1st+Qtr+Project+Dona+Marina

The Lesson: from [|Women In World History, Module 6] Doña Marina/Malinche: Traitor, Victim, or Survivor? Time Estimate: Three 50-minute class periods. Objectives After completing this lesson, students will be able to: Materials
 * 1) read and analyze a variety of sources, both primary and secondary, including poetry and examples of visual art.
 * 2) determine the point of view of the creators of the sources, evaluating the strengths and weaknesses of each.
 * 3) interpret and evaluate the sources, especially the role of women as seen in these sources.
 * 4) <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 12pt;">reach a possible conclusion as to the accuracy of the portrayal of Malinche by the various sources.
 * 5) <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 12pt;">determine what other sources would be useful (e.g., a map showing the location of those who hated the Aztecs and were willing to join the Spaniards to fight their enemy).
 * 6) <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 12pt;">consider how the interpretation of historical information changes over time.
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 12pt;">Copies of the following sources (in this sequence):
 * The New York Times, March 1997
 * El Ojo del Lago, December 1997

> <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 12pt;">Strategies > > Copies of the image sources: ( Source 3: Painting, Mexican Manuscript, Source 4: Painting, //Florentine Codex// , Source 7: Painting, //The Dream of Malinche// , Source 12: Sculpture, Durham ) Your Primary Source Analysis Graphic Organizer. In your groups, examine these sources carefully, noting that two are from the 16th century and two are from the 20th century. As the documents are read and evaluated, each group decides how valid it thinks a document is, what image is projected of Doña Marina, what changes occurred to her image over time. Students should decide which role is suggested by each source, (e.g., the personal account of Diaz del Castillo suggests reasons to believe that Doña Marina was a victim, while the painting from the Florentine Codex implies that she was a collaborator.) Students should complete a worksheet for each source. > Consider the following questions:
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;">
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 3: Painting, Mexican Manuscript
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 4: Painting, //Florentine Codex//
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 7: Painting, //The Dream of Malinche//
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 12: Sculpture, Durham
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 1: Letter, Hernan Cortés
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 2: Personal Account, Bernal Diaz del Castillo
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 5: Nonfiction, //Florentine Codex// (Spanish)
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 6: Nonfiction, //Florentine Codex// (Nahuatl)
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 8: Nonfiction, Octavio Paz
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 9: Poem, Como Duele
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="color: #b5424a; font-family: Georgia,serif; font-size: 12pt; text-decoration: none;">Source 10: Poem, La Malinche
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 12pt;">Copies of Primary Source Analysis Worksheet: Images
 * <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 12pt;">Copies of Primary Source Analysis Worksheet: Texts
 * 1) <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 12pt;">**Warm Up:** Read the two excerpts. Discuss what it means to be a traitor, a victim, or a survivor. Create three columns, one for each term. Then list the points beneath the appropriate term. Discuss the types of sources needed to make a reasoned, rational judgment. Discuss what students know about the Conquest of Mexico and the role of women in that region during the 16th century. Read Doña Marina, Cortés's Translator Introduction . [|1]
 * 1) <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 1em;">**Images:** Create a chart that has three columns: Traitor-Victim-Neither. This chart will help the students decide between different perceptions of Doña Marina/Malinche and will assist them later in the lesson when a trial is held based on the sources.
 * What can we infer about the painters? (What does indigenous mean? Does the name Ruiz suggest anything about the painter's background?)
 * What can we infer about the painters' point of view?
 * What does each painting tell us about Doña Marina?
 * What details suggest her role?
 * What similarities or differences are there between the works of the two different time periods?
 * What does this tell us about the interpretation of history?
 * How valid is each image as a source of historical knowledge?

