Objectives:
As a result of this lesson, students will be able to:
- identify the major epochs in Nicaraguan history.
- analyze a timeline to determine the significant turning points in Nicaraguan history.
- hypothesize about the major issues facing Nicaragua at various points in its history.
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Materials:
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Activities:
- Distribute copies of the student handout entitled A Timeline of Nicaraguan History to each student and direct students to focus on the first two events in the timeline.
a. Ask students to analyze the first event. What does it imply about the indigenous peoples of Nicaragua? (diversity)
a. Explain to the class that by the 1500s, there were three principle tribes in the Pacific region (the Niquirano, the Chorotegano, and the Chontal) and that each was governed by a chief, or cacique, who, surrounded by his princes, formed the nobility.
c. Direct students to focus on the amount of time that separates the first and second events in the timeline.
d. Ask students to hypothesize what might have been taking place in Nicaragua during this time period.
e. After students have explained their hypotheses, explain that the differences in the origin and level of civilization of these groups led to frequent violent encounters, in which one group would displace whole tribes from their territory.
- Direct students to examine the events of 1522 and 1524.
a. Write the term “conquistadores” on the chalkboard and ask students to guess at its meaning. What does the term imply about the intent of the Spanish in Central America?
b. Ask students to hypothesize about why the Spanish conquest would be considered a significant turning point Nicaraguan history.
- Direct students to examine the events between 1821 and 1838.
a. Ask students to explain if the events indicate that the Central American region was stable or unstable during this time period. Why?
b. Write the term “nationalism” on the chalkboard. Explain that nationalism, a person’s loyalty to and love of his/her country, has to first be based on a sense of shared identity. When does this sense of shared identity begin in Nicaraguan history? In 1838 or with the Spanish conquest?
- Direct students to examine the events between 1849 and 1856.
a. Ask students to explain if the events indicate that Nicaragua was politically stable or unstable during this time period. Why?
b. Refer students to the term “nationalism” written on the chalkboard. How might the Walker Affair have spurred nationalism in Nicaragua? Why would it be considered a significant turning point?
- Direct students to examine the events between 1893 and 1925.
a. Ask students to explain if the events indicate that Nicaragua was politically stable or unstable during this time period. Why?
b. Write the term “imperialism” on the chalkboard. Explain that imperialism is the policy of extending the rule or authority of one nation over another.
c. Ask students to explain why Nicaraguans might view American policy in this time period as imperialistic.
d. Ask students to explain why American intervention might be considered a significant turning point.
- Direct students to examine the events between 1927 and 1936.
a. Ask students why Augusto Sandino would be considered a Nicaraguan national hero. What did he accomplish?
b. Ask students to explain why the assassination of Sandino and the seizure of power by Anastasio Somoza might be considered turning points in Nicaraguan history.
- Direct students to examine the events between 1936 and 1979.
a. Ask students to analyze the events listed in this time period and to identify and explain which they consider the most significant turning points and why.
b. Ask students to hypothesize why the term “elected” appears in quotation marks in 1936 and 1967. What does this imply? (elections are rigged by the Somoza government)
- Direct students to examine the events between 1981 and 1990.
a. Ask students to describe the relationship between the United States and the Nicaraguan government in this time period. How do they account for the degree of hostility it represents?
b. Ask students to hypothesize why the term “elected” appears in quotation marks in 1984. What does this suggest has really changed in Nicaragua since 1967?
c. Ask students to analyze the events listed in this time period and to identify and explain which they consider the most significant turning points and why.
- Direct students to examine the events between 1990 and 2002.
a. Ask students to analyze the events listed in this time period and to identify and explain which they consider the most significant turning points and why.
b. Ask students to evaluate these events and to determine, based on the limited data available, what appear to be the biggest challenges facing the current Nicaraguan government.
- Concluding Activity
a. Ask students to write a reflection, based on their understanding of the timeline, that describes the major issues Nicaragua has faced in the past and how those issues may impact Nicaragua’s future.
b. Ask for student volunteers to share and discuss their reflections.
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