1 Grade 7 Subject: Social Studies

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Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Pre Colonization in Latin America Part A (Intro to Pre Colonial Latin America)

What Your Student is Learning: Students will understand: ● Power was determined by those who had control over human and natural resources in Latin America.

Students will be able to: ● Analyze various primary and secondary sources about the history of Latin America.

Background and Context for Parents: This unit about early Latin American history provides an opportunity for students to demonstrate an understanding of the different indigenous groups in Latin America while finding commonalities that various groups share. Due to the enormous amount of distinct indigenous groups and cultures, students will study specifically identified groups that represent varying regional differences including but not limited to climate, demographic, physical boundaries, and culture. The first day of the unit, presented here, provides students with a general overview of indigenous cultures in Latin America. (Note: in this unit, Caribbean cultures are also included as this geographical area was subject to similar patterns of colonization and development).

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Review the definition of INDIGENOUS: originating or occurring naturally in a particular place; native ● Read through the article with your student. ● Ask questions such as: What do you already know about Latin America? What do you already know about indigenous people in Latin America? What patterns do you notice in these sources? What questions do you have?

Online Resources for Students:

Specific sections of these resources are highlighted in the lesson procedures below in addition to the links here:

Latin American Art: An Introduction on the Smithsonian site provides a visual avenue into teaching about pre-colonial Latin America. This article itself is high level, but the artwork included can be very useful in depicting life before and during colonization.

Website containing Information on Contemporary Indigenous distribution in Latin America.

Indigenous Peoples of Latin America: An Introduction provides a detailed but easy to follow overview to help students understand general trends in pre-colonial life in Latin America.

I. Directions: Study the painting below and use the chart to analyze it.

Jorge González Camarena, Presencia de América Latina, 1964-65, acrylic, 35,2 x 6 m (Universidad de Concepción, Chile)

Observation: Mood: What do you notice...? Use all your 5 senses. What do What feeling do you get from the image? you recognize?

Connection: Question: What does the image remind you of? What is going on? What does the image make you wonder about? What more What other meanings could there be? do you want to know?

The mural shows the history of Latin America and moves in chronological order as you look at it from left to right. To learn more about specific symbols or sections of the mural, look at the Wikipedia page: https://en.wikipedia.org/wiki/Presencia_de_Am%C3%A9rica_Latina

II. Directions: Read the article about indigenous people in Latin America. Be sure to look at the photos and read the captions as well. Complete the note chart as you go.

Article - Indigenous People of Latin America: An Introduction https://owlcation.com/social-sciences/Indigenous-People-Latin-America

There are two broad categories of indigenous peoples in Latin America. Who are they and where do they tend to live?

Category 1: Category 2:

List two things that stand out to you from the Restate one FACT in your own words: reading in your own words:

List one important issue facing indigenous Why is this an issue for indigenous people? peoples in Latin America:

III. Directions: Study the infographic. What do you notice? What questions do you still have?

IV. Directions: Putting it all Together Write a short summary of what you learned from the mural, the reading and the infographic:

Grade: 7 Subject: Social Studies - Western World Geography and Cultures Topic: Pre Colonization in Latin America Part B (Inca and Taino)

What Your Student is Learning: Students will understand that: ● Specific indigenous groups in Latin America have distinct cultures Students will be able to: ● Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Help students consider each part of their own culture CODE (Creative Expression; Organizations; Daily Life; Experiences) ● Review artifacts from Inca and Taino cultures at the Penn Museum (links below)

Online Resources for Students:

Penn Museum: Article about the Inca: https://www.penn.museum/sites/expedition/an-introduction-to-the-inca-empire/ Digital collection of Incan artifacts and films from Peru: https://www.penn.museum/collections/search.php?term=inca&submit_term=Submit+Query Digital collection of Taino artifacts: https://www.penn.museum/collections/search.php?term=taino&submit_term=Submit+Query

