Teaching sequence: JOURNEY TO THE WORLD OF INDIGENOUS PEOPLES

FOUNDATION
October 12 is a date that sparks debates. Until a few years ago, it was called Day
of the Race; but, due to the demands and requests for historical reparations from the peoples
natives, began to use other names, such as Day of the Encounter of Cultures, Day of the
Indigenous Resistance, among others.
The arrival of the Spanish in American territory produced enormous and irreversible changes throughout the
world. There are many topics that can be studied in school about the impact of this
arrival and the significance of this date.
In this project, the kids will learn about two pre-Columbian cultures of our territory: a group of
pastors and farmers and a group of gatherers and hunters.

OBJECTIVES
Conocer algunos modos de vida de los pueblos originarios del actual territorio argentino.
Identify some changes and continuities in modes of subsistence.
Organize the information according to various criteria. Identify the traces of the past in objects and
material remains.
Project the realization of a sample that includes the topics covered.

ACTIVITIES
Oral exchanges about the social life of indigenous groups.
Analysis of images and objects. Individual reading.
Group writing production.
Group design and production of an exhibition about some towns that inhabited the territory
Argentinian before the arrival of the Spaniards.
1. To help the kids understand what 'meeting of cultures' means, ask them to imagine a
meeting between them and a group of people from another country. Guide them with questions, for example:
Will they speak the same language?

Will it be a peaceful meeting? Will they be dressed similarly?

Will they like the same things?
Tell the kids that during Columbus's time, Europeans did not know that our continent existed.
Columbus's voyage aimed to reach Asia. Show on a globe where he departed from.
Columbus and where he thought he had arrived. Next, show the following image and ask that
describan cada grupo de personas, teniendo en cuenta la ropa de cada uno, el paisaje, la actitud,
etcetera. Request that they relate what they imagined in activity 1, to this meeting.
Activity 1
1. Describe this photograph. Formulate questions to relate the photograph to the time and place.
what was taken. For example:
Why doesn't the photo have colors?
What is the climate like in the place where this woman lives?
What do you have in your hand? What will those utensils be used for?
Do you live close to or far from the sea?

To answer the last question, the kids need to discover the shells that are to the right of the photo. Ask them to
the children who locate Tierra del Fuego on a map of the Republic of Argentina.

2. After explaining how the Yámanas lived, ask questions for the kids to express their opinions; for
example:
Why do they think it was difficult to start the fire? Do we need to carry fire from one place to another today?
another?
What material would they have built their utensils with? Would it have been practical to have ceramic utensils?

3. Show the boys scenes from the movie Cast Away, the one where the protagonist lights a fire and
another in which it uses the products found in the boxes (the pants and the dress). In the first case, relate the
procedure to light the fire with the need that the Yámanas had to transport it in their canoes. In the
In the second case, ask the kids to imagine how the protagonist would have solved those problems if
I wouldn't have counted on those elements. Ask them to then imagine what the Yámanas would have used for
to hunt, to dress up, etc.
Activity 2
Ask them to relate what they answered in the previous activity with the information from the text and the image.
2. Request them to seek more information about the Yámanas. Then, together, they create panels to present what
they learned.
Another people that inhabited Tierra del Fuego was the Ona. Ask them to find out what they ate, what weapons they used for.
hunting, etc. Then, ask them to create a comparative chart. For example, you can provide them with the following:

Actvidades:
1. Ask the children to describe these images; what activities are they doing?
2. Ask the boys to color the provinces of Jujuy, Catamarca, and Salta on the map where they located Tierra del Fuego.
3. Request that they compare the houses and utensils of the Diaguitas with those of the Yamanas. Ask them to relate the
materials of what they are made with the way of obtaining food.
4. Show the following images. Ask them what they have in common. Report that one is a photograph.
very recently in the mountains in Peru, near where the Diaguitas lived and the drawing was made long ago
more than 400 years.

Discuss with the students about the differences between a hunter-gatherer culture and one that raises livestock.
Cultivate your food. Guide the conversation so they relate the need for relocation or permanence in a
place with some cultural manifestations (pottery, weaving, clothing, etc.).
1.
With images of a canoe, a harpoon, a sail, and a digging stick, design an infographic to explain the use of
these tools. Include some prompts or questions, in the manner of an active wall, that guide the
observation. For example: Have you ever seen any of these objects? Where? Can these four be used?
objects everywhere? Why? 2. Organize a selection of images and objects along with the kids, to
prepare a presentation about the societies of the Northwest of the current Argentine territory. The collective task is of
curation, that is, selecting and grouping the elements in such a way that the whole explains something. Once
Once the objects have been collected, ask the students to write the signs and the explanatory texts.
Indicate that the sign accompanying each element must answer the following questions. What is it? What
represent? Where are you from? Who used it? What is it used for or was it used for? What material is it made of?
The signs that accompany the groups of elements must answer these questions: How do they relate
these objects with what we learned? Why are these objects together? What does this group of objects tell?
about the original peoples of NOA? Suggested items Llamas (sold in regional businesses or as
toys). Corn of different sizes, colors, and states of preservation: white corn and colored corn (available in
the markets of the Bolivian community), corn, dry grain corn, cans of corn, polenta, popcorn). Potatoes
of various classes. Vessels with iconography from Northwestern Argentina. Texts with iconography of Northwestern Argentina
(bags, hats, etc.). Jewels that reproduce Inca iconography: llama pendants. Photos of constructions of the
Northwest Argentina. Musical instruments such as sikus, quenas, llama hoof rattles, etc.
Utensils made from pumpkins. In the exhibit, include the comparative charts made by the kids and the
images that were described.

