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Title / Content Area:The Early History of Chile: Comparing Geography and Culture to the U.S.Developed by:Natalie Arsenault, Director of Public Engagement, Teresa Lozano Long Institute of Latin American Studies, University of Texas at AustinGrade Level:Grades 2–3 (adaptable for use in Grades 6–12)Essential Question:What historical characteristics does the U.S. share with Chile? Contextual Paragraph:In elementary school social studies, students begin to learn about communities, time periods, and primary sources. Primary source images from Chile that focus on exploration, indigenous groups and their customs, hunting, farming, and emerging towns depict a striking resemblance to images from our own history. Students can identify common characteristics of our histories and communities, as well as compare and contrast the two countries. This exercise will help students learn about a different region of the world by placing it in the context of a culture with which they are familiar. Note: All of the Chilean images come from the Atlas of the Physical and Political History of Chile [Plates, Volume 1]: The atlas was produced by Claudio Gay, born in Provence, France, in 1800.?In 1828 the adventurer Pedro Chapuis invited him to come to Chile to teach geography. Gay accepted the offer, and lived in Chile until 1842, working as a teacher and participating in scientific expeditions. Under a contract with the Chilean government, he embarked on a 3 1/2-year expedition to build a registry of the country’s natural resources. The success of this work, which he completed in 1841, earned him honorary citizenship.. Gay’s work earned him fame as a versatile scientist and a talented artist whose etchings captured images of native Indians, landscapes, popular characters, and previously unknown botanical species.Annotated Resource Set (ARS) Resource SetBurial of Cacique Cathiji in Guanegue, May 1835A Machitún (Ceremony to Cure the Sick)Araucanians (Mapuche)Game of Chueca among the AraucaniansValparaísoSantiagoBurial of indigenous leader among the Araucanian (Mapuche) peopleCeremony presided over by a Mapuche shaman, the key figure who dealt with healingPortrait of indigenous people of northern ChileA Mapuche game played with clubs and a wooden ball. Chueca is the Spanish name for the game; the Mapuche call it Palín.View of Valparaíso, on Chile’s coast; the Spanish arrived here in 1536, but it remained a small village until Chile’s independence from Spain, when it became a major portSantiago, now the capital of Chile, was founded in 1541 View of the San Fernando Volcano, lion hunting guanacosAculeu LagoonThe Pines of Nahuelbuta, BirthLaja FallsRoad from Valparaíso to SantiagoCogoti, 1837Chile has hundreds of active and dormant volcanoesCowboy on lagoon south of Santiago, now a popular tourist destination for water sports and outdoor activitiesMapuche people in northern Chile; Nahuelbuta is now a national parkWaterfalls in south-central Chile, with a narrow canyonIt took two days to complete the trip on horseCentral Chile Notes/Comments: Condor HuntGuanaco HuntLa Ca?ada Path, SantiagoDance in the Government House (Casa del Gobierno), Anniversary of Independence (Sep. 18)Death of the Sioux Chief Crazy Horse, Nebraska, Medicine Man Administering to a PatientTraditional condor hunt. A cow or horse is killed and left in a closed area to attract the condor. The hunters let it eat, so that it’s weighed down. They then leave their hiding place, and when the hunters are close, they lasso or throw a net on the condor.Guanacos, members of the camelid family, are native to the Andes. They’ve been hunted since pre-Colombian times; here they are hunted on horseback.Park in the capital cityIndependence was gained in 1810; this celebration is from 1854Sioux men and women follow Crazy Horse's body, wrapped in cloth and tied to a travois, en route to the grave site near Camp Sheridan, Nebraska.A Sioux medicine man sits inside a tepee attending to a patient who lies next to him covered with a buffalo hide. The medicine man looks skyward while holding a rattle in his hand. A pipe is near his feet.76201333500-190518161000 Ute IndiansBall gamesSan Francisco, 1851City of Austin, the new capital of Texas in January 1, 1840Elk and Buffalo Making Acquaintance, Texas"The long detaching rings again writhed in mid-air, and softly descended as he thundered past"Ute man wearing beaded moccasins, fringed leggings, hide shawl, and beaded headband with feathers.A large group of Sioux men and women carry sticks and play a ball game.View of the portAn early view of the city of Austin, looking north across the Colorado River. President Lamar's house is on the right at the top of the hill and the temporary capitol is at the top left. This hand-colored lithograph was based sketch by Edward Hall, a purchasing agent for the Republic of Texas.George Catlin Born: Wilkes-Barre, PA 1796 Died: Jersey City, NJ 1872 oil on canvas 19 5/8 x 27 1/2 in.Smithsonian American Art Museum Gift of Mrs. Joseph Harrison, Jr.Wood engraving from Harper’s Weekly, 1885-444522098000-127019812000-444518097500 Villa of BruleCrossing the PlatteOx train used to transport supplies to Arizona Territory, 1883A View on the Mohawk RiverHunting on the PlainsBear Hunting: close quartersA Lakota tipi camp near Pine Ridge, in background; horses at White Clay Creek watering hole, in the foreground. Ca. 1891.Wood engraving of a wagon train crossing the river, 1859. From Harper’s Weekly.Print shows view of mountains and farmland along the Mohawk River. 