2.
Continue with the annotated reading from the bottom of page 222 to page 224. Locate and
project before the group a fragment of one or two fiction films and others of historical fiction
of those listed on pages 223 and 224 and, if possible, a documentary of a historical nature.
Then open a discussion with the participation of the whole group, emphasizing the differences
between fiction, documentary, and historical fiction films. If some of the students have seen one
or some of the films mentioned above or others related to the topic, talk about them in a group
session and include them in the discussion.
3.
Continue with the commented reading of the first two paragraphs on page 225, with the
questions: What type of artistic expressions do you like the most? Why? Which ones would you
like to develop? Which ones are included in the text…? Restart the discussion and lead it
around the artistic expressions closest to the community.
61
Musical expressions and cultural diversity in Mexico
1.
Organize the annotated reading of the text “Musical expressions and cultural diversity in
Mexico”, on pages 225 to 227. It is convenient to direct the comments in the sense of respect
for the great diversity of musical expressions produced in our country and that the students
recognize that this diversity represents part of the cultural heritage of those who produce it
and of the nation.
2.
Organize what is necessary to carry out the “Take the helm” activity, on page 227, by paying
special attention to the respect for the cultural diversity of those who compose, interpret, or listen
to and enjoy the multiple musical expressions that are produced and reproduced in our country.
3.
Select a student to read page 228. The group will comment on the technological evolution of
instruments, containers, transmitters and reproducers of sounds and the benefits and possible
detriments that it entails.
4.
Split the group into teams to develop the “My location” activity, on page 228. In each team, the
musical genre that most of the members prefer will be defined. Each team will research the following:
y Who are the main representatives of the genre in question?
y What is the instrumental equipment they use?
y Where did the genre originate?
y At what events are they most frequently performed: traditional festivals, local or international
shows, family parties, among others?
5.
A viable option is that each team (supported by a recording) shows an example of the genre
they chose, either sung, in karaoke, instrumental or original version, and sings or dances it —as
appropriate— in the classroom, inviting their teammates to chant, dance or sing together the
selected musical example in a fun way.
6.
Do what is necessary to carry out the “Arrival point” activity on page 229, it is convenient
that the reflections expressed in the visual aid as well as in the final text —in relation to the
diverse artistic expressions— be inclusive and respectful, without distinction of gender, race,
native people, or religion, among others.
62
7.
Rejoin the teams formed at the beginning of the topic to solve the guiding questions.
On bond paper, each team will post the results of their work on the wall and read them
aloud, while the other students comment on them. Also, ask the group on whether the
expected learning outcomes were met, reading them out and collecting comments from
the students.
8. Encourage students to carry out their self-assessment and peer assessment, as an exercise in
self-criticism, to recognize their strengths and weaknesses, which they can overcome as they
detect them.

63
To close the unit, an activity is proposed that aims to put into practice part of what has been
learned. It is important that it seeks to reinforce other learning through collaborative work.
On this occasion, for the elaboration of the mural that is proposed in the section “Let’s finish
the trip” on page 231, it should be foreseen that the students bring the material required for
its elaboration. Organize the teams and the selection of the historical event that will be the
basis of first the sketch and then the mural. Invite students to look at the examples of murals
on page 231 or others in the book.
The following rubric may be useful in evaluating the work done by the teams:
Performance level
Aspect to be evaluated Fails to It does, but It does and it is
achieve complications easy to identify
are identified one or several
complications in Expected learning
expressing what points
has been learned
The mural expresses one of relevant changes
in the country’s historical development of the
country of the 20th and 21st centuries.
The changes expressed consider more than one
social, political, economic, and cultural.

The mural recovers most of the aspects
contemplated in the sketch.
Most of the team members synthesize what they
have learned in the unit in the phrase they use
when they observe the murals
The team manages to organize itself adequately
and the and most of its members participate in
the discussion and in the creation of the mural.
64
Unit 3 Construction of historical knowledge
1.
The end of the course is near, and the passage of young people through “Unit 3” focuses its
analysis on present day Mexico: its features; customs and traditions; challenges; resistance
to change; and future perspectives. Change and permanence are central aspects. As part
of the expected learning, it is important to relate the contents with processes and situations
present in the national context.
2.
Throughout the course, the current expressions of the consequences of historical events or
processes was an important part of the analysis carried out, particularly in the “Past-present”
sections. The learning developed in this way is relevant for the development of this last unit.
Promote reflection on the skills developed and their usefulness for the analysis of present-day
Mexico.
3.
In order to have more references in the coordination of the learning and teaching processes
—as well as to achieve the expected learning—, it is pertinent to review daily newspapers
and discussions of specialists on the situation of the country and the world, to promote the
reflection of students and the critical analysis of the different dimensions.

65
1.
Guide the students to carry out the activity outlined in the section “Let’s start the journey”.
For the elaboration of the list, promote reflection on the problems that affect the communities
and states where the students live. Invite them to imagine a better future. Discuss with them the
changes that would be important, but also what needs to remain.
2.
During the teamwork, it is important to promote reflection on the problems represented in the
photographs, and on the obstacles to solving them. Coordinate the elaboration of group
conclusions.
66
Permanence and change in history
1.
Invite one of the students to read the expected learning points and, based on them, discuss
what is expected to be achieved in this topic. Incorporate the guiding questions into the
conversation as references for reflection.
2.
Guide students in carrying out the activity on page 235 by organizing the group into teams
to discuss how historical changes are recorded, what are the main changes in the history of
the country, and what types of resistance to change are present.
3.
In groups, discuss with the students the importance in history of the analysis of the processes
of change and permanence. Incorporate the analysis of the images in Figure 3.2.
Change and transformations in the history of Mexico

1.
Recovering several of their knowledge, expose on the construction of historical knowledge,
and the central aspects of the topic. Promote reflection on the transformations in the historical
becoming of the country and the analysis of the pictures included on page 236.
2.
Ask the students to carry out the “Take the helm” activity on page 237. To do so, split the group
into teams to conduct interviews about the changes in the country in recent years. Based
on these, discuss and draw conclusions, which will be shared in a group session. During the
COVID-19 pandemic, the use of information and communication technologies intensified. These
can constitute an alternative for the development of some of the activities proposed in this unit

and course. For conducting the interviews, students can be suggested to make use of a social
network or a digital platform.
3.
From the dialogue with students, make a review of the main historical processes that have
produced transformations in the history of the country: Conquest of Mexico-Tenochtitlan; War
of Independence; Reform; Mexican Revolution; Process of democratization. For this, the analysis
of the images and graphic organizers on pages 237 to 241 will be useful.
4.
Ask students to complete the “My location” activity, on page 242, whose purpose is to analyze
one of the historical processes retrieved in the review done earlier: Conquest, Independence,
Reform, Mexican Revolution, Process of democratization. With this, they should elaborate a
visual aid, following the example presented.
67
5.
The purpose of the “My location” sections is to pause to evaluate part of what has been
learned so far through activities of synthesis and systematization. Without losing sight of this,
an alternative for the visual aid can be proposed to the students. Also, it can be some other
resource such as an infographic or even a short essay.
Resistance to change, tradition, and innovation

1.
Invite students to read the topic “Resistance to change, tradition, and innovation” on pages
242 to 244. Based on this, discuss its content, promoting reflection on other examples of
resistance, traditions, and innovations in Mexico today.
2.
Ask the students to carry out the “Take the helm” activity on page 244 based on the reading
of the text and the answers to the questions formulated in point 3.
3.
To conclude, invite students to complete the “Arrival point” activity on page 245, which consists
on writing an essay on the topic of change and history, considering the points suggested.
4.
Organize a group session in which some students share their essays. Based on their readings,
discuss the content and the lessons of this topic with the group.
5.
To guide them in the self-assessment and peer assessment on page 246, encourage your
students to remember the whole learning process they went through since the beginning of
the sequence. Start by remembering the expected learning list and the main actions carried
out in the development of the topic.
6.
After the previous exercise, ask students to individually carry out what is requested in the self-
assessment. Finally, split the group into teams, making sure that the members of each team have
coincided on the development of most of the work, for the development of the peer assessment.
68
The main obstacles to change in Mexico
1.
Split the group into three teams. Each one will copy on their notebook one of the three
questions that will guide this section, located at the top of page 247.
2.
Request a student to read the expected learning located at the top right of page 247. Ask
all the students about their understanding of the expected learning from this section of the
course.
3.
Organize the group for the development of the activity on page 247. In addition to the
exhaustive analysis of the images and the writing of the identification of the problems they
represent and the possible solutions to them, encourage the group to identify other national
or local problems that are deeply rooted in the life of the country’s inhabitants and, at least
verbally, to express their ideas and proposals for solutions to the shortages and conflicts that
our nation suffers.
Necessary changes and obstacles in today’s Mexico

1.
Choose a student to read the text located at the top of page 248. Next, organize the group
for the development of the “Take the helm” activity, located on page 248. The idea is for
students to become aware of the reality that surrounds them and the problems they consider
to be the most important ones facing the Mexican people, as well as the viable alternatives
to solve them.

2.
Randomly choose some students to read the text located on pages 249 to 251. Lead the students’
comments in the reflection on the difficulties experienced in the country, due to the prevailing social
inequalities.
3.
In addition to the gender inequalities and inequities highlighted in the activity, lead the group
in the analysis of other types of inequalities, inequities and discrimination suffered by various
social groups, such as race, sexual preference, religion, political ideology, or age, among others.
4.
Split the group into teams of five members to read the text on pages 252 to 254. Ask students
to reflect on the conditions of the country and the planet in the time they have had to live, with
its environment of inequalities, impunity, corruption, and injustice, but with the hope of a more
just and equitable life, amid the new reality imposed involuntarily; as well, during and after
the coronavirus pandemic and in the unprecedented scenario of the advent of a political
situation not experienced until now. Ask students to comment on the expectations they have,
69
as part of society, and on the possibilities and opportunities that may be presented to them
in the immediate future and beyond. Lead the teams’ reflections to obtain something like a
consensus regarding the visualization of life in Mexican society in the coming years, which they
will be responsible for building.
5.
For the development of the “My location” section on page 253, offer each student the
opportunity to choose the graphic organizer of his/her preference, whether it is a mental or
concept map, a scheme, a synoptic chart, among others, so that the student can establish
the priority changes that, according to his/her criteria, are required in the country, as well
as the obstacles and the ways to remove them. Subtly, it is advisable to suggest to students
that they develop their work based on five or six topics, namely: inequality, discrimination,
inequality, strengthening democracy and combating corruption, among others. Once they
have individually elaborated their organizer, review and choose five works as a sample and
ask the students who did them to present them to the group, opening the discussion.
6.
Ask students to complete the “Take the helm” activity on page 254. Once the students have
read Mario Benedetti’s poem and have answered the questions in the book, use the group
session to ask students about: their life —in terms of their future and work possibilities— at
home or outside of the home, and what type of trade or profession they have thought about
pursuing; if they are going to opt for professional studies or not; if they are going to dedicate
themselves to manual, intellectual, or artistic work and what real possibilities they imagine for
developing their work ideas in the future; if they will choose to remain in their place of origin
or prefer to emigrate; what kind of personal relationships they plan to have in their lives; if
they plan to have offspring or not and why, among other issues involving life decisions, always
bearing in mind that there is no history of the future and that decisions or indecisions will have
a definitive impact throughout their existence on the planet.
7.
Split the group for the “Arrival point” activity on page 255. The debate in this activity should
be conducted with solid and sustained arguments, based on real and credible data,
including, if possible, statistics and recent news. As moderator, avoid using fake news and
data in the arguments. The use of falsehoods in arguments will count as part of the moral
disqualification of the party using them. Remind your students that, while foresight is possible,
there is no history of the future.
8.
Reconvene the three teams that copied the guiding questions in this section. Ask students to
solve them and, as a group, share their results, verifying if, during the section, the guiding questions
were solved. Encourage the participation of all students in their comments and opinions.
70
9.
Choose a student to read the expected learning and ask the group whether these were met
or if there are objections; ask students to propose solutions to possible errors.
10. Encourage students to perform the self-assessment and peer assessment exercises, as a way of
introspection about their own activities, as individuals and as part of the teams they formed to
carry out the activities of the section that concluded and based on their own evaluations,
to try to improve the deficiencies that may arise during their subsequent performance.

71
1.
Retaking the elements of the section “Art and literature in Mexico from 1960 to the present
day”, organize the group to develop the “Let’s finish the trip” activity on page 256. Have
students follow the instructions for the development of the corresponding graph by each
team. Since this is the concluding activity of the course, it is suggested that the teacher
develop before the students an emotional and impressive dissertation on the themes of
evolution, change, permanence, resilience, adaptation and innovation, among others, that are
related to the ideas and images of the activity to be developed, emphasizing the cycle and
period that culminates, as well as the ephemeral nature of many things that —apparently of
great importance— lack importance with the passage of time.
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Answer key
General note: In this answers guide, you will find the solutions to the activities of the student’s
book History 3, which either admit a single (closed) answer; sample answers (S. A.), as examples
of what the student can solve; or free answers (F. A.), with achievement indicators for the
teacher’s evaluation of the student’s answer. In the case of the numerals and items in the
student’s book that are not recorded in the solution sheet, they are merely procedural, or the
answers are personal and depend entirely on the context and individual experiences.
Unit 1 Formation of nation-states

Page 18
S. A. Verify that students look closely at the images and recognize some elements that will help
1.
them identify the historical events depicted.
y Independence (upper left image)
The Mexican-American War (upper right image)
y
The French Intervention (lower left image)
y

The Porfiriato (bottom right image)
y
2. S. A.
y Independence. Armed struggle that began in response to the dissatisfaction of the Criollos
with the privileges enjoyed by the Penninsulars and culminated with the separation from
Spain in 1821. The beginning of independent life was characterized by a series of setbacks,
among which were territorial losses.
The intervention of the United States of America. Conflict that arose due to the intentions of
y
the United States to take over territories that belonged to Mexico, which resulted in the loss
of more than half of Mexican territory in the mid-19th century.
French Intervention. Conflict that arose due to France’s economic interests in Mexico. This
y
event opened the door for the conservatives to make an alliance with the French and thus
implement a monarchical government with a prince of foreign origin.
73
The Porfiriato. Period of government in which a single person remained in power for almost
y
three decades where there was economic progress and social injustice, resulting in a series
of strikes that led to the outbreak of the Mexican Revolution.
Regarding the types of historical sources, the student needs the data of the elaboration of
the paintings and the engraving to determine the type of source. S. A.
Independence (upper left image). Secondary source (mural by Juan O’Gorman, 1960).
y
The Mexican-American War (upper right image). Secondary source (Painting by Carl Nebel,
y
1851).
The French Intervention (lower left image). Secondary source (Batalla del 5 de mayo de
y
1862. Anonymous, oil on canvas, 19th century).
The Porfiriato (lower right image). Primary source (Engraving, 19th century).
y
Answers
74
Past-present
Page 19
Starting point
S. A. The poem talks about the flag, which is a patriotic symbol that gives us identity as
2.
Mexicans before other nations. Other patriotic symbols are the national anthem and the
national coat of arms.
F. A. National sovereignty lies in the fact that the inhabitants hold the power and being
3.
Mexican is the feeling of being rooted in the place where one was born, their customs, music,
traditions, etcetera.
National sovereignty and independence
Page 20
Take the helm
1. S. A. Some characteristics of sovereignty are that it is legitimate, exclusive, universal, permanent,
indivisible, and absolute.
2. F. A. An example of how sovereignty is exercised in Mexico could be when a citizen casts his
or her vote during elections.

