Pedagogical Exercises
Freedom and Unfreedom: Indigenous Identity through Mexican Independence
Grade 7:
Activity 1: Break students into groups of a four-five and have groups read the Constitution of 1821(from exhibit) and the Constitution of 1824 and compare them. Ask students to identify the issues between the constitutions and as a group have students propose solutions to the constitutions.
Activity 2: Reflecting on the types of issues that were present at the beginning of the Mexican republic, have students read the Letter to the Chief of Police (from exhibit) and generate ideas of what they think Indigenous groups were revolting about based on the constitutions and explain how and why the republican government changed its approach towards Indigenous groups after becoming a republic.
Identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Father Miguel Hidalgo, Texas involvement in the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery;
High School:
Have students write a paper about Mexican Independence from a colony to a republic using the sources from the exhibit for understanding. Paper should address the following : (1) Spain’s colonization of Mexico and Aztecs, laws and society during this time, (2)Movements of Independence, revolutionary language, grievances and rallying cries, (3) Mexico as an independent monarchy and (4)Mexico as an independent republic.
2A. Explain the significance of the following events as turning points relevant to Mexican American history: Aztec arrival in Mexico's central valley, establishment of the Aztec Empire, Hernán Cortés's first encounter with the Aztecs, Spanish conquest of the Aztecs, creation of the New Laws, and Jesuit expulsion from the Americas; and
3A. Explain the significance of the following events as turning points relevant to Mexican American history: the Grito de Dolores, Mexico's acquisition of independence, Texas's declaration of independence from Mexico, Mexican-American War, Treaty of Guadalupe Hidalgo, Mexican Revolution, creation of the U.S. Border Patrol, and Mexican repatriation of the 1930s; and
Disrupting Dreams of Independence
What you need:
Desks in 4 groups facing each other
Sheet of stances found here: https://docs.google.com/document/d/1SQz8L4WhV1q8qG8jjeShMEwph7PE_aO6HJY4NfPPQcc/edit?usp=sharing
The class will be divided into four equal groups. Each group will be assigned one of the following countries: Cuba, Mexico, US, or France. Linked above is a sheet with stances each country will be assigned to argue. This sheet will be given to the students to guide their research. After being assigned their country, the groups will have a class period or homework assignment for that day to research their nation’s stances with the exhibit section “Disrupting Dreams of Independence” and sources listed at the bottom of the sheet. Students will need to come up with a debate strategy for their country. After their research is complete, each group will sit in a section of desks facing each other in a socratic seminar type fashion. Then, in a United Nations style debate, students will present their research back and forth to best argue their stances. This debate can last 30 minutes to the end of the class period as needed. After finishing the debate, the teacher will facilitate the treaty drafting process. The four groups will come together to discuss what they learned and try to make a peace treaty between the four nations. This treaty can simply be written on a whiteboard or blackboard.
Identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and globalization.
19th Century / Siglo XIX (1800-1899)
19th Century / Siglo XIX (1800-1899)
19th Century / Siglo XIX (1800-1899)
Interpretive text
Heading
Sample interpretive text
Modernity in Practice: Railroads, Relics, and Regalia
Activity
This activity employs the "Parts, Purposes, Complexities" framework to help students understand an individual primary source better. These are complicated sources and ideas to unpack at a K-12 level; however, by scaffolding discussion, students can better understand the concepts of the sources. Pre-work: print off pictures of the documents you will use (if possible) and divide the students into groups of three to four.
(1) Introduce the source. If printed, give copies of the source to each table group. The source's introduction should follow the context of other lessons about 19th-century Mexico, globalization, or modernization.
(2) Set a six-minute timer and direct each group to list the document's different parts. Explain that different parts refer to various ideas, visuals, etc., on the source.
(3) Lead a brief three-minute discussion of the different parts of the source.
(4) Set a six-minute timer and direct each group to question the purpose of the parts identified in Step 2. Why was the part included? What argument does the source's author think they are making by including it? What are they trying to communicate?
