HISTORY AND CULTURE OF LATIN AMERICAN COUNTRIES …

VVSD Bilingual Education

1

HISTORY AND CULTURE OF LATIN

AMERICAN COUNTRIES

SOCIAL STUDIES SUPPLEMENTAL

CURRICULUM

By

CLAUDIA CHAVEZ-MIRANDA

2012-2013


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INTRODUCTION

History & Culture of the Native LandHistory & Culture of the Native LandHistory & Culture of the Native LandHistory & 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


4

9th

– 12th

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,



5

Early Native American

People

Indigenous People in the

Present

Jobs

1.

2.

1.

2.

Foods

1.

2.

1.

2.

Language

1.

2.

1.

2.


6

Traditional

clothes

1.

2.

1.

2.

Religion

or Gods

1.

2.

1.

2.

Traditions

or

Holidays

1.

2.

1.

2.

• 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


7

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

• Each 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.

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 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 15th

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


RESOURCES



ASSESSMENTS

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

2nd

SEMESTER


LEARNING TARGETS







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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.









People


Present


14

Jobs

1.

2.

1.

2.

Foods

1.

2.

1.

2.

Language

1.

2.

1.

2.


15

Traditional

clothes

1.

2.

1.

2.

Religion

or Gods

1.

2.

1.

2.

Traditions

or

Holidays

1.

2.

1.

2.

RESOURCES





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ASSESSMENTS

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


17

8TH

GRADE CURRICULUM of LATIN AMERICA 1

st 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 TwentiesRoaring TwentiesRoaring TwentiesRoaring 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.

TASKSTASKSTASKSTASKS

• 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

• 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


RESOURCES



ASSESSMENTS

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

4th

Quarter

Civil Rights Era


20

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-


ASSESSMENTS

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

7TH



21

1st

Quarter


LEARNING TARGETS









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.









People


Present


22

Jobs

1.

2.

1.

2.

Foods

1.

2.

1.

2.

Language

1.

2.

1.

2.


23

Traditional

clothes

1.

2.

1.

2.

Religion

or Gods

1.

2.

1.

2.

Traditions

or

Holidays

1.

2.

1.

2.

RESOURCES





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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


• 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 country research centered in the Poster

The name of the country is centered, big letters, neat and legible

The name of the country is not big enough, is not centered and is messy.

The name is written very small and untidy

Date of independence Day/Month/Year

The date includes the Day/Month/Year

The date only include the Day and Month

The date only show the Month

Map showing the 2 countries. The country got independent and the country was fought to get independence

Includes a world map labeled clearly showing the 2 countries and each country is colored in a different color

Includes a world map colored but not labeled.

Includes only the map of the country researched.

Names of people involved in the fight of the independence

Includes three names of people from both countries that participated in this event

Includes two names of people from both countries that participated in this event

Includes one name of a person from both countries that participated in this event

Pictures of the battles, people, celebrations.

Includes three or more pictures

Includes two or more pictures

Includes one picture

3rd

Quarter

Growth of a Nation

LEARNING TARGETS

16.D.3.(W) Identify the origins and analyze consequences of events that have shaped world



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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


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


• 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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• Each 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


32

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

examples of each

civilization and

describes each

example in detail.

Includes one

example of each

civilization, but it

does not include

details

Includes only one

example of each

civilization and no

details

Religion Includes the name of

the religion, gods,

and celebrations.

Explains their

religious beliefs of

each civilization.

Includes the name

of the religion,

celebrations and

gods of each

civilization.

Includes name the

religion of each

civilization.

Traditions Includes the name of

3 traditions and

provides details of

each civilization.

Includes the name

of 3 traditions

without details of

each civilization.

Includes only the

name of 1

tradition of each

civilization.

Government Includes the type of

government, name of

the highest leader

(president, king,

Includes the type

of government,

name of the

highest leader

Includes the type

of government, of

each civilization.


33

chief, etc.), and the

different

government’s

branches of each

civilization.

(president, king,

chief, etc.) of each

civilization.

Art/Music Includes the name of

1 type of music and

the name of one

piece of music (song

or traditional music)

Includes 3 examples

of paintings, or

sculptures, or

handcrafts (ceramic,

weaving, jewelry,

etc.) of each

civilization.

Includes the name

of 1 type of music.

Includes 2

examples of

paintings, or

sculptures, or

handcrafts

(ceramic, weaving,

jewelry, etc.) of

each civilization.

Includes the name

of 1 type of music.

Includes 1

example of

paintings, or

sculptures, or

handcrafts

(ceramic, weaving,

jewelry, etc.) of

each civilization.

