Connecting North America and South America Student Notes 1

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1 Connecting North America and South America Student Notes 1 TEKS 6.3 Geography. The student uses geographic tools to answer geographic questions. The student is expected to: (B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases. P (C) compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models. 6.4 Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to: (A) locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location. (B) identify and explain the geographic factors responsible for patterns of population in places and regions. (C) explain ways in which human migration influences the character of places and regions. (D) identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions. (E) draw sketch maps that illustrate various places and regions. 6.7 Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to: (A) identify and analyze ways people have adapted to the physical environment in various places and regions; (B) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure. Note to teachers: Strategy Guides (or Study Guides) are important Social Studies strategies to promote reading and writing. This is an example of using a strategy guide to help students build schema and experience vocabulary in context. The specific TEKS mentions point to historical content that impacted the characteristics of contemporary societies. The societies of Latin America are the current focus for content. The issues mentioned in the notes are important background to understand cultural institutions and political and social issues that influence the politics, economics, art, literature and other cultural characteristics of Latin America. The content in these notes will connect help students recognize contemporary characteristics explored in other exemplars. Directions: Use the Strategy Guides format for exploring the issues in this two-part exemplar. See the linked file, Strategy Guides, in the digital CPG resources for more information. The Strategy Guides can be orientations to vocabulary and core content of one issue or more than one related issue. The guides set up an opportunity for students to practice reading and discussing words and concepts in context. The format can also allow students to interpret visual information. Embedded questions challenge students to think about the topics and formulate responses that can be written. Responses can be used as a script for interaction and a reference for a specific writing assignment. Using guides becomes a way for students to read, speak, hear, think, write, and show, etc., the language of the content issues. A Technique for the Process Verbally explain the expectations and remind team members of the responsibilities of their roles. Students will work in teams to process and interpret the information on the slides (or teams could be assigned to present the slides to the class). Use a multiple response strategy (MPR) to assess student engagement and grasp of the content after a section is processes. Individual students and the team could receive a participation grade after every two pages of slides, for example. Teams and each individual will receive a presentation grade for interpreting and teaching slides for the class. The product to be completed at the end will also be assessed. Project the PDF file of the Strategy Guide, enlarging the viewing area so that one half of the page is projected at a time. Process for students to present information from slides: Assign a learning team a section from the study guide, for example, the slides on page 2. Allow students a set time to prepare a report on the slides (or pages of notes) that they are assigned from the study guide. Use the following criteria for the learning team to give their presentation. One member reads the text of the slide to the class. Another member explains the visuals or map pointing out the information that the visual/map contains. The next member reads and answers the questions beside each slide. Another member then highlights the most important information that is on the slide as a summary review of the slide. This is done for each slide on the page.

2 Connecting North America and South America Student Notes 2 PART 1 -- Day 1 Students process the study guide sections for Mexico, Central America, and the Caribbean. Get Started (Hook): Have students describe and analyze map of Biomes in North America and identify types of biomes the United States and Mexico share. Suggestion: o Present the first two pages, 4-5 in the PDF file, as an interactive dialogue and to demonstrate to students how to present the reading, explain the visuals, answer the questions, and summarize each slide. o Have the students work in teams to present the readings and visuals on pages 6, 7, and 8. o Allow students a set time to prepare a report on the slides (or pages of notes) that they are assigned from the study guide. Use the following criteria for the learning team to give their presentation. One member reads the text of the slide to the class. Another member explains the visuals or map pointing out the information that the visual/map contains. The next member reads and answers the questions beside each slide. Another member then highlights the most important information that is on the slide as a summary review of the slide. o Wrap up: Have a member from each team to repeat the highlights of the sections that the team presented. PART 2 -- Day 2 Students process the study guide sections for Cuba and Brazil, and complete a product. The topic of the product is to compare and contrast physical and human geography of Mexico and Brazil based on the study guide. Students can select the type of product they will use to explain the similarities and differences of these two counties from data in the study guide. Suggestion: o Students work in teams to process pages 8-12 of the study guide. After presentations, students complete the summary product. o Allow students a set time to prepare a report on the slides (or pages of notes) that they are assigned from the study guide. Each team could be assigned a page from the guide (page 8 for one team, page 9 for the next team, and so on). Use the following criteria for the learning team to give their presentation. One member reads the text of the slide to the class. Another member explains the visuals or map pointing out the information that the visual/map contains. The next member reads and answers the questions beside each slide. Another member then highlights the most important information that is on the slide as a summary review of the slide. o Students are to use the information form their written responses in the study guide and the notes to complete the following: compare and contrast physical and human geography of Mexico and Brazil based on the study guide select the type of product (presentation, report, creative skit, and so forth) to use to explain the similarities and differences of these two counties from data in the study guide

3 Connecting North America and South America Student Notes 3 Get Started (Hook): Biomes in North America Biomes are geographic characteristics of the land Analyze the information of this map and discuss the questions. 1. What biomes indicated on this map do we have in Texas? 2. If Dallas is in the biome section called Grasslands, does that mean that there are no trees? 3. What biomes can be found both in the United States and in Mexico?