I. Directions: Study the sources and complete the Culture CODE organizer for the Inca civilization.

Inca Empire - A reading from Ducksters that gives an overview of daily life and social structure of the Inca. https://www.ducksters.com/history/inca/daily_life.php

Guide to Machu Picchu 5 minute video about the construction and life within Machu Picchu. https://www.youtube.com/watch?v=5cVSWA37xiI

Culture Group: INCA

Culture Definition Examples C.O.D.E

Art, Literature, Architecture,

C Fashion, Music, Body Art, Dance,

Creative Crafts Expression

Communication, Transportation,

Trade, Government, Jobs,

O Language, Social Class, Social

Organizations Status, Symbols and Icons

Family (matrilineal/patrilineal), Religion, Food, Sports, D Relationship with animals, Norms Daily Life and Taboos, Quality of life, Social Interactions, Gender

Movement/Migration, Historical E Events, Geography, Conflict and Experiences Compromise, Outside Influences

II. Study the sources and complete the Culture CODE organizer for the Taino.

Taino Museum - in depth resource about Taino life and culture. The tab “TAINO” has history and maps, and “GALLERY” has images of artifacts. www.tainomuseum.org Culture Group: TAINO Culture C.O.D.E Examples

C Creative Expression

O Organizations

D Daily Life

E Experiences

Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Pre Colonization in Latin America: Part C (Tupi and Comparing Cultures)

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Help students consider each part of their own culture CODE (Creative Expression; Organizations; Daily Life; Experiences) ● Ask your student to think about how parts of indigenous cultures are similar or different to their own.

Online Resources for Students:

https://www.britannica.com/topic/ - Details on Tupi culture from Encyclopedia Britannica. http://basilio.fundaj.gov.br/pesquisaescolar_en/index.php?option=com_content&id=1077:clothing-and-ornaments-of-brazilian-indians - Information about Tupi culture, past and present, from a Brazilian scholar on the official Brazilian government website.

I. Directions: Study the sources and complete the Culture CODE organizer for the Tupi. https://www.britannica.com/topic/Tupian http://basilio.fundaj.gov.br/pesquisaescolar_en/index.php?option=com_content&id=1077:clothing-and-ornaments-of-brazilian- indians

Culture Group: TUPI Culture Definition Examples

C.O.D.E

Art, Literature, Architecture,

C Fashion, Music, Body Art, Dance,

Creative Crafts Expression

Communication, Transportation,

Trade, Government, Jobs,

O Language, Social Class, Social

Organizations Status, Symbols and Icons

Family (matrilineal/patrilineal), Religion, Food, Sports, D Relationship with animals, Norms Daily Life and Taboos, Quality of life, Social Interactions, Gender

Movement/Migration, Historical E Events, Geography, Conflict and Experiences Compromise, Outside Influences

II. Directions: Use your Culture CODE organizers to compare and contrast the INCA, TAINO, and TUPI.

Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Colonization of Latin America (Introduction)

What Your Student is Learning: Students will understand that: ● Colonization by the Spanish and Portuguese changed the course of history and had lasting impact on the indigenous peoples of Latin America.

Students will be able to: ● Summarize information and label a timeline and map. ● Identify major events in the history of Spanish and Portugeuse Empires that relate to Latin America.

Background and Context for Parents: In order to understand the history of indigeous populations and the contemporary cultural reality of the Caribbean, Central and South America, colonization by Spanish and Portuguese need to be explored. This lesson provides an overarching view of the history of Spanish and Portuguese exploration and colonization.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Review the definitions of the following words: ○ Empire: area or political unit where previously independent peoples are under one ruler's control. ○ Colonization: the act, by a militarily strong country, of invading and taking over the sovereignty of another area, which then becomes known as a colony. ● Ask students: “What similarities do you notice between the Spanish and Portugese Empires? Why did exploration happen? What were the motivations? What were the results?” ● Watch the 10 minute video with your student and pause frequently to complete the assignment.

