in Mexico By Fulbright Seminar Abroad Mexico-Peru Summer 2008
in Mexico Menomonie Area School District, WI Menomonie Middle School Designer: Subject: Social Studies & English Time Frame: 1 2 weeks Grades: 6 8 Key Concepts: Geographic Regions and People in Mexico Connections to Wisconsin State Standards Social Studies Geography A.8.1 Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place. A.8.8 Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities. A.8.9 Describe how buildings and their decoration reflect cultural values and ideas, providing examples such as cave paintings, pyramids, sacred cities, castles, and cathedrals. A.8.11 Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and suggest possible responses by various individuals, groups, and nations. Political Science and Citizenship C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights. Economics D.8.11 Describe how personal decisions can have a global impact on issues such as trade agreements, recycling, and conserving the environment. Behavioral Science E.8.7 Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society. Language Arts Reading/Literature A.8.1 Use effective reading strategies to achieve their purposes in reading. A.8.3 Read and discuss literary and nonliterary texts in order to understand human experience. A.8.4 Read to acquire information. Writing B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes. p. 2 of 25
B.8.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications. Unit Goals: Use and interpret maps and graphs to answer geographic questions about Mexico s landforms, waterways, and cities. Compare and contrast the life of different groups of people in select regions of Mexico. Understand the class systems in both urban and rural settings with comparisons to our community. Understandings: Students will understand that geography affects lifestyle and culture. Students will understand that class affects lifestyle and culture. Essential Questions: What are the geographic features of specific regions in Mexico? Where are major cities located? What is the climate and vegetation that is located in specific regions? How does geography affect lifestyle and culture? How does class standing affect lifestyle and culture? Students will know and be able to: 1. Cite place, location, and demographics of Mexico. 2. Develop cultural understanding of regions and how it pertains to different socioeconomic groups. 3. Collect and organize data. 4. Synthesize information and communicate findings with differentiated projects 5. Read and interpret maps, graphs, charts, etc. 6. See life from an alternate perspective. 7. Understand that lifestyle and culture is determined by many things, including geography and class. ASSESSMENT EVIDENCE Performance Task: Students will write a RAFT from an alternate perspective graded by a rubric. Students will do map work locating cities, landform, and waterways. Students will analyze climate and vegetation from specific regions. Other Evidence: Assessment of notes taken on short readings Daily check on progress toward final projects Map test on location of cities and major landforms p. 3 of 25
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LEARNING PLAN Materials needed [all handouts are included in this document]: Geography Maps of Mexico political, physical, climate, population density, and vegetation List of cities, landforms, and waterways to label and memorize for Map Test Map test Regional maps of landforms, climate, and vegetation South Central-Mexico City, Southeast-San Cristobal de las Casas, Gulf Coast-Verazcruz/Merida Survey Cultural Study Contemporary Stories of young people in the region South Central-Mexico City, Southeast- San Cristobal de las Casas, Gulf Coast-Veracruz/Merida Notetaking Grid RAFT Organizer RAFT (Roles, Audience, Format, Topic) Sheet Rubric for RAFT Regional photos [not included here; suggested download: Mexico PowerPoint from Galina Tchoulirova s unit on this Web site] Sequence of Teaching and Learning: 1. Present the maps of Mexico (political, physical, climate, population density, and vegetation) to students. Compare maps to discuss issues that affect people s lives, such as: the most comfortable climate, the kind of natural environment that s pleasant, the number of people in the area, etc. 2. Hand out map list for the test. Have students fill in the map. This information will be tested at a later date. 3. Divide students into 3 groups: South Central-Mexico City, Southeast-San Cristobal de las Casas, Gulf Coast-Merida/Veracruz. Hand students in each group the maps (landforms, climate, vegetation) of their region, along with the survey for them to complete. Students will analyze maps and answer questions on surveys. 4. Hand out regional stories. Students will use the notetaking grid to record important information. Show photos of each region. 5. Hand out RAFT organizer and RAFT sheet. Students need to select an identity and audience from regional group choices. Students will then create their RAFT. Grade using the attached rubric. 6. Have students create a Venn Diagram comparing cultures in U.S. and the different regions of Mexico. p. 5 of 25
Political Map of Mexico Source: Perry-Castañeda Map Collection, University of Texas at Austin, http://www.lib.utexas.edu/maps/mexico.html p. 6 of 25
