GENERAL DIRECTORATE OF BASIC EDUCATION

DIRECTION OF GENERAL SECONDARY SCHOOLS

SCHOOL ZONE 09 CCT 21FISO409K
FEDERAL GENERAL SECONDARY NOVEMBER 18 CCT 21DES0043A
SCHOOL CYCLE 2018-2019

Teacher's name: Manuel Alejandro Ramírez Salamanca

Subject: History 1 Grade: 2nd.

Linking and Strengthening to Minimum Normality.

School coexistence as part of the

Reading Comprehension and Written Expression Mathematical Thinking
learning environment.
 Interpretation and reporting of texts through  Respectful treatment between
generating questions according to critical teachers and students.
thinking.  Compliance with group and
 Cited bibliographic references. school coexistence rules.
 Previous notes.  Interpretation of Roman  Reflect with students on
 Writings of 2 to 3 paragraphs of at least 3 numerals and numerical situations of abuse among
sentences each as conclusions and personal sequences classmates and make
opinions. decisions to avoid them.
 Conventional spelling and punctuation.
In addition, comprehension activities are carried
out at different times to strengthen this area by
linking it with the subject.

UNIT 1
UCA. GHETTOES AND CONCENTRATION AND EXTERMINATION CAMPS
Issue:

Formation of National States

Axis:
- Investigate the characteristics of the Nazi persecution of Jews and other groups.
- Examines testimonies of life in a ghetto.
Expected learning: - Analyzes the living conditions in concentration camps.
- Reflect on the process of extermination of millions of human beings under Nazism and
understand the meaning of the term holocaust.

Lessons and/or content 1) The Holocaust

Distribution time: 7 sessions

Training Intention:

Purpose Competencies Pedagogical approach

Understand what the historical discipline consists
- Understanding historical time and - Use of historical
of and how historical knowledge is constructed.
space. concepts.
Investigate the causes of different problems in
- Management of historical information. - Clarity of
Mexico and the world.
- Formation of a historical formulation.
Locate the processes of history in time and space
consciousness for coexistence. - Critical stance.
to explain changes and permanence, simultaneity.

 Historical reflection.
Didactic guidelines
 Research skills.
 Critical analysis of events.

SUMMATIVE EVALUATION:
PRODUCT: PROCESS:
Valuation parameters by rubrics
Performance level Qualification
1 Insufficient 5.0
2 Low 6.0
3 Acceptable 7.0 and 8.0  Development of
4 Featured 9.0 and 10 reflection skills.
 Observation.
RUBRIC PERFORMANCE  Analysis.
LEVEL  Critical thinking.
Creativity, illustration and good management of technique  Attitude.
Spelling and punctuation marks.  Research skills.
I identify the main characteristics of Nazism, ghettos and  Use of information
concentration camps. sources.
It shows the events that occurred during the Holocaust and  Verbal and written
identifies terms such as genocide, extermination, xenophobia and communication.
overcrowding.
Reflect on the life experiences that this very relevant event during
the Second World War leaves us with.
Total

Time Work modality: Didactic Evaluation

Didactic sequence materials strategies,
instruments and
techniques
START:
First session
For the development of the Learning Construction Unit (UCA), students will be
organized into bins. The purpose and method of organization for the
development of a FOLDABLE will be explained to the students with the
6 sessions information they research and develop during the established sessions, guided
at all times by the teacher.

Note: Emphasis is placed on the material required in each session so that they Anecdotal
Week from can develop their product in class. The teacher will bring a bank of material for record
January 7 to students who cannot comply with it. (participation and
February 1 Textbook, discipline)
From his textbook (p. 120-122), you are asked to prepare a synoptic table in cannon,
your notebook with the topics: laptop, Evaluation
- Holocaust notebook, rubric (Foldable)
- Ghettos colored
- Concentration camps sheets,
- Extermination pens,
markers,
RESEARCH: Investigate what the symbol of the Jews was, what their life was scissors,
like before Nazi persecution, habits and traditions, customs. Resistol,
images,
DEVELOPMENT: dictionary
Second Session and
With the requested information, you must create a section in your foldable where cardboard.
you draw the symbol of the Jews and a brief summary of three paragraphs with
the main characteristics.

