I.

-
DATA

INFORMATIVE:
1.1. AREA: History, Geography and Economics
1.2. GRADE/SECTION: 2 “B”
1.3. TIME: 7:00- 9:15
1.4 DURATION: 3 Hours
1.5. TEACHER: Nélida Mendoza Fernández

II.-DIDACTIC SEQUENCE OF THE SESSION:

TITLE OF THE SESSION:

 EUROPEAN EXPANSION AND DISCOVERY OF AMERICA

EXPECTED LEARNING
COMPETENC CAPABILITIES THEMATIC INDICATORS OF
ES FIELD PERFORMANCE
Build historical Critically interpret Expedition Recognize the reasons
interpretations diverse sources. trips. for European
Prepare historical expansion.
explanations Describes the
recognizing the Explorations of explorations of
relevance of certain the 15th Portugal.
processes. century.
Reorganize
information from Identify and describe
various written texts. The discovery the process of the
of America. discovery of America.

Identify the effects of

The effects of European expansion.
expansion in
America.

DIDACTIC SEQUENCE

What impact did Marco Polo's stories have on the Western world?
Taking into account the previous process, the teacher specifies what she is afraid to
address is: “EUROPEAN EXPANSION AND THE DISCOVERY OF AMERICA.”
•The teacher provides feedback on the topic, for this she performs the dynamic of
“The rate of knowledge” which consists of the students writing conclusions about the
effects on scraps of paper. produced by European expansion in America for a better
understanding of the subject and clarifies any doubts that the students may have.
•The practitioner asks the students to develop the Cognitive Goal sheet (annex 04)

III.- EVALUATION DESIGN

ABILITY INDICATOR EVAL INDICATORS. INSTRUMENT

Critically Recognize the
interpret diverse reasons for * Oral participation.
sources. European
Prepare historical expansion. *Answers the questions
explanations raised.
recognizing the Describes the Observation
relevance of explorations of *Argue your answers. Guide
certain processes. Portugal.
*Complies with planned
activities.
Reorganize Identify and
information from describe the process
various written of the discovery of
texts. America.

Identify the effects

of European
expansion.
V.- TASK TO WORK AT HOME
Carry out the activities from your history, geography and economics book on pages: 80-85
individually.

IV.- RESOURCES AND MATERIALS

*Computers.
*Manual rates.
*HGE book.
*Power Point.
* Videos.
*Printed pages.
 Trujillo, September 15, 2016

____________________________
____________________________ Lic. Nélida Mendoza Fernández
Torrejón Oruna, Rebeca Professor of the area
UNT Intern

____________________________
Dr. VÁSQUEZ CORREA, Loreley Head
of UNT Practices
ANE XOS

ANNEXES 01

INSTRUCTION : Complete the diagram identifying the reasons for the European expedition
 Businessman

REASONS FOR THE

EUROPEAN Economic
EXPEDITION

Cultural

Annex 02
INSTRUCTION : Complete the diagram identifying those who carried out the Portuguese
explorations
 PORTUGUESE EXPLORATIONS
Navigators Expeditions start year How did they contribute to the establishment of
new routes?

Annex 03

INSTRUCTION : Complete the vignettes that indicate, in order, the most notable events
of the discovery of America.

What ideas did people have about the land in

the 19th century? 15?
 Who was a colonist and what ideas did

he have?

What happened with the fall of the

Roman Empire?

What was the colon project?

Who accepted your project?

What was the capitulation of the Holy Faith and

In what year and from where did Colon begin his

travels?

What were the caravels of your colon voyages?

What phrase and what day is America discovered?

Annex 04

METACOGNITION SHEET

TOPIC DEVELOPED:………………………………………………………………………………..
Instruction: Answer the following questions honestly.

What I learned? How did I learn it?

What will what I learned be used for?

ANNEXES
EVALUATION
Annex 05 Weighting Scale:
Yes= 1, 2, 3, 4.5
1= Occasionally
2= Sometimes
OBSERVATION GUIDE 3= Frequently
4=Almost always
5= Always
N
o Stake Answer Properly
. SURNAMES AND Oral the justify Comply with
NAMES questions your planned NOT
raised. answer. activities E
0
1
0
2
0
3
0
4
0
5
0
6
0
7
0
8
0
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
2
1
2
2
2
3
2
4
WE RESOLVE
THE
ACTIVITIES

ANNEXES 01
INSTRUCTION : Complete the diagram identifying the reasons for the European expedition

Businessman The Silk Road was closed by the

Ottomans, causing Europeans to find
an alternative trade route.
They resumed the old SEA ROUTES.

