History and Culture of Latin American Countries
Total Page：16
File Type：pdf, Size：1020Kb
VVSD Bilingual Education HISTORY AND CULTURE OF LATIN AMERICAN COUNTRIES SOCIAL STUDIES SUPPLEMENTAL CURRICULUM By CLAUDIA CHAVEZ-MIRANDA 2012-2013 1 VVSD Bilingual Education INTRODUCTION History & Culture of the Native Land As part of our school district Social Studies curriculum and to be in compliance with ISBE, all K - 12 students will be receiving instruction on the study of their history and culture of their native land, which is designed to enhance the reading and writing skills of their native language. This instruction is embedded through their Social Studies instruction four times throughout the school year. This curriculum has been developed in alignment with the district’s Social Studies curricula and aligned to state standards. ** Please note that assessments will be created throughout the school year 2012/2013 and revised during the 2013 summer. 6-12 grades will fully implement the curriculum and K-5 will be piloting it with the full implementation in the school year 2013/2014 2 VVSD Bilingual Education TABLE OF CONTENTS PAGES US HISTORY (High School) 4 WORLD HISTORY (High School) 10 8TH GRADE 17 7TH GRADE 21 6TH GRADE 28 5TH GRADE 36 4TH GRADE 41 3RD GRADE 48 2ND GRADE 54 1ST GRADE 59 KINDERGARDEN 64 RESOURCES 74 3 VVSD Bilingual Education 9th – 12 th GRADE CURRICULUM of LATIN AMERICA 1ST SEMESTER U.S.HISTORY Early Native American Peoples LEARNING TARGETS 16.D.4 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. 16.D.2 (W) Describe the various roles of men, women and children in the family, at work, and in the community in various time periods an places (e.g. ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa). • Students will identify the differences and similarities of jobs, foods, clothes, traditions/holidays, language and religion between the early indigenous people and the Native American people in the present by using a chart. TASKS • Students will compare the life of a group of Early Native American People and a group of Indigenous People in the Past/Present Time in Mexico, Peru, Bolivia, Puerto Rico, Dominican Republic or Uruguay. • Students will list 2 examples of the following, 2 jobs, 2 types of foods, 2 traditional clothes, 2 traditions/holidays, language and religion for Early Native American People and Indigenous People in the Past/Present Time in Mexico, Peru, Bolivia, Puerto Rico, Dominican Republic or Uruguay. 4 VVSD Bilingual Education Early Native American Indigenous People in the People Present 1. 1. Jobs 2. 2. 1. 1. Foods 2. 2. 1. 1. Language 2. 2. 5 VVSD Bilingual Education 1. 1. Traditional clothes 2. 2. 1. 1. Religion or Gods 2. 2. 1. 1. Traditions or 2. 2. Holidays • Students will work in groups, and each student will write a conclusion using the information from the chart. • Each group will share the conclusion with the class 6 VVSD Bilingual Education RESOURCES http://www.cdi.gob.mx/index.php?option=com_content&view=category&id=29 http://tarlton.law.utexas.edu/exhibits/aztec/index.html http://lanic.utexas.edu/la/region/indigenous/indexesp.html#mexico ASSESSMENTS Rubric will be created it throughout the school year (2012/2013) WORLD GEOGRAPHY LEARNING TARGETS 17.A.4a Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images. 17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. • Students will be able to identify by utilizing a map the location of Costa Rica, Bolivia, Venezuela, Uruguay and Honduras. Students will be able to identify in the same map a river, a lake, ocean/sea, a mountain, and the country’s capital. TASKS • Students will work in small groups. • Each group will use the social studies textbook and an atlas to find the location of Costa Rica, Bolivia, Venezuela, Uruguay and Honduras, one river, lake, ocean/sea, a mountain, and the country’s capital. • Each country must be colored with a different color (students must provide a key/legend). • The capital of the country will be labeled with a star (part of the legend). • The rivers, lakes, ocean and sea colored in blue (part of the legend). • The mountains will be identify by using ^^^^ (part of the legend). 7 VVSD Bilingual Education RESOURCES 1. Social Studies textbooks. 2. MAPS FOR THE OVERHEAD: WORLD GEOGRAPY 10 Color Transparencies, Mini-Lessons, and Activities That Teach Essential Map Skills by Spencer Finch ASSESSMENTS • Ea ch group will present one country to the class using the map (rubric will be developed throughout the school year 2012/2013) 2nd SEMESTER World War II LEARNING TARGETS 16.E.4b (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. 