VVSD Bilingual Education
HISTORY AND
CULTURE OF LATIN
AMERICAN
COUNTRIES
SOCIAL STUDIES SUPPLEMENTAL
CURRICULUM
By
CLAUDIA CHAVEZ-MIRANDA
2012-2013
1
VVSD Bilingual Education
INTRODUCTION
History & Culture of the Native Land
As part of our school district Social Studies curriculum and to be in compliance
with ISBE, all K - 12 students will be receiving instruction on the study of their
history and culture of their native land, which is designed to enhance the reading
and writing skills of their native language. This instruction is embedded through
their Social Studies instruction four times throughout the school year. This
curriculum has been developed in alignment with the district’s Social Studies
curricula and aligned to state standards.
** Please note that assessments will be created throughout the school year
2012/2013 and revised during the 2013 summer. 6-12 grades will fully
implement the curriculum and K-5 will be piloting it with the full
implementation in the school year 2013/2014
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VVSD Bilingual Education
TABLE OF CONTENTS
US HISTORY (High School)
PAGES
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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VVSD Bilingual Education
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,
Dominican Republic or Uruguay.
4
VVSD Bilingual Education
Jobs
Foods
Language
Early Native American
People
Indigenous People in the
Present
1.
1.
2.
2.
1.
1.
2.
2.
1.
1.
2.
2.
5
VVSD Bilingual Education
1.
1.
Traditional
2.
clothes
2.
1.
1.
2.
2.
1.
1.
2.
2.
Religion
or Gods
Traditions
or
Holidays
•
•
Students will work in groups, and each student will write a conclusion using the
information from the chart.
Each group will share the conclusion with the class
6
VVSD Bilingual Education
RESOURCES
http://www.cdi.gob.mx/index.php?option=com_content&view=category&id=29
http://tarlton.law.utexas.edu/exhibits/aztec/index.html
http://lanic.utexas.edu/la/region/indigenous/indexesp.html#mexico
ASSESSMENTS
Rubric will be created it throughout the school year (2012/2013)
WORLD GEOGRAPHY
LEARNING TARGETS
17.A.4a Explain how to make and use geographic representations to provide and enhance
spatial information including maps, graphs, charts, models, aerial photographs, satellite images.
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial
patterns and distributions on earth.
• Students will be able to identify by utilizing a map the location of Costa Rica, Bolivia,
Venezuela, Uruguay and Honduras. Students will be able to identify in the same map a
river, a lake, ocean/sea, a mountain, and the country’s capital.
TASKS
•
•
•
•
•
•
Students will work in small groups.
Each group will use the social studies textbook and an atlas to find the location of Costa
Rica, Bolivia, Venezuela, Uruguay and Honduras, one river, lake, ocean/sea, a mountain,
and the country’s capital.
Each country must be colored with a different color (students must provide a
key/legend).
The capital of the country will be labeled with a star (part of the legend).
The rivers, lakes, ocean and sea colored in blue (part of the legend).
The mountains will be identify by using ^^^^ (part of the legend).
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VVSD Bilingual Education
RESOURCES
1. Social Studies textbooks.
2. MAPS FOR THE OVERHEAD: WORLD GEOGRAPY
10 Color Transparencies, Mini-Lessons, and Activities That Teach Essential Map
Skills by Spencer Finch
ASSESSMENTS
•
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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VVSD Bilingual Education
•
Students will be able to explain how WW II affected Mexican people by sharing findings
of a given article.
TASKS
•
•
•
•
•
Students will read with a partner an article about the effect of the WWII in Mexico (see
resources)
Students will list 5 effects of the WWII in Mexico.
The students will be divided in groups of 4. The group must decide which are the five
most important effects of the WWII in Mexico
Each group will share and explain its list.
Each student in the group must participate in choosing the effects and presenting them.
RESOURCES
The Unsung Ally: Mexican Involvement in World War Two. Joining the War, Mexico helps
push the allies over the top. By Christopher Minster, About.com Guide.
http://latinamericanhistory.about.com/od/thehistoryofmexico/a/09mexicoww2.htm
ASSESSMENTS
•
The groups will be assessed as they present their findings from the article.
Civil Rights Era
LEARNING TARGETS
18.C.3b Explain how diverse groups have contributed to U.S. and their own countries social
systems over time.
16.D.4 (W) Identify significant events and developments since 1500 that altered world social
history in ways that persist today including colonization, Protestant Reformation,
industrialization, the rise of technology and human rights movements.
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VVSD Bilingual Education
•
Students will identify one or two ideas from the writings of Martin Luther King, Jr. that
encouraged Latin American Activists such as Cesar Chavez, Dolores Huerta, Bert Corona,
Joan Baez, Rigoberta Menchu Tum, Harry Pacho, Raul Yzaguirre, and Maria Elena Durazo
have contributed to U.S. and their own countries social systems over time.
TASKS
•
•
•
•
Students will work with a partner and they will read about two activists.
Students will explain in writing 2 goals that each activist had to fight for her/his people’s
rights.
Students will compare the two activists with Martin Luther King Jr. using a Venn
diagram.
