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TITLE: EL GRITO QUE SACUDIÓ A MÉXICO – PART II LENGTH: 60̾ GRADES: 5-12 SUBJECTS: Geography, history, sociology, language DESCRIPTION: In 1810, after nearly 300 years as a Spanish colony, Mexico – known then as New Spain – began to shake off the yoke of colonial rule. El Grito que Sacudió a Mexico tells how Miguel Hidalgo, Ignacio Allende and other creoles launched the struggle for independence, recounts the massacre at Alhóndiga de Granaditas, and examines the conflicts between the leaders of the insurgents that led to their defeat, flight from justice, trial and eventual death. CREDITS: María D. de Corona – University Professor OBJECTIVES: Teaching strategy: Lesson Goals

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• Establish the conditions, types of activities and system for evaluating student learning and meeting expectations for the lesson’s outcome.

Students will: 1. Understand the socioeconomic conditions in New Spain that led to discontent and popular uprisings. 2. Discover what really happened on September 15 and 16, 1810. 3. Examine the development of the war for independence and the differences between Hidalgo and Allende. MATERIALS Map, colored pencils, pen, concept map, cardboard, Internet access via tablet or computer. I. ACTIVATION OF PREVIOUS KNOWLEDGE. DISCUSS AND ANSWER THE FOLLOWING QUESTIONS.

Teaching strategy: Activation of previous knowledge • Introductory and contextual information that allows the instructor to

gauge students’ knowledge of the subject in question and encourage the learning process. This exercise serves as a cognitive bridge between old and new information.*

1. Where was Alhóndiga de Granaditas? 2. What type of building was it? II. WATCH MINUTES 42 THROUGH 49 OF THE VIDEO AND ANSWER THE FOLLOWING QUESTIONS:

• Teaching strategy: questions accompanying the video • This multiple-choice exercise helps focus attention on relevant

information, allowing students to make associations, abstractions, generalizations and discriminations while testing their powers of assimilation.

1. The insurgents originally set out to ….. a) demand social equality . b) end colonial rule c) organize a governing junta of Americans. 2. Hidalgo also wanted to … a) consolidate the existing government b) address pressing social issues c) pursue a list of demands similar to those of creole groups. 3. Hidalgo’s main reason for demanding the abolition of slavery was to … a) reduce the number of slaves b) gain more followers for the movement c) avoid conflicts between Spaniards and blacks.

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4. Other important uprisings took place in….. a) central Mexico b) across the country c) Zacatecas and Veracruz 5. Hidalgo was determined to get miners to join the movement because… a) they knew how to use gunpowder b) they had access to iron to make weapons c) they knew how to make weapons 6. During the discussion between Hidalgo, Allende and Aldama to decide on strategy… a) Allende accused Hidalgo of being close-minded b) Aldama agreed with Hidalgo c) Hidalgo agreed to stay in Querétaro. 7. WHICH STATEMENT IS NOT CORRECT? During the attack on Guanajuato, Intendant Riaño decided to … a) barricade himself in the fort and wait out the siege b) defend and protect the king’s loyal subjects c) confront the enemy in the trenches and in the streets. 8. To avoid a confrontation, Hidalgo decided…. a) not to take the plaza b) to communicate with Riaño c) to abandon Riaño. 9. In response to Hidalgo’s letters, Riaño…. a) rejected offers to protect him and his family b) suggested they continue to negotiate until they reached an agreement c) agreed to surrender the plaza to avoid bloodshed. 10.The Alhóndiga de Granaditas is in… a) Querétaro b) Guanajuato c) Dolores.

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III. WATCH MINUTES 23 THROUGH 49 OF THE VIDEO. USE THE TABLE BELOW TO FIND THE COORDINATES OF THE MISSING LETTERS. WRITE THE COORDINATES IN PARENTHESES UNDERNEATH EACH LETTER. FOLLOW THE EXAMPLE: Teaching strategy: Semantic network

• The use of this type of exercise to fill in information is ideal for integrating mathematics with language.

• Plotting the coordinates will help students not only build the words they need for their answers but also familiarize them with basic graphing concepts.