Need to incorporate territories, the

REASONS FOR THE search for cheap labor.
EUROPEAN Economic Increased demand for gold.
EXPEDITION

Cultural
Expansion of Catholicism, gaining
new followers for Christianity.

Annex 02
INSTRUCTION : Complete the diagram identifying those who carried out the Portuguese
explorations
 PORTUGUESE EXPLORATIONS
Navigators Expeditions start year How did they contribute to the establishment of
new routes?

1488 He toured the western coasts of Africa and the Cape of

Bartholomew days Good Hope.

1498 He toured the Cape of Good Hope, the east coast of

Basque range Africa, Malindi and Calicut.

He toured the western coasts of Africa, the Cape of Good

Alonso of Albuquerque 1511 Hope, Malindi, Goa and Malacca.

Annex 03

INSTRUCTION : Complete the vignettes that indicate, in order, the most notable events
of the discovery of America.

What ideas did people have about the land in

the 19th century? 15? The vast majority thought that the earth was
flat, and the ships at the end of the continent fell
into the abyss. And there were only 3 continents:
Asia-Africa-Europe.
 Who was a colonist and what ideas did

Columbus, a navigator of Genoese origin,

maintained that the earth was spherical (round).

he have?

What happened with the fall of the

Power passed to the Ottomans and the trade

routes, the headquarters route, were closed,
causing the search for new routes.

Roman Empire?

What was the colon project?

It consisted of carrying out an expedition across

the Atlantic to the west, that is, passing through
the Sea in search of new routes to reach India.

Who accepted your project?

The Catholic kings. Isabel and Fernando

What was the capitulation of the Holy Faith and The Catholic kings signed it and it
consisted of: granting Columbus the title:
great admiral of the sea. And the position
of viceroy of all the territories he
discovered.
One tenth of all profits obtained
In what year and from where did Colon begin his

On August 3, 1492, Columbus left Puerto

de Palos

travels?

What were the caravels of your colon voyages?

Girl- Pinta and Santa María

What phrase and what day is America discovered?

PHRASE: LAND IN SIGHT.

OCTOBER 12, 1492
 THEORETICAL
SCIENTIFIC
SUPPORT

I. INTRODUCTION

At the end of the 15th century and with very few years of difference, Columbus arrived in
America (1492) and Vasco de Gama arrived in India (1498). It was the beginning of a military
and commercial expansion that would mean the domination of much of the world for the
benefit of Europe.

The great discoveries represented the culmination of European expansion that began in the
Near East with the Crusades and continued on the Atlantic islands and the African coasts of
the Atlantic as an extension of the Hispanic reconquest. Faced with great rivalry and with the
financial collaboration of Genoa, Castile and Portugal, they occupied the Atlantic islands
(Canary Islands, Madeira, Azores) and undertook exploration and plundering along the
African Atlantic coast. The ultimate goal was the search for the source of gold, which was
known to come from the south of the Sahara, and the establishment of direct trade by sea like
India and China, dispensing with Muslim intermediaries from the Maghreb or the Near East.
Meanwhile, both plundering expeditions provided loot, especially gold and slaves. Likewise,
the islands allowed some oriental products to acclimatize, especially sugar cane. Since the
Atlantic route was soon dominated by Portugal, the Catholic Monarchs accepted Columbus's
risky proposal to reach China from the west, the fortuitous result of which was the discovery
of America.

II. EUROPEAN EXPANSION AND DISCOVERY OF AMERICA

1. Expedition Trips.

It is known as the process by which European countries from the mid-19th century began the
occupation and exploitation of immense territories in Africa and Asia. The word comes from
the great empires that created countries like Great Britain, France, Belgium, Germany... We
can say that one of the main drivers of imperialism is the exaltation of nationalism in
European states, nationalism that, almost always, conceals the true motives, which are
economic ones.

1.1. Causes of European expansion:

There are many causes that influence the emergence of this phenomenon of territorial
expansion, we will mention the most important ones:

a) Economic causes: They are the most prominent. European countries need cheap raw
materials to supply their industries, and these underdeveloped countries are the ones that
produce these materials. They also look for a place to place the leftover industrial
products, that is, they look for markets.

