Loudoun County Public Schools Latin American Studies Semester Course Course Syllabus Contact Information



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11 January 2011 Latin America Studies Sofía C. Pollock


Loudoun County Public Schools

Latin American Studies

Semester Course
Course Syllabus

Contact Information

Mrs. Sofia C. Pollock


Eagle Ridge Middle School

42901 Waxpoll Road

Ashburn, VA 20148

Email: spollock@lcps.org


Phone:  571-252-2140


Available times to meet with students:

Second block from 10:08 – 11:40

Seventh block from 11:47 – 1:50

Before and after school by appointment only

Readings/Viewings

 Textbook required for this class is provided by Loudoun County Public Schools (LCPS), Department of Social Studies.

There will be supplemental readings and will be provided by the teacher prior to the lecture. In addition, all supplemental reading will be posted on-line the teacher’s web page.

Movies, music, and images related to a particular unit will be provided as well to the students by the teacher. They will also be posted on line. This information has been approved by LCPS – Department of Social Studies and the school principal. A form will be sent home for parent approval.



Requirements

Students are required to come to class with their classroom materials:



  • Textbooks, binder, writing tools.

Students are required to come to class academically prepared:

  • Homework must be done prior to classroom arrival.

  • Textbook/supplemental readings outlines must be done prior to class

  • Be ready to participate in class

  • Enjoy class and feel free to ask questions.



Grades

Grades are based on the point system converted into percentages

Classroom participation 60points (15 pts. Per Qt)

Textbook/Supplemental reading outlines (20pts.) 180 points (One per week)

Warm-up Question (15 pts.) 150 points (ten in total)

Vocabulary quizzes (eight quizzes, 10 points each) 80points (Two per unit)

Projects (two projects, 30 points each) 60points (One per unit)

Animoto project 30points

Unit Test 300points (Three per unit)

Final Exam 150points

LCPS Grading Scale is used to determine student’s grades:
A+ 98 – 100 B+ 87 – 89 C+ 77-79 D+ 67-69

A 93 – 97 B 83 – 86 C 73-76 D 63-66

A- 90 – 92 B- 80 – 82 C- 70-72 D- 60-62

F 59 – below

I incomplete
Attendance

If you are absent from class, please send me and e-mail and set up and appointment. In order to see me in the morning, YOU MUST OBTAIN A PASS FROM ME THE DAY BEFORE IN ORDER TO COME INTO SCHOOL BEFORE CLASSES BEGIN OR TO STAY AFTER SCHOOL. Otherwise, you may obtain a pass from me to see me during my planning periods. If you want to meet in the morning, I am here at 7:30 AM every day. If you w ant to meet after school, I am here until 4:30 PM. I am not available on Tuesday since we have staff meetings.



Assignments

Vision

The student will be required to post three assignments on vision. Students are to comment on others’ assignments. Make sure your answer is detailed and you provide supporting information for your comments. This vision grade is extra credit and it is encouraged that all students participate..



Animoto Short-Video & Feedback

Students will create a short movie (about 2 – 3 minutes). This short movie will be based on your finding of the Sistma de Casta. For samples of Animoto movies, please go to Helpful Websites on my web page. A complete rubric will be provided in class.



Textbook//Reading Outlines - The student is responsible for coming to class prepared with the outlines of the materials that were assigned during the previous class.

Warm-up Questions: Please come to class with a detail answer to the questioned assigned the class before. Your answer should have a minimum of 150 words. Please be clear and specific in your answer.

Projects

With a partner – Famous Revolutionary Figure: Students will work with a partner and will select a revolutionary figure that has impressed them. The students will create a poster of the revolutionary figure’s life and accomplishments. In addition, the students will re-enact an event that made the revolutionary famous or an even which impacted the student. A detail rubric will be given to the students.

The Latino/Hispanic of Today: Create a power point presentation of what it means to be a Hispanic person today. Please make sure your presentation includes and it is supported by the history and information you have gathered during this semester. A detail rubric will be presented a month before due date.

Academic Integrity

LCPS students are bound by the County’s Honor Code policy. The details of such policy were given to the student at the beginning of the school year with their first day packet.

