History and Culture of Latin American Countries

VVSD Bilingual Education

HISTORY AND CULTURE OF LATIN AMERICAN COUNTRIES

SOCIAL STUDIES SUPPLEMENTAL CURRICULUM

By CLAUDIA CHAVEZ-MIRANDA 2012-2013

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

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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

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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.

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Early Native American Indigenous People in the People Present 1. 1.

Jobs 2. 2.

1. 1.

Foods 2. 2.

1. 1.

Language 2. 2.

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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

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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).

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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. :

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• 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.

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• 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.

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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.

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• 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.

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TASKS

• Students will compare the life of one group of Early Native American People and one 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.

• 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

Early Native American Indigenous People in the People Present

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1. 1.

Jobs 2. 2.

1. 1.

Foods 2. 2.

1. 1.

Language 2. 2.

VVSD Bilingual Education

1. 1.

Traditional clothes 2. 2.

1. 1.

Religion or Gods 2. 2.

1. 1.

Traditions

or 2. 2. Holidays

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ASSESSMENTS

Rubric will be created it throughout the school year 2012/2013

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8TH GRADE CURRICULUM of LATIN AMERICA 1st Quarter. Reconstruction

LEARNING TARGETS

16.B. 3a (US) Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national Students will be able to • Explain what triggered the war of The Triple Alliance, The War of the Pacific, and the Franco-Mexican War. • Identify various events that help end The Triple Alliance, The War of the Pacific, and The Franco-Mexican War. • Identify the countries involved in the War of The Triple Alliance, The War of the Pacific, and The Franco-Mexican War.

TASKS • Explain in writing how the life of people changed during and after the war. • Explain in writing how people rebuilt the country after, (1) The Triple Alliance, (2) The War of the Pacific, (3) The Franco-Mexican War.

RESOURCES

• Paraguayan War also called WAR OF THE TRIPLE ALLIANCE. http://paraguaywar.com/

• War of the Pacific, Spanish GUERRA DEL PACÍFICO (1879-83), conflict involving Chile, Bolivia, and Peru. http://www.militaryphotos.net/forums/showthread.php?19854-Chile-War-Of-The- Pacific-1879-83

• Franco-Mexican war. http://www.emersonkent.com/wars_and_battles_in_history/french_mexican_war.htm

ASSESSMENTS

Rubric will be created throughout the school year 2012/2013.

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2nd Quarter Roaring Twenties

LEARNING TARGETS

18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.

• Student will be able to compare and contrast the type of language (Prose or verse, fiction, nonfiction) used by each of the writers.

TASKS

• Students will read some selections from writers of different Latin American countries and U. S. living during the 1920s. • Students will write five similarities and five differences between two writers. One must be from U. S. • Students will share their work in groups of four.

RESOURCES

Writers from Harlem Renaissance: Langston Hughes and Claude McKay Writers from Ecuador: Gustavo Vasconez and Jorge Icaza (Nuestro Mundo, 349-351) Writers from Argentina: Jorge Luis Borges and Julio Cortazar (Nuestro Mundo, 387-389)

Writers from Guatemala: Miguel Angel Asturias and Francisco Mendez

(Nuestro Mundo, Curso para Hispanohablantes. McDougal Littell. ISBN 0-618-08589-0)

ASSESSMENT

Rubric will be created throughout the school year 2012/2013

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3rd Quarter

World War II

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.

• Students will be able to explain how WW II affected Mexican people as they read the article provided.

TASKS

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.

4th Quarter

Civil Rights Era

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LEARNING TARGETS

18.C.3b Explain how diverse groups have contributed to U.S. and their own countries social systems over time.

• 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/Assessment will be created throughout the school year 2012/2013.

7TH GRADE CURRICULUM of LATIN AMERICA

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1st Quarter

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.

TASKS

• 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

Early Native American Indigenous People in the People Present

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1. 1.

Jobs 2. 2.

1. 1.

Foods 2. 2.

1. 1.

Language 2. 2.

VVSD Bilingual Education

1. 1.

Traditional clothes 2. 2.

1. 1.

Religion or Gods 2. 2.

1. 1.

Traditions

or 2. 2. Holidays

VVSD Bilingual Education

ASSESSMENTS

Rubric will be created it throughout the school year 2012/2013.

2nd Quarter

Drive Towards Independence

LEARNING TARGETS

16.B.3b (US) Explain how and why the colonies fought for their independence and how the colonists’ ideas are reflected in the Declaration of Independence and the United States Constitution.

• Students will be able to identify (label) in a map which country were fought to get independence, the date and 2 or 3 people involved in the independence of Argentina, Bolivia, Costa Rica, Uruguay, Mexico, Colombia, Peru, Chile, Venezuela and Brazil.

TASKS

• Students will work in small groups. • Each group will read about the history of one of the following countries Argentina, Bolivia, Costa Rica, Uruguay, Mexico, Colombia, Peru, Chile, Venezuela and Brazil. • Students will create a poster including a map showing the country and the country were fought to get independence, the date the country celebrate its independence, pictures and names of two or three people involved in the fight for the independence. • Each group will present its poster to the class.

RESOURCES http://en.wikipedia.org/wiki/List_of_national_independence_days http://www.123independenceday.com/venezuela/

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ASSESSMENTS

Each student will write or present an orally summary about this project. In the summary the student must include the information include in the poster (see rubric below)

Points 3 2 1 Total Name of the The name of the The name of the The name is country country is country is not written very research centered, big big enough, is small and untidy centered in the letters, neat and not centered Poster legible and is messy. Date of The date The date only The date only independence includes the include the Day show the Month Day/Month/Year Day/Month/Year and Month Map showing Includes a world Includes a world Includes only the 2 countries. map labeled map colored but the map of the The country got clearly showing not labeled. country independent the 2 countries researched. and the country and each was fought to country is get colored in a independence different color Names of people Includes three Includes two Includes one involved in the names of people names of people name of a fight of the from both from both person from independence countries that countries that both countries participated in participated in that participated this event this event in this event Pictures of the Includes three or Includes two or Includes one battles, people, more pictures more pictures picture celebrations.

3rd Quarter

Growth of a Nation

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.

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TASKS

• Students will compare the lives of slaves in Brazil and the U.S. • Students will watch a movie that portraits the life of slaves in Latin America. • Students will create a Venn diagram and they will compare the slaves in Brazil and the ones living in the U. S. • Students will discuss their information with the class.

RESOURCES https://www.mtholyoke.edu/acad/latam/SLAVERY-ABOLITION.html

ASSESSMENTS

The class will discuss the similarities and differences between the slavery before the Civil War and the slavery in the video using the Venn diagram. Rubric will be created throughout the school year 2012/2013

4th Quarter

Civil War

LEARNING TARGETS

16.C.3c (US) Describe in writing how economic developments and government policies after 1865 affected the country’s economic institutions including corporations, banks and organized labor.