For some authors, the conquest of these territories is also an escape valve for the strong
population growth as a consequence of the industrial revolution; demographic pressure
causes “over” people and many go to live in these new territories.

b) Policies: The exaltation of nationalism leads to trying to imitate the greatness of the
great empires of the past, this idea becomes an obsession for the colonizing countries.
Colonialism is a matter of national prestige, all countries have a lot at stake in Europe and
all They want to be the strongest power on the continent, to achieve this, conquering new
territories becomes a favorable opportunity to carry out great military enterprises and new
glories for the country. The bourgeoisie in power will use this powerful weapon
(nationalism) to unite all the people against the rival nation. Conquering territories is a
way to be strong and feared. On the other hand, there are strategic reasons that make a
power take over a key territory to control trade routes or to prevent access to an enemy
area.

c) Demographic: The spectacular increase in the European population as a consequence

of the industrial revolutions causes some forty million people to move to new territories. In
many cases the military occupation of a territory occurs after a settlement of inhabitants.
As we see, populating new territories becomes an escape valve to alleviate the
overpopulation of the old continent.

d) Ideological. As ideological causes that favor colonial expansion we find religious

reasons. A large number of Catholic and Protestant missionaries come to evangelize these
lands to achieve the “salvation” of the native population, considered wild. These
 missionaries will be the advance guard for a later military occupation. There are also
humanitarian organizations that try to help these people by bringing them the advances of
industrial society: machines, medicines... On the other hand, we must point out the interest
that distant civilizations and exotic countries arouse in Europe. This makes many
Europeans feel attracted to these territories and embark on the exploration of unknown
rivers and mountains. The white spots on the maps go to be erased little by little. At this
point we must talk about the role of the Geographical Societies that are established in
many European countries with the mission of studying Africa and financing explorations
into the interior of the continent that it favored. (Lopez, 1992, págs. 123-129)

2. Portuguese Explorations

From the beginning of the 15th century, Portugal sought a new sea route to India, skirting
Africa. The Portuguese advanced little by little; They first discovered the island of Madeira
(1418) and the Azores Islands (1431). Then they went south along the African coast. In 1498
Vasco da Gama arrived in India. In this way, a new route was created between Europe and
Asia that did not have to pass through the territories dominated by the Turks. The Portuguese
created a great empire and became a great power.

2.1. The Main Explorers:

a) Bartolomé Díaz: Although some historians maintain that he was born in Mirandela,
Trás-os-Montes (others believe that in the Algarve).

It took Díaz ten months to prepare the expedition and he left Lisbon at the end of July or
beginning of August 1487, with two armed caravels of 50 tons and a supply ship. On this trip
he would be accompanied by Pêro de Alenquer, as pilot of the flagship, São Cristóvão, which
recounted Vasco da Gama's first voyage; João Infante, in command of the caravel S.
Pantaleão, which was piloted by Álvaro Martins; and PêroDias, brother of Bartolomé,
commanding the supply ship, with João de Santiago as pilot.

João Grego also participated in the expedition and they were accompanied by two black men
and four women, captured by DiogoCão on the west African coast. The expedition sailed
south along the west coast of Africa, sailing first to the mouth of the Congo River, discovered
in 1486 by DiogoCão and Martin Behaim. They supplied their supplies at the Portuguese
fortress of San Jorge de la Mina, on the Gold Coast. From there they traveled along the
African coast of Angola and then Díaz arrived on December 8 at the Golfo da Santa María da
Conceição (Walbisbaai, WalvisBay, in present-day Namibia), the southernmost point mapped
by Diego Cao's expedition. At the end of December 1487 they reached a place near the mouth
of the Orange River and erected a stone padrao and called the place Angra dos Voltas.
Continuing south, they first discovered Angra dos Ilhéus and towards Port Nolloth, northwest
of present-day South Africa, they moved away from the coast and were swept away by a
violent storm during the month of January 1488, passing by in the south the cape that It is
currently called the Cape of Good Hope, without actually seeing it.

On May 29, when the expedition reached the coast of the Cape of Good Hope, a powerful
storm occurred that caused the sinking of four of its ships, including Díaz's own, and he and
all his men perished. Ironically, the brave sailor met his death near his most famous discovery,
the Cape of Good Hope, which he had prophetically named the Cape of Storms.

b) Vasco da Gama : He was probably born in 1460 or 1469, in Sines, on the southwestern
coast of Portugal, probably in a house near the church of NossaSenhora das Salas. Sines,
one of the few ports on the Alentejo coast, was then a small village of houses inhabited
by fishermen.

