Objectives (5 - 7 minutes)

1. General Understanding of Pre-Columbian America: The teacher must ensure that students have a general overview and basic understanding of America before Columbus' arrival. This includes the diversity of cultures and societies that existed at the time, as well as the geographical and environmental characteristics that influenced the development of these civilizations.

2. Knowledge of the Main Indigenous Peoples of America: The teacher should introduce students to the most significant indigenous peoples of pre-Columbian America, such as the Maya, Aztecs, and Incas. This includes information about their geographical locations, their cultural, political, and social achievements, and the reasons for their eventualities.

3. Understanding the Changes Caused by European Colonization: The teacher should help students understand how the arrival of Europeans in America drastically changed the lives of indigenous peoples. This includes the impact of colonization on the demographics, culture, economy, and politics of these societies.

Secondary Objectives

• Comparative Analysis: Encourage students to compare the different indigenous peoples, their forms of social organization, their cultural practices, and their relationships with the natural environment.

• Critical Reflection: Stimulate students to question traditional narratives about European colonization and consider different perspectives and interpretations of events.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students of the main topics covered in previous classes that are relevant to the current topic. This may include European exploration, maritime expansion, colonization, and Atlantic trade. This review will help set the stage for the new information that will be presented.

2. Problem Situations: The teacher can then propose two problem situations to encourage critical thinking and active participation from students.

   • First situation: "How do you think the world would be today if pre-Columbian America had not been colonized by Europeans?"
   • Second situation: "How could the different indigenous societies of pre-Columbian America have interacted with each other if colonization had not occurred?"

3. Contextualization: The teacher should emphasize the importance of the theme, highlighting how knowledge about the indigenous peoples of pre-Columbian America is crucial to understanding the formation of modern American countries, their current social and cultural issues, and the struggles for the rights of indigenous peoples.

4. Introduction to the Topic: The teacher should then introduce the topic in a way that sparks students' interest. This can be done by presenting curiosities, stories, or intriguing facts about the indigenous peoples of pre-Columbian America.

   • Curiosity 1: "Did you know that the Maya civilization was one of the first to develop a writing system in America, and that they used a more precise calendar than the one used in Europe at the time?"
   • Curiosity 2: "And that the Incas built one of the largest and most advanced road networks in the world, spanning about 40,000 km and crossing mountains and valleys?"

5. Introduction to the Subject: Finally, the teacher should present the lesson's objective and what students can expect to learn.

   • "Today, we will delve deeper into the indigenous peoples of pre-Columbian America, their cultures, societies, and how European colonization forever changed their lives."

   • "We will also discuss how these peoples interacted with the environment, and how their practices and knowledge influenced the development of the American continent."

   • "By the end of this lesson, you will have a deeper and more critical understanding of the history of America before Columbus's arrival."

Development (20 - 25 minutes)

1. Theory Presentation (10 - 12 minutes)

   • Geography of Pre-Columbian America: The teacher should start by explaining the geography of pre-Columbian America, highlighting the continent's main features, such as the variety of climates, the presence of different ecosystems, and the extent of its mountain ranges and rivers. Additionally, they should emphasize the geographical location of the main indigenous peoples, such as the Maya (Yucatán Peninsula and Central America), the Incas (Andes), and the Aztecs (Valley of Mexico).

   • Indigenous Peoples: Next, the teacher should present the main indigenous peoples of pre-Columbian America, focusing on the Maya, Incas, and Aztecs. They should highlight their cultural, political, and social achievements, such as the construction of complex cities, the invention of writing systems, the practice of advanced agriculture, and centralized political organization.

   • European Colonization: The teacher should then address the process of European colonization of America, explaining the reasons for colonization, the main colonizing countries (Spain, Portugal, England, France, the Netherlands), and the different colonization strategies. They should also emphasize the impacts of colonization on the demographics, culture, economy, and politics of indigenous peoples, such as the introduction of diseases, exploitation and enslavement, and the imposition of new forms of social and political organization.

   • Consequences of Colonization: Finally, the teacher should discuss the long-term consequences of colonization for America and its peoples. They should address topics such as the formation of multicultural and multiracial societies, the marginalization and discrimination of indigenous peoples, and the struggles for rights and recognition.

2. Practical Activities (10 - 13 minutes)

   • Analysis of Primary Sources: The teacher should present students with some primary sources related to the topic, such as maps, paintings, travel diaries, and accounts of colonizers and missionaries. Students should be encouraged to analyze these sources, identify their possible biases, and discuss how they can help us understand pre-Columbian America and European colonization.