Follow the example: A feline: C A T (2,3) (1,5) (3,4)

5 A L G V D 4 K N T P H 3 Q C B X S 2 F U J Y W 1 I O R E M 1 2 3 4 5 1. …. was one of the richest cities in New Spain. ____ ___ ___ ___ ___ ___ ___ ___ ___ ___ (3,5) (1,5) (2,4) (3,2) (3,4) 2. A number of ……….. broke out in locations around New Spain. ____ ____ ____ ____ ____ ____ ____ ____ ____ (4,4) (1,1) (5,3) (3,5) 3. From the beginning, there was ……….between Hidalgo and Allende. ____ ____ ____ ____ ____ ____ ____ ____ (1,2) (1,1) (2,3) (2,1) 4. Drinking ……….was a Mexican custom. ____ ____ ____ ____ ____ ____ ____ ____ ____ (2,3) (5,4) (2,3) (1,5) (3,4)

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5. Guanajuato was a ….. region. ____ ____ ____ ____ ____ ____ (5,1) (2,4) (1,1) 6. Hidalgo opened the ……..and released the inmates. ____ ____ ____ ____ ____ ____ ____ (4,4) (1,1) (5,3) (2,4) 7. The peasants rallied around the…………..of the Virgin of Guadalupe. ___ ____ ___ ___ ___ ___ (5,1) (3,3) (4,1) 8. Allende and Aldama represented provincial …. ____ ____ ____ ___ ____ ____ ____ ____ (5,1) (2,5) (3,4) (1,1) (5,3) 9. Hidalgo decides to focus on ……….. targets. ____ ____ ____ ____ ____ ____ ____ (5,2) (1,5) (2,5) (5,4) 10. The …………wanted to organize a governing junta of Americans. ____ ____ ____ ____ ____ ____ ____ (2,3) (4,1) (2,1) (5,3) 11. By late September 1810, Hidalgo led a large ……… of followers. ____ ____ ____ ____ (1,5) (4,2) 12. Hidalgo did not agree with ………, creating conflict between the two. ____ ____ ____ ____ ____ ____ ____ (1,5) (4,1) (5,5)

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13. Riaño and Hidalgo were good ….. ____ ____ ____ ____ ____ ____ ____ (3,1) (4,1) (5,5) 14. Allende thought he could count on creole support in ….. ____ ____ ____ ____ ____ ____ ____ ____ ____ (1,3) (3,1) (3,4) (1,5) (2,1) 15. The story of the grito is a …………. ____ ____ ____ ____ ____ ____ ____ ____ (5,1) (3,4) (4,4) (5,4) (2,1) 16. Peninsular Spaniards were known as …………. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (3,5) (1,5) (2,2) (4,4) (2,4) 17. Hidalgo allowed many ………. and …………into the movement. ____ ____ ____ ____ ____ ____ ____ ____ ____ (4,4) (1,1) (2,1) (4,1) (3,1) ____ ____ ____ ____ ____ ____ ____ ____ ____ (2,3) (5,1) (1,1) (2,5) 18. There weren’t many ………in New Spain by the end of the eighteenth century. ____ ____ ____ ____ ____ ____ (5,3) (1,5) (4,5) 19. The royalists called the insurrectionists ….. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (1,1) (2,2) (3,5) (2,4) (5,3)

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20. Hidalgo wanted to create a ……… and a ………… ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ (3,5) (4,5) (2,4) (5,1) (2,4) ____ ____ ____ ____ ____ ____ ____ ____ (2,3) (2,4) (3,5) (5,3) IV. WATCH MINUTES 48 THROUGH 56 OF THE VIDEO AND FILL IN THE TABLE WITH INFORMATION ABOUT THE VIOLENT EVENTS THAT OCCURRED DURING THE ATTACK ON ALHÓNDIGA DE GRANADITAS. GIVE EACH SEGMENT A TITLE, LIST THE RELEVANT EVENTS ASSOCIATED WITH IT AND INFER OR IDENTIFY THE CONSEQUENCES.

• Teaching strategy: Tables and diagrams • This type of table helps students develop a main topic or idea with supporting

details. Answers will vary according to the student’s capacity for organizing, identifying and integrating information coherently.

