This learning segment template represents components of successful planning for

instruction. Add and revise to best align with content areas and particular topics.
I. NAME OF THE BIGGER UNIT OR TOPIC OF STUDY IN WHICH THE LEARNING
SEGMENT OCCURS: 2 weeks to a semester

A. Desired Results for the Unit or Topic of Study

Goals (What Will Students Know, Understand, and be Able to Do at the end of the
2 week unit or semester?):
-Identify and define key terms relating to the conquest, colonial control and eventual independence from Spain.
-Understand how the change in political geography coincided with historical events that shaped the future
relationship with the United States.
-Analyze the imperialistic nature of New Spains economic system in Latin America.
-Understand how the influence of the United States as growing power in the 19th century influenced Mexico turn
for change politically, economically and socially
-Examine the reasons and actions of Spanish Imperialism in the New World
-View imperialism from multiple different perspectives (the Spanish, the Aztecs, and other Latin American
societies)
-Identify the effects of Spanish control and exploitation on the peoples of Latin America
-Understand the difference of the two societies at hand and determine how their difference may have been largely
impacted by geography.
-Identify the reasons for the Mexican Revolution and how they sparked the building of a more modern nation.
-Understand the problems created by the colonization of Mexico by Spain.
-Understand why La Reforma occurred after the development of the Mexican-American War and the problems it
encountered later.
-Analyze the motives behind some of the key leaders of the revolution.
-Discuss what issues are still effecting Mexico that stem from the past and how Mexico is still stuck in two worlds.
Essential Questions/Central Focus for the Unit:
-Where does Mexico fit in with Latin American history?
-What similarities do we see in the history of Mexico that we see with other regions of Latin America?
-What does Latin America history look like?
-When does Latin American history begin?
-Where does the primary source information about Latin America come from?
-How has colonialism in Latin America shaped the countries in this region?
-How has the physical geography of Latin America helped shape its history?
-What does the physical geography of Latin America (specifically Mexico) consist of?
-How has Mexicos history shaped the people, culture and economic system now in place?
-How should Mexico define its relationship with the United States?
-How should Mexico define its relationship with the rest of the world?
-How should Mexico address their countrys inequality and poverty?
-What are the three main civilizations of ancient Mexico?
-How did Spains colonization of Mexico effect the development of Mexicos social, political and economic
structure?
-How did the Mexican-American War influence Mexicos perception of their government?
-How did the reforms of Porfirio Diaz influence Mexico and lead to the Mexican Revolution?
-What were the impacts of the Mexican Revolution?
-Who were some of the revolutionaries?
-What were the causes and effects of the revolution?
-How have policies changed in Mexico through the influence of the global market?
1

B. Assessment Evidence:
Culminating Assessments

Dispositions or Habits of Mind

Supporting College Readiness

C. Literacy Goals
-My goal for developing students reading in history is for students to understand how to read critically by first
analyzing vocabulary to determine meaning. As well as, taking into account biases and perspective to derive an
accurate picture of historical accounts.(CCSS.ELA-LITERACY.RH.9-10.4)
-My goals for developing writing is to have students write concisely about a topic and use evidence to support their
claims. (CCSS.ELA-LITERACY.WHST.9-10.1.B)
-My goal for developing speaking is have students argue through appropriate means and support their perspectives
through persuasion with textual evidence. (CCSS.ELA-LITERACY.SL.9-10.4)
-My goal for developing listening is for students to practice synthesize the information they hear into their own
words.
D. Analysis of Student Challenges (Consider student academic, social, and
language development, assumed skills, and background knowledge)
*****FINISH WHEN RECEIVE CDELT SCORES/LANGUAGE FLUENCY
-This is a challenging Unit because of the amount of information contained. I am unsure of how much prior
information students may have with concern to this topic. Most of the students in my class are of Latino decent and
may have information on this topic I am unaware of. With this said, if students do have prior information about
Mexican history then the difficulty might arise with students having biases or preconditioned perspective on
various parts of Mexican history.
-As for the social challenges of this lesson, students may have difficulty interacting one on one with a peer they are
unfamiliar with. This content might also bring up social issues which are sensitive to certain students in the class.
-Many of the students should be familiar with the language in this unit but might struggle with some of the
vocabulary pertaining to civic and government. Students unfamiliar with Spanish terms might also have some
difficult differentiating between certain words.

II. LEARNING SEGMENT OVERVIEW

(3-5 hours for Math, English, Science, SS/History, PE, WL, and Music. Art needs
a longer period of time.)