Information for teachers

ABOUT OCTOBER 12 AND ITS MEANINGS IN SCHOOL On October 12, 1492, Columbus arrived in America.
That arrival of the Europeans to a continent unknown to them forever modified the history of the whole
humanity. In Argentina, in 1917, the Executive Power decreed that October 12 be designated as Day of the
Race. Today, the phenomenon of race is discussed in society, in schools, in legislatures, and among intellectuals.
the conquest and its consequences to the present day. As a result of these discussions, in many schools they
he decided to take this date as a celebration and, instead, proposes it as a special day to debate about the
equality of rights and respect for diversity. HOW IS THE NAME OF THE INDIGENOUS PEOPLES KNOWN?
There are some confusions regarding the names of the indigenous peoples. As explained by the
specialists, many of the descendants of the indigenous peoples would not identify themselves by the name with which
today we call them. The names of these peoples, (which we still use today —like Guarani, Diaguita,
chiriguanos, tobas, tehuelches), were taken from the chronicles. The Spanish chroniclers used to refer to a society or
a region with the name of the temporary leader of that group. In addition, in the first archaeological works, it
was called the same way to all the towns that share a cultural trait. For example, if a vessel of
a determined group having a similar ornamentation to that of another was referred to both groups in the same way,
keep in mind that those images could simply be the result of business contacts or by
proximity of one group to the other. Yámana was the term that in their language meant man, individual, being
human. Diaguitas, which in Quechua means highlanders, refers to the communities that occupied the heart of the
Northwest Argentina, that is, the valleys and the ravines. In reality, diaguita is a general term for calling
many groups that were independent from each other; each with its own leader, territory, and a name that identified it
identify. The Diaguitas were the Quilmes, Cafayates, Yocaviles, Capayanes, and many others. NOMADISM AND
SEDENTARISM Nomadism and sedentarism are two terms that were used as classification criteria.
identification of the indigenous peoples until a few years ago. Currently, the classification is linked to the
activity that a village develops to obtain food. The organization of agriculture and livestock indicates the
the need and the possibility of staying in one place. Not all towns had that need because, for
for example, they inhabited places where food was abundant, and others did not have the opportunity due to the
climatic and soil conditions. THE INFORMATION GIVEN BY OBJECTS It is possible to know the activities that
these towns were made from the material remains, that is, the objects used by them, with some keys
that provide cultural history and technology. This means that, when analyzing an object from the standpoint of
technological, the need that justifies its design, the materials from which it is made, the materials
necessary for
By using it, we can understand aspects of the past of a group of people and their permanence in our practices.
Cultural. To study nomadism, we can take two objects that represent it: the canoe and the harpoon.

Fresh tuna project

Indigenous peoples of Argentina

To introduce students to the knowledge of the cultures that inhabited our country before.
from the arrival of the Europeans so they can enjoy the scheduled visit to the Museum
of the man

Brief description of the activity: To introduce students to the knowledge of cultures that
They inhabited our country before the arrival of the Europeans so that they can appreciate the visit.
scheduled at the Museum of Man

Objectives: Working on the theme of the indigenous peoples who inhabited our country will allow...
students to know that at different times in the past there were people who built
societies organized their economy, culture, social relations, and the
politics

Nivel: PrimarioGrado: 3º - Escuela 27 “Petronila Rodriguez” D.E 15

Curricular areas involved: Social Sciences. Language Practices. Computer Science.

Curricular objectives: We hope that students can achieve:

Establish similarities and differences between hunter-gatherer societies,
farmers, shepherds in pre-European indigenous societies.
Identify as sources of information and interpretation for the study of the past
elements, such as objects, places, testimonies, being able to use them to obtain information about
the topics addressed and provide some explanations.
Interpret the reading of stories and legends stemming from the history of indigenous peoples.
studied

Didactic sequence:
Locate on a map of the Republic of Argentina the area that was occupied by the indigenous peoples.
Screenshot in Google Earth and editing with Paint
Knowledge of aspects of the lives of people in two pre-Columbian Indigenous societies
European hunters, gatherers, farmers, herders (for example: Yamanas, Guaranis,
Diaguitas, Tehuelches, Tobas, Mapuches
Diaguitas
[Link]
 Onas
(Short)[Link]
Tehuelches
[Link]
The Guaraní people:[Link]
v=38LITpYWQOI&feature=related
Tobas
[Link]
Create comparative charts that allow for the recording of different aspects of each culture.
Forms of social and political organization, housing, family organization, clothing
Recognize the characteristics of a legend. Legends and stories about aborigines.
Write a short legend in a group that tells the origin of some element of nature.
(for example: a river, the wind, the healing power of the aloe vera plant, the red color of the flower of
ceibo, the foam of the sea
Interpret images and pathographies that represent scenes from the daily life of the village.
(Google images)
Ask questions about the objects of a culture to develop during the visit to the Institute
Anthropological Museum of Man.

Technical requirements: Google Earth. Word processor. Internet. Videos. Presenter.

slides. PDI. [Link] - Kidspiration.

Evaluation: Publish the best conclusions and legends developed in the section 'Things of the'
school belonging to the mural newspaper that has the first cycle "True truths, news of
first.” Accompany the note with photos taken during the visit to the Museum of Man.

To listen to the article, doclick here