SEGMENT MAIN IDEA EVENTS AND/OR CONSEQUENCES

Min. 49-50 • • •

Min. 51.53 • • • •

Min, 53-54 • •

Min. 54-55 • • •

Min.55-56 • • •

TITLE: THE ATTACK ON ALHÓNDIGA DE GRANADITAS

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V. WATCH MINUTES 57 THROUGH 1:10 OF THE VIDEO AND ANSWER THE FOLLOWING QUESTIONS:

• Teaching strategy: questions accompanying the video* • This exercise leads students in a direction defined by the curriculum

guidelines, enabling them to demonstrate different types of learning. 1. How did the Church punish Hidalgo for his alleged apostasy, lasciviousness, hypocrisy and libertine behavior? 2. How did the rebels increase their ranks so fast? 3. How many armed men where with Hidalgo when he got to Monte de las Cruces? 4. Why was Allende worried? 5. Where is Monte de las Cruces? 6. Who was the commander in chief of the royalist forces? 7. What was the outcome of the battle at Monte de las Cruces? 8. How did people in Mexico City react to news of the royalist defeat? 9. Why did the insurgents stop before entering Mexico City? 10. What did Allende recommend? 11. What was one of the biggest factors in Hidalgo’s decision not to attack Mexico City? 12. Why did Allende think the insurgents should move immediately to take Mexico City? 13. What did Hidalgo think the insurgents should do first? 14. How did Hidalgo justify his retreat? 15. What accusation did Hidalgo make against Allende? 16. What happened as result of this disagreement?

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VI. WATCH MINUTES 1:04 THROUGH 1:07 OF THE VIDEO. MATCH THE STATEMENTS IN THE TWO COLUMNS, WRITING THE LETTER OF THE CORRECT PHRASE NEXT TO EACH NUMBER. Teaching strategy: Key words that trigger analytical reasoning

• This exercise promotes the detection and codification of main information by emphasizing elements relevant to the curriculum content.

• This exercise helps measure students’ ability to associate and relate specific facts. 1. ( ) Hidalgo decided to retreat because …. (A) Hidalgo’s leadership 2. ( ) Allende thought creoles should…. (B) he didn’t have enough ammunition 3. ( ) The movement’s leadership was divided… (C) only 1,200 armed men 4. ( ) Hidalgo’s priority was …… (D) was a big mistake 5. ( ) Allende did not have Hidalgo’s… (E) headed to Guadalajara 6. ( ) Allende disagreed with many aspects of … (F) between Hidalgo and Allende 7. ( ) Trujillo’s forces consisted of ……. (G) had they taken Mexico City 8. ( ) Not entering Mexico City….. (H) take the reins of power 9. ( ) Hidalgo and his army … (I) ability to inspire his followers 10.( ) The war might have ended there... (J) freeing the slaves

. VII. WATCH MINUTES 1:09 THROUGH 1:15 OF THE VIDEO AND LIST THE KEY DEVELOPMENTS THAT OCCURRED DURING EACH EVENT.

• Teaching strategy: Tables and diagrams • This type of table helps students develop a main topic or idea with supporting

details. Answers will vary according to the student’s capacity for organizing, identifying and integrating information coherently.

EVENT

KEY DEVELOPMENTS

Defeat at Aculco • • • • •

Civil War • • • • •

Debacle at Puente de Calderón

• • • • •

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VIII. WATCH MINUTES 1:14 THROUGH 1:25 OF THE VIDEO. ON THE TIMELINE, LIST EACH EVENT BY NUMBER IN THE ORDER IT OCCURRED.

• Teaching strategy: Tables and diagrams • Timelines are useful in helping students develop a main topic or idea with

supporting details. Answers will vary according to the student’s capacity for organizing, identifying and integrating information coherently.

1. The insurgent leaders are taken to Chihuahua 2. They escape north to San Antonio, Texas 3. Hidalgo falls in the trap 4. The civil war continues for 11 more years 5. Allende’s son, Indalecio, is shot and killed 6. The corpses of Hidalgo and Allende are decapitated 7. The insurgents are defeated at Puente de Calderón. 8. Ignacio Elizondo betrays them. 9. Hidalgo is defrocked as a priest and excommunicated 10. Hidalgo, Allende and their forces scatter 11. Hidalgo is shot 12. Allende is shot

A ( ) B ( ) C ( ) D ( ) E ( ) F ( ) G ( ) H ( ) I ( ) J ( ) K ( ) L ( )

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IX. WORD SEARCH FIND THE FOLLOWING WORDS:

• Teaching strategy: Key words that trigger analytical reasoning • This exercise promotes the detection and codification of main information

by emphasizing elements relevant to the content at hand.

