Connecticut Technical High School System
DRAFT Global Studies 08/10
Unit: Latin America
Goal:
Students will demonstrate an understanding of the geographic, historical, economic, political and social
characteristics of Latin America through the study of culture, global issues and change.
Big Idea (s):
 Latin America is a region of widely diverse physical features, climates and cultures.
 Latin American culture is a product of geography, the natural environment and the history
of the region. Demographic data is a useful tool in analyzing culture, global issues and
change.
 Globalization, urbanization, industrialization and other current issues impact life in Latin
America.
 Groups and societies meet human needs and concerns in diverse ways and are reflected in
the culture of the region.
 . Latin American cultures have strongly influenced U.S. society sometimes leading to conflicts
and misunderstandings.
Essential Question (s):
 How has the geography and history of Latin American influenced the way the cultures of
the region have developed?
 What are the significant global issues that affect Latin America today?
 How does the culture reflect the unique and diverse ways Latin American groups and
societies meet human needs and concerns?
 How do you use demographic data? How can demographic data inform people’s


decisions on global issues?
How has Latin American culture affected the United States?
How is the lack of and access to clean water an issue in the Latin American region?
Learning Outcomes
Students will:
As evidenced by written, oral and/or performance:
Literacy 1. Define and apply key
vocabulary/concepts: colonization, urbanization,
industrialization, immigration, indigenous:
 Paraphrase/summarize
 Compare/contrast
 Classify
 Categorize
 Discuss/explain
 Illustrate
 Demonstrate
 Reflect/relate
 Infer
9.6 Explain how the characteristics of a region
influence how people live and analyze how a
region’s characteristics impact its relations with
the rest of the world. Characteristics
 Geographic
 Historical
 Economic
 Political
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
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Vocabulary journals
Narrative descriptions
2-3 Column Notes (i.e. term/
definition/illustrate/paraphrase/relate)
 Lincs/Frayer
 Visual representation (i.e concept
diagram/map, graph, chart, drawing,
poster, comic strip, cartoon)
 Discussion
 Oral presentation
 Short answer
 Essay
Summary of the geographic, historical,
economic, political and social characteristics.
Interpret
Chart of cause and effects
(H) Honors. Honors students will complete a cross cycle/over trade assignment.
Connecticut Technical High School System
DRAFT Global Studies 08/10

Social
Learning Outcomes
Students will:
As evidenced by written, oral and/or performance:
9.7 Compare similarities and differences in the
ways groups, societies and cultures meet human
needs and concerns:
 Cultural features
o Traditions
o Beliefs
o Values
o Behaviors
 Living conditions of day to day life
 Family structure
 Socioeconomic levels
 Literature
 Arts
 Architecture
A chart comparing and contrasting of two or
more nations, cultures, or economies.
Comparison of the lives of people in the region.
Analyze pictures of life in region.
9.8 Use and analyze maps, diagrams and charts to
interpret physical and human characteristics:
 Identify and locate the major political
and physical features of the region.
 Andes Mts.
 Amazon River Basin
 Rio Grande
 Caribbean Islands
 Central America
 Identify and analyze the demographics of
the region:
o Population
o Language
o Literacy (Education)
o GDP (Economy)
o Ethnic Groups
o Religion
o Government
o Life expectancy
9.9 Describe and analyze current issues in region.
Choose one or more:
 AIDS – Caribbean
 Child labor – Brazil
 Rainforest-Brazil
 Drugs
 Water
 Poverty
 Urbanization
(H) Students will create a mixed media
presentation (instead of a chart) comparing
and contrasting two or more nations, cultures,
and economies of the region.
Create and revise mental maps about people,
places and environments:
 A physical and a political map of
region’s major features.
Evaluation of various pictures, maps, charts
and/or graphs. Photo Analysis using Material
World and text vignette analysis using Global
Eyewitness My World (Daniella, Columbia
Omar, Bolivia; Vinicius, Brazil).
Chart data to
 Classify and categorize
 Formulate descriptions
 Infer
Informative essay on a regional issue:



Use and synthesize a variety of print
and visual sources
Make critical judgments
Support with evidence
(H) Independent research on one of the issues
provided and a 2-3 page informative essay on
that issue.
(H) Honors. Honors students will complete a cross cycle/over trade assignment.
Connecticut Technical High School System
DRAFT Global Studies 08/10



Immigration
Human Rights
Indigenous people
Resources:
World Cultures: A Global Mosaic, Prentice Hall
DK Global Eyewitness My World, Prentice Hall
Contemporary World Cultures, Teachers’ Curriculum Institute
 Activity 1- Mapping and Physiographic Features of Latin America
 Activity 2- Interpreting Demographics of Latin American Countries
 Activity 5- A Conference on the Fate of the Brazilian Rainforest
Building Bridges, National Geographic Education Foundation
Material World, Peter Menzel
Literature From Around the World, Scott Foresman
Nystrom World Atlas, Nystrom Publishing
Compact World Atlas, Dorling Kindersley Publishing
Brief Review in Global History, Prentice Hall
What’s Going On Video/DVD Series, Social Studies Services:
 Child Labor in Brazil
 AIDS in Caribbean
Extension Activity:
Teacher(s) Designed Formative Assessment(s)
TBD at the school level.
Concepts
Students need to know about:
District-wide Trimester Assessment(s)
http://sde-cthsi/DWTA/academic.html
Skills
Students need to be able to do:
Key vocabulary and concepts: colonization,
urbanization, industrialization,
immigration, indigenous
Define and apply, paraphrase/summarize,
compare/contrast, classify, categorize,
discuss/explain, illustrate, demonstrate,
reflect/relate, infer (key vocabulary and
concepts in journals, narratives, notes, visual
representations, discussion, oral presentation,
short answer, essay)
9.6 Characteristics
 Geographic
 Economic
 Historical
 Political
 Social
 Living conditions of day to day life
 Family structure
 Socioeconomic levels
 Clothing
 Food
 Household
Interpret
Make connections
Compare/Contrast (cultures and societies)
(H) Honors. Honors students will complete a cross cycle/over trade assignment.
Connecticut Technical High School System
DRAFT Global Studies 08/10

9.7
Material possessions
Culture
Quality of Life
Standard of Living


Cultural features
o Traditions
o Beliefs
o Values
o Behaviors
Arts, Literature
9.7
Maps, diagram and charts:
Major geographic features
Demographics:
o Population
o Language
o Literacy (Education)
o GDP (Economy)
o Ethnic Groups
o Religion
o Government
o Life expectancy
9.9 Issues of region:
 AIDS – Caribbean
 Child labor – Brazil
 Drugs
 Water
 Poverty
 Urbanization
 Immigration
 Human Rights
 Indigenous people
 Rainforest destruction
Describe (cultures)
Analyze (photographs and vignettes)
Assess (standard of living)
Interpret
Make connections
Compare/Contrast (cultures and societies)
Map (physical and political features)
Analyze (demographic data/charts)
Investigate (issue)
Take and support (a position on issue)
Chart (cause and effect)
(H) Develop (possible solutions)
(H) Honors. Honors students will complete a cross cycle/over trade assignment.