MEXICO
MR. GARY H. CRUZ
CES 73X
MEXICO
Background Information
Mexico is a country of geographic diversity. The land is dominated by four
different ecosystems.
An ecosystem is defined as a group of organisms and their physical or
natural environment. Man has become increasingly aware that his way of
life is determined and defined by his surroundings. Every living thing in an
ecosystem is dependent upon and affected by every other thing in that
ecosystem.
The four ecosystems – desert, rainforest, mountains, and steppes or
grasslands – create agricultural problems for Mexico. Due to the limited
arable land, and the fact that many Mexicans do not have access to modern
technological methods, and agricultural out far below potential has resulted.
Overpopulation has wide global impact on our planet. Since only 14% of
Mexican land is suitable for farming, the trend toward an increasing
population already resulted in a shortage of food to feed everyone and to
maintain the exports currently in place.
Another major concern facing Mexico is a shortage of water. The lack of
sufficient rainfall (except in rain forests), as well as the presence of only a
few major rivers and lakes, makes water a precious commodity.
Although Mexico has limited arable land and a shortage of water, there is an
abundance of natural resources. Copper, lead, zinc, gold, natural gas, and
timber are all found within Mexico’s borders. Mexico produces 25% of the
world’s silver. The discovery of large amounts of oil in Mexico created a
“boom and bust” economy. For a while, in the 1970s, the Mexican economy
was booming, and decisions were made to use oil money to build schools,
housing projects, hospitals, and generally improve living conditions.
However, when the demand for oil decreased worldwide, the Mexican
economy suffered greatly.
*******
Mexico is also a nation of diverse cultures. First, the Mayas, the Aztecs and
other civilizations occupied Mexico; then the Spanish and French conquered
and colonized the land. The majority of Mexicans can trace their heritage to
both Spanish and Indian ancestors. This combination is known as
“mestizo.” More than two-thirds of the Mexican Indian population was
obliterated during the 16th century by a combination of mistreatment and
European diseases.
As early as 1535, “New Spain” was established and the colonists were
looking toward a northward expansion. By the end of the 17th century,
Mexico’s border reached as far as the Nebraska border to the north, included
Texas to the east and California to the west.
Led by the Mexican priest Miguel Hidalgo y Costilla, Mexicans rebelled
against Spanish rule in 1810. This war lasted for eleven years when the
colonists and Indians finally ousted the Friars who represented the crown.
While Mexicans were fighting for their independence from Spain, the
northern territories (which went as far north as Oregon and included the
states now known as California, New Mexico, Nevada and Texas) were
settled by merchants and colonists from the United States. Adding another
cultural influence to the regions, the Mexican government realized too late
that it was losing political and economic control of the regions due to the
great numbers of colonists moving in from the North and the East. It tried to
retract its open invitation to foreigners and instituted new laws to hinder
foreign trade.
These conflicts eventually led to war between the United States and Mexico
and the loss of nearly one half of its territory to the United States – including
what is now the states of California, Nevada, Utah, New Mexico, Colorado,
and parts of Arizona. (Texas had been lost previously in 1836). The Treaty
of Guadalupe Hidalgo, signed at the end of the war, guaranteed the right of
Mexican Americans to retain their property, language, religion, culture and
customs.
Aside from the Spanish and indigenous cultures, the American culture has
been one of the most influential to Mexicans since the turn of the century.
France invaded Mexico in 1862, establishing a monarchy under the
leadership of Maximilian. Mexicans, led by their national hero, Benito
Juarez, drove the French out in 1867.
Porfirio Diaz controlled Mexico from 1876 to 1911. In 1910, Francisco
Madero opposed Porfirio Diaz. Diaz had him arrested and released only
after the election. Madero fled to Texas and declared the elections null and
void, and called on the Mexican people to rise up against Diaz.
Madero was a wealthy hacienda owner and did not gain popular support.
