Latin America: A Region of Diversity Written June 2003 by Dolores Bates and Jeremy Forgione

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1 TEMPLATE Latin America: A Region of Diversity Written June 2003 by Dolores Bates and Jeremy Forgione Revised May 2005 by Charlie Richmond and Jeremy Forgione Farmington Public Schools Grade 6 Social Studies Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

2 Table of Contents Unit Summary....page 3 Stage One: Standards Stage One identifies the desired results of the unit including the broad understandings, the unit outcome statement and essential questions that focus the unit, and the necessary knowledge and skills. The Understanding by Design Handbook, pages 4-9 Stage Two: Assessment Package Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge and skills identified in Stage One. page10 Stage Three: Curriculum and Instruction Stage Three helps teachers plan learning experiences and instruction that aligns with Stage One and enables students to be successful in Stage two. Planning and lesson options are given, however teachers are encouraged to customize this stage to their own students, maintaining alignment with Stages One and Two... pages11-16 Appendices.... page17 Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

3 Unit Summary This grade 6 social studies unit on Latin America is designed for use with a heterogeneous class of students. It follows a unit on global interdependence, thus allowing students to apply the knowledge and skills acquired in that unit to their study of an important region of the world. Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

4 Stage One: Standards Social Studies Essential Understandings and Content Standards #3 Development of Human Civilization The study of history explains how civilizations have been profoundly influenced by ideals and belief systems. The student will 3.5 understand that the nature of cultures change over time. 3.8 explain how key events in a nation s history can influence the development of that nation s cultures. (3.7) 3.9 describe ways that ideals and belief systems change when cultures come together. (3.8) 3.10 understand how societies have used oral traditions, literature, and the arts to express and perpetuate their cultural identity. (3.9) #4 Time, Continuity and Change The process of historical inquiry develops a perspective on how both the past and change relate to one s own life experience. The students will 4.6 describe and appreciate the contributions of different generations and cultural groups to history. 4.7 Describe examples of historical cause and effect. #6 Global and Community Interdependence All people are mutually dependent, joined by economic, social, cultural and civic concerns, as part of a global community. The students will 6.6 understand how global interdependence can improve the lives of people around the world. #7 Geography and Society Human settlements and migration are influenced by their physical and cultural environment. The students will 7.9 describe the political, social and economic reasons for migration Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

5 7.10 describe how the environment impacts how people live. #9 Cultural Diversity The multiple perspectives that emerge from diverse cultures are both a resource for nations and a source for conflict. The students will 9.6 compare and contrast the points of view of different cultural groups on the same event in history. #10 Economic Decision-Making The use and distribution of economic resources structures group, national, and international relationships. The students will 10.6 describe the influence of economic incentives on individual and national decisions in past and present times explain how values and beliefs influence economic decisions in various societies. Reading Essential Understandings and Content Standards #3 Students will understand that accomplished readers make effective decisions, explain complex issues, and solve problems by strategically reading informational texts. The students will 3.7 identify or infer main ideas, details, and relationships within a text. 3.9 locate, organize, and summarize text information draw conclusions and make generalizations using text evidence. Technology Essential Understandings and Content Standards #1 Information Accessing Information skills are necessary to effectively locate and use resources for solving problems, conducting research, and pursuing personal interests. The students will Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

6 1.9 develop a search strategy that demonstrates an understanding of the appropriate use of an encyclopedia, atlas, almanac, dictionary, and library catalog demonstrate ability to extract and record information relevant to their defined information need demonstrate ability to summarize and paraphrase important facts and details. #4 Responsible Information Use The responsible student will demonstrate legal use of information resources, computers or other technologies, recognizing the attendant social, economic, and ethical issues. The students will 4.8 identify the sources used and the essential parts of a bibliographic entry. Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

7 Unit Outcome Statement As of a result of this unit on Latin America, students will understand that geography impacts people s daily lives and their culture. Students will also understand the influence of historical events on a nation s way of life. Lastly, students will recognize the impact of economic decisions on communities and appreciate the value of global interdependence. Essential Questions 1. How are Latin American countries interdependent on each other and the global community for ideas, goods, and services? 2. How does geography influence the way people live? 3. How does the history of a nation help to shape its modern culture? 4. How is a nation s economy influenced by its economic decision-making and diversification? 5. How is a nation s culture influenced by its diversity? Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

