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 PRESENTATION

Currently, the aim is for history to be constructive, analytical, and reflective, where the learner is capable of

understand past events to understand the present.

It's not about the teacher relying on a traditional education, which is why I propose this file, where

It aims to combine recreational activities with the lessons from the fourth-grade history book.

This document was created in order to provide the teacher with some teaching-learning strategies, which is why the

the teacher has the possibility to adjust them based on his experience to tailor them to the needs of the group and of

context; it is a complement to the fourth grade materials in the subject of History. The proposed activities allow

the student to build knowledge, develop and practice skills that are necessary to address the contents of

program.

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 HOW TO USE THE FILE

Why a activities file?

This file is an aid for teaching History. It does not replace the work in the free textbook, but rather,

on the contrary, it complements it to provide the teacher with a wide range of activities that promote construction

of knowledge to the students and the development of skills.

It is necessary for students to engage in numerous activities in order to advance in the acquisition of the

historical knowledge and can understand and reaffirm the lessons presented in the book.

Who are the cards addressed to?

The cards are aimed at teachers and normal school students who, to apply them, must analyze them with

Be careful, prepare the material in advance and organize the group before putting it into practice.

What material is required to put them into practice?

To carry out some of the activities, it is necessary to have the fourth grade History book. The rest of the

The material is accessible, affordable, and very easy to make.

When should they be applied?

In order for students to get the most benefit from the proposed sheets, it is essential to prepare them after

having read the lesson from the textbook.

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 DESCRIPTION Record number
Leson
DE LA FICHA

t i e t ihwnI
T
elti
highlight the block
detalersiwhta
Propósito mrofehthtw i

Maetrail

Acviteits
AXES FROM LEFT TO A
RIGHT:
Ancient Mexico
Discovery and Conquest
Colonial Mexico
Independence
From Independence to the
Reform
The consolidation of the State
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 CONTENT I II III IV V VI VII VIII
1. I am looking for a place to live. ∙
2. THE MUSEUM ∙
3. DRAWINGS THAT NARRATE ∙
4. THE TREASURE CHEST ∙
5. THE LUCKY ONE COLON ∙
6. NEITHER FROM HERE NOR FROM THERE ∙
7. FIVE EYES ∙
8. Tonkotsu Soup ∙
9. WORKS OF ART ∙
10. THE MONUMENT ∙
11. THE VICE-REGAL MURAL ∙
12. THE LEADER ∙
13. MY POSTER ∙
14. OTHER BIOGRAPHIES ∙
15. THE MARATHON ∙
16. THREE-COLORED FLAG ∙
17. OUR BROCHURE ∙
18. THE NEWS BROADCAST ∙
19. LIKE DOGS AND CATS ∙

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20. THE ADVENTUROUS SHEPHERD BOY ∙
21. GOLDEN LETTER ∙
22. A MUTE WALL ∙
23. THE IDEAL PRESIDENT ∙
24. LOTTERY! ∙
25. OUR CONSTITUTION ∙
26. MEMORY GAME UNDER CONSTRUCTION ∙
27. MY IDEAL PARTY ∙
28. THE BLACK GOLD ∙
29. A PATRIOTIC BOOK ∙
30. RALLY OF TIME ∙ ∙ ∙ ∙ ∙ ∙ ∙ ∙

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 WE LEARN SOME KNOWLEDGE, NOT RESORTING TO THE
MEMORY AS AN ACTOR DOES, NOT THROUGH ACTION,
FROM USE... WE LEARN A KNOWLEDGE WHEN IT TAKES ON A
MEANING FOR US.

JOH N F I NE S

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I am looking for a place to live 1
Get to know through your imagination what life was like for
thehunter-gatherergroups

MATERIAL:
Blanket or sheet
Instrumental music

The teacher, with the help of some children, will organize.

the seats around the classroom leaving
theentirecenteruncovered. Example: Everyone close your little eyes, now imagine that
The student will be located in a part of the classroom. we are in a place... (characteristics of prehistory are given)
The student will spread out their blanket, they will put on where
a people who move from one place to another live,
eating has to seek its fruits... they continue until finished
posture in which you feel most comfortable and will close
your journey of the hunters and gatherers. Finally, it is located at
the eyes. the children inside the classroom
The teacher will do a ...
narration, which may vary according to its The student will write in their notebook about the experience that
creativity. he/shehadonhis/hertrip.
.