TASKS

• Students will read about the Civil War in Peru and they will explain the life of the people during this time. • Students will explain in writing/orally the causes of both Civil Wars, the type of food people ate and the clothes they wore.

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• Students explain in writing/orally about the types of weapons used in the U.S. Civil War and the Civil War in Peru.

RESOURCES

http://www.mcgill.ca/trauma-globalhealth/countries/peru/profile/civilwar/ http://www.historyplace.com/civilwar/

ASSESSMENTS

• Students will discuss the similarities and differences between the U.S. Civil War and the Civil War in Peru with the class. • Each student must take part in the discussion at least twice. Rubric will be created throughout the school year 2012/2013.

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6TH GRADE CURRICULUM of LATIN AMERICA

1st Quarter

UNIT 1: WORLD GEOGRAPHY

LEARNING TARGETS

17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

• Students will be able to identify the location of Costa Rica, Bolivia, Venezuela, Uruguay and Honduras, one river, lake, or ocean and sea, one mountain, and the capital using a map.

TASKS

• Students will work in small groups. • Each group will use their social studies and an atlas to find the location of Costa Rica, Bolivia, Venezuela, Uruguay and Honduras, one river, lake, or ocean and sea, one mountain, and the capital. • Each country must be colored with a different color. • The capital of the country will be labeled with a star. • The rivers, lakes, ocean and sea colored in blue. • The mountains will be identify by using ^^^^

RESOURCES

3. social studies books, plus the book 4. MAPS FOR THE OVERHEAD: WORLD GEOGRAPY

10 Color Transparencies, Mini-Lessons, and Activities That Teach Essential Map Skills by Spencer Finch

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• Ea ch group will present one country to the class using the map.

ASSESSMENTS

The students will be able to located and label two countries, two oceans, two rivers, one or two mountains and the capital of two countries in a map

2nd Quarter

UNIT 2: MESOAMERICA

LEARNING TARGETS 18.A.3 Explain how language, literature, the arts, architecture and traditions contributed to the development and transition of culture. • Students will be able to compare and contrast the family style, economy, religion and language between the earlier Panama’s indigenous groups and the present Panama’s indigenous groups by reading various websites.

TASKS

• Students will research about Panama’s indigenous groups from their beginnings to the present. Students will work with a partner. • Students will research about how Panama’s indigenous civilizations’ families, economy, religion and language have change throughout the years. • Students will create a chart with the information of earlier Panama’s indigenous groups and the present Panama’s indigenous groups. • Students will discuss their charts with other two students.

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RESOURCES http://www.escapeartist.com/panama/kuna.html http://onmaked.nativeweb.org/ http://www.conamuip.org/web/ http://www.binal.ac.pa/panal/http://www.binal.ac.pa/panal/ http://www.panama-experts.com/indigenous.html http://www.culturalsurvival.org/Panama+Country+Profile?gclid=CJvz9oHw37ECFcZrKgod4n8AU g

ASSESSMENT

Assessment and rubric will be developed throughout the school year 2012/2013.

3rd Quarter

UNIT 4: MEDIEVAL EUROPE AND FEUDALISM

LEARNING TARGETS

16.B. 3c (W) Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE.

• Students will be able to explain different characteristics of the life in The Chavin Civilization and the Mayan Civilization between 1200s and 1300s.

TASKS

• Students will compare the life of European people and The Chavin Civilization and the Mayan Civilization. • Students will work in groups of three and they will use a Venn diagram. • Students will compare their clothes, religion, traditions, government and art. • Students will share their diagrams with the class and discuss them.

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RESOURCES • their Social Studies Textbook http://tarlton.law.utexas.edu/exhibits/aztec/legal_history.html http://lanic.utexas.edu/la/region/indigenous/indexesp.html http://www.stanford.edu/~johnrick/chavin_wrap/ http://www.jqjacobs.net/andes/chavin.html

European People Chavin Civilization Mayan Civilization Clothes

Religion

Traditions

Government

Art/Music

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ASSESSMENTS

• Students will fill the chart above in base of the rubric below.

3 points 2 points 1 point TOTAL Clothes Includes two or three Includes one Includes only one examples of each example of each example of each civilization and civilization, but it civilization and no describes each does not include details example in detail. details

Religion Includes the name of Includes the name Includes name the the religion, gods, of the religion, religion of each and celebrations. celebrations and civilization. Explains their gods of each religious beliefs of civilization. each civilization.

Traditions Includes the name of Includes the name Includes only the 3 traditions and of 3 traditions name of 1 provides details of without details of tradition of each each civilization. each civilization. civilization.

Government Includes the type of Includes the type Includes the type government, name of of government, of government, of the highest leader name of the each civilization. (president, king, highest leader

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chief, etc.), and the (president, king, different chief, etc.) of each government’s civilization. branches of each civilization.

Art/Music Includes the name of Includes the name Includes the name 1 type of music and of 1 type of music. of 1 type of music. the name of one Includes 2 Includes 1 piece of music (song examples of example of or traditional music) paintings, or paintings, or Includes 3 examples sculptures, or sculptures, or of paintings, or handcrafts handcrafts sculptures, or (ceramic, weaving, (ceramic, weaving, handcrafts (ceramic, jewelry, etc.) of jewelry, etc.) of weaving, jewelry, each civilization. each civilization. etc.) of each civilization.

Presentation Information is well Information is Information is not organized, clear and organized but clear and the chart neat. incomplete. is not organized.

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4th Quarter

UNIT 5: RENAISSANCE AND REFORMATION

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/contrast Aztec Civilization and the Spanish Conquistadors’ clothes, religion, traditions, food and weapons during the 15 th century.

TASKS

Teachers: • Students will watch two videos about the Aztecs and the Spanish Conquistadors. • Students will compare the Aztecs and Spanish Conquistadors using a Venn diagram. • Clothes • Religion • Traditions • Food • Weapons

Students: 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

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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.

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5TH GRADE CURRICULUM of LATIN AMERICA

Quarter 1

Chapter 5 – New Industries and People

LEARNING TARGETS

16. D. 3 (W) Identify the origins and analyze consequences of events that have shaped world social history including plagues, slave trading.

TASKS

Lesson 3 A Changing People- Students will research: • The class will create 5 to 10 questions survey. These are some examples of questions that students can include in the survey, 1. The year the adult came to the U.S., 2. From which country the adult came 3. The reasons to come to the U.S., 4. How did the adult arrive to the U.S. 5. Who came with the adult, 6. Which was his/her first job/salary 7. How has this adult changed since the first time he arrived to the U.S. 8. Would she/he be willing to go back to her/his country and explain answer • The adults that will be initerviewed must be born in another country and they must be older than 21 years old. • Students will answer the same questions about immigrants in the 1800s. • Students will work in groups of three and they will use the school’s data base to answer those questions. • Student will analyze the data collected. • Finally, the students will present their findings creating a bar graph showing the present immigrants and the immigrants from the 1800s, plus a conclusion.

