ED 315 LESSON PLAN Lesson #___1___ Format and Cooperating Teacher Feedback Form Name: Date: Adriana Vazquez

10/1/12 Content Area: U.S. History 11

Grade Level:

Goal(s):
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion B.12.3 Recall, select, and analyze significant historical periods and the relationships among them B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient civilizations; the rise of nation-states; and social, economic, and political revolutions

Pre-assess:

Students have very minimal prior knowledge of Mexican history, particularly the war for independence. CT has shared this and I have observed that students do not know very much when briefly discussed in class. -Students will recall prior knowledge of U.S. and world history. -Students will explain their understanding of events through discussion questions based on lecture. -Students will compare colonial structures of early U.S. and Mexico. -Students will organize events chronologically on a timeline. Informal: Use seating chart to track participation and understanding based on questions and comments of students. Students will also fill out an exit card with a fact they learned today. Formal: No formal assessment for this lesson. However, could incorporate timeline activity of Mexican history or comparison diagram between U.S. and Mexican pre-independence to

Objective(s): :

Assessment:

independence history. (Future lessons would look at Phase 2-Texas War/18241836; and Phase 3- Mexican American War/1836-1848) Materials Needed: -Power Point presentation with terms and images - Assessment seating chart Total time needed: Total time needed: 40 minutes Procedures: Procedures: Introduction: -Discuss objectives -Pass out Assessment tool seating chart for students to fill -Have students discuss with their neighbors any facts they know about Mexican history as I write down important note terms on board or projector. Steps for Instruction: -Students will share some of the facts they discussed together with class -Write a timeline on the chalkboard calling student attention to Mexican Revolution for Independence in the early 19th century vs. Mexican Revolution of the early 20th century. Also write timeline comparing events in U.S. history students have studied with events in Mexican history we will examine. -Briefly lecture using PowerPoint with terms and images -Students will recurrently have time to discuss discussion questions with neighbors. Content of Lesson: Phase 1 1. Pre-Cortes ___

a. Pre-Columbus and Pre-Cortes indigenous civilizations -web Q. How did the hierarchical tribal structure of Latin American Indian people make it easier for Spaniards to take over? b. Path the Conquistadores take to get to Mexico City map c. Aztecs and the conquest of Tenochtitlan- Montezuma, Cuauhtemoc, and the Revenge of Montezuma

2. Post-Cortes/ 1790-1820 a. Social Structure of Spanish Colonies- Pyramid b. Living arrangements in the colonial period- Indian towns, Spanish towns, choices for women. c. Napoleonic wars effect on Spains American Empire Q. What other world events going on at the time contributed to the rebellion that rose up in Latin America in the early 1800s including Mexico? (Hint: how did the U.S. get the Louisiana Territory?) d. Mexican War for Independence Q. Why did Mexico want independence from Spain? Who especially wanted it? (Hint: which social class?)

3. Spain as a colonial power and its effects on Mexico Q. What do you know about the formation of early colonies in the U.S. and the relationship between Britain and the colonies that you see is different from the example of Mexico and Spain?

4. Leadership instability and the right-aftermath.

Questions for Higher Order Thinking and Discussion: -How did the hierarchical tribal structure of Latin American Indian people make it easier for Spaniards to take over? -What other world events going on at the time contributed to the rebellion that rose up in Latin America in the early 1800s including Mexico? (Hint: how did the U.S. get the Louisiana Territory?) -Why did Mexico want independence from Spain? Who especially wanted it? (Hint: which social class?) -What do you know about the formation of early colonies in the U.S. and the relationship between Britain and the colonies that you see is different from the example of Mexico and Spain? Strategies for students requiring additional assistance: -Notes will be written on board or PowerPoint. All concepts will be visible in some way for students to copy. Closure: -Students will hand in notes with a learned fact as their ticket out.

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