Online Resources for Students:

https://www.youtube.com/watch?v=uZFW_BfD9M0 10 minute video about Spanish and Portugese colonization

Directions: 1. Watch the Ten Minute History - The Early Spanish and Portuguese Empires (Short Documentary) to learn about how the Spanish and Portuguese Empires expanded and colonized Latin America. The video moves fast, so pause to get important details. https://www.youtube.com/watch?v=uZFW_BfD9M0 2. Put important events and dates on the timeline. 3. Label the Map. Choose a color to represent Spain and one to represent Portugal. Be sure to include colonies of each in LATIN AMERICA.

Spain Portugal

Key:

Spain and Latin American Colonies:

Portugal and Latin American Colonies:

If you are unable to print, do the timeline on a piece of lined paper and trace a map onto a note page. This can be a rough outline of Latin America and Europe only.

Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: : Colonization of Latin America

Students will be able to: ● Compare and contrast the motivations, actions and impacts of Spanish and Portugese exploration, specifically as it relates to Latin America.

Background and Context for Parents: In order to understand the history of indigeous populations and the contemporary cultural reality of the Caribbean, Central and South America, colonization by Spanish and Portuguese need to be explored. This lesson provides a deeper dive into the specifics of conquest by both Empires.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Review the definitions of the following words: ○ Empire: area or political unit where previously independent peoples are under one ruler's control. ○ Colonization: the act, by a militarily strong country, of invading and taking over the sovereignty of another area, which then becomes known as a colony. ● Ask students: “What similarities do you notice between the Spanish and Portugese Empires? Why did exploration happen? What were the motivations? What were the results?” ● Discuss how the impact of colonization can still be seen in Latin America today through language, culture and conflict.

Online Resources for Students:

The Portuguese Empire can be studied through this entry on the Kid’s Encyclopedia.

This site covers Spanish Colonization in depth, but also provides a video entitled “In a Nutshell.” The menu on the left side of the page allows you to access relevant information such as a timeline and other links online via the tab “Best of the Web.” These links include other informational sources, examples of music by indigenous populations colonised by the Spanish, and various historical documents. The site also houses useful photos.

Mariners Museum: Age of Exploration - This site covers exploration by all major empires. Students are primarily interested in the Age of Discovery and can search by explorer, ship or tool.

Direction: Explore the resources and complete the note organizer. Portugal: https://kids.kiddle.co/Portuguese_Empire https://www.loc.gov/rr/hispanic/portam/role.html

Spain:

1 https://www.shmoop.com/study-guides/history/spanish-colonization

Both: https://www.history.com/shows/mankind-the-story-of-all-of-us/infographics/age-of-exploration https://exploration.marinersmuseum.org/ (be sure to focus on the “Age of Discovery.” Once in that section, you can search based on the place of birth of the explorer. Keep an eye out for interactive maps.)

Portugal Spain

Reasons for Exploration: Reasons for Exploration:

Areas Conquered or Colonized: Areas Conquered or Colonized:

Famous Explorer(s) and Contribution to History Famous Explorer(s) and Contribution to History (Positive and Negative): (Positive and Negative):

Impact on Natives Impact on Natives (use evidence or predict): (use evidence or predict):

Take a Stand: Was Portugeuse Exploration Take a Stand: Was Spanish Exploration overall overall good or bad for the world? Explain. good or bad for the world? Explain.

Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Racial Caste System in Spanish Colonies

What Your Student is Learning: Student will understand: ● A rigid system of social class arose within the Spanish colonies based on race. Students will be able to: ● Analyze images and use primary and secondary sources to reach historical conclusions

Background and Context for Parents: The development of racial caste was one of the main features of conquest by Spain in Latin American countries. Students will analyze various pieces of artwork to discern the social classes and/or use primary and secondary resources regarding racial classification.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Go through the art analysis with your student. ● For the “I see” section: List details and descriptions without attaching assumptions ● For the “I wonder” section: write any questions that come up about the painting. ● For the “My Theory” section: try to answer your questions using the evidence you listed in the “I see” section.