8 Knowledge and Skills Knowledge Geography The Knowledge and Skills section includes the key facts, concepts, principles, skills, and processes called for by the content standards and needed by students to reach desired understandings. The Understanding by Design Handbook, 1999 Physical features of Latin America (Chapter 1) Three geographic regions of Latin America Mexico and Central America, the Caribbean, and South America (Chapter 1) Climate, vegetation, and natural resources (Chapter 1) Factors that effect climate (Chapter 1) Effects of geographic features on people s lives (Chapter 1) Read thematic maps climate and vegetation (Chapter 1) Key terms: plateau, isthmus, coral, pampas, tributary, elevation (Chapter 1) How geography has created diversity in the region and influenced the culture (Chapter 3) History Achievements/accomplishments of the Maya, Aztec, and Incan civilizations (Chapter 2) Influence of Maya, Aztec, and Incan civilizations on present-day culture (Chapter 2) Reasons for European conquest of Latin America (Chapter 2) Effects of European rule on Native Americans (Chapter 2) Influence of Spanish culture on Native American culture (Chapter 2) How Latin American countries achieved their independence (Chapter 2) Challenges/effects of independence on Latin American countries today (Chapter 2) Key terms: treaty, Treaty of Tordesillas, Line of Demarcation, conquistador, mestizo (Chapter 2) How history has shaped modern culture (Chapter 3) Characteristics of Mexican and Central American culture, Caribbean culture, and South American culture (Chapter 3) Value of diversity (Chapter 3) Economic Decision-Making Effects of a one-resource economy (Chapter 1) Importance of having a diversified economy (Chapter 1) Key term: diversification (Chapter 1) Effects of urbanization/land distribution (Chapter 2) Key terms: hacienda, encomienda, economy, rural, urban (Chapter 2) Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

9 Skills/Processes Map identification Map interpretation Interpret graphs/charts Use textbook Thinking Skills Compare and Contrast life in the Andes Mountains with life on a Caribbean island Demonstrate empathy towards Native Americans Draw conclusions from thematic maps Make generalizations about each region s culture Identify significance of European conquest Understand consequence of European conquest Distinguish between cause and effect (urbanization) Identify effects of decision-making (economy) Reading Skills Activate background knowledge prior to reading Use text features to support understanding Use text structure (time order sequence, cause-effect, main idea/detail, compare/contrast) to enhance understanding Make connections (text-to-text, text-to-self, text-to-world) Locate, organize and summarize information Identify main ideas and details in sections of a text Develop inferences using background knowledge and evidence from a text Make predictions using evidence from the text Distinguish between essential and nonessential information to draw a conclusion Select, synthesize and/or use relevant information within a work to include in a response to or extension of the work Technology Skills Develop a search strategy that demonstrates an understanding of reference materials Extract and/or record information relevant to defined information need Summarize and paraphrase important facts or details Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

10 Stage Two: Assessment Package Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge and skills identified in Stage One. Authentic Performance Task TOUR GUIDE WANTED!!! Our class is planning to take a trip to Latin America and needs to find a knowledgeable tour guide to introduce us to the geography, history, economy and culture of the region. Each student will design a brochure in which they will highlight their travels to all three regions of Latin America. Please see student flyer for details and requirements. This travel brochure is intended to show the degree to which a student understands that geography impacts people s daily lives, that the region s culture has been influenced by its history, and that the success of its economy is determined by its diversity and connection to neighboring nations. Students will reflect this understanding in their descriptions of the places they visit. Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding * Latin America Map Quiz (see Appendix) * Chapter 1 Test (see Appendix) * Summarizing statements from chapter 1.1 organizers * Paragraph about how geography affects the way people live * 2-3 statements that draw conclusions about how history affects modern culture * Students will then take and defend a position on the impact of the European conquest on the lives of Native Americans. *Speech for the Economic Conference of South American Countries that addresses the economic challenges an independent country faces and how to best respond to those challenges. *Journal response after each section in Chapter 3 from the perspective of an individual living in each region *Chapter 3 Test (see Appendix) Projects, Reports, Etc. Group presentation on either the Maya, Aztec, or Inca civilization, including accompanying poster and note-taking sheet. Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