Third session
In a school library dictionary, you are asked to consult the definition of the
following terms:
- Genocide - Extermination
- Xenophobia - Holocaust
- Overcrowding
The section in the foldable will be called Glossary and they must include the
definitions and some allusive illustration.
 Extra class: Research various digital and written sources about which
concentration camps existed and what their characteristics were.
Fourth Session
With the topic “Concentration Camps”, mention which ones existed and their
characteristics, illustrate them with some photographs that you have recovered,
and also prepare a reflection where you present:
- What types of punishments did the Nazis apply to groups they
considered racially inferior?
- What ideas did the Nazis support the elimination of social groups they
considered inferior?
- Why were Jews placed in these concentration camps and what were
their living conditions?

CLOSING:
Fifth and Sixth Session

The film “The Boy in Striped Pajamas” by Director Mark Herman is played, with
which they will elaborate:
- Mental map highlighting the prohibitions, extermination arguments,
living situation and conditions for Jews imprisoned in the ghettos, sick
people, pregnant women and prisoners in the hands of the Germans.
- Illustrate with five drawings that seemed most unfair, surprising and
inhuman.

Products
and Formative Evaluation: Record in the notebook and anecdotal. Participation and Discipline.
evaluation Products: Evaluation Rubric (Foldable)
criteria

Past present
Issue:

Social changes and contemporary institutions

Axis:

It recognizes the movements in favor of women's rights, the protection of children, respect for diversity
Expected learning:
and other causes that seek to make the 21st century fairer.

Lessons and/or content - The rights of women, children and equality.

Distribution time: 2 sessions

Training Intention:

Purpose Competencies Pedagogical approach

Understand what the historical discipline consists
- Use of historical
of and how historical knowledge is constructed. Understanding historical time and space.
concepts.
Investigate the causes of different problems in Management of historical information.
- Clarity of
Mexico and the world. Formation of a historical consciousness for
formulation.
Locate the processes of history in time and space coexistence.
- Critical stance.
to explain changes and permanence, simultaneity.

 Historical reflection.
Didactic guidelines
 Research skills.
 Critical analysis of events.

Time Work modality: Didactic Evaluation

Didactic sequence materials strategies,
instruments and
techniques
START:
The topic and expected learning are indicated, you are asked to write it down in
your notebook and answer the following questions:
1) How has the situation in which women lived 20 years ago changed to
 the situation they live in today?
2 sessions 2) Do you think that today relationships between men and women are fair
and equitable?
3) Do you think there is racism in Mexico? Because? Notebook, Anecdotal record
4) What actions can be taken to ensure respect and tolerance among textbook, and in his
Week from human beings, without distinction of gender, race, sexual preference, pens, notebook.
February 11 religion or other condition? markers and
to 15. At the end, answers are shared. blackboard.

DEVELOPMENT:
According to reading your textbook p. 131, it is requested to prepare a
conceptual map of the topic “Children's rights”, where 7 main ideas are
mentioned. Together with the teacher, a global construct is created on the
blackboard.

At the end of the activity, ask them to draw up a timeline in their notebook where
they mention the movements in favor of women's liberation, which they will call
“Women's Rights” , they can rely on their textbook (p. 132-134) at the end, an
electronic guide is prepared with the teacher.

CLOSING:
On the topic "Respect for diversity" you are asked to prepare a synoptic table
in bins based on your textbook p. 135-138, where the student mentions:
- Racial discrimination
- Social stratification
- Equality
- indigenism
- Indigenous policies
- resistance movements

At the end, the findings are shared in plenary and the teacher reaches group
conclusions with his intervention.
Products
and Formative evaluation: Record in the notebook and anecdotal. Participation and Discipline.
evaluation
criteria

Overview of the Period

Issue:

Social changes and contemporary institutions.

