Name: Chad Chitty Subject: Mexican Revolution

Lesson Objectives
2 or 3 student outcomes Begin with verb

Grade: 12 JCIB Planned Lesson Date:

Understand the history and establishment of the Porfiriato regime. 6.1: Focus on the causes, course and impact of the Mexican Revolution that occurred in a country that experienced a lengthy period of political stability and economic growth. A: Causes of the Mexican Revolution: social, economic and political; the role of the Porfiriato regime

Natl / State Standards

AL College & Career Ready Course of Study Common Core Learning Targets / District Standards National Standards (NCTM; NCTE; etc) Review Formative Assessment Introductory Set Prior Knowledge Essential Questions Problem Question Writing Prompts Predictions / Purpose Vocabulary

Pre-Instructional Activities

Use spider diagram with Mexican Revolution in the center. Students will name important individuals & events related to the Mexican Revolution. This will help guide the students through the information they learned in previous lessons and reading.

Teaching
Direct Teaching Graphic Organizers Reading Instruction Tech Integration Teacher Demonstration Guided Practice Independent Practice Small Group Activities Experiential Activities Research / Study Simulations Problem Solving Activities Differentiated Instruction Accommodations Ongoing Assessment

In class reading followed by discussion on why the Mexican Revolution is important to the U.S. Lecture on Porfiriato rgime to give background information such as what the Porfiriato was and why people wanted to overthrow the Porfiriato. Watch first half of in class video. The video explains the beginning of the Mexican Revolution, and the failures of the Porfiriato. Group activity: In groups of three, students will make a food menu of items that relate. The students will have the main title listed at the top as if it was a food dish, then the components that went into creating it listed below the item as if it was a food menu. The students will use the lecture notes, in class video, and textbook for information on how items relate. The student will list the year it occurred in place of a price. Each group will have to create their own dish Write the following example on the board: EX: Diaz Dish (Porfiriato) 1877-1910 Modernization, Rurales, Cientificos, dictatorship Rejoin: Students will share the menu items they created and choose their favorite from each group to write on the board.

Closure Summary / Conclusions Ret-teaching Formative Assessment Review Reflection

Reteach: Review Porfiriato and answer questions the students have. Extra time: Create timeline for the revolution. They may add on to the timeline as their knowledge about the Revolution increases.