In What Ways Did the Mixing of Different Groups of People Impact the Social Hierarchy

Emily Geary

Dr. Stoddard

October 4, 2010

In what ways did the mixing of different groups of people impact the social hierarchy of the colonial system in Latin America?

Grade Level: This lesson is designed for a ninth grade World History II class. The lesson is structured around the Virginia Standards of Learning for World History II, specifically Standard WHII.7a, which states that, “The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by describing the colonial system as it existed in 1800.” This lesson will be a part of a unit on early colonial systems in Latin America and elsewhere.

Topic: Examination and analysis of the Latin American colonial system

Length: 90 minutes (can also be broken up into two 45 minute classes)

Instructional Model: The instructional model for this lesson is inquiry. Students will be provided with an overarching question, and they will use a collection of primary documents to draw conclusions and answer the question. Students will be asked to work independently, in small groups, and as a whole class to create an answer that encompasses many different perspectives. Students will have several chances to evaluate and revise their hypotheses, so they will be able to track the progress of their understanding of the information.

Overview: The colonial system that developed in Latin America in 1800 was different from other colonial systems around the world during this period. Similar to other colonial systems, the Latin American colonial system functioned on the basic premise of one group of people dominating another group of people, and taking control of territory. However, the Latin American colonial system was different because ethnic mixing occurred in this region on a much larger scale than in other regions. Europeans came to colonize the region, and brought with them slaves from Africa. These two groups mixed heavily with each other, and with the native Latin American populations, creating new types of social classes known as castas. Castas were rigid social classes. Although mixing occurred, there was a distinct class hierarchy that drove the social structure. At first, the castas were fairly easy to keep in their individual categories. The most common mixing combinations were Mulatto, Mestizo, and Lobo. A Mulatto was a mix of an African and a European, a Mestizo was a mix of a European and a native, and a Lobo was a mix of an Africa and a native. As more mixing occurred, other castas were created to define them, and a complex social system emerged. The ethnic mixing caused a clash of cultures—European culture tended to prevail and grow, while native culture often diminished.

Rationale: Inquiry is appropriate for this lesson because the mixing of different groups of people in Latin America affected social hierarchy of the colonial system in many ways. Students will be able to discover how the complexity of the social classes created an environment that was ripe for revolution. Additionally, students will be interpreting primary sources to draw larger generalizations about world history, which is identified as an essential skill by the Virginia Standards of Learning. The main goal for students in doing an inquiry lesson is that they create, test, and revise their hypotheses, in their attempt to explain the answers to the question. Inquiry is an effective method for this lesson because students can use their conclusions about Latin America to draw separate conclusions about colonial systems across the world.

Objectives:

-  After the completion of the inquiry lesson, students will be able to identify at least three characteristics of the Latin American colonial system as it existed in 1800 (Standard WHII.7a).

-  After this lesson, students will be able to identify at least four ways in which the mixing of different groups of people impacted the colonial system in Latin America.

-  Students will be able to read and interpret primary and secondary sources and make generalizations by analyzing them (WHII.1a).

-  After the completion of the lesson, students will be able to write a one paragraph essay that contains what they consider to be the most important conclusions created by the class about the inquiry question.

-  After the lesson, students will be able to compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change (NCSS Standard 1d)

Assessment: I will assess students in several ways during this lesson:

-  I will assess their participation in partner discussions as well as class discussions. I am looking to make sure that students are able to specifically reference the documents as they draw their conclusions. I am less concerned if students make hypotheses that are a bit strange, as long as they are putting forth a concerted effort to learn the information.

-  I will also assess participation based on whether the student is able to remain focused and on task throughout the lesson. Students should be taking notes and discussing the material at appropriate times.

-  A more formal assessment will come when I collect the one paragraph summary of conclusions. Students should use the list the class created in order to determine what they feel are the most important themes and conclusions.

-  When I return the written paragraphs to the students, I will also list their participation grade for the day, with written feedback on where the excelled and where they need improvement.

Content and Instructional Strategies:

Preparation

1.  Have data sets printed and ready to pass out to students.

2.  Have computer with PowerPoint hooked up to the LCD projector.

3.  Have PowerPoint open to first slide.

Introduction to Inquiry (10 minutes)

1.  When students come into class, they will follow their normal classroom routine. Once the bell has rung, I will direct the students’ attention to the projector in the front of the room.

2.  I will spend approximately five minutes giving an introduction of the Latin American colonial system. The information will be presented on a few PowerPoint slides, and the content will be very similar to what is in the overview of this lesson plan.

3.  The students will take notes on the background information supplied in the PowerPoint.

4.  After reviewing the PowerPoint, I will put the inquiry topic up on the board (In what ways did the mixing of different groups of people impact the colonial system in Latin America?). I will ask the students to take 2 minutes to independently jot down any initial hypotheses they might have regarding the question.

5.  After letting the students brainstorm, I will hand out the first document and explain the plan for the class. I will emphasize the components of inquiry, telling students that they will work with a partner to examine documents and then develop hypotheses that will help them answer the question on the board.