RESOURCES

Primary Sources Teaching Kit: Immigration : A Rich Collection of Authentic Documents, Certificates, Diaries, Photographs, Travel Artifacts, and More With

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Great Teaching Materials That Makes History Come Alive by Karen Baicker http://sites.bergen.org/BCA/immigration/index.html By Jonathan Lee and Robert Siemborski Coming to America: The Story of Immigration by Betsy Maestro

ASSESSMENTS

Students will be assessed by their bar graph presentation. The bar graph must include information about the present immigrants and immigrants from 1800s. The conclusion must compare/contrast the information from present immigrants and immigrants from the 1800s. Rubric will be created throughout the school year 2012/2013.

Quarter 2

Chapter 10 – World War II Begins

LEARNING TARGETS

14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).

• Students will be able to identify as they watch the video and write how Latin American People living in the U.S. during the WWII helped the U.S. forces after watching two videos.

TASKS

• Students will watch two videos about Mexican Americans that were part of the U. S. forces during the WWII. • Students will write a conclusion about how Mexican-Americans helped the U.S. during the WW II using the videos. • Students will share with the class their conclusions orally

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RESOURCES

http://www.5min.com/Video/How-World-War-II-Affected-Californias-Mexican-American- Communities-268423721 http://www.5min.com/Video/Mexican-American-Women-in-the-Home-Front-in-World-War-II- 268423823

ASSESSMENTS

Assessment/Rubric for the writing product will be created throughout the school year 2012/2013.

Quarter 3

Chapter 12 – The Years After the War

LEARNING TARGETS

16.D.3a(US) Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19 th century.

16.D.3b(US) Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19 th century.

TASKS

Lesson 3 Life in the 1950s in Mexico, Venezuela and Bolivia. • Students will search about two movies (name of the movie and the actors), name of the president and the name of the party he/she represents, examples of advertisements, music (type of music, name of famous singer, musician or band) and fashion (women, men, and children clothes). • Students will create a poster including the information above. • Students will present their posters to the class and each student will write a conclusion about this project.

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RESOURCES

http://mubi.com/lists/mexican-cinema-the-golden-age http://www.factmonster.com/ipka/A0107357.html http://www.youtube.com/watch?v=aXiwAAZDqps http://www.boliviabella.com/recent-history.html http://www.localhistories.org/bolivia.html http://en.wikipedia.org/wiki/History_of_Venezuela,_1948_-_1958 http://en.wikipedia.org/wiki/History_of_Venezuela,_1958_-_1998

ASSESSMENTS

Assessment/Rubric will be created throughout the school year 2012/2013

Quarter 4

Chapter 16 – People and government

LEARNING TARGETS

14.B.3 Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions.

• Students will be able to explain in writing the purpose and structure of various Latin American countries’ government.

TASKS

Students will create a chart that will include: 1. Name of the country 2. Type of government 3. Name of the parties (Democrats, Republicans etc.) 4. Name of the President or Dictator. 5. How many years is the President’s term. 6. How many years have the present party been in the presidency? 7. How many branches and levels exit in the country’s government?

RESOURCES

• http://library.thinkquest.org/18401/text/southamr.html

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• http://latinostories.com/Latin_America_Resources/Latin_American_History_Pro files/Governments_of_Latin_American_Countries.htm • http://www.factmonster.com/ipka/A0107357.html

COUNTRY Type of President or President’s Time the Government government and Dictator Term present party Branches Parties has been in the presidency CUBA

COLOMBIA

GUATEMALA

PARAGUAY

VENEZUELA

ASSESSMENTS

• Rubric will be created throughout the school year 2012/2013.

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4th GRADE CURRICULUM of LATIN AMERICA

Quarter 1

Chapter 1 – Map Skills

LEARNING TARGETS

17.A.2a Use maps and other geographic representations and instruments to gather information about people, places and environments.

• Students will be able to locate in a map the countries of Central and South America, plus their Capitals.

TASKS

• The teacher will teach the location and names of the countries of South America. • Students will use the Map from Central and South America and an Atlas to locate each country and they will write the name of the country and the name of the capital. • Students will color each country of a different color (represent it in a key/legend). • Students will create a key with the names of the countries and capitals (represent it in a key/legend). • Students will draw a star where is the Capital located, and they will write the name of the Capital on the key, next to the county’s name (represent it in a key/legend). • Students will write the area of the country and the population.

RESOURCES

http://www.sheppardsoftware.com/South_America_Geography.htm http://www.worldatlas.com/webimage/countrys/sa.htm NAMES OF THE CENTRAL AND SOUTH AMERICA COUNTRIES

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COUNTRY/CAPITAL

1. Argentina /*Buenos Aires 2. Bolivia /*La Paz 3. Brazil /*Brazilia 4. Chile /*Santiago 5. Colombia /*Bogota 6. Ecuador /*Quito 7. Falkland Islands (Malvinas) /*Stanley 8. French Guiana /*Cayenne 9. Guyana /*Georgetown 10. Paraguay /*Asuncion 11. Peru /*Lima 12. Suriname /*Paramaribo 13. Uruguay /*Montevideo 14. Venezuela /*Caracas

1. Belize /*Belmopan 2. Costa Rica /*San Jose 3. El Salvador /*San Salvador 4. Guatemala /*Guatemala City 5. Honduras /*Tegucigalpa 6. Mexico /*Mexico D.F. 7. Nicaragua /*Managua 8. Panama /*Panama City 9. Cuba /*Havana 10. Dominican Republic /*Santo Domingo 11. Haiti /*Port-au-Prince 12. Puerto Rico /*San Juan

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Quarter 2

Chapter 10 – The Constitution

LEARNING TARGETS

14.B.3 Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions.

Lesson 1 – Learn about the Constitution of one Latin American country. • Students will be able to list the year in which the country’s Constitution was created, the number of Articles, the names of the different government branches. • Students will be able to compare the U.S. Bill of Rights with the country’s Bill of Rights.

TASKS • Students will work in groups of 3. • The teacher will assign one country from the following list to each group 1.Mexico, 2. Argentina, 3. Guatemala, 4. Panama, 5. Peru, 6. Venezuela, 7. Brazil. • The students will research in various websites for the following information about their country’s Constitution: Year the Constitution was created How many Articles are in the Constitution? How is the government divided? Is there a section similar to the Bill of Rights? How is the same and different from the U.S. Bill of Rights? Each group will share its country’s information with the class.

RESOURCES

http://latinostories.com/Latin_America_Resources/Latin_American_History_Pr ofiles/Governments_of_Latin_American_Countries.htm http://www.constitution.org/cons/natlcons.htm

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http://www.factmonster.com/ipka/A0107357.html

ASSESSMENTS

Assessment/Rubric will be created it throughout the school year 2012/2013.

Quarter 3

Famous People in Latin America

LEARNING TARGETS

18.B.3b Explain how social institutions contribute to the development and transmission of culture.

