Latin America: Land and Resources

Transcription

1 Latin America: Land and Resources INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale Organization and Management Features INTRODUCING Latin America: Land and Resources Jump Right In Themes Overview Objectives PREPARATION FOR VIEWING Introduction to the Program Introduction to Vocabulary Discussion Ideas Focus AFTER VIEWING THE PROGRAM Suggested Activities Vocabulary Plants, Agriculture, Settlements and Altitude Latin America: A Closer Look Facts About Latin America True or False Latin America on the Map Test ADDITIONAL AIMS MULTIMEDIA PROGRAMS ANSWER KEYS

2 Congratulations! You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable instructional guidelines and tools designed to make your teaching role efficient and rewarding. The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. RATIONALE ORGANIZATION AND MANAGEMENT In today s classrooms, educational pedagogy is often founded on Benjamin S. Bloom s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: 1. Knowledge (rote memory skills), 2. Comprehension (the ability to relate or retell), 3. Application (the ability to apply knowledge outside its origin), 4. Analysis (relating and differentiating parts of a whole), 5. Synthesis (relating parts to a whole) 6. Evaluation (making a judgment or formulating an opinion). To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in three sections: I. Introducing this ATM will give you the specific information you need to integrate the program into your classroom curriculum. II. Preparation for Viewing provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. The AIMS Teaching Module is designed to facilitate these intellectual capabilities, and to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. III. After Viewing the Program provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. AIMS Teaching Module written by Mary Lee Nolan. Copyright 2002 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia at: Toll Free: Fax: Web: info@aimsmultimedia.com 2

3 FEATURES INTRODUCING THE ATM Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom and to provide assessment tools, your AIMS Teaching Module features these components: Themes This section tells how the AIMS Teaching Module is correlated to the curriculum. Themes offers suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. Preparation for Viewing In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, and usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. Focus Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. After Viewing the Program After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. 3

4 SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. Curriculum Connections Many of the suggested activities are intended to ART integrate the content of the ATM program into other content areas of the classroom curriculum. These crossconnections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program. Your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their worldview. 4

5 ADDITIONAL ATM FEATURES Vocabulary Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will read or find the definition of each vocabulary word, then use the word in a written sentence. Checking Comprehension Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. Reproducible Activities The AIMS Teaching Module provides a selection of reproducible activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. Checking Vocabulary The checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. Test The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in testtaking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Additional AIMS Multimedia Programs After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. Answer Key Reproduces tests and work pages with answers marked. JUMP RIGHT IN Preparation Read Latin America: Land and Resources Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Viewing Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view Latin America: Land and Resources together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing 5 Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization.

6 Latin America: Land and Resources Themes This program describes the many different land forms and climates of Latin America and the ways in which Latin Americans have adapted to their environments. Special attention is paid to the concept of altitudinal zonation, or the various kinds of vegetation associations and lifestyles found at different elevations in tropical mountain regions. Overview Students learn that Latin America is a vast region that includes South America and the southern part of North America which is called Middle America. The continents of North and South America are connected by the narrow Isthmus of Panama. Using beautiful footage, this program reveals that much of Latin America is made up of mountains and high plateaus. The Andes Mountains in South America run from Venezuela to South America s southern tip and are one of the longest mountain systems in the world. The Andean Altiplano in Peru and Bolivia is one of the highest inhabited parts of the world. On it is found Lake Titicaca, the world s highest navigable lake. South America s other mountains include the Guiana Highlands which are noted for their steep slopes and flat tops. Middle America s largest lowland area is Mexico s Yucatan Peninsula, but in contrast, South America has extensive low elevation areas that are drained by broad rivers. These include the llanos of the Orinoco River, the Amazon Basin, and the pampas that surround the Río de la Plata. The dry Patagonian Plateau lies in Southern South America. It stretches to the Strait of Magellan, a sea passage that separates the island of Tierra del Fuego from the mainland of South America. Vegetation in Latin America varies with climate. Northern Mexico is a dry region that lies in the temperate zone of the northern hemisphere. Southern South America is in the temperate zone of the southern hemisphere and has a wide range of climates. Seasons are the reverse of those found in the northern hemisphere, so December, January and February are the warm summer months in the southern South American countries of Chile and Argentina. Most of Latin America lies in the topics, between the Tropic of Cancer and the Tropic of Capricorn. Although there is not much seasonal difference in temperature, there are several different types of tropical climates depending on elevation and the amount of rainfall. Rainy tropical regions, such as the Amazon Basin, are hot and wet all year. Rainforests thrive in this type of climate. Wet-dry tropical regions have a distinct dry season when many trees and shrubs lose their leaves. In the tropical desert regions along South America s Pacific Coast, there is very little vegetation except along streams that flow westward from the Andes. As you move up a tropical mountain, temperature drops as elevation increases so that different kinds of plants are found at different elevations. These differences affect agriculture and the ways people live. Objectives To become acquainted with the countries and regions of Latin America To learn about the mountains, plains and rivers found in different parts of Latin America To understand the types of climates found in the southern temperate zone of southern South America and know that seasons there are the reverse of seasons in the northern hemisphere To become familiar with the concept of altitudinal zonation and know how people use the land at different elevations Introduction to the Program Review the following terms related to landforms and climate: isthmus, plateau, volcano, volcanic eruption, lava, navigable, tributary, estuary, strait, peninsula, limestone, leaching. Next ask students if they have traveled up a high mountain and noticed the differences between the plants they see at the bottom of the mountain and those they found at the top. Explain why these differences exist. (Temperature decreases with elevation, so plants at higher elevations are adapted to colder conditions than those at lower elevations.) You may wish to include the following key points in your introduction: Latin America includes South America and Middle America - which is the southern part of the North American continent. Middle America is made up of Mexico, the islands of the Caribbean, and the seven small countries of Central America. 6