UNIT PLAN
I Pre-Colombian Period and Pre-Independence Period of Latin America – Themes, places, people to consider: Aztec Empire; Mexicans; Mayan Empire; Inca Empire; Tupi people; Pampas; Africa; Spain; Portugal; The encounter; the conquest; the colonial; crucible; the church; Queen Isabela; Columbus; Arawaks; New World; Old World; Brazil and the Amazons; Chinampas; Tenochtitlan; Cuahutemoc; Moctezuma; Indigenous people life styles, traditions, and culture; Europeans lifestyles, traditions, and culture; Nahuatl; Quechua; Cuzco; Christians; Jews; Arabs; Crusader mentality; Africa and the slave trade; Fall of the indigenous empires; Pizarro; Bartolomé de las Casa; Jesuits; Franciscans; Torbino de Motoniana; Sor Juana Inés de la Cruz; Economics; precious metals; crops; viceroy; Sistema de las Castas; Missions; sugar cane plantations; Hegemony; Hernán Cortéz; La Malinche; transculturation; Tonantzin; Virgen de Guadalupe; Race mixing; Fringes of colonization; Olmecs; the Chavín; the Nasca; milpas; cannivalism; Toltecs; La limpieza de sangre; Central America; South America; role of indigenous women; Viracocha; Pachamama and the Moon; Chichimeca; Sedentary; Semi-sedentary; Nomads; Quetzalcoatl; mestizaje; encomiendas; conquistadores; mita; cacique; Huascar/Atahuapa; “go-betweens”; Tarascans
Why were the church and the crown extremely successful in achieving and maintaining control over the indigenous people and other minority groups throughout Latin America?
Introduction to Latin America History


  1. Share your knowledge of Latin America History:

Students will fill out a KWL Chart about their own knowledge or understanding of what Latin America History means to them.

Students will be able to discuss, share their knowledge, and compare and contrast with U.S.A. History and the World. Informal assessment




  1. Students will introduce themselves to class and will give a brief description as to why they are taking this class, what they know about LA History, and what they expect to get out of it in the end. Informal assessment




  1. Power point presentation on what will be covered in class during the semester. Also, students’ expectations, responsibilities, and discussion of class syllabus.




  1. Students will be provided with a hard copy of the class syllabus.




  1. Students are provided with reading material – Articles regarding the Pre-Colombian time. They must be read and outlined by next class (Formal Assessment). Students must also bring questions they might have regarding the reading. This has to do with understanding the material or other general questions.




  1. Students are provided with a vocabulary word list from the Pre-Colombian period.




  1. Teacher will show a variety of Latin America History images from the Pre-Colombian, conquest, independence, revolution, and present periods. The students will be asked to describe them and share their knowledge of Latin America. Students and teacher will discuss pictures and in the end the students will update their KWL Chart from the beginning of class. Informal assessment




  1. QUESTION FOR NEXT CLASS: Please provide your answer in writing (Formal assessment). Make sure your answer is NOT less than 150 words. Please be ready to discuss this question in class during our Warm-Up time. The student will be graded on the writing portion of the essay and will be graded on the participation portion of the essay in class.

Based on the readings provided to you today, what are the similarities and differences between the Inca and Roman Empires? Please be detail and specific.


Pre-Colombian Time


  1. WARM-UP QUESTION:

Based on the readings provided to you last class, what are the similarities and differences between the Inca and Roman Empires? At the end of the discussion, the teacher will collect the essay. Formal assessment


  1. Power point presentation on Pre-Colombian History – Presentation includes the majority of the indigenous tribes that lived in Latin America, life styles, traditions, cultures, languages, religions, uniqueness, similarities, foods, crops, daily life, maps, etc. The students will also be exposed to the similarities and differences of the indigenous groups that lived in the United States of America and other civilizations. The students will be given detail information regarding connections and non-connections of the various indigenous groups with regards to the distance and time frame that separated them all.




  1. In groups of four, the students will be assigned a specific indigenous group of Latin America and the students will create a map(s), and apply the information learned during the power point presentation. The goal of this activity is for the students to demonstrate their knowledge and understanding of the people, culture, traditions, ceremonies, and places lived of the inhabitants of Latin American. The students will be able to make a connection to the lifestyles of the Aztecs, Mayas, Incas, Guaraní, and the Arawaks to name a few. It is important that not one group is studied here since all indigenous groups were so unique to one another. Furthermore, their contributions to the stability and foundation of Latin America were very similar yet extremely independent. Thus, I believe it is best to assign one indigenous group per group of students, and can also vary amongst classes, in order to have a broaden spectrum of Latin America. At the end of this assignment, all poster boards can be displayed throughout the school. Formal assessment




  1. Provide readings of the Conquest/ Discovery together with a vocabulary list. Students must outline readings by next class. Formal assessment




  1. QUESTION FOR NEXT CLASS: Please provide your answer in writing. Make sure your answer is NOT less than 150 words. Please be ready to discuss this question in class during our Warm-Up time. Formal assessment

Which of the following statements best fits Columbus’ arrival to Latin America?

