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Decision Making
Lesson Plan
Social Studies
6
90 Minutes
Ashley Jenkins

Instructional Unit Content

Standard(s)/Element(s)
Content Area Standard
SS6H2 The student will explain the development of Latin America and the Caribbean from
European colonies to independent nations.
c. Explain the Latin American independence movement; include the importance of Toussaint
LOuverture, Simon Bolivar, and Miguel Hidalgo.
TAG Standard
Higher Order Critical Thinking Skills
4. The student makes and evaluates decisions using criteria.
11. The student draws conclusions based upon relevant information while discarding irrelevant
information.
Creative Thinking & Creative Problem Solving Skills
4. The student demonstrates skills in fluency and flexibility to solve problems or create new products.
5. The student develops original ideas, presentations, or products through synthesis and evaluation.

Summary/Overview
The focus of this lesson is to give students the opportunity to make decisions by applying
their knowledge of Latin American independence movements.

Enduring Understanding(s)
At the end of this lesson the student will understand that
a. When fighting for liberation tough decisions must be made.

Essential Question(s)
How did L'Ouverture, Bolivar, and Hidalgo leave a cultural legacy in their countries through the
independence movements they led?

Concept(s) to Maintain

Liberation
Independence
Revolution

Evidence of Learning
What students should know:
a. European colonization changed the cultural landscape of Latin America.
b. Conflict and change resulted as the early civilizations in Latin America were destroyed and
existing societies began to rebel.

What students should be able to do:

a. Find multiple unique solutions to a problem.
b. Revise and refine solutions.
c. Make and evaluate decisions using criteria.
d. Draw conclusions based upon relevant information while discarding irrelevant information.
Suggested Vocabulary

guerillas
imperialism

Royalists

Procedure(s)
Phase 1: Hook
1.

Students will complete the Decision-Making Style Inventory and use a Physical Barometer to
discuss their styles.

Phase 2: Examine the Content

2.

Distribute the Latin Americans Win Freedom packet. Students will read about the independence
movements then generate a list of steps for completing the task. Each student will develop a
Priority Pyramid of criteria to consider when deciding to start a revolution.

3.

Allow students to compare answers and correct any misunderstandings.

4.

Group Students: Students will be divided into six groups: Haiti, Mexico, Venezuela, Panama,
Colombia, and Peru.

5.

Review the Small Group Directions: Each group will decide the criteria necessary to consider
before starting a revolution.

Phase 3: Decision Making

6.

Re-group students so that each group has a representative from each country. Each group will
complete a Notes Organizer to synthesize the advantages and disadvantages of starting a
revolution in each country.

7.

Consensus Building: Post the Rules for Consensus Building. Each group will build consensus to
determine five alternatives for further exploration toward a final decision.

8.

Decision Making Matrix: Students will use a decision making matrix to determine which of its
proposed options is the best.

Phase 4: Synthesis Activity

9.

Communicate the Decision: Students will compose a letter to Spain with an explanation for the
decision to start a revolution as well as any demands they have for the country.

Summarizing Activity
3-2-1 Exit Ticket:

What 3 independence leaders liberated Haiti, Mexico, and several countries in South America
?
Name 2 major events that inspired the Latin American independence movements?
What is the 1 thing you learned about yourself and or the decision making process?

Resource(s)
Anchor Text(s):
Technology:
Handouts:
Handout 1:
Handout 2:
Handout 3:
Handout 4:
Handout 5:
Handout 6:
Handout 7:

Decision Making Style Inventory

Physical Barometer
Latin Americans Win Freedom
Priority Pyramid
Notes Organizer
Consensus Building Rules
Decision Making Matrix