Uruguay Primer Grado History Syllabus

This syllabus outlines the history curriculum for Primer Grado (1st Grade) in Uruguay, as defined by the Administración Nacional de Educación Pública (ANEP). The curriculum is organized into specific learning tracks known as "Tramos." Primer Grado falls under "Tramo 2," which encompasses both 1st and 2nd grades. The focus is on developing historical thinking skills through exploration of local and regional history, cultural diversity, and societal changes over time.

Tramo 2: General Profile (1st & 2nd Grade)

Students in Tramo 2 are expected to engage with their cultural and natural heritage, exploring the relationship between individuals and their environment. They begin to identify socio-environmental problems, participate in collaborative activities, and consider diverse perspectives. They learn about rules and their cultural basis, differentiating between fair and unfair situations. They also develop communication skills, express their emotions, and begin to build self-confidence. They learn to formulate questions, seek answers, and explain their opinions. They interact with different forms of communication and develop basic programming notions through play.

Specific Competencies for History (Tramo 2)

• CE1: Formulates questions, argues, and identifies the learning process through oral expression about historical temporality.
• CE2: Explores social phenomena and subjects through questions and assumptions to seek valid explanations.
• CE3: Identifies and interprets, with sensitivity, the cultural manifestations of social groups through written or material historical sources.
• CE4: Investigates and participates in projects with peers to resolve social situations or problems in their environment, proposing actions.
• CE5: Recognizes the process of computational thinking and historical thinking, adapting to new actions that impact daily life.
• CE6: Develops writing skills through historical sources, based on curiosity and interests related to aspects of history.

1st Grade Specific Content

• 1. Constructing the Past: Using historical documents (not just written) and community activities.
• 1.1 Colonial society: components and ways of life. Location in time and space.
• 1.2 Artistic expressions and customs of yesterday and today, in rural and urban areas.
• 2. Social, Economic, and Cultural Characteristics of Human Communities:
• 2.1 Foundation and formation of towns and communities (villages, towns, and cities).
• 2.2 The story of José Gervasio Artigas, his family, and the socio-economic environment.
• 2.3 Life stories of local historical figures.
• 3. Cultural, Social, and Economic Diversity of Indigenous Communities of the Río de la Plata in the Pre-Hispanic Period:
• 3.1 Changes, continuities, multi-causality: Inter- and intra-cultural relationships.
• 3.2 Sources, testimonies, and historical documents about the cultural past of Uruguayan communities.

2nd Grade Specific Content

• 1. Pre-Hispanic Cultures: Organization of human groups in the territories and their cultures.
• 1.1 Conceptualizations: Nomadism, sedentarism, hunters, and cultivators.
• 1.2 Main historical characteristics of human groups.
• 2. Local and Regional Identities: Hispanic, Creole, and Afro-American cultures: their interactions.
• 2.1 Communities and societies: Interrelationships with territories and the environment.
• 2.2 Historical characteristics of human groups with different cultures.
• 3. Populations Settled in Local and Regional Territories: Their organization and ways of life.
• 3.1 Material expressions and cultural heritage.
• 3.3 Identification and study of material expressions over time.
• 3.4 The foundational process of towns, villages, and cities.
• 3.5 Local tangible and intangible heritage.

Achievement Criteria for Evaluation

Achievement criteria are indicators to guide teachers in evaluating student progress and the stage of competency development. These criteria should be shared with students to promote metacognition and guide their learning.

(The document provides detailed achievement criteria for both 1st and 2nd grades, which can be found in the linked PDF.)

Specific Methodological Guidelines

Teaching history from a competency-based approach involves active methodologies, placing the student at the center of the learning process. This includes formulating questions, building hypotheses, critically seeking information, finding evidence, and contrasting different historiographical interpretations. The use of diverse resources and formats (images, interviews, podcasts) is encouraged to cater to different learning styles.

Evaluation Guidelines

The curriculum emphasizes formative assessment, which is contextualized and continuous throughout the learning process. It is a tool to accompany decision-making by teachers and reflect the evidence of learning acquired. Feedback is crucial for student self-regulation and the development of metacognitive skills. Self-assessment, peer assessment, and collaborative assessment are also important components.