   • Case Discussions: The teacher should propose some cases for group discussion. For example, "How did colonization affect the lives of indigenous peoples in Central America?" or "What were the main differences between Spanish and Portuguese colonization in America?" Students should be encouraged to present arguments based on their readings and the analysis of primary sources.

   • Quiz Game: To make the lesson more interactive and playful, the teacher can organize a quiz game on the topic. Students can be divided into teams and challenged to answer questions about the indigenous peoples of pre-Columbian America and European colonization. This can serve as a fun and effective review of the lesson's content.

3. Problem Solving (5 - 7 minutes)

   • Final Reflection: The teacher should propose that students reflect individually on the following questions: "What was the most significant impact of European colonization on America and its indigenous peoples?" and "How does the history of the indigenous peoples of pre-Columbian America connect with the current challenges and issues of indigenous peoples?" Students can be encouraged to share their reflections with the class if they feel comfortable.

   • Content Review: To conclude the lesson, the teacher should briefly review the main points discussed, reinforce the learning objectives, and highlight the importance of the topic for understanding the history and current reality of America.

Return (8 - 10 minutes)

1. Content Review (3 - 4 minutes)

   • The teacher should recap the main points discussed during the lesson, reminding students about the diversity of the indigenous peoples of pre-Columbian America, their cultural, political, and social achievements, and the impact of European colonization on their lives and societies.

   • They should also reinforce the concepts of comparative analysis and critical reflection, which were encouraged during the lesson, and emphasize how these skills are fundamental for a deeper and critical understanding of the history and current reality of America.

2. Connection to the Real World (2 - 3 minutes)

   • The teacher should then establish connections between the lesson's content and the real world, highlighting how the history of the indigenous peoples of pre-Columbian America continues to influence society and American culture today. For example, they can mention the current struggles of indigenous peoples for rights and recognition, the importance of respecting cultural and ethnic diversity, and the need to question and reassess traditional historical narratives.

   • Additionally, the teacher can cite concrete examples of how knowledge about indigenous peoples and European colonization is relevant to different areas of knowledge and everyday life, such as literature, art, politics, economics, and environmental preservation.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should propose that students reflect individually on what they learned during the lesson, what questions they still have, and how the content connects with their experiences and previous knowledge.

   • To assist in this reflection, the teacher can ask the following questions: "What was the most important concept you learned today?" "What questions have not been answered yet?" "How does what you learned today relate to the world around you and your own experiences?"

   • Students should be encouraged to write down their reflections, which can be used as a starting point for the next lesson or as a basis for a subsequent written assignment.

4. Feedback and Evaluation (1 minute)

   • Finally, the teacher should request quick feedback from students about the lesson, asking what they liked the most, what they found most challenging, and what they would like to learn more about. This feedback can be valuable for improving future lessons and for adjusting the pace and content of teaching to students' needs and interests.

   • Additionally, the teacher can use this moment to assess students' understanding of the lesson's content and to identify any difficulties or misunderstandings that may require additional clarification.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should provide a brief summary of the main points covered in the lesson, reinforcing students' understanding of Pre-Columbian America and the indigenous peoples.
   • They should recall the cultural and geographical diversity of Pre-Columbian America, as well as the achievements of the Maya, Incas, and Aztecs.
   • The teacher should reinforce students' understanding of European colonization, highlighting the demographic, cultural, economic, and political impacts on the lives of indigenous peoples.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should explain how the lesson connected theory with practice and applications.
   • This may include the analysis of primary sources and case discussions as practical ways to apply theoretical knowledge.
   • The teacher should emphasize how understanding the history of the indigenous peoples of Pre-Columbian America has practical implications for understanding current American society and culture.

3. Additional Materials (1 minute)

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge on the subject.
   • This may include books, documentaries, research institution websites, museums, and online interactive resources.
   • For example, the teacher may recommend reading Charles C. Mann's "1491: New Revelations of the Americas Before Columbus," or exploring the Center for Latin American and Caribbean Studies at Indiana University's website "The Aztecs and the Making of Colonial Mexico."

4. Relevance of the Subject (1 - 2 minutes)

   • Finally, the teacher should summarize the importance of the subject for students' daily lives.
   • They should reinforce how understanding Pre-Columbian America and the indigenous peoples is crucial for understanding the formation of modern American countries, their current social and cultural issues, and the struggles for the rights of indigenous peoples.
   • Additionally, the teacher should highlight how the knowledge acquired during the lesson can be applied in different contexts, such as critically reading news, participating in social and political debates, and valuing cultural and ethnic diversity.