Physical Map of Mexico Source: National Geographic, http://www.nationalgeographic.com/resources/ngo/maps/view/images/mexicom.jpg p. 7 of 25
Climate Map of Mexico Source: Perry-Castañeda Map Collection, University of Texas at Austin, http://www.lib.utexas.edu/maps/mexico.html p. 8 of 25
Population Density Map of Mexico, 2006 Source: Wikimedia Commons, http://commons.wikimedia.org/wiki/mexico?uselang=vi p. 9 of 25
Vegetation Map of Mexico Source: Perry-Castañeda Map Collection, University of Texas at Austin, http://www.lib.utexas.edu/maps/mexico.html p. 10 of 25
Name Hour Geography of Mexico Map Test Locate and label the map with the following key places. 1. Baja California 2. Yucatan Peninsula 3. Eastern Sierra Madre 4. Western Sierra Madre 5. Veracruz 6. Sonora Desert 7. Rio Grande River 8. Gulf of California 9. Pacific Ocean 10. Central Plateau 11. Gulf Coastal Plain 12. Gulf of Mexico 13. Mexico City 14. Merida 15. Cancun 16. Guatemala 17. Belize 18. Puerto Vallarta 19. Cozumel p. 11 of 25
Name Hour Mexico p. 12 of 25
Regional Maps South Central-Mexico City Source: Octavio M. Ruiz, Amy Sanders, and Meredith Sommers, Many Faces of Mexico. p. 13 of 25
Regional Maps Southeast-San Cristobal de las Casas Source: Octavio M. Ruiz, Amy Sanders, and Meredith Sommers, Many Faces of Mexico. p. 14 of 25
Regional Maps Gulf Coast-Veracruz/Merida Source: Octavio M. Ruiz, Amy Sanders, and Meredith Sommers, Many Faces of Mexico. p. 15 of 25
Name Survey Hour You are asked to analyze several locations. Map A shows your area in relation to other regions. Maps B, C and D simply are enlargements of your region. Each of these maps (B, C, and D) contains clues about the landscape, vegetation and climate of your region. 1. Look at map B on your handout. What does this map tell you about the landforms in your region? If you had to choose a place to live based only on the information given in map B, where would it be, and why? (Put a dot on the map) 2. Look at map C. What does this tell you about the climate of your region? Or does it vary? If you had to choose a place to live based only on the information given in map C, where would it be, and why? 3. Look at map D. What does this map tell you about the kind of vegetation in your region? If you had to choose a place to live based only on the information given in map D, where would it be, and why? 4. How do you think people in your region met their physical needs? Fill in the chart. Food Clothing Houses p. 16 of 25
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Notetaking Grid Who is your story about? Where does s/he live? What are some landforms in this area? Describe this person. Describe his/her way of life. How do events in Mexico affect him/her? How does the physical geography (landforms, rivers, plains, plateaus) of this location influence the routines and activities of the people who live in this region? p. 20 of 25
RAFT Organizer This form is to help you organize your RAFT. You need to choose one option from each column of the attached table then complete at least one item under each category on this worksheet. Role: (Role of the Writer) You are You have been asked to Your job is Audience: (Audience for the Writer) The target audience is Your clients are You need to convince Format or Product: (Format of Writing) You will create a You will develop Topic + Strong Verb: (Topic to be addressed) You will inform about You will describe about You will explain about You will persuade about You will (strong verb) about p. 21 of 25
Your RAFT will be graded on quality of information with supporting details, organization and mechanics of paper. RAFT Choose one from each column. Role of Writer Audience Format Topic + Strong Verb Citizen of * South Central * Gulf Coast * Southeast Tourist agent Indian in the city Congress Letter Argue that the U.S. should allow open immigration for anyone who wants to live there. Mexican Government U.S. Government News Column Appeal for a change to NAFTA regulations. Journalist Migrant worker Subsistence farmer Hacienda owner Oil company Rural police force Diary Plea Explain the conditions that cause many Mexicans to be poor. Shop owner President Factory worker (maquiladores) Oil refinery worker Coffee finca owner Rancher Parent Sibling People of Mexico Village people U.S. business Request Instructions Explain one of the geographic regions of Mexico and how it affects lifestyle. Convince someone that the Mexican government needs to do more for its people. Zapatista Mayan Indian in village U.S. citizens Business plan These are only some ideas. If you have others check with your teacher. p. 22 of 25
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Bibliography Buehl, Doug. Classroom Strategies for Interactive Learning. Schofield, WI: Wisconsin State Reading Association, 1995. Cremin, Julie, et al. Geography Alive! Regions and People. Palo Alto, CA: Teachers' Curriculum Institute, 2006. Free blank map of Mexico. About.com: geography. 9 Oct. 2008 <http://geography.about.com/library/blank/blxmexico.htm>. McTighe, Jay and Grant Wiggins. The Understanding by Design Handbook. Alexandria, VA: Association for Supervision and Curriculum Development, 1999. rubistar.4teachers.org. 4teachers.org. 9 Nov. 2008 <http://rubistar.4teachers.org>. Ruiz, Octavio M., Amy Sanders, and Meredith Sommers. Many Faces of Mexico. Minneapolis, MN: Resource Center of the Americas, 1995. p. 25 of 25