- I want to keep the class discussion in the target language, so it needs to stay at their level.
- They do not need to know every detail. My goals are simply “I can compare what time periods the Mexican and U.S. Revolutions took place,” and “I can describe what happens in a revolution.”
- La revolución empezó en 1907 (The revolution started in 1907)
- According to the infographic, the beginnings of the movement began in 1908, so students could go either way for possible or probable based on their reasoning.
- El dictador Porfirio Díaz fue simpático (The dictator Porfirio Díaz was nice)
- They obviously can not tell if he was nice or not based on the picture, but using the cognate dictador and knowledge of other dictators they can decide if it is possible or probable.
After reading the chapter we were able to talk about the poor versus the rich during the revolution, and the connection to the book. I had students read the author’s note that is in English at the start of the book to reiterate what kinds of things were happening between the rich ranchers and poor revolutionaries. That is far as we took it with the Mexican Revolution, but if you are interested, here are a couple more resources I found that you could use.
The Mexican Revolution. Bicentenario México 2010 (English)
You can find all resources for Tumba here.
You can find more resources for the Day of the Dead Here.
Allison Wienhold of Mis Clases Locas has a decade of experience as a #deptof1 secondary Spanish teacher in Iowa. She enjoys creating curricula using novels, films, and music. Allison provides professional development to World Language teachers, including being the keynote speaker at MALT and Comprehensible Iowa, and workshop presenter at dozens of state & regional organizations, school districts, AEAs, and virtual conferences.