7 Mountains and high plateaus cover large parts of Latin America. Latin America s most extensive lowland area is the vast Amazon Basin of South America. In the tropical mountain regions of Latin America, temperature, vegetation and agricultural resources vary with altitude. Southern South America lies in the temperate zone of the Southern Hemisphere, so its seasons are the reverse of the seasons experienced in the temperate zone of North America. Introduction to Vocabulary People speak Spanish in many Latin American countries and have developed a terminology for geographical and climatic features of their lands. Even in English- speaking countries, geographers use many Spanish words to describe the landscapes and climates of Latin America so it is useful to learn the meaning of the following Spanish words. Many students may be unfamiliar with the words and their pronunciation. If there are any students in the class who speak Spanish or who are studying the language, have them explain the words and their pronunciation to the class. templada: temperate tepui: a South American Indian word for mountain, used in Venezuela to describe the steep-sided, flat-topped mountains in the Guiana Highlands tierra: land Discussion Ideas Ask students to name all of the countries they can think of in Latin America. Write the names on the board, then ask students to describe what comes to mind when they think of each of the countries named and explain why they have these impression. Have students discuss their sources of information on Latin American countries and encourage further discussion on the differences between various Latin American countries. Focus Latin America has many different kinds of natural environments - from high mountains to hot, humid rainforests along the banks of great tropical rivers. Ask students to think about ways in which people have learned to live in these many kinds of environments. altiplano: a Spanish term meaning high plain or plateau. caliente: hot cordillera: a mountain system made up of a series of parallel ranges fria: cold fuego: fire helada: ice llano: plain or level ground río: river 7

8 SUGGESTED ACTIVITIES Meeting Individual Needs: Write the following vocabulary terms on the board (without definitions). Ask students to read over the list, then use each of the terms in two sentences. The first sentence should explain the meaning of the word or phrase and the second should refer to a specific example in Latin America. Encourage students to use a dictionary if they are unclear on the meanings. (Definitions and examples are given here for your reference.) 45 Minutes estuary: a drowned river mouth subject to the tides. The Río de la Plata is a large estuary. isthmus: a narrow neck of land connecting two larger land areas. The Isthmus of Panama has been cut by the Panama Canal. lava: molten rock that pours out of a volcano during a volcanic eruption. Lava from Parícutin Volcano buried all of a village church except the bell tower. leaching: process by which water dissolves and removes nutrients in the soil. Farm plots in the Amazon Basin soon become infertile because of leaching from the frequent rains. navigable: a body of water suitable for navigation by a large boat or ship. Lake Titicaca is a navigable body of water. peninsula: a land area surrounded by water on three sides. The Yucatan Peninsula partly separates the Gulf of Mexico from the Caribbean Sea. plateau: a fairly level high elevation area often marked on one or more sides by a steep cliff called an escarpment. Many people live on the Central Plateau of Mexico. strait: a narrow water passage between landmasses. The Strait of Magellan separates Tierra del Fuego from the South American mainland. tributary: a stream or river that flows into a larger stream or river. The Rio Negro is a tributary of the Amazon River. volcanic eruption: emission of gasses, lava, and/or volcanic ash from an active volcano. A volcanic eruption destroyed villages near Parícutin Volcano. 8