16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. : 8 VVSD Bilingual Education • Students will be able to explain how WW II affected Mexican people by sharing findings of a given article. TASKS • Students will read with a partner an article about the effect of the WWII in Mexico (see resources) • Students will list 5 effects of the WWII in Mexico. • The students will be divided in groups of 4. The group must decide which are the five most important effects of the WWII in Mexico • Each group will share and explain its list. • Each student in the group must participate in choosing the effects and presenting them. RESOURCES The Unsung Ally: Mexican Involvement in World War Two. Joining the War, Mexico helps push the allies over the top. By Christopher Minster, About.com Guide. http://latinamericanhistory.about.com/od/thehistoryofmexico/a/09mexicoww2.htm ASSESSMENTS • The groups will be assessed as they present their findings from the article. Civil Rights Era LEARNING TARGETS 18.C.3b Explain how diverse groups have contributed to U.S. and their own countries social systems over time. 16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. 9 VVSD Bilingual Education • Students will identify one or two ideas from the writings of Martin Luther King, Jr. that encouraged Latin American Activists such as Cesar Chavez, Dolores Huerta, Bert Corona, Joan Baez, Rigoberta Menchu Tum, Harry Pacho, Raul Yzaguirre, and Maria Elena Durazo have contributed to U.S. and their own countries social systems over time. TASKS • Students will work with a partner and they will read about two activists. • Students will explain in writing 2 goals that each activist had to fight for her/his people’s rights. • Students will compare the two activists with Martin Luther King Jr. using a Venn diagram. • Each group will present to the class RESOURCES http://www.huffingtonpost.com/2012/01/16/latino-activists-leaders-civil- rights_n_1208711.html#s463341&title=Joan_Baez_ ASSESSMENTS Rubric will be created for Venn Diagram throughout the school year (2012/2013) WORLD HISTORY 1ST SEMESTER EXPLORATION AND ITS IMPACT LEARNING TARGETS 16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE 16.C.3a Describe economic motivations that attracted Europeans and others to the Americas 1500-1750. • Students will be able to compare and contrast the Aztec Civilization and the Spanish Conquistadors’ clothes, religion, traditions, food and weapons during the 15 th century. 10 VVSD Bilingual Education TASKS Students: • Students will watch two videos about the Aztecs and the Spanish Conquistadors. Students will compare/contrast the Aztecs and Spanish Conquistadors using a Venn diagram. • Clothes • Religion • Traditions • Food • Weapons Teacher: To play the video search for The Conquest on the website search window. • Click on the Aztecs/Topic 1:20 minutes video. • Click on the Moctezuma and Cortez 5:39 minutes video. • Students will share their Venn diagram in groups. RESOURCES www.history.com ASSESSMENTS • Venn diagram must describe 1 example of each category for the Aztecs and Spanish Consquistadors. • Rubric will be created throughout the school year 2012/2013 World War II LEARNING TARGETS 16.D.4 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. 11 VVSD Bilingual Education • Students will be able to explain how WW II affected Mexican people after reading the given article of the WWII and what was happening at the time in Mexico. TASKS • Students will read with a partner an article about the effect of the WWII in Mexico. • Students will list 5 effects of the WWII in Mexico. • The students will be divided in groups of 4. The group must decide which are the five most important effects of the WWII in Mexico • Each group will share and explain its list. • Each student in the group must participate in choosing the effects and presenting them. RESOURCES The Unsung Ally: Mexican Involvement in World War Two. Joining the War, Mexico helps push the allies over the top. By Christopher Minster, About.com Guide. http://latinamericanhistory.about.com/od/thehistoryofmexico/a/09mexicoww2.htm ASSESSMENTS • Assessment and rubric will be created throughout the school year 2012/2013 2nd SEMESTER Early Native American Peoples LEARNING TARGETS 16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. 16.D.2 (W) Describe the various roles of men, women and children in the family, at work, and in the community in various time periods an places (e.g.