Manuel I entrusted him with the command of a small fleet, with the title of captain of the fleet,
and one Saturday, July 8, 1497, he set sail from the Santa María de Belém, on the banks of the
Tagus River (Lisbon) with the intention to skirt the African coast, pass the Cape of Good
Hope and go in search of India. It was essentially an exploring expedition carrying letters from
King D. Manuel I for the kingdoms they visited, padrões to place, and which had been
equipped by Bartolomé Díaz with some products that had proven to be useful on their travels
for bartering with local commerce. The only eyewitness account of the trip that survives is an
anonymous logbook, attributed to Álvaro Velho. (Most of the Crown archives disappeared in
the great fire of Lisbon).

On February 12, 1502, Vasco da Gama led a new expedition with a fleet of twenty warships,
with the purpose of enforcing Portuguese interests in the East. He had been invited after the
refusal of Pedro Alvares Cabral, who disagreed with the king about the command of the
expedition. This voyage took place after the voyage of the second fleet to India, led by Cabral
in 1500, which, by deviating from the route, made the discovery of Brazil. When he arrived in
India, Cabral learned that the Portuguese who had been left there by Vasco da Gama on his
first trip, to establish a trading post, had been killed. After bombarding Calicut, he headed
south to Cochin, a small rival kingdom, where he was warmly received by the Rajas, returning
to Europe with silk and gold. Having acquired a reputation as a fearsome problem-solver in
India, Vasco da Gama was sent back in 1524, after staying away from shipping for almost
twenty years. The objective was for him to replace Viceroy Duarte de Meneses, whose
government had been disastrous. On the voyage Gama contracted malaria shortly after
arriving in Goa.

c) Hernando Magellan: Sabrosa, Northern Region, Portugal, spring 1480 – Mactan,

Philippines, April 27, 1521 He fell from grace at the court of the Portuguese king Manuel
I the Fortunate, and arrived in Seville in 1517 with the cosmographer RuiFaleiro.
 Convinced that the Moluccas were located within the Spanish demarcation that had been
established in 1494 by the Treaty of Tordesillas, he offered the Spanish king Charles I
(Emperor Charles V) the projects to explore the east that the Portuguese king had
rejected. His proposal was to reach the Spice Islands by a western route under Spanish
jurisdiction, through a pass or strait located in the south of South America, thus avoiding
entering Portuguese dominions. Once the project was approved, a capitulation was signed
on March 22, 1518 in Valladolid by which Magellan was named captain general of the
Navy and governor of all the lands he found. (Madeira, 1985, págs. 98-101)

3. The discovery of America

It occurred thanks to events that boosted support for navigation projects, such as the conquest
of the kingdom of Granada in 1492 with the surrender of King Boab-dil in the city of Santa
Fe, thus leaving the road to Castile clear. to adopt an aggressive policy that would halt the
progress made by Portugal in the conquest of the Atlantic and in the markets of Black Africa.

The Catholic Monarchs were willing to help any navigation company that achieved the
objectives they proposed in their competition with Portugal.

31. Christopher Columbus

It is believed that Columbus was born in Genoa, where in many writings he claimed to come
from, although no paper written in his own handwriting that was not in Spanish was ever
found. The exact date of his birth is unknown, but is estimated around 1451. Several cities in
Italy dispute its birthplace. He has also been considered Galician, Extremaduran or Catalan,
and there are many who claim a Hebrew ethnic origin.

3.2. The voyages of discovery of America

The Crown procured two caravels that it "commissioned" to the residents of Palos de Moguer
by royal mandate, as well as "requested" the coastal cities of Andalusia for provisions,
supplies and military equipment for the company. Columbus was exempted from paying
duties and was granted the status of Ambassador of Their Majesties to the Great Khan.