9 Writing Ask students to choose a geographic feature from the list below. Have each student write a one-page description of his or her chosen feature and explain what it would be like to live in or near that part of Latin America. Encourage students to use library books and encyclopedia articles to learn more about their subjects. Amazon Basin Andes Mountains Atacama Desert Caribbean Island of Cuba Guiana Highlands Lake Titicaca Llanos of the Orinoco Mount Aconcagua Pampas near the Río de la Plata Parícutin Volcano Patagonia Rio Grande Connection to Geography Temperature and vegetation are affected by elevation. Because much of topical Latin America is mountainous, geographers describe a series of zones at different elevations. Divide students into four groups and have each group prepare a report on one of the following zones: Tierra Caliente: Land below 1,000 meters in elevation Tierra Templada: Land between 1,000 and 2,000 meters in elevation Tierra Fria: Land between 2,000 and 3,600 meters in elevation Tierra Helada: Land above 3,600 meters in elevation Tierra del Fuego Valley of Mexico Xochimilco Yucatán Peninsula 60 Minutes Extended GEOGRAPHY Students should be able to describe the temperature of their zone and relate it to the kinds of plants and animals typically found in the zone. They should also describe agricultural crops and practices common in the zone. Each report should provide a list of at least five cities in the zone, except for the report on the Tierra Helada. This report should explain why there are no cities in the zone. Encyclopedias, the Internet, atlases, and geography textbooks are good sources of information. When complete, have a volunteer from each group present the group s report to the class. Link to the World Tropical crops from Latin America are exported to many other parts of the world. Divide students into three groups and ask one group to use library and Internet sources to find out what percentage of the bananas used in the United States each year come from Latin America. What other places export bananas to the United States? How important is the United States as a market for Latin American bananas? What other countries import this crop from Latin America? The second group should get figures on the importation of cacao, and the third group should obtain the same kind of information for sugar cane. Set aside a period of time for each group to report on the degree to which the U.S. (and other countries) depend on Latin America as a source for their chosen crop, as well as the degree to which Latin American economies depend on exports of that crop. The reports can be followed by a discussion of the political and economic implications of trade in agricultural products between the United States and Latin America. 2 Hours 2 Hours Critical Thinking Many Latin American countries are heavily dependent for income on the export of only one or two resources. Too much dependence on a single crop, such as bananas, or on mineral resources such as oil or tin makes the country s economy hard to manage due to increases and decreases in world market prices. Similarly, those countries that depend heavily on tourism for revenue, must deal with changes in travel patterns. Lead a discussion and ask what suggestions students have for ways in which Latin American countries can develop more stable economies Minutes

10 In the News Room Deforestation in the Amazon is a critical problem. Have groups of students develop news reports on the reasons for deforestation, its ecological and social consequences, and the efforts that are being made to use Amazonian resources in other ways. Each group should choose a member to report findings to the class. Have the class judge the best report and suggest that it be published in a school newspaper or web site. Connection to Multiculturalism Spanish is the national language of most countries in Latin America and Portuguese is the language of the very large country of Brazil. In fact, the region is called Latin America because its principal languages are base derived from the Latin language used in the Roman Empire. Some students in the class may be fluent in Spanish and others may be studying Spanish in school. Ask each of these students to compose a short paragraph in Spanish containing one or more of the Spanish terms used in the video. Ask for volunteers to first read their paragraphs in Spanish then read their English translation of the paragraph. If any students in the class speak Portuguese, have them translate one or more of the paragraphs into that language and read their translation aloud so that their classmates can get a better idea of the similarities and differences between these two related languages. 60 Minutes + Extended 30 Minutes Connection to Earth Science There are many volcanoes in Latin America. Volcanoes mentioned in the video program include Mount Aconcagua - the highest mountain in the Americas, Mount Orizaba - the highest mountain in Middle America, and Parícutin - the volcano that appeared in a cornfield in Other famous volcanoes include Mount Pelee, a volcano on the island of Martinique that killed nearly 30,000 people during its early 20th century eruption and Mount Popocatépetl, a volcano near Mexico City that has erupted several times in recent years. Ask students to discuss what they think it would be like to live near an active volcano. What might be the consequences of a volcanic eruption near their homes? What do they think it would be like if a volcano suddenly appeared in a field near their homes? 20 Minutes EARTH SCIENCE Culminating Activity Several countries in Latin America are well developed for tourism and offer relaxing vacations, enriching cultural experiences and exciting adventures. Write down the names of each Latin American country, including island countries and dependencies of the Caribbean, and have each student draw a name. Students should use atlases, tourist guidebooks, and the Internet to plan a two-week trip in their assigned country. They should estimate distances between places in the country and explain how and when they plan to go from one place to another, how long they expect to stay in each place, and the kinds of activities they plan in each location. Extended Plan a class period during which students can share their vacation plans with the class. Students should be able to explain the extent to which their assigned country depends on international tourism as a source of income. 10