The Revolution was activated in the northern state of Chihuahua by two
guerilla leaders, Pascual Orozco and Doroteo Aranga (Pancho Villa). At the
same time, in the southern state of Morelos, a peasant army led by Emiliano
Zapata began its fight to reclaim their lands from the Spanish and Cuban
hacienda owners.
Emiliano Zapata and his men stormed the city of Cuernavaca. Guerilla
bands, all over the nation, began burning haciendas, raiding trains and banks,
and ambushing federal troops to the cry of “Land and Liberty.” In 1911
Madero was elected president.
Many years of war followed. A number of men tried to rule Mexico. At
some points, there was friction with the United States. Finally, Mexico
concluded the first revolution of the twentieth century. The result of the
Mexican Revolution is the Constitution of 1917. This Constitution still
governs Mexico today.
Activity I - Review or introduce (depending on the case) the terms
geographic, economic, social, historic and political. Point out
that there is an interrelationship between the terms. For
example, you can explain/ask the students how the geography
of a region could affect its economy.
Ask students to complete the following chart by developing
questions they might have about Mexico and would like to
have answered during the course of study.
A master chart could be developed including most of your
students’ questions. Teacher/students could refer back to it
throughout the unit.
Content
Geographic
For each content strand, list at least two (2) questions
That you would like answered about Mexico.
Questions
Examples of Questions:
1) What bodies of land or water border Mexico?
2) How do land and climate affect Mexican life?
1) What are Mexico’s chief products?
2) How do Mexicans ear a living?
Economic
Social
1) Does Mexico have many different ethnic groups
as the U.S. does?
2) How do Mexicans celebrate holidays?
1) How did Mexico gain its independence?
2) Who are the heroes of Mexican history?
Historic
Political
1) What type of government does Mexico have?
2) Is Mexico’s government similar to the U.S.?
Etc.
Blank form for your students
For each content strand, list at least two (2)
questions that you would like answered about
Mexico.
Content
Geographic
Economic
Social
Historic
Political
Questions
Immigrant Interview
1) Where are you from? _________________________________________
2) Did you have a steady job in your native country?___________________
3) What kind of job was it?_______________________________________
4) Why did you come to the United States?
5) What did you expect to find in the United States before you came?
6) What were your early experiences in this country?
7) What was your first job in the United States?
8) How long have you been living in the United States?
9) How have you retained your own culture?
Activity II – Geography of Mexico
Geography (Map)
Please locate the capital city of Mexico (Mexico City) and
several other large cities. (Students can use an Atlas or
their Student Planners).
Note that Mexico is divided into “32” states that function pretty
much like the states in the United States.
Other cities that they can locate are:
a)
b)
c)
d)
e)
f)
g)
h)
Guadalajara (second largest city)
Acapulco (a very important tourist destination)
Puebla
Monterey (rich in oil)
Tijuana (across from San Diego, California)
Taxco (near Mexico City; produces silver)
Cuernavaca
Veracruz (Gulf of Mexico)
Mexico City (The Giant Grows)
Mexico City is the largest city in the world. It is home to almost 30 million
people and it is still growing at an alarming rate. In recent decades, the city
has become hopelessly overcrowded and unmanageable, spreading itself so
far and fast that it has outgrown the resources and services available to
support it.
This magnificent city is a mixture of past, present and future. It is built on
the site of Tenochtitlan, the Aztec’s ancient capital. Today, it is the center of
Mexican government, industry, culture, and leisure. It is also the key to the
nation’s future.
The environmental problem of the city are greatly aggravated by its
extraordinary position at the southern end of the Valley of Mexico, a shallow
depression 35 miles long and 50 miles wide that lies more than 7,000 feet
above sea-level and is flanked on three sides by mountains. Almost every
other metropolitan city in the world is near the sea or a major river; Mexico
City is 250 miles inland from both the Pacific and Atlantic Oceans (please
refer to the map).