Each group will present to the class
RESOURCES
http://www.huffingtonpost.com/2012/01/16/latino-activists-leaders-civilrights_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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VVSD Bilingual Education
TASKS
Students:
• Students will watch two videos about the Aztecs and the Spanish Conquistadors.
Students will compare/contrast the Aztecs and Spanish Conquistadors using a Venn
diagram.
• Clothes
• Religion
• Traditions
• Food
• Weapons
Teacher:
To play the video search for The Conquest on the website search window.
• Click on the Aztecs/Topic 1:20 minutes video.
• Click on the Moctezuma and Cortez 5:39 minutes video.
• Students will share their Venn diagram in groups.
RESOURCES
www.history.com
ASSESSMENTS
•
•
Venn diagram must describe 1 example of each category for the Aztecs and Spanish
Consquistadors.
Rubric will be created throughout the school year 2012/2013
World War II
LEARNING TARGETS
16.D.4 (W) Identify the origins and analyze consequences of events that have shaped world
social history including famines, migrations, plagues, slave trading.
11
VVSD Bilingual Education
•
Students will be able to explain how WW II affected Mexican people after reading the
given article of the WWII and what was happening at the time in Mexico.
TASKS
•
•
•
•
•
Students will read with a partner an article about the effect of the WWII in Mexico.
Students will list 5 effects of the WWII in Mexico.
The students will be divided in groups of 4. The group must decide which are the five
most important effects of the WWII in Mexico
Each group will share and explain its list.
Each student in the group must participate in choosing the effects and presenting them.
RESOURCES
The Unsung Ally: Mexican Involvement in World War Two. Joining the War, Mexico helps
push the allies over the top. By Christopher Minster, About.com Guide.
http://latinamericanhistory.about.com/od/thehistoryofmexico/a/09mexicoww2.htm
ASSESSMENTS
•
Assessment and rubric will be created throughout the school year 2012/2013
2nd SEMESTER
Early Native American Peoples
LEARNING TARGETS
16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world
social history including famines, migrations, plagues, slave trading.
16.D.2 (W) Describe the various roles of men, women and children in the family, at work, and in
the community in various time periods an places (e.g. ancient Rome, Medieval Europe, ancient
China, Sub-Saharan Africa).
12
VVSD Bilingual Education
•
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 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
People
Indigenous People in the
Present
13
VVSD Bilingual Education
Jobs
Foods
Language
1.
1.
2.
2.
1.
1.
2.
2.
1.
1.
2.
2.
14
VVSD Bilingual Education
1.
1.
Traditional
2.
clothes
2.
1.
1.
2.
2.
1.
1.
2.
2.
Religion
or Gods
Traditions
or
Holidays
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
15
VVSD Bilingual Education
ASSESSMENTS
Rubric will be created it throughout the school year 2012/2013
16
VVSD Bilingual Education
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-ThePacific-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.
17
VVSD Bilingual Education
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
18
VVSD Bilingual Education
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
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.
4th Quarter
Civil Rights Era
19
VVSD Bilingual Education
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-civilrights_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
20
VVSD Bilingual Education
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.
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 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
People
Indigenous People in the
Present
21
VVSD Bilingual Education
Jobs
Foods
Language
1.
1.
2.
2.
1.
1.
2.
2.
1.
1.
2.
2.
22
VVSD Bilingual Education
1.
1.
Traditional
2.
clothes
2.
1.
1.
2.
2.
1.
1.
2.
2.
Religion
or Gods
Traditions
or
Holidays
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
23
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/
24
VVSD Bilingual Education
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
Name of the
country
research
centered in the
Poster
Date of
independence
Day/Month/Year
Map showing
the 2 countries.
The country got
independent
and the country
was fought to
get
independence
Names of people
involved in the
fight of the
independence
Pictures of the
battles, people,
celebrations.
3
The name of the
country is
centered, big
letters, neat and
legible
The date
includes the
Day/Month/Year
Includes a world
map labeled
clearly showing
the 2 countries
and each
country is
colored in a
different color
Includes three
names of people
from both
countries that
participated in
this event
Includes three or
more pictures
2
The name of the
country is not
big enough, is
not centered
and is messy.
The date only
include the Day
and Month
Includes a world
map colored but
not labeled.
1
The name is
written very
small and untidy
Includes two
names of people
from both
countries that
participated in
this event
Includes two or
more pictures
Includes one
name of a
person from
both countries
that participated
in this event
Includes one
picture
Total
The date only
show the Month
Includes only
the map of the
country
researched.
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.
25
VVSD Bilingual Education
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.
26
VVSD Bilingual Education
•
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.
27
VVSD Bilingual Education
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
28
VVSD Bilingual Education
•
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.
29
VVSD Bilingual Education
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.
30
VVSD Bilingual Education
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
Clothes
Religion
Traditions
Government
Art/Music
31
Mayan Civilization
VVSD Bilingual Education
ASSESSMENTS
•
Students will fill the chart above in base of the rubric below.
3 points
2 points
1 point
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.
Clothes
32
TOTAL
VVSD Bilingual Education
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.
33
VVSD Bilingual Education
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
34
VVSD Bilingual Education
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.