Page 22
Take the helm
F. A. Verify that in their conclusions, students write a brief text explaining why Mexico is a
sovereign country and give some examples.
Pages 23 and 24
Take the helm
S. A. Mexico and Chile signed an educational and cultural cooperation agreement in 1990
1.
that is still in force. The relationship between these countries has a common origin, with the
arrival of the Spaniards to their territories and their respective independence processes.
75
4.
Currently, Mexico has 12 free trade agreements signed with 46 countries, 32 agreements for
the reciprocal promotion and protection of investments with 33 countries, 9 limited scope
agreements within the framework of the Latin American Integration Association (aladi) and is a
member of the Trans-Pacific Partnership Treaty. This means that Mexico fosters its relations in
various areas with several countries.
Page 25
Arrival point
2. S. A.
a) The importance lies in the fact that Mexico…
y counts on the cooperation of other countries.
takes advantage of this type of relationship for the export and import of products.
y
b) No, because it is a well-defined agreement between two parties that does not involve
territory or natural resources.
3. F. A. Mexico does not depend on other countries to make decisions and has a good
relationship with them, which translates into a series of treaties, agreements, and
international cooperation agreements.
Answers
76
Page 27
S. A.
1.
a) The Querétaro conspiracy
y Who do you recognize? Miguel Hidalgo.
What are they doing? They are coming to an agreement.
y
What time do these events take place? In 1810.
y
What happened next? The struggle for independence began under the command of
y
Miguel Hidalgo.
b) Benito Juárez as president
y What is his name? Benito Juárez.
What does his image represent for Mexicans? It is very important, since he decreed the
y
Reform Laws.
During what period did he govern? From 1858 to 1872.
y
Do you know of any difficulties he faced? He faced problems with other countries and the
y
imposition of a monarch of European origin, who was supported by the conservatives
with whom he did not share the same ideas.

c) Porfirio Díaz at a public event
y What is his name? Porfirio Díaz.
What historical period is this from? The Porfiriato.
y
Which social sectors are represented in the image? Politicians close to the figure of the
y
president.
Page 30
Take the helm
S. A. International events influenced in some way the events that took place in our country.
3.
Above all, in the first decade of the 19th century, Napoleon’s invasion of Spain accelerated
the process of independence.
77
Page 32
Take the helm
S. A.
1.
y Independence. A condition in which one territory is not dependent on another.
Empire. Political organization of a State that extends its dominion to other peoples and, in
y
general, centralizes power in one person.
In these definitions, the concepts are opposed.
y
S. A. At the beginning, the Criollos did not recognize the authority of José Bonaparte and
2.
only sought to organize a provisional government. However, the influence of enlightened ideas
and circumstances led them to think of independence from Spain.
Page 33
Take the helm
S. A.
1.
y Which characters do you identify? Miguel Hidalgo, José María Morelos, Ignacio Allende,
Josefa Ortiz de Domínguez, Miguel Domínguez, Nicolás Bravo.
What do they do? They are on their way to the armed struggle.
y
S. A. In the town of Dolores, Guanajuato, on September 16, 1810.

2.
S. A. The discontent of the criollos, the disregard of the French king and the influence of
3.
Enlightenment ideas.
Answers
Page 35
Take the helm
S. A.
3.
y What main ideas can you infer from the content of the fragments read? The separation of
North America from Spain is being announced.
Why do you think Iturbide expressed himself that way? Because he is making a call to all the
y
inhabitants of America regardless of their place of origin, he emphasizes the idea of union.
78
Why does Iturbide only sign Iturbide? Because he was the one who proposed the ideas
y
written in the Plan of Iguala.
Page 37
Take the helm
S. A.
1.
y Sovereignty. The ability of a nation to make decisions without the intervention of others.
Intervention. Mediation by a nation to resolve a conflict or participation in an event in a
y
sudden way.
In these definitions the concepts are opposed to each other.
y
S. A.
2.
After gaining its independence, Mexico went through problems in various areas.
Economically, the roads had been damaged and the countryside was no longer cultivated;
politically, there were a series of setbacks when various forms of government were
implemented; and socially, the situation of the lower classes did not improve.
Pages 39 and 40
Take the helm
S. A.
2.

a) The French army and the Mexican army.
b) They are on the lookout since they are about to start an armed struggle.
c) Because it is defending the country.
d) Fully expresses what is indicated:
y Two armies confronting each other, and a person defending one of the two sides.
The phrase “symbol of the Republic” is striking.
y
e) That Benito Juárez is defending the sovereignty of the Mexican nation.
79
Page 41
Arrival point
S. A.
1.
Independence movement
Politics. Change of dynasty and French

y
occupation in Spain.
Facts that made possible
Economic. Bourbon Reforms.
y the consummation of
External
independence:
Social. The influence of the independence
y
causes of The Thirteen Colonies and the French After almost ten years of
y
Revolution. struggle, the economic
situation was difficult.
Cultural. Influences of the enlightened ideas.
y
Various social sectors
y
sought the consummation
Political. Derecognition of José Bonaparte
y of the of Independence.
as king of Spain.
Formation of the Army of
y
Economic. Bourbon Reforms.
y the Three Guarantees.
Internal
causes Social. Dissatisfaction of the Criollos with
y Elaboration of the Plan of
y
the privileges of the Penninsulars.
Answers
Iguala.
Cultural. Influences of the enlightened ideas.
y
80
Independence, sovereignty, and nation
Page 43
Starting point
S. A.
1.
Figure 1.12 Miguel Hidalgo
y To which historical event does the image relate? To the beginning of the Independence of
Mexico.
y What word in the theme title does the image relate to? To Independence.
Figure 1.13 Heroic Children of Chapultepec
y To which historical event does the image relate? To the war against the United States of
America.
y What word in the theme title does the image relate to? To sovereignty.
S. A.
3.
a) The beginning of the Independence movement.
b) Independence from Spain was sought because the criollos wanted to rule the territory in
which they were born, among other reasons.
c) No, with the Independence, other countries began to have economic interests in Mexico,

such as France, the United States of America and Spain, which attempted the reconquest
of its former colony in 1829. The image in Figure 1.13 is an example of these foreign
invasions.
The Bourbon Reforms
Page 46
Take the helm
2.
a) S. A. The first text is conciliatory and deals with the designation of a post. In contrast, the
second text is more authoritarian, dealing with a series of orders.
81
b) S. A. The expulsion of the Jesuits was due to their great influence on society through
education, for which they were accused of organizing riots in 1766. Regarding the destiny
of their properties, some were sold, some were ceded to other religious orders and others
were used as schools.
c) S. A. To have greater control of the resources that came from the New Spain territories.
d) S. A. These dispositions were not well received by all; some groups were in favor and others
against.
Answers
82
Influence of the Enlightenment in New Spain, French Invasion of Spain and its impact
on American colonies, New Spanish Criollo pride
Page 49
Take the helm
S. A.
1.
a) The sovereigns.
b) The power should rest with the people, since it is they who elected the sovereigns.
c) The Criollos realized that they did not need the king and that they themselves could take
control of the government.
2. S. A. For the Enlightenment philosophers, the principles of social contract and national
sovereignty implied that the inhabitants of a territory had the freedom to choose their rulers
and to remove them if they did not comply with what had been agreed.
S. A.
3.
Concepts of Influence on novo-
enlightened influence: Hispanic Criollos such
Spanish juntismo
Social contract as Francisco Primo de
National sovereignty Verdad

The Penninsulars’ coup d’état, The Querétaro conspiracy and the insurrection of 1810
Pages 51 and 52
Take the helm
S. A.
1.
a) He means that Ferdinand VII will no longer return because Napoleon Bonaparte removed
him from power.
b) The gachupines (Spaniards residing in American territories) would be affected by
Ferdinand VII not being king because they would lose their privileges. On the other hand,
the Americans could see it as an opportunity to take power.
c) This type of texts was not published in the authorized press and were texts that circulated
freely. In addition, few people knew how to read and understand them.
83
Insurgents and Royalists in the Independence movement, The Insurgents’ political
and social thought, Spanish liberalism and the Constitution of Cádiz of 1812,
Page 54
My location
F. A. Verify that the students discuss in a respectful and tolerant environment the importance
3.
of the approaches indicated in the excerpt. They should mention, for example, that they are
innovative because they seek to break with what had been established by the Spanish during
the colonial period. To complement their reflection, they should consult the following articles
of the current Political Constitution of the United Mexican States:
y Article 1 indicates the prohibition of slavery.
Article 18 talks about commemorative dates, which include Independence.
y
Article 39 indicates that national sovereignty resides essentially and originally in the people,
y
and Article 41 that the people exercise their sovereignty through the Powers of the Union.
Article 49 speaks of the division of powers into Executive, Legislative and Judicial.
y
S. A.
4.
Political Constitution of the United

Morelos’ ideas
Mexican States
2. That America is free, and independent of Spain Article 2. The Mexican Nation is unique and
and of any other Nation, Government or Monarchy. indivisible.
[...]
Answers
5. That the Sovereignty emanates immediately Article 39. National sovereignty resides essentially
from the people, who only wish to deposit it in and originally in the people. All public power
their representatives by dividing their powers into emanates from the people and is instituted for the
legislative, executive, benefit of the people. The people always have the
and judicial. [...] inalienable right to alter or change the form of their
government.
84
Morelos’ ideas Political Constitution of the United
Mexican States
15. That slavery be outlawed forever, and the Article 1. Slavery is prohibited in the United
distinction of castes, and that all be equal. Mexican States. Foreign slaves who enter the
national territory shall, by this sole fact, attain
their freedom and the protection of the laws.
(Added by Decree published in the Official
Gazette of the Federation on August 14, 2001).
Any discrimination based on ethnic or national
origin, gender, age, disabilities, social condition,
health conditions, religion, opinions, sexual
preferences, marital status, or any other that
violates human dignity and has the purpose of
nullifying or impairing the rights and freedoms of
persons is prohibited.
(Amended by Decree published in the Official
Gazette of the Federation on June 10, 2011).
F. A. Verify that the reflection takes the validity of the ideas of José María Morelos, for example,
5.
that Mexico is still a free and independent nation, in which its inhabitants can elect their rulers
through the vote. And that slavery is a condition that is strictly forbidden, since there is a

series of laws that protect workers.
The consummation of independence, The economic crisis after the war
Page 58
Take the helm
S. A.
2.
y Plan of Iguala, February 24, 1821: c), d), and b).
Act of Independence, September 28, 1821: a), and e).
y
S. A.
3.
a) In a constitutional monarchy, power is limited by the precepts of a Constitution; therefore,
the king does not have unlimited power.
85
b) The importance of sovereignty lies in the fact that public power emanates from the people,
so that they can choose their rulers for their benefit. At present, it is impossible for a country
not to be sovereign and independent.
Difficulties in consolidating a national project, Reconquest threats and need for international
recognition, The separation of Texas, The French blockade of 1838, The Mexican-American
War, Liberal and conservative thinking
Page 66
Take the helm
F. A. Verify that students reflect on why the intervention of another country is a threat to
2.
sovereignty. For example, if they take the Mexican-American War as an example, it was a
threat to sovereignty because the U.S. army entered Mexican territory and went as far as the
Mexico City’s main square and raised its flag on the flagpole of the National Palace. The
consequence of this event was that Mexico lost more than half of its territory.
Page 67
Arrival point
S. A.
2.
Projects or ideas that led to the Consolidation of the sovereign dominion of
emergence of a new nation the national territory and main threats
Bourbon Reforms Iturbide’s empire
Enlightenment in New Spain Republican government
Answers
Criollo conspiracies prior to 1810 Centralist government

War of Independence Liberals and conservatives
Beginning stage
Stage of organization
Stage of resistance
Stage of consummation
86
The State, the Constitution and the Reform Laws
Page 69
Starting point
S. A.
1.
a) The figure of Juárez is greater because he is given more importance than the rest of the
elements.
b) The Reform War, as a consequence of the laws promulgated by the liberals as well as the
Constitution of 1857.
c) The problems he had with the conservative group.
d) The Church.
e) The Reform Laws.
The national project of liberal governments
Page 70
Take the helm
S. A.
1.
a) That corporations were stripped of their property.

b) To mobilize the economy.
c) In that this law also affected religious corporations.
S. A.
2.
a) The eagle has a different position.
b) Because they were official provisions that had to be complied with, even if those affected
did not agree.
Page 72
Take the helm
S. A.
2.
y In what century was this law written? In the 19th century.
What was going on in Mexico at that time? The Reform War began in that year.
y
87
What was happening in the world? Twelve years earlier, Texas was annexed to the United
y
States of America and four years later, the United States would begin its War of Secession.
S. A.
3.
y What were married couples to be like in those days? The man provided for the woman, and
she was to be obedient and serve her husband.
On what values were married couples’ relationships based? Faithfulness and trust.
y
Page 73
My location
S. A. It was a drastic change for a society that had other customs, so some of them were not
1.
well received.
F. A. Teams should discuss the importance of the laws enacted by the liberals, since they are
2.
still in force. Verify that, for example, they consider that most of them were trained jurists, which
favored the fact that these laws had to be established in order to be carried out, which were
the basis for the elaboration of the Constitution of 1857.
Changes during Juárez’s administration
Pages 73 and 74
Take the helm
S. A.
1.
a) That during his government the individual guarantees of the people had been disregarded.
Answers
b) Nicolás Bravo, Juan Álvarez and Tomás Moreno are mentioned because they are invited
to carry out the administrative reforms needed without Santa Anna at the head of the
government.
Page 75
Take the helm
S. A.
1.
a) The conservative group does not recognize the 1857 Constitution promulgated by the
liberals.
88
b) The argument is that it does not represent the will of all Mexicans and because it has
provoked warlike conflicts.
c) Because he was elected by the people and has the task of pacifying the nation and
continuing with his work in public administration.
S. A. This fact led to Juárez having to leave the city and to the reforms that the liberals had
2.
already achieved being set back.
Page 77
Take the helm
S. A.
2.
y What ideas were held about the social role of men and women? That the man was the one
who could study a trade, work, and support the family. On the other hand, women only had
the opportunity to learn things that would be useful for taking care of the home and the
family.
What changes in gender roles were made during Juárez’s administration, opening possibilities
y
for women to study? Women could aspire to be professionals and not just to receive basic
instruction.
S. A. At present, progress has been made so that men and women have the same opportunities
3.
in different areas: gender equity has achieved that both cooperate in household chores and
have an advance in equal opportunities for study and work.

Page 79
Arrival point
F. A. Verify that students clearly and briefly express in their poster the impact of liberal ideas
1.
and the changes they had on Mexican society. For example, they can define liberalism or
explain the impact that the Constitution of 1857 had on Mexican society in the mid-19th
century.
89
National identity
Page 81
Starting point
S. A. Check that students include the various groups and entities to which they feel a sense
2.
of belonging, as well as the reasons why they are related to them.
Goup or entity Motivation

Family I live with them.
School I study and play with them.
Soccer team I practice my favorite sport with them.
French Intervention, Second Empire, and national identity
Pages 83 and 84
Take the helm
1.
a) F. A. They can argue that the sense of belonging they feel in each group is related to
nationalism because they share things in common with people, with whom they live together
daily, such as taste in food, music, sports, customs, traditions, and so on.
Answers
2.
a) S. A. Guillermo Prieto’s concept of nationalism is related to the sense of belonging to the
territory where he was born.
3.
a) S. A. Because during the Mexican-American War (1846-1848) the territory of Mexico was
violated, which, based on the concept of nationalism, belongs to the Mexicans.
b) S. A. The concept of nationalism of Luis González questions that of Guillermo Prieto because
he mentions that, as a consequence of foreign invasions, respect for national heroes and
hatred towards the enemy began to be instilled.
90
F. A. An example of the relationship between regional diversity and the unity of Mexico as a
4.
country are the traditions or festivities celebrated in your community. For example, the Day
of the Dead or the commemoration of a historical date, are part of a large set of customs
and traditions of the country, even if it has elements that are specific to your locality.
Page 85
Take the helm
S. A. Verify that, in their work, students include basic data such as year of birth, what his
2.
occupation was and what actions he took. For example, Benito Juárez was born on March 21,
1806 in San Pablo Guelatao, Oaxaca. He was the son of a couple of farmers. When he was
orphaned, he was raised by his uncle Bernardino Juárez. At the age of 12 he left his town for
the city of Oaxaca, to have the opportunity to study; he entered the Seminary of Santa Cruz
and was inclined towards law.
After graduating as a lawyer, he worked defending the rights of indigenous communities. He
began his political career as alderman of Oaxaca, alternate minister, local deputy, minister
of Justice, federal deputy, president of the Supreme Court and president of the Republic. He
issued a series of laws that sought to separate the Church from the State, which served as
the basis for the Constitution of 1857.
S. A. Following the previous example, the actions of Benito Juárez, such as the separation of
3.
the Church from the State, will be highlighted as part of the construction of nationalism.