1793Man on horseback with rifle riding next to bison. 1871. Bison hunting was a traditional activity of the native groups on the plains, and later taken up by new settlers.Lithograph, 1850–1910 Central Park, the driveA Presidential Reception at the White House, WashingtonLithograph from 1862Illustration from Harper’s Weekly, 1858 Foundations AnnotationsCurriculum ConnectionsSocial Studies: World Cultures, World History, World Geography, U.S. HistoryCurriculum StandardsTexas Essential Knowledge and Skills§113.13. Social Studies, Grade 2(2)??History. The student understands the concepts of time and chronology. The student is expected to: (A)??describe the order of events by using designations of time periods such as historical and present times; (B)??apply vocabulary related to chronology, including past, present, and future.(3)??History. The student understands how various sources provide information about the past and present. The student is expected to: (A)??identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources; and (B)??describe various evidence of the same time period using primary sources such as photographs, journals, and interviews.(6)??Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to: (C)??examine information from various sources about places and regions.(7)??Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to: (B)??describe how natural resources and natural hazards affect activities and settlement patterns; (C)??explain how people depend on the physical environment and natural resources to meet basic needs; and (D)??identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.(15)??Culture. The student understands the significance of works of art in the local community. The student is expected to: (A)??identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage; and (B)??explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.(18)??Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B)??obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts; (D)??sequence and categorize information; and (E)??interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.§113.14. Social Studies, Grade 3(3)??History. The student understands the concepts of time and chronology. The student is expected to: (A)??use vocabulary related to chronology, including past, present, and future times; (C)??apply the terms year, decade, and century to describe historical times.(4)??Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to: (B)??identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains; (D)??describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape; and (E)??identify and compare the human characteristics of various regions.(17)??Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A)?research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources; (B)?sequence and categorize information; (C)??interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting; (E)??interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps.Content & Thinking ObjectivesContent Objective 1: Students will describe aspects of Chilean geography and history.Objective 2: Students will identify common traits in Chilean and U.S. geography and history.Thinking Objective 1: Students will analyze historical images in order to describe geographic, economic, and cultural traits in Chile and the United States.Objective 2: Students will compare and contrast the geographies and histories of Chile and the U.S.Inquiry Activities & StrategiesBegin with the images of Chile, but do not provide background information to students. Discuss images either in small groups or as a class (with images projected on screen). Have students observe the image and describe it. Look specifically at the geography and describe what they see (mountains, trees, volcanoes, etc.). Have them do the same for the people. What are they doing? Why? Have students address the following: How has the scene you see been affected by human activities? How might these activities affect the environment of the place? What brings people to the place in the image? What do you think these people are thinking? Ask students to guess the location and time period of these images, and to explain their answers. Do these images seem familiar (i.e., do they remind us of images from our history)? If so, why?Explain that the images are from Chile and give students a brief overview of Chile’s history.Divide students into small groups. Provide each group with a Chilean image and its companion image from the U.S. (the images are in the same sequential order in this resource set and each Chilean images has an American companion). Have students address: What is the same? What is different? What questions do they have about what they see? How can we find more information that will help us to understand these images better?Assessment StrategiesAsk students to create a short story about one of the images (either Chilean or American) they analyzed. They should incorporate what they learned about geography and history.Have students research the answer to one of their questions (e.g., what is a guanaco?; why did people hunt buffalo?) and write a short report on that topic.As a class, create a Venn diagram comparing Chile and the U.S.Other ResourcesWeb ResourcesSpanish blog about the burial of Cacique Cathiji: Website about the Mapuche: Brief article, in Spanish, about the Claudio Gay’s work in Chile: [18]=i-26-8b57eef8fcaeab62aafc5b8a173192c3 TIME for Kids, Chile Timeline: ; National Geographic Kids, Chile: ................
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