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THE MUSEUM 2
Know and identify the different sculptures
Mesoamerican

MATERIAL:
Colored clay
Table

The student, based on what was read in class, is divided into

teamsof3or4members.
The student will mold sculptures in modeling clay.
Mesoamerican, such as: pyramids,
calendar,heads,etc.
The student will paste their crafted sculptures in the
table.
The student will take a tour of the classroom where a
The teams will place their board in one part of the classroom.
with all the sculptures made by its members. each team member will be in the place of their
work to explain what his team did.
.

AuthorP
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DRAWINGS THAT NARRATE 3
Interpret how the founding of Tenochtitlán was.
through a story.

MATERIAL:
Letter size white sheets
Pencil
Drawings on bond paper

The teacher will make drawings of the interpretation of

Tenochtilán on bond paper, without using dialogues.
writings.
The teacher will show the students the drawings.
elaborated. The student will read the reading from his history book.
The student will interpret the drawings making a pages26to33andtheobtainedworkwillbecompared.
written. Finally, the student will make modifications.
The teacher will randomly select 4 or 6 students to respectivetotheirwritings.
shareyourworkwithyourothercolleagues.

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Treasure Chest 4
Get to know and identify the pre-Hispanic heritage

MATERIAL:
Sticking
Cutouts
∙¼¼ of cardboard

The teacher will form teams of 5 members.

The student will gather their cutouts with the others
team members and will stick them on the poster board.
The teams must upholster most of the
cardboard
The teams will present their work.
mentionofeverythingthatisstillpreserved. The student will finally make a list in his/her
notebook of the pre-Hispanic heritage that still
wehaveuntilourdays.

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THE LUCKY ONE OF COLUMBUS 5
Identify and represent the maritime points that
WhatChristopherColumbusaccomplishedonhisfirstvoyage.

MATERIAL:
World Map (double letter size)
Plasticine
Red down
Shell paper
Chopsticks
4 pieces of 1 cm x 4 cm.
The teacher will indicate that they paste their planisphere.
tothepapershellsothatitremainsfirm. The student will trace the route with a red marker that
The student will illuminate their planisphere according to their Columbuscontinueduntilhereachedthenewworldandwillelaborate
creativity. alittleboatmadeofmodelingclaythatwillgoontheroute
The student will identify the following points in their
The teacher will review his work to verify that it is
world map and they will put a toothpick with its respective well identified the points.
name: Iberian Region, India, San Salvador and the
CanaryIslands.

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NEITHER FROM HERE NOR THERE 6
Identify the different products that were imported and
they exported to the American continent

MATERIAL:
Plasticine
∙ ½ sheet of shell paper or a 30 cardboard
cm. x 45 cm.
The teacher will tell them that the cardboard will be divided in two.
equalparts.
The student on the left side will write America and
on the right side Europe in large letters and
pretty.
The student in the part of America will model with
plasticine some products that have been taken to
Europe and on the side of Europe will put some
objects that have been brought to the American continent.
The student will place their work in a part of the classroom.
The student will take a tour of the museum.
simulatingamuseum.

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FIVE EYES 7
Throughthedifferenttopics,rememberthemainones.
events that occurred during the conquest

MATERIAL:
Box or ballot box
50 little papers with the topics
White sheets
The teacher will pass between the rows with a ballot box.
The student will choose a piece of paper from a urn that
willcontaintheinstructionsthatwillbeprepared:
the report
Interview
Comic strip
journalistic note
The newscast The student will write about the topic of the conquest in
awhitesheetaccordingtotheindicationthatyoumayhave
Example: touched.
Feli c id a d es te to c ó
realizar The teacher will randomly choose 5 students to
A Tale cometothefronttopresentyourwork.

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TONANTZI SOUP 8
Remember the main characters and the orders.
religiouswomenwhoparticipatedinthespiritualconquest

MATERIAL:
Template #1
Rule

The teacher will deliver template #1.

