Matthew Julian

Latin Movements
Tues/Thrs 630pm
11/16/2014
Madres de Plaza de Mayo Lesson Plan

1. Class/Subject Information:
Foreign Language:
Latin Movements; Madres de Plaza de Mayo
2. Curriculum Standards:
Curriculum is in alignment with the current Common Core Standards for foreign
languages.
3. Content Description (Summarize)
During the 1970s, the Argentinian military seized control over the government
and began an era of repression and severe viciousness. While the Junta regime was in
power, an estimated 30,000 suspected rebels disappeared. They were kidnapped, taken to
be tortured, eventually killed. The military government denied responsibility and blamed
the thousands of disappearances on the rebels themselves. Family members failed
frequently in the search for the missing. Eventually a voice rose up in response and it
came from an unlikely source. In an era where traditional roles and responsibilities of
Argentinian women were limited to the home and workplace, the women of the Plaza de
Mayo were able to transform gender roles and step out into the public in defiance of their
oppressive government. The mothers of the Plaza de Mayo have incessantly searched
for the transparency, accountability, and the truth behind the disappearances (Fisher).
Through collective actions taken by these women in the forms of public demonstrations,
printing of newsletters and articles, organizing and remaining persistent in their efforts, a voice
defending human rights was born in Argentina leading to national constitutional amendments.

The mothers of the Plaza de Mayo were the first to walk against the reigning military
government. They defied the social stereotypical limitations of women in Argentina and were
able to establish a position, a voice, and a place of representation for themselves. Through their
collective actions, it would influence others to rise up for human rights. Today the mothers are
actively combating political, civil, and social rights within Argentina and in neighboring
countries. The mothers of the plaza de mayo, have become a metaphor for the thousands of
Latin Americans who have dared to protest the practice of state terrorism against the populace
through nonviolent means (Miller, 11).
This course examines a significant historical social movement in Latin America.
Includes discussion of links between the history of the movement and modern life. How
have common women attempted to disrupt systems of control to create a more socially
conscious political climate? Students will gain conceptual understanding of the social
movement known as Madres de la Plaza de Mayo of Argentina. Students will be
introduced to the country of Argentina through historical lectures and group activities,
providing contextual incite leading up to the movement. Together, we will travel through
a given timeline outlining the key moments during the movement. We will explore the
efforts and methods taken by the Madres de la Plaza de Mayo, highlighting the successes
of the social movement and the lasting political and social impacts on the country. As a
class, we will analyze the movement from the experiences of the mothers of Argentina.
We will study ideologies, popular theories, methods of organization, and rhetoric in the
social movement.
The lesson plan will include 3 assignments; a song activity, timeline, and
discussion questions, concluded with a video documentary of the Madres de Plaza de
Mayo. Each activity will support the understanding of the non-violent social movement.

The lesson will conclude with an examination, evaluating the students understanding of
the material and topics discussed in class. Following the exam, the students will watch
the movie entitled, Las Madres de la Plaza de Mayo (1985). The video will provide
further historical context behind the movement.
4. Lesson Objective (Learning Outcome)
Specifically, the aim of this lesson is to enable the student to achieve the following:
1. Study of the processes of cultural interaction, social integration on the community,
national, and international levels. Namely, the Madres de Plaza de Mayo.
2. Understanding of the use of organizing, rhetoric, and public space as determining
factors in the movement.
3. Understanding and appreciation of the major concerns of the Argentinian Madres de
Plaza de Mayo within the context of specific historical and contemporary moments.
4. Demonstration of critical and imaginative thinking, writing, reading, and speaking
skills about the dynamics behind the movement.
5. Develop an understanding and appreciation of the principles, vales systems,
methodologies, and thought processes active in the mothers inquires.
6. Identify, describe, and analyze key moments within the social movement and their
relationship to Argentinian culture and history.
5. Materials:
-Song, Desapariciones CD.
-Hand-out of words to song.
-Print out of power point presentation
-Construction paper- for timeline activity.
-scissors, glue, paper, color pencils, markers.
-Photos of loved ones.
-Hand-out; list of short answer questions.
-Las Madres de la Plaza de Mayo: Video documentary
6. Lesson Components (Activities/Assignments)
A. Anticipatory Set: Activity 1
Students will be asked to bring a photo of a loved one into to class on the first day
of the Madres lesson. Question asked by teacher: How would you feel if the person in
the photo left the house one morning and never returned? And when you seek help