This uncontrollable growth in population will cause many problems. Since
there are no major rivers near Mexico City, and water must be pumped from
underground springs, there is a danger that there will not be enough water in
the near future. Additionally, the pollution caused by the increased
population is trapped over the city because of the mountains which surround
the city creating a cloud of “smog” over the city. Garbage disposal is also a
problem the city is currently facing.
Earthquakes are another concern for the inhabitants of Mexico City. One
earthquake and aftershock struck Mexico City on September 19th and 20th in
1985. They severely damaged the city and thousands of people were killed.
Activity III – Group Activities (Each group should present at the end)
**Based on the information provided and on their own analysis,
guide students to list and explain how the problems this city is
facing are faced by many other big cities.
**Ask your students to write on a chart the problems listed here
and others they might think of that a city this size might have.
Ask:
What are some geographic factors that should be known about Mexico
City?
It is 7,000 feet above sea level, flanked on 3 sides by mountains. It is far
from any sea or major river. It is affected by earthquakes.
Activity IV – Use the problems students listed in Activity II to have
small groups working together to come up with possible
solutions. Remind students that these problems could apply
to every large city. Each group should select a problem they
want to research, culminating in an oral presentation to the
class.
Here are other problems that could be added to the list:
a) Over 30,000 factories in and near the city account for over half of
Mexico’s industry.
b) Because of its geographical position, the proliferation of industries,
over-population and the traffic, Mexico City is one of the most
polluted cities in the World.
c) Unlike many other great cities, Mexico City has no main river.
Water is pumped up from a former lake bed.
d) Because of the soft soil and pumping, parts of the city sink almost
a foot each year.
e) The built-up area covers roughly 775 square miles – about
one-thousandth of the area of the country. Yet one-fifth of all
Mexicans live there.
*Dictate/write on the board the following passage:
Oil was discovered in Mexico at the beginning of this century. At
first only small amounts were used in industry as a source of heat and
electricity. Gradually oil became more important. Huge new oil deposits
were discovered in Mexico in the late 1970's, setting off an economic boom..
the Mexican government which owned and operated the oil industry
(called Pemex), decided to slowly develop the oil industry while building
the base for a strong economy. By 1984, Mexico was the fourth largest
producer of oil in the world. In the 1980's the demand for oil decreased
because of energy conservation and a worldwide recession. The Mexican
government had incurred a huge foreign debt to begin all kinds of
development projects around the country. When oil demand decreased,
Mexico was unable to pay its debts. Government development projects were
abandoned; unemployment and inflation increased.
Questions: (Discuss orally or have students write in their notebooks)
1) Why did the discovery of large oil deposits mean new wealth for
Mexico?
2) Why would industrialized nations, such as the United States want
to buy Mexico's oil?
3) How did the nation use its new found wealth?
Activities:
*Review the definition of natural resource. Have students name a
few. (Elicit that petroleum is a natural resource)
*Elicit/explain difference between "crude" oil and "refined" oil.
(Remember that refined oil is clear, with impurities removed and
ready to be made into products) Discuss how to make a flow chart
following the steps of the process to refine oil.
Steps:
1. Drill for oil.
2. Pump crude oil out of ground.
3. Store and transport oil to refineries.
4. Refineries remove impurities.
5. Refined oil is made into various products.
Products: heating oil, gasoline, plastics, tires, fibers,
medicines, fertilizers, chemicals, etc.
*Have a conversation with your students about the importance of oil
to the modern world.
Questions from flow chart: (After students have made the flow chart)
1) What is the difference between crude and refined oil?
2) List three products we get from oil.
Possible answers may include: Heating oil,
gasoline, plastics.
Mayan City
Ancient Mexican Civilizations The Mayas and The Aztecs
Background (Read or reproduce these passages)
The Mayas
The most brilliant pre-Columbian civilization of all was the Mayan,
between 300 and 800 A.D. The Mayas were the leading scientists of ancient
America. They were skillful, intelligent, peaceful and religious people.
They had knowledge of Math and Astronomy and developed a highly
accurate calendar. They could chart the planets' movements and predict
eclipses. The Maya had an advanced system of numbers and developed a
system of dots and dashes to write numbers.