18.C.3a Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights)

18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.

TASKS • Students will work in groups of 3 to research about 1 famous person from El Salvador-Isaias Mata, Nicaragua-Cesar Augusto Sandino, Costa Rica- Franklin Chang-Diaz, Colombia-Simon Bolivar, Chile-Pablo Neruda, Mexico- Guillermo Samperio, Guatemala-Rigoberta Menchu Tum, and Cuba- Jose Marti. • Students will read about their famous person in the book Nuestro Mundo Curso para Hispanohablantes McDougal Littell and the website http://www.factmonster.com/ipka/A0107357.html

• Groups will create a poster with the information requested in the rubric. • Finally, each group will present to the class.

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RESOURCES

the book Nuestro Mundo Curso para Hispanohablantes McDougal Littell . http://www.factmonster.com/ipka/A0107357.html

ASSESSMENTS

3 points 2 points 1 point TOTAL Famous person Includes the full Includes the full Includes only name of the name of the the first name famous person in famous person in of the famous big legible letters. small letters person. Birthday Includes the Includes the Includes only DAY/MONTH/YEAR. DAY/MONTH/YEAR. the year. Includes the name of the country, city or town. Education Includes Includes Includes the information of the information of the name of the schools or places schools or places career he/she where he/she where he/she studied. studied and the studied. careers, certifications that he/she obtained. Jobs Includes the name Includes the name Includes the of 3 works of the of 2 works of the name of 1 work famous person famous person of the famous (books, paintings, (books, paintings, person (books, articles, speeches, articles, speeches, paintings, sculptures, sculptures, articles, poems, etc.) poems, etc.) speeches, sculptures, poems, etc.) Important facts Includes 3 Includes 2 Includes 1 important facts important facts important fact about the famous about the famous about the person’s life. person’s life. famous person’s life. Presentation The poster is The poster The poster is organized and unorganized, but unorganized. It neat. it is neat. There is is messy and Includes pictures not enough lack of and the information. information. information is clear and easy to read.

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Quarter 4

Chapter 12 – The Civil War

LEARNING TARGETS

16.D.3b Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19 th century.

16.D.3(W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading.

14.F.2 Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights).

• Students will be able to compare/contrast the U.S. slaves during before the Civil War and the slaves in Brazil now in the present by watching a video, writing a summary and brainstorming how to eradicate slavery in Brazil.

TASKS

Lesson • Students will watch a video and they will write a summary about the life of the people in the video. • Describe the life of slaves’ families in Brazil? • How did slaves live in Brazil? How are their houses? How long are their work shifts? • The class will discuss how the slaves in the U.S. and the slaves in the movie are similar and how are different. • The class will brainstorm how they can eradicate slavery in Brazil.

RESOURCES

http://www.youtube.com/watch?v=xxcPgAVV4vU&feature=related

ASSESSMENTS

Assessment/Rubric will be created it throughout the school year 2012/2013.

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rd 3 GRADE CURRICULUM of LATIN AMERICA

Quarter 1

Chapter 7 – Citinzenship

LEARNING TARGETS

14.C.2. Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state, and nation (e.g., voting, protection under the law).

• Students will be able to list in a chart the responsibilities that citizens have in Mexico, Colombia, Argentina, Guatemala, Costa Rica, Venezuela, Peru and Chile.

TASKS

1. Students will work in groups of 3 and they will search the information of 1 country. 2. Groups will use a chart to record five responsibilities. 3. Responsibilities included in the chart: i) Age for voting ii) Age to obtain a driver license iii) The age children must attend to school by law in each country. iv) Type of government v) Flag

RESOURCES

http://www.internations.org/argentina-expats/guide/living-in-argentina- 15328/education-in-argentina-3 http://www.factmonster.com/ipka/A0107357.html

TYPES OF GOVERNMENT

• http://library.thinkquest.org/18401/text/southamr.html • http://www.state.gov/r/pa/ei/bgn/35766.htm • http://www.state.gov/r/pa/ei/bgn/35754.htm

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• http://www.state.gov/r/pa/ei/bgn/35762.htm • http://www.state.gov/r/pa/ei/bgn/2019.htm • http://en.wikipedia.org/wiki/Education_in_Peru • http://en.wikipedia.org/wiki/Education_in_Venezuela • http://en.wikipedia.org/wiki/Education_in_Costa_Rica • http://en.wikipedia.org/wiki/Education_in_Guatemala • http://en.wikipedia.org/wiki/Education_in_Argentina • http://en.wikipedia.org/wiki/Education_in_Colombia • http://en.wikipedia.org/wiki/Education_in_Mexico

ASSESSMENTS Rubric will be created throughout the school year 2012/2013

Country Voting Driver Ages children must Type of Flag age License age attend school government

Mexico Permit 15 From 6 to 18 years old Federal years Representative 18 years old/renew Republic old every 3 months. License 18 years old. Colombia 18 years Republic, old 18years old Executive branch dominates gov. structure. Argentina 18 years 17 years old Republic old

Guatemala 18 years 18 years old Constitutional old democratic Republic

Costa Rica 18 years 18 years old Republic old

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Venezuela 18 years 18 years old Republic old

Peru 18 years 18 years old Republic old

Quarter 2

Chapter 6 – Our Country’s History

Lesson 3- Fighting for Freedom.

LEARNING TARGETS

16.B.2d (US) Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20 th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D Roosevelt.

• Students will be able to identify the names of the people of Mexico, Colombia, Chile, Argentina, El Salvador, Panama, Guatemala or Dominican Republic that fought for their freedom, and the name of the country against they fought for it by researching in various sources.

TASKS

• Students will work in groups of three and they will receive one of the countries above. • Students will look for the following information: • The name of the country they fought to obtain its independence. • The date of its independence

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• The names of the famous people that fought to obtain that independence and how long it took to obtain it. • How the country celebrates the independence now in the present? • Students will create a poster with the information collected and each group will present the poster to the class.

RESOURCES http://en.wikipedia.org/wiki/Latin_American_wars_of_independence#Argentina http://www.factmonster.com/ipka/A0107357.html

ASSESSMENTS (poster)

Points 3 2 1 Total Name of the The name of the The name of the The name is country research country is country is not big written very small centered in the centered, big enough, is not and untidy Poster letters, neat and centered and is legible messy.

Date of The date includes The date only The date only independence the include the Day show the Month Day/Month/Year Day/Month/Year and Month

Map showing the 2 Includes a world Includes a world Includes onl y the countries. The map labeled map colored but map of the country got clearly showing not labeled. country independent and the 2 countries researched. the country was and each country fought to get is colored in a independence different color

Names of people Includes three Includes two Includes one involved in the names of people names of people name of a person fight of the from both from both from both independence countries that countries that countries that participated in this participated in this participated in this event event event

Pictures of the Includes three or Includes two or Includes one battles, people, more pictures more pictures picture celebrations.