The student will solve the crossword puzzle of template #1.
The student will create a word search using
theanswersobtainedinthecrossword.
Evangelization
Franciscans
Sahagún
Netherlands
oHouses
Augustinians The student will search for the answers in the word search.
yourcompanion.
The student will exchange their crafted word search.
The students will comment on the activities carried out.
withhis/herdeskpartner.

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WORKS OF ART 9
Reaffirming by representing in a drawing the different
economicactivitiesduringNewSpain.

MATERIAL:
∙¼¼ of cardstock
Colors, markers or crayons

The teacher will number the students from 1 to 4.

The student according to the number they were assigned,
will draw a picture, with the largest amount of
details that can be, on a cardboard sheet
leaving a space below.
The estates
2. The mines
3. The workshops and the guilds
4. The goods of the church
The student will write a description of the drawing.
The student will present their artwork and then will paste it.
elaboratedontheundersideofthecardboard,inthe
inonepartoftheclassroomtodisplaytheirpaintings.
spacethatwasleft.

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THE MONUMENT 10
Learn and differentiate the different characteristics of the
socialclassesduringNewSpain

MATERIAL:
Cigarette boxes or matchboxes (5 empty)
Wrapping paper
Colored clay

The teacher will explain that the little boxes must come
coveredwiththepaperoftheirchoice.
The student will mold five characters out of clay.
of the different social classes that existed
during New Spain, trying to shape it
with the respective characteristics that identified
to each of them: clothing, skin color, etc.
The student, upon finishing shaping his figures,
will stick to the covered boxes to form its
The student will place it at the front of the classroom.
monument.
all his sculptures so that the other colleagues
The student will stick on the front part of the theycanobservethem.
box lined with the name of your monument.

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The Viceroyal Mural 11
Identify and recognize the viceroyal heritage in the era
actual

MATERIAL:
Different aspects of the viceroyal inheritance
currently: clothing, religion
traditions, architecture.
Cardboard
Glue
The teacher will stick a poster on the blackboard.
The student will go through the rows to stick their cutouts that
they have found, trying to make the color of the
thecardboardshouldnotbeinsight.
The student will recognize and identify inheritance.
viceroyalty that exists in the present time in the cuts
stuck
The students, with the help of the teacher, will look for some
visible place in the classroom to place the mural
viceroyalty.

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THE LEADER 12
Learn the value of being a good leader, who seeks the
freedomofitsfolowers

MATERIAL:
Two thin wooden sticks of 24 cm.
long.
Brown paper
A black bag
Cotton
The student will write a document in handwriting.
where I expressed some words of encouragement and
motivating, directed at a people to fight
fortheirfreedom.
The student will stick the sheet of paper on each edge.
wooden pole to shape it like a parchment.
The teacher will indicate 5 to 7 students to come forward
represent the cry of Dolores by reading her writing and
usingtheclothingthatwasgiventohim(ablackjacketand
thecottonhair).
The student will choose the best representation.

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MY POSTER 13
Identify and recognize the place where the cry of Dolores was given.

MATERIAL:
Templates #2 and #3
¼1/4 of crepe paper
Colors, markers or crayons
Glue
A colored sheet
Thin cardboard
The teacher will deliver the required material (Template
#2and#3. The student will make the doubles marked in template #3
The student will paint according to their creativity the It will hit the last doubles at the bottom of the
templates. color hoja
The
The student will glue template #3 onto a piece of cardboard and student will put the title in large letters and
subsequently,itwillcutthedottedlines. pretty on the top where it was left at
The student will stick the colored paper at the bottom. shell discovered.
theshellpaperontheshore. The teacher will tell them that they can put their poster up in
The student will cut out the dotted lines from the theirroomorwheretheyprefer.
template #2 and will stick it on the colored sheet
tryingtomakeitwellcentered.
.

