Latin America - McDougal Littell · Copyright © McDougal Littell Inc. Latin America: Its Land and History 6 Section 1 (pages 273–277) Daily Lesson Plans Latin America: Physical

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Latin America

Section 1 (pages 273–277)3 Daily Lesson PlansDaily Lesson Plans3

Latin America

Unit Atlas; Data File (pages 140–149)

31

ATLAS OBJECTIVES

1. Describe and locate physical features of Latin America

2. Compare data on the physical geography of Latin America

3. Identify political features of Latin America4. Compare city populations and languages

spoken in Latin America

DATA FILE OBJECTIVE

Examine and compare data on Latin America

Introduce the Unit

__ Before You Read ■■ TE, p. 140

__ Interpreting the Photograph: Machu Picchu ■■ PE, pp. 140–141■■ TE, p. 141

__ Unit Activities: Create a Mural; Conduct a Debate ■■ TE, p. 140

Focus & Motivate

__ Introduce the geography of Latin America ■■ TE, p. 142

Instruct

__ Discuss key questions ■■ TE, pp. 142–146

__ Maps: Latin America: Physical and Political ■■ PE, pp. 142, 144

__ Elevation Profile: South America ■■ PE, p. 143

__ Infographic: Latin America-United States Landmass ■■ PE, p. 143and Population

__ Maps: City Population of Latin America; Languages ■■ PE, p. 145of Latin America

__ Country Profiles: Argentina, Chile, Cuba ■■ TE, pp. 143, 145, 149

__ More About: Tsunamis, The Amazon River, European ■■ TE, pp. 55–57, 59–65Settlement, Native American Languages

Interdisciplinary Links

__ Popular Culture ■■ TE, p. 144

__ Mathematics ■■ TE, p. 146

__ Science/Health ■■ TE, p. 147

RESOURCES

Arkansas PlannerArkansas Social Studies Standards

TCC: 1.3

PPE: 1.6, 2.6, 2.7

SSPS: 2.2, 2.3

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UNIT 332

Lesson Plan for Latin America continued

Differentiating Instruction

__ Less Proficient Readers: Comparing and Contrasting ■■ TE, p. 148

Block Scheduling Options

__ Cooperative Learning: Creating an Elevation Profile ■■ TE, p. 142

Homework Assignments Other Teaching Materials

RESOURCES

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Latin America: Its Land and History


Latin America: Physical Geography

Section 1 (pages 150–159)

33

FOCUS ON GEOGRAPHY OBJECTIVES• To identify the important uses of the Amazon

rain forest• To explain the conflicts surrounding the uses

of natural resources in the Amazon rain forest

SECTION 1 OBJECTIVES

1. To identify Latin America as a culture region andshow the influence of physical geography on Mexico

2. To describe Central America and the formation of the Caribbean Islands

3. To describe important geographic features of South America

4. To explain climate variations in the region

Introduce the Chapter

__ Interpreting the Photograph: Chichén Itzá ■■ PE, pp. 150–151

__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 150

__ Focus on Geography ■■ PE, p. 151

__ Making Geographic Connections ■■ TE, p. 151

__ Reading Social Studies: Reading Strategy— ■■ PE, p. 152Comparing and Contrasting

Focus & Motivate

__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 153and Terms & Names

__ Warm-Up: Making Inferences ■■ TE, p. 153

Instruct

__ Read the section ■■ PE, pp. 153–159■■ Unit 3 In-Depth Resources: Guided Reading, p. 3

__ Discuss key questions ■■ TE, pp. 153, 156–158

__ Strange but True: Eruption Disruption ■■ PE, p. 154

__ Map: Physical Features of Mexico, Central ■■ PE, p. 155America, and the Caribbean

__ Map: The Tropical Zone ■■ PE, p. 158

__ Citizenship in Action ■■ PE, p. 21

RESOURCES


TCC: 1.1, 1.3, 2.1, 2.4

PPE: 1.1, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 634

Lesson Plan for Latin America: Physical Geography continued

Instruct continued

__ Diagram: El Niño ■■ PE, p. 159

__ Critical Thinking Activity: Using Maps ■■ TE, p. 157

__ More About: Earthquakes, Atolls and Coral ■■ TE, pp. 154, 156, 158Islands, Amazon Rain Forest

__ Critical Thinking Activity: Forming and ■■ TE, p. 158Supporting Opinions


__ Citizenship: Preparing a Speech ■■ TE, p. 154


__ Less Proficient Readers ■■ Reading Study Guide, pp. 42–43

__ Students Acquiring English/ESL: Compound Words ■■ TE, p. 156■■ Access for Students Acquiring English, pp. 39, 43■■ Spanish Reading Study Guide, pp. 42–43