Presentation of Information is Information is not Information is not the poster organized, organized, it is organized, completed and completed and incomplete and clean clean. messy.

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Quarter 3

Chapter 1- About Communities Lesson – Maps & Globes. Find Directions and Distances. How do you use a compass rose and scale on a map?

LEARNING TARGETS

17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environment.

• Students will be able to find and explain the location of ten Latin American Countries using an atlas and a globe.

TASKS

This lesson can be taught as a whole class using the link.

• Students will work in groups of 4 and they will use the compass rose and scale on maps and globes to find the location of ten countries of South America. • Students must write the name of the country on the North, South, West and East of each of the 10. • Students must use the scale on the map and globe to predict how far is each country from the U.S. • Students will present the location and how far from U.S. is one of their 10 countries to the class.

RESOURCES

http://www.sheppardsoftware.com/South_America_Geography.htm http://www.worldatlas.com/webimage/countrys/sa.htm

ASSESSMENTS

• Students will locate 8 Latin American countries in a map (see resources). Rubric will be created throughout the school year 2012/2013.

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Quarter 4

Chapter 12- Saving and Spending Our Money Lesson 1- Forms of Money. Why do people use money?

LEARNING TARGETS

15.D.1b Know that barter is a type of exchange and that money makes exchange easier.

• Students will be able to identify different types of money use in Latin American countries using various sources. Students will compare the equivalence of such types of money with the money used in United States.

TASKS

• Students will work with a partner and they will research the names of the money use in one of the countries below. Argentina, Brazil, Chile, Venezuela, Uruguay, Honduras, Guatemala, Peru, Paraguay, El Salvador, Colombia, Bolivia, Costa Rica and Mexico. • Students will research the equivalence of the country’s money with the U.S. dollar. • Students will research if the country uses bills and coins, and the values of the coins and bills (1 cent, 5cents, 1,5,10 or 20 dls) • Students will create a poster with pictures and information that later will share with the class.

RESOURCES

• http://www.kwintessential.co.uk/country/brazil/currency-money-brazil.html • http://www.factmonster.com/ipka/A0107357.html • Coins and Other Currency: A Kid's Guide to Coin Collecting (Robbie Readers) (Money Matters: A Kid's Guide to Money) by Tamra Orr • Money through the ages by Tim Clifford

ASSESSMENTS

• Students will connect two columns, one of facts and the other of the names of the countries. Rubric will be created throughout the school year 2012/2013.

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2nd GRADE CURRICULUM of LATIN AMERICA

Quarter 1

LEARNING TARGETS

16.D.1(US) Describe key figures and organizations (e.g., fraternal/civic organizations, public service groups, community leaders) in the social history of the local community.

16.D.1(W) Identify how customs and traditions from around the world influence the local community.

• Students will be able to identify and explain the importance of the Flag from one Latin American country after research various sources.

TASKS

• Students will receive one country from Latin America. The Countries to choose are Venezuela, Uruguay, Paraguay, Ecuador, Bolivia, Honduras and Mexico. • Students will work in small groups of 3 students. • Students will make the flag of the country. • Students will write the meaning of the colors and symbols in the flag. • Students will write the date their country celebrates the Flag Day. • Students will share their flags and meaning with the class

RESOURCES

https://www.cia.gov/library/publications/the-world- factbook/docs/flagsoftheworld.html http://www.worldatlas.com/webimage/flags/flagcnty.htm http://www.crwflags.com/fotw/flags/country.html#a

Complete Flags of the World (Smithsonian Handbooks) by DK

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ASSESSMENTS

Assessments will be created.

Quarter 2

Lesson: # 5 How Do People Use the Environment?

LEARNING TARGETS

17.C.2c Explain how human activity affects the environment.

• Students will be able to identify various ways to take care of the environment and prevent the pollution after watching a video from Costa Rica.

TASKS

• Students will watch an educational video from Costa Rica that explains the consequences of pollution. • Students will read an article about what children from Costa Rica are doing during the summer to learn how to take care of the environment. • Students will discuss what things they can make to prevent pollution or how they can help the environment.

RESOURCES

• http://www.youtube.com/watch?v=sB1a35CQvwk - video about the pollution of rivers in Costa Rica. • http://fundazoo.org/web/2012/06/14/se-abre-inscripcion-para-los-talleres-de- vacaciones-de-medio-ano/#more-336 – article about how the children in Costa Rica learn how to take care the environment.

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ASSESSMENTS

• Students will write a plan explaining the best way to keep the planet Earth clean. • Students must include a plan to decrease the water and air pollution • Students must include how adults and children can help to take care of the environment.

Quarter 3

Lesson: # 9 How Do Communities Change?

LEARNING TARGETS

17.D.1 Identify changes in geographic characteristics of a local region (e.g., town, community).

• Students will be able to describe the similarities and differences between small towns and big cities after watching a video of a Guatemalan small town and a video of Chicago a big city.

TASKS

• Students will watch two videos, first video is about a small town in Guatemala and the second one is about the city of Chicago. • Students will brainstorm about the things find in small towns and cities. • The teacher will write the students’ responses in two lists label TOWNS and CITIES. • Students will use the teacher’s lists to discuss in class why there are different things in small town and big cities.

RESOURCES

1. http://www.youtube.com/watch?v=PBYe8LoGWT0 video of small town in Guatemala. 2. http://www.youtube.com/watch?v=4r5WSrMKGkI video of the city of Chicago

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ASSESSMENTS

• Students will write a paragraph describing a small town and a big city. • Students must include details, and pictures.

Quarter 4

Lesson: # 12 How Do Leaders Help Their Community?

LEARNING TARGETS

16.B.1a (US) Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).

• Students will be able to identify and explain the role of two Latin American leaders after listen the teacher read aloud two stories.

TASKS

• Teacher will read aloud two Picture books about two Latin American leaders • Students will listen to the two stories. • Students will discuss how the two leaders help their countries and people • Teacher will write on the board or poster board the students ideas.

RESOURCES

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Viva Zapata! Emilie Smith; Marguerita Kenefic Tejada

The Girl from Chimel by Rigoberta Menchu, Domi, David Unger and Dante Liano (Aug 9, 2005)

ASSESSMENTS

Students will describe and explain in writing or orally the role of the two Latin American leaders. Rubric will be created throughout the school year 2012/2013.

VVSD Bilingual Education

1st GRADE CURRICULUM of LATIN AMERICA

Quarter 1

Lesson 2 Why is it Important to Learn from Each Other?

LEARNING TARGETS

14.F.1 Describe political ideas and traditions important to the development of the United States including democracy, individual rights and the concept of freedom.

• Students will explore similarities and differences of their own with children from Cuba.

TASKS

• Students will learn about students in Cuba. • Teacher will read aloud to the class • The class will compare/contrast the U.S. kids with the Cuban Kids using a Venn diagram. This is a whole class activity

RESOURCES

Cuban Kids by George Ancona.