It was not easy for the Genoese to assemble a crew. For the sailors, Columbus was an
unknown man with a reputation for being deluded, so they were surprised by the support
provided by the royal decree read in the church of San Jorge in May 1492. Martín Alonso
Pinzón provided Don Cristóbal with decisive support, thanks to the intervention of Brother
Juan Pérez, and procured the crew of the three caravels, already prepared. In June 1492
enlistment began.

a) First trip
With three caravels, the Pinta , the Niña and the Santa María (the latter owned by Juan de la
Cosa, who embarked on it as a master or pilot), under the command, respectively, of Martín
Alonso Pinzón, Vicente Yáñez Pinzón and Colón himself. , they put to sea on August 3, 1492
in the port of Palos and headed towards the Canary Islands, where they stopped to repair some
damage to the Pinta and the Niña and for Columbus to make some visits before facing the
ocean.
They continued their journey on September 1st from Las Palmas, driven by favorable trade
winds. Two notable incidents occurred on the slow voyage: the deviation observed in the
compass needle (which they attributed to the variation in latitude), and the increasing
nervousness of the sailors, after a month of navigation without results.

b) Second trip

Given the success achieved by the Genoese navigator, the kings, once they had obtained the
bull Inter caetera from Pope Alexander VI, which ratified, de jure and before God, the
possession of the islands and lands discovered in the name of the Crown, rushed to organize a
second expedition since the Portuguese were preparing to prepare another and try to vary the
terms of the bull. On June 7, 1494, a treaty was signed in Tordesillas, by which the new lands
were divided by a meridian three hundred and seventy leagues west of the Cape Verde Islands,
the basis of the rights that Portugal would claim for its colony of Brazil. The entire area
located west of the line belonged to Spain; that of the west, to Portugal.

Columbus left the port of Cádiz on his second voyage with a powerful fleet made up of
seventeen ships on September 25, 1493. The ships were loaded with supplies, colonizers and
soldiers, as well as domestic animals and European plants. The company had twelve
missionaries and the famous Antonio de Marchena, Juan de la Cosa, Diego Colón, Alonso de
Ojeda (conqueror of Santo Domingo), the father and an uncle of Fray Bartolomé de Las Casas
and Juan Ponce de León, among others. The expedition, financed by the Duke of Medina
Sidonia, landed in La Gomera on October 5 to provide food and water .

c) Third travel

Columbus set sail from the port of Sanlúcar de Barrameda on May 30, 1498 with six ships,
stopped at La Gomera and, after catching a privateer ship, headed to the New World. Once he
had crossed the calm areas, which exhausted his provisions, on July 31 he sighted a rugged
land, to which he imposed the name of Trinidad (which he still retains). On August 1, he
landed for the first time on the Venezuelan mainland on the peninsulas of Paria and Cumaná,
which he mistook for islands. He went back to Hispaniola where he learned of the
depopulation of the La Isabela fort and the founding of Santo Domingo, on the banks of the
Ozama River. Columbus, very ill with gout and ophthalmia, faced the rebellion of Justice
Francisco Roldán and a general disorder occurred in the colony that the admiral could not
prevent.

d) Fourth trip
In charge of the public treasury once again, Columbus assembled four ships (three caravels
and a small boat) that set sail from Cádiz on May 9, 1502, with the recommendation not to
approach Hispaniola except in case of great need.

He set foot in America for the last time, on June 13, 1502, on an island that he called
Martinino (Martinique), but he had to go, much to his regret, to Hispaniola, where Ovando
denied him permission to dock, so there was to protect themselves from a cyclone in Puerto
Bello, in the west of the island. Ovando, ignorant of Columbus's advice and his experience in
tropical waters, put to sea and lost twenty ships with their men and treasure, including
Columbus' enemies Roland and Bobadilla. (Serrato, 1893, págs. 123-126)

