Teacher: Graciela Palacios

Lesson Title: Revolutionary Women in Latin American History

Grade/Subject: Global History 10
Central focus: This lesson will focus on two aspects of history that are often overlooked: Latin
American History and women. Students will learn about key women during revolutions and why
they were essential.

Essential Question: How were women essential to Latin American Revolutions?

Visual Arts and/or Media Standard(s):

AnchorStandard#1.Generateandconceptualizeartisticideasandwork.
AnchorStandard#2.Organizeanddevelopartisticideasandwork.
AnchorStandard#3.Refineandcompleteartisticwork.
AnchorStandard#6.Conveymeaningthroughthepresentationofartisticwork.

Learning Objectives
Content Objectives (conceptually, historically, culturally, aesthetically):
- Students will be able to analyze historical documents and primary sources about women in Latin
American History
- Students will be able to use lecture notes and their own research to pick a women figure in Latin
American history as their main focus.
- Students will be able to synthesize the information they gather in order to present it in a visual
form.
- Students will be able to work in pairs in order to complete this assignment.

Process/Skill Objectives (technically, elements of art/design, new art ed standards, including Gude, etc.)
- Students will be able to identify a key figure to base their project on
- Students will be able to identify the tools they will need
- Students will make sure to brainstorm different ideas for their visual projects
- Students will create/use a symbol to depict the importance of women/key woman in Latin American
History

Academic Language (Language function, vocab, discourse overlap with each other....the most important thing is
for you recognize the language aspects of your lessons and explicitly write about it in your commentaries).
Syntax/writing about art: Students will be asked to create a website were they will document their process.
Students will be asked to incorporate at least ten new vocabulary words that they come across during their
research. They must also define these words so that theyre fellow students understand what they are
reading.
Discourse/talking about art: At the end of the project, students will be asked to share their websites to the
class in a five-minute presentation. As they present their project, they will be expected to share the new
vocabulary words that they learned. Students will be asked to keep a notebook to jot down new vocabulary
words they hear as the presentations take place. These will be used in future lessons.

For your lesson plan identify the primary language function that will be essential for students to investigate
your central focus in relation to visual art.
 Possible language functions include: analyze, compare/contrast, critique, describe, interpret,
question. Describe specific learning tasks/activities that will engage students in at least one of
these functions.
Students will analyze the way women are perceived in Latin American History. At the beginning of
the lesson students will be asked to write down any names that they know in relation to Latin
American History. Those names will be collected and written on the board to give students a
visual on what are the common themes that we see in those names. For example, how many
students were able to accurately name a historical figure? How many of those names were male?
How many were female? Students will then be asked to analyze primary sources that mention key
women in Latin American History.
Who were they? What did they do? What did they or did they not accomplish? Students will be
asked to use their interpretation of symbols to create a visual.

Identify vocabulary that will be introduced in the lesson.

-Latin America
-Simon Bolivar
-Manuela Saenz
-Gran Colombia
-Collaborative Murals
-Silhouette
-Symbols

How will you utilize experiences with reading, writing, artmaking, and discussion within the lesson to
address academic language?
-Students will first receive a lecture on Latin American History in order to introduce them to some of the
academic language. The students will then be given class time to research women figures from the late
18th century to the early 19th century. As they are researching, they will be asked to document any new
vocabulary words that they come across. This project will not be possible without the use of primary
documents. Therefore students will be asked to analyze and interpret these sources. The students will
also be researching different symbols in art and the way they are used to convey a message. They will
then pick/design their own to represent their figure.

Monitoring Student Learning: Formal & Informal Assessments prior to, during & after learning
How will you know students are on track during lesson?
-Pre-Assessment: In order to know what students know beforehand, students will be asked to write down
the name of any Latin American figure that they have heard before.
- In order to make sure that students are on track during the project, students will be asked to update their
website every day. The website will be monitored to check that students are collecting research and
vocabulary words.
How will you know at the end of the lesson what students learned?
-At the end of the lesson students will be asked to present their project to the class. Students will be
graded on their website, symbols, vocabulary notebook, and presentation. Their presentation will be
graded based upon research garnered and their ability to present it to the class in a thoughtful manner.

Instructional Resources and Materials: the art materials, books, videos, fieldtrips, handouts, etc. that
you will use.
- black construction paper (for planning)
- black paper (for mural)
- X-acto knives/ scissors (depending on maturity level)
- Pencils
- Powerpoint/lecture notes
- https://www.youtube.com/watch?v=ZBw35Ze3bg8 youtube video to support notes given
Connection to prior academic learning and requisite skills: Identity what they learned prior to this unit
or lesson.
-Since this is a lesson based on what history classes are lacking, students will be expected to have very
little background information on Latin America. Therefore, the lesson prior to this will be on the
geographical history of Latin America as well as the time periods before the major revolutions take place.
i.e. before the late 18th c.

Connections to cultural/personal/community assets: How does this lesson link to students lives
inside and outside of school? Their communities, their cultures?
The United States is a very diverse country yet social studies classrooms are still lacking in
histories that arent about white men. This lesson will give students a broader understanding of
the history of our neighbors. This lesson will also help students recognize the importance of
women in history, especially in revolutions.
Instructional Strategies & Learning Tasks that support diverse student needs
Motivation: Good place to include essential question posing and if pertinent, hands-on activity to prompt
engagement with the new lesson
EQ: How were women essential to Latin American Revolutions?
-Students will be paired up and begin brainstorming figures or areas of Latin America that they would like to
base their project on.

