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K–12 teaching and learning · from the UNC School of Education

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 grade 6 English Language Arts and Social Studies

By Eric Eaton

César Rincón in the bullfighting ring

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

Related pages

  • Reading guide: Spain and America: These terms and questions will guide students as they read "Spain and America: From Reconquest to Conquest." Filling in the chronological list of dates will enable students to understand the order in which events unfolded in Spain and in America, and answering the questions will encourage students to think critically about the readings in the chapter.
  • Educator's guide: Spain and America: The article "Spain and America: From Reconquest to Conquest" introduces a lot of information and a number of issues that may be new to students. These suggestions will help you use the article in a way that best fits the needs of your class.
  • Threads through South America: Weaving in Ecuador: This lesson for grade six takes a look at the weaving and textiles created in the Andes of Ecuador in and near the town of Otavalo. In addition to learning about Ecuadorian weaving, students may also create their own woven artifact.

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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

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 informatiohttp://www.learnnc.org/lp/admin/page.phpn on the sport include:
  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.
  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

Critical vocabulary

matador
primary bullfighter
muleta
cape used by the bullfighter

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 6

  • Goal 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.
    • Objective 1.02: Generate, interpret, and manipulate information from tools such as maps, globes,charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.
  • Goal 11: The learner will recognize the common characteristics of different cultures in South America and Europe.
    • Objective 11.02: Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.
  • Goal 12: The learner will assess the influence of major religions, ethical beliefs, and values on cultures in South America and Europe.
    • Objective 12.02: Describe the relationship between cultural values of selected societies of South America and Europe and their art, architecture, music and literature, and assess their significance in contemporary culture.
    • Objective 12.03: Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.

English Language Arts (2004)

Grade 6

  • Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
    • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • analyzing the characteristics of expressive works.
      • determining the effect of literary devices and/or strategies on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • determining the main idea and/or significance of events.
      • generating a learning log or journal.
      • creating an artistic interpretation that connects self to the work.
      • discussing books/media formally and informally.