ASSESSMENTS

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• Students will use a Venn diagram to write two characteristics of the U.S. children and two characteristics of the Cuban children. Plus the students must write two similarities between the two students.

Quarter 2

Lesson 6 What is a Map?

LEARNING TARGETS

17.A Locate, describe and explain places, regions and features on the Earth.

• Students will be able to use a map, and find the location of 5 Latin American countries.

TASKS

• The teacher will show a map of Mexico, Central and South America to the students. • The class will learn the location of the Latin American countries in the map. • Students will work with a partner. • The teacher will assign the names of the 5 countries to each group. • Students will use a map of North and South America and an Atlas to find the five countries. • The students will color the five countries green, the country on the North will be red, the country on the South will be orange, the country on the East will be yellow and the country on the West will be pink. If in one of the sides the country is next to an ocean then the ocean will be blue. • Students must create a key showing the colors and the coordinates (North, South, East and West). • Each group will share its map with the five countries with the class.

RESOURCES

1. Scholastic Atlas of the World by Philip Steele & Jane Walker 2. National Geographic Our World A Child’s First Picture Atlas

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3. Children’s Atlas of the World by Malcolm Porter

ASSESSMENTS

• Students will find three to five Latin American countries in a map. Rubric will be created throughout the school year 2012/2013.

Quarter 3

Lesson 9- How Are Families Special?

LEARNING TARGETS

18.A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

18.B. Understand the roles and interactions of individuals and groups in society.

• Students will be able to identify different types of family’s traditions and illustrate those differences from their own traditions.

TASKS

• Students will draw a picture of their family. • Students will explain through an illustration the role of each member in their family to the class and compare at least to one other family.

RESOURCES

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The teacher will read aloud the book Cuadros de Familia by Carmen Lomas Garza, Harriet Rohmer, Rosalma Zubizarreta

ASSESSMENTS

Assessment/Rubric will be created throughout the school year 2012/2013.

Quarter 4

Lesson 13

LEARNING TARGETS

18.A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

• Students will be able to identify to compare and contrast different family traditions in Latin America.

TASKS

• Teacher will read aloud the book Too Many Tamales/Que monton de TAMALES! by Gary Soto • Students will discuss the story and one family tradition they celebrate at home and how is similar to the one in the story.

RESOURCES

• Book Too Many Tamales/Que monton de TAMALES!

by Gary Soto

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ASSESSMENTS

Assessment/Rubric will be created throughout the school year 2012/2013.

VVSD Bilingual Education

KINDERGARTEN GRADE CURRICULUM of LATIN AMERICA

Quarter 1

Unit Theme- In Town Lessons 3-4

LEARNING TARGETS

16.D.1(W) Identify how customs and traditions from around the world influence the local community.

• Students will be able to sing and act/role play various songs those children from Latin America.

TASKS

• Students will practice two songs from Latin America with the teacher. • Students will play and sing along the two songs several times.

RESOURCES

• http://www.actiweb.es/childrenjuega/archivo1.pdf

A pares y nones

•

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Para jugar A pares y nones, se hace una ronda con un número non de jugadores.

Todos cantan:

A pares y nones vamos a jugar, el que quede solo, solo quedará.

Al finalizar el canto, los jugadores se abrazan de dos en dos. Quien quede solo, pierde.

ASSESSMENTS

Assessment/Rubric will be created throughout the school year 2012/2013.

Quarter 2

Unit theme- Seasons and Holidays

(Lesson 2) for holiday descriptions

LEARNING TARGETS

18.A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

• Students will create a flag and identify the day of the flag and independence date in Argentina, Mexico, and Peru.

TASKS

• Teacher will provide pictures of each of the flags from Argentina, Mexico and Peru. • Teacher will use the class calendar to show the dates of those two important dates. • Students will make the flag of each country using construction paper. • Students will share their flags with the class and the two important dates.

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RESOURCES

1. Latin American Popular Culture Since Independence: An Introduction by William H. Beezley, Linda A. Curcio-Nagy 2. Historia Argentina Contada para los chicos by Rodolfo C. Taboada 3. http://www.educared.org/global/calendario-civico- escolar/visor?EDUCARED_SHARED_CONTENT_ID=325435 Peru’s proclamation of independence 4. http://www.youtube.com/watch?v=sMX7Gd5lSUE Celebration of Mexican Independence

Argentina

1-Flag Day – June 20 th 2-Declaration of Independence- July 9 th

• Mexico, 1-Flag Day – February 24 th 2-Declaration of Independence- September 16 th

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.Día de la Bandera de México.

La bandera mexicana es uno de los símbolos nacionales que nos identifica y nos impulsa a seguir conquistando la libertad, la democracia y la justicia. Se compone de un rectángulo dividido en tres franjas verticales del mismo tamaño y de colores verde, blanco y rojo con el Escudo Nacional en el centro.

Para llegar a la bandera que hoy conocemos, tuvieron que hacerse varias modificaciones al igual que las que ha tenido la historia mexicana.

Cuando el pueblo se levantó en armas en 1810, la bandera que utilizó Miguel Hidalgo fué un lienzo con la imagen de la virgen de Gudalupe que tomó de la iglesia de Atotonilco.

Después con Morelos, la bandera que lo acompañó en su lucha hasta el año de 1814, era un rectángulo de color azul con otro de color blanco, este último tenía en el centro un águila coronada que posaba sobre un nopal, encima de un puente de tres arcos con las iniciales “VVM” (Viva la Virgen María).

La bandera trigarante que se elaboró conforme al Plan de Iguala, tenia los colores blanco, verde y rojo; estos estaban colocados en franjas diagonales que representaban las ideas de religión, unión e independencia, en el centro de cada franja había una estrella.

En cambio, el 2 de noviembre de 1821, Iturbide decidió que el orden de los colores de la bandera serían verde, blanco y rojo con franjas verticales, figurando en el centro la imagen de un águila coronada.

El 14 de abril de 1823, el Congreso Constituyente Mexicano decretó que el escudo sería el águila parada sobre un nopal, agarrando con la pata derecha una serpiente. Se especificó así por el significado que el pueblo azteca dio a esos elementos:

El águila se identificaba con el sol.

La serpiente con la diosa Coatlicue.

El nopal y su fruto(tuna) representaban el corazón humano.

Esta imagén se originó de la fundación de México Tenochtitlán en 1325.

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Quien se encargó de reglamentar los colores del lábaro patrio con el águila de perfil, fué Venustiano Carranza.

Los colores de la bandera mexicana, tienen al igual que el escudo, su significado partícular:

El verde: Simboliza el ideal de independencia política de México, no sólo con relación a España, sino también de otra nación.

El blanco: Es la pureza de la religión católica, principio activo de la unidad nacional.

El rojo: Representa la unión entre los indios, mestizos, criollos y españoles residentes de México y, en general entre todos lo que constituían la población mexicana.