The historical role of nationalism: from the 19th century to the present
Page 88
Take the helm
S. A. Each team will choose one of the ten heroes and heroines listed to research his or her
1.
biography. For example, Felipe Carrillo Puerto was born on November 8, 1847 in Motul, Yucatán.
Since he was a child, he learned the Mayan language, one of his greatest motivations was
to defend the rights of this indigenous people, a situation that accompanied him for the rest
of his life. At the age of 18 he was imprisoned for exhorting the people to tear down a fence
built by the landowners of Dzununcan, to prevent the passage of the Mayan Indians. He was
a faithful participant in the Mexican Revolution within the Zapatista movement. In 1922, Felipe
Carrillo Puerto became governor of Yucatán. His first speech was in the Mayan language. His
91
administration was progressive in all aspects: he instituted cultural Fridays and granted all
political rights to women, to vote and be voted for.
F. A. The teams will choose a way to narrate the importance of the character and his impact
2.
on local life as part of the regional, national, and global identity. Following the previous
example, they can make a cartoon with the information they researched about Felipe Carrillo
Puerto.
F. A. Following the example above, students could argue that Felipe Carrillo Puerto fostered
3.
the construction of nationalism by defending the rights of peasants and granting political
rights to women. They could also comment that, if they were in his place, they would have done
the same.
Page 89
My location
S. A.
y Homeland. The place where an individual is born or adopts, to which he or she feels bound
by emotional, cultural, or historical ties.
Religion. A set of religious beliefs.
y
Family. Group of people who have a common project.
y
Citizenship. Condition that recognizes the political and social rights of a person that allow
y
him/her to intervene in the politics of a given country.
Ideology. Set of ideas that characterize a person or movement.
y
Gender. A set of people or things that have characteristics in common.
y
Answers
Race. Groups into which some species are subdivided.

y
Sexual preference. The affective, romantic, and sexual attraction that a person feels toward
y
a gender.
Cultural expressions. The manifestations of a community, such as music, dance, handicrafts,
y
etc.
Regional traditions. These are expressions specific to a region that are transmitted from one
y
generation to the next.
92
Gastronomy. The discipline that studies the relationship between human beings and their
y
food.
Social class. A group of people who share a common characteristic that links them socially
y
or economically.
Language. A system of communication used by societies.
y
F. A. Students might comment that through national identity they can distinguish themselves
3.
from citizens of other countries and that, just as they have rights, they also have obligations.
They can argue that perhaps they would not have these rights without the struggle that our
ancestors made at the time.
Page 90
Starting point
F. A. Form teams and make sure they select a historical period between the beginning of
1.
independent Mexico and the first eight decades of the 20th century mentioned in the activity;
for example, the Porfiriato.
F. A. Select a short text about the characteristics of nationalism in the selected period and
2.
compare it with the current concept of nationalism. Following the example of the Porfiriato,

it can be said that it was known as a period of “order and progress”, but above all of
science and modernity, which, based on positivist ideas, led to the development of new ways
and means of communication, industrial products and machinery, artistic development (in the
Parisian style, with modernist poetry, literature and realistic painting), in addition to the rise of
official nationalism.
93
Unequal power and unequal society
Page 92
Starting point
1.
Left image (c), center image (b), and right image (a).
F. A. Verify that the writing of the requested sentences on the topics that the images deal with
2.
is correct. For example, in the central image some workers can be seen working in a factory
during the time of the Porfiriato, it is appreciated that they are low-income people who need
work, they surely lived in some city and are not from any original people in particular; they
possibly migrated from their locality to the city.
Porfirio Díaz’s first presidential term. The legality of injustice, Continuity of pre-Hispanic
and colonial social inequality in the late 19th and early 20th centuries
Páge 96
Take the helm
S. A.
1.
Was it used
Was it still in to exploit
Time of
Type of work Characteristics force during the Indigenous and
emergence
19th century? peasant groups?
In what way?
Answers
Tequio Unpaid work in a Pre-Hispanic era Yes No, since the

community Indigenous
populations were
not paid for this
work.
Repartimiento System of work 16th century Up to the Yes, since the
imposed by the beginning Spaniards took
Spaniards of the 19th them to work their
century lands.
94
Was it used
Was it still in to exploit
Time of
Type of work Characteristics force during the Indigenous and
emergence
19th century? peasant groups?
In what way?
Encomienda System of 16th century Up to the Yes, since
exploitation beginning Indigenous
imposed by the of the 19th populations never
Spanish where century finished paying
the Indigenous their debts.
People were
always in debt.
Peonage Work on 16th century Yes Indigenous
hacienda lands People were
exploited
to work the large
lands of the
haciendas.
S. A.
2.
a) Peonage, this system was used on the haciendas to work the land.
b) Workers on the haciendas, according to Turner’s text.

c) A worker who had a debt with his employer, if he did not finish paying it, the debt was
inherited by his descendants.
d) Article 123, Section A. Section xxiv, of the Political Constitution of the United Mexican
States, textually states: “Of the debts contracted by the workers in favor of their employers,
associates, relatives or dependents, only the worker himself will be responsible and in no
case and for no reason can he demand from the members of his family nor will such debts
be enforceable, for the amount exceeding the worker’s salary in one month.”
Social injustice in the late 19th and early 20th centuries, The distribution
of wealth during the Porfiriato
95
Page 101
Take the helm
S. A.
2.
a) To the Mexican Revolution.
b) According to the pyramid in Figure 1.43.
Pyramid S. A.
1) Porfirio Díaz, Francisco I. Madero, Venustiano Carranza, Francisco León de la Barra,
José María Pino Suárez, Victoriano Huerta, Pablo González, Álvaro Obregón, Adolfo
de la Huerta, and Plutarco Elías Calles.
2) Camilo Arriaga, Ricardo Flores Magón, Antonio Caso, Alfonso Reyes, José Clemente
Orozco, Diego Rivera, David Alfaro Siqueiros, Mariano Azuela, and Martín Luis Guzmán.
3) Pascual Orozco, Francisco Villa, and Emiliano Zapata.
c) Social inequality and the struggle for power.
d) The fact that many of the people who participated in the conflict lost their lives.
Economic development in the late 19th and early 20th centuries
Page 103
My location
F. A. Verify that the students’ reflection revolves around the fact that the situation of social
1.
inequality that existed during the Porfiriato is still in force, since not everyone has the same
opportunities, services, and rights. Although there is currently freedom of the press, freedom of
expression and freedom of transit, there is still much to be done to ensure that all Mexicans
Answers
have the same opportunities.
Page 103
Arrival point
S. A.
1.
y Bank. The National Bank of Mexico (1884) constitutes the emergence of the first private
bank in Mexico with the functions of a state bank and a commercial bank. In its beginnings,
the bank acted as an agent of the federal government in the negotiation and contracting
of foreign debt; in the collection of fiscal obligations; and issued paper money (an activity
96
consented to commercial banks in the absence of a central bank of issue), in addition to
capturing public savings and granting financing.
Industrial enterprise. It was an economically inefficient industry, because despite receiving
y
enormous privileges from the government, such as great protection for foreign trade and
ample legal (and even military) resources to exploit workers, it was incapable of producing
at international quality and price standards. During the Porfiriato, there was an expansion
of large industrial enterprises at the expense of small and medium-sized enterprises and
artisan workshops, as well as a spatial concentration of industrial production in the center
and north of the country.
Agricultural hacienda. This type of hacienda was the most important, since it supported 70%
y
of the population. However, the work was carried out through the exploitation of the workers.
Mining company. Mining was the most dynamic activity of the export sector, and its engine
y
came from the flow of foreign investment, which was key in the modernization process
undertaken during the government of Porfirio Díaz. However, United States dominance in mining
and metallurgical activities was unquestionable, so that they controlled almost three quarters
of mining and more than 70% of the metallurgical industry in Mexico by the first decade of
the 20th century.
Railroad company. The construction of railroads was a fundamental economic activity at
y
that time and their layout expressed a new territorial organization of the economy created
by the needs of an expanding capitalism.

Cattle ranching. Cattle ranching was exploited, both directly and in terms of by-products. Cattle
y
was very important and was destined mostly for the U.S. market. The large cattle ranches moved
to the northeast and to the central part of the country.
Sugar haciendas. During the Porfiriato, sugar haciendas reached their peak. The average
y
size ranged from ten thousand to one hundred thousand hectares. Due to its geographical
location, surrounded by rivers and springs, these lands showed an amazing fertility, much
greater than any other state in the country, besides having a particular proximity to Mexico
City, the most important market not only at that time, but even today, only 100 km away;
therefore, despite not having the same extension of land as its northern counterparts, the
state of Morelos quickly became the main producer of sugar cane at a national level. In
addition, new technologies were introduced in 1880, which generated great growth.
97
Page 105
Let’s finish the trip
F. A. Verify that, from the following historical processes, students choose one: Consummation
1.
of Independence, First Empire, Federal Republic, Central Republic, United States Intervention,
Santa Anna’s Dictatorship, Reform War, French Intervention and Second Empire, Restored
Republic or Porfiriato.
F. A. Check that students define the elements that their painting should have, based on their
2.
choice. For example, they could envision two main characters such as Vicente Guerrero and
Agustín de Iturbide, some members of the army, and some figures of the people, in humble
clothing. The most important characters would be on horseback and the rest on foot. These
characters would be in the main square of Mexico City.
S. A.
5.
Painting Process Phase

The entrance of the Consummation of The union of both sides led
Trigarante Army to Mexico Independence to the end of the armed
City struggle and the beginning
of a new national project.
S. A. The importance of studying these processes lies in the fact that our Mexico today is the
6.
result of everything that happened in the past.
Answers
98
Unit 2 Social changes and contemporary institutions
Page 108
2
y S. A. In what period is the narration set? During the Mexican Revolution.
S. A. From what aspects can the above be deduced? Because it mentions groups that
y
participated in this process such as the Carrancistas and the Villistas.
S. A. What do you know about this period? That it was a period of war in Mexico to remove
y
Porfirio Díaz from power.
S. A. What were its consequences and what effects are visible in Mexico today? The
y
distribution of land to the peasants and the creation of new constitutional articles.
S. A. What features of daily life reflected in the story remain in this century? Apparently, none.
y

99
Past-present
Page 109
S. A.
1.
y Economy: Better-paying jobs that are closer to where people live.
Society: Equal opportunities for men and women.
y
Culture: Access to cultural centers to take drawing, dance, or music classes.
y
Inequality and violence
Page 111
Take the helm
S. A. “Pandemic leaves Mexican schoolchildren lagging behind,” available at
1.
https://bit.ly/38tXoaz (Accessed: April 28, 2022).
S. A. The COVID-19 Impact Measurement Survey revealed that more than five million students
2.
did not enroll for the 2020-2021 school year, the most recurrent reason being lack of money
or resources to take distance learning classes.
S. A. The cause of dropout is the little or no income that families have, which will generate
3.
students to take to the streets to try to get the money their family need. One solution would
be to generate scholarships or support, to obtain a device with which young people can
have access to classes.
Answers
Pages 113 and 114

Take the helm
S. A.
2.
a) Of sadness and despair.
b) The death of a migrant from Nicaragua.
c) Because he died and did not achieve his dream of reaching the United States of America.
d) The migrants.
e) The local gangs.
f) The shelters.
100
Pages 115 and 116

Take the helm
F. A. Verify that the students ask the school authorities about the percentage of dropouts and
1.
failures, who drop out the most, and what are the main causes. From the results obtained, make
sure of the correct graphical representation.
Page 117
Take the helm
1
a) S. A. Because of their appearance.
b) S. A. They are discriminated against because of their sex.
c) S. A. It is reflected in all areas and in different situations of daily life.
d) S. A. Because equality has always existed and has been expressed in different ways,
generating social discontent.
Page 118
Arrival point
S. A.
1.

Current problems in Mexico
Economic Cultural Social
Equal
Lack of opportunities
opportunities among different
Cross-cultural groups
School dropouts inequality
Gender inequality
Extreme poverty Violence at
different levels
101
lcu The Mexican Revolution
Page 121
S. A.
y How many years had Díaz been in power at the time of this interview? 32 years.
What repercussions did his words have on the political life of the country at that time?
y
Politicians thought they could run in the elections to choose the next president.
What did the population expect to happen after the interview? That Porfirio Díaz would
y
cease to rule.
What actually happened when an opposition party led by Francisco I. Madero emerged?
y
He was persecuted by the Porfirian regime.
Page 122
S. A.
Table 2.2 Main groups of the Mexican Revolution (1910-1917)

Factions Main features
Maderism was the first of the movements that made up the Mexican
Revolution. It was led by businessman and politician Francisco I.
Maderism Madero between 1909 and 1910. Its main objective was to achieve
the democratic regeneration of Mexico through effective suffrage,
not reelection of public officials.
Answers
The Villista movement was led by Francisco Villa, since his ideas were
Villism the reduction of large land holdings and fair limits, as well as the
equitable distribution of surplus land.
This was the only movement of the Mexican Revolution that carried
Zapatism out a profound agrarian reform, in which the peasant peoples re-
covered the land and the use of its natural resources.
This movement was led by Venusiano Carranza, was characterized
by the armed uprising against Victoriano Huerta and by the eco-
Carrancism
nomic and social reforms that had to do with land ownership, pro-
tection of workers and economic regulation.
102
Page 123
S. A. What is it about? About the territories of the Mexican Republic where the revolutionary
y
groups influenced.
S. A. What information does the symbolism of the map give you? The zones where the various
y
groups moved.
S. A. What do the colors, lines, and dots mean? The colors indicate where the armies of
y
Álvaro Obregón, Francisco Villa, Pablo González, and Emiliano Zapata moved. The asterisks
indicate where the Constitutionalist forces were located, and the circles indicate where the
main battles took place.
S. A. At a glance, which group had the most influence according to its territory? The
y
constitutionalist forces.
S. A. “I have in front of me a map where I can see in which areas of the territory the revolutionary
y
armies were located, as well as the territories controlled by the Constitutionalists, so I can
see if the Mexican Revolution had influence in my locality.”
S. A. Who is the central character? Francisco I. Madero.
y
S. A. What do the people in the image look like and how are they dressed? There are
y
different groups, the ones in white seem to be peasants, some are on foot and others on
horseback; some characters dressed in blue seem to be from the army and the characters

in brown clothes seem to be leaders of the other groups.
S. A. Which revolutionary groups appear in the mural? Constitutionalists, Villistas, and
y
Zapatistas.
S. A. What is each person doing? Most of them are watching Madero, while the people in
y
blue are trying to push the rest of the crowd away.
S. A. What does the main sign on red canvas mean? It is Madero’s slogan: “Effective suffrage,
y
no reelection”.
S. A. What do the banners say and what do they mean? The slogan of the Zapatistas: “Land
y
and liberty”, which was one of the main groups that supported Madero’s candidacy.
103
Page 124
Francisco I. Madero S. A.
y Where and when was he born? He was born in Parras, Coahuila, on October 30, 1873.
Who were his parents and grandparents and what influence did they have on him? Son of
y
Francisco Madero Hernández and Mercedes González Treviño, he was born into a family
that owned haciendas, mines, and various businesses.
What was his economic and social situation? He belonged to the wealthy class of his region.
y
What were his political ideas? He was opposed to the reelection of Porfirio Díaz and in 1904
y
he founded an independent democratic party.
What objectives did he pursue with the Revolution? To avoid the reelection of Díaz and to
y
govern democratically.
Who were his closest collaborators? José María Pino Suárez.
y
Francisco Villa S. A.
y
Where and when was he born? He was born in San Juan del Río, Durango, on June 5, 1878.
y
Who were his parents and grandparents and what influence did they have on the character?
y
The son of Agustín Arango and Micaela Arámbula.
What was his economic and social situation? In his youth he practiced banditry.
y
What were his political ideas? He had no political aspirations, although he was named
y
provisional governor of Chihuahua.
What objectives did he pursue with the Revolution? To seize the lands of the peasants, to
y
distribute them between them and the soldiers.
Answers
Who were his closest collaborators? Emiliano Zapata.

y
Emiliano Zapata S. A.
Where and when was he born? He was born in Anenecuilco, Morelos, on August 8, 1879.
y
y
Son of Gabriel Zapata and Cleofas Salazar. His maternal grandfather was in the army of
Morelos and his paternal uncles fought in the Reform War and in the French Intervention.
What was his economic and social situation? He worked as a farmer and muleteer.
y
What were his political ideas? He believed in Madero’s project and that is why he supported
y
him during his candidacy.
104
What objectives did he pursue with the Revolution? To give the land to the peasants, who
y
were the ones who worked it.
Who were his closest collaborators? Otilio Montaño.
y
Venustiano Carranza S. A.
y
Where and when was he born? He was born on December 29, 1859 in Cuatro Ciénegas,
y
Coahuila.
y
Son of Colonel Jesús Carraza, who also became municipal president of Cuatro Ciénegas
and political chief of Monclova.
What was his economic and social situation? It was good due to the political career that
y
his father had.
What were his political ideas? After his father dead, he substituted him in the municipal
y
presidency. He was a local deputy in Coahuila and a deputy and senator in the Congress
of the Union and became president of the Republic.
What objectives did he pursue with the Revolution? To reform the Constitution and make
y
demands effective, such as agrarian reform.
Who were his closest collaborators? Pastor Rouaix.
y
Álvaro Obregón S. A.
Where and when was he born? He was born in Navojoa, Sonora, on February 19, 1880.
y

y
He was an orphan.
What was his economic and social situation? He worked as a farmer.
y
What were his political ideas? He supported Francisco I. Madero and Venustiano Carranza
y
in their candidacies and, little by little, he rose in his political career until he became
President of the Republic.
What objectives did he pursue with the Revolution? The presidency of the Republic.
y
Who were his closest collaborators? Plutarco Elías Calles.
y
Plutarco Elías Calles S. A.
y
Where and when was he born? He was born in Guaymas, Sonora, on September 25, 1877.
y
105
y
Son of the bureaucrat Plutarco Elías and María de Jesús Campuzano.
What was his economic and social situation? He came from a family of landowners and
y
miners with a good economic position.
What were his political ideas? He joined the constitutionalist army and was named interim
y
governor of Sonora. He rose through the ranks until he became president of the Republic.
What were his objectives with the Revolution? To stay in power.
y
Who were his closest collaborators? Álvaro Obregón and Manuel Gómez Morín.
y
Lázaro Cárdenas S. A.
y Where and when was he born? He was born in Jiquilpan, Michoacán, on May 21, 1895.
y Who were his parents and grandparents and what influence did they have on him? Son of
Dámaso Cárdenas Pinedo and Felicitas del Río Amezcua.
y What was his economic and social situation? Middle class.
y What were his political ideas? When he became president, he consolidated the bases of the
National Revolutionary Party by integrating the workers’ centers, accelerated the agrarian
reform and nationalized the oil industry.
y What objectives did he pursue with the Revolution? He joined the revolutionary forces but
as such, at that time he did not have any project.
y Who were his closest collaborators? Francisco J. Múgica, Gabino Vázquez, and Rafael
Sánchez Tapia.
Page 127
S. A. What is the Corrido de la muerte de Zapata and the Corrido de las comadres about?
y
Answers
About the struggles of the different groups.