__ Multiple Learning Styles: Logical; Visual/Spatial ■■ TE, pp. 155, 157

Integrate Technology

__ Electronic Teacher Tools

__ Test Generator ■■ Section 1 Quiz

__ The World’s Music CD ■■ Track 3: “La banderita”;Track 4: “Pasado-Presente”;Track 5: “La Bamba”

__ Using the Internet ■■ classzone.com

Assess & Reteach

__ Section 1 Assessment ■■ PE, p. 159

__ Section 1 Quiz ■■ Formal Assessment, p. 79

__ Reteaching Activity ■■ TE, p. 159■■ Unit 3 In-Depth Resources, p. 9


__ Skillbuilder Mini-Lesson: Identifying ■■ TE, p. 158Cause and Effect


RESOURCES

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Latin America: Its Land and History


Ancient Latin America


35


1. To identify major ancient civilizations in Latin America and explain the civilization and accomplishments of the ancient Maya

2. To describe the Aztec culture and religion3. To identify features of the Inca Empire4. To explain the effects of Spanish rule

in Latin America

Focus & Motivate



Instruct


__ Discuss key questions ■■ TE, pp. 160, 162, 163, 166

__ The World’s Heritage: Colossal Olmec Heads ■■ PE, p. 162

__ Infographic: Aztec Chinampas ■■ PE, p. 163

__ Technology: 1400 Andean Agriculture ■■ PE, p. 164

__ Spotlight on Culture: Inca Weaving ■■ PE, p. 165

__ Skillbuilder: Finding and Summarizing ■■ PE, p. 167the Main Idea ■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 7