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OTHER BIOGRAPHIES 14
Meet some men who were of importance
fortheachievementofIndependence

MATERIAL:
Relevant facts from the past
Color sheet They indicate our present
Biography
Markers or colors
Little papers with the names of the characters
They tend to be
In a previous session, the teacher will give them a choice. boring and
tediosas las
little paper, when you open it you will find the name of
characters that should be investigated. The students will have to write on the colored sheet.
oMiguelHidalgo
but from top to bottom the name of the character
Vicente Guerrero
tryingtoleavespacebetweeneachletter.
Guadalupe Victoria
The student will later write a in each letter.
José Ma. Morelos sentence that describes your character without forgetting that
The student must decorate with some margin of the initial letter of your prayer must match the
accordingtoyourcreativitythecoloredsheet.
lyrics that correspond, in order to finish it
The teacher asks them to stick it at the top. adescriptionofthecharacter.
givethecolorsheetthebiographyofyourcharacter. The student will proceed to read their biography prepared for them.
companions.

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THE MARATHON 15
Reaffirm the knowledge gained and recognize the
Hidalgoroutes

MATERIAL:
Large map of the routes of Hidalgo
4 tokens
Cards with questions
The teacher will ask you in a previous session to
Create 4 cards measuring 12 cm x 7.5 cm with questions.
related to lesson 11 'The first ones
insurgents The teacher will explain the rules of the game which consists of
The student will group into teams according to the Upon reaching the final route, the questions will be asked in a
character that has touched you in the previous [Link] from left to right, to the team that is given
The teacher will stick the large map on the board. ask if he answers correctly they will advance a
the routes of Hidalgo that will serve as a board and box, if the team does not know the answer, they go back
Itwillcollectthequestionsassignedfromtheprevioussession. a box and one has the right for another team
The teacher will give each child a question about somerespond and advance, if the other team responds
Partner, upon finishing reading it, will pass it to you. Incorrectlydoesnotgoback.
companion and so on for about 10
minutes picking them up again.

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THREE COLOR FLAG 16
Theywliknowthemeannigofthericoolrs,theywliobservethe
similarity andthediferencethatexists with theflag
currentnational.

MATERIAL:
Template #4
Green, red, white, and yellow tissue paper
(one sheet each)

The teacher will give each student their material.

what corresponds to where a crepe paper fold
green,onewhite,oneredandone
decoloryellow.
The teacher will explain that the paper should be cut into
small pieces and roll each one forming several
paper balls, until finishing all the paper
delivered.
The student will stick each ball in template #4.
paperaccordingtothecolorthatcorrespondstotheflag, The teacher will give an explanation about the meaning.
achievingthatthetemplatedrawingiscovered. eachofthecolorsthatmakeuptheflagof
6El student to thefinish will observe v e r y trigarante army.
detailed the flag that formed and will make a
comparisonwiththecurrentNationalflag.
The student will comment on the observations.

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OUR BROCHURE 17
PART
Reaffirm your knowledge about the causes that
BACK
contributed to the consummation of Independence

MATERIAL:
Letter size color sheet
Forms
Markers or colors
The teacher will explain that the color sheet must be
folded into three equal parts.
The student in the 1st part behind with nice handwriting
and big will write the title of the brochure 'The
ConsummationofIndependence.
6El alumno en la 1ra. parte en la parte delantera de la
will write the causes that originated the PART
ConsummationofIndependence. FRONT
The student in the 2nd front part will write a text.
about the development of the Consummation of the The student may stick a stamp or a drawing.
Independence. referringtoyourwrittendocumentpreparedineachsection.
The student in the 3rd part in front will describe The
how teacher will randomly choose 4 or 6 students to ...
Independencewasconsumed. Come and read and show your brochure.

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THE NEWS BROADCASTER 18
Identify the main characteristics of the
first years of Independence

MATERIAL:
Cartel with the news logo
Microphone
The teacher will divide the group into 6 teams.
The team will choose a captain and will then proceed to choose
apaperthatwillcontainsomeofthesetopics:
þ Provisional government board.
þ MexicobecomesaRepublic.
þ Thefirstpresidents.
þ The first liberal reform.
þ TheseparationofTexasandthePastryWar.
þ The war with the United States.
The teams will write the news about their topic and the
Theywillreadatthenewsbroadcast.
The student will make comments about the activity.