Axis:
- Recognizes the main world processes and events from the mid-20th century to the present
Expected learning: day.
- Identify the concepts of hegemony, cold war, détente, globalization and economic openness.
- Decolonization and migration
- The end of the bipolar system
Lessons and/or content
- The globalization.
- the age of information

Distribution time: 2 sessions

Training Intention:

Purpose Competencies Pedagogical approach

Understand what the historical discipline consists
- Understanding historical time and - Use of historical
of and how historical knowledge is constructed in
space. concepts.
addition to investigating the causes of different
- Management of historical information. - Clarity of
problems in Mexico and the world; locating the
- Formation of a historical formulation.
processes of history in time and space to explain
consciousness for coexistence. - Critical stance.
changes and permanence, simultaneity.
Didactic guidelines
 Historical reflection.
 Research skills.
 Critical analysis of events.
 FORMATIVE EVALUATION:

PRODUCT:
Valuation parameters by rubrics PROCESS:
 Observation.
Performance level Qualification
 Analysis.
1 Insufficient 5.0  Critical thinking.
2 Low 6.0  Ability to solve problems.
3 Acceptable 7.0 and 8.0  Attitude.
4 Featured 9.0 and 10

Time Work modality: Didactic Evaluation

Didactic sequence materials strategies,
instruments and
techniques
START:
The topic and expected learning are dictated for the student to write down in
their notebook.

According to the information in your textbook p. 140-141 the student is asked to

2 sessions create a timeline with world events from the 20th century to the present day, and
locate processes:
- Economical (blue) Notebook, Anecdotal record
- Politician (green color) textbook, and in his
Week from - Social (red color) pens, notebook.
February 18 - Cultural and scientific (pink color) markers and
to 22. blackboard.
Feedback: With questions guided by the teacher at random using a question list
number, remember the events in each process.

DEVELOPMENT:
In binas, according to the reading of the textbook p-143-147, it is requested to
prepare a conceptual map of the topic “ Transformation” , with the following
concepts:
- world hegemony
- Cold War
- Decolonization
- Civil resistance
- Communism
- Neoliberalism
- Globalization
- information age

When a group locates a concept, they are asked to put it on the blackboard so
that a general construct can be created together.

CLOSING:
Students are asked, according to their creativity, to create a drawing that shows
the changes from communism to neoliberalism, where the comparison of one
economic system to the other is appreciated.
Products
and Formative evaluation: Record in the notebook and anecdotal. Participation and Discipline.
evaluation
criteria

Organizations and institutions to guarantee peace.

Issue:
 Social changes and contemporary institutions.
Axis:
- Identifies the background and functions of the International Criminal Court.
- Analyzes the characteristics of the United Nations Organization and its relationship with the search
Expected learning: for peace in the world.
- Identify the functions of UNICEF, FAO and UNHCR and reflect on their possibilities to improve their
living conditions in the world.
- The structure of the United Nations Organization
Lessons and/or content - The autonomous organizations
- Achievements and challenges

Distribution time: 5 sessions

Training Intention:

Purpose Competencies Pedagogical approach

Understand what the historical discipline consists
- Understanding historical time and - Use of historical
of and how historical knowledge is constructed.
space. concepts.
Investigate the causes of different problems in
- Management of historical information. - Clarity of
Mexico and the world. Locate the processes of
- Formation of a historical formulation.
history in time and space to explain changes and
consciousness for coexistence. - Critical stance.
permanence, simultaneity.

 Historical reflection.
Didactic guidelines  Research skills.
 Critical analysis of events.

ASSESSMENT:
PRODUCT:
Valuation parameters by rubrics
PROCESS:
Performance level Qualification  Development of
1 Insufficient 5.0 reflection skills.
2 Low 6.0  Observation.
3 Acceptable 7.0 and 8.0  Analysis.
4 Featured 9.0 and 10  Critical thinking.
 Attitude.
RUBRIC PERFORMANCE
LEVEL
It contains the characteristics of the technique, is creative and
illustrated and maintains good use of spelling and punctuation
marks.
Identify the main characteristics of the UN, UNICEF, FAO and UNHCR,
through documentary and digital research.
Reflect on the purposes of these institutions to improve world
conditions.
Relates the UN to the search for world peace.
Total

Time Work modality: Didactic Evaluation

Didactic sequence materials strategies,
instruments and
techniques
START:
It begins by mentioning the topic and expected learning, at the end a Power
Point slide is played with images related to the topic, so that the student
responds:
1) Do you recognize the institutions represented in each logo? Write what
5 sessions you know about them: How did they come about? Its duties? Laptop, Individual and
2) In plenary, answers are shared and collective conclusions are obtained. cannon, collective
notebook, participation.
Note: For the next class, it is requested to bring material to make a triptych, such textbook,
Week from as color sheets, images related to the topic. markers, Discipline.
February 25 pens,
to March 15 DEVELOPMENT: images, Evaluation rubric.
resistol, etc.
Students are asked to prepare a triptych on the topic “Organizations and
Institutions to guarantee peace” , supported by their textbook p. 148-153,
where you must state:
 Definition and characteristics of the UN
 The structure of the UN
 Autonomous Organizations: The International Criminal Court, FAO,
ILO, WHO, UNESCO, UNICEF and UNHCR

The work will be delivered to be graded according to the evaluation rubric and
saved in your evidence portfolio.

