LEARNING EXPERIENCE

Latin American Colonial Diary

By
Barry Davis
Nancy Wearne-Navarra
Lyme Central School
PO Box 219
Chaumont, NY 13622
315.649.2417

Latin American Colonial Diary

1. LEARNING CONTEXT

SOCIAL STUDIES STANDARD 2: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives

1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

ENGLISH LANGUAGE ARTS STANDARD 1

Language for Literacy Response and Expression-- Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation

STANDARD 3

Language for Critical Analysis and Evaluation--Students will listen, speak, read, and write, for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language that follows the accepted conventions of the English language to present, form a variety of perspectives, their opinions and judgments on experiences, ideas and issues.

Students should be familiar with the colonial class systems found in Latin America.

2. PROCEDURE

The teacher divides the class into 9 heterogeneous groups of 2-3 students. The teacher assigns one student to be the recorder for the group. The teacher assigns each group one of the following personalities: peninsulares, creoles, mestizos, Native Americans, Free Blacks, slaves, rich women, poor women, and priests.

Students work in cooperative groups creating a five day diary of the personality. The teacher suggests that the groups include these possible topics in their writing: family life, clothing style, occupation, meals, relationships with other classes, church activities, and government involvement.

The teacher also gives the student a rubric framework so students understand the assessment process.

During the group activity, the teacher will continually monitor groups, providing guidance to groups who need it and making sure groups remain on task.

When students are finished with their rough draft, students will use word processing to produce a written copy of the diary.

After students have handed in their diaries, the teacher will grade the diaries according to the prescribed rubric.

The following class period the teacher will read the diaries to the class. Students will hypothesize what social class the diary personality is from.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

The teacher assigns heterogeneous groups.

Resource Room advised of activity and Learning Disabled students are given a preview of the activity.

They also receive a sample model of a previous diary entry for modeling purposes.

A framed paragraph format is also provided as necessary.

LD student can express ideas orally and have recorder for the group

write out responses in long hand.

Spelling requirements can be suspended if necessary or spell checker on computer can be used.

4. TIME REQUIRED

This learning experience should take about 4 blocks of 45 minutes to complete. The teacher must allow time (15 minutes) to write the class system on the chalkboard. Also the teacher must spend time organizing the students into cooperative groups. The assessment rubric will take the teacher 20 minutes.

5. RESOURCES

Student- textbook, class notes, computer for research and final copy

Teacher- chalkboard, rubrics for assessments

6. ASSESSMENT PLAN

Teacher will monitor groups to observe group progress and maintain time on task.

A rubric will be used for grading. (See attached).

7. STUDENT WORK

The examples attached are diaries written from a variety of perspectives of the different classes of New Spain.*

The student work was given a 4 on the scoring rubric because it showed a great understanding of the class and contained details important to the person’s surroundings. It was well written and composition skills and spelling were excellent. The group worked well together.

*These are available upon request

8. REFLECTION

I learned that students enjoy the creative writing experiences and when they relate it to content they are able to retain greater information than if they were just to memorize it.

RUBRIC for DIARY