Sus tres colores, son tres garantías que definen las ideas políticas que impulsaron el proyecto de independencia nacional, y de los mexicanos que iniciaron la construcción de un Estado libre y soberano.

Asi llegamos a la bandera que conocemos hoy, la cual se ondeó por primera vez en el Palacio Nacional el 15 de septiembre de 1917 y después en 1934, ya que en ese año se creó el Día de la Bandera Mexicana y a partir de entonces se celebra cada 24 de febrero. Esta festividad fue oficialmente reconocida en 1940, por el decreto del Presidente Lázaro Cárdenas del Río. http://www.teachnet-lab.org/miami/2005/sampedro5/dia_de_independencia.htm Independence Day of various Latin American Countries.

• Peru, 1- Flag Day- 2-Declaration of Independence- July 20 th

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Peru’s National Flag

National Flag

The official flag of the Republic of Peru was established in the year 1825, originally designed by Jose de San Martin in 1820. The vertical red stripes that the flag contains, show the resemblance of the previous design that passed through alterations . On March 15, 1822, the triangular diagonal division was replaced by red sun in the middle of the horizontal stripes, symbolizing the Inca Empire. Then on the 31st May of the same year, the horizontal stripes were replaced by vertical stripes, retaining t he sun emblem in the middle. The National Flag presently in use contains a coat of arms on the carpet of a white vertical stripe in the center, along with the wide red vertical stripes on the edges.

The flag has been quite conveniently adopted for other uses by bringing in some renovations in its design patterns. For instance the civil flag of Peru consists of only the red and white stripes, without any symbol in the middle, whereas the war flag has a changed face with a national field in the middle. The flag of the naval jack is completely different, as it doesn’t contain any stripes. Instead it is surrounded by red boundary, with the coat of arms situated on the white ground. Symbolic Significance The white vertical stripe reflects the value of the essence of purity, while the red stripes are the emblem of the red blood of the valiant soldiers, who gave their life to win independence for the country. The shield of the flag is the emblem of the nation’s abundant wealth and prestige. The coins of gold and silver coming out from the cornucopia show the pride that the country has on its mineral wealth. The surrounding leafy fragment symbolizes the vast and rich fauna, the freedom that the country enjoys after independence and the pride with which it is living.

Independence Day of Peru

Independence Day - Festivals in Peru

Location: All over Peru Date: July 28-29 Peruvians throw parties and hold patriotic celebrations to remember the Declaration of Peru's Independence (,821) by José de San Martín. Across Peru, even in remote communities, homes fly the Peruvian flag from the start of July.

On the night of July 27, Peruvians often stage serenatas to the strains of folk and Creole music in plazas and public parks. Dawn on July 28 is greeted with a salvo of 21 cannons, to herald the ceremony of raising the flag. On the following day, before the famous military parade is held in downtown Lima, the Te Deum ceremony, attended by the president, is celebrated in the Lima Cathedral.

In various parts of the country, Peruvians also hold agricultural and

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livestock fairs (Cajamarca, Piura, Monsefú) together with three festivals that are the soul of Creole culture: cockfighting, bullfighting and Peruvian paso horse exhibitions.

Peru

The independence day of a nation commemorates the anniversary of a very significant day in the history of a country's struggle in the attainment of its freedom.

The Independence Day of Peru is celebrated on 28, July to commemorate the anniversary of Peru's independence from Spanish r ule in the year 1824. The Peruvian independence was first declared in 1821 by the Argentine liberator, General Jose de San Martin but absolute independence was gained only in 1824. On the Independence Day of Peru, every citizen pays tribute to the great pa triots like Tupic Amaru, Pumacahua, Aguilar, and Micaela Bastidas, for all the sacrifices they made in order to re-instate the country's independence Interestingly the Peruvian independence is celebrated for two days with both days declared national holidays. Independence Day celebrations usually involve a lot of fun and merriment. The festivities in Peru begin with the president's speech to the nation, followed by hoisting of the flag, military parades, bullfights and fireworks. Besides, there are also exhibitions and fairs held on the Peruvian Independence Day, where national products and indigenous foods and crafts are displayed and sold. In various parts of Peru, the day is also celebrated with agricultural and livestock fairs. The day following the independence is mostly enjoyed by families who get together for some fun and many others even travel to the country's interiors. Most Peruvians look forward to the two-day Independence Day celebrations every year in order to enjoy themselves.

ASSESSMENTS

Assessment/Rubric will be created throughout the school year 2012/2013.

Quarter 3

Unit Theme- Around the World

LEARNING TARGETS

18.A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

• Students will identify a folktale famous in their home about Latin American Folktales to share with their classmates.

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TASKS

• Teacher will read various Folktales. • The students will ask their parents to tell them a folktale from his country or town and they will share it with the class.

RESOURCES

• Cuentos Folkloricos Latinoamericanos: Fábulas de las tradiciones hispanas e indígenas (Spanish Edition) John Bierhorst (Editor )

ASSESSMENTS Assessment/Rubric will be created throughout the school year 2012/2013.

Quarter 4

Unit Theme- On the Farm

LEARNING TARGETS

18.A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

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• Students will learn different farm games through songs played by children in Latin American countries.

TASKS

• Students watch the videos and sing two songs about the farm.

RESOURCES

1. TENGO UNA VACA LECHERA Tengo una vaca lechera no es una vaca cualquiera me da leche condesada hay que vaca tan salada tolón, tolón, tolón, tolón

Un cencerro le he comprado a mi vaca le ha gustado se pasea por el campo, mata mosca con el rabo tolón, tolón tolón, tolón Tomado de AlbumCancionYLetra.com Tengo una vaca lechera no es una vaca cualquiera me da leche condesada hay que vaca tan salada tolón, tolón, tolón, tolón http://www.youtube.com/watch?v=D1QEkOogMVY&feature=player_ embedded

2.LOS POLLITOS DICEN

Los pollitos dicen, pío, pío, pío, cuando tienen hambre, cuando tienen frío.

La gallina busca el maíz y el trigo, les da la comida y les presta abrigo.

Bajo sus dos alas

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se están quietecitos, y hasta el otro día duermen calentitos. www.youtube.com/watch?v=GTF9bw-Cu28

ASSESSMENTS

Assessment/Rubric will be created throughout the school year 2012/2013.