11 Name VOCABULARY The following terms are from Latin America: Land and Resources. Fill in the letter of each term next to its closest definition. A. altiplano B. cordillera C. fria D. isthmus E. lava F. leaching G. llanos H. tierra 1. a mountain system made up of a series of parallel ranges 2. a Spanish word for land 3. a Spanish word for plains 4. molten rock that pours out of a volcano during a volcanic eruption 5. a narrow neck of land connecting larger land areas 6. a Spanish word for high plain or plateau 7. a process by which water dissolves and removes nutrients in the soil 8. a Spanish word for cold, referring in the video to the cold land found at an altitude between 2,000 and 3,600 meters 11

12 Name PLANTS, AGRICULTURE, SETTLEMENTS AND ALTITUDE Indicate the altitudinal zone or zones where you should expect to find the following plants and settlements. Place all appropriate letters in the blanks in front of each item. (A) Tierra Caliente (B) Tierra Templada (C) Tierra Fria (D) Tierra Helada 1. cacao plantations 2. cassava 3. coffee 4. corn (maize) 5. herding and/or ranching of livestock 6. La Paz 7. Manaus, Brazil 8. Mexico City 9. potatoes 10. wheat 12

13 Name LATIN AMERICA: A CLOSER LOOK Each topic below relates to the regions, land, or resources. Use the Internet and library resources to prepare a 3-to 5-page paper on one of the following topics. The environmental crisis caused by cutting large tracts of rainforest in the Amazon Basin The historical and current importance of the Panama Canal Consequences of earthquakes and/or volcanic eruptions. Choose a particular earthquake or volcanic eruption and describe what happened and what the results were for people in the area. Oil reserves and politics in Venezuela History of gold and silver mining in Latin America Similarities and differences between life on the Andean Altiplano and in the Tibetan Plateau in Asia. (Use the Internet or other resources to locate a map of these places.) Slash-and-burn agriculture as a subsistence farming technique Social and economic consequences of plantation agriculture for world markets in the tropical lowlands of Latin America Environmental problems related to oil exploration in the Amazon Basin The importance of the scientific work of Alexander von Humboldt in South America These hints will make your paper more successful: 1. Write a brief outline of your paper. Begin with an introduction to grab interest, followed by a purpose statement, facts to back up your purpose, and a conclusion. 2. Add interest: personal stories, interesting facts, and quotes will make your paper more memorable. 3. Include your own thoughts. Make the paper personal by reflecting on your own feelings about the subject matter. What did you learn during your research? How has it changed your attitude? 13

14 Name FACTS ABOUT LATIN AMERICA Circle the best answer to compete each sentence below. 1. North and South America are connected by the Isthmus of A) Panama B) Mexico 2. The highest mountain in Latin America is A) Orizaba B) Aconcagua 3. Part of the Andean Altiplano is in A) Colombia B) Bolivia 4. The largest country in Latin America is A) Mexico B) Brazil 5. A native South American animal related to the camel is the A) cow B) llama 6. The world s highest navigable lake is A) Xochimilco B) Titicaca 7. An island at South America s southern tip is A) Tierra del Fuego B) Paraná 8. A dry plateau in southern South America is A) Pampas B) Patagonia 9. South America s driest desert is the A) Altiplano B) Atacama 10. Angel Falls is found in A) the Andes B) the Guiana Highlands 14