Document analysis and partner hypothesis formation (6 minutes)

1.  Once students are seated with their partner, I will tell them to look at document one, a Castas illustration. I will make sure they are aware of who the people are in the picture.

2.  I will tell the students to examine the illustration with their partner, taking notes on the document about possible hypotheses.

3.  I will allow the students to discuss and analyze together for four minutes while I circulate throughout the room so I can hear their discussions.

Class Hypotheses and Discussion (4 minutes)

1.  I will have each pair share with the class what they believe is their strongest hypothesis.

2.  I will have a word document open on the overhead projector, and I will write down all the hypotheses given.

3.  After all the groups have gone, I will ask if anyone would like to add, change, or remove any hypotheses that were made. I will make all appropriate changes on the overhead. When students are re-evaluating the original hypotheses, I will help them remain on task and make sure that all students are respectful of one another.

Document analysis and partner hypothesis formation (6 minutes)

1.  I will then hand out document two, another Castas illustration. I will again make sure they are aware of who the people are in the picture.

2.  I will tell the students to examine the illustration with their partner, taking notes on the document about possible hypotheses.

3.  I will allow students to discuss and analyze together for approximately four minutes while I circulate throughout the room so I can hear their discussions.

Class Hypotheses and Discussion (4 minutes)

1.  I will ask each pair to share with the class what they believe is their strongest hypothesis about the second document.

2.  I will add all hypotheses to the word document.

3.  After all the groups have gone, I will ask if anyone would like to add, change, or remove any hypotheses that were made. I will make all appropriate changes on the overhead. When students are re-evaluating the original hypotheses, I will help them remain on task and make sure that all students are respectful of one another.

Document analysis and partner hypothesis formation (6 minutes)

1.  I will then hand out document three, another Castas illustration. I will again make sure they are aware of which people are in the picture.

2.  I will tell the students to examine the illustration with their partner, taking notes on the document about possible hypotheses.

3.  I will allow students to discuss and analyze together for approximately four minutes while I circulate throughout the room so I can hear their discussions.

Class Hypotheses and Discussion (4 minutes)

1.  I will ask each pair to share with the class what they believe is their strongest hypothesis about the third document.

2.  I will add all hypotheses to the word document.

3.  After all the groups have gone, I will ask if anyone would like to add, change, or remove any hypotheses that were made. I will make all appropriate changes on the overhead. When students are re-evaluating the original hypotheses, I will help them remain on task and make sure that all students are respectful of one another.

Document analysis and partner hypothesis formation (6 minutes)

1.  I will then hand out document four, a passage written by José de Acosta. I will ask the students to deduce what Acosta is saying about the social structure of colonial Latin America.

2.  Remind the students about the rigid class structure and the way in which Europeans (especially Spaniards) thought about the castas.

3.  I will tell the students to examine the passage with their partner (I will have students read out loud to one another, each reading part of the passage), taking notes on the document about possible hypotheses.

4.  I will allow students to discuss and analyze together for approximately four minutes while I circulate throughout the room so I can hear their discussions.

Class Hypotheses and Discussion (4 minutes)

1.  I will ask each pair to share with the class what they believe is their strongest hypothesis about the fourth document.

2.  I will add all hypotheses to the word document.

3.  After all the groups have gone, I will ask if anyone would like to add, change, or remove any hypotheses that were made. I will make all appropriate changes on the overhead. When students are re-evaluating the original hypotheses, I will help them remain on task and make sure that all students are respectful of one another.

Document analysis and partner hypothesis formation (10 minutes)

1.  I will then hand out document five, a passage written by Jorge Juan and Antonio de Ulloa. Since the passage is longer than the rest of the documents, I will ask all students to read the passage silently first, especially paying attention to the bolded selections.

2.  When they are finished reading, I will tell the students to examine the document with their partner, taking notes on the document about possible hypotheses.

3.  I will allow students to discuss and analyze together for approximately four minutes while I circulate throughout the room so I can hear their discussions.

Class Hypotheses and Discussion (5 minutes)

1.  I will ask each pair to share with the class what they believe is their strongest hypothesis about the fourth document.

2.  I will add all hypotheses to the word document.

3.  During this part of the discussion, I will be a more active participant in the discussion. If necessary, I will take additional time to ensure that students reach the proper conclusions.

Conclusion/Assessment (15 minutes)

1.  I will ask students to return to their seats and take out a piece of notebook paper.

2.  Students will spend six to eight minutes writing a paragraph stating their answers to the inquiry question. Students will use the class list of hypotheses to draw their own final conclusions about the impact the mixture of people had on the Latin American colonial system. I will emphasize that I am looking for the two or three most important points they want to “take-home” with them.

3.  When the students are finished writing their paragraphs, the class will engage in a final discussion in which students share their ideas.

4.  Students will turn in their paragraphs as a sort of exit ticket from class.