South America Lessons
The main focus of our South America I Can Statements is broken into three main sections.
The first section has students studying the geographic regions and features of South America. (Students will be able to use and understand maps, graphs and charts. The will be able to identify key physical features and understand how physical characteristics influence the way people live in South America)
The second section has students looking at deforestation and dependence on natural resources. (Students will be able to explain the effects of deforestation on the people and environment of the Amazon basin. Students will also see the connection between having natural resources and being developed enough to produce goods with those resources.
The Third section has students examining the cultural characteristics of South America. (Students will look at the characteristics of the different peoples of South America and indentify the impact of their art, architecture, music and literature.)
Major Activities:
Geography/Landforms/Physical Features Study:
Mapping
Students will complete an South America As Seen map to start the unit to elicit background knowledge. Then, they will complete a physical and cultural map of South America using Mike's large laminated desk maps and the maps in the social studies book.
Video---Worlds's Best: South America
This Jeff Corwin video found in United Streaming introduces students to the different physical regions of South America. Each region is introduced through it's landforms, temperatures and animals. It is highly motivating for students. A viewing guide is posted in Blackboard.
After completing the viewing guide, students will create an informational flyer that introduces one specific region to viewers. An informational flyer grading rubric is also posted in Blackboard. Emphasis should be placed on communicating information through visuals and through short bits of text.
Deforestation Mini Study (Made by Bill)
South America--particularly the Amazon Rainforest--is being destroyed by deforestation. Poor farmers are cutting down trees at an alarming rate in order to make room for more crops. This is causing worldwide concern because the Amazon Rainforest is one large carbon sink. Destroying the Amazon means our world will be incapable of absorbing the increasing amounts of carbon that we're pumping into the atmosphere.
As an introduction to Rainforests, students will view the Brainpop video on rainforests (http://www.brainpop.com). There is a viewing guide to accompany this brainpop presentation posted in Blackboard. What makes this video a good introduction is it explains how the rainforest is valuable to humans and the many ways that it is being destroyed.
To continue studying deforestation, students will work through four web-based videos/articles/activities that will introduce them to the challenges of deforestation. A handout to guide student thinking through this activity will be posted in Blackboard. The websites for each activity are:
State of the Earth: Land
An interesting National Geographic video that introduces students to the concepts of desertification and deforestation. While the video doesn't specifically mention the consequences of deforestation in South America, the content and the concepts are introduced in a logical way and can be easily transferred to conversations around the remaining activities in this deforestation mini-study.
Timber Today or Climate Tomorrow
http://news.bbc.co.uk/1/hi/sci/tech/7136301.stm
(Note: Adapted text is posted in Blackboard)
A neat BBC article that studies the impact that deforestation is having on the rainforest of Malaysia. Includes a link to a collection of embedded video clips that explore both the rainforest and the challenge of deforestation. Specifically addresses the fact that developing countries often feel like they have no other choice than to cut down their rainforests because it is the only natural resource that they have to make money from.
Good for discussing the differences between developed and developing economies---and for tackling the concept that economic well-being in a country is often determined by access to natural resources. Introduces the idea of asking the world community to pay developing countries to protect their forests---trying to make it more valuable to developing nations to keep their trees than it is to cut their trees.
Plan to show the embedded video to the students first and then have them read the article and make active reading comments on their own or in pairs. A Word Doc version of the article complete with Blue Diamond style questions is posted in Blackboard.
Nearly Treeless Haiti Replants
A neat National Geographic video that discusses deforestation in Haiti---which has seen its once lush tropical forests literally destroyed by deforestation. In Haiti, the leading cause of deforestation are individuals who are struggling to survive. They cut down trees and burn them to make charcoal, which they then sell in the marketplace for fuel.
Farming the Amazon
http://science.nationalgeographic.com/science/earth/habitats/last-of-amazon.html
(Note: Adapted Article text posted in Blackboard)
This National Geographic article introduces students to the challenges faced by individual residents living in the Amazon Rainforest. Their determination to protect their land is often overwhelmed by the size of the area to protect---and by their own need to make a profit on the farming crops that can be grown in place of the rainforest. Particularly interesting are the statistics included that detail the destruction of the rainforest and the explanation of other companies that are profiting off of the farming in the Amazon. Can you say John Deere?
Dependence on Natural Resources Mini Study (Made by Bill/Mike)
Venezuelan Oil: If we can come up with an activity that shows how Hugo Chavez has taken complete control of his country and has way too much power, but gets away with it because Venezuela is wealthy on oil, that would be a cool lesson. Comparing the attitudes that people have towards Hugo---even though he's a dictator---and linking that to their oil wealth would address these goals.
Bolivian Farmland: If we can come up with an activity that talks about Evo Morales's plans to take land from the rich and give it to the poor in his country, that would also address this objective. Evo's intent is to make up for the land that was taken from the indigenous people in his nation by European settlers years ago. Because of those actions, the indigenous people have always been poor---because they didn't have access to farmland.
This article talks about an American who bought land in Bolivia years ago and is now deep in the battle between the government in the West and the wealthy landholders in the East.
http://www.nytimes.com/2008/05/09/world/americas/09bolivia.html
Cultural Characteristics Mini Study (Made by Mike)
The cultural diversity in South America is great. The intermarrige between European conquors and indiginous tribes has created a very interesting "melting pot" society in every single country in South America. Each group in South America has an interesting history and culture that we will look at in this mini lesson.
Material World Venn Diagram: Have students explore the lives of Brazilians and Argentinians by looking at the family descriptions in the Material World book. While looking at the lives of these families, have students complete a Venn Diagram that emphasizes similarities and differences. A handout for this activity is posted in Blackboard.
Video--World Geography: South America
Video - Globe Trekker (Peru)
Inference note taking handout
Machu Picchu/Elgin Marbles Debate - should the artifacts found at Machu Picchu be returned to Peru or kept in the vaults of Yale University?
http://news.nationalgeographic.com/news/2007/09/070920-inca-video.html
http://www.nationalgeographic.com/treasure-wars/egypt-treasure.html
Consider having the kids complete a Venn Diagram comparing the theft of the Elgin Marbles and the theft of the artifacts at Machu Picchu.
Similarities: Both were treasured artifacts of an ancient civilization that weren't cared for by the home nations. Both were falling into disrepair. Both were "plundered" by explorers from richer, developed nations. Both are still held by those nations.
Differences: Time period. Elgin marbles are actual pieces of a building. Machu Picchu remnants are left overs from life--vessels, bowls, etc. Elgin marbles are older. There is actual documentation that shows that the Machu Picchu remains were supposed to be cataloged and returned.
At bottom of the Venn Diagram sheet (posted in Blackboard), students will explain what they think should happen to both sets of artifacts. Possibilities include returning them to their home nations or keeping them for protection. Some people in the UK argue that Greece is incapable of caring for the marbles properly, so to protect them from a historical standpoint, they should remain in the UK.
Book Study - Jaguar
Logbook (created by Mike)
Students will create a logbook to capture information from each chapter. Students will need to have at least one entry for each chapter. The are 28 total chapters. Twenty five numbered chapters and a chapter called before and after. The logbook should follow the following format...
Project Selection Chart (made by Bill)
Students will select a project to complete on this novel from a range of differentiated choices. Project time can be used to provide center activities or spacing time during class. The main project sheet is posted in Blackboard. There is a separate sheet for advanced (level E) and regular classes (level R).
Extra Activities: