"Gracias al Sacar" Race and Status in Colonial Latin America

Cueponi Cihuatl, Afrolatinizamos Cohort 2023

Content objectives: 

• Students will understand the concept of "Gracias al Sacar" and its historical significance.

• Students will analyze the social and racial dynamics of colonial Latin America.

• Students will discuss the ethical implications of social status based on race.

Language objectives 

1. Students will critically analyze and evaluate the historical context and complexities of "Gracias al Sacar" and its impact on colonial Latin American society.

2. Students will write a brief reflection or response essay discussing the ethical implications of allowing individuals to change their racial identity for social advancement, citing evidence from the article.

3. Students will participate in class discussions, express their opinions, and engage in conversations about the historical significance of "Gracias al Sacar" and its relevance today.

4. Students will acquire and utilize key vocabulary related to the historical concept of "Gracias al Sacar," including terms such as racial hierarchy, social status, and ethical implications.

Introduction (10 minutes):

1. Start by introducing the concept of "Gracias al Sacar" and its literal translation.

2. Provide a brief historical context of colonial Latin America, emphasizing the complex racial hierarchy and social status associated with it.

3. Explain that the lesson will explore how individuals could change their racial identity to achieve higher social status during this time.

Group Activity (45 minutes):

1. Divide students into small groups and provide them with 7 scenarios related to "Gracias al Sacar."

2. Ask each group to discuss how they would feel and react in those situations, considering the historical context.

3. Have each group share their thoughts with the class.

Additional Activities (optional)

1. Students watch and analyze the video “La Vida Secreta de los Niños: El resto de niños conocen a Kaily” and discuss the children’s reactions to the new student and the discussions of physical difference and racial identity. 

   • • How do the children interact with Kaylee?

     • Why do you think Cristhian, who says his dad is black, does not identify as Black? Would people consider him Black just by his appearance? Can this change throughout time? Do you identify as the same race/ethnicity as your parents? Why / not? 

     • When students were asked about Kaylee, what did they focus on when describing her? Is that why you focus on? What might explain these similarities or differences?

     • When you meet someone different from your cultural background, what helps you make a connection with them? 

2. Watch Doll Test - The Effects of Racism on Children. Follow up with discussion questions.

3. Students read the article "Purchasing Whiteness: Race and Status in Colonial Latin America" (NotEvenPast) and demonstrate their ability to understand key concepts and details presented in the text.

4. Unit reflection questions