Geography and Economy of Panama and Haiti Lesson Synopsis: Students Research Panama and Haiti

Grade 6 Social Studies Unit: 03 Lesson: 02 Suggested Duration: 3 days Geography and Economy of Panama and Haiti Lesson Synopsis: Students research Panama and Haiti. The economic development, geographic factors and how they influence their development is the main focus for this lesson. TEKS: 6.5 Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to: 6.5A Identify and explain the geographic factors responsible for the location of economic activities in places and regions. 6.5B Identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory. 6.5C Explain the impact of geographic factors on economic development and the domestic and foreign policies of societies. 6.6 Geography. The student understands that geographical patterns result from physical environmental processes. The student is expected to: 6.6A Describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface. 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: 6.7B Identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure. 6.8 Economics. The student understands the factors of production in a society's economy. The student is expected to: 6.8A Describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies. 6.8B Identify problems and issues that may arise when one or more of the factors of production is in relatively short supply. 6.8C Explain the impact of relative scarcity of resources on international trade and economic interdependence among and within societies.

Social Studies Skills TEKS: 6.23 Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

6.23B Use a decision making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

GETTING READY FOR INSTRUCTION Performance Indicator(s): • As an advisor to an American company interested in investing in Central America or the Caribbean, prepare a presentation to the board of directors recommending where they should invest. Support your recommendation with information on the economic, social, political, and geographic factors that influenced your choice. (6.5A; 6.8A; 6.23B) 3D, 3G; 5F

Key Understandings and Guiding Questions: • Economic, social, political, and geographic factors affect economic development and interdependence of countries. — How can a government affect the economic development of a country? — In what way have the climate and geography affected the culture of Panama and Haiti? — To what extent has the climate and geography affected the economic activities of Panama and Haiti?

Vocabulary of Instruction: • scarcity • transportation corridor • interdependence • isthmus • international trade • infrastructure

Materials: • Refer to the Notes for Teacher section for materials

Resources and References: • World Factbook: https://www.cia.gov/library/publications/the-world-factbook/wfbExt/region_cam.html

Advance Preparation: 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview materials and websites according to district guidelines. 5. Prepare and copy materials and handouts as needed.

Background Information: Panama’s location is on the narrowest part of the isthmus between the Atlantic Ocean and the Pacific Ocean. This has historically been both an advantage and a disadvantage to the region. Some of the advantages include trade between South America and North America. With the construction of the Panama Canal after the Spanish American War of 1898, the canal enabled global trade. Geographic disadvantages of the region include flora and fauna which made it difficult to dig the canal until a cure for Yellow Fever was discovered. Panama continues to be one of the major transportation corridors of the world.

Haiti’s natural resources and proximity to regional capitals and trade centers are definite assets to the region. The development of Haiti during the French colonial period as a sugar plantation was also an advantage. Today, it is a free market economy that lends itself to low costs in labor, but recent destruction of their infrastructure due to earthquakes/hurricanes has made the region vulnerable.

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher NOTE: 1 Day = 30 or 50 minutes ENGAGE – Panama Suggested Day 1 –15 minutes 1. In groups of three, students read a scenario, view a map of the Materials: Western Hemisphere and problem-solve to make predictions • Rulers (one per group) based on the map and the scenario. For this activity, use the Teacher Resource: PowerPoint: Panama and Haiti Attachments: • Teacher Resource: PowerPoint: Panama 2. After students have measured the distance, proceed with slide #2 and Haiti for further discussion. Purpose: Through discussion and problem-solving students begin to realize the importance of the Panama Canal.

TEKS: 6.5B, 6.5C; 6.7B

Instructional Note Groups may use a student atlas or their textbook for a clearer approximation of the distance they have to measure.

© 2007 CSCOPE MM/DD/YY page 2 of 4 Subject/Grade Level or Course Unit: # Lesson: # Instructional Procedures Notes for Teacher EXPLORE – Advantages and Disadvantages Suggested Day 1 (cont’d) – 35 minutes 1. Students sit with a partner. One student will research Panama Materials: while the other student researches Haiti. • Student atlases (1 per group)

2. Students should keep in mind that they are looking to start a TEKS: 6.5A, 6.5B, 6.5C; 6.6A business in one of these two countries. People must be willing to invest in this new company; therefore, students are to focus on Instructional Note: the advantages such as the country’s economy and offer solutions Refer students to multiple resources including: for any disadvatages. https://www.cia.gov/library/publications/the-world- factbook/wfbExt/region_cam.html 3. Provide a list of factors for students to consider. It is recommended that students create a matrix or other type of graphic organizer to document their findings. FACTORS: • Location (trade) • Safety (government stability) • Natural Resources (abundance or scarcity) • Climate (natural hazards: earthquakes, hurricanes, etc.) • Government regulations and foreign policies • Global Trade (interdependence) and relationship with the U.S. government. • Culture

EXPLAIN – Reciprocal Activity Suggested Day 2 – 20 minutes 1. Student A explains to their partner (Student B) the eight factors TEKS: 6.8A, 6.8B; 6.8C; 6.23B about their country. Student B, using a T-chart, listens and lists the advantages and disadvantages for developing a business in Instructional Note that country. Sketch a T chart on the board for students to use as a model for note-taking. 2. Repeat the process but with Student B explaining to Student A the eight factors about their country. Student A, using a T-chart, listens and lists the advantages and disadvantages for developing a business in that country.

ELABORATE – Website (Page One) Suggested Day 2 (cont’d) – 30 minutes 1. Each team (student pairs) decides on the country that offers the Attachments: best environment for investment. • Teacher Resource: Sample Website Page

2. Each team develops a website (one page) that captures the Materials: advantages for investing in a business. The website should also • Pencil Colors include the type of business that would likely prosper. • Construction Paper • Markers 3. Students continue their year-long project to create a scrapbook of contemporary world cultures (Panama and Haiti). For each region TEKS: 6.5A, 6.5B, 6.5C studied, the book will include a student-drawn map of the region and summary matrix comparing components of cultures within the Instructional Note region. For each culture studied, the book will include a postcard. Students may refer to a travel site for ideas on promoting the country.

EVALUATE Suggested Day 3 – 50 minutes • As an advisor to an American company interested in investing in Central America or the Caribbean, prepare a presentation to the board of directors recommending where they should invest. Support your recommendation with information on the economic, social, political, and geographic factors that influenced your