Procedure:
Time Teacher Action (include higher order Student Action
thinking questions, grouping
strategies)
Day 1 Pre-Assessment: Can you name any Latin Students will write down any names that they know in
5 American figures? Are they able to name relation to Latin America. Students will discuss why they
Minutes any? Are they mostly male or female names? think that Latin America isnt covered in more depth in
Why do you think that is? history classes/ why havent women had the spotlight in
history?

Lecture/ PowerPoint on Latin American Students will take notes of the lecture. They will use
25-30 Revolutionaries. Introduce Simon Bolivar, these notes for their project.
Minutes
Manuela Saenz, and Gran Colombia.

5
Minutes The teacher will introduce the project to the
Students will take notes on the collaborative mural
- students.
project. Students will pair up (based on the teacher
remain https://spiral.uic.edu/sites/Projects/P005/P005 pairing only) and exchange contact information. For
der of _first.html homework students will be expected to think of what
the they would like to focus on. This information will be used
Period The teacher will split the class into pairs and the next day.
instruct them to begin thinking about the
area/key figure that they would like to focus on

Day 2
The class will meet in the computer lab/library. Students will pair up with their partner and present their
5
ideas to the class. Once every group has their figure
Minutes Recap the project/answer any questions the they will move on to the next part of the project.
students may have. The teacher will ask each
pair of students to state who they were
planning to focus on. Up to two groups will be
allowed to choose the same figure as long as
 the symbols and designs are different.*
15
minutes The teacher will help students create their
own websites that will be used for vocab
words, research their project and document
their process.
Students will work on setting up their websites. The
website should be divided into the following categories:
Reasearch Images Vocabulary Words. Students will
be asked to continuously update this website as they
work on their project.

20
The teacher will instruct students to begin
Minutes
researching their figure. Students will be made Students will make use of the computer lab and the
aware that this is the only class time that will library to research their figure for the remainder of the
be allotted to research. The teacher will walk class period. They should be posting to their website as
around and provide assistance for anyone that they find information.
needs it. For homework: students will come to
class prepared with research and sketches of
their symbol.

Students will be asked to show their sketches

to the class and explain the meaning behind Students will group up and present their sketches to the
Day 3
5- 10 their symbols. class. Constructive criticism will be given by their peers.
Minutes
Students will be given the entire period to
work on their mural project. Students will be Students will begin to work on putting their symbols onto
20-30 the black paper. If they feel that they need to practice
given black construction paper to plan out
Minutes before putting it onto the big paper, they will be given
their symbol. If they are ready to move on to
construction paper to practice on. Once students are
the formal black paper, that will also be
sure of their symbol, they will trace their symbol onto the
provided. Finally all materials necessary for black paper and carefully cut it out.
the project will be handed out (i.e. xacto By the end of the class period every group should have
knives, scissors, pencils, tape). their symbols cut out. They should also have an artist
statement written up for the mural.
While the students are working, the teacher
will be checking the website to make sure it
has been updated.

The teacher will ask students to take their

symbols to the hallway where the mural will
10
be.
Minutes Students will work together to plan out the placement of
the pieces. Once the placement has been figured out,
the pieces will be taped to the wall. Students will be
reminded to update their process on their websites.
The teacher will take pictures of the mural as
a whole and the individual pieces. The
Day 4 teacher will have these images on the Students will present their website to the class. The
smartboard when the students walk in. The website should include research information/images
teacher will ask each group to present their they found on their figure. They should also share their
project to the class. process and any new vocab words they found while
researching.
The rest of the class should be jotting down new vocab
words they learn in a vocab notebook.
Closure: how will you end the lesson? 5 minute check in to see if there are questions?; a recap of what
was covered and whats coming next?
At the end of presentations the class will have a discussion on the following questions:
-Was it difficult to find information on women?
-Why do you think it was difficult? Was it difficult because women havent contributed as
much as men? Or are there acts simply not recorded?
-Why do you think I chose this mural project? What can other students (outside of this
class) learn about women and Latin America?
-How can we use artistic visuals to spread history?

How students will reflect on their own learning: Students will keep a website documenting their
process. They will also present their information to the class. In order for the rest of the school to learn
from our research, students will write artist statements explaining their project.

Accommodation/Modification based on IEP or 504 plans (special needs students): Some of our
students need accommodations. When we teach, we need to make sure we organize our lessons to align
with their needs. You fill this in only if you are teaching in a class and have students with IEPs or 504
plans.

Differentiation strategies FOR ALL STUDENTS:

We all learn differently. Some of us are kinesthetic (movement-based) learners, others are visual or
listeners or readers How do you make sure that how you teach enables all of your students to access
the learning? HINT: most art lessons address multiple learning styles.
-This lesson hits many different learning styles. Auditory learners will learn about Latin America through
the lecture. Visual learners will benefit from the research they do on their own. Kinesthetic learners will
benefit from the process if creating a symbol that represents their figure and time period. In the end, all
students are learning about Latin American revolutions and women.

Technology integration to support learning: will you use a smartboard? Projected imagery? Or
perhaps one of your lessons will work with technology as an art material like the 3Doodler or Makey
Makey.
A smartboard will be used for the presentation. Also, students will have to use the computer lab to do
research as well as creating their own websites.