Decide if the paintings portray Doña Marina as a traitor or a victim, using the criteria we created to help make decisions. Note reasons for the choices made. > Consider the following questions:
 * 1) <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 1em;">**Texts:** Source 1: Letter, Hernan Cortés, Source 2: Personal Account, Bernal Diaz del Castillo . Primary Source Analysis Worksheet: Texts to each student. Read the sources documents silently. Complete the graphic organizer for each of these primary sources.
 * Who are the authors?
 * When were they written?
 * How are they alike?
 * How are they different?
 * Both men knew Doña Marina. Circle the words used by each to describe her. Why would Cortés be so abrupt in his description of a woman he knew intimately? Why is Diaz del Castillo's account more detailed? How valid is each man's assessment of Doña Marina?
 * What are the strengths/weaknesses of each account?

Where would each student place these two documents on the Traitor-Victim-Neither chart? Why? > Students should also consider the following questions:
 * 1) <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 1em;">**Texts:** Source 5: Nonfiction, //Florentine Codex// (Spanish), Source 6: Nonfiction,//Florentine Codex// (Nahuatl) . Students read aloud the two versions, one in Spanish, one in Nahuatl, of the Spanish entry into a private home and what happened. Note the author and date of the original source and the translators and source for the later edition. Compare the two (Spanish and Nahuatl) versions of the event.
 * What is different in them? Write specific examples of these differences. What does this tell us about translations of sources?
 * Look back in the Images sources and find the one that is also from the //Florentine Codex//. How well does the painting reinforce the account or does it?
 * What do we learn from the three examples taken from the//Florentine Codex// about the role of women?
 * Would Doña Marina be a typical example of women of her time and place?
 * Where might these two sources go on Traitor-Victim-Neither chart? Why?
 * 1) <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 1em; text-align: left;"><span style="font-family: Georgia,serif; font-size: 1em;">**Homework:** Source 8: Nonfiction, Octavio Paz . This is an essay by Octavio Paz to be read and evaluated at home. In addition to the worksheet activity, students should keep a running list of questions raised by their reading, and they should look up unfamiliar terms. Some questions to consider as you read the essay, or for discussion on the following day, are:
 * What is meant by Mexican hermeticism?
 * How do Europeans characterize Mexican/Mexico?
 * How does Paz characterize the Mexican work ethic? the servant mentality?
 * What "vestiges of past realities" create struggles for Mexicans?
 * Who does Paz define as //la chingada//? //hijos de la chingada//?
 * What are some of the many meanings of //chingar//?
 * What is meant by the phrase, //"I am your father."//?
 * What vision of God does the Mexican venerate? Why?
 * Who is Chauhtemoc?
 * Who is the symbol of the "violated Mother?" Why?
 * What does the adjective //malinchista// mean?
 * What is meant by the frequent shout, //"Viva Mexico, hijos de la chingada!"//?
 * What does the essay tell us about the role of women in contemporary (1985) Mexican life?
 * What does Paz tell us about Malinche (Doña Marina)?
 * What does this document add to the Traitor-Victim-Neither chart and where should it go?

For additional information on Doña Marina/La Malinche see the following sources: <span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 0.925em; text-align: left;"><span class="bibliography" style="font-family: Georgia,serif; font-size: 12pt;"> PBS Conquistadors series Frances Karttunen. //<span style="background-color: #efefe7; color: #333333; font-family: Georgia,serif; font-size: 16px; line-height: 24px; text-align: left;">Between Worlds: Interpreters, Guides, and Survivors. //(Piscataway, New Jersey, Rutgers University Press: 1994). Malinche, <span style="background-color: #efefe7; color: #b5424a; font-family: Georgia,serif; font-size: 16px; line-height: 24px; text-align: left; text-decoration: none;">@http://onesun.cc.geneseo.edu/~kintz/Malinche.html La Malinche: Creator or Traitor, <span style="background-color: #efefe7; color: #b5424a; font-family: Georgia,serif; font-size: 16px; line-height: 24px; text-align: left; text-decoration: none;">@http://www.tihof.org/honors/malinche.htm Reinterpreting Malinche by John Taylor,<span style="background-color: #efefe7; color: #b5424a; font-family: Georgia,serif; font-size: 16px; line-height: 24px; text-align: left; text-decoration: none;">@http://userwww.sfsu.edu/~epf/2000/jt.html Sandra Messinger Cypess. //<span style="background-color: #efefe7; color: #333333; font-family: Georgia,serif; font-size: 16px; line-height: 24px; text-align: left;">La Malinche in Mexican Literature: From History to Myth //. (Austin, University of Texas Press: 1991).

