January 31- February 4
Block Period: Group Presentations “Ideals and Goal”, Electronic note cards for historical investigation are due: Periods A and G Friday and F Thursday.
Day 1: Venustiano Carranza y Alvaro Obregon lecture. Venn Diagram comparing and contrasting the Constitution of 1857 and 1917 Articles 3, 27, 123 and 130. Hand-out HW : Why is it important to not call U.S. military action in Mexico an “intervention”. Why U.S. military action is necessary?
Day 2: Go over homework hand-out and Venn Diagram
Day 3: The Constructive Phase 1920- 1940 9Obregon, Calles, Maximiato, Cristero War and Cardenas. Homework: Why the United States cannot ignore Mexico’s domestic troubles.
Day 4: Hand in electronic note cards , review for test on the Constructive Phase for next Tuesday, fe. 8,2011.
Monday, January 31, 2011
Friday, January 21, 2011
Feruary 23-27
February 23-27, 2011
Block Period: PPP and Blog Review and Historical Investigation
Day 1: Evaluate Francisco Madero (Library of Congress) and Activity #2: U.S. Intervention in the Mexican Revolution using photographic exhibit of Robert Runyon. “What sort of problems did the revolution appear to cause for the people of Mexico?”
Day 2: Madero, Huerta and La Decena Tragica” Video
Day 3: Activity #2: Answer the questions, using the Document 1: Background information on the Tampico incident and Document 2: Excerpt of Wilson’s April 14 statement to Congress on the Tampico incident.
Day 4: Review and prepare presentations on “Caudillos Ideals and Goals” for next week during block periods.
Block Period: PPP and Blog Review and Historical Investigation
Day 1: Evaluate Francisco Madero (Library of Congress) and Activity #2: U.S. Intervention in the Mexican Revolution using photographic exhibit of Robert Runyon. “What sort of problems did the revolution appear to cause for the people of Mexico?”
Day 2: Madero, Huerta and La Decena Tragica” Video
Day 3: Activity #2: Answer the questions, using the Document 1: Background information on the Tampico incident and Document 2: Excerpt of Wilson’s April 14 statement to Congress on the Tampico incident.
Day 4: Review and prepare presentations on “Caudillos Ideals and Goals” for next week during block periods.
Monday, January 17, 2011
Week: 17-21 of January 2011
Week: January 17-21
Block Periods: Video: Mexico, Porfiriato 1910, review Packet questions 1-23 and mini-lesson Historical Investigation. Homework: Go over pros and cons of Porfirio Diaz regime.
Day 1: Revolution: Shikmore pages 227-233 Opposition to Diaz and pros and cons of Porfirio Diaz assignment.
Day 2: Revolution: Francisco Madero and hand-out Plan de San Luis de Potosi. QUIZ: Periods D,F and G on Thursday and period A on Friday.
Day 3: Video, Decena Tragica and discuss Francisco Madero ideals. Homework: Research biographies of Pancho Villa and Emiliano Zapata.
Day 4: Quiz: Historical Investigation Mini-Lesson: work at home
Group Project: Major leaders of the Mexican Revolution, ideals and role.
Block Periods: Video: Mexico, Porfiriato 1910, review Packet questions 1-23 and mini-lesson Historical Investigation. Homework: Go over pros and cons of Porfirio Diaz regime.
Day 1: Revolution: Shikmore pages 227-233 Opposition to Diaz and pros and cons of Porfirio Diaz assignment.
Day 2: Revolution: Francisco Madero and hand-out Plan de San Luis de Potosi. QUIZ: Periods D,F and G on Thursday and period A on Friday.
Day 3: Video, Decena Tragica and discuss Francisco Madero ideals. Homework: Research biographies of Pancho Villa and Emiliano Zapata.
Day 4: Quiz: Historical Investigation Mini-Lesson: work at home
Group Project: Major leaders of the Mexican Revolution, ideals and role.
Friday, January 7, 2011
Week: January 10-14 History 11th Grade
BLOCK PERIODS:
Lecture: Political, economic and social background of Latin American Nations after wars for Independence and Mexico, El Porfiriato. Discuss key concepts and power point presentation.
