Name: Troi Hicks
Social Studies Lesson Plan Template
Fall 2013
Lesson Title: Latin American Revolutions
Objectives: (What do you want your students to be able to do?)
TSWBAT: Identify the leaders of the Latin American Revolutions (L’Ouverture, Bolívar, San
Martín, Hidalgo and Morelos, Napoleon).
: Explain the role of Native Americans and mestizos in Latin American independence
movements.
: Assess the negative effects of independence on Latin American communities.
North Carolina SCOS and 21st century skills:
NCSCOS 6.1: Explain how new ideas and theories of the universe altered political
thought and affected economic and social conditions.
NCSCOS 6.2: Analyze political revolutions in terms of their causes and impact on
independence, governing bodies, and church-state relations.
21st Century Skills: Think Creatively-use a wide range of idea creation techniques
(such as brainstorming);create new and worthwhile ideas (both incremental and radical
concepts); elaborate, refine, analyze and evaluate their own ideas in order to improve and
maximize creative efforts. Work Creatively with Others- develop, implement and
communicate new ideas to others effectively
Materials:
5 big sheets of paper
Markers
25 maps of Central and South America
5 pictures each of Bolivar, L’Ouverture, San Martin, Hidalgo and Morelos, Napoleon
Glue/tape
Initiatory Activity (aka Bellringer, Do-Now, Anticipatory Set)
When students enter my class, they will respond to the following question in their bellringer journal:
When do people have the right to challenge authority?
Strategies (What methods are you going to use to teach? Please include a detailed
description, step-by-step in numerical order, of the instructional approaches/teaching
strategies that you will use. What will you and the students be doing in this lesson? How
long will each activity take?)
Time
Activity
5 minutes
Bellringer
5 minutes
Discuss bellringer as a class, pulling from knowledge about American and French
Revolutions, and introduce Latin American independence movements.
5 minutes
Give students a map of Central and South America, pointing out the places that we’ll be
talking about in class. Students will circle the locations and label the map with the name
of the country and identify the European influence (if any).
13 minutes “Crash Course: Latin American Revolutions”
(http://www.youtube.com/watch?v=ZBw35Ze3bg8)
15 minutes Go over the video and have students fill out the independence graphic organizer. Be sure
to talk about
 “Transculturation”/ cultural diversity in Latin America
 Role of the church
 Gender roles.
 Presence of Enlightenment ideas
 Haiti, Mexico, Spanish South America, Brazil
 Results of the movements.
20 minutes Divide students into 5 groups of 5 and have them create timelines of Latin American
Independence movements complete with pictures of the main revolutionaries.
25 minutes News Report:
Students will divide into groups of 2 (there will be one group of 3) and write a news
report about one of the independence movement of their choosing. The News Report
should include
 Details of why people want independence, including discussion of specific
cultural differences.
 An interview with someone from the period.
 A possible solution to the problems in the nation.
If students do not finish, they will complete it for homework.
5 minutes Closing questions:
1) How were the Latin American revolutions similar to American and French
Revolution?
2) How were they different?
Instructional Activities with accommodations for English Language Learners and Exceptional
Children…
Crash Course video has Spanish subtitles option. Provide a bulleted list of main points for the
student with a learning disability.
Ending of class (How will you conclude class?)
When class ends, students will answer their closing questions in their journals.
Assessment (How will you know students achieved the objectives?)
Students will be assessed through their timelines, News Reports, and closing questions.
Assessment with accommodations for English Language Learners and Exceptional Children…
Students are working in groups, so I will pair the ELL student and the student with a learning
disability with high-achieving, helpful students. The ELL student can use translators and
dictionaries as needed.
Alternate strategies for re-teaching material for students who did not achieve mastery…
Provide a bulleted list of key facts and terms about the independence movements. Go over this at the
start of next class.
Transition (How will this relate to the next day’s lesson?)
This relates to tomorrow:
Russian and Chinese revolutions followed similar patterns of revolutionary ideas.