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 “takehome” 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.
5. I will conclude the class by seeing clarifying any questions about the day’s
lesson.
Resources:
- Computer that has PowerPoint and word programs, and a hook up to an LCD
projector.
- LCD projector and overhead screen.
- Copies of each document, one for each student in the class.
Differentiation: This lesson reaches out to different types of learners because the
data sets come in different forms. Written passages and pictures are both provided
as evidence in this lesson. Additionally, students will be asked to work
independently to create their own hypotheses and conclusions, but they will also be
asked to engage in discussion with each other. The teacher also has the ability to
adjust the lesson depending on the level of the class, or to meet the needs of specific
students who have IEP’s, 504 plans, or other needs. To help learners, the teacher
could provide a structured note taking worksheet. To give learners more
independence, the teacher could require a more formal assessment of the
knowledge, such as an out of class project that requires additional research of the
inquiry topic.
Adaptations: There are several students in this class who have IEP’s regarding
reading comprehension, so if necessary, I could further break down the passages
given in documents four and five, because they may be difficult for students to
comprehend. I could also supplement these passages for more Casta pictures. Also,
I could assign groups ahead of time rather than have the students work with the
classmate next to them. This would allow students of different levels work together,
which could help struggling students be more successful.
Reflection: A possible problem that could arise with this lesson is that students
may have trouble reaching the desired conclusions. Depending on the amount of
background knowledge they have already received regarding Latin American and
colonialism in general, they may need more guidance when it comes to creating
hypotheses. Additionally, if students are unfamiliar with the inquiry process, it may
take some time for them to absorb the process. Students should definitely have
some prior experience interpreting and analyzing primary documents, otherwise
the value of this lesson could be lost. If the teachers think their students may
struggle with primary documents, it might be beneficial for the teacher to go over a
one or more of the documents with the students to walk them through the process.
If the professor is concerned about the students’ comprehension, he or she can
create a homework assignment as another form of assessment. An example of this
might be for a student to write a diary entry from the point of view or a member of a
specific casta. The students would be asked to highlight how their character felt
about his or her place in society, and how he or she viewed others in society.
Document 1:
European + Native = Mestizo
Document 2:
African + European = Mulatto
Document 3:
African + Native = Lobo
Document 4:
The following passage was written by José de Acosta, a Spaniard. Acosta comments
on the mixing he witnessed as a visitor to the Spanish colonies in Latin America.
Throughout this realm there are many Blacks, mulattoes, mestizos and many other
mixtures of people, and every day their number increases ... These people grow up with
great vices and [excessive] liberty, without working nor having any trade, and they are
often to be found drinking or engaging in witchcraft. Those [Spaniards] who reflect on
this matter with care, fear that in time the number of these [castas] will become much
larger than that of the children of Spaniards born here (who are called criollos)... and that
therefore they will be able to raise a city in revolt; and if they so raise one city, an infinite
number of Indians would join them, since they are all of one casta, and understand each
others' thoughts because they have been raised together ... and if so many joined together,
it would be easy for them to take all the cities in this realm [Peru] one by one ...
Document 5:
The following passage was written by Jorge Juan and Antonio de Ulloa. Both were
Spaniards who reported on the social structure they saw when they visited the
Spanish colonies in Latin America in 1749.
It has already been shown in other parts of this report [their Discourse and Political
Reflections on the Kingdoms of Peru] that the largest proportion of the population
consists of mestizos and castes. In some cities they are mixtures of Indians and
Spaniards; in others of Spaniards and Negroes; in still others of Spaniards, Indians, and
Negroes; and finally of various mixtures of different castes. Over time Spaniards and
Indians mix in a way that transforms the offspring completely into whites with coloring,
in the second generation, that cannot be distinguished from that of Spaniards, yet they are
not called Spaniards until the fourth generation. In mixing Spaniards and Negroes,
dark skin color lasts longer and is distinguishable through the third and fourth
generations. The latter group has the generic name of mulattoes, although later on they
are placed in special categories such as tercerones or quarterones, depending upon their
place in the hierarchy. Mestizo or mulatto women from the second to the fourth or fifth
generation normally are the ones who give themselves up to this licentious life
[prostitution or concubinage], although they do not view it in this way. Indifferent
toward legal marriage, they feel equal to any married woman. Because they live in a
corrupt area of the world, they would rather choose this latter alternative. They also see
the advantages to be obtained as mistresses which are not present when they are legal
mates. But mulatto and mestizo women are not the only ones who take up this sort of
existence. Involved also are those who have left the Indian and Negro race completely
and are now known as Spanish. Depending on their social status, they try to become
mistresses to members of the upper class, distinguished political or civil
administrators, laymen, or clergy. Normally these men are more inclined toward
Spanish women, but they never consider the offense they give to their distinguished
family lineage. Other men, however, who have not attained such high status, are content
with attaching themselves to women whose individual attributes do not even bring them
close to being Spanish. In this regard two factors are clear. First, as we have already
pointed out, a mestizo woman of the third degree will be stigmatized by taking up with a
mestizo male also of the third degree, but this is not so if her alliance is with a white man,
particularly one of European origin. She will be better off in the latter situation because
these men have the qualities which will raise her in the social scale. Second, she looks
for possibilities among males who can best support her, in order to elevate herself
more or less. Accordingly, if these two factors are considered, she has no further
difficulties. She lives as a mistress in an illicit state that lasts ten, fifteen, or twenty years
until the male changes his mind, decides to follow a new course, or decides to alter his
ways by taking another woman, which occurs all the time.
Works Cited
Bakewell, Peter. “Castas.” Colonial Latin America, 17 July 1998. Web. 3 October 2010.
<http://faculty.smu.edu/bakewell/BAKEWELL/thinksheets/castas.html>