S. A. What ideas do they reflect about what happens during the Revolution? Of the struggles
y
that have taken place in the region of Jonacatepec, Morelos.
S. A. With which side does the author sympathize? With the Zapatistas.
y
Page 128
S. A. Who are the central characters? They are the leaders of the various groups such as
y
Venustiano Carranza and Emiliano Zapata.
106
S. A. What do the people in the images look like and how do they dress? The first three
y
images are the people accompanying these armies, while in the last one, there are children
watching Carranza come out of a building.
S. A. What is each person doing? In the first three photos, they are looking at the person who is
y
portraying them; the last image is more casual, and they are looking at Venustiano Carranza.
S. A. Where does the whole scene take place? The Zapatistas are in the countryside;
y
Antonio Nieto’s contingent seems to be in the countryside as well; the brass band is outside
a train station and Venustiano Carranza in Mexico City.
S. A. How did these people participate in the Mexican Revolution? They supported the
y
revolutionary army in their region, including women and children. In the last photo, perhaps
it is some commission supporting Carranza, because of the number of children seen.
Pages 131 and 132

2.
a) S. A. The social inequality experienced by the Mexican population during the Porfiriato.
b) S. A. There are diverse origins, some belonged to the wealthy classes and others did not.
However, each one fought for their cause during this process.
c) S. A. Those who had the least had to serve the groups in power.
d) S. A. The men participated in the armed struggle and were accompanied by their women,
who served as nurses and cooks.

e) S. A. To improve coexistence within the various groups of a community.
107
Page 133
S. A.
2.
y Top left photo. A woman is putting her vote into a ballot box while a couple of men, who are
to her left, watch her. On the woman’s right side, a row of women is observed. It is related to
the first time that women were able to vote in our country.
Top right photo. Francisco I. Madero with the presidential sash; surely the photo was taken
y
when he was elected president.
Bottom left photo. A group of young people with their mouths covered are protesting in the
y
streets. This is probably one of the marches that took place in 1968.
Bottom right photo. A group of indigenous people can be seen collecting money from a table
y
and, in the background, oil towers with the Mexican flag. It is about the oil expropriation.
S. A.
3.
y Top left photo. 1953, women’s right to vote is recognized, the world was in a period of wars.
Top right photo. 1911, Madero is president. In that same year, Machu-Picchu was discovered.
y
Bottom left photo. 1968, Student movement. The following year, man landed on the moon.
y
Bottom right photo. 1938, Oil expropriation. World War II was about to begin.
y
Page 135
Take the helm
Answers
S. A.
1.
y Political. Mexican Revolution (1910-1920), Porfirio Díaz resigns, Madero is president, the
Tragic Ten Days, Constitution of 1917.
Political. Maximato (1928-1934), appointment of various presidents who were at the
y
disposition of Plutarco Elías Calles.
Economic. Mexican Miracle (1940-1970), creation of various institutions.
y
Political. Democratic transition (1985-2019), the official party ceased to win elections and
y
gave opportunity to politicians from other parties.
108
S. A. During the Mexican Revolution, the world was also at war since World War I began in
2.
1914.
Page 138
My location
S. A.
1.
The dictatorship
Inequality Injustice
of Porfirio Díaz
Mexican Revolution
Power struggle among

1917 Constitution Agrarian Reform
revolutionary factions

Page 140
Take the helm
S. A.
1.
a) The women on the left wear elegant dresses and hats; those on the right, blanket dresses,
aprons, and shawls.
b) To the upper and poorer classes.
c) For the payment of the oil debt.
d) They could not participate in political matters, but they found a way to support the
president.
109
Page 144
Take the helm
S. A.
1.
a) Revolution. Radical change in the institutions of a society.
b) Constitutionalism. To legally subject the political exercise.
c) Political parties. Permanent association of people who share the same ideology and seek
to participate in political power.
d) Populism. Political tendency that defends the interests of the people.
e) Economic liberalization. A strategy by which countries eliminate or reduce barriers to
international trade and foreign investment.
f) Destatization. This involves removing politicians from public enterprises and controlling the
power exercised by labor unions.
S. A. These concepts were of great importance during the process of the Mexican Revolution
2.
because they delineated the politics of the following decades.
Page 145
Arrival point
F. A. Students may mention political events as the most important because they impact all
4.
other areas. For example, the Constitution of 1917 impacted the social, cultural, and economic
spheres with the inclusion of Articles 3, 27, and 123.
Answers
110
Revolution and social justice
Page 147
S. A.
2.
y Historia del pronunciamiento del general Emiliano Zapata, on August 30, 1911. It deals with
when Emiliano Zapata breaks off relations with the elected president Francisco I. Madero.
this is important because the caudillos break relations with the government in office.
El Cuartelazo Felicista o la Decena Trágica en México. It deals with the Tragic Ten Days,
y
that is, when Madero and Pino Suárez are assassinated. This is important because Victoriano
Huerta takes advantage of the situation to seize power.
La Batalla de Zacatecas o La Toma de Zacatecas. This story narrates a battle in which
y
Francisco Villa defeated Huerta. It is important because it narrates in detail what the defeat
was like.
Los combates de Celaya. This is about a battle in the city of Celaya, in which the Villistas
y
and the Carrancistas confronted each other. This lets us see the differences between the
two sides, since they pursued different objectives.
F. A. Verify that the order of events is as exemplified in the previous point.

3.
Causes of the Mexican Revolution

Page 149
Take the helm
S. A.
2.
a) Its name is due to a predecessor newspaper called El Ahuizote; only it was a newspaper
critical of the Díaz regime.
b) Liberal ideas, opposition to the Díaz regime and topics difficult to deal with at that time.
c) A character from the army.
d) It means that, despite the difficulties, it is still standing.
S. A.
4.
a) Freedom of expression.
b) Policies, specifically, in authoritarianism.
111
Revolutionary factions
Page 154
Take the helm
S. A. Plan of Ayala, 1911. It was written by Emiliano Zapata and Otilio Montaño on behalf
2.
of the Zapatista group. In this plan, they called for arms to restore land ownership to the
peasants, Francisco I. Madero was disowned as president for not respecting his campaign
promises and Pascual Orozco was recognized as the new head of the Revolution.
No longer recognizing
Madero
Emiliano Zapata
Head of
Plan of Ayala
the Revolution
Otilio Montaño Agrarian
Reform
Agrarian Reform
S. A.
3.
I, Juan Perez, have been a farmer all my life. It is the only way of making a living that I know
and that my ancestors have practiced. My grandparents and my father have worked on
haciendas but always in miserable conditions, without any possibility of obtaining our own
land to sow and consume the work of our hands. Don Emiliano Zapata invited us to join his
cause, a just cause in which we will be able to have a little land that will give us what we
Answers
need to feed our families.
Influence of revolutionary groups on the Constitution of 1917, Why is the Constitution of 1917
a code far advanced for its time?
Page 157
Take the helm
S. A. The 1917 Constitution is very important, although some articles have been amended, it
2.
is still in force today because it protects the rights of all Mexican citizens.
112
Page 160
My location
S. A.
1.
Right to health. According to Article 4 of the Political Constitution of the United Mexican
States, everyone has the right to health protection. The law will define the bases and
modalities for access to health services and will establish the concurrence of the Federation
and the federal entities in matters of general health, in accordance with the provisions of
section xvi of article 73 of this Constitution.
Right to education. Based on Article 3 of the Constitution, the State shall encourage the
active participation of students, parents or guardians, teachers, as well as the different actors
involved in the educational process and, in general, of the entire National Educational System,
to ensure that it extends its benefits to all social sectors and regions of the country, in order
to contribute to the economic, social and cultural development of its inhabitants.
S. A. In the Porfiriato, health and education services did exist, but this did not cover all
2.
Mexicans, only certain sectors of the population.
Page 160
Arrival point
Plan of
S. A.
1. San Luis

plm 1917 Plan of La
postulates Constitution Empacadora
Plan of
Ayala
Liberal ideology
Political 1917
Social rights Social rights
reforms Constitution
Political
113
The State and institutions
Pages 162 and 163
S. A.
1.
y Top left photo (c)
Upper right photo (b)
y
Bottom right photo (a)
y
S. A.
2.
y The Mexican Social Security Institute offers consultations in clinics and has hospitals for more
serious situations. The logo of the National Revolutionary Party (pnr) no longer exists but
resembles the logo of the current Institutional Revolutionary Party (pri).
S. A. It is related to the pnr logo, which was a party where people with the same political
3.
ideology met.
S. A. Freedom of association and assembly is very important for people to freely express their
4.
points of view. Surely there were people who met, but they did it in secret.
Time of Caudillos. Post-revolution rearrangement, The history of the Strong Man, The first
Cristero Rebellion
Pages 167 and 168

My location
Answers
S. A.
1.
114
Table 2.4 Major conflicts and rebellions in Mexico from 1917 to 1929
Motivations
Conflict or rebellion Leaders Results
and plans
Agua Prieta Plan de Agua Álvaro Obregón Little by little, the revolution
Rebellion, April 23 to Prieta, in which and Plutarco spread throughout the country
May 20, 1920. the government Elías Calles and forced Carranza to
of Venustiano retreat to Veracruz, but he was
Carranza was no assassinated before arriving. The
longer recognized. substitute president was Adolfo
de la Huerta.
Delahuertist Rebellion, Adolfo de la Huerta Adolfo de la Adolfo de la Huerta went into
November 30, 1923 is dissatisfied with Huerta exile in Los Angeles, California.
to March 1924. the election of
Plutarco Elías Calles
for the presidential
succession.
Escobarist rebellion, Movement against José González The movement was stifled,
from March 4 to the President Emilio Escobar but the participants came close
end of April 1929. Portes Gil and to the Cristero movement to join
Plutarco Elías Calles, forces.
who led the country

without being in the
presidency.
First Cristero Calles Law that Plutarco Elías President Portes Gil announced
Rebellion, September sought to limit and Calles that the Catholic Church would
29, 1926 to June 21, control Catholic submit to the law without the
1929. worship in the nation. Constitution underwent any
modification.
S. A.
2.
After fighting with Mexican troops, the Americans returned to their country, without apprehending
Francisco Villa. Carranza obtained the presidency in 1917 and remained in office until 1921.
During his government poverty was accentuated, but he sought to perpetuate himself in
115
power. Adolfo de la Huerta rebelled against Carranza and little by little, the revolution spread
throughout the country and forced Carranza to retreat to Veracruz but he was assassinated
before arriving. The substitute president was Adolfo de la Huerta who went into exile in Los
Angeles, California.
The Escobarist movement that was against President Emilio Portes Gil and Plutarco Elías
Calles, who was leading the country without being in the presidency, was suffocated but
the participants had approaches with the Cristero movement to join forces. Later, with the
Calles Law, the intention was to limit and control Catholic worship in the nation. President
Portes Gil announced that the Catholic Church would submit to the law without any
modification to the Constitution.
S. A.
3.
Electoral, since it allows the participation of citizens to elect their rulers.
The Maximato, Strengthening and consolidation of the Executive Power
Page 170
Take the helm
S. A.
2.
Caudillismo
Answers
1916-1920
Life and power are snatched away at the death of the ancestor
The masses were divided
Advantages: They had popular support

Disadvantages: Period of continuous confrontations.
116
Presidentialism
From 1920 onwards
Election of presidential candidates
All groups were concentrated in one political party.
Advantages: Armed conflicts ended

Disadvantages: The incumbent president chose his successor.
S. A.
3.
y Why did the formation of a political party lead to the political stabilization of the country
after years of revolutionary war? Because there was a political party that centralized
the interests of the different groups, in addition to negotiating with all the groups for the
election of the candidate.
Cardenism
Page 173

Trade union
Take the helm organizations
(ctm, cnc, srtprm,
S. A.
1. fstse)
Judicial and
Army Legislative
Branch
Lázaro
Cárdenas as
president
Employer
organizations
State
(Concanaco
governments
and
Coparmex)
117
Agrarianism, Institution Building
Page 177
Arrival point
S. A.
3.
Tab 1. Social Security Institutions
1938 Ministry of Health
Objectives: It is the agency of the Executive Branch in charge of disease prevention and
health promotion for the population in general.
Resources: from the budget.
1943 Mexican Institute of Social Security (imss)
Initial objectives: To guarantee the right to health, medical assistance, and the protection
of the means of subsistence of social services for the individual and collective welfare of
workers, who work for the private sector, and their families.
Resources: They come from workers’ contributions, employers’ contributions, and the
government’s share.
1959 Institute of Social Security and Social Services for State Workers (issste).
Initial objectives: To provide all public servants and their families with health services, social,
economic, cultural and insurance benefits.
Resources: This institution has its own assets made up of workers’ contributions deducted
from their salaries.
Tab 2. Educational Institutions

1910 National University of Mexico
Answers
1929 National Autonomous University of Mexico (unam)

Achieved its autonomy and states such as Michoacán, Puebla, Jalisco, Guanajuato, and
Nuevo León, among others, founded or restructured their state universities.
1936 National Polytechnic Institute (ipn) Higher technical education institution, which
covered the needs of engineers and technical professionals for private companies and the
public administration.
118
lcu The 1960s. Progress and crisis
Page 183
What were the main historical events and processes that took place during the 1960s in
y
Mexico and in the state where you live?
S. A. The various movements that took place in 1968, as well as the Olympic Games. In 1969,
y
the collective transportation system, the subway, was inaugurated in Mexico City.
How was national development expressed in the 1960s in Mexico and in the state where
y
you live?
S. A. Cities began to modernize, as streets began to be paved and basic public services
y
such as education and health began to be available. This was not happening in the
communities far from the urban centers.
Page 187
What was the role of Mexican youth in the political, social, and cultural transformations of
y
the 1960s?
S. A. Young Mexicans and young people from other countries took every possible space to
make their demands heard, that is, they were the voice of that era.
How did the social and guerrilla movements emerge in the 1960s and 1970s?
y

