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. 1 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. 2 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: 3 III. Directions: Study the infographic. What do you notice? What questions do you still have? 4 IV. Directions: Putting it all Together Write a short summary of what you learned from the mural, the reading and the infographic: 5 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. 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. In this lesson, students study Inca and Taino cultures, and break down what they learn about each culture using evidence from several sources. 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 1 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. 2 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 3 Grade 7 Subject: Social Studies - Western World Geography and Cultures Topic: Pre Colonization in Latin America: Part C (Tupi and Comparing Cultures) 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. ● Compare and contrast different indigenous cultures. 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. In this lesson, students study Tupi culture. They then compare and contrast the Tupi culture with the two cultures they studied previously, the Inca and the Taino. 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 1 2 3 Culture Group: TUPI Culture Definition Examples 4 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. 5 6 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