Students are asked to create the following concept map in their notebook:

International Criminal Court

Background Features Contributions

CLOSING:

Students are asked to prepare the following table (textbook p. 154):

UNICEF FAO UNHCR

Function
Contribution to
humanity
Benefited social
sector

To finish, the teacher projects a conceptual map of the main bodies that make
up the UN; they are asked to write it down in their notebook.

Products
and Formative evaluation: Record in the notebook and anecdotal. Participation, discipline and class project.
evaluation Summative evaluation: Evaluation Rubric (Triptych).
criteria

The Cold War and the Middle East conflict

Issue:

Social changes and contemporary institutions.

Axis:
- Recognizes the formation of large hegemonic blocs in the world after the end of the Second World
War.
- Identify weapons development as part of the confrontation between the blocs and reflect on the
Expected learning: nuclear danger.
- Analyzes the concept of cold war and recognizes the presence of regional conflicts as part of it.
- Reflect on the construction of the Berlin Wall.
- Identifies the origin of the Arab-Israeli conflict and the tensions in the Middle East.
- Hegemonic blocks: capitalism and socialism. The Berlin Wall. The Cold War. Regional
Lessons and/or content conflicts. Paris Agreements and the end of the war. Pacifism. Middle East and oil producing
countries. Arab and Israeli conflict.

Distribution time: 5 sessions

Training Intention:

Purpose Competencies Pedagogical approach

Understand what the historical discipline consists - Understanding historical time and - Use of historical
of and how historical knowledge is constructed. space. concepts.
 - Management of historical information. - Clarity of
Locate the processes of history in time and space
- Formation of a historical formulation.
to explain changes and permanence, simultaneity.
consciousness for coexistence. - Critical stance.

 Historical reflection.
Didactic guidelines  Research skills.
 Critical analysis of events.

FORMATIVE AND SUMMATIVE EVALUATION:

PRODUCT:
Valuation parameters by rubrics
Performance level Qualification
PROCESS:
1 Insufficient 5.0  Development of
2 Low 6.0 reflection skills.
3 Acceptable 7.0 and 8.0  Observation.
4 Featured 9.0 and 10  Analysis.
 Critical thinking.
RUBRIC PERFORMANCE  Attitude.
LEVEL
The information is organized according to its importance,
research is observed in various sources, it is sufficient and
transmits the message .
The distribution of illustrated supports, graphics and texts
is balanced, they support the message, show creativity,
are attractive and clean.
Identify the large hegemonic blocs that were formed after the
Second World War.
Recognizes the risks and dangers that a nuclear war represents
in the arms race.
Identify the causes of conflicts in the Middle East.

Time Work modality: Didactic Evaluation

Didactic sequence materials strategies,
instruments and
techniques
START:
The topic and expected learning are taught, to know the students' prior
knowledge, in class, through brainstorming, the following questions are
answered:
1) Have you seen or know of any series or movies that refer to spies?
6 sessions 2) Do you know any news or data that has to do with the Berlin Wall?
Explain
Week from 3) What do you know about Arab culture?
April 19 to 4, 4) What do you know about Jewish culture?
2019.
At the end, the teacher forms 8 work teams of 5 to 6 members to distribute the
topics to be worked on. It is requested to bring material to prepare a final Notebook,
qualification product. pencils, Anecdotal record:
pens, participation and
DEVELOPMENT: blackboard, discipline.
Once the teams are formed, the following topics are distributed for the markers,
preparation of the poster: textbook,
1) The formation of communist and capitalist blocs (Marshall Plan cardboard, Evaluation
and Warsaw Pact) images, Rubric: Poster
2) The Berlin Wall ruler, etc.
3) The Cold War
4) The arms race
5) Regional conflicts: Cuban revolution, Korean War, Vietnam War.
6) Paris Agreements and end of War.
7) Pacifism
8) Middle East and Arab-Israeli conflict
 Two sessions are given to prepare your final product. At the end you will have 15
minutes to present your poster to the rest of the group. The others must record it
in their notebook.