(5) Lead a brief three-minute discussion of the different purposes that the students came up with.
(6) Set another six-minute timer and direct each group to list what they think is complicated about the source.
(7) Lead a brief three-minute discussion on the complexities that the students came up with.
(8) Reflection. Direct students to discuss for four minutes why this source may be important.
(9) Direct students to write down what they discussed in their paper.
RELEVANT TEKS
§113.41. United States History Studies Since 1877 (One Credit), Adopted 2018.
(a) (b) (1) In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study the history of the United States from 1877 to the present. The course content is based on the founding documents of the U.S. government, which provide a framework for its heritage. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of geographic factors on major events and eras and analyze their causes and effects. Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use critical-thinking skills and various primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.
§113.31. Economics with Emphasis on the Free Enterprise System and Its Benefits, High School (One-Half Credit), Adopted 2018.
(b) (3) (B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the growth of entrepreneurship, and the pros and cons of big business; and
§113.45. Psychology (One-Half Credit), Beginning with School Year 2011-2012.
(c) (2) (C) examine changes in U.S. institutions and society resulting from industrialization, urbanization, and immigrant assimilation; and
§113.50. Ethnic Studies: Mexican American Studies (One Credit).
(b) (9) (D) analyze the connotations and histories of identity nomenclature relevant to Mexican Americans such as Mexican, Spanish, Hispanic, Latina/o, Chicana/o, illegal, undocumented, Mexican American, American Mexican, or simply American.
(b) (2) (3) History. The student understands developments related to Mexican independence and Mexico's relationship with the United States from 1800-1930.
(b) (6) (c) explain how issues of land use related to Mexican Independence, Texas Independence, and the Mexican Revolution;
(b) (10) (A) describe how the characteristics and issues of Mexican American history have been reflected in various genres of art, music, film, and literature;
§113.42. World History Studies (One Credit).
(c) (29) (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation
Central America as a Catalyst for Latin American Identity Formation
HIGH SCHOOL STUDENTS: Document Based Questions (DBQ)
Based on the analysis of the documents provided, discuss the different perspectives on government, religion, and freedom across the documents and explain how these perspectives influence historical events in Latin America during the nineteenth century.
Document Based Questions
- How does the decree from the United Provinces of Central America reflect the values and beliefs of the time regarding slavery?
- What specific concerns does Bishop Charles María Colina address in his letter regarding the Mexican Constitution of 1857 and its impact on the church?
- In what ways does the broadside from San Miguel, El Salvador express the desire for independence from United States intervention?How do the national laws passed by the Colombian Congress reflect the changing political landscape in Colombia between 1863 and 1875?
- How do the documents collectively illustrate the tensions between autonomy and external influence in the region during the nineteenth century?
Relevant TEKS
- History 9.15: Students compare and contrast different forms of government and analyze their impact on society and governance in Central America.
- History 10.1(A): Analyze 19th century Central and South American independence movements.
Link to Relevant TEKS: https://tea.texas.gov/about-tea/laws-and-rules/sboe-rules-tac/sboe-tac-currently-in-effect/ch113c.pdf
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MIDDLE SCHOOL STUDENTS: Text Analysis
Objective: Students will be able to analyze and compare four different historical documents from Central America and Colombia, focusing on the abolition of slavery, religious and political conflicts, independence movements, and legislative history.
Assessment: Students will demonstrate their understanding by completing a graphic organizer where they will identify and summarize key information from each document in their own words.
Guided Practice
- Distribute copies of the documents for close reading and analysis.
- Facilitate group discussions for students to share their findings and interpretations.
Independent Practice: Assign students to complete the graphic organizer summarizing each document.
Outline for Graphic Organizer
- WHO wrote the document?
- WHERE was it written?
- WHEN was it written?
- WHAT is it about?
- HOW does it reflect the political climate of Latin America in the nineteenth century?
- HOW does it reflect upon modernity in Latin America in the nineteenth century?
Relevant TEKS
- Social Studies 6.15A: Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
- Social Studies 6.22B: Differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the world.