• Learning strategy: • Focusing on a single concept helps students concentrate and avoid

distractions. mestizo tertulia royalist clergy sack viceroy peninsular conspiracy spokesman cristiada gachupín priest alhóndiga uprising insurgent metaphor conflict prisoners slave Indian creole Spanish theology K T B C N A M S E K O P S E E R R V N T E V Y M Z C E R J E W F D V I O C T Q E S P R I S O N E R S I E W R I L I B X R V L E S P C E E J C X T R J P A L H O N D I G A P M A R H S I N A P S E E E P V L O A W S A N A R C F N G P D R I E D E C R A T O O E D A A C O N F L I C T P T A N R A R S A O V I T R A L A G O Z A E R O S C O N S P I R A C Y Y N A C C K M E S T I Z O S K O V A U I O E C O G C S T P R A M G A U N S F B R O Y A L I S T K R R F U H I O F S A R L D N L I C O F O A O P R E J E R R E O T E R T U L I A A D O R E S R D R A W U L O G O H E V R G A T G A C H U P I N J U T R E Z C G E L E N I E E S S E P C U V I V T B O S I N D I A N O F V R N E A G N I S I R P U E L D O N S I A A T G O C R I S T I A D A I D A U P G G S N E R A L I Y V M R E E T Y S Z H F W V U D C X E S L A V E O T W P Y Z C O M E T A P H O R I L L E R I P E A N

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X. CURRICULAR CONNECTIONS I. History and Art Project - Timeline Mural 1. Research main events in the Mexican war for independence, from the abdication of

Charles IV in 1808 through the deaths of Hidalgo and Allende and the mutilation of their corpses.

2. Draw up plans for mural depicting a timeline of these events, keeping scale in mind. 3. Once the scale is calculated, draw the timeline and add the events along it in chronological order. 4. Break into groups of 4 to 5 students. Assign each group an event and have it create a drawing about it. Make sure each group’s drawing has the same measurements. 5. Paste each drawing at the correct point on the timeline, adding an informative caption. II. Geography: To complement the Timeline Mural, 1. Draw a map of New Spain in the early nineteenth century. 2. Mark the cities and other landmarks where the most important events of the war for independence took place. 3. Indicate and discuss the routes Hidalgo and Allende took. 4. Calculate the distance the insurgents traveled in each phase of the war. III. Sociology, History and Language 1. Based on the information in the video, and using additional con information students collect, write an imaginary passage from the diary of Hidalgo or Allende. 2. Discuss how historians use their sources to analyze, discover, research, contrast and present historical facts. IV: Social Sciences 1. Create a Venn diagram showing the similarities and differences between Hidalgo and Allende in terms of both their characters and ideas. GLOSSARY Alhóndiga: Grain warehouse Charisma: The power some people have to attract or manipulate others Conspiracy: A plot by a group of individuals to act against a government or individual Creole: A term used in colonial times for a Spaniard born in the Americas Debacle: Defeat, disaster

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Excommunication: In the Catholic Church, expulsion from the community of the faithful and denial of its sacraments Extortion: An unfair or violent demand, usually for money Hosts: An army or multitude Insurgent: A rebel, someone who takes up arms for a cause Insurrection: An uprising or rebellion Mestizo: A person of mixed ancestry, especially white and Indian Metaphor: A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. Peninsular: A term used in colonial times for a Spaniard born in Spain. Sack To pillage or loot Standard: A flag, symbol or Insignia Stigma: A mark of disgrace Strategist: Someone versed in the art of planning and leading military operations

Tertulia: Discussion groups of like-minded individuals dedicated to analyzing politics, philosophy or art. Theology: The study of the nature of God and religious belief Theologian: A person who studies theology Xenophobia Hatred of or hostility toward foreigners.