11 Stage Three: Learning Experiences and Instruction The learning experiences and instruction described in this section provide teachers with one option for meeting the standards listed in Stage One. Teachers are encouraged to design their own learning experiences and instruction, tailored to the needs of their particular students. Items in boldface represent parts of the assessment package. Lesson Topic: Why study Latin America? Duration: 1 Week Guiding Questions: Suggested Sequence of Learning Experiences and Instruction: What are we studying? Where is Latin America? What are the 3 regions of Latin America? How is a textbook organized? Distribute Essential Questions Pre-Test Distribute Map Packet and begin identifying and labeling countries in Latin America Map Quiz Textbook Scavenger Hunt Resources: Latin America Textbook pages: 3, 180, 186 Nystrom Desk Atlas Rand McNally Desk Atlas Lesson Topic: Physical Geography Duration: 2 Weeks Guiding Questions: Suggested Sequence of Learning Experiences and Instruction: How does geography affect the way people live? How has the diverse geography of Latin America created diversity within the region and influenced its cultures? What role do natural resources play in a nation s economy? Introduce topic with Geography of Central America video; use accompanying questions for focus. Review pre-reading strategies with students Complete Anticipation/Reaction Guide for Chapter 1, Section 1 Read 1.1 as a class, reviewing strategies for non-fiction reading and have students assess their original answers on the Anticipation Guide Students complete the graphic organizers for this section either independently or in pairs Use summarizing questions at bottom of each organizer for a check-in assessment Students read Chapter 1, Section 2 and complete Climate & Vegetation Main Idea Worksheet Students complete Venn Diagram to compare/contrast the geography, climate, vegetation and life in the Andes Mountains to the geography, climate, vegetation and life in the Caribbean Islands From this Venn Diagram, students write a paragraph to explain how geography affects the way people live. Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

12 Use the value line to introduce students to the idea of nations making decision about the use of their natural resources. Students can debate their stance on the value line and try to convince other students agree with them. Students read Chapter 1, Section 3 and complete Thesis Statement worksheet (to practice reading for information) Whole class discussion on the importance of diversification within an economy (the United States can be used as an example) Extension: History Alive! Modern Latin America: Activity 3.1; Multiple perspectives on the uses of resources of the Amazon Rain Forest. For review, students complete Regions of Latin America chart. Students review and update KWL charts Distribute Chapter 1 Study Guide Chapter 1 Test Resources: Geography of Latin America -video Latin America Textbook, Chapter 1 History Alive! Modern Latin America (available upon request) Accompanying worksheets (see Appendix) Lesson Topic: Maya, Aztec & Inca Civilizations Duration: 2 Week Guiding Questions: Suggested Sequence of Learning Experiences and Instruction: What were the achievements of the Maya, Aztec, and Inca civilizations? How have the Maya, Aztec, and Inca civilizations influenced modern-day Latin American culture? Divide class into 3 or 6 groups (if 6 groups, 2 groups will each work on the same topic) Each group will research and design an informational poster on either the Maya, Aztec, or Inca civilization. Using their poster as a visual, each group will present their findings and teach the class. The guiding questions for this topic should be answered by each group in their presentation. Information to be included in each group s presentation should be: 1. location and time period of the civilization 2. accomplishments of the civilization 3. way of life of the ancient people, including beliefs, and religion, social structure, occupations, past times 4. influence on present-day Latin American culture Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

13 Each group should also prepare a note-taking sheet for other students to complete during each group s presentation. Each group s poster and completed note-sheet should be used to assess the students understanding of the topic On the day after all of the presentations, students should use their 3 note-sheets on each civilization to compare and contrast the 3 civilizations on the graphic organizer provided. In pairs, students will draw conclusions about how history affects modern-day culture. Students will write 2-3 statements that reflect their conclusions about how history affects modern-day culture. Statements will vary but should be similar to the following examples: 1. Early advances in technology influence the type of technology we have today. 2. Traditions and customs of early people influence the type of traditions and customs we have today. Resources: Textbook Chapter 2, Sections 1 & 2 Articles on Maya & Aztec (see Appendix) Non-fiction books on Maya, Aztec, Inca civilizations found in WW library (we are working on compiling this list) Internet Websites (see Appendix) Lesson Topic: European Conquest Duration: 1 Week Guiding Questions: Suggested Sequence of Learning Experiences and Instruction: What were the reasons for the European conquest of Latin America? What were the effects of the European conquest on Native Americans? Now that students have been introduced to such influential civilizations, ask them to predict what they think happened to the Maya, Aztec, and Inca. (If they were so influential, why did the original civilizations not survive?). Students share predictions aloud. Introduce Chapter 2, Section3 and complete Prereading activities Read and complete 2.3 Note-taking worksheet After reading the section, students should reassess their predictions and re-write them to be accurate. Students should then work to move the statements Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

