STANDARD COMPETENCIES:

 

 I.      Demonstrate knowledge of the major geographical areas and features of Latin America, including differentiating the present political boundaries of countries.

 II.     Comprehend the development and achievements of the early civilizations,

 III.    and analyze the strengths and shortcomings of these groups.

 IV.     Analyze the interrelationships among the Muslim, Jewish,

 V.      and Christian peoples which created a powerful Spain (Castile).

 VI.     Analyze and integrate the causes, nature, and results of the discovery and conquest

 VII.    of Latin America and identify the major participants and locations.

 VIII.   Synthesize and explain the governmental, religious, economic, social, historical, and

 IX.     racial factors behind the search for independence during the Colonial Period.

 X       Comprehend the changes caused by the Napoleonic Wars in Europe and

 XI.     apply them to the reactions to these changes in the Spanish colonies in the Americas.

 XII.    Evaluate the sources and perspectives on Latin American history for bias or accuracy.

 XIII.   Apply new knowledge of Latin American history to present and future events, policies, and attitudes from within and without.

 XIV.    Four general goals integrate history with workplace skills:

       A.      Acquire information from many sources

       B.      Break complex and multiple sources of information down into parts to create clearer understanding

       C.      Understand the impact of time and space on perspective

       D.      Develop narrative structures and arguments based on evidence

 XV.     Throughout the course, students should be introduced to course content, practice using course content, and demonstrate they can:

       A.        Describe how peoples, groups, cultures, and institutions covered in this course change over time

       B.        Understand the events covered in the course in historical context and recognize how social, cultural, gender, race, religion, nationality and other identities affect historical perspective

       C.        Communicate orally and in writing about the subject of the course and select and apply contemporary forms of technology to solve problems and compile information

       D.        Use different resources for historical research, including libraries, databases, bibliographies and archives

       E.         Analyze secondary sources and recognize differences in historical interpretation

       F.         Identify types of primary sources, the point of view and purpose of their author or creator

       G.        Create substantive writing samples which employ critical analysis of primary and secondary sources, and document those sources correctly

       H.        Construct knowledge in the discipline and synthesize historical narratives and timelines from primary and secondary sources, maps, and/or artifacts and critically analyze, interpret and evaluate many different points of view to construct historical arguments.

 TOPICAL OUTLINE:

 

 I.      Thinking about history

 II.     The motivations and influences of the conquerors and the conquered

 III.    Attitudes of pre-conquest Europe

         A.      Political landscape of Spain and the rest of Europe at the onset of the Conquest

 IV.     The conquest of the Americans

         A.      The roles of Columbus, Cortes, and Montezuma

 V.      The New World

         A.      The Spaniards in the New World

         B.      The Indians in the New World

 VI.     Perspectives on the New World

         A.      From the outside, peering in

         B.      From the inside, reaching out

 VII.    Change since conquest

 VIII.   Modern attitudes

         A.      Coexistence of Europeans and Natives

         B.      Political landscape

 IX.