Feedback: The teacher will intervene with guided questions to confirm the
appropriation of the knowledge of the exhibiting team and the attention of the
rest of the group.

CLOSING:
To validate the knowledge acquired, students are asked to carry out the
following activities:

Activity 1: Comparative Chart

CAPITALIST BLOCK (USA) SOCIALIST BLOCK (USSR)

Activity 2:
Agreement Signature Year Countries Aim

North Atlantic
Treaty
Organization
(NATO)

Warsaw pact

Activity 3:
Clashes where the
two powers Territories Duration of Causes Consequences
participated involved conflict

Korean war

Vietnam War

At the end, the teacher digitally presents the pictures to generate group
conclusions.

Products
and Formative evaluation: Record in the notebook and anecdotal. Participation and class and portfolio products.
evaluation Summative Evaluation: Evaluation Rubric (Poster)
criteria

The end of the bipolar system

Issue:
 Social changes and contemporary institutions.
Axis:
- Recognizes the main processes that marked the end of the Cold War.
- Identify the reform process in the USSR known as “perestroika”
Expected learning:
- Identifies the importance of democratizing movements in Eastern countries for the dissolution of the
Soviet bloc.
Perestroika and the dissolution of the Soviet Union. The fall of the Berlin wall. The transition to
Lessons and/or content capitalism of Eastern Europe. The dissolution of Yugoslavia. Permanence of the socialist system in
other nations outside Europe. North Korea and Vietnam.

Distribution time: 2 sessions

Training Intention:

Purpose Competencies Pedagogical approach

- Understanding historical time and - Use of historical
Understand what the historical discipline consists
space. concepts.
of and how historical knowledge is constructed.
- Management of historical information. - Clarity of
Locate the processes of history in time and space
- Formation of a historical formulation.
to explain changes and permanence, simultaneity.
consciousness for coexistence. - Critical stance.

 Historical reflection.
Didactic guidelines  Research skills.
 Critical analysis of events.

Time Work modality: Didactic Evaluation

Didactic sequence materials strategies,
instruments and
techniques
START:
It begins with the topic and expected learnings. A timeline was projected on the
canyon that will allow the student to recognize the processes that marked the
end of the Cold War. They are asked to make the timeline in their notebook.

2 sessions You are asked to answer the following questions according to the reading of
your textbook (p.182-183):
1) Year in which the set of reforms known as Perestroika began? Record in your
2) List the reforms applied in that movement. Cannon, notebook.
Week from 3) Economic consequences? laptop,
April 8 to 12. 4) Mentions the social guarantees applied in the reforms. notebook, Anecdotal record.
5) Political consequences? textbook and
6) Explanation of the Coup d'état. pens.
7) Name of Gorbachev's successor and form of government he
established?
8) Date of the fall of the Russian socialist regime.

At the end, responses are shared in plenary.

DEVELOPMENT:
A power point presentation is projected with relevant aspects of the topic, and
you are asked to take notes in your notebook.
The teacher intervenes with guided questions to validate that the students
understand the historical events, in addition to identifying the importance of the
democratizing movements in the Eastern countries for the Soviet dissolution.

CLOSING:

The student is asked to individually prepare a free outline where the student
responds:
 Countries that achieved the transition from socialism to capitalism in a
democratic way.
 Countries that achieved the transition from socialism to capitalism in a
violent way.
  How did nations that democratically adopted capitalism influence the
fall of the Soviet Union?
 Internal and external issues that influenced the fall of the USSR.

At the end they are socialized in plenary.

Products
and Formative evaluation: Record in the notebook and anecdotal. Participation and class and portfolio products.
evaluation
criteria

Observations:
The planning is subject to changes as required, by the teacher, groups and school, in case of absence or school committees.

MTRO. MANUEL ALEJANDRO

RAMÍREZ SALAMANCA MTRO: ALFREDO KENIO CERON PROFR.
HEAD OF THE SUBJECT DEPUTY DIRECTOR MORNING SHIFT CHÁVEZ HEAD OF TEACHING
DIRECTOR