14 corresponding with the European Conquest Cause- Effect Flow Chart into the proper places. This chart should help students to identify the effects of the European conquest on Native Americans. Students will then take and defend a position on the impact of the European conquest on the lives of Native Americans. Extension: Class debates whether the overall impact of the European conquest on Native Americans was positive or negative. Resources: Latin America Textbook, Chapter 2, Section 3 Flow Chart (see Appendix) Lesson Topic: Latin American Independence Duration: 1 Week Guiding Questions: Suggested Sequence of Learning Experiences and Instruction: How did the desire for independence spread through Latin America? What are the effects of independence? What challenges did independence pose for Latin American countries? Write on the board, The Spaniards could execute the revolution s leader, but they could not kill its spirit. In groups, students will discuss this statement, determine its meaning, and predict what it means for Latin American independence. A discussion about what a revolution is should follow. Pre-read Chapter 2, Section 4 with a Picture Walk that points out the pictures in the section relevant to Latin American independence. Students will read Chapter 2, Section 4 and respond to the statements on the accompanying worksheet. Continue with a class discussion that addresses the topic How the desire for independence spread through Latin America. Have students imagine the following scenario: The teacher is leaving the classroom and no other adult will be in to supervise. However, some very important activities still need to happen (such as taking attendance, collection of homework, distribution of notices, maintaining peace and order, dismissal of students from your desks, etc.). What are some of the challenges the class if going to face without a specific person in charge? Brainstorm a list of challenges on the board and transition into a conversation about the challenges faced by the newly independent Latin American nations. (Relate these ideas to the challenges faced by the U.S. and the time it took for the U.S. to come together including surviving a civil war only 85 years after becoming independent). Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

15 Students read Chapter 2, Section 5 Students write a speech for the Economic Conference of South American Countries that addresses the economic challenges an independent country faces and how to best respond to those challenges. Resources: Latin America Textbook, Chapter 2, Sections 4 & 5 Lesson Topic: Latin American Culture Duration: 2 Weeks Guiding Questions: Suggested Sequence of Learning Experiences and Instruction: What are the characteristics of Mexican & Central American culture, Caribbean culture, and South American culture? How has the geography of each region influenced its diversity? How does the culture of each region reflect its history? Why is it important to recognize cultural differences when considering a person s perspective? Complete Sacred Rac activity; students complete response to the activity. Following this activity, students will examine pictures found in the Social Studies folder on the Public Drive that depict Latin American culture and respond to the following questions: 1. What does this picture tell me about life in this part of Latin America? 2. If I were in this person s shoes, how would I feel? How would my life be different than it is now? Students will read each section in Chapter 3 and take notes on the characteristics of each region (see notetaking sheet). Students will write a journal response after each section from the perspective of an individual living in each region. (see appendix) Distribute Chapter 3 Study Guide Chapter 3 Test A Picture Says a Thousand Words Collage As a class, students create a collage of that represents the cultures of the 3 regions of Latin America. For example, teachers may direct each student to find 3 pictures (each one representing the culture of one of the 3 regions of Latin America). These pictures may come from National Geographic Magazine/Website, Time For Kids Magazine, other magazines or newspapers, or Internet sources. As each student places his/her picture in the appropriate place on the collage, he/she must explain to the class why that picture represents the particular Latin American culture. Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May

16 It is also suggested that all classes on a team work to create only one collage. The completed collage could be displayed in the team area during the Latin America Festival. Resources: Latin America Textbook, Chapter 3 Social Studies Folder on Public Drive Accompanying worksheets (see Appendix) Lesson Topic: Performance Task Duration: 2 Weeks Guiding Questions: Suggested Sequence of Learning Experiences and Instruction: Performance Task (see Appendix) Lesson Topic: Culminating Event Duration: 3 Days Guiding Questions: Suggested Sequence of Learning Experiences and Instruction: Prepare crafts for marketplace Latin America Fiesta Culminating Celebration Appendices Any student work sheets List of resources including texts, videos, web sites, etc. Charlie Richmond & Jeremy Forgione Farmington Public Schools Revised May