Using pictographs (a series of drawings that tell a story) and
hieroglyphics (symbols that stood for a words or an idea) they wrote books
on cloth. The Spanish destroyed almost all the Mayan books, but three
survived. They deal with religion and astronomy.
Religion was a major part of Mayan life. People believed in many
gods. In the cities, The Maya built huge temples that were shaped like
pyramids to worship gods. Their temples and public buildings were
magnificent; many still stand today.
Mayan art included wall paintings, called murals in which human
forms were pictured. In these paintings, the Mayas were shown as short,
wiry, dark skinned people.
Almost all the Mayas were farmers who raised several crops. Corn
was the main crop and others were beans, squash, sweet potatoes, cotton and
cocoa.
The most important Mayan center was at Chichen Itza (chee-CHENeet-SUH) on the Yucatan Peninsula, but groups of them moved south to
what we know today as Guatemala. (Please refer to map of Mexico to locate
this area)
Although the Mayan civilization ended for reasons that are not
known, there are still millions of descendants living in Mexico and
Guatemala.
Questions:
1) What was the main occupation of the Mayas?
The main occupation was farming.
2) How do we know that the Mayas were an advanced culture?
They had an advanced system of numbers; developed an
accurate calendar; and had an advanced system of writing.
3) Explain some important aspects of Mayan culture.
Religion was a very important part of their culture;
They built great temples (pyramids); etc.
The Aztecs
Aztec City of Tenochtitlan
The Aztecs were the most militaristic of all Mexico's civilizations.
They first lived in the arid north. In the thirteenth century, this small tribe of
nomad hunters and farmers were drawn southward by the lure of a better
climate, lakes, and more abundant food. It was they who gave the country of
Mexico its name. According to their stories, the Aztecs were ordered by
their priests to wander until they came to a rich land. There they were to
stop and build a great city.
How would they know where this place was? They would know it
when they saw an eagle perched on a cactus plant, devouring a snake. At
Lake Texcoco, the site of the preset-day Mexico city, the Aztecs saw just
that. On an island in the middle of a lake, a huge eagle was holding a
helpless snake in its beak. On this island, the Aztecs began building a city in
1325. They called it Tenochtitlan (teh-nach-tee-TLAN). The eagle
devouring a snake later became the symbol of Mexico and appears on the
country's national flag. By the early sixteenth century, Tenochtitlan was one
of the largest cities in the world; bigger than any other city in Europe.
(Please refer to map of Mexico to locate this area)
The wealth of Tenochtitlan was made possible by tribute paid to the
Aztec rulers by conquered peoples. Tribute included gold, silver, precious
stones, jewelry, jaguar skins, feathers, corn, and other food. By the
beginning of the sixteenth century, the Aztec Empire spread from coast to
coast over most of central and southern Mexico.
Pyramid of the Sun
Great temples, that still exist today, were built to honor the gods, and
the waters of the lake provided abundant food for the people of the city.
Astronomy and the arts flourished. Yet, in one year, their empire was
destroyed, their city razed to the ground and their people enslaved by six
hundred Spaniards, led by Hernan Cortes, searching for gold.
Questions:
1) How did the Aztecs become "masters of an empire stretching from
coast to coast?"
They were skilled soldiers who conquered tribes that lived
around them.
2) Explain some aspects of their culture.
Answers may vary. (Answers should relate to: religion, art,
way of life, etc.)
3) How did the Aztec civilization end?
The Aztecs were conquered by the Spaniards.
4) In what ways were the Aztecs similar/different to the Mayas?
Examples: Both groups were very religious; both built
pyramids for their gods.
The Aztecs were warlike while the Mayas were
peaceful.