VVSD Bilingual Education

RESOURCES FROM

1. http://www.canal5paravision.com/paraguays-war-of-the-triple-alliance/ 2. http://www.militaryphotos.net/forums/showthread.php?19854-Chile-War-Of-The-Pacific-1879-83

3. http://www.emersonkent.com/wars_and_battles_ in _history/french_mexican_war.htm

4. Nuestro Mundo, Curso para Hispanohablantes. McDougal Littell. ISBN 0-618-08589- 0 5. 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. 6. http://latinamericanhistory.about.com/od/thehistoryofmexico/a/09mexicoww2.htm 7. http://www.huffingtonpost.com/2012/01/16/latino-activists-leaders-civil- rights_n_1208711.html#s463341&title=Joan_Baez_

7TH GRADE 8. http://www.cdi.gob.mx/index.php?option=com_content&view=category&id=29 9. http://tarlton.law.utexas.edu/exhibits/aztec/index.html 10. http://lanic.utexas.edu/la/region/indigenous/indexesp.html#mexico 11. http://en.wikipedia.org/wiki/List_of_national_independence_days 12. http://www.123independenceday.com/venezuela/ 13. https://www.mtholyoke.edu/acad/latam/SLAVERY-ABOLITION.html 14. http://www.mcgill.ca/trauma-globalhealth/countries/peru/profile/civilwar/ 15. http://www.historyplace.com/civilwar/

6TH GRADE

16. MAPS FOR THE OVERHEAD: WORLD GEOGRAPHY-10 Color Transparencies, Mini-

Lessons, and Activities That Teach Essential Map Skills by Spencer Finch

17. http://lanic.utexas.edu/la/region/indigenous/indexesp.html#mexico

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18. http://tarlton.law.utexas.edu/exhibits/aztec/legal_history.html

19. http://lanic.utexas.edu/la/region/indigenous/indexesp.html

20. http://www.stanford.edu/~johnrick/chavin_wrap/

21. http://www.jqjacobs.net/andes/chavin.html

22. www.history.com videos of the Aztecs and Moctezuma

5TH GRADE

23. Primary Sources Teaching Kit: Immigration: A Rich Collection of Authentic

Documents, Certificates, Diaries, Photographs, Travel Artifacts, and More With Great

Teaching Materials That Makes History Come Alive by Karen Baicker

24. http://sites.bergen.org/BCA/immigration/index.html By Jonathan Lee and Robert

Siemborski

25 .Coming to America: The Story of Immigration by Betsy Maestro

26. http://www.5min.com/Video/How-World-War-II-Affected-Californias-Mexican-

American-Communities-268423721

27. http://www.5min.com/Video/Mexican-American-Women-in-the-Home-Front-in-

World-War-II-268423823

28. http://mubi.com/lists/mexican-cinema-the-golden-age

29. http://www.factmonster.com/ipka/A0107357.html

30. http://www.youtube.com/watch?v=aXiwAAZDqps

31. http://www.boliviabella.com/recent-history.html

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32. http://www.localhistories.org/bolivia.html

33. http://en.wikipedia.org/wiki/History_of_Venezuela,_1948_-_1958

34. http://en.wikipedia.org/wiki/History_of_Venezuela,_1958_-_1998

35. http://library.thinkquest.org/18401/text/southamr.html

36. http://latinostories.com/Latin_America_Resources/Latin_American_History_Profiles/

Governments_of_Latin_American_Countries.htm

4TH GRADE

37. http://www.sheppardsoftware.com/South_America_Geography.htm

38.http://www.worldatlas.com/webimage/countrys/sa.htm

39. http://latinostories.com/Latin_America_Resources/Latin_American_History_Profiles/

Governments_of_Latin_American_Countries.htm

40. http://www.constitution.org/cons/natlcons.htm

41. http://www.factmonster.com/ipka/A0107357.html

42. Nuestro Mundo, Curso para Hispanohablantes. McDougal Littell. ISBN 0-618-

08589-0

43. http://www.youtube.com/watch?v=xxcPgAVV4vU&feature=related Video about the slaves of the sugar cane fields in Brazil.

3RD GRADE

44. http://www.internations.org/argentina-expats/guide/living-in-argentina-

15328/education-in-argentina-3

45. http://www.factmonster.com/ipka/A0107357.html

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46. http://library.thinkquest.org/18401/text/southamr.html

47. http://en.wikipedia.org/wiki/Latin_American_wars_of_independence#Argentina

48. http://www.sheppardsoftware.com/South_America_Geography.htm

49. http://www.worldatlas.com/webimage/countrys/sa.htm

50. http://www.kwintessential.co.uk/country/brazil/currency-money-brazil.html

51. Coins and Other Currency: A Kid's Guide to Coin Collecting (Robbie Readers) (Money

Matters: A Kid's Guide to Money) by Tamra Orr

52. Money through the ages by Tim Clifford

2ND GRADE

53. https://www.cia.gov/library/publications/the-world- factbook/docs/flagsoftheworld.html

54. http://www.worldatlas.com/webimage/flags/flagcnty.htm

55. http://www.crwflags.com/fotw/flags/country.html#a

56. Complete Flags of the World (Smithsonian Handbooks) by DK

57. http://www.youtube.com/watch?v=sB1a35CQvwk - vide o about the pollution of rivers in Costa Rica.

58. http://fundazoo.org/web/2012/06/14/se-abre-inscripcion-para-los-talleres-de- vacaciones-de-medio-ano/#more-336 – article about how the children in Costa Rica learn how to take care the environment.

59 .http://www.youtube.com/watch?v=PBYe8LoGWT0 – video about Guatemala small town Suchitepequez

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60. http://www.youtube.com/watch?v=4r5WSrMKGkI – video about the City of Chicago

61 . Viva Zapata! By Emilie Smith; Marguerita Kenefic Tejada

62. The Girl from Chimel by Rigoberta Menchu, Domi, David Unger and Dante Liano

1ST GRADE

63. Cuban Kids by George Ancona.

64. Scholastic Atlas of the World by Philip Steele & Jane Walker

65. National Geographic Our World A Child’s First Picture Atlas

66. Children’s Atlas of the World by Malcolm Porter

67. Cuadros de Familia by Carmen Lomas Garza, Harriet Rohmer, Rosalma Zubizarreta

68. Too Many Tamales/Que monton de TAMALES! by Gary Soto

KINDERGARDEN

69. http://www.actiweb.es/childrenjuega/archivo1.pdf Children rounds and rhymes

70. Latin American Popular Culture Since Independence: An Introduction by William H.

Beezley, Linda A. Curcio-Nagy

71. Historia Argentina Contada para los chicos by Rodolfo C. Taboada

72. http://www.educared.org/global/calendario-civico- escolar/visor?EDUCARED_SHARED_CONTENT_ID=325435 Peru’s proclamation of independence

73. http://www.youtube.com/watch?v=sMX7Gd5lSUE Celebration of Mexican

Independence

VVSD Bilingual Education

74. http://www.teachnet-lab.org/miami/2005/sampedro5/dia_de_independencia.htm

Independence Day of various Latin American Countries.

75. Cuentos Folkloricos Latinoamericanos: Fábulas de las tradiciones hispanas e indígenas (Spanish Edition) John Bierhorst (Editor)

76. http://www.youtube.com/watch?v=D1QEkOogMVY&feature=player_embedded – video of La vaca lechera.

77 . www.youtube.com/watch?v=GTF9bw-Cu28 – video of Los Pollitos