Online Resources for Students: https://www.khanacademy.org/humanities/ap-art-history/early-europe-and-colonial-americas/colonial- americas/a/spaniard-and-indian-produce-a-mestizo-attributed-to-juan-rodriguez Virtual lesson from Khan Academy regarding art from colonial Latin America

https://www.blackpast.org/global-african-history/sistema-de-castas-1500s-ca-1829/ An article about the racial caste system that can reinforce learning; for higher level readers or to be read with a parent.

I. Directions: What do you think is happening in this painting? What is the painting about? Put your ideas in the box:

II. Directions: Look at both of the following paintings. Fill out a chart for each.

I see: I wonder: My Theory:

Go to this site to check out your theories: https://sites.google.com/site/adairarthistory/iii-early-europe- and-colonial-americas/97-spaniard-and-indian-produce-a-mestizo-attributed-to-juan-rodrguez-jurez III. Directions: Read the information and study the image. 4

Las Castas – Spanish Racial Classifications From Native Heritage Project: https://nativeheritageproject.com/2013/06/15/las-castas-spanish-racial- classifications/

An 18th century socio-racial classification system used in the Spanish American colonies.

The European conquest of Latin America beginning in the late 15th century, was first carried by male soldiers and sailors from Spain and Portugal. The new soldier-settlers had children with Amerindian women and later with African slaves. These mixed-race children were generally identified by the Spanish colonist and Portuguese colonist as “Castas”.

The system of castas was based on the assumption that the character and quality of people varied according to their birth, color, race and origin of ethnic types. The system of castas was more than social and racial 5 classification. It impacted every aspect of life, including economics and taxation. Both the Spanish colonial government and the Church expected more tax and tribute payments from those of lower categories.

This complex caste system was used for social control and also determined a person’s importance in society. There were four main categories of race: (1) Peninsular, a Spaniard born in Spain; (2) Criollo (feminine, criolla), a person of Spanish descent born in the New World; (3) Indio (fem. india), a person who is descendent of the original inhabitants of the Americas; and (4) Negro (fem. negra) – a person of black African descent, usually a slave or their free descendants.

General racial groupings had their own set of privileges and restrictions, both legal and in society. So, for example, only Spaniards and Amerindians, who were deemed to be the original societies of the Spanish dominions, had recognized upper class levels. Also, in America and other overseas colonies, all Spaniards, regardless of their family’s class background in Europe, came to consider themselves the highest on the social pyramid expected to be treated as such.

III. Directions: Write answers to the following questions.

1. What stands out to you from the paintings, the pyramid, and the reading? Why?

2. Why does the casta system matter in Spanish Colonies? In other words, how did it impact daily life?

3. Do you think the casta system still matters in Latin America today? Why or why not?

Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Slave Trade - Latin America Part 1

What Your Student is Learning: Students will understand: ● The enslavement of African people was paramount to the development and success of European colonies in Latin America Students will be able to: ● Analyze primary and secondary sources regarding the slave trade ● Create a graph representing the number of enslaved people brought to Latin America

Background and Context for Parents:

The transatlantic slave trade brought somewhere between 10 to 12 million enslaved Africans to the Americas from the 1500s until the 1800s. Additionally, about 85% of these enslaved Africans were brought to Latin America, forever altering the course of history for the enslaved populations and greatly impacting the development of Latin American history.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Help your student learn more using the online resource below or the extension resource in the body of the lesson

Online Resources for Students:

Browse the University of Pittsburgh Library on the Transatlantic Slave Trade. It is divided into subsections about Slave Routes, Slave Stories, Economics, and Slave Trade Digital Collections. Be sure to go through the tabs at the top of the page that connect to music, primary sources and archival materials, to name a few. I. Directions: Watch the five minute video and write down 3-5 of the most important points you learned about the slave trade. The Atlantic Slave Trade: What too few textbooks told you 5 min animated TED-Ed Video https://www.youtube.com/watch?v=3NXC4Q_4JVg Most Important Points from the Video:

II. Directions: Study the map and read the information about Triangular Trade here: http://abolition.e2bn.org/slavery_43.html 1

Draw a diagram using arrows to show how Triangular Trade worked. List what was being carried on ships in each part of the triangle:

III. Directions: Study the map and then make a bar graph showing the number of enslaved people that were brought to North America, West Indies, South America, Central America and Europe.