(Reproduce for your students)
"El Grito de Dolores"
Miguel Hidalgo y Costilla was born in 1753 on a hacienda in the
state of Michoacan. He was a modest man or medium height and a
dark complexion. Looking at this balding man one would never
believe him capable of leading a revolution that would turn into a war
of independence. As a young man, he was an able student; he learned
to speak French as well as several native Indian languages. He was
interested in world events, especially in North America and in France,
where oppressed people were laying the foundations for radical
change.
Hidalgo was also a great lover of music. He organized an orchestra
among the Indians in his parish and held social gatherings in his
home. This was considered to be scandalous behavior for a student of
theology.
In 1789 he became a priest, knowing that other than the hated colonial
government, the Church was the only path for advancement in
Mexico. But his education and his many abilities failed to earn him
an important post because his parents were not pure Spaniards.
Instead, the Church assigned him to a humble parish in a village
called Dolores. At first, the new priest tried to help the Indian village
by teaching them new methods of farming. But even this made him
suspect in the eyes of the colonial authorities.
In about 1808, he joined a secret society which was conspiring
towards independence. Their plot was betrayed by an informer, and
Father Hidalgo was warned to flee. Instead, on September 16, 1810,
he rang the church bell in Dolores to gather his parishioners together.
He called on them to fight for freedom in the name of their beloved
Virgin of Guadalupe. Father Hidalgo shouted from his pulpit: "Viva
Nuestra Señora de Guadalupe, Viva la Independencia!" -- "Long Live
Our Lady of Guadalupe, Long Live Independence!" These words,
known as the "Grito de Dolores" -- "The Cry of Dolores," marked the
beginning of Mexico's struggle for independence from Spain.
Led by the rebel priest, thousands of people marched on Mexico City.
During their march they liberated many towns as their army grew to
80,000. But at the gates of the capital, they were defeated by the
army.
Hidalgo fled northward, but was captured. He was tried by the
Tribunal of the Inquisition and sentenced to be shot. He was executed
on July 31, 1811. After his death a new generation of rebels took up
his banner, the Virgin of Guadalupe, which became the emblem of the
crusade for independence. Mexico became a Federal Republic in
1824, but its national Independence Day is September 16, the day
Father Hidalgo walked up to the bell tower of this church to ring the
bell of liberty for his beloved land.
Questions:
1) What is the significance of September 16 for the Mexican people?
It is Independence Day. It is the day when Father
Hidalgo rang the church bell to call Mexicans to fight for
their liberty
.
2) What role did Miguel Hidalgo play in Mexico's independence?
He was an important leader in the early struggle for
independence.
3) What kind of relationship did Hidalgo have with the Indians?
He taught the Indians farming methods and how to play
music.
4) Why is the saying, "Grito de Dolores" significant to Mexico's War
for Independence?
It was Hidalgo's cry for independence from Spain.
5) How is the Mexican War for Independence similar to the
American Revolution?
Both were attempts to overthrow a foreign ruler.
Benito Juarez
Benito Juarez, a Zapotec Indian, started humbly but became one of
Mexico's greatest leaders. Born in 1806 in a remote village in Southern
Mexico, lost his parents when he was three and was raised by an uncle.
When he turned 12, Benito ran away from his uncle's house and he moved to
Oaxaca. He was helped by a sister and then by a kind bookseller, Don
Antonio Salanueva. Don Antonio gave the boy a job and a home. He also
enrolled Benito in school, but because there no school in his village he never
learned Spanish. Benito struggled to speak an entirely new language in
addition to all the other subjects.
He graduated as a lawyer from the Oaxaca Institute of Arts and Sciences in
1831. That same year he was elected to public office. He later became a
judge. Then, in 1847, he was elected governor of the Oaxaca Province. He
was very honest and did much for the province.
In 1857 was elected president of his country. He attempted to bring honest
government and reforms to all of Mexico. But it was a constant struggle.
Juarez was opposed by greedy landowners who disliked the reforms. Rich
people and army generals wanted to overthrow his government.
Since Mexico was unable to repay its debts to several European nations,
France invaded Mexico in 1862 and established a government of its own.