CONCLUSIONS

 The causes of European exploration were due to the cause of the social, political and
economic crisis of Europe in the 15th century.
 Another cause is the need that Europeans had to look for new lands to supply
themselves with food and wood (for fuel and to build ships).
 Exploration voyages showed that the world was much larger than Europeans had
calculated.
 The Portuguese Henry the Navigator was one of the greatest promoters of Portuguese
expansion. He surrounded himself with marine experts, astronomers and scientists and
set out to conquer Africa in search of an interoceanic passage.
 In 1488, the Portuguese Bartolomé Díaz discovered the Cape of Good Hope at the
southern tip of Africa, reaching the long-awaited interoceanic passage that finally
connected Europe with Asia through the sea.
 Spain had achieved its national unity with the Catholic kings by defeating the Muslims
and recovered its territory in 1492. It was precisely in that year that Christopher
Columbus managed to sign his commercial agreement with the crown and embark on
his adventure, which consisted of reaching the East via the Western route. starting
from the idea widely spread even then that the Earth was round.
 Columbus arrived on land on October 12, 1492, but he never found out that he had not
arrived in China, as he believed, but rather in a continent unknown to Europeans,
which they would later call America.
 Among the economic consequences for America, the introduction of new crops
adapted to the American climate stands out. The best example is coffee. Today the best
coffee in the world is from South America, both Colombian and Brazilian.
 A new social class becomes the protagonist: the Creole bourgeoisie of European
origin, which will be the great protagonist of American life, in rivalry with European
metropolitan officials.
  Among the political consequences is the fall of the pre-Columbian empires: Aztecs,
Mayans or Incas, among the most prominent. The Indians of the most inaccessible
areas escape this process and resist the conquest well.
 Among the cultural consequences, European culture is introduced into all areas of life,
sometimes incorporating indigenous traits. The indigenous culture is relegated in the
religious or linguistic spheres.

BIBLIOGRAPHY

Lopez, A. I. (1992). Motivaciones Economicas Y espirituales de la

Expansión Europea. México: Dialnet.

Madeira, C. (1985). Expansión y descubrimientos portugueses:.

Paris : Estudioa africanos .

Serrato, F. (1893). Cristobal Colon. Madrid: Luxus.

WIKIPEDIA

 http://editorialweeble.com/libros/ESP/el-descubrimiento-de%20America.pdf

 https://ricluengo.files.wordpress.com/2008/11/50-defensa-de-los-indios-bartolome-de-las-
casas.pdf

 http://unesdoc.unesco.org/images/0008/000831/083185so.pdf
 SUPPORT
PEDAGOGICAL
 I. INTRODUCTION

The learning session is the

set of situations that
each teacher designs and
organizes with a logical
sequence to develop a set of
learning proposed in the
teaching unit.

Within the learning session, pedagogical moments are established (Beginning, development
and closing), indicated as “activities that the teacher develops intentionally with the aim of
mediating the student's learning”; These teaching practices are a set of intersubjective actions
and knowledge that occur among those who participate in the educational process with the
purpose of building knowledge, clarifying values and developing skills for life together.

In this pedagogical support it shows us the methodology that will be used to develop the topic
“American settlement”; It will generally focus on the students' activities and each of the
methods used will be specified with its respective adaptation to the mentioned topic. Which
will allow me to make the dynamic, awareness-raising and humanizing process more viable in
all the experiences and activities of the student; thus contributing to their integral
development.
 II. DIDACTIC SEQUENCE
We must keep in mind that in the new vision of learning, learning involves acting, resolving
situations, establishing relationships between theory and practice, taking into account the
interests of the students, and prior knowledge acquired socially and culturally. In this way we
will develop the steps and the entire process of how the class will be carried out.

1. HOME

1.1. Motivation:

The term motivation is derived from the Latin verb “moveré,” which means “to move,” “to set
in motion,” or “to be ready for action.” Thus, on a pedagogical level “motivation means
providing reasons, that is, stimulating the will to learn.”

Pedagogues define it this way:

WOOLFOLK (1990:326) says that: “Motivation is defined as something that energizes and
directs behavior.”
On the other hand, AVOLIO (1975:71) says “The importance of motivation is known to
everyone; it must not only exist before starting the learning process, but it must be maintained
throughout the learning process.”
AUSUBEL (1983:34). It says: “For the teacher to achieve good and effective learning, he
must take the existing knowledge through the experience of the individual, so that he solidifies
the new knowledge.”
Ausubel suggests that students must be motivated for meaningful learning to occur.
Finally AUSUBEL (1983:18) “Learning is significant when the contents: Are related in a non-
arbitrary and substantial way, with what the student already knows. By substantial and non-
arbitrary relationship it should be understood that ideas are related to some specifically
relevant existing aspect of the student's cognitive structure, such as an image , an already
significant symbol, a concept or a proposition.

This means that in the educational process, it is important to consider what the individual
already knows in such a way as to establish a relationship with what he or she must learn. This
process takes place if the learner has concepts in his or her cognitive structure, these are: ideas,
propositions, etc., with which the new information can interact.