Columbus discovered America? Or Columbus encountered America? Please be specific in your response.
The Encounter/the Discovery


  1. WARM-UP QUESTION: Which of the following statements best fits Columbus’ arrival to Latin America? Columbus discovered America? Or Columbus encountered America? Please be specific in your response. Informal assessment




  1. Students will take a quiz on vocabulary words presented in the last two classes. Formal assessment




  1. In the next classes that follow, including today, the students will watch the movie the Mission and will have respective questionnaires. A week prior to this class, the students will be given a letter to go home for parent signature approving their child to watch the movie the Mission. The movie will be edited for age appropriateness and should have been approved the Administration prior to showing. Informal assessment




  1. Power point presentation on the Encounter/Discovery. Students will update their KWL chart from the beginning of the semester.




  1. Students will be introduced to mythical indigenous stories. The teacher will ask the students to find a mythical story of their liking and present to class. Mythical and Literature books will be made available to the students in order to do this activity in class. How do this myths or legends compare to you or your family’s tales? Formal assessment




  1. Provide readings and pictures of the Conquests of México, Brazil, South America and the Caribbean. Students must outline readings by next class and have a short comment about the images provided as well. Formal assessment




  1. QUESTION FOR NEXT CLASS: Please provide your answer in writing. Make sure your answer is NOT less than 150 words. Please be ready to discuss this question in class during our Warm-Up time. Formal assessment

Why the Latin American areas experienced different types of conquests? Please keep in mind the size of the group, lifestyles, location, culture and government to name a few. Please be specific.


The Conquest


  1. WARM-UP QUESTION: Why the Latin American areas experienced different types of conquests? Informal assessment




  1. Have the students do role play the conquest of various Latin American areas. Allow the students to create their own dialogue. Have the students work in small groups. Students will present to class their versions. Open forum for questions and suggestions. Informal assessment




  1. Power point on the conquest and its effects on all involved.




  1. QUESTION FOR NEXT CLASS: Please provide your answer in writing. Make sure your answer is NOT less than 150 words. Please be ready to discuss this question in class during our Warm-Up time. Formal assessment

Was there cohesiveness in the manner in which people were treated regardless of social status, economic stability, and ethnic background after the conquest? Please be specific, support your answer.




  1. The students are provided with the readings for the Settlement, Conflict and Adjustments throughout Latin America.


The Settlement, Conflict and Adjustments


  1. WARM-UP QUESTION: Was there cohesiveness in the manner in which people were treated regardless of their social status, economic stability, and their ethnic background after the conquest? Please be specific, support your answer. Informal assessment




  1. Power point presentation on Settlement, Conflict and Adjustments.




  1. Quiz on vocabulary words from the Encounter and the Conquest. Formal assessment




  1. Students will go to the computer lab to research articles on State, Church, Labor and population after the settlement. Teacher will work in advance with TRT and Librarian in order to narrow down the search and provide helpful websites to the students. Informal assessment




  1. After the student has found the article the student will work with another partner and will put their data together in the form of a power point presentation to the class. This will take the place of outlining the material. All power points will be posted on VISION so that the students can have access to them and obtained information as needed. These power points will be presented next class. Formal assessment




  1. No question for next class. Students need to bring in a flash drive a series of pictures from their own family tree. In addition to various Casta pictures, that might have a chronological order. Informal assessment




  1. Readings a provided to the students regarding the Caste system, economy, and urban development together with a vocabulary list. Readings need to be outlined by next class. Formal assessment


El Sistema de Casta, Economy, and Urban Development (LESSON PLAN)
How did El Sistema de Casta benefited the church, the crown, the Latin America government, and its citizens? Themes, people, places to consider: Transculturation; mestizos; Spaniards; mulatos; creoles; Europeans; Africans; religion; indigenous religious beliefs; economics; ethnic groups; México; Brazil; creoles; Peninsulars; Spanish Americans; King Fernando VII; Spanish born; rebellions; Spanish Crown; Mulata, Morisco; “people-in-between”; race mixing; animal names to identify peoples races; Xica de Silva


  1. Teacher will provide the students with various images of individuals that make up the complex tiers of the Casta system. Students will come up to the board and try to form various families’ trees using the pictures given. Based on the readings given last class, the student will be able to identify his/her social status had he/she lived during that time frame. Informal assessment