15 Name TRUE OR FALSE Place a T next to statements that are true and an F next to statements that are false. 1. The Amazon is the world s largest river. 2. Iguazu is the world s highest waterfall. 3. Gauchos herd cattle on the pampas. 4. Northern Mexico is a lush green land with ample rainfall. 5. Cape Horn is an island in the mouth of the Amazon River. 6. The month of July is mid-winter in Chile and Argentina. 7. Most soils in the Amazon Basin are extremely fertile. 8. La Paz, Bolivia, is the highest large city in the world. 9. Tropical climates are all pretty much alike. 10. Central America is part of Middle America. 15

16 Name LATIN AMERICA ON THE MAP Look at the numbered map of Latin America, then match each country with its correct name by writing the appropriate number beside each of the country names listed below. Argentina Bolivia Brazil Chile Cuba Guatemala Mexico Panama Peru Venezuela

17 Name TEST Circle the correct answer. 1. Which of the following is the largest river in the world? the Amazon the Orinoco the Mississippi the Rio Grande 2. Which of the following countries is on an isthmus that connects the continents of North and South America? Mexico Cuba Venezuela Panama 3. In which of the following altitude zones is Mexico City? Tierra Helada Tierra Templada Tierra Fria Tierra Caliente 4. Which of the following plants was originally domesticated in the Andes Mountains of South America? corn (or maize) wheat potatoes cacao 5. Which of the following bodies of water is found at an altitude of about 3,000 meters on the Andean Altiplano? The Strait of Magellan The Gulf of Mexico The Iguazu Sea Lake Titicaca 17

18 Name TEST (CONTINUED) 6. The highest mountain in the Americas is: Mount Orizaba Parícutin Volcano Mount McKinley Mount Aconcagua 7. Which of the following is a narrow water passage that separates the island of Tierra del Fuego from the rest of South America? the Panama Canal the Strait of Magellan the Amazon River the Río de la Plata 8. Mexico is the largest country in: Central America Middle America South America Latin America 9. Which of the following animals is native to the Andes Mountains? sheep llamas cattle turkeys 10. A visit to the Guiana Highlands would take you to: Mexico Peru Chile Venezuela 18

19 ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: 2597-EN-VID 2599-EN-VID 2628-EN-VID 2650-EN-VID 2561-EN-VID 2745-EN-VID 2741-EN-VID 2742-EN-VID 2743-EN-VID 2744-EN-VID 2767-EN-VID 2652-EN-VID 2653-EN-VID 2649-EN-VID Geography of the World Series: Africa: The Land and Resources Geography of the World Series: South Asia: The Land and Resources Geography of the World Series: The Middle East and Central Asia: The Land and Resources Climate, Landscapes and Life: The Tropics Climate, Landscapes and Life: Mid-latitude and Polar Regions Myanmar: The Land That Once Was Burma Countries and Cultures of the Andes: Bolivia Countries and Cultures of the Andes: Chile Countries and Cultures of the Andes: Ecuador Countries and Cultures of the Andes: Peru Colombia: Gateway to South America Rivers: Shapers of Earth Landscapes Waves, Tides and the Coastal Environment Mountains and Mountain Building Processes 19

20 ANSWER KEY for page 11 VOCABULARY The following terms are from Latin America: Land and Resources. Fill in the letter of each term next to its closest definition. A. altiplano B. cordillera C. fria D. isthmus E. lava F. leaching G. llanos H. tierra 1. B a mountain system made up of a series of parallel ranges 2. H a Spanish word for land 3. G a Spanish word for plains 4. E molten rock that pours out of a volcano during a volcanic eruption 5. D a narrow neck of land connecting larger land areas 6. A a Spanish word for high plain or plateau 7. F a process by which water dissolves and removes nutrients in the soil 8. C a Spanish word for cold, referring in the video to the cold land found at an altitude between 2,000 and 3,600 meters 20

21 ANSWER KEY for page 12 PLANTS, AGRICULTURE, SETTLEMENTS AND ALTITUDE Indicate the altitudinal zone or zones where you should expect to find the following plants and settlements. Place all appropriate letters in the blanks in front of each item. (A) Tierra Caliente (B) Tierra Templada (C) Tierra Fria (D) Tierra Helada 1. A cacao plantations 2. A cassava 3. B coffee 4. A, B, C corn (maize) 5. A, B, C, D herding and/or ranching of livestock 6. C La Paz 7. A Manaus, Brazil 8. C Mexico City 9. C potatoes 10. C wheat 21