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LIKE DOGS AND CATS 19
Analyzeandunderstandtheideasofthetwopolitcalparties.
inMexico:Theconservativesandtheliberals

MATERIAL:
2 tokens
The teacher will explain that they will work as in a
debate.
The teacher will divide the group into two teams to
carryouttheactivity(theteacherwillbethemoderator).
The team will choose a representative who will pass
totaketheformwhereitwillindicatewhichpoliticalparty
theymustdefend. § Whatistheproposalofeachgroup?
The team will have a few minutes to talk among themselves.
§ Why do you consider it better?
they about the proposals that their government has § Who do you propose as president and why?
depending on the political party that he/she got. § Whatisthepurposeofthistypeofgovernment?
The moderator will start the debate with the The student will write conclusions of the debate in their
following questions. notebook

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THE ADVENTUROUS SHEPHERD 20
Learn about and reflect on the life of Benito Juárez

MATERIAL:
4 sheets of white color and another of a different color
color

6El maestro comentará sobre la vida deBenitoJuárez.

The student will undertake an imaginary journey of life.
from
BenJitouárez.
The student will write a story on their white sheets.
aboutthelifeofBenitoJuárez.
The student will come to the front to read and show them their
thereportmadebytheothercolleagues.

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GOLD LETTER 21
Learn about the causes of the French intervention.

MATERIAL:
Letter size sheet
About the letter
The teacher will explain that they will make a letter to the
French troops where I write some solution to the
debtproblem.
The student will read the letter in front of their classmates.
whathewrote.
The student will make comments about the letters
of his colleagues and will express which one will be the most
convenient.

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A Silent Wall 22
Illustrate and know the main characteristics of the
dictatorship of Porfirio Díaz

MATERIAL:
White sheets
Markers and colors
A bond paper
The teacher will explain that on the white sheets there should be
make drawings that represent some
relevant characteristics of the Porfirio dictatorship
Díaz. Examples: Mistreatment of workers, media
of transport that flourished, the freedom of
press,etc.
The teacher will stick the bond paper on the blackboard.
The student will draw some feature, will illuminate
and will trim its outline.
The student will proceed to stick his drawing on the paper. The student will draw conclusions about the government of
bond. Porfirio Díaz.
6The student upon finishing will observe the sheet very
indetailandwilgivetheiropiniononwhatheyhaveseen.

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THE IDEAL PRESIDENT 23
Describethemainideasthatinyourpersonalopinion
considerinterestingfortheelectionofapresident
fromthenation

MATERIAL:
∙ ½ of cardstock
Markers or colors
Chinese paper strips: green, white, and red

The teacher will decorate the cardboard according to his/her

creativity using your colors or markers.
The teacher will explain to the student to write in his
cardstock with legible writing good ideas for what
waselectedaspresident.
The student will make his band with the strips of paper.
presidential. The student will choose the president who is the best.
The student will come up to read their proposals. alternativestotheirtown.
elaborated.

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BINGO! 24
Identify and reaffirm the stages of the movement
revolutionaryandsomedifferencesbetweenthedemands
ofthesocialgroupsthatparticipated.

MATERIAL:
Bond paper or large cardboard
Markers and colors
Caps
Shoe box
The teacher will explain that in this game the
same lottery rules.
The teacher will prepare sheets of 50 cm x 60 cm.
where it will be divided into nine squares, in these
they combine different names, words or
concepts of the topic, each slide must be combined
The teacher will sing or read the cards, giving time.
so that each team decides whether or not they have the
thewordsinadifferentway.
answer on your sheet.
The teacher will prepare a series of cards with
The team that manages to fill their sheet first will be the
definitions or reflections, or questions that
winner, as long as the teacher reviews their
correspond to each of the words that are
answershavebeencorrect.
onthecardsofourlottery.
The teacher will divide the group into 6 teams.
The teams will choose a sheet and the
bottle caps.

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OUR CONSTITUTION 25
Identify the essential value of the Constitution.
Policy of the United Mexican States in a
citizenwithMexicannationality

MATERIAL:
∙ ½ cardboard of different colors (7)
A sign with the title in yellow color
Markers
The teacher will form 8 teams of four members.
The team will choose a representative who will pass
to choose a paper that will contain the name of the
themetodevelop.
Article 2
Article 3 The team will write according to their topic in the
Article 5 poster with suitable phrases to create one
Article 7 constitution.
oArtículo 24º The team will give the teacher their poster board.
Article 35 The teacher will combine the six works and will put it up.
Article 27 correspondingcover.
Article 123 The teacher will read the final paper.

