Uruguay 9th Grade (Tramo 6) Curriculum - History
History
Rationale:
History education aims to develop historical thinking skills, enabling students to understand the past, analyze its impact on the present, and apply these skills to contemporary issues. It emphasizes a multi-scalar and diachronic approach, recognizing the interconnectedness of historical phenomena across different geographical scales and time periods. The curriculum promotes the use of primary and secondary sources, fostering critical analysis and interpretation of historical narratives. It also seeks to develop students' ability to communicate historical knowledge effectively, both orally and in writing.
Specific Competencies:
- CE1: Interprets and interrelates information from diverse historical and historiographical sources critically.
- CE2: Constructs autonomous oral and written communication, arguing with the use of historical vocabulary.
- CE3: Investigates social realities using disciplinary tools and formulates projects based on personal interests, engaging with cultural and heritage manifestations of the past.
- CE4: Analyzes divergent opinions and negotiates shared meanings with respect for otherness in the present and past.
- CE5: Analyzes reliable information using various digital tools, recognizing intellectual property in historical knowledge.
- CE6: Reflects autonomously on historical knowledge to regulate their learning process.
- CE7: Builds historical consciousness in relation to past experiences.
- CE8: Reflects on the value of democratic coexistence as a historical construct and assumes individual and collective responsibilities.
- CE9: Utilizes categories of analysis specific to historical research, constructing explanations and arguments.
Specific Content:
Unit 1: Uruguay in the World: 20th and 21st Centuries
This unit focuses on Uruguayan history within a global context, spanning the 20th and 21st centuries. It emphasizes the construction, consolidation, crisis, and transformation of Uruguay's developmental model, highlighting the interplay of national and international factors.
- 1. The Construction of a Developmental Model in Uruguay (early 20th century):
- Society in the early 1900s, its transformations, and migratory movements.
- The State, politics, and reforms. Batllismo.
- The construction of Uruguayan democracy and social integration.
- Artistic traditions and avant-garde movements. Expressions in national thought and art.
- Repercussions of World War I nationally, regionally, and internationally.
- Uruguay at its centennial: urban and rural cultures.
- 2. Consolidation of the National Model (1929-1955):
- Economic and social repercussions of the 1929 crisis.
- Crisis of liberal democracies, the rise of totalitarianism, and the beginning of dictatorships in the region.
- Political evolution in Uruguay during this period.
- Development of the ISI model: industrialism, state dirigisme, public and private enterprise, and social policies.
- Consequences of World War II. Human Rights.
- Cultural and artistic expressions in Uruguay.
- 3. Crisis and Transformations (1955-1985):
- Problems and limitations of the ISI model. The Commission for Investment and Economic Development (CIDE).
- Responses to the crisis from various social and political actors.
- Political evolution in Uruguay.
- Uruguay in the Cold War and Latin America: threats to democracy, institutional weakening, political radicalization, guerrilla movements, and social polarization.
- The civic-military dictatorship: institutional overreach, human rights violations, and the National Development Plan.
- Urban and rural arts and cultures.
- International developments in science and technology applied to the economy and daily life.
- 4. Democratic Restoration and Beyond (1985-present):
- The democratic transition and its strengthening. The 1980 plebiscite. The period from 1985 to 2010. Political evolution.
- Reforms, recession, crisis, and economic reactivation (1990-2010).
- Arts, sciences, and cultural and social changes.
- Regional integration: challenges and achievements (ALADI-Mercosur).
- Globalization and Uruguay's insertion regionally and globally.
Assessment Criteria:
The assessment criteria for this grade level are designed to evaluate the student's progressive development of historical thinking competencies. These criteria are applied flexibly, recognizing the situated nature of curriculum development and the professional autonomy of teachers. Assessment focuses on the student's ability to:
- Critically analyze and interpret historical and historiographical sources.
- Construct well-supported historical narratives, both orally and in writing.
- Design and conduct historical inquiries, demonstrating an understanding of historical methodology.
- Engage with diverse perspectives and interpretations of the past.
- Utilize digital tools effectively for historical research and communication.
- Reflect on their learning process and regulate their historical thinking skills.
- Demonstrate an understanding of the relationship between past, present, and future.
- Appreciate the value of democratic coexistence and responsible citizenship.
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