S. A. Due to the social and economic inequality that prevailed in certain areas of the
country, the affected groups began to organize.
What were the consequences of the 1968 student movement?
y
S. A. Although this movement was severely repressed by the government, it left a record of
the social unrest that prevailed in that decade. As a result, young people were granted the
right to vote at the age of 18 and a new Labor Law was enacted to improve the labor
situation of workers.
Page 190
What sensations, feelings, or emotions did reading the text produce in you? Can you imagine
y
having been in that event?
119
S. A. Sadness, because some of students who participated in the conflict did not return
home.
What is your opinion of the first part of the text?
y
S. A. It is written in a funny way.
Why do you think the student interviewed commented that the strength and importance of
y
the student movement was given by the repression?
S. A. Because it gave them a feeling of unity, that is, that they should fight for the causes
they believed in.
Page 191
What was the importance and how did the 1968 Olympic Games develop?
y
S. A. For Mexico, it was very important to be awarded the event because it meant that it
was seen as a city in progress.
What were the main achievements of the country’s development during the 1960s?
y
S. A. It was a period of economic growth but also of social injustices and strong repression
by the government.
How did the society of the time manifest itself through artistic expression?
y
S. A. Mainly through music and literature, in which young people expressed their concerns in
a less formal discourse.
Answers
120
Democracy, parties, and political rights
Page 193
S. A.
1.
a) That all citizens over 18 years of age can elect their rulers by voting.
b) The student movement of 1968 and the diversity of political parties.
c) That the processes continue to be carried out in accordance with the law.
Page 195
My location
S. A.
1.
Some of the causes that influenced the emergence of political and social movements were:
dissatisfaction with the lack of freedoms, social inequality, repression, authoritarianism, and
abuse of power.
S. A.
2.
Social inequality

Repression
Emergence of political and
+ social movements
Abuse of power
+
Autoritarianism
121
Page 197
Take the helm
2. S. A.
a) So that they do not think he cannot control the actions of Genaro Vázquez.
b) Social activities such as bringing food, medicine and water to people living in the highlands.
c) Because the actions of the military were aimed at repressing guerrilla actions, i.e., freedom
of expression was not allowed.
The Mexican political system in the face of political and democratic opening
Page 200
Take the helm
S. A.
2.
a) It is in charge of preparing, developin,g and overseeing the electoral process.
b) Because it is an autonomous body created to oversee that the electoral processes are
carried out in a democratic manner.
c) Because it is autonomous with its own legal personality.
Pages 200 and 201

Arrival point
S. A.
1.
Democratic development
Openness and progress Obstacles and limitations
Answers
Creation of the Federal Electoral

Authoritarianism of the ruling party
Commission
Registration of other political parties Lack of free speech
Amnesty granted to social fighters
Legal age at 18
122
Strengthening democracy
Page 202
S. A.
2.
A mature woman is seen in front of a ballot box, in which she is about to cast her vote. Next
to her is another young woman waiting her turn to vote. In the background, there is a group
of men watching them.
S. A. From the 1950s.
3.
S. A.
4.
a) Because all citizens, regardless of gender, should have the right to vote.
b) The Chamber of Deputies.
c) To inform the population about the most important events.
The Democratic role of political parties
Page 204
Take the helm
S. A.
2.
a) By sharing their proposals, so that people support them and vote for them.

b) By participating in the events promoted by political parties.
c) In the vote that is exercised during elections.
d) That both men and women can participate in an equitable manner.
e) That unions cannot participate, but citizens as individuals.
f) The New Alliance Party (Panal) and the Social Encounter Party (pes).
g) They may receive private and public resources, however, public resources (which come
from the State) must be in the majority.
123
Page 205
My location
S. A.
1.
Being able to vote is a democratic act that is put into practice in everyday life, for
example, when voting to elect the head of the class or to reach an agreement with
a group of people on what to eat or what kind of music to listen to. As a form of
government, the citizens of a country have the right to vote to elect their representatives,
so that the citizenry feels represented. In other words, democracy in society is very
important for reaching agreements.
Organization of electoral processes
Page 207
Take the helm
S. A. ine’s attributions are to organize the federal and local electoral processes, in conjunction
2.
with the local public bodies. From the electoral training, the electoral roll, the list of voters, the
location of the polling places and the designation of the officials, the computation of the votes,
and the declaration of validity of the process. It contributes to the regulation of the mechanisms
of democracy because it is an autonomous organism, in which the citizens are invited to
participate in this type of process in a random manner (citizens are chosen who begin their
paternal surname with letters of the alphabet that they determine).
The media
Answers
Page 208
Take the helm
F. A.
1.
a) Verify that students mention that the media “fight” for the best stories or to be the first to
report certain news, which they must do without showing favoritism.
b) The above point is an example of how freedom of expression is exercised today.
124
S. A.
2.
The importance of knowing different points of view, through the media, allows society to be
critical, as well as to express itself freely.
Health and education for all
Page 210
Take the helm
S. A.
1.
a) It is important that we have education and health services because it is a right that we
all have as Mexican citizens, since the State has the obligation to provide these services.
b) To provide citizens with an equitable, egalitarian, and fair development for all Mexicans.
S. A. Because the State is responsible for providing them, since this favors a full coexistence,
2.
in peace and freedom.
S. A.
3.
Having health services, education and an environment of peace ensures conditions of
equality and the development of the capabilities of the entire population.
Page 210
Arrival point

5.
The importance of this topic lies in the fact that Mexico is in the process of building its
democratic system to guarantee conditions of equality for all Mexicans. It has had to learn
from its mistakes in order to strengthen this type of system. One can contribute with small
actions, such as abiding by previously established rules, which is a personal contribution to
strengthen the democratic system.
125
Art and literature in Mexico from 1960 to the present day
Pages 212 and 213
Starting point
S. A.
2.
a) The corrido and the fragment of the play are primary sources, and the painting is secondary.
b) The corrido belongs to the musical genre, the fragment to the theatrical genre and the
painting to the plastic arts genre.
c) The corrido is about the Mexican guerrilla Arturo Gámiz García, leader of the Popular
Socialist Party and founder of the Popular Guerrilla Group. The play is about a Mexican
family that does not recognize its Mexican roots in the 1960s and the painting presents
two of the most important caudillos who participated in the Mexican Revolution.
d) In the first, Arturo Gámiz and in the third, Emiliano Zapata, Francisco Villa, among others.
e) The first and third sources tell a true story, the second does not.
f) Because of the characters represented and the events they narrate.
S. A.
3.
Artistic expressions are considered secondary sources of History, since they allow us to
know what the society of a certain time expressed, from the point of view of the person
who elaborates or represents it. Literature, plastic works, dance, plays and music allow us to
approach the society of a certain period and we must learn to interpret them to obtain the
information we need to know.
Narrative and history from 1960 to the present

Answers
Pages 218
Take the helm
S. A. When Francisco I. Madero proclaimed the Plan of San Luis.
1.
S. A.
2.
Madero had been imprisoned by Porfirio Díaz, so that he would not be present at the
elections. In prison, Madero proclaimed the Plan of San Luis, which called to take up arms
on November 20, 1910. The slogan of this plan was “Effective suffrage, no reelection”.
126
The art of the late 20th and early 21st centuries, Musical expressions
and cultural diversity in Mexico
Page 227
Take the helm
S. A.
2.
a) Two years before the Berlin Wall was built in Germany.
b) Yes, it is a protest about the right to freedom.
c) It is like an anthem for people fighting for justice and their rights.
S. A.
3.
Songs can be studied as secondary sources because they help us understand what was
going on at the time they were composed and made known.
Page 228
My location
S. A. Reggaeton.
1.
a) J. Balvin (Colombia), Daddy Yankee (Puerto Rico), Bad Bunny (Puerto Rico), Wisin y Yandel
(Puerto Rico). They only need their voice to sing, and their songs are used in commercials,
parties, and events of all kinds because it is the music that is in fashion.
b) It reflects today’s society.

Page 229
Arrival point Literature
S. A.
2.
Visual arts My environment Music
Dance and
theater
127
S. A.
3.
The diversity of expressions that have existed throughout history has allowed several people
to express in other ways what they have not been able to express in words. A film, a play,
a song, a dance or even a photograph are a door to the past, to what our ancestors
have wanted to express through these manifestations. This diversity is what characterizes a
country like ours, which has not allowed these expressions to be lost to the customs of other
countries with which we have contact.
Page 231
S. A. The Mexican Revolution, the Constitution of 1917, the consolidation of a party in power,
1.
Cardenism, the creation of institutions, the vote for women, the student movement of 1968, the
Federal Law of Political Organizations and Electoral Processes and political alternation.
S. A. The vote for women is important because of the struggle for gender equity and the
2.
spaces to which women have gained access in the last decades.
F. A. The sketch can be a drawing of a current woman voting and, in the row, several
3.
women who have figured in the history of Mexico could be represented, for example, Ángeles
Mastretta, Rosario Castellanos, an adelita, Frida Kahlo and Carmen Serdán, ranging from the
most recent to the oldest. They can do this with watercolor on sheets of bond paper that can
be easily glued and peeled off.
S. A. What we have learned is important because it allows us to reflect on what has happened
5.
in the last century in our country in order to understand the current situation and identify the
challenges we must face in the future.
Answers
128
Unit 3 Construction of historical knowledge
Page 234
S. A.
1.
Insecurity, equal opportunities, less robberies and femicides, better health care.
S. A. Insecurity.
3.
a) It is necessary to encourage and strengthen the security forces, so that they are not
corruptible.
b) The instances that exist to be able to denounce.

129
Permanence and change in history
Page 235
S. A.
1.
a) These are the things that have changed over time, as well as those that are still present.
b) In primary and secondary sources, i.e., in books, photographs, paintings.
c) The form of government and the way of relating to other countries.
d) When foreign invasions took place in the 19th century.
S. A. Allows us to locate tangible things that have changed over time, for example, monuments
2.
or buildings, as well as intangible things, such as food or traditions.
Change and transformations in the history of Mexico
Page 237
Take the helm
S. A.
1.
a) Political alternation, i.e., the arrival of different political parties to power.
b) Because each political party has different proposals and solutions to the country’s
problems.
c) The need for change and to improve the social situation.
d) Yes, that people were not used to the fact that things could be done differently.
Answers
Page 242
My location
S. A. The Independence of Mexico.
1.
S. A.
2.
130
Independence of Mexico
Causes Consequences
Influence of Enlightenment ideas Separation from Spain
French invasion of Spain Search for a new form of government
Imposition of a foreign monarch Foreign interventions
Nonconformity of Criollos International recognition
Importance for Mexico’s development
A new country was created with its own identity, traditions and customs, a mixture of
Spanish and Indigenous influences, mainly, of which we are heirs.
Resistance to change, tradition, and innovation
Pages 244 and 245

Take the helm
S. A.
3.
a) When talking about the rescue of some traditions, for example, music and the elaboration
of objects through basketry, pottery, cordage or chaquira.
b) Sharing their knowledge and their desire to learn.

c) When the dances of a community continue to be practiced and taught to the new
generations.
Page 245
Arrival point
F. A. The essay should consider that change is always present in history, since one action is the
1.
antecedent and consequence of another. Whatever example is used, it should consider these
aspects. Students can comment that resistance to change is a result of not knowing what is to
come and the one way of doing things. For example, they can mention that agriculture is an
economic activity that has been practiced since indigenous times, that continues to be very
important and in which, at present, new tools or technology are used to facilitate the work of
those who practice it.
131
The main obstacles to change in Mexico
Page 247
S. A.
1.
Image 1
Problem(s): Lack of spaces for children to play.
Actions to solve it: Talk to the local governor to request safe spaces for children.
Image 2:
Problem(s): Children working in the fields.
Actions to solve it: Give better wages to workers so that their children do not have to
accompany them to work.
Image 3
Problem(s): A person is giving money to an official.
Actions to solve it: Sanction people who receive this type of favor.
Necessary changes and obstacles in today’s Mexico
Page 248
Take the helm
S. A.
1.
Answers
Obstacles to development Alternatives to resolve them

Migration to the United States
Improving jobs and wages in Mexico
of America
School dropouts Scholarship programs
Strengthening of security forces,

Insecurity
campaigns to denounce crime.
132
Pages 251 and 252
Take the helm
S. A.
2.
a) Wage differentials and that women do not have the same study and work opportunities
as men.
b) They do not have the same opportunities.
c) Through the education given to their children from an early age at home.
Page 253
My location
S. A.
1.
Most urgent changes in the country: parents cannot support their children, the corruption
that exists in the country, improving the economy, among others.
Building a better future for Mexico
Page 254
Take the helm
S. A.
2.
y How can you participate at your age in building a better future? By taking small actions to

help improve my community.
Page 255
Arrival point
F. A. Students will take turns and wait for their participation, which should last one to two
2.
minutes. Each position should be justified with concrete examples. For example, health services
will not improve because the existing ones are insufficient for the current population size.
However, the other team will argue that specialized care centers continue to be built so as
not to saturate existing hospitals.
133
Page 256
S. A.
1.
y Why are the notions of change and permanence important for understanding the past?
Because they allow us to know the elements that we have inherited from our ancestors and
how they have changed over time; it is part of our identity.
Why are they useful for understanding the present? Because they allow us to understand
y
that there are elements that we have inherited from other times.
S. A.
2.
y Why are you interested in dealing with it? Because it is part of my identity as a Mexican.
How can you represent in images the forces of tradition and innovation? By capturing
y
elements of Mexican culture that have resisted change.
What obstacles and alternatives could you include? Foreign traditions and new technologies.
y
Answers
134
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. Mark the correct answer with a ✓.

1. What is a characteristic of sovereignty?
( ) The authority of a State resides in the support it receives from outside.
(✓) Power rests with the people, who are the ultimate source of all political power or authority.
( ) It is exercised by the powerful groups in a State.
( ) There is no power or authority above the president.
2. Why is voting an instrument through which the people exercise their sovereignty?
( ) Because through it a minority of citizens elect representatives and authorities who make decisions
on behalf of all citizens.
(✓) Because by means of it the will of the majority is expressed to elect representatives and
authorities who make decisions on behalf of all citizens.
( ) Because through it a monarch makes decisions on behalf of all citizens.
( ) Because it expresses the will of the majority to elect a monarch who makes decisions on behalf of
all subjects.
3. Which sentence refers to national sovereignty?

( ) A political system created in a country for the purpose of extending its territory or economic
influence over other countries.
( ) A system of political dominance exercised by a country in a given region.
(✓) A political system that exercises power by means of laws and institutions, over a territory, a
population, and a given period.
( ) Political system that is above the governments of each country.
4. These are principles on which Mexico has based its relations with the other countries of the world,
except:
( ) Non-intervention and respect for the sovereignty of States.
( ) The peaceful solution of conflicts and controversies between nations.
(✓) The intervention of other countries when a government is considered illegitimate.
( ) The self-determination of peoples.
5. At present, what characterizes the relations that Mexico establishes with other countries of the
world?
( ) The reinforcement of borders to prevent the flow of people migrating from less economically
developed countries.
( ) The strengthening of borders to prevent the flow of people migrating from less economically
( ) The Mexican government speaks out against actions taken by some governments of other
countries.
(✓) The signing of international agreements to favor the country’s development.
( ) The rooting of national sentiment to avoid being absorbed by international instances.
II. Complete the timeline with historical events and processes.
1. Write in the square the corresponding letter.

a) Porfiriato
b) Second French Intervention
c) Viceroyalty of New Spain
d) Restored Republic
e) Independence Movement
f ) Mexican-American War
g) Beginning of the Empire of Maximilian of Habsburg
h) Constitution of Apatzingán
i) Constitution of 1857
j) First Federal Constitution
k) Pastry War
l) Independence of Texas
h j l i
a
c e f b d
1770 1800 1850 1900
k g
III. Relate the following events to the concepts in the box.
Independence Sovereignty Constitution Intervention Empire Republic
• Congress of Chilpancingo in 1814. Constitution
• Guadalupe Victoria assumes the presidency of Mexico. Republic
• Maximilian of Habsburg arrives in Mexico. Empire
• Cry of Dolores on September 16, 1810. Independence
• Mexican-American War. Sovereignty
• French troops were defeated in Puebla by the army of Ignacio Zaragoza. Intervention
IV. Underline the correct option.
1. What was one of the main purposes of the Bourbon reforms?
a) The modernization of the English Empire.
b) To encourage the criollos of New Spain to occupy high positions in the army.
c) To recover Spain’s status as an economic, political, and military power.
d) To restructure the organization of the colonial state to favor its independence.
2. How did the Bourbon Reforms implemented in the 18th century affect New Spain?
a) The inhabitants of New Spain paid the same taxes as the Spaniards.
b) Social and cultural structures of the indigenous population were strengthened, such as the family,
ethnic affiliation, and communal properties.
c) Wage labor proliferated for the indigenous, mestizos and Criollos in the plantations and mines.
d) The original indigenous peoples were dispossessed of their lands for the expansion of haciendas
and ranches.
3. Main thinkers of the Enlightenment who influenced the intellectual groups in the Spanish
colonies of America.
a) John Locke and Jean-Jacques Rousseau.
b) Immanuel Kant and Aristotle.
c) Francis Bacon and Albert the Great.
d) Rene Descartes and Roger Bacon.
4. How did the process known as criollismo influence the independence of the Spanish colonies in
America?
a) The Criollo population united with the royalty in order to continue with the subjection pact with
the king.
b) The Criollo took power in Spain in the absence of King Ferdinand vii by instituting political reforms.
c) The criollo identity grew as they felt a sense of belonging to the American land and the right to it,
which led them to initiate insurgent movements.
d) The novo-Hispanic population was protected by the criollos when they broke off all relations with
high European officials.
5. Historical person who initiated the Independence movement on September 16, 1810.
a) Josefa Ortiz de Domínguez.
b) José Miguel Domínguez.
c) Miguel Hidalgo y Costilla.
d) Ignacio Allende.
6. The following are historical events that favored the consummation of Mexico’s independence,
except:
a) The alliance between Vicente Guerrero and Agustín de Iturbide.
b) The Trigarante Army took the cities of Valladolid, Querétaro, Puebla, and Mexico City.
c) Proclamation of the Plan of Iguala and the Treaties of Córdoba.
d) The return of Ferdinand vii to Spain and the abolition of the Constitution of Cádiz.
V. Complete the outline of the ideals of each side of the Independence movement.
Insurgents Insurgents Realists
They were in favor of Independence. They wanted to remain under the tutelage
of the Spanish Crown.
Type of government: a republic.

