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 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.