__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 163

__ More About: The Maya Calendar, John ■■ TE, pp. 161, 162, 164Lloyd Stephens, Aztec Gods, Inca Foods

__ Critical Thinking Activity: Using Maps ■■ TE, p. 165


__ Math ■■ TE, p. 165

RESOURCES


TCC: 1.1, 1.2, 1.4, 2.1, 2.2, 2.4

PPE: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.3, 2.4, 2.5, 2.8

PAG: 1.4, 1.9, 2.6

SSPS: 1.1, 1.2, 2.1

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UNIT 3 CHAPTER 636

Lesson Plan for Ancient Latin America continued


__ Less Proficient Readers: Recognizing ■■ TE, p. 161Important Details ■■ Reading Study Guide, pp. 44–45

__ Gifted and Talented Students: Design ■■ TE, p. 163a Travel Poster

__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 40, 44■■ Spanish Reading Study Guide, pp. 44–45

__ Multiple Learning Styles: Visual/Kinesthetic ■■ TE, p. 162



__ Test Generator ■■ Section 2 Quiz■■ Chapter Tests

__ The World’s Music CD ■■ Track 3: “La banderita”;Track 4: “Pasado-Presente”;Track 5: “La Bamba”


Assess & Reteach




__ Chapter 6 Assessment ■■ PE, pp. 168–169

__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 81–92


__ Career Connection: Political Reporter ■■ TE, p. 167


RESOURCES

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Mexico Today


The Roots of Modern Mexico


37

FOCUS ON GEOGRAPHY OBJECTIVES• To help students identify the relationship

between geography and economy• To identify and discuss challenges presented

by the land and climate


1. To explain when and how Spanish settlers arrived in Mexico and defeated the Aztec

2. To describe the changes in New Spain3. To identify the mestizos and other classes

of people living in New Spain4. To explain how Father Hidalgo began

a revolution for independence


__ Interpreting the Photograph: Mexico City’s Zócolo ■■ PE, pp. 170–171

__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 170



__ Reading Social Studies: ■■ PE, p. 172Reading Strategy—Organizing Information

Focus & Motivate



Instruct


__ Discuss key questions ■■ TE, pp. 173–176

__ Connections to Science: Invisible Weapons ■■ PE, p. 174

__ Focus on Visuals: Interpreting Photographs ■■ TE, p. 19and Maps

__ Graph: Population of Mexico in 1810 ■■ PE, p. 176

__ Biography: Father Hidalgo ■■ PE, p. 177

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4,

PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 738

Lesson Plan for The Roots of Modern Mexico continued

Instruct continued

__ Map: Mexican Territory Lost to the ■■ PE, p. 178United States as of 1853


__ Critical Thinking Activity: Comparing ■■ TE, p. 177


__ Speech ■■ TE, p. 177


__ Less Proficient Readers: Comparing and Contrasting ■■ TE, p. 174■■ Reading Study Guide, pp. 48–49


__ Multiple Learning Styles: Visual/Interpersonal ■■ TE, p. 175




__ The World’s Music CD ■■ Track 5: “La Bamba”


Assess & Reteach





__ Skillbuilder Mini-Lesson: Finding and Summarizing ■■ TE, p. 176the Main Idea


RESOURCES

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Mexico Today


Government in Mexico: Revolution and Reform


39


1. To explain the need for reforms in Mexico andunderstand what events led to the end of reform

2. To identify the changes brought about by theMexican Revolution

3. To describe the government of Mexico

Focus & Motivate


__ Warm-Up: Identifying Problems ■■ TE, p. 179

Instruct


__ Discuss key questions ■■ TE, pp. 179, 181, 183

__ Connections to Citizenship: The Mexican Flag ■■ PE, p. 182

__ Map: Mexico’s 31 States ■■ PE, p. 183

__ Focus on Visuals: Interpreting the Map ■■ TE, p. 183

__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 180

__ A Voice from Mexico ■■ TE, p. 182

__ More About: Benito Juárez, Pancho Villa ■■ TE, p. 180, 181


__ Speech/Language Arts ■■ TE, p. 181

__ Art/History ■■ TE, p. 182


__ Less Proficient Readers ■■ TE, p. 183■■ Reading Study Guide, pp. 50–51


__ Multiple Learning Styles: Interpersonal ■■ TE, p. 180

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7

PAG: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9,2.1, 2.3, 2.4, 2.5, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 740

Lesson Plan for Government in Mexico: Revolution and Reform continued






Assess & Reteach





__ Interdisciplinary Link: Speech/Language Arts ■■ TE, p. 181


RESOURCES

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Mexico Today


Mexico’s Changing Economy


41


1. To describe farming systems in Mexico2. To identify the steps that the Mexican

government has taken to support business3. To explain the importance of Mexico’s

natural resources4. To recognize the importance of tourism

Focus & Motivate



Instruct



__ Citizenship in Action: Na Bolom ■■ PE, p. 187

__ Map: Mexican Products, 2000 ■■ PE, p. 188


__ More About: Maquiladoras, Rattleless Rattlesnakes ■■ TE, pp. 187, 189

__ Critical Thinking Activity: Summarizing ■■ TE, p. 188



__ Gifted and Talented Students: Presenting a Product ■■ TE, p. 187

__ Students Acquiring English/ESL: Word Usage ■■ TE, p. 188■■ Access for Students Acquiring English, pp. 47, 53■■ Spanish Reading Study Guide, pp. 52–53

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 1.7, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 2.1, 2.3, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 742

Lesson Plan for Mexico’s Changing Economy continued






Assess & Reteach





__ Skillbuilder Mini-Lesson: Finding and Summarizing ■■ TE, p. 186the Main Idea


RESOURCES

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Mexico Today


Mexico’s Culture Today


43


1. To recognize that Mexico’s culture is a blend of many cultures

2. To explore the factors contributing to the growth of cities in Mexico

3. To describe life in the countryside of Mexico4. To explain the significance of holidays celebrated

in Mexico

Focus & Motivate



Instruct



__ Graph: Mexico’s Urban-Rural Population Distribution ■■ PE, p. 192

__ Spotlight on Culture: Mexican Muralist ■■ PE, pp. 192–193

__ Connections to History: Our Lady of Guadalupe ■■ PE, p. 194

__ Skillbuilder: Reading a Graph ■■ PE, p. 195■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 17

__ Literature Connections: “How Quetzalcoatl Brought ■■ PE, pp. 196–197Music to the World”

__ More About: Architecture, Mexico City ■■ TE, p. 191


__ Language Arts/Writing ■■ TE, p. 192


__ Less Proficient Readers: Building Language Skills ■■ TE, pp. 193, 196■■ Reading Study Guide, pp. 54–55


__ Multiple Learning Styles: Visual/Interpersonal ■■ TE, p. 191

RESOURCES


TCC: 1.1, 1.2, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.4, 2.5

PAG: 1.4, 1.9, 2.4

SSPS: 1.1, 1.2, 2.1

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UNIT 3 CHAPTER 744

Lesson Plan for Mexico’s Culture Today continued






Assess & Reteach







__ Career Connection: Statistician ■■ TE, p. 195


RESOURCES

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Central America and the Caribbean Islands