  1. Half the class will present their power point presentations from last class. Formal assessment




  1. Teacher will present a power point presentation of the Economy, Urban Development and Caste system.




  1. Teacher will provide readings and vocabulary list of the Economy and Urban Development for reading and outlining due next class. Formal assessment




  1. After the presentation, the class will be divided in two groups. Each group will be given half of the board and they must come up with the ten important reasons why a person’s ethnic group/skin color was so important and how it affected his/her life. Informal assessment




  1. After making a list, students from the other team will be able to agree or disagree with each other’s answers. Both teams must support justifications. Informal assessment




  1. Students will be able to create an Animoto video of their family tree and compare to that of the Casta pictures brought to class. The student will also have to pretend he/she lived during that time and must assess what role he/she would have played. In other words, how would they live have been back then and compare to what they have today. Do we still have a system similar to the caste system in the USA? Students will create this in class with the information provided and will be posted on VISION. Formal assessment




  1. Study for Unit Evaluation next class.


End of Unit – Evaluation - Formal assessment


  1. Students will have the opportunity to have a question and answer session of about 20 minutes before the test.




  1. The students will have a 60 question test regarding the unit.




  1. The students will have to answer the following questions (40 points): Based on the information you have learned during this unit, why were the church and the crown extremely successful in achieving and maintaining control over the indigenous people and other minority groups throughout Latin America?



II The Struggle to Maintain Colonial Rule: 18th and 19th centuries –Themes and key figures the student will learned about but not limited to: Gonzalo Pizarro; Indigenous revolts; indigenous women; Africans; slaves; mestizos; creoles; Father Morelos; Hidalgo; Iturbide; rebellions against Bourbon Reform; Quilombos and Palenques; “French Style” conspiracies in Brazil; Rebellion of Tupac Amaru; Simón Bolívar, 18th & 19th century problems in Europe; Spanish-American Rebellions and Victories. Places and cultural themes of interest: México; Brazil; Colombia; Perú; Venezuela; the Caribbean; transculturation of religion, language, customs, food; llaneros, encomiendas,

Transformations



  1. Students will be provided with readings to the Reforms that will have to be outlined and submitted the following class.

  2. Power point will be presented to the students and open forum for discussions with regards to the Reforms and the Rebellions.

  3. Students will be provided with vocabulary lists of the Reforms.


Rebellions


  1. Students will outline the readings from the book regarding to the Rebellions that occurred in Latin America as they approach Independence.

  2. Students will do a classroom warm up similar to the one presented in Unit I. The student will be provided with a question that he must answer in essay format and submit for grade after discussing in class.

  3. Students will be asked to contrast and compare Latin American Reforms to that of the United States.


The Road to Independence and Its challenges


  1. Students will outline the readings from the book regarding to the Road to Independence and its challenges.

  2. Students will do a classroom warm up similar to the one presented in Unit I. The student will be provided with a question that he must answer in essay format and submit for grade after discussing in class.

  3. Teacher will present power point of today’s lesson The Road to Independence and Its challenges.

  4. Students will be asked to work in groups of four and summarize the main events that lead to independence and the challenges faced by all parties involved.


Independence


  1. Students will review for the Unit II test next class.

  2. Students will do a classroom warm up similar to the one presented in Unit I. The student will be provided with a question that he must answer in essay format and submit for grade after discussing in class.

  3. Students will be able to analyzed and understand the current events of Europe and the chain effect it had in Latin America as they moved towards independence.

III Early Republics & Rise and Fall of Liberalism – 19th to early 20th Century – Some topics to consider and their impact: Bogotá; Cuba; Puerto Rico; France; Brazil; Latin America; guano money; The U.S. and its Civil War; Texas; México’s Liberal Reform; Benito Juárez; Industrial Revolution; Haiti; Buenos Aires; The Catholic Church; Brazilian Regional Rebellions; Wars against Rosas; Conflicts throughout Latin America; Melchor Ocampo; Juan Alvarez; Santa Ana; Lerdo Law; Napoleon III; Tomás Cipriano de Mosquera; Central America; Chile; William Walker; The Lack of Progress Opportunities for Women; Juana Manuela Gorriti; Clorinda Matto de Turner; Juan Buatista Alberdi; Bartolomé Mitre; Wars amongst Latin American Countries; imports and exports booms; “Banana Republics” and all other foreign investment; oligarchies and dictatorships; Teatro Nacional de Costa Rica and Paris Opera House.


Liberalism and Brazil


  1. Students will be provided with the adequate readings for Liberalism and Brazil from the textbook and supplemental readings. The student will be responsible for outlining the assigned readings by next class.