Number of Enslaved People Brought Around the World

Extension: Browse or do research at this website: https://www.slavevoyages.org/

Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Slave Trade - Latin America Part 2

Background and Context for Parents:

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Help your student learn more using the online resources below ● Remind students to look closely at images and to ask what they see, what they wonder, and their theory.

Online Resources for Students:

Students can also improve their data analysis skills using this database of slave voyages at slavevoyages.org. This source provides an excellent cross-curricular opportunity, as it includes detailed statistical charts and graphs.

I. Directions: Read the online source and look closely at each of the images in the reading, which are also posted below:

https://kids.kiddle.co/Middle_Passage

The Slave Trade (Slaves on the West Coast of Africa), François-Auguste Biard

Plan of the slave ship Brookes, showing how tightly slaves were packed into the ship

Illustration of how crowded it was on many slave ships

Slavers throwing overboard the Dead and Dying — Typhoon coming on ("The Slave Ship")

II. Directions: Read the passage and listen to the recordings at this link: http://abolition.e2bn.org/slavery_44.html

III. Directions: Write at least two paragraphs describing the Middle Passage. Use evidence from the readings, the images, and the recordings. Be sure to cite where your evidence comes from.

Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Spanish and Portugese Slave System in Latin America - Part 1

What Your Student is Learning: Students will understand: ● The enslavement of African people and Indigenous populations was paramount to the development and success of European colonies in Latin America Students will be able to: ● Explain the encomienda system ● Analyze the reality of versus the justifications for the slave systems in Latin America

Background and Context for Parents: It is important for students to understand the various levels of slavery in Latin America, which included exploitation of enslaved Africans and the ecnomidenda system, which saw enslavement of natives populations.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) ● Go beyond the lesson by reading the online resource posted below ● Go through the art analysis with your student. ● For the “I see” section: List details and descriptions without attaching assumptions ● For the “I wonder” section: write any questions that come up about the painting. ● For the “My Theory” section: try to answer your questions using the evidence you listed in the “I see” section.

Online Resources for Students:

http://slaveryandremembrance.org/articles/article/?id=A0011 - Overview of the system of enslavement in Spanish and Portuguese Colonies

Directions: a. Analyze each image using the chart posted below it. b. Use the evidence and what you already know about the slave trade to make a prediciton about the slave system in Latin America.

“Tobacco Farm,” Cuba, ca. 1850

I see: I wonder: My Theory:

Brazil, 1846.

I see: I wonder: My Theory:

Brazil, 1853.

I see: I wonder: My Theory:

Sugar Plantation, Martinique, 1826

I see: I wonder: My Theory:

Slavery in Latin America

Who: Who was involved? Think of groups of people.

What: What types of work?

Where: Think of where people came from and where their labor was used.

When: When did this start? How long did it last?

Why: What were the reasons for enslaving and owning people?

How: How did the system of slavery work?

Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Spanish and Portugese Slave System in Latin America - Part 1

Online Resources for Students:

http://slaveryandremembrance.org/articles/article/?id=A0011 - Overview of the system of enslavement in Spanish and Portuguese Colonies

I. Directions: Watch the 7 minute video from the Khan Academy and complete the note chart: https://www.youtube.com/watch?v=aEy6xua3gl8

Native American Slavery African Slavery

II. Direction: Study the images. Write down at least three things that stand out to you about each one.

III. Answer the following questions: a. What is the encomienda system?

b. What were the reasons for slavery in Latin America, both real and those uses as justifications?

c. How did slavery in Latin America impact life there?

IV. Extension: Make a 3-5 image graphic novel explaining the realities of the econmienda system and slavery in Latin America.