4 Connecting North America and South America Part 1 -- Day 1 Student Notes 4 Highlight of Mexico, Central America( Middle America), and the Caribbean 1. People that live between the Tropic of Cancer and the Tropic of Capricorn are said to live in the Tropics. -Why do people in the tropics not have cold weather except for the tops of tall mountains? Characteristics of the tropics What part of Mexico is part of the tropics? 1. What cities in the state of Texas are shown on this map? 2. How many cities in Mexico shown on this map are near rivers or lakes? 3. How many Mexican cities shown are on the coastline? 4. What advantages do people living in cities near rivers and the sea have over people living in the mountains?

5 Connecting North America and South America Student Notes 5 1. How many landforms have you seen that are similar to the landforms listed about Mexico? Describe what you have seen. 2. Mexico has 3. Why are the southeastern coastal areas of Mexico hot and humid? Mexico is inside the. 1. How can exporting goods benefit the economy of a country?

6 Connecting North America and South America Student Notes 6 Topographic Maps show elevation of the land 1. What does a Topographical Map show? 2. Using the map, is most of Mexico Mountains and Plateaus or Plains and Flat land. 3. What are the economic activities in Mexico described on this slide? 5 ul 1. What does a Political Map show? 2. Define what a federal government is. 6 ul

7 Connecting North America and South America Student Notes 7 1. Why would animals from both North America and South America be found in Central America? 2. Why is Central America an example of an Isthmus? 7 ul 1. What is the economic situation of Guatemala based on the information on this slide? ( Have lots of money or little money) Why? 2. What economic activities could bring this country the most profits? Why? 8 ul

8 Connecting North America and South America Student Notes 8 1. What ancient civilization was in Guatemala? How do we know it was there? 2. What is the economic status of the majority of the Guatemalan population? ( Rich/Poor)Why do you think that is so? 9 1. What are the five largest islands of the Caribbean? 2. What connection does the U.S. have to Caribbean islands? 10

9 Connecting North America and South America Student Notes 9 Part 2 -- Day 2 Highlights of Cuba and Brazil 1. What island large island is south of Cuba? 2. What direction is the U. S. from Cuba? 3. Where is Mexico in relation to Cuba? 4. Why are most of the people living in Cuba descendants of Africans and Spaniards? 1. What type of economic system does Cuba have? What evidence on the slide proves this? 2. Why do the leaders in Cuba seek joint ventures with foreigners?

10 Connecting North America and South America Student Notes What is most distinctive about the geography of South America? 2. What was the ancient civilization in South America? Where was it located? 3. What factor of the climate allows forests to thrive along the equator in South America? 1. What does a constitution do? 2. Describe the meaning of universal suffrage. 3. What are some of the physical features of Brazil? Sources: World Book and Images are from Wikimedia Commons or Lesson Exemplar unless otherwise noted.

11 Connecting North America and South America Student Notes How does a large labor pool contribute to economic success? 2. In addition to labor, what other factors does Brazil have that contribute to a strong economy? 3. What is a major problem in Brazil? How might that problem be addressed by a country with a well-developed economy? 1. Why do you think so many people in South America have moved into urban areas? 2. What type of economies do you think the countries with 75% of their people living in major cities might have? 3. What factors contribute toward an advanced economy?

12 Connecting North America and South America Student Notes How would you explain why the cities listed on this map have developed? -What geographic factors need to be considered? -What economic factors need to be considered? 1. What type of land usage is evident from the map regarding Central America? 2. What type of land usage is indicated in Cuba? 3. What is needed in order for manufacturing and trade to develop in a country? STUDENT PRODUCT: Compare and contrast physical and human geography of Mexico and Brazil based on the study guide. Select the type of product (presentation, report, creative skit, and so forth) to use to explain the similarities and differences of these two counties from data in the study guide.

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