Monday, February 4, 2013
Monday, February 4, 2013
Georgia Performance Standards:
SS6G1: The student will locate select features of Latin America and the Caribbean.
SS6G4: The student will describe the cultural characteristics of people who live in Latin America and the Caribbean
SS6G3: The student will explain the impact of location, climate, and distribution of natural resources of Mexico, Venezuela, Brazil, and Cuba
Common Core:
| L6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an |
|accurate summary of the source distinct from prior knowledge or opinion |
| |
|L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary |
|specific to domains related to history/social studies |
| |
| |
|L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other|
|information in print and digital texts. |
| |
| |
|LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades |
|6–8 text complexity band independently and proficiently. |
| |
| |
| |
| |
Warm-up: Define: Mulattoes, Mestizos, and Santeria (CRCT Coach Page 32)
What is the main religion in Latin America and the Caribbean?
During the 16th and 17th century, the Europeans forced native people to ___________.
Most native people were wiped out as a result of ____________________________.
Essential Question:
What are the three sources of the cultural groups of Latin America and the Caribbean?
Teacher/Student
Review warm-up
Teacher PP: The Blending of Ethic Groups in Latin America and the Caribbean.
Students will review, discuss, and explain specific questions related to the topic.
Video: United Streaming /Questions
Focus and Culture Project: Students will design a memorial for someone famous that has died or a personal loved one. 1: Brainstorming ideas for the memorial. 2. Begin the poster or foldable memorial.
Differentiation: based on learning ability
Assessment: Discussion and questions
Day of the Dead Activities:
Tuesday, February 5, 2013
Georgia Performance Standards:
SS6G1: The student will locate select features of Latin America and the Caribbean.
SS6G4: The student will describe the cultural characteristics of people who live in Latin America and the Caribbean
SS6G3: The student will explain the impact of location, climate, and distribution of natural resources of Mexico, Venezuela, Brazil, and Cuba
Common Core:
| L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary |
|specific to domains related to history/social studies |
| |
| |
|L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other|
|information in print and digital texts. |
| |
| |
|LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades |
|6–8 text complexity band independently and proficiently. |
| |
| |
| |
| |
Warm-up: What are some problems with ethnic groups in Latin America and the Caribbean? Page 32
Essential Question:
How is the “Day of the Dead” an example of blended culture?
Teacher/Student
Review warm-up
Review “Day of the Dead” project
“Day of the Dead”
Students will apply what they have leaned about “Day of the Dead” to design/create their own family memorial or one for a famous person who has died.
Differentiation: based on family or person interest
Assessment: Discussion, essential question, warm-up, and project
Day of the Dead Activities:
Wednesday, February 6, 2013
Georgia Performance Standards:
SS6G1: The student will locate select features of Latin America and the Caribbean.
SS6G4: The student will describe the cultural characteristics of people who live in Latin America and the Caribbean
SS6G3: The student will explain the impact of location, climate, and distribution of natural resources of Mexico, Venezuela, Brazil, and Cuba
Common Core:
| L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary |
|specific to domains related to history/social studies |
| |
| |
| |
| |
| |
|LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the g |
|L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other|
|information in print and digital texts. rades 6–8 text complexity band independently and proficiently. |
| |
| |
| |
| |
Essential Question: How is the “Day of the Dead” an example of blended culture?
Warm-up: CRCT Coach Page 32/paragraph four
Students will explain the blending of cultures and the Day of the Dead in a paragraph
Student Centered:
1. Students will brainstorm and share personal memories of deceased family members or friends
2. Students will design a “Day of the Dead” memorial for a loved one.
Differentiation: Activities 1 and 2 based on family or personal interest
Assessment: Discussion, essential question, warm-up, and projects
Day of the Dead Activities:
Thursday, February 7, 2013
Computer Lab
SS6G4: The student will describe the cultural characteristics of people who live in Latin America and the Caribbean
L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Learning Activities:
1. Study Island: Latin America and the Caribbean 10 questions
2. CIA Gov. The Geography of Mexico, Brazil, Cuba, and Venezuela Facts
3. National Geography Kids Online Videos
Differentiation: Technology
Assessment: Study Island
Friday, February 8, 2013
SS6G4: The student will describe the cultural characteristics of people who live in Latin America and the Caribbean
Student Centered:
1. Students will brainstorm and share personal memories of deceased family members or friends
2. Students will design a “Day of the Dead” memorial for a loved one.
3. Student will read page 33 “The Languages of Spanish and Portuguese in Latin America and the Caribbean. SS6G4: The student will explain why Latin America is a region based on the languages of Portuguese and Spanish.
Students will write and answer questions 57-64 after reading.
Students will analyze the map on page 35. Students will determine and apply their knowledge of the map by answer questions 61-64
Differentiation: Activities 1 and 2 based on family or personal interest
Assessment: Discussion, essential question, warm-up, and projects
Day of the Dead Activities:
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