Type of government: a monarchy.
To form a society of free citizens with

obligations and rights. To be part of a society of subjects.
VI. Write in the parentheses a T if the statement is true or an F if it is false.

( T ) Enlightenment thinkers in Europe longed for liberty, equality, and fraternity in society.
( F ) The French invasion of European countries did not influence the Independence of New Spain due to
its remoteness.
( T ) Francisco Primo de Verdad and Francisco Azcárate were the first to confront the Royal Audience,
which is why they are known as the initiators of freedom in New Spain.
( T ) The Criollo population was in favor of autonomy, as long as the Spanish king was not at the head of
the Crown.
( T ) The first decrees made during the Mexican independence movement were against slavery and
taxes, as well as the return of lands to the indigenous people.
VII. In the first half of the 19th century, Mexico faced two great external threats to consolidate
itself as a sovereign nation: France and the United States. Explain briefly what these threats
consisted of and their consequences.
The conflict with France took place during the so-called Pastry War,
in which France demanded the Mexican government to compensate
French citizens living in Mexican territory for the damages they had
France
suffered due to the political instability of the country. As Mexico could
not pay, France blockaded the Port of Veracruz and attacked the fort of
San Juan de Ulua. Finally, Mexico gave in to French demands.
The United States of America supported the independence of Texas

United States and in 1845 it was annexed to this country. Between 1846 and 1848, the
of America United States invaded Mexican territory and took over more than half of
the national territory.
VIII. Which political group of the 19th century corresponds to each of the following ideas?
1. Liberals 2. Conservatives
( 1 ) Respect for individual private property and rejection of communal property. They insisted on the
affectation of the property of the Church and indigenous communities.
( 2 ) Prevalence of the privileges of the Church, the army, merchants, and landowners, while trying to
preserve colonial institutions.
( 1 ) They fought for the suspension of clergy and military privileges and for the equality of citizens
before the law.
( 2 ) Property could be private, church, or communal.
IX. Underline the correct answer.
1. These are modifications that were part of the liberal governments’ national project and that
allowed the separation between the State and the Church, except for:
a) With the Lerdo Law, the disentailment of Church property was determined to make productive use
of the land.
b) Through the Juárez Law, it was determined that all clergy property should be registered before the
law for the exclusive use of the Church.
c) By means of the Juárez Law it was established to eliminate the privileges of the ecclesiastical
personnel and the militia, as well as the jurisdiction and the Special Courts.
d) The official calendars were modified by determining that religious celebrations would no longer be
officially celebrated.
2. The following are historical events that favored freedom of the press and freedom of expression
during the 18th and 19th centuries, except for the following:
a) The Constitution of Cádiz of 1812 opened the way for opposition newspapers to be published,
such as: El pensador Mexicano and El Juguetillo.
b) In the first Mexican Constitution of 1814 freedom of expression was proclaimed.
c) In 1853, President Santa Anna ratified freedom of expression.
d) In 1855, the Lafragua Law established that no one could be harassed or assaulted for expressing
their opinions orally or in writing.
X. Underline the sentences that are true.

a) The Ocampo Law establishes that the registration of cemeteries will be determined by the civil
authority and the Church.
b) The government of Benito Juárez promoted education and therefore the creation of elementary
schools.
c) In the Civil Registry Law, it is established that marriages will only be authorized by the civil authority
and not by the Church.
d) The period from 1867 with the execution of Maximiliano until 1876 with the government of President
Santa Anna is known as the Restored Republic.
e) The Generation of the Reform was a group of intellectuals, writers, journalists, historians, military,
among others, who produced works that helped shape the Mexican national spirit and identity during
the second half of the 19th century.
f ) The main objectives of the period known as the Restored Republic were social stability and economic
recovery.
g) One of the main purposes of the government of Benito Juárez was to encourage only internal
investment in the country to support peasants in agricultural development.
h) The Rural Police, through respect for human rights and freedom of expression, maintained social
peace during the Porfiriato.
i) The government of Porfirio Díaz was characterized by pacifying the nation, where he combined
conciliation with the use of force.
XI. Locate on the pyramid the social groups into which Mexican society was divided during
the Porfiriato. Consider that the wealthiest groups were at the top of the pyramid.
a) Unemployed, lumpen, delinquents, members of Indigenous, and peasant communities.
b) Professionals and government or private employees, owners of small ranches.
c) Foreign investors, national bourgeoisie, politicians of the Díaz government, high clergy.
d) Industrial, agricultural, cattle and mining working class, small merchants, servants, and artisans.
c)
b)
d)
a)
Quarterly evaluation II
Name:
School: Group:
I. Read and answer what is asked in each item.
1. The following situations refer to problems affecting the country today. For each one, write the
type of problem it describes: social, economic, or cultural.
a) In Mexico, 1% of the richest population in the country captures 17% of all
national income; thus, the richest 10% captures 50.2% of the national income. Economic
b) Among Mexican families, there is still the custom of limiting the educational
attainment of girls, focusing efforts only on the academic preparation of boys.
This results not only in the educational backwardness of women, but also in
girls’ lower performance in subjects such as mathematics and natural sciences. Social
c) According to Inegi information, the promotion of reading continues to be a
forgotten issue, both in families and in schools, which should lead to a profound
revision of policies and strategies for the promotion of reading, but also for the
distribution and accessibility of books for all. Cultural
2. For what purpose have programs such as Pronasol, Progresa, Oportunidades and Prospera been
implemented?
a) To support all Mexican families so that they can feed themselves adequately.
b) To help the most marginalized families overcome poverty or extreme poverty.
c) To help the highest income families to supplement their income.
d) To support the children of all Mexican families to stay in school.
3. Underline the documentary sources that are useful for researching the events of the Mexican
Revolution.
Mexican Revolution.
a) The Sentiments of the Nation document.
b) Plan of Ayala.
c) Díaz-Creelman interview.
d) Plan of Agua Prieta.
e) Plan of San Luis.
f ) Plan of Tacubaya.
g) Plan of Guadalupe.
h) Plan of Ayutla.
4. Relate the historical facts with the historical processes of the 20th century: Mexican Revolution,
Maximato and democratic transition.
Historical fact Historical process
Aguascalientes Convention. Mexican Revolution
Cristiada. Maximato
The autonomy of fei is strengthened. Democratic transition
The Ten Tragic Days. Mexican Revolution
The photo voting card is created. Democratic transition
Founding of the National Revolutionary Party. Maximato
The National Action Party wins for the first time

Democratic transition
the presidency of the Republic.
5. Complete the statements with the concepts in the box.
revolution constitutionalism populism political party

economic openness destatization
• A revolution is a profound change in the political and socioeconomic structures of a national

community.
• Constitutionalism refers to the social and legal movement that has the purpose of defending
and adhering to the Constitution as the supreme law.
• During the government of President Miguel de la Madrid, a new economic policy was implemented
with which a process of destatization took place, that is, the government sold the companies
and economic areas under its control and administration.
• A political party is a social organization of public interest that shares common ideas and
interests, which promotes citizen participation to achieve power.
• Populism is a political stance that seeks to build public policies focused on the needs and
interests of the people. The government of president Lázaro Cárdenas was characterized by this
posture because he consolidated his government with the support of the popular classes, especially
workers and peasants.
• In the last decade of the 20th century, Mexico joined international organizations such as the General
Agreement on Tariffs and Trade (gatt), established trade agreements with various regions of the
world and signed the North American Free Trade Agreement (nafta) with the United States and
Canada, which marked the beginning of an era of economic openness .
II. Complete the outlines related to the Mexican Revolution.
1. Causes of the Mexican Revolution.
Economic Political Social
Authoritarianism and lack

The existence of tiendas of protection for the working Polarized stratification
de raya class and support of social classes
of agriculture
Violation of citizens’ Subhuman conditions

Protection of foreign capital
human rights endured by workers
Conflicts with the indigenous

Uncontrolled oil exploitation Constitutional reforms in
populations due to the
concessions to foreigners favor of the regime
division of land
2. Groups that participated in the Mexican Revolution.
Made up of: Peasants and hacienda workers.

Influence in the states of: Morelos and Guerrero.
Zapatistas
Main demand: Restitution of land to Indigenous Peoples and agrarian
distribution.
Made up of: Ranchers, peasants, rural and urban middle class.

Influence in the states of: Chihuahua and Durango.
Villistas
Main demands: To improve living conditions and provide education for the
underprivileged classes.
Made up of: Local military, landowners, professionals, merchants, peasants and

laborers.
Influence in the states of: Coahuila, Nuevo León, Sinaloa, Sonora, and
Carrancistas Tamaulipas.
Main demand: To respect the mandates of the Constitution and reestablish
peace in Mexican territory.
III. Which revolutionary group corresponds to the following ideas that were embodied in the
Constitution of 1917? Write the correct number in each parenthesis.
1. Carrancistas 2. Mexican Liberal Party 3. Zapatistas

4. Plan of San Luis writen by Francisco I. Madero
( 1 ) To have a strong Executive Power, greater than the other two powers, capable of overcoming the
problems of that moment and guaranteeing the existence of the other powers in the future.
( 2 ) The maximum working day shall be eight hours and child labor shall be prohibited.
( 4 ) The principle of non-reelection of the president and vice-president of the Republic.
( 3 ) The lands, mountains and waters that have been usurped by the landowners, scientists or caciques,
shall enter into the possession of the towns or possession of the towns or citizens who have their
titles corresponding to those properties.
IV. Mark with a ✗ the correct answers.
1. In the post-revolutionary period, what were the main historical moments that allowed the political
stabilization of Mexico?
(✗) The agreements made with the United States of America, to recognize the presidency of Álvaro
Obregón.
( ) The free use of oil fields by U. S. companies.
(✗) The support for the Agua Prieta rebellion, by which a president was overthrown for the first time.
(✗) The survival of the Sonora Group, which supported the candidacy of General Plutarco Elías Calles.
2. These are characteristics of Caudillism:

( ) The system of power is governed by formal mechanisms, clear and with democratic dyes.
(✗) A leader who guides an armed, political, or ideological movement and gains access to power
through non-formal mechanisms.
(✗) The leader assumes command as a representation of the interests of certain collectives.
( ) The leader assumes power through an election organized by the citizenry.
3. What aspects characterized the government of Venustiano Carranza?

(✗) Famine, plague and war accentuated the precarious situation of the country.
(✗) Zapatista groups in the south of the country were exterminated.
( ) Agreements were made with the Villistas to control northern Mexico.
(✗) The Constitution of 1917 was promulgated.
4. What were some of the actions carried out by the government of Plutarco Elías Calles?
(✗) Reconstruction of the country’s infrastructure.
(✗) Creation of the Bank of Mexico.
( ) Establishment of the postal service and telegraph.
(✗) Creation of the National Commissions of Irrigation and Roads.
5. Who headed the governments during the Maximato that were under the control of General
Plutarco Elías Calles?
(✗) Emilio Portes Gil.
( ) Álvaro Obregón.
( ) Lázaro Cárdenas.
(✗) Abelardo Rodríguez.
(✗) Pascual Ortiz Rubio.
6. What happened after the National Revolutionary Party (pri) was consolidated as the main political
instrument of the Mexican State?
( ) The Mexican State moves away from from the pri and each one functioned autonomously.
(✗) The party administration of the State emerged, in which the State regulates the power gainedin
the Revolution.
( ) The pri continued to defend the revolutionary precepts.
(✗) The administration of the government was controlled by pri militants.
(✗) The pri and the government were integrated as a single, indivisible entity.
7. What institutions were created by the post-revolutionary governments?

(✗) The Ministry of Public Education, which was fundamental for reducing educational backwardness
and intensifying the literacy campaign, as well as expanding educational services to rural and
indigenous communities.
( ) The Mexican Social Security Institute, whose objective is to guarantee the right to health and the
protection of the means of subsistence in social services for the individual and collective welfare of
private initiative workers.
(✗) The Federal Electoral Institute which organizes democratic electoral processes that would allow for
free, fair, and reliable elections to guarantee the exercise of electoral rights.
(✗) The Institute of Security and Social Services for State Workers, whose purpose is to provide all
public servants and their families with health services, benefits in the social, economic, social,
economic, cultural, and insurance services to all public servants and their families.
8. What were the determining events in the implementation of the Agrarian Reform in Mexico?
( ) The death of 30 000 peasants who were trained as irregular soldiers to fight in the Cristero
Rebellion.
(✗) The establishment in Article 27 of the Constitution that the ownership of land, water, and subsoil
resources belonged entirely to the nation.
( ) The creation of political parties in favor of the Agrarian Reform.
(✗) The reestablishment of the ejido system that made it possible to guarantee that the rural
population most in need had access to land to sow and could benefit from its crops.
V. Complete the outline of the characteristics of the government of Lázaro Cárdenas.
First months of Foundation of organizations

government such as:
Confederation of Workers of
Removal of ministers,
Mexico, National Peasant
military and civil
1934 Confederation, Oil Union of
servants of Callista
Cárdenas takes Workers in the Service of the
affiliation.
possession of the State.
Executive Power
Construction of public
Foreign Policy Actions: works such as: Expropriation
of companies:
He provided political Roads, railways, health
asylum to Leon Trotsky centers, and educational Railway and oil
and the Spanish exiles centers (like the ipn) industry.
of the civil war.

