Students explore a timeline of significant political events in the development of the Mexican government. They learn about the constitution of 1917 and the form of government created as a result. Then they compare Mexico's government to the U.S. government. Students are introduced to the economy of Mexico and focus on the history of chocolate as part of the economy, past and present. Finally, students consider what it would be like to use an agricultural product as a form of money.
Students read an introduction to Mexico’s struggle to establish a stable government after independence from Spain and review the lesson objectives. They examine a historical photograph of armed men during the Mexican Revolution and respond to a prompt on a shared wall describing what they think is happening in the image and the possible context.
Teacher MovesPresent the lesson overview and objectives, connecting Mexico’s government and economy to prior learning about revolutions and nation-building. Provide context for the photograph by explaining that the men are fighters in the Mexican Revolution in 1911, and invite students to share what they know about the term “revolution” and other revolutions in history. Use student responses to surface initial ideas about political change before unlocking the next scene.
Students read background text about Mexico’s political changes from 1810 to 1917 and examine the Mexico Profile – Timeline to identify key political events. Using a graphic organizer, they record significant events for specified years, such as independence from Spain, Texas independence, the U.S.–Mexico War, the Porfirio Díaz dictatorship, the Mexican Revolution, the 1917 Constitution, and the 2000 presidential election. They then read Mexican Revolution to learn how the revolution unfolded and respond to a poll choosing a word that best describes the period around the revolution. Next, they read Mexican Government to learn about Mexico’s current form of government and complete a comparison graphic organizer, noting similarities and differences between the Mexican and U.S. governments.
Teacher MovesGuide students in using the timeline to sequence major political events and clarify any unfamiliar events or terms. After students read about the Mexican Revolution and answer the poll, emphasize that the period was chaotic, with rulers repeatedly taking power and being overthrown. When students compare the Mexican and U.S. governments, prompt them to identify both shared structures (such as three branches and a federal system) and differences (such as the number of political parties). Provide reminders about the roles of the three branches of the U.S. government as needed, and circulate to support accurate and complete entries in the organizers before moving on.
Students read Mexican Economy to learn about Mexico’s contemporary economy and its major industries and challenges, then answer a poll question about what happened in the 1980s that led to large government debt. They view an image and caption about an Indian priest passing hot chocolate, then read and watch A Brief History of Chocolate in Mexico and the video A Brief History of Chocolate to explore how chocolate originated in Mexico and how its uses have changed over time. On a shared wall, they describe different ways chocolate has been used throughout history.
Teacher MovesHighlight key points from the reading about Mexico’s economy, especially the impact of falling petroleum prices in the 1980s and how this affected government debt. Use the image and chocolate resources to connect economic concepts to a concrete agricultural product, prompting students to note chocolate’s roles as food, tribute, money, medicine, religious offering, and soldiers’ wages. If needed, list or restate these uses to deepen understanding, and encourage students to include multiple historical uses in their wall responses.
Students imagine an agricultural product being used as money instead of modern cash. On a shared wall, they write a paragraph explaining which product would work best as currency, why it would have value for buying other things, and give at least one example of how much of that product they might charge for a meal. After posting, they read classmates’ paragraphs and respond to at least two peers with a question or positive comment.
Teacher MovesSupport students in selecting an agricultural product by prompting them to think about items they use and value, such as corn, wheat, rice, fruits, vegetables, coffee, eggs, or sugar. Encourage them to consider what makes a product useful as money (value, demand, storability, divisibility) and to create concrete pricing examples (for instance, a large bag of grapefruit or two dozen eggs for a meal, or a year’s worth of rice or coffee for a high-value item). Emphasize that barter and commodity-based exchange have been central to economies for centuries, and prompt respectful, thoughtful peer feedback.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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