Unit 3: Latin American Independence Movements – 6 blocks (final assessment included)
Key Learning (Objectives):
Students will be able to:
 Explain how the turmoil in Europe during the late 18th century led Latin
American colonies to seek their independence.
 Identify and evaluate the major leaders of the independence movements
and their strategies.
 Compare the independence movements of colonies in major areas to
those in fringe areas.
 Compare the independence movements of Spanish colonies and
Portuguese colonies
 Decide how race, class and gender issues changed once independence was
achieved.
Unit Essential Question
Q: Did the social backgrounds of the independence movement leaders impact the
social structure of the new Latin American countries?
Lesson 1: Background – European Problems and Their Effect on Latin America (1 Day)
Essential Vocabulary :
 independence, legitimacy, constitution, popular sovereignty, liberalism, nationalism
Culture: People-Places-Terms
 Napoleon Bonaparte, Napoleonic Wars, Joseph Bonaparte, Prince Joao of Portugal, King Ferdinand VII of Spain, Constitution of Cadiz, Central Junta,
Iberia
Key Learning Objective:
 SWBAT explain how the turmoil in Europe during the late 18th century led Latin American colonies to seek their independence.
Lesson Questions:
 What was occurring in Europe during the late 18th century?
 How did European problems affect the legitimacy of the Spanish and Portuguese Crowns?
Activities:
 Background reading and notes
 Comparison chart of legitimacy – Spanish Crown and their colonies VS. Portuguese Crown and their colony
Assessment:
 Write a one paragraph comparison of how Spanish and Portuguese colonies reacted to the turmoil in Europe.
Lesson 2: Independence Movements in Core Areas: Mexico and Peru (1 Day)
Essential Vocabulary:
 Creoles, Peninsulars, “Americanos”, nativism, liberty, nationalism
Culture: People-Places-Terms
 Father Miguel Hidalgo, Father Jose Morelos, Augustin de Iturbide, Vincente Guerrero, Tupac Amaru
Key Learning Objective:
 SWBAT identify the independence leaders of Mexico and Peru and evaluate their strategies for rallying support throughout the colonies
Lesson Questions:
 What is the difference between a Peninsular, Creole and “Americano”?
 Who were the independence leaders of Mexico and Peru?
 How did Hidalgo and Morelos lead the way for Iturbide and Guerrero?
Activities:
 Background reading and notes
 Begin Very Important Person (VIP) Chart to compare major leaders of the independence movements
Assessment:
 Completion of the VIP Chart
 “Exit” ticket – 3 multiple choice questions about leaders
Lesson 3: Independence Movements in Fringe Areas: Argentina and Venezuela (1 Day)
Essential Vocabulary:
 Creoles, Peninsulars, “Americanos”, nativism, llaneros, “Liberator” , liberty, nationalism
Culture: People-Places-Terms
 Simon Bolivar, Jose de San Martin, Bernardo O’Higgins, Rio de la Plata
Key Learning Objective:
 SWBAT identify the independence leaders of South American countries and evaluate their strategies for rallying support throughout the colonies
Lesson Questions:
 What is the difference between a Peninsular, Creole and “Americano”?
 Who were the independence leaders of South American countries?
 How did Bolivar, San Martin and O’Higgins work together to free South America from Spanish rule?
Activities:
 Background reading and notes
 Continue VIP Chart to compare major leaders of the independence movements
Assessment:
 Completion of the VIP chart
 “Exit ticket” – 3 multiple choice questions about leaders
Lesson 4: Independence Movement in Brazil(1 Day)
Essential Vocabulary:
 monarchy, nationalism, liberalism,
Culture: People-Places-Terms
 Prince Joao of Portugal, Pedro I of Brazil, Brazilian Party
Key Learning Objective:
 SWBAT compare the independence movement in Brazil to the independence movements in Spanish America
Lesson Questions:
 While unrest was occurring in Europe, how did Portugal respond to the challenge?
 How did changing the location of the Portuguese government impact independence?
 Who made up the “Brazilian Party” and what was its goal?
Activities:
 Background reading and notes
 Continue VIP Chart to compare major leaders of the independence movements
Assessment:
 Completion of VIP chart
 Write a one paragraph explaining how the Portuguese Crown’s presence impacted Brazil during its independence movement
Lesson 5: Changes Following the Revolutions (1 Day)
Key Learning Objective:
 SWBAT decide how race, class and gender issues changed once independence was achieved
Lesson Questions:
 What social backgrounds did the independence movement leaders rise from?
 Was the term “Americano” used primarily only to gain support of the masses during the revolutions?
 Do you think the people at the top were ready to give liberty and equality to all once independence was achieved?
Activities:
 Comparison chart of independence leaders – including country of origin, race/class/gender, and how they won support
 Primary source readings from various minority group members
 Journal entry
Assessment:
 Journal writing
Final Assessment – Unit Test and In-Class Project

In-Class Project: Create a tombstone for your favorite independence leader. Include the following information on the gravestone: name, birth/death
dates, birth country, social background, and a one sentence epitaph about the significance of the person