and answers by the authorities, you were denied explanation and/or responsibility
towards the disappearance. Would you respond with violent or nonviolent actions?
Student will be assigned a quick-write in class, describing their own reaction to the
questions given above.
B. Explanation: (I Do) Power Point Presentation
Teacher will conduct a power point presentation which will provide historical
context attached to the movement in Argentina. The presentation will summarize the
key moments within the movement and make connections between history and
modern life. Students will be introduced to the effects of rhetoric and organizing
applied by the Madres de Plaza de Mayo.
C. Guided Practice (We Do) Activity 2
As a class, we will listen to the song, Desapariciones. Students will listen and
identify the names listed in the song. We will gain an understanding towards the
struggle the mothers faced. The class will then split into groups of two or three,
depending on size of class and share their thoughts and inquiries they may have
towards the song.
D. Independent Practice (You Do) Activity 3
Students will be assigned a set of contextual questions that are in alignment with both
the power point presentation, lecture, and selected readings provided in class. The
short answer questions ask for an understanding of the struggle the mothers and other
citizens faced while under the Junta rule, as well as, the measures taken by them.
Questions:
1. Why might suggesting ones motherhood have power as a political force?
2. How might a protest driven by mothers pose a threat to a dictatorship?
3. Find an American group of women who also use the power of motherhood to
support their cause?
4. After being introduced to the Madres de Plaza de Mayo, and learning of their
methods for a successful movement, how would you respond to a situation where

your loved one was taken without explanation or reason by the ruling
government? Would you take a violent or nonviolent approach to seek answers?
Justify your reasoning.
5. Do you feel that particular events which took place in the past be forgotten if by
recalling the events it creates conflict amongst individuals or groups?
6. What could the mothers of Argentina do together as a group that an individual or
7.

citizen of Argentina could not?

Did the location of the demonstration play a major or minor role in effectively

conveying their issues to the public?

8. Discuss ways other than through demonstrations could groups within democratic
societies convey their voice to the public? (consider the Madres methods)
E. Final Project (Activity 4)
Students are to create a timeline, using available materials in class. (Construction
paper, markers, glue, color pencils, tape, printable graphics, etc.)
(Students will also have access to academic resources, including digital formats)
The timeline should include the key moments and their respective dates leading up to
the movement and the significant measures taken by the Madres. Followed by a
connection to the present time. Time period is from 1930-present.
Students scores will be based upon correct chronological ordering, brief
description of each period on the timeline, creativity of the timeline itself.
F. Lesson Closure
The lesson will conclude by emphasizing the connections between the histories of
the social movement to modern life. The mothers still actively participate in
demonstrations to keep the memory alive. Students are encouraged to read further and
possibly visit Argentina one day and walk along the path taken by the courageous
mothers de la Plaza de Mayo.
7. Evaluation
Students comprehension of the material will be evaluated based on the
completion of assignments given. An examination will be administered following the

scheduled section. The exam will consist of a timeline; listing key moments within the
movement, as well as, general short answer questions similar to that of the assigned
questions given in class prior. Questions regarding the video documentary will also be
included on the examination.

Works Cited
Ackerman, Peter & Jack Duvall. Argentina & Chile: Resisting Oppression. In a force
more powerful: A century of nonviolent conflict, 276. New York, NY: Palgrave, 2000.

Bosco, Fernando J. 2001. Place, Space, Networks, and Sustainability of Collective

Action: the Madres de la Plaza de Mayo. Global Networks 1(4): 307-329

Fisher, Josephine. Mothers of the Disappeared, 115-117. Boston, MA: South End
Press, 1989.

Bondrea, E., & Duda, M. (2014). The event and the public space. The mothers of
plaza de mayo. Journal of Research in Gender Studies, 4(1), 423-428.

Miller, Francesca, Woman, History, & Creating a New Historical Record, Latin
American Woman & The Search for Social Justice, 14. University Press of New
England/ Hoover & London.

Valente, Marcela. "The Mothers of the Plaza De Mayo, 20 Years on." Lola Press, 8
(1998): 28.