<span style="font-family: Georgia,serif; font-size: 12pt;">Final Task: Your Essay. This is completed at home as your final grade for Quarter 1.
<span style="background-color: #efefe7; color: #333333; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">Document Based Question (Suggested writing time: 40 minutes)
<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">//Directions:// The following question is based on the documents included in this module. This question is designed to test your ability to work with and understand historical documents. Write an essay that: <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">You may refer to relevant historical information not mentioned in the documents. //Question//: Using the documents and images from the Doña Marina: Cortés's Translator module <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">Be sure to analyze point of view in at least three documents. What additional sources, types of documents, or information would you need to have a more complete view of this topic?
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">Has a relevant thesis and supports that thesis with evidence from the documents.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">Uses all or all but one of the documents.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">Takes into account both the sources of the documents and the authors' points of view.
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">//Describe// the role and reputation of Doña Marina that emerges from an analysis of the early (16th century) sources. Were these eyewitness accounts? Did the author/artist know Doña Marina personally? Describe the changes to Doña Marina's role and reputation evident in the later (20th century) sources. Why can history be seen differently over time?
 * <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 12px;">//Evaluate// Doña Marina’s status as traitor, victim, or survivor. Express a thoughtful opinion, and in doing so, evaluate the validity of the sources. Which sources seem the most reasonable to use to draw conclusions? Why are there stark differences in the perception of Doña Marina/La Malinche over time? What can these sources really tell us about the lifestyle of women in 16th century Mexico?

Rubric
** Document-Based Essay ** Generic Rubric  ** 5 ** Thoroughly addresses all aspects of the //Task// by accurately analyzing and interpreting at least ** 4 ** of the documents ** 4 **    Thoroughly addresses all aspects of the //Task// by accurately analyzing and interpreting at least ** 3 ** of the documents
 * Incorporates information from the documents in the body of the essay
 * Incorporates relevant outside information
 * Richly supports the theme or problem with relevant facts, examples, and details
 * Is a well-developed essay, consistently demonstrating a logical and clear plan of organization
 * Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the //Task// or //Historical Context// and concludes with a summation of the theme or problem
 * Incorporates information from the documents in the body of the essay
 * Incorporates relevant outside information
 * Includes relevant facts, examples and details, but discussion may be more descriptive than analytical
 * Is a well-developed essay, demonstrating a logical and clear plan of organization
 * Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the //Task// or //Historical Context// and concludes with a summation of the theme or problem

** 3 **
 * Addresses most aspects of the //Task// or addresses all aspects of the //Task// in a limited way, using some of the documents
 * Incorporates some information from the documents in the body of the essay
 * Incorporates limited or no relevant outside information
 * Includes some facts, examples and details, but discussion is more descriptive than analytical
 * Is a satisfactorily developed essay, demonstrating a general plan of organization
 * Introduces the theme or problem by repeating the //Task// or //Historical Context// and concludes simply by restating the theme or problem

** 2 **   ** 1 **    ** 0 **
 * Attempts to address some aspects of the //Task//, making limited use of the documents
 * Presents no relevant outside information
 * Includes few facts, examples and details; discussion restates contents of the documents
 * Is a poorly organized essay, lacking focus
 * Fails to introduce or summarize the theme or problem
 * Shows limited understanding of the Task with vague, unclear references to the documents
 * Presents no relevant outside information
 * Attempts to complete the //Task//, but essay demonstrates a major weakness in organization
 * Includes little or no accurate or relevant facts, details or examples
 * Fails to introduce or summarize the theme or problem
 * Fails to address the //Task//, is illegible, or is a blank paper.