( T ) The first Cristero rebellion or Cristiada occurred in 1926 in response to the Calles Law, which
included sanctions on religious worship and limited the number of priests in the Catholic Church.
( F ) The presidency of Lázaro Cárdenas fiercely supported the ideals of the Maximato and the lines of
Calles’ government.
( T ) The government of Lázaro Cárdenas was the first to exercise the reform of article 83 of the
Constitution, which established that the office of president would be for six years.
( F ) In 1928 the National Revolutionary Party (pri) was created, which was the first antecedent of the
National Action Party (pan).
( T ) In 1938 President Cárdenas expropriated the oil industry in Mexico.
Quarterly evaluation III
Name:
School: Group:
I. Underline the correct answer.
1. These are historical facts that favored the gradual democratization of the Mexican State in the
1960s and 1970s, except...
a) the 1960 student-popular movement in Chilpancingo.
b) the Communist-inspired guerrilla movements.
c) the Student Movement of 1968.
d) the Corpus Christi Massacre or Halconazo in 1971.
2. Why is the Federal Law of Political Organizations and Electoral Processes (lfoppe) considered
important for democratization in Mexico?
a) Because it restricted the participation and competition of the political parties in the electoral
system.
b) Because it established the use of the photo voter’s card.
c) Because it established the rules for the participation and competition of the parties in the electoral
system and allowed the registration of several political parties.
d) Because it decreed the disappearance of the groups that fought for the democratization of the
country by armed means.
3. What is the importance of political parties in the democratic life of our country?
a) They regulate the participation of citizens in the election of the president.
b) They channel and group the political interests of the citizens.
c) They act as intermediaries between the public power and the judiciary.
d) They restrict the functioning of the political and electoral system.
4. Why is the role of the media in a democracy of utmost importance?

a) Because it favors a climate of greater political freedom, by allowing only one party to express its
ideas.
b) Because they allow political parties and independent candidates to disseminate their ideas without
time restrictions.
c) Because they have sufficient participation in the diffusion of culture, art, entertainment, education,
among others.
d) Because they exercise and defend human rights, such as freedom of expression, broadcasting,
printing, and free access to plural and timely information.
5. These are examples of Mexican historical fiction narrative of the second half of the 20th century,
except...
a) Los pasos de López, by Jorge Ibargüengoitia.
b) Tropa vieja, by Francisco L. Urquizo.
c) Noticias del Imperio, by Fernando del Paso.
d) Balún Canán, by Rosario Castellanos.
6. What characterizes the surrealist movement that emerged in the 1950s?

a) The works are more personal, imaginary, and abstract.
b) It is a public and monumental art that consists of large paintings on public buildings.
c) They emphasize the application of imagination, the creative combination of concepts that include
volume, space, and aesthetic designs.
d) The expression of images contrary to the forms of logical, moral, and social order and convention.
II. In which option are the artistic currents of the last decades of the 20th century and the first
decades of the 21st century correctly related to your description?
Artistic movement Description

1. Conceptual art A. Distorts images to represent feelings or moods.
2. Neo-expressionism B. They try to reach, more than the optical effect of the piece, the intellect
3. Neo-Mexicanism of the viewer.
4. Oaxacan movement C. Recreates fauna, flora, legends, and myths.
D. They base their themes on the search and reencounter with the roots of
national culture.
a) 1A, 2B, 3C, 4D
b) 1B, 2C, 3D, 4A
c) 1B, 2A, 3D, 4C
d) 1A, 2C, 3B, 4D
III. Read the questions and underline the correct answer.
1. Why can historical facts only be partially reconstructed?

a) Because in order to reconstruct them, the historian must have lived in the place and time in which
the historical event took place.
b) Because they are constructed from the information available, the questions asked, and the
interpretation made by the historian.
c) Because they are constructed from the historian’s perspective, without consulting any source of
information.
d) It depends on the transformations it has provoked in the culture of a specific region.
2. Which of the following is not a characteristic of historical processes?
a) They cause a change in the society or culture of a given site or region.
b) They are a set of historical events related to each other.
c) They occur in a succession of time.
d) They are of short duration and can last hours or a day.
3. Why are revolutions expressions of profound changes in the evolution of societies?

a) Because their duration is prolonged, and they do not provoke any change.
b) Because they constitute a unity in the development of societies and their institutions.
c) Because they constitute a rupture in the development of societies and their institutions.
d) Because they favor the development of new civilizations.
IV. Solve as follows.
1. In the following timeline identify with an ✗ the historical events that brought about
transcendental changes in the history of Mexico.
Conquest of
Tenochtitlan
Bourbonic The Independence Mexican
The Viceroyalty pan wins the
Reforms movement begins Revolution begins
is stablished in presidency
New Spain
1500 1600 1700 1800 1900 2000

Expulsion of the Federal Lázaro Cárdenas
Santa Fe de Guanajuato Jesuits from Constitution assumes the
foundation New Spain of 1857 presidency
2. The historical events you marked on the timeline are part of historical processes; some have lasted
a few years, others a decade or longer. Find an example of:
a) A process that lasted a few years: Conquest of Mexico-Tenochtitlan.
b) A process that lasted between one and two decades: War of Independence.
c) A process that lasted more than two decades: Democratic Transition.
V. Write or underline the correct answer as appropriate.
1. Why did the conquest of Mexico-Tenochtitlan cause a transcendental change in the history of
Mesoamerica?
The conquest and colonization by the Spaniards impacted the development of the civilizations living
at that time in Mesoamerica and other regions of America. It also reconfigured world historical
processes by bringing into contact two worlds with great differences in their worldviews and their
particular historical processes. Thus, with the fall of Mexico-Tenochtitlan, a new period in the history
of our country, the Viceroyalty or colonial era, began.
2. Which of the following elements has remained in Mexican history and has caused social
outbursts?
a) The equitable distribution of national wealth.
b) Democracy and federalism.
c) Social and economic inequality.
d) The defense of sovereignty.
3. What does the concept of cultural resistance refer to?

a) When human groups oppose certain changes or processes in order to preserve the features of their
identity and culture.
b) When human groups implement actions to change the traits of their identity and culture.
c) When cultural and social traits, as well as knowledge of the past, are erased.
d) When archaeological remains are preserved to show how cultures lived in the past.
VI. Complete the following outlines.
1. Innovations that some traditions have undergone.
In recent years, various elements have been added to make it more

spectacular, such as Catrina parades or Day of the Dead festivals.
Day of the Dead
celebration
They retain some of their original features; however, the production

processes have incorporated technological innovations.
Indigenous
clothing
2. Factors that produce social change.
Subjective
Example:
Ideas, perspectives,
Liberal ideas developed
beliefs and ways of
by Criollos.
thinking of
individuals or social
groups.
Factors
leading to
change
Example:
Objetive
The great social and
They are the product of
economic inequalities
economic, social, and
made large sections of
political conditions at any
the population join the
given time.
insurgency.
VII. Write a T if the statement is true or an F if it is false.
T There are resistances to change that try to prevent changes from developing.
F The present is the result of the actions of people and social groups living in the present day.
The government is solely responsible for implementing political, economic, social, and cultural
F
actions to solve the problems that have remained and those that are configured in the current era.
History is important to understand what we are today, as well as to try to foresee the future in
T
order to build a better life and a better society.
Social change is a phenomenon that occurs at the same pace in all societies and with the same
F
consequences for different groups.
VIII. Underline the correct answer.

1. An alternative to solve the problem of inequality between women and men that prevails in
Mexico is....
a) implementing public policies that favor an education based on a patriarchal and macho culture.
b) creating and applying public policies that support women more in order to strengthen their skills
and thus obtain better opportunities.
c) focusing the education of new generations on gender inequality and inequity.
d) implementing actions that favor an education based on forming citizens who support inequality
between men and women.
2. Inequity refers to…
a) equality and social justice.
b) social peace exercised by certain sectors of the population.
c) inequalities between the social groups that make up a society.
d) the equality of conditions to which all people have access without distinction of gender, economic
situation, or ethnic origin.
3. These are words related to equity:

a) Indigenous People.
b) Equality and justice.
c) Exclusion and discrimination.
d) Justice and violence.
5. These are the social groups that experience inequalities and exclusion most acutely, except...
a) indigenous people.
b) businessmen.
c) women.
d) migrants.
IX. Underline the sentences that describe the main challenges facing Mexico in the current era.
• Favoring social inequality and valuing only what is lived in the present, without considering what
the future will bring.
• Creating quality jobs, with good salaries, legal benefits and with possibilities of promotion; as well
as being available to all people who meet the profile regardless of their social, ethnic, or regional
background.
• Decreasing political plurality to guarantee that only one party holds political power.
• Creating public policies that favor the development of capacities of social groups in vulnerable
situations.
• Strengthening democratic life.
• Eliminating inequalities to build a fairer society with greater development.
• Implementing actions that restrict the participation of citizens in electoral processes.
• Guaranteeing that all children who enter preschool education complete their studies up to higher
education.
• Ensuring that the principles of democracy guide the actions of the authorities and enable citizen
participation in decision-making.
Name:
School: Group:

( ) Power rests with the people, who are the ultimate source of all political power or authority.
( ) Because by means of it the will of the majority is expressed to elect representatives and
all subjects.

( ) A political system that exercises power by means of laws and institutions, over a territory, a
except:
( ) The intervention of other countries when a government is considered illegitimate.
world?
countries.
( ) The signing of international agreements to favor the country’s development.
Name:
School: Group:

( ) Power rests with the people, who are the ultimate source of all political power or authority.
( ) Because by means of it the will of the majority is expressed to elect representatives and
all subjects.

( ) A political system that exercises power by means of laws and institutions, over a territory, a
except:
( ) The intervention of other countries when a government is considered illegitimate.
world?
countries.
( ) The signing of international agreements to favor the country’s development.
II. Complete the timeline with historical events and processes.
1. Write in the square the corresponding letter.

a) Porfiriato
b) Second French Intervention
c) Viceroyalty of New Spain
d) Restored Republic
e) Independence Movement
f ) Mexican-American War
g) Beginning of the Empire of Maximilian of Habsburg
h) Constitution of Apatzingán
i) Constitution of 1857
j) First Federal Constitution
k) Pastry War
l) Independence of Texas
1770 1800 1850 1900
III. Relate the following events to the concepts in the box.
Independence Sovereignty Constitution Intervention Empire Republic
• Congress of Chilpancingo in 1814.
• Guadalupe Victoria assumes the presidency of Mexico.
• Maximilian of Habsburg arrives in Mexico.
• Cry of Dolores on September 16, 1810.
• Mexican-American War.
• French troops were defeated in Puebla by the army of Ignacio Zaragoza.

IV. Underline the correct option.
1. What was one of the main purposes of the Bourbon reforms?
a) The modernization of the English Empire.
b) To encourage the criollos of New Spain to occupy high positions in the army.
c) To recover Spain’s status as an economic, political, and military power.
d) To restructure the organization of the colonial state to favor its independence.
2. How did the Bourbon Reforms implemented in the 18th century affect New Spain?
a) The inhabitants of New Spain paid the same taxes as the Spaniards.
b) Social and cultural structures of the indigenous population were strengthened, such as the family,
ethnic affiliation, and communal properties.
c) Wage labor proliferated for the indigenous, mestizos and Criollos in the plantations and mines.
d) The original indigenous peoples were dispossessed of their lands for the expansion of haciendas
and ranches.
3. Main thinkers of the Enlightenment who influenced the intellectual groups in the Spanish
colonies of America.
a) John Locke and Jean-Jacques Rousseau.
b) Immanuel Kant and Aristotle.
c) Francis Bacon and Albert the Great.
d) Rene Descartes and Roger Bacon.
4. How did the process known as criollismo influence the independence of the Spanish colonies in
America?
a) The Criollo population united with the royalty in order to continue with the subjection pact with
the king.
b) The Criollo took power in Spain in the absence of King Ferdinand vii by instituting political reforms.
c) The criollo identity grew as they felt a sense of belonging to the American land and the right to it,
which led them to initiate insurgent movements.
d) The novo-Hispanic population was protected by the criollos when they broke off all relations with
high European officials.
5. Historical person who initiated the Independence movement on September 16, 1810.
a) Josefa Ortiz de Domínguez.
b) José Miguel Domínguez.
c) Miguel Hidalgo y Costilla.
d) Ignacio Allende.
6. The following are historical events that favored the consummation of Mexico’s independence,
except:
a) The alliance between Vicente Guerrero and Agustín de Iturbide.
b) The Trigarante Army took the cities of Valladolid, Querétaro, Puebla, and Mexico City.
c) Proclamation of the Plan of Iguala and the Treaties of Córdoba.
d) The return of Ferdinand vii to Spain and the abolition of the Constitution of Cádiz.
V. Complete the outline of the ideals of each side of the Independence movement.
Insurgents Insurgents Realists
They were in favor of Independence. They wanted to remain under the tutelage
of the Spanish Crown.
Type of government:
Type of government:
To form a society of
To be part of a society

( ) Enlightenment thinkers in Europe longed for liberty, equality, and fraternity in society.
( ) The French invasion of European countries did not influence the Independence of New Spain due to
its remoteness.
( ) Francisco Primo de Verdad and Francisco Azcárate were the first to confront the Royal Audience,
which is why they are known as the initiators of freedom in New Spain.
( ) The Criollo population was in favor of autonomy, as long as the Spanish king was not at the head of
the Crown.
( ) The first decrees made during the Mexican independence movement were against slavery and
taxes, as well as the return of lands to the indigenous people.
VII. In the first half of the 19th century, Mexico faced two great external threats to consolidate
itself as a sovereign nation: France and the United States. Explain briefly what these threats
consisted of and their consequences.
France
United States
of America
VIII. Which political group of the 19th century corresponds to each of the following ideas?
1. Liberals 2. Conservatives
( ) Respect for individual private property and rejection of communal property. They insisted on the
affectation of the property of the Church and indigenous communities.
( ) Prevalence of the privileges of the Church, the army, merchants, and landowners, while trying to
preserve colonial institutions.
( ) They fought for the suspension of clergy and military privileges and for the equality of citizens
before the law.
( ) Property could be private, church, or communal.
IX. Underline the correct answer.
1. These are modifications that were part of the liberal governments’ national project and that
allowed the separation between the State and the Church, except for:
a) With the Lerdo Law, the disentailment of Church property was determined to make productive use
of the land.
b) Through the Juárez Law, it was determined that all clergy property should be registered before the
law for the exclusive use of the Church.
c) By means of the Juárez Law it was established to eliminate the privileges of the ecclesiastical
personnel and the militia, as well as the jurisdiction and the Special Courts.
d) The official calendars were modified by determining that religious celebrations would no longer be
officially celebrated.
2. The following are historical events that favored freedom of the press and freedom of expression
during the 18th and 19th centuries, except for the following:
a) The Constitution of Cádiz of 1812 opened the way for opposition newspapers to be published,
such as: El pensador Mexicano and El Juguetillo.
b) In the first Mexican Constitution of 1814 freedom of expression was proclaimed.
c) In 1853, President Santa Anna ratified freedom of expression.
d) In 1855, the Lafragua Law established that no one could be harassed or assaulted for expressing
their opinions orally or in writing.
X. Underline the sentences that are true.

a) The Ocampo Law establishes that the registration of cemeteries will be determined by the civil
authority and the Church.
b) The government of Benito Juárez promoted education and therefore the creation of elementary
schools.
c) In the Civil Registry Law, it is established that marriages will only be authorized by the civil authority
and not by the Church.
d) The period from 1867 with the execution of Maximiliano until 1876 with the government of President
Santa Anna is known as the Restored Republic.
Quarterly evaluation II
Name:
School: Group:
I. Read and answer what is asked in each item.
1. The following situations refer to problems affecting the country today. For each one, write the
type of problem it describes: social, economic, or cultural.
a) In Mexico, 1% of the richest population in the country captures 17% of all
national income; thus, the richest 10% captures 50.2% of the national income.
b) Among Mexican families, there is still the custom of limiting the educational
attainment of girls, focusing efforts only on the academic preparation of boys.
This results not only in the educational backwardness of women, but also in
girls’ lower performance in subjects such as mathematics and natural sciences.
c) According to Inegi information, the promotion of reading continues to be a
forgotten issue, both in families and in schools, which should lead to a profound
revision of policies and strategies for the promotion of reading, but also for the
distribution and accessibility of books for all.
2. For what purpose have programs such as Pronasol, Progresa, Oportunidades and Prospera been
implemented?
a) To support all Mexican families so that they can feed themselves adequately.
b) To help the most marginalized families overcome poverty or extreme poverty.
c) To help the highest income families to supplement their income.
d) To support the children of all Mexican families to stay in school.
3. Underline the documentary sources that are useful for researching the events of the Mexican
Revolution.
Mexican Revolution.
a) The Sentiments of the Nation document.
b) Plan of Ayala.
c) Díaz-Creelman interview.
d) Plan of Agua Prieta.
e) Plan of San Luis.
f ) Plan of Tacubaya.
g) Plan of Guadalupe.
h) Plan of Ayutla.
4. Relate the historical facts with the historical processes of the 20th century: Mexican Revolution,
Maximato and democratic transition.
Historical fact Historical process
Aguascalientes Convention.
Cristiada.
The autonomy of fei is strengthened.
The Ten Tragic Days.
The photo voting card is created.
Founding of the National Revolutionary Party.
The National Action Party wins for the first time

the presidency of the Republic.
5. Complete the statements with the concepts in the box.
revolution constitutionalism populism political party

economic openness destatization
• A is a profound change in the political and socioeconomic structures of a national

community.
• refers to the social and legal movement that has the purpose of defending
and adhering to the Constitution as the supreme law.
• During the government of President Miguel de la Madrid, a new economic policy was implemented
with which a process of took place, that is, the government sold the companies
and economic areas under its control and administration.
• A is a social organization of public interest that shares common ideas and
interests, which promotes citizen participation to achieve power.
• is a political stance that seeks to build public policies focused on the needs and
interests of the people. The government of president Lázaro Cárdenas was characterized by this
posture because he consolidated his government with the support of the popular classes, especially
workers and peasants.
• In the last decade of the 20th century, Mexico joined international organizations such as the General
Agreement on Tariffs and Trade (gatt), established trade agreements with various regions of the
world and signed the North American Free Trade Agreement (nafta) with the United States and
Canada, which marked the beginning of an era of .
II. Complete the outlines related to the Mexican Revolution.
1. Causes of the Mexican Revolution.
Economic Political Social
Authoritarianism and lack