35
VVSD Bilingual Education
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.,
How did the adult arrive to the U.S.
4.
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
36
VVSD Bilingual Education
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
37
VVSD Bilingual Education
RESOURCES
http://www.5min.com/Video/How-World-War-II-Affected-Californias-Mexican-AmericanCommunities-268423721
http://www.5min.com/Video/Mexican-American-Women-in-the-Home-Front-in-World-War-II268423823
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.
38
VVSD Bilingual Education
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
39
VVSD Bilingual Education
•
•
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
CUBA
COLOMBIA
GUATEMALA
PARAGUAY
VENEZUELA
ASSESSMENTS
•
Rubric will be created throughout the school year 2012/2013.
40
Government
Branches
VVSD Bilingual Education
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
41
VVSD Bilingual Education
COUNTRY/CAPITAL
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Argentina/*Buenos Aires
Bolivia/*La Paz
Brazil/*Brazilia
Chile/*Santiago
Colombia/*Bogota
Ecuador/*Quito
Falkland Islands (Malvinas)/*Stanley
French Guiana/*Cayenne
Guyana/*Georgetown
Paraguay/*Asuncion
Peru/*Lima
Suriname/*Paramaribo
Uruguay/*Montevideo
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
42
VVSD Bilingual Education
43
VVSD Bilingual Education
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
44
VVSD Bilingual Education
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 RicaFranklin Chang-Diaz, Colombia-Simon Bolivar, Chile-Pablo Neruda, MexicoGuillermo 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.
45
VVSD Bilingual Education
RESOURCES
the book Nuestro Mundo Curso para Hispanohablantes McDougal Littell.
http://www.factmonster.com/ipka/A0107357.html
ASSESSMENTS
3 points
Includes the full
name of the
famous person in
big legible letters.
Includes the
DAY/MONTH/YEAR.
Includes the name
of the country,
city or town.
Includes
information of the
schools or places
where he/she
studied and the
careers,
certifications that
he/she obtained.
Includes the name
of 3 works 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.
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.
Famous person
Birthday
Education
Jobs
2 points
Includes the full
name of the
famous person in
small letters
Includes the
DAY/MONTH/YEAR.
1 point
Includes only
the first name
of the famous
person.
Includes only
the year.
Includes
information of the
schools or places
where he/she
studied.
Includes the
name of the
career he/she
studied.
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.)
Includes 1
important fact
about the
famous
person’s life.
The poster is
unorganized. It
is messy and
lack of
information.
46
TOTAL
VVSD Bilingual Education
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
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.
47
VVSD Bilingual Education
3rd 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-argentina15328/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
48
VVSD Bilingual Education
•
•
•
•
•
•
•
•
•
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
Mexico
18 years
old
Colombia
Argentina
18 years
old
Driver
License age
Ages children must
attend school
Type of
government
Permit 15
years
old/renew
every 3
months.
License 18
years old.
From 6 to 18 years old
Federal
Representative
Republic
Republic,
Executive
branch
dominates gov.
structure.
Republic
18years old
18 years
old
17 years old
Guatemala 18 years
old
18 years old
Constitutional
democratic
Republic
Costa Rica
18 years old
Republic
18 years
old
49
Flag
VVSD Bilingual Education
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
50
VVSD Bilingual Education
•
•
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
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.
51
Total
VVSD Bilingual Education
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.
52
VVSD Bilingual Education
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.
53
VVSD Bilingual Education
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-worldfactbook/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
54
VVSD Bilingual Education
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-devacaciones-de-medio-ano/#more-336 – article about how the children in Costa Rica
learn how to take care the environment.
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VVSD Bilingual Education
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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VVSD Bilingual Education
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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VVSD Bilingual Education
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.
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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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VVSD Bilingual Education
•
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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VVSD Bilingual Education
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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VVSD Bilingual Education
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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VVSD Bilingual Education
ASSESSMENTS
Assessment/Rubric will be created throughout the school year 2012/2013.
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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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VVSD Bilingual Education
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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VVSD Bilingual Education
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-civicoescolar/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
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VVSD Bilingual Education
.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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VVSD Bilingual Education
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 Day2-Declaration of Independence- July 20th
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VVSD Bilingual Education
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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VVSD Bilingual Education
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
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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VVSD Bilingual Education
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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VVSD Bilingual Education
•
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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VVSD Bilingual Education
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.
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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 0-618-085890
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-civilrights_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, MiniLessons, 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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VVSD Bilingual Education
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-MexicanAmerican-Communities-268423721
27.http://www.5min.com/Video/Mexican-American-Women-in-the-Home-Front-inWorld-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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VVSD Bilingual Education
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 0-61808589-0
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-argentina15328/education-in-argentina-3
45. http://www.factmonster.com/ipka/A0107357.html
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VVSD Bilingual Education
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-worldfactbook/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-devacaciones-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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VVSD Bilingual Education
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-civicoescolar/visor?EDUCARED_SHARED_CONTENT_ID=325435 Peru’s proclamation of
independence
73.http://www.youtube.com/watch?v=sMX7Gd5lSUE Celebration of Mexican
Independence
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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
79