Day 1: Discussion Questions (DQs) #1-2
1. Discuss the economic, political and social impact of Mexican Independence.
2. Explain the causes and consequences of the Mexican-American War from both the US and Mexico. (Multi-flow map)
Key Concepts: Oligarchy,dictator, liberal, conservative, continuismo and Porfirio Diaz.
Day 2: Read in class "Modern Latin America" pages 223-227
DQ #3: Discuss the positive and negative aspacts of the regime of Porfirio Diaz.
Homework: Francisco Madero, Plan de San Luis de Potosi and caudillos.
Day 4: "Modern Latin America: pages 227-232 read in class...take notes.
DQ #4 Explain the causes and the conduct of the Mexican revolution of 1910. How did the Constitution of 1917 reflect the issues of the revolution.
HW: Emiliano Zapata, Plan de Ayala, ejido and Agrarian Reform.
Hand-out:Review questions to be answer in school and finish at home.
Day5: Review, check homeworks and hand-out
Lecture: Political, economic and social background of Latin American Nations after wars for Independence and Mexico, El Porfiriato. Discuss key concepts and power point presentation.
Day 1: Discussion Questions (DQs) #1-2
1. Discuss the economic, political and social impact of Mexican Independence.
2. Explain the causes and consequences of the Mexican-American War from both the US and Mexico. (Multi-flow map)
Key Concepts: Oligarchy,dictator, liberal, conservative, continuismo and Porfirio Diaz.
Day 2: Read in class "Modern Latin America" pages 223-227
DQ #3: Discuss the positive and negative aspacts of the regime of Porfirio Diaz.
Homework: Francisco Madero, Plan de San Luis de Potosi and caudillos.
Day 4: "Modern Latin America: pages 227-232 read in class...take notes.
DQ #4 Explain the causes and the conduct of the Mexican revolution of 1910. How did the Constitution of 1917 reflect the issues of the revolution.
HW: Emiliano Zapata, Plan de Ayala, ejido and Agrarian Reform.
Hand-out:Review questions to be answer in school and finish at home.
Day5: Review, check homeworks and hand-out
Thursday, January 6, 2011
Wednesday, January 5, 2011
Unit III Mexican Revolution
Unit III The Mexican Revolution 1910-1940
This week we are starting Unit III, the Mexican Revolution.
Introduction:
This section focuses on the causes, course and impact of the Mexican Revolution that occurred in a country that had experienced a lengthy period of political stability and economic growth. The socio-economic composition of revolutionary leadership and their aims were varied. The revolution was prolonged and costly. The Constitution of 1917 has been described as the most progressive constitution created at this time in the region. It had significant influence on the political developments of the country and the area. The revolution impacted greatly on the arts, arguably representing the earliest and most enduring attempt to overcome racial divisions and incorporate the Indian heritage into the national identity.
1. Background and causes of the Revolution: Porfiriato; political, social and economic causes.
2. The leaders of the Revolution: 1910-1920: Madero, Villa, Zapata, Carranza; their goal, methods used, achievements, and failures.
3. The Constitution of 1917: its nature and application
4. Post civil War period: 1920-191940- Obregon/ Calles: policies, and achievements; Cardenas: goals, methods and achievements.
5. The role of the USA: From the outbreak through the development of the Revolution; reasons, methods of intervention.
6. The development of Mexican Revolutionary culture; art/education.
ART
The years following Mexico’s revolutionary period, which is generally considered to have lasted from 1910 to 1920, gave rise to a national spirit of optimism and an unprecedented flowering of culture. The artists who lived through the revolution responded vividly to this tumultuous, bloody period, and numerous foreign artists were drawn to Mexico in the revolution’s aftermath by the sensation of social and artistic renewal.
Art in Post-Revolutionary Mexico, 1920-1950 features several paintings, drawings, prints, murals and photographs by some of Mexico’s most famous artists such as José Clemente Orozco, Diego Rivera, David Alfaro Siqueiros, and Rufino Tamayo.