The existence of tiendas of protection for the working Polarized stratification
de raya class and support of social classes
of agriculture
2. Groups that participated in the Mexican Revolution.
Made up of:
Influence in the states of:
Zapatistas
Main demand:
Made up of:
Villistas
Main demands:
Made up of:

Carrancistas
Main demand:
III. Which revolutionary group corresponds to the following ideas that were embodied in the
Constitution of 1917? Write the correct number in each parenthesis.
1. Carrancistas 2. Mexican Liberal Party 3. Zapatistas

4. Plan of San Luis writen by Francisco I. Madero
( ) To have a strong Executive Power, greater than the other two powers, capable of overcoming the
problems of that moment and guaranteeing the existence of the other powers in the future.
( ) The maximum working day shall be eight hours and child labor shall be prohibited.
( ) The principle of non-reelection of the president and vice-president of the Republic.
( ) The lands, mountains and waters that have been usurped by the landowners, scientists or caciques,
shall enter into the possession of the towns or possession of the towns or citizens who have their
titles corresponding to those properties.
IV. Mark with a ✗ the correct answers.
1. In the post-revolutionary period, what were the main historical moments that allowed the political
stabilization of Mexico?
( ) The agreements made with the United States of America, to recognize the presidency of Álvaro
Obregón.
( ) The free use of oil fields by U. S. companies.
( ) The support for the Agua Prieta rebellion, by which a president was overthrown for the first time.
( ) The survival of the Sonora Group, which supported the candidacy of General Plutarco Elías Calles.
2. These are characteristics of Caudillism:

( ) The system of power is governed by formal mechanisms, clear and with democratic dyes.
( ) A leader who guides an armed, political, or ideological movement and gains access to power
through non-formal mechanisms.
( ) The leader assumes command as a representation of the interests of certain collectives.
( ) The leader assumes power through an election organized by the citizenry.
3. What aspects characterized the government of Venustiano Carranza?

( ) Famine, plague and war accentuated the precarious situation of the country.
( ) Zapatista groups in the south of the country were exterminated.
( ) Agreements were made with the Villistas to control northern Mexico.
( ) The Constitution of 1917 was promulgated.
4. What were some of the actions carried out by the government of Plutarco Elías Calles?
( ) Reconstruction of the country’s infrastructure.
( ) Creation of the Bank of Mexico.
( ) Establishment of the postal service and telegraph.
( ) Creation of the National Commissions of Irrigation and Roads.
5. Who headed the governments during the Maximato that were under the control of General
Plutarco Elías Calles?
( ) Emilio Portes Gil.
( ) Álvaro Obregón.
( ) Lázaro Cárdenas.
( ) Abelardo Rodríguez.
( ) Pascual Ortiz Rubio.
6. What happened after the National Revolutionary Party (pri) was consolidated as the main political
instrument of the Mexican State?
( ) The Mexican State moves away from from the pri and each one functioned autonomously.
( ) The party administration of the State emerged, in which the State regulates the power gainedin
the Revolution.
( ) The pri continued to defend the revolutionary precepts.
( ) The administration of the government was controlled by pri militants.
( ) The pri and the government were integrated as a single, indivisible entity.
7. What institutions were created by the post-revolutionary governments?

( ) The Ministry of Public Education, which was fundamental for reducing educational backwardness
and intensifying the literacy campaign, as well as expanding educational services to rural and
indigenous communities.
( ) The Mexican Social Security Institute, whose objective is to guarantee the right to health and the
protection of the means of subsistence in social services for the individual and collective welfare of
private initiative workers.
( ) The Federal Electoral Institute which organizes democratic electoral processes that would allow for
free, fair, and reliable elections to guarantee the exercise of electoral rights.
( ) The Institute of Security and Social Services for State Workers, whose purpose is to provide all
public servants and their families with health services, benefits in the social, economic, social,
economic, cultural, and insurance services to all public servants and their families.
8. What were the determining events in the implementation of the Agrarian Reform in Mexico?
( ) The death of 30 000 peasants who were trained as irregular soldiers to fight in the Cristero
Rebellion.
( ) The establishment in Article 27 of the Constitution that the ownership of land, water, and subsoil
resources belonged entirely to the nation.
( ) The creation of political parties in favor of the Agrarian Reform.
( ) The reestablishment of the ejido system that made it possible to guarantee that the rural
population most in need had access to land to sow and could benefit from its crops.
V. Complete the outline of the characteristics of the government of Lázaro Cárdenas.
First months of Foundation of organizations

government such as:
Confederation of Workers of
Removal of ministers,
Mexico,
military and
1934
Cárdenas takes
possession of the
Executive Power
Construction of public
Foreign Policy Actions: works such as: Expropriation
of companies:
He provided political
asylum to Railway and oil

( ) The first Cristero rebellion or Cristiada occurred in 1926 in response to the Calles Law, which
included sanctions on religious worship and limited the number of priests in the Catholic Church.
( ) The presidency of Lázaro Cárdenas fiercely supported the ideals of the Maximato and the lines of
Calles’ government.
( ) The government of Lázaro Cárdenas was the first to exercise the reform of article 83 of the
Constitution, which established that the office of president would be for six years.
( ) In 1928 the National Revolutionary Party (pri) was created, which was the first antecedent of the
National Action Party (pan).
( ) In 1938 President Cárdenas expropriated the oil industry in Mexico.
Quarterly evaluation III
Name:
School: Group:
I. Underline the correct answer.
1. These are historical facts that favored the gradual democratization of the Mexican State in the
1960s and 1970s, except...
a) the 1960 student-popular movement in Chilpancingo.
b) the Communist-inspired guerrilla movements.
c) the Student Movement of 1968.
d) the Corpus Christi Massacre or Halconazo in 1971.
2. Why is the Federal Law of Political Organizations and Electoral Processes (lfoppe) considered
important for democratization in Mexico?
a) Because it restricted the participation and competition of the political parties in the electoral
system.
b) Because it established the use of the photo voter’s card.
c) Because it established the rules for the participation and competition of the parties in the electoral
system and allowed the registration of several political parties.
d) Because it decreed the disappearance of the groups that fought for the democratization of the
country by armed means.
3. What is the importance of political parties in the democratic life of our country?
a) They regulate the participation of citizens in the election of the president.
b) They channel and group the political interests of the citizens.
c) They act as intermediaries between the public power and the judiciary.
d) They restrict the functioning of the political and electoral system.
4. Why is the role of the media in a democracy of utmost importance?

a) Because it favors a climate of greater political freedom, by allowing only one party to express its
ideas.
b) Because they allow political parties and independent candidates to disseminate their ideas without
time restrictions.
c) Because they have sufficient participation in the diffusion of culture, art, entertainment, education,
among others.
d) Because they exercise and defend human rights, such as freedom of expression, broadcasting,
printing, and free access to plural and timely information.
5. These are examples of Mexican historical fiction narrative of the second half of the 20th century,
except...
a) Los pasos de López, by Jorge Ibargüengoitia.
b) Tropa vieja, by Francisco L. Urquizo.
c) Noticias del Imperio, by Fernando del Paso.
d) Balún Canán, by Rosario Castellanos.
6. What characterizes the surrealist movement that emerged in the 1950s?

a) The works are more personal, imaginary, and abstract.
b) It is a public and monumental art that consists of large paintings on public buildings.
c) They emphasize the application of imagination, the creative combination of concepts that include
volume, space, and aesthetic designs.
d) The expression of images contrary to the forms of logical, moral, and social order and convention.
II. In which option are the artistic currents of the last decades of the 20th century and the first
decades of the 21st century correctly related to your description?
Artistic movement Description

1. Conceptual art A. Distorts images to represent feelings or moods.
2. Neo-expressionism B. They try to reach, more than the optical effect of the piece, the intellect
3. Neo-Mexicanism of the viewer.
4. Oaxacan movement C. Recreates fauna, flora, legends, and myths.
D. They base their themes on the search and reencounter with the roots of
national culture.
a) 1A, 2B, 3C, 4D
b) 1B, 2C, 3D, 4A
c) 1B, 2A, 3D, 4C
d) 1A, 2C, 3B, 4D
III. Read the questions and underline the correct answer.
1. Why can historical facts only be partially reconstructed?

a) Because in order to reconstruct them, the historian must have lived in the place and time in which
the historical event took place.
b) Because they are constructed from the information available, the questions asked, and the
interpretation made by the historian.
c) Because they are constructed from the historian’s perspective, without consulting any source of
information.
d) It depends on the transformations it has provoked in the culture of a specific region.
2. Which of the following is not a characteristic of historical processes?
a) They cause a change in the society or culture of a given site or region.
b) They are a set of historical events related to each other.
c) They occur in a succession of time.
d) They are of short duration and can last hours or a day.
3. Why are revolutions expressions of profound changes in the evolution of societies?

a) Because their duration is prolonged, and they do not provoke any change.
b) Because they constitute a unity in the development of societies and their institutions.
c) Because they constitute a rupture in the development of societies and their institutions.
d) Because they favor the development of new civilizations.
IV. Solve as follows.
1. In the following timeline identify with an ✗ the historical events that brought about
transcendental changes in the history of Mexico.
Conquest of
Tenochtitlan
Bourbonic The Independence Mexican
The Viceroyalty pan wins the
Reforms movement begins Revolution begins
is stablished in presidency
New Spain
1500 1600 1700 1800 1900 2000

Expulsion of the Federal Lázaro Cárdenas
Santa Fe de Guanajuato Jesuits from Constitution assumes the
foundation New Spain of 1857 presidency
2. The historical events you marked on the timeline are part of historical processes; some have lasted
a few years, others a decade or longer. Find an example of:
a) A process that lasted a few years: Conquest of Mexico-Tenochtitlan.
b) A process that lasted between one and two decades: War of Independence.
c) A process that lasted more than two decades: Democratic Transition.
V. Write or underline the correct answer as appropriate.
1. Why did the conquest of Mexico-Tenochtitlan cause a transcendental change in the history of
Mesoamerica?
2. Which of the following elements has remained in Mexican history and has caused social
outbursts?
a) The equitable distribution of national wealth.
b) Democracy and federalism.
c) Social and economic inequality.
d) The defense of sovereignty.
3. What does the concept of cultural resistance refer to?

a) When human groups oppose certain changes or processes in order to preserve the features of their
identity and culture.
b) When human groups implement actions to change the traits of their identity and culture.
c) When cultural and social traits, as well as knowledge of the past, are erased.
d) When archaeological remains are preserved to show how cultures lived in the past.
VI. Complete the following outlines.
1. Innovations that some traditions have undergone.
Day of the Dead

celebration
Indigenous
clothing
2. Factors that produce social change.
Example:
Ideas, perspectives,
beliefs and ways of
thinking of
individuals or social
groups.
Factors
leading to
change
Example:
The great social and
They are the product of
economic inequalities
economic, social, and
made large sections of
political conditions at any
the population join the
given time.
insurgency.
VII. Write a T if the statement is true or an F if it is false.
There are resistances to change that try to prevent changes from developing.
The present is the result of the actions of people and social groups living in the present day.
The government is solely responsible for implementing political, economic, social, and cultural
actions to solve the problems that have remained and those that are configured in the current era.
History is important to understand what we are today, as well as to try to foresee the future in
order to build a better life and a better society.
Social change is a phenomenon that occurs at the same pace in all societies and with the same
consequences for different groups.
VIII. Underline the correct answer.

1. An alternative to solve the problem of inequality between women and men that prevails in
Mexico is....
a) implementing public policies that favor an education based on a patriarchal and macho culture.
b) creating and applying public policies that support women more in order to strengthen their skills
and thus obtain better opportunities.
c) focusing the education of new generations on gender inequality and inequity.
d) implementing actions that favor an education based on forming citizens who support inequality
between men and women.
2. Inequity refers to…
a) equality and social justice.
b) social peace exercised by certain sectors of the population.
c) inequalities between the social groups that make up a society.
d) the equality of conditions to which all people have access without distinction of gender, economic
situation, or ethnic origin.
3. These are words related to equity:

a) Indigenous People.
b) Equality and justice.
c) Exclusion and discrimination.
d) Justice and violence.
5. These are the social groups that experience inequalities and exclusion most acutely, except...
a) indigenous people.
b) businessmen.
c) women.
d) migrants.
IX. Underline the sentences that describe the main challenges facing Mexico in the current era.
• Favoring social inequality and valuing only what is lived in the present, without considering what
the future will bring.
• Creating quality jobs, with good salaries, legal benefits and with possibilities of promotion; as well
as being available to all people who meet the profile regardless of their social, ethnic, or regional
background.
• Decreasing political plurality to guarantee that only one party holds political power.
• Creating public policies that favor the development of capacities of social groups in vulnerable
situations.
• Strengthening democratic life.
• Eliminating inequalities to build a fairer society with greater development.
• Implementing actions that restrict the participation of citizens in electoral processes.
• Guaranteeing that all children who enter preschool education complete their studies up to higher
education.
• Ensuring that the principles of democracy guide the actions of the authorities and enable citizen
participation in decision-making.

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Teacher’s

History 3 Teacher’s Guide

History 3 Teacher’s Guide

Unit 1. Formation of nation-states . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 2. Social changes and contemporary institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

The State and the institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Unit 3. Construction of historical knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Unit 1. Formation of nation-states . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Unit 2. Social changes and contemporary institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

History 3 Teacher’s Guide

Unit 3. Construction of historical knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Influence of the Enlightenment in New Spain • 

The French blockade of 1838

National identity • 

Unequal power and unequal society • 

History 3 Teacher’s Guide

History 3 Teacher’s Guide

Organization of electoral processes • I

Change and transformations in the history of Mexico • I

Resistance to change, tradition, and innovation • R

Quarterly evaluation III 40

History 3 Teacher’s Guide

History 3 Teacher’s Guide

National sovereignty and independence

Mexico and its relations with the world

History 3 Teacher’s Guide

History 3 Teacher’s Guide

The Bourbon Reforms

History 3 Teacher’s Guide

Influence of the Enlightenment in New Spain, French invasion of Spain

Insurgents and Royalists in the Independence movement, The insurgents’ political

History 3 Teacher’s Guide

Difficulties in consolidating a national project, Reconquest threats and need for

1 59-62 Difficulties in consolidating a national project. Timeline

2 62 Reconquest threats and need for international recognition Synoptic Chart

History 3 Teacher’s Guide

The national project of liberal governments

man and the woman within marriage.

Changes during Juárez’s administration

History 3 Teacher’s Guide

French Intervention, Second Empire, and national identity

History 3 Teacher’s Guide

Meaning of nationalism in contemporary Mexico

History 3 Teacher’s Guide

History 3 Teacher’s Guide

History 3 Teacher’s Guide

History 3 Teacher’s Guide

Inequality and violence

History 3 Teacher’s Guide

and present them to the group.

History 3 Teacher’s Guide

History 3 Teacher’s Guide

History 3 Teacher’s Guide

Main armed bodies of the Mexican Revolution

History 3 Teacher’s Guide

Causes of the Mexican Revolution, Revolutionary factions, Influence of revolutionary

Characteristics of people’s During Porfiriato After the implementation of

History 3 Teacher’s Guide

Revolutionary groups Ideology Ties to the Constitution

History 3 Teacher’s Guide

History 3 Teacher’s Guide

History 3 Teacher’s Guide

History 3 Teacher’s Guide

The Democratic role of political parties

Influence of the Enlightenment in New Spain •

National identity •

Unequal power and unequal society •

Organization of electoral processes • I

Change and transformations in the history of Mexico • I

Resistance to change, tradition, and innovation • R