It is understood then that in the development of motivation what we seek to achieve is the
students' predisposition to disappoint and assimilate the new knowledge that is being
transmitted, this moment is crucial for the teacher to know the cognitive structure of his
students considering their age and context, taking it as a basis to adapt new knowledge by
disseminating it in a contextualized way.

1.2. Questions:

Questions are asked to the students about the video, so that they themselves reflect and build
their own learning; if necessary, the teacher will expand the explanation of the questions.

GALVEZ, (1999:638.) says that “Asking questions to the students serves the teacher to direct
the students' observation to what is essential and make them reflect, leading them to carry out
their learning by their own effort. The use of questions in class must be appropriate and you
must know how and when they should be asked.”

2. DEVELOPMENT

2.1. The teacher's presentation

“Exhibitions in the educational field play a role of the highest order, apart from being an
excellent means of communication and understanding between human beings, they empower
the professional in education to fulfill more effectively the great role that corresponds to him
within his society.”(GALVEZ.1999:439)

My presentation will consist of projecting slides (Microsoft Power Point) where most of the
slides are identified with plates, to capture the attention of the students, as well as for a greater
understanding of the topic.

II.2. silent reading

“For the silent reading technique to be satisfactory, some conditions must be followed: read
only by sight; In the reading room or in the classroom, complete silence will reign, so that the
students can concentrate, while reading the student can write down or underline the main
ideas.” (CALDERO.1999:131)

This technique is the most used by students and teachers, the reader promotes their
concentration, understanding, perfects their ability to analyze, favors learning maturity and
gets used to reading.

II.3. Double entry box

“The double entry table is a table that allows you to compare information through a grid
scheme. This data is organized into two or more columns, depending on the comparisons
shown by the reading. On each vertical axis the information is ordered taking into account
how many categories; on the horizon are the categories of comparisons that the reading
requires. (MINISTRY OF EDUCATION. 2007. Page 48)

II.4. The participation

“It is an active collaboration of students within the classroom in the activities that are carried
out together.”(DE LA TORRE.2005:33)

In the second moment of the didactic sequence, I begin by presenting on slides, because as I
mentioned at the beginning, motivation must be present throughout the didactic sequence, and
for a better understanding of the topic, I am using images, as well as maps. Then he provides
each student with reading sheets, where they will use the underlining technique. In this way
they reinforce the explanation given by the teacher and I check their new knowledge when
they complete the double entry table, in the same way when they actively participate in class.

3. CLOSURE

3.1. Assessment

“ The evaluation has different purposes, such as obtaining information to make administrative
decisions, information for the student about their progress, information for the teacher about
their teaching, forecasts about the development of the students, motivation to study,
etc.”(LÓPEZ.2003 :19)
“Learning is synonymous with understanding. Therefore, what will be understood will be what
will be learned and remembered better because it will be integrated into our knowledge
structure” (AUSUBEL.1983:97)

3.2. Meta cognition:

At the end of a class, the mental process is present in which we become aware of what we are
learning, which allows students to reflect on their learning, such as what they have learned,
how they have learned and what it is for. what was learned, etc.

3.3. Extension:

According to (DIAZ.2003:89) it tells us: "Its purpose is to extend the capabilities and
competencies acquired to execute and develop the task with the central theme, to appreciate
the student's current situation in the face of problems, reinforce and consolidate learning and
problematize the beginning of other upcoming content.”

The teacher will ask the students to make a story about the settlement of America. Which will
be delivered to the teacher in the next class, for a review and verification that the topic was
understood.

CONCLUSIONS:

The initial moment of the teaching-learning process is that of motivation, which allows
me to capture the student's interest for the effective development of the session.

Presenting information through video can communicate what the teacher intends
quickly and more efficiently than would be done by reading the module.

Throughout the learning process, the necessary strategies are put into practice to
achieve meaningful learning in students, thus allowing them to transfer their learning
to new situations.
 The final or evaluation moment must be developed according to the assimilation of the
new knowledge that is provided during class, and through ideas and active
interventions by the students.

BIBLIOGRAPHY

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DE LA TORRE ZERMEÑO, F.2005 12 lessons on Education and didactics.
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DIAZ, F, HERNANDO, G. (2002). Teaching strategies for meaningful learning. A
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GÁLVEZ, J. (1999). Learning methods and techniques (4th. Edition) Peru: Martínez
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WOOLFOLK, Anita. (1990) Educational Psychology. Edit Harper and Row Latin
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