Bullfighting in Colombia

In this lesson for grade six, students study the history of bullfighting in Spain and Colombia as an example of how cultural traditions can be transferred from one place to another. Students analyze photographs of bullfighting in Colombia and discuss the cultural tradition of the sport and the controversy surrounding it.

A lesson plan for grades 6–7 Social Studies

By Eric Eaton

César Rincón, one of Colombia’s most celebrated living matadors, guides a wounded bull. (Photograph by Margery H. Freeman. More about the photograph)

Creating a “habit of learning”

Photo analysis activities have become an increasingly important part of my teaching. Students need to be given opportunities to analyze photographs, political cartoons, paintings, etc. to help them look at such media more critically. Visual analysis should not be done in isolation, but throughout the year in various units of study.

After introducing this learning tool and having students complete several photo analysis activities, students will begin to create a “habit of learning” and will look at things more critically and analytically on their own. Always encourage students to provide evidence for their observations just as you would in their essay writing and in-depth research.

Learn more

• Kinetic connections: Bloom's taxonomy in action An introduction to strategies for using the web to push your students to higher levels of thinking.
• A picture is worth a thousand words An example of how a single image can provoke discussions at all levels of Bloom's Taxonomy.

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• Of earth, water, and fire: World pottery traditions: In this lesson, a photo analysis activity helps students learn about pottery traditions from around the world. Students discuss how these traditions are similar to and different from one another.

Related topics

• Learn more about Colombia, Europe, South America, Spain, bullfighting, cultural history, language arts, photograph analysis, social studies, sports, visual literacy, and world cultures.

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In this lesson students will use the example of bullfighting in Colombia, South America to show how cultural traditions in one country can be transferred to other places over time and how those traditions can be viewed with some conflict and controversy in modern times.

This activity focuses on the sixth grade study of South America and Europe, but may be used in other middle or high school levels.

Learning outcomes

Students will:

• Analyze photos of bullfighting in Colombia, South America as an example of how cultural traditions can be transferred from one place to another.
• Discuss how some traditions have changed over time.
• Discuss how some traditions have met opposition in modern society.

Teacher preparation

Time required for lesson

One class period (approximately 60 to 90 minutes)

Materials needed

• Bullfighting photo analysis sheet
• Computer with projector and internet access
• Images of bullfighting in Colombia:
  • Spectators at a bullfight in Cartagena, Colombia
  • Spectators at a bullfight in Cartagena, Colombia — wide view
  • Bullfight in Cartagena, Colombia
  • César Rincón in the bullfighting ring
• Optional: PowerPoint or similar program to show the images individually or together

Pre-activities

The activities in this lesson should be part of a larger study of South America.

• Prepare the images: Prepare the images that accompany this lesson in order to project them on a multimedia projector. You can project the images directly from the LEARN NC website, but you may find it easier to manipulate the photos by putting them on a PowerPoint slide or interactive whiteboard when projecting them to the class. If a multimedia projector is not available, have enough copies of the Colombia photos for students to use.
• Students should also have some basic familiarity with the Spanish influence in South America resulting from early colonization. (Bullfighting came to South America with the Spanish during the colonial period.)
• Familiarize yourself and your students with Colombia by reading about the country on websites such as the CIA World Factbook.
• Familiarize yourself with the tradition of bullfighting in Spain. (For suggested websites, see “Websites” below.) Preview the bullfighting pictures used in this lesson and read the captions for each photo to gain background information. Have students locate Spain, Colombia, and the city of Cartagena on a map or Google Earth. Cartegena is the location of the bullfighting photos used in this lesson.
• Do some background reading about the controversy surrounding bullfighting, particularly the arguments of those who believe bullfighting constitutes cruelty to animals and those who believe bullfighting is an important cultural tradition passed from generation to generation.
• Familiarize students with analysis of photographs through various levels of questioning. Teachers should read the professional articles on LEARN NC about photo analysis, visual literacy, and teaching with photos to become more familiar with this valuable teaching tool.

Activities

1. Bullfighting, also known as la fiesta brava (the brave festival), has a history that goes back hundreds of years. You may want to begin the lesson by providing students with a brief background reading on bullfighting. Some suggested articles on the internet that give general information on the sport include:
   • Bull Fighting in Spain from Spain-info.com
   • Article about bullfighting from Encyclopedia.com.
2. Give each student a copy of the photo analysis worksheet that accompanies this lesson.
3. Prep students about the lesson activity and the photo analysis process. Tap their prior knowledge by briefly and generally discussing the locations of Colombia and Spain, and earlier European influences on South America. (As stated in the pre-activities, this lesson should be part of a larger study of South America.)
4. Project Colombia bullfighting photos for students to study and complete the analysis. You may choose a couple of the photos or use all of them. You may find it easier to manipulate the photos by putting them on a PowerPoint slide or interactive whiteboard when projecting them to the class. Give students approximately 15 minutes to study and answer the analysis questions for one photo.
   • Spectators at a bullfight in Cartagena, Colombia
   • Spectators at a bullfight in Cartagena, Colombia — wide view
   • Bullfight in Cartagena, Colombia
   • César Rincón in the bullfighting ring
5. Discussion: Discussing the photos with students is tremendously important. Do not end the activity without allowing students to explain their answers. Use the students’ observations and written responses as a springboard for class discussion. Do not limit yourself by just having students give a verbal answer to the questions on the analysis sheet. Use their answers as stimuli for further questioning that is not on the sheet. Consistently encourage students to support their answers with evidence from the photos.
6. After completing the photo analysis and some discussion of bullfighting and the controversy surrounding this centuries-old activity, ask students if/why they believe such traditional activities should continue. This may springboard into a writing activity as outlined in the extension activity below.

Assessment

You, the teacher, are the best judge of your students’ learning levels and abilities. Make students aware on what and how they will be graded.

Assess student responses and adjust questioning and activities as needed. Students can be graded on completeness of work and participation during discussion. You may also gauge students’ level of thinking and understanding of photographs through the photo analysis activities and the ability of students to completely and thoughtfully answer questions on various levels of Bloom’s Taxonomy.

It is encouraged to have students use photo analysis activities several times throughout the year to help students create a “habit of learning” on what to look for when analyzing photographs and documents.

Learning rubrics can be developed through Rubistar.

Modifications and alternative assessments

For students with certain learning disabilities, you may opt to accept verbal responses rather than written responses for the analysis of photographs.
You may also want to give students the captions for the photos to help guide them in their understanding of what they are seeing. Having students support their ideas with evidence from the photos is still encouraged.

Extensions

You may want to extend this lesson by including a writing assignment that addresses the opposing viewpoints concerning bullfighting. After students explore the tradition of bullfighting and analyze the photos, students could complete a problem/solution essay in which they recognize the ethical issues presented by bullfighting and suggest ways to solve them while continuing the traditions of the sport.

Websites

• Overview of Colombia from the CIA World Factbook
• Google Earth (free download for basic edition)
• Bull Fighting in Spain from Spain-info.com
• Article about bullfighting from Encyclopedia.com.
• Rubric maker from Rubistar for Teachers

Critical vocabulary

matador

primary bullfighter

muleta

cape used by the bullfighter