22 ANSWER KEY for page 13 LATIN AMERICA: A CLOSER LOOK Each topic below relates to the regions, land, or resources. Use the Internet and library resources to prepare a 3-to 5-page paper on one of the following topics. Judge papers for thoughtful preparation and appropriate use of sources. The environmental crisis caused by cutting large tracts of rainforest in the Amazon Basin The historical and current importance of the Panama Canal Consequences of earthquakes and/or volcanic eruptions. Choose a particular earthquake or volcanic eruption and describe what happened and what the results were for people in the area. Oil reserves and politics in Venezuela History of gold and silver mining in Latin America Similarities and differences between life on the Andean Altiplano and in the Tibetan Plateau in Asia. (Use the Internet or other resources to locate a map of these places.) Slash-and-burn agriculture as a subsistence farming technique Social and economic consequences of plantation agriculture for world markets in the tropical lowlands of Latin America Environmental problems related to oil exploration in the Amazon Basin The importance of the scientific work of Alexander von Humboldt in South America These hints will make your paper more successful: 1. Write a brief outline of your paper. Begin with an introduction to grab interest, followed by a purpose statement, facts to back up your purpose, and a conclusion. 2. Add interest: personal stories, interesting facts, and quotes will make your paper more memorable. 3. Include your own thoughts. Make the paper personal by reflecting on your own feelings about the subject matter. What did you learn during your research? How has it changed your attitude? 22

23 ANSWER KEY for page 14 FACTS ABOUT LATIN AMERICA Circle the best answer to compete each sentence below. 1. North and South America are connected by the Isthmus of A) Panama B) Mexico 2. The highest mountain in Latin America is A) Orizaba B) Aconcagua 3. Part of the Andean Altiplano is in A) Colombia B) Bolivia 4. The largest country in Latin America is A) Mexico B) Brazil 5. A native South American animal related to the camel is the A) cow B) llama 6. The world s highest navigable lake is A) Xochimilco B) Titicaca 7. An island at South America s southern tip is A) Tierra del Fuego B) Paraná 8. A dry plateau in southern South America is A) Pampas B) Patagonia 9. South America s driest desert is the A) Altiplano B) Atacama 10. Angel Falls is found in A) the Andes B) the Guiana Highlands 23

24 ANSWER KEY for page 15 TRUE OR FALSE Place a T next to statements that are true and an F next to statements that are false. 1. T The Amazon is the world s largest river. 2. F Iguazu is the world s highest waterfall. 3. T Gauchos herd cattle on the pampas. 4. F Northern Mexico is a lush green land with ample rainfall. 5. F Cape Horn is an island in the mouth of the Amazon River. 6. T The month of July is mid-winter in Chile and Argentina. 7. F Most soils in the Amazon Basin are extremely fertile. 8. T La Paz, Bolivia, is the highest large city in the world. 9. F Tropical climates are all pretty much alike. 10. T Central America is part of Middle America. 24

25 ANSWER KEY for page 16 LATIN AMERICA ON THE MAP Look at the numbered map of Latin America, then match each country with its correct name by writing the appropriate number beside each of the country names listed below. 10 Argentina 3 Cuba 6 Peru 8 Bolivia 2 Guatemala 5 Venezuela 7 Brazil 1 Mexico 9 Chile 4 Panama

26 ANSWER KEY for page 17 TEST Circle the correct answer. 1. Which of the following is the largest river in the world? the Amazon the Orinoco the Mississippi the Rio Grande 2. Which of the following countries is on an isthmus that connects the continents of North and South America? Mexico Cuba Venezuela Panama 3. In which of the following altitude zones is Mexico City? Tierra Helada Tierra Templada Tierra Fria Tierra Caliente 4. Which of the following plants was originally domesticated in the Andes Mountains of South America? corn (or maize) wheat potatoes cacao 5. Which of the following bodies of water is found at an altitude of about 3,000 meters on the Andean Altiplano? The Strait of Magellan The Gulf of Mexico The Iguazu Sea Lake Titicaca 26

27 ANSWER KEY for page 18 TEST (CONTINUED) 6. The highest mountain in the Americas is: Mount Orizaba Parícutin Volcano Mount McKinley Mount Aconcagua 7. Which of the following is a narrow water passage that separates the island of Tierra del Fuego from the rest of South America? the Panama Canal the Strait of Magellan the Amazon River the Río de la Plata 8. Mexico is the largest country in: Central America Middle America South America Latin America 9. Which of the following animals is native to the Andes Mountains? sheep llamas cattle turkeys 10. A visit to the Guiana Highlands would take you to: Mexico Peru Chile Venezuela 27