Gauchos VS. Cowboys
Raymond Brozo
I.
Standard
4. Individual Development and Identity
Understanding
b. Influences of various historical and contemporary cultures on an individual's daily life
e. Concepts, methods, and theories about the study of human growth and development
II. Results/Expected Outcome
Students will complete a Venn Diagram showing the similarities and differences among gauchos
of Argentina and cowboys of the United States
Students will locate the pampas and Patagonia in Latin America and the Great Plains in the
United States.
Students will recognize the influence of Spanish settlement in North and South America
III. Evaluation
During this lesson, students will be first prior knowledge will be assessed by showing the class
World Powers map and asking for them to identify the world powers represented. Students will
also be evaluated on their abilities to work in partnerships during the completion of the Venn
Diagrams. The diagrams themselves will also be used as an evaluation tool. By the conclusion
of the lesson, students will verbally explain the links between gauchos, cowboys and Spain.
IV. Curriculum
This lesson is designed to fit within a middle school Global Studies course as they will be
introduced to many of regional traits that exist in North and South America. Students will also
be able to build on prior learning and utilize the material covered later if taught in a middle
school Global Studies course.
V.
Instruction
1. Review previous lesson materials covering Spanish settlement and colonization in North
America
2. Project World Powers map, ca 17th century and instruct students to identify the major
powers represented.
3. Remind class of using a T-chart in a previous lesson. Then explain the features and
purpose of a Venn Diagram. Draw a diagram on the board and pass out student copies.
4. Give students map handouts- Western Hemisphere with the western United States (A)
and northern Argentina (B) both labeled.
5. Distribute and introduce students to Photo Sets. Allow students time to flip through the
packets.
6. Explain to the class that items marked with A reference North American cowboys and
items marked B represent South American gauchos.
7. Review class procedures for small group work, then divide the class into pairs. Once
students understand the directions on assignment and the work procedures, allow them to
move into their pairs.
8. Allow class time for students to work on the Venn Diagrams, looking for similarities and
differences among the pictures presented. Remind students to look for clothing, animals,
backgrounds, tools, etc. when looking for items to list.
9. Once students have completed their Venn Diagrams, bring the class back together as a
whole.
10. Review their organizers, have student volunteers record entries on previously drawn
Venn Diagram.
11. Prompt students to look for possible reasons why the similarities exist. Utilize ThinkPair-Share to stimulate discussion.
12. Have students share their predictions. Remind students of the previous day's lesson on
Spanish colonization to get students to connect the information.
13. End the lesson with a lead into future lesson over the climate of Latin America. Briefly
explain the reasons for the similarities in the landscapes.
VI. Discussion Questions
After projecting the World Powers map, ask students to identify what the purpose was for the
map and to provide their reasoning.
Given the distance away from each other, why do gauchos and cowboys share many cultural
traits in common?
Why would you choose to use a Venn Diagram instead of a simple T-chart?
VII. Materials



Venn Diagram graphic organizers
World powers map-17th century
Photo Sets- (A-picture of gaucho/pampas B- picture of cowboy/plains) Landscape
Set/Livestock Set/People Set..etc.
Sample Photo Set