For five years, Juarez led the fight against the French soldiers. Finally, the
French were defeated. Benito Juarez was reelected as president of Mexico
in 1867. He served as president until he died of a heart attack in 1872.
Activity:
Instruct students to make a timeline of the important events in Benito
Juarez's life.
Events:
1806 - when he was born
1812 - ran away from his uncle's house and moved to Oaxaca
1831 - became a lawyer
1847 - was elected governor of the Province of Oaxaca
1857 - became president of Mexico
1867 - defeated the French; reelected president
1872 - died of a heart attack
Questions:
1) What hardships did Benito Juarez have to overcome when he was
young?
He was poor and uneducated. His parents died when he was
very young. He lived with an uncle until he ran away.
2) What hardships did he have to overcome as a leader of his people?
He wanted to bring honest government and reforms to Mexico,
but was opposed by rich landowners and Mexican generals.
3) What were Juarez's achievements when he was a governor?
He built schools throughout the province and roads over the
mountains to help farmers transport crops to cities.
4) Why did the French invade Mexico in 1862?
Mexico was unable to pay its debts to several European
nations.
Technology Lesson Plan
Teacher: Mr. Gary H. Cruz
Content Area (s): Social Studies
School: CES 73X
Grade Level (s): 5th Grade
Summary:
I have noticed that it is very difficult for teachers to get material
for some of the different topics that are part of the 5th Grade Social
Studies Curriculum due to the fact that we do not possess a book that
contains everything we are supposed to teach. My intention here is to
provide a whole unit about Mexico including information and
activities all in one place. These pages could be easily reproduced for
students.
Teachers will receive the unit on a diskette and a Power Point
presentation on a CD that they could use throughout the unit. This
Power Point presentation contains pictures in color that you can refer
to during your lessons. This presentation could serve as well as a
model of the product you want them to produce as a final project and
for which they will be evaluated.
Materials: Teachers could reproduce any activity they like from this unit.
Software: Microsoft Word, Power Point.
Internet:
Grolier on-line, ditto.com (pictures), any Mexican
Department of Tourism web-site could be of great help
throughout the unit and for the group presentation.
Procedure:
Whole Class/Independent Work:
The teacher could make the initial presentation of every topic to
the whole class, but the activities could be completed individually or
in groups. The final activity (evaluation) is intended to be completed
in groups to be presented in class.
Product/Outcome:
Students could prepare a Power Point Presentation about a topic
related to Mexico. Students could be assigned the topic or they could
choose one they wish to research in order to prepare the presentation..
The technology coordinator could be used as a consultant. The teacher
can make arrangements with the person in charge of Computer Lab to
visit it. Key students could be trained first and they could work with
the different groups.
Timeline:
The teacher will need approximately 3 weeks to complete the
activities from the unit. Students will need approximately 2 weeks to
complete and present their final projects.
Standards:
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.
Technology Standards
T10 - Create products (create multimedia presentations)
T13 - Use the Internet
High Order Thinking Skills:
*Students will study and analyze the culture of Mexico
including ancient Mexican civilizations.
*Students will understand the development of Mexico from the
past to the present through the study of its history, economic development,
social problems, resources and industries, and Mexico today.
*Students will analyze historic events and important figures of
the country.
*Students will understand relationships and interactions of
cultures and civilizations that came into contact in ancient Mexico.
*Students will investigate key events of Mexico's history to
identify factors that brought about change and the long-term effects of these
changes in the country.
*Students will analyze evidence critically and demonstrate an
understanding of how circumstances of time and place influenced and
affected the country throughout its history.
*Students will analyze the roles and contributions of
individuals and groups to social, political, economic, cultural, etc., practices
and activities.
*Students will understand and analyze terms such as: social,
economic, political, cultural, geographical and historic and how they relate
to the unit.
*Students will analyze current political, economical and social
problems of modern Mexico.
*Students will produce (in groups) a Power Point Presentation
based on a research of one aspect of the history of Mexico to be presented in
class.