  2. Students will be responsible for providing an answer to the question posted today. This is due the next class. The student should be ready to discuss the question with the class as well as a warm-up activity.

  3. Students will attend the computer laboratory and do research about Liberalism in Latin America. Appropriate websites will be provided to the students. The students then will present their findings to the class in an open forum class style.

  4. A list of vocabulary words pertaining to Liberalism will be provided to the students.



Brazil (continued) and Early Exports


  1. Students will be asked to discuss the results of their questioned assigned last class.

  2. Students are provided with supplemental readings and images to Early Exports. Students will not need to outline this class.

  3. Teacher will present power point presentation regarding Early Exports.

  4. Students will work in groups of four and research the types of imports and exports during this time frame. The students will have to present their findings to the class. Research materials will be made available in class including lap tops.


Immigration, Revolutions, & Rise of Nationalism



  1. Students will be asked to discuss what does immigration and revolution mean to them and how does it apply to the New Latin American countries.

  2. Students are provided with supplemental readings and images to Immigration, Revolutions, and Rise of nationalism. Students will need to outline these readings by enxt class.

  3. Teacher will present power point presentation regarding Immigration, Revolution, and Rise of Nationalism.

  4. Students will work in groups of four and debate the pros and cons of the revolution. In addition, the student will have to contrast and compare the Latin American Revolutions to that of the United States.

  5. Students will be assigned a question pertaining to today’s topic and must be written by next class in order to discuss during the warm up.

  6. A vocabulary list on Immigration, Revolution, and Rise of Nationalism will be provided to the students.


The Arts


  1. The students will discuss their warm-up question.

  2. The students will be presented with various images and a variety of woks of art and their influence during this 19th early 20th century period.

  3. The students will then be able to create a work of art of their choice and express the meaning and reason for creating it. This task will be great to do in the Art Classroom and have the assistance from the Art teacher or music department. The students can create a poem, painting, song, music, etc.

  4. Prepare for Unit III exam next class.

IV The Cold War and Instability – Late 20th Century Themes of interest: Mexican art; Diego Rivera; Frida Kahlo; Profirio Díaz; Alfredo Siqueiro; Jose Clemente Orozco; Cuba and its Revolution; Fernando Botero; Tlatelolco Masacre; The Peróns; Ché Guevara; Fidel Castro; Post-War II Populism; ejidos; Monroe Doctrine; Theodore Roosevelt; Guatemala; Bolivia; CIA; Pablo Neruda; Jorge Luis Borges; Marxism; Communism; Fulgencio Batista; guerrillas; the role of the church; “Niños desaparecidos”; Soviet Union; US State Department; Military Influence and control; Arbenz Government; Rebellions; Sandinistas; US Military presence; Anastasio Somoza; Joaquín Chamorro; Central America; the Caribbean; neoliberalism.


Populism and Art


  1. The students will review for 20 minutes prior to taking the Unit III test.

  2. The students will take the Unit III test.

  3. The students will be provided with reading and images for Populism and Art. The students must outline these readings by next class.


Populism and Art (continued)


  1. The students will review and interpret works of art by Diego Rivera, Frida Kahlo, Alfredo Siqueiros, and Jose Clemente Orozco.

  2. Teacher will present Populism and Art via power point presentation.

  3. The students will be provided with reading and images for Populism and Art. The students must outline these readings by next class.

  4. Student is assigned warm up question for next class.


Foreign Impressions & The US in Latin America


  1. Discuss warm up question assigned last class.

  2. Teacher will present power point presentation on Foreign Impressions & the US in Latin America.

  3. The students will work in groups and arrive at the pros and cons of the US presence in Latin America. Two team members will take the pro side and the other two the con side.

  4. Student is assigned warm up question for next class.


Cuba, Social Revolutions, Turmoil, & State Repression


  1. Discuss warm up question assigned last class.

  2. Teacher will present power point presentation on Cuba, Social Revolutions, Turmoil, and State Repression.

  3. The students will be provided with reading assignments for Counterrevolutions, Dictatorships & Noeliberalism. Student must read and outline by next class.

  4. Student is assigned warm up question for next class.


Counterrevolutions, Dictatorships & Neoliberalism


  1. Discuss warm up question assigned last class.

  2. Teacher will present power point presentation on Counterrevolutions, Dictatorships & Noeliberalism.

  3. The students will be given Unit IV exam next class.


Unit IV Test


  1. Review for exam for about 20 minutes.

  2. Students take Unit IV test.

  3. The students will be given a study guide for the Final exam.




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