This remarkable artistic outpouring defined and extolled Mexico’s national character and the country’s bright promise as a modern state. Art in Post-Revolutionary Mexico, 1920-1950 encompasses themes which derive from this concept, including Mexico’s pre-Hispanic past, the worker and social reform, modernism and the city, and surrealist trends in Mexican art.
Perhaps the most widely recognized Mexican art form is the mural, which is heavily influenced by the art and architecture of the Aztec, Maya, and other pre-Columbian civilizations. The Mexican Muralist school counted among its members the most powerful figures such as Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros.
Key Concepts
Caudillos Ideology
Revolution
Continuismo
Dictator
Federalism
Nationalism
Mestizos
Creoles
Treaty of Guadalupe Hidalgo
Santa Ana
Liberals
Conservatives
Agrarian Reform
Benito Juarez
Porfirio Diaz
Francisco Madero
Plan de San Luis de Potosi
Plan de Ayala
Plan Orozquista
Emiliano Zapata
Victoriano Huerta
Pancho Villa
Venustiano Carranza
Woodrow Wilson
Mexican Constitution
(1917)
• Articles 27, 123, 3
Alvaro Obregon
Plutarco Elias Cailes
Lazaro Cardena
This week we are starting Unit III, the Mexican Revolution.
Introduction:
This section focuses on the causes, course and impact of the Mexican Revolution that occurred in a country that had experienced a lengthy period of political stability and economic growth. The socio-economic composition of revolutionary leadership and their aims were varied. The revolution was prolonged and costly. The Constitution of 1917 has been described as the most progressive constitution created at this time in the region. It had significant influence on the political developments of the country and the area. The revolution impacted greatly on the arts, arguably representing the earliest and most enduring attempt to overcome racial divisions and incorporate the Indian heritage into the national identity.
1. Background and causes of the Revolution: Porfiriato; political, social and economic causes.
2. The leaders of the Revolution: 1910-1920: Madero, Villa, Zapata, Carranza; their goal, methods used, achievements, and failures.
3. The Constitution of 1917: its nature and application
4. Post civil War period: 1920-191940- Obregon/ Calles: policies, and achievements; Cardenas: goals, methods and achievements.
5. The role of the USA: From the outbreak through the development of the Revolution; reasons, methods of intervention.
6. The development of Mexican Revolutionary culture; art/education.
ART
The years following Mexico’s revolutionary period, which is generally considered to have lasted from 1910 to 1920, gave rise to a national spirit of optimism and an unprecedented flowering of culture. The artists who lived through the revolution responded vividly to this tumultuous, bloody period, and numerous foreign artists were drawn to Mexico in the revolution’s aftermath by the sensation of social and artistic renewal.
Art in Post-Revolutionary Mexico, 1920-1950 features several paintings, drawings, prints, murals and photographs by some of Mexico’s most famous artists such as José Clemente Orozco, Diego Rivera, David Alfaro Siqueiros, and Rufino Tamayo.
This remarkable artistic outpouring defined and extolled Mexico’s national character and the country’s bright promise as a modern state. Art in Post-Revolutionary Mexico, 1920-1950 encompasses themes which derive from this concept, including Mexico’s pre-Hispanic past, the worker and social reform, modernism and the city, and surrealist trends in Mexican art.
Perhaps the most widely recognized Mexican art form is the mural, which is heavily influenced by the art and architecture of the Aztec, Maya, and other pre-Columbian civilizations. The Mexican Muralist school counted among its members the most powerful figures such as Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros.
Key Concepts
Caudillos Ideology
Revolution
Continuismo
Dictator
Federalism
Nationalism
Mestizos
Creoles
Treaty of Guadalupe Hidalgo
Santa Ana
Liberals
Conservatives
Agrarian Reform
Benito Juarez
Porfirio Diaz
Francisco Madero
Plan de San Luis de Potosi
Plan de Ayala
Plan Orozquista
Emiliano Zapata
Victoriano Huerta
Pancho Villa
Venustiano Carranza
Woodrow Wilson
Mexican Constitution
(1917)
• Articles 27, 123, 3
Alvaro Obregon
Plutarco Elias Cailes
Lazaro Cardena
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