A. General Topic: The History of Mexico:

Balancing Two Worlds

Grade(s): 9/10

# Days/Periods (3-5
hours):
Three 95 minute blocks

B. Essential Question(s):
-How has Mexicos physiographic geography shaped its history?
-What did pre-Columbian Mexico look like?
-How did the Columbian Exchange effect the ingenious populations of Mexico?
-What are the lasting effects of colonialism in Mexico?
-What does Mexicos population look like today as opposed what it looked prior to Spanish colonialism?
-How has Mexicos history shaped the people, culture and economic system now in place?
-How should Mexico define its relationship with the United States?
-How should Mexico define its relationship with the rest of the world?
-How should Mexico address their countrys inequality and poverty?
-What are the three main civilizations of ancient Mexico?
-How did Spains colonization of Mexico effect the development of Mexicos social, political and economic structure?
-How did the Mexican-American War influence Mexicos perception of their government?
-How did the reforms of Porfirio Diaz influence Mexico and lead to the Mexican Revolution?
-What were the impacts of the Mexican Revolution?
-Who were some of the revolutionaries?
-What were the causes and effects of the revolution?
-How has policies changed in Mexico through the influence of the global market?
C. Central Focus: (Reference PACT Handbook)
-The central focus of this learning segment is have students analyze and critique the formation
of Mexican history through multiple lens ranging from: the indigenous population, the Spanish,
the reformers/revolutionaries and the current mestizo populous.
D. Learning Goals & Outcomes: Students will
*****MAKE SURE TO ADD STUDENTS WILL
-Identify and define key terms relating to the conquest, colonial control and eventual independence from Spain.
-Understand how the change in political geography coincided with historical events that shaped the future relationship
with the United States.
-Analyze the imperialistic nature of New Spains economic system in Latin America.
-Understand how the influence of the United States as growing power in the 19th century influenced Mexico turn for
change politically, economically and socially
-Examine the reasons and actions of Spanish Imperialism in the New World
-View imperialism from multiple different perspectives (the Spanish, the Aztecs, and other Latin American societies)
-Identify the effects of Spanish control and exploitation on the peoples of Latin America
-Understand the difference of the two societies at hand and determine how their difference may have been largely
impacted by geography.
-Identify the reasons for the Mexican Revolution and how they sparked the building of a more modern nation.
-Understand the problems created by colonization of Mexico by Spain.
-Understand why La Reforma occurred after the development of the Mexican-American War and the problems it
encountered later.
-Analyze the motives behind some of the key leaders of the revolution.
-Discuss what issues are still effecting Mexico that stem from the past and how Mexico is still stuck in two worlds.
3

E. Content Standards:
California and/or National Content Standards:
10.4.1: Describe the rise of industrial economies and their link to imperialism and colonial ism (e.g., the role played by
national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism,
and the missionary impulse; material issues such as land, resources, and technology). (Day #3)
10.4.2: Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the
Netherlands, Russia, Spain, Portugal, and the United States.(Day #1 & 2)
10.4.3: Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and longterm responses by the people under colonial rule. (Day #2)
10.10: Students analyze instances of nation-building in the contemporary world in at least two of the following regions
or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. (Day #3)
10.10.1: Understand the challenges in the regions, including their geopolitical, cultural, military, and economic
significance and the international relationships in which they are involved. (Day #2 & 3)
10.10.2: Describe the recent history of the regions, including political divisions and systems, key leaders, religious
issues, natural features, resources, and population patterns. (Day #3)
10.10.3: Discuss the important trends in the regions today and whether they appear to serve the cause of individual
freedom and democracy. (Day #3)
F. Common Core Literacy Standards: Speaking, Listening, Reading, Writing, and
Performing

List Texts (texts may be

other than print, like music,
art, video)
Supplemental Support:
Preparatory Analysis of Text
(PAT) worksheet for
planning reading tasks and
strategies.

-Reader: Caught Between Two

Worlds: Mexico at the Crossroads
-Various excerpts from the Choices
Program that come from primary
and secondary source documents
-Three maps dealing with the
political geography of North
America
-One video published by the
Mexican government:
https://www.youtube.com/watch?
v=0HqTFvCtVgI

Reading:
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course
of the text.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and
secondary sources.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their
respective accounts.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social
science.

Listening:
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.

Speaking:
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.

Writing
CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
Research
Performance

G. California ELD Standards for Learning Segment and Performance Levels (reading,
writing, speaking, listening, performing). Align with Common Core Content
Standards.
Reference CA ELD Standards. Select only those that apply to the Learning Segment.

Part 1: Interacting in Meaning Ways

CCCS
Collaborative
EmergingExpandingBridging
Interpretive
EmergingExpandingBridging
Productive
EmergingExpandingBridging
Part 2: Learning about How English Works
CCCS
Structuring Cohesive Texts
EmergingExpandingBridging-

Expanding and Enriching Ideas

EmergingExpandingBridging

H. Types of Assessments: How will you check for understanding?

Summative:
E.g., any length, genre or type of
writing, quiz, test, presentation,
project, performance assessment,
report

Formative:
E.g., oral response, whole class cues, observation of
pair work, observation of group work, records of work,
worksheets, notes, annotations, drafts, organizers,
outlines, journals, discussions

I. Progression of Learning
Segment Tasks:

J. ELD Strategies to Support Student Learning

Scaffolds
E.g., model, bridge, build schema, contextualize,
access prior knowledge, make connections, link to
prior learning, know students
Activity Structures
E.g., direct instruction, lecture, note-taking, pairwork,
small group work, individual practice, discussion,
teacher conference, online/blended environments
Literacy Strategies
E.g., Into/pre-reading: Quick write, anticipation guide
Through/during reading: jigsaw reading and
discussion, annotating, double entry journals;
Beyond/post-reading: mapping activities, vocabulary
self-collection, visual representations

K. Teaching Resources (Visuals, Materials, Handouts)

8

III. DAILY LESSON PLANS

Note: Copy and paste template below as needed, depending on # of days in your learning
segment.
DAY ___
Day __: Agenda

Learning Activities and Corresponding

Activity Structures:

Opportunities for
Assessment,
Formative and
Summative:

Scaffolds, Literacy,
and ELD Strategies:

Day __: Into

Day __: Through

What will you do? What will students do?

How will students

demonstrate
learning?
How will you know
what students know?

Day __: Beyond

How will you wrap up the lesson?
How will you ready students for homework or
segue to the next lesson?

Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides,
etc.

10

11

12

13

14