Presentation Information is well

organized, clear and

neat.

Information is

organized but

incomplete.

Information is not

clear and the chart

is not organized.


34

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 15th

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


35

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.


36

5TH


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


37

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


38

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 19th

century.

16.D.3b(US) Describe characteristics of different kinds of families in America during the

colonial/frontier periods and the 19th

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.


39

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


40

• 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

government and

Parties

President or

Dictator

President’s

Term

Time the

present party

has been in

the

presidency

Government

Branches

CUBA

COLOMBIA

GUATEMALA

PARAGUAY

VENEZUELA

ASSESSMENTS

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


41

4th


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


42

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


43


44

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


45


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


• Groups will create a poster with the information requested in the rubric.

• Finally, each group will present to the class.


46

RESOURCES

the book Nuestro Mundo Curso para Hispanohablantes McDougal Littell.


ASSESSMENTS

3 points 2 points 1 point TOTAL Famous person Includes the full

name of the famous person in big legible letters.

Includes the full name of the famous person in small letters

Includes only the first name of the famous person.

Birthday Includes the DAY/MONTH/YEAR. Includes the name of the country, city or town.

Includes the DAY/MONTH/YEAR.

Includes only the year.

Education Includes information of the schools or places where he/she studied and the careers, certifications that he/she obtained.

Includes information of the schools or places where he/she studied.

Includes the name of the career he/she studied.

Jobs Includes the name of 3 works of the famous person (books, paintings, articles, speeches, sculptures, poems, etc.)

Includes the name of 2 works of the famous person (books, paintings, articles, speeches, sculptures, poems, etc.)

Includes the name of 1 work of the famous person (books, paintings, articles, speeches, sculptures, poems, etc.)

Important facts Includes 3 important facts about the famous person’s life.

Includes 2 important facts about the famous person’s life.

Includes 1 important fact about the famous person’s life.

Presentation The poster is organized and neat. Includes pictures and the information is clear and easy to read.

The poster unorganized, but it is neat. There is not enough information.

The poster is unorganized. It is messy and lack of information.


47

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 19th

century.

16.D.3(W) Identify the origins and analyze consequences of events that have shaped world


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.


48

3rd


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


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


49

• 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

age

Driver

License age

Ages children must

attend school

Type of

government

Flag

Mexico

18 years

old

Permit 15

years

old/renew

every 3

months.

License 18

years old.

From 6 to 18 years old Federal

Representative

Republic

Colombia 18 years

old

18years old

Republic,

Executive

branch

dominates gov.

structure.

Argentina 18 years

old

17 years old Republic

Guatemala 18 years

old

18 years old

Constitutional

democratic

Republic

Costa Rica 18 years

old

18 years old

Republic


50

Venezuela 18 years

old

18 years old

Republic

Peru 18 years

old

18 years old

Republic

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 20th

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


51

• 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


ASSESSMENTS (poster)

Points 3 2 1 Total Name of the country research centered in the Poster

The name of the country is centered, big letters, neat and legible

The name of the country is not big enough, is not centered and is messy.

The name is written very small and untidy

Date of independence Day/Month/Year

The date includes the Day/Month/Year

The date only include the Day and Month

The date only show the Month

Map showing the 2 countries. The country got independent and the country was fought to get independence

Includes a world map labeled clearly showing the 2 countries and each country is colored in a different color

Includes a world map colored but not labeled.

Includes only the map of the country researched.

Names of people involved in the fight of the independence

Includes three names of people from both countries that participated in this event

Includes two names of people from both countries that participated in this event

Includes one name of a person from both countries that participated in this event

Pictures of the battles, people, celebrations.

Includes three or more pictures

Includes two or more pictures

Includes one picture

Presentation of the poster

Information is organized, completed and clean

Information is not organized, it is completed and clean.

Information is not organized, incomplete and messy.


52

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.


53

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.


54

2nd


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


55

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.


56

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


57

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


58

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.


59

1st


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


60

• 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


61

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


62

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


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


63

ASSESSMENTS



64

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

•


65

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


Quarter 2

Unit theme- Seasons and Holidays

(Lesson 2) for holiday descriptions

LEARNING TARGETS


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.


66

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 20th

2-Declaration of Independence- July 9th

• Mexico,

1-Flag Day – February 24th

2-Declaration of Independence- September 16th


67

.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 20th


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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 the 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 rule 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 patriots 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


Quarter 3

Unit Theme- Around the World

LEARNING TARGETS


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


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



74

RESOURCESRESOURCESRESOURCESRESOURCES FROM FROM FROM 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-


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


77

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 - video 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


78

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


79

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