Content Area Learning Activity One
Part one: Viva Revolution!
In the 18th and 19th Centuries there were a lot of revolts going on in the world. Why do you think people would want to revolt against the country they live in? In your groups, you will get four primary sources. Three paper and one video. In your groups, use the 6 C’s of primary sources to synthesize the information about Latin America. Think about how the people must have felt back then. What else was going on in the world? Then look at the video on the Egyptian Revolt of 2011. How do they compare? Contrast?
You will have all class to prepare your thoughts and notes. Then you have two class periods to create a skit/play, create an iMovie, or create a blog post about your groups thoughts on these. Be ready to share in a Whole Class discussion of the fourth day.
Resources:
Haitian Slave Revolt: http://www.marxists.org/history/haiti/1791/history-disasters.htm
Mexican Revolution: http://www.fordham.edu/halsall/mod/1800humboldt-mexico.asp
Simon Bolivar: http://wdarcy.wikispaces.com/file/view/Chapter+24+section+1+Primary+Source+Proclamation+of+1813.pdf
Live CNN coverage of 2011 Egyptian Revolt:
In the 18th and 19th Centuries there were a lot of revolts going on in the world. Why do you think people would want to revolt against the country they live in? In your groups, you will get four primary sources. Three paper and one video. In your groups, use the 6 C’s of primary sources to synthesize the information about Latin America. Think about how the people must have felt back then. What else was going on in the world? Then look at the video on the Egyptian Revolt of 2011. How do they compare? Contrast?
You will have all class to prepare your thoughts and notes. Then you have two class periods to create a skit/play, create an iMovie, or create a blog post about your groups thoughts on these. Be ready to share in a Whole Class discussion of the fourth day.
Resources:
Haitian Slave Revolt: http://www.marxists.org/history/haiti/1791/history-disasters.htm
Mexican Revolution: http://www.fordham.edu/halsall/mod/1800humboldt-mexico.asp
Simon Bolivar: http://wdarcy.wikispaces.com/file/view/Chapter+24+section+1+Primary+Source+Proclamation+of+1813.pdf
Live CNN coverage of 2011 Egyptian Revolt:
6 C’s of Primary Sources: http://www.calisphere.universityofcalifornia.edu/themed_collections/pdf/6cs_primary_source.pdf
Part 2: Google Maps
Content Area: social studies/geography
Title: Exploring the Revolutions of Latin America
Grade Level: Fifth grade (could be used at level with adjustments made)
Big Idea: Students will get to experience first hand what people were thinking at the times the various Spanish colonies began to revolt in Latin America starting in the late 1790's.
Guiding Question: How has Latin America been shaped by its geography?
Objectives: What geographic features make up the Caribbean appealing to others?
What geographic features make up Mexico appealing to others?
What geographic features make South America appealing to others?
Summative Assessment: Students will be journaling in their notebooks and we will have a Fishbowl discussion at the end of the activity.
Opening: In class, I will show a physical map of Latin America.
Content Area: social studies/geography
Title: Exploring the Revolutions of Latin America
Grade Level: Fifth grade (could be used at level with adjustments made)
Big Idea: Students will get to experience first hand what people were thinking at the times the various Spanish colonies began to revolt in Latin America starting in the late 1790's.
Guiding Question: How has Latin America been shaped by its geography?
Objectives: What geographic features make up the Caribbean appealing to others?
What geographic features make up Mexico appealing to others?
What geographic features make South America appealing to others?
Summative Assessment: Students will be journaling in their notebooks and we will have a Fishbowl discussion at the end of the activity.
Opening: In class, I will show a physical map of Latin America.
Using this image, I will ask the students to brainstorm "Why would another country want to expand?" After a discussion, I would ask my students " What would draw them to Latin America?" After this discussion, I would turn them loose onto the Google Map I created for this project. It has pen placements at the various sites of interest to Spain and other European countries.
They will have to answer critical thinking questions about the different areas they are exploring. Here is what it looks like.
They will have to answer critical thinking questions about the different areas they are exploring. Here is what it looks like.
View Latin American Revolutions in a larger map
Here are directions from Google on how to create your map and share it! You might have use the minus button to zoom out enough to see the place markers.
Depending on where we were with the brainstorming, the map would either end class on day one or begin class on day two.
After the students are done exploring and answering in their journals, I would put them into five groups. Each representing a Latin American Revolution. They would have one day to compare notes and get ready for our Fishbowl Activity. If you do not know what a Fishbowl is click the link.
After the fishbowl, the students will have one last journaling activity on their blogs about the guiding question above.
Depending on where we were with the brainstorming, the map would either end class on day one or begin class on day two.
After the students are done exploring and answering in their journals, I would put them into five groups. Each representing a Latin American Revolution. They would have one day to compare notes and get ready for our Fishbowl Activity. If you do not know what a Fishbowl is click the link.
After the fishbowl, the students will have one last journaling activity on their blogs about the guiding question above.