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MEMORY GAME UNDER CONSTRUCTION 26
Deducethemaincontributionsmadebythe
most outstanding characters of the Revolution
Mexican

MATERIAL:
Cards with photos or phrases of the revolution
Mexican

The teacher will divide the group into teams of 6.

members.
The teacher will show the cards with their respective
couple with the weekend that the student identifies.
The teacher will explain the rules of the game:
There will be an order of intervention respecting the turn.
of each team.
When the team's intervention will be if its pair of
uncovered cards are the correct ones they will have the right The team that has uncovered the most pairs of
to another opportunity. cards will be the winner of the game.
or if in their intervention their chosen counterpart The isstudent will collect the cards and will display them in the
erroneous
the turn will pass to the next team. blackboard with its respective partner.

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MY IDEAL PARTY 27
Describethemainideasthatyoupersonalythink
considerinterestingfortheelectionofapresident
fromthenation

MATERIAL:
∙ ½ of a shell paper
Paints, markers or watercolors

The teacher will divide the group into teams of 6.

members.
The teacher will explain that they should think about some
suitable ideas for the creation of a party
political.
The student based on the ideas of their political party
will think and create the logo that identifies your
politicalparty.
The student will draw the logo selected by the
team.
The team will present their ideas and showcase their
logoofyourpoliticalparty.

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THE BLACK GOLD 28
Learn about the importance of oil as a
heritage of Mexico

MATERIAL:
∙ ¼ of shell paper
Colored modeling clay

The student will think about some products that are

madewithoil.
The student will mold those products with modeling clay and
will place them in their shell role.
The student will write next to each product the
descriptionofit.
The student will place it in a visible part of the classroom
I work simulating a museum.
The student will take a tour of the museum.

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A patriotic book 29
Get to know and value the flag, the coat of arms, and the anthem
Mexican national as the patriotic symbols of the
UnitedMexicanStates

MATERIAL:
White sheet
Cover of the anthology

The teacher will explain that they must carry out some
poemtowardsanationalsymbol.
The student will write the poem according to their
creativity and imagination on the blank page,
taking care of the spelling and cleanliness of your work.
The teacher will collect all the poems and will elaborate.
ananthology.
The teacher will put a cover on the anthology.
The teacher will read some poems to the group.
preparedbythestudents.
The students will donate their anthology to the library of
the school.

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RALLY OF TIME 30
Reaffirm all the historical facts seen during the
schooylear

MATERIAL:
Felt drawings
Envelopes
Cards
The teacher will previously place at various points the Grito de Dolores), at the end of the instructions
from the school the drawings of Pellón and the envelopes that they will read a riddle related to some fact
theywillcontainthequestioncards. historical and the response will be the next point to
The teacher will explain that they will have a race in visit, they will seek the drawing that relates to the
teamsofsixmembers response and they will repeat this step. (all points)
The teacher will give the rules of the race: will be different for the teams, none should
The team must always be together. pass through the same point, that is, each team
Each team will be given a first riddle that it has its journey
it will be its starting point (all the points of If the teams solved their puzzles well, it will take them
the starting points must be different a place where they will have a prize. (the prize will be
Solving the riddle, they will run to the place theconvenient
that thingforeachteacher).
you will be instructed, there they will look for the envelope, they will read it and The teacher must closely observe that they do not make
they will carry out all the instructions given to them cheat and follow the instructions well.
they can be some exercises or some
allusiverepresentationsofhistoryforexample

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 SOLVE THE FOLLOWING CROSSWORD

1. Main objective of the conquest

spiritual.

[Link] of the Spanish friar that

I thought it was necessary to know
thecustomsandindigenouslanguages.

3. Surname of the friar who destroyed the

codiceshumyears.

4. Surname of the friar who defended the

indigenous people.

[Link] order to which they belonged

firstmissionaryheroesoftheNew
Spain.

Religious order that the friar belonged to

Saint Augustine

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 DEDICATION

This file is dedicated to all my family.

Specialthankstomyparentsforhavinggivenmetheirtrust
[Link]
Mywifeandmydaughteraretheengineofmy
Professionaldevelopment

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