Establishing Independence


45

FOCUS ON GEOGRAPHY OBJECTIVES• To help students describe the climate and identify

some landforms in the Caribbean Islands• To help students recognize how climate, landforms,

and location affect the tourist industry


1. To explain the impact of colonization on Central America and the Caribbean

2. To explain how the countries of the region gained their independence

3. To identify ways in which the United States has shaped the region

4. To describe the persistence of dictatorships


__ Interpreting the Photograph: Community ■■ PE, pp. 200–201Market in Guatemala




__ Reading Social Studies: Reading Strategy— ■■ PE, p. 202Identifying Problems and Solutions

Focus & Motivate



Instruct


__ Discuss key questions ■■ TE, pp. 203, 205–207

__ Map: Political Map of Central America ■■ PE, p. 204and the Caribbean in 2001

__ The World’s Heritage: Reggae ■■ PE, p. 205

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7

PAG: 1.1, 1.2, 1.3, 1.6, 1.8, 2.1, 2.3, 2.4, 2.5

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 846

Lesson Plan for Establishing Independence continued

Instruct continued

__ Critical Thinking Activity: Recognizing ■■ TE, p. 204Important Details

__ Critical Thinking Activity: Contrasting ■■ TE, p. 205


__ World History/Government ■■ TE, p. 205


__ Less Proficient Readers: Sequencing ■■ TE, p. 206■■ Reading Study Guide, pp. 58–59


__ Multiple Learning Styles: Interpersonal ■■ TE, p. 204




__ The World’s Music CD ■■ Track 4: “Pasado-Presente”;Track 5: “La Bamba”


Assess & Reteach





__ Interdisciplinary Link: World History/Government ■■ TE, p. 205


RESOURCES

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Building Economics and Cultures


47

SECTION 2 OBJECTIVES1. To identify economic challenges faced by

Caribbean nations2. To explain how Central American countries

are attempting to diversify their economies3. To describe influences that have affected

languages, religions, and music of the Caribbean4. To explain the formation of a Central

American culture

Focus & Motivate



Instruct



__ Map: Percentage of Tourism in GDP, 1997–1999 ■■ PE, p. 210

__ Citizenship in Action ■■ PE, p. 210

__ Strange but True: A Language Lives On ■■ PE, p. 211

__ Spotlight on Culture: Merengue ■■ PE, p. 212

__ Skillbuilder: Reading a Political Map ■■ PE, p. 214■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 29

__ Critical Thinking Activity: Recognizing ■■ TE, p. 209Important Details



__ Economics/Math ■■ TE, p. 209

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8,1.9, 2.1, 2.3, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 848

Lesson Plan for Building Economics and Cultures continued


__ Less Proficient Readers: Summarizing ■■ TE, p. 212■■ Reading Study Guide, pp. 60–61

__ Gifted and Talented Students ■■ TE, p. 210

__ Students Acquiring English/ESL ■■ TE, p. 211■■ Access for Students Acquiring English, pp. 56, 62■■ Spanish Reading Study Guide, pp. 60–61




__ The World’s Music CD ■■ Track 4: “Pasado-Presente”;Track 5: “La Bamba”


Assess & Reteach





__ Career Connection: Cartographer ■■ TE, p. 214


RESOURCES

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Cuba Today


49


1. To describe Cuba’s history and its relationship with the United States

2. To identify the effects of communism on Cuba’s economy

3. To describe life in Cuba since the revolution

Focus & Motivate


__ Warm-Up: Analyzing Motives ■■ TE, p. 215

Instruct



__ Connections to Science: Partners Against Disease ■■ PE, p. 216

__ Map: Cuba and Its Capital ■■ PE, p. 219


__ More About: Castro’s Speeches, Cuba’s Economy ■■ TE, pp. 217, 218

__ Critical Thinking Activity: Synthesizing ■■ TE, p. 220

__ Skillbuilder Mini-Lesson: Reading a Graph ■■ TE, p. 218


__ Science/Health ■■ TE, p. 216

__ History ■■ TE, p. 217




__ Multiple Learning Styles: Intrapersonal ■■ TE, p. 219

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7

PAG: 1.4, 1.9, 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 850

Lesson Plan for Cuba Today continued




__ The World’s Music CD ■■ Track 4: “Pasado-Presente”


Assess & Reteach


__ Section 3 Quiz ■■ Formal Assessment, p. 111■■ TE, p. 220

__ Reteaching Activity ■■ Unit 3 In-Depth Resources, p. 33


__ Interdisciplinary Link: Science/Health ■■ TE, p. 216


RESOURCES

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Guatemala Today


51


1. To identify key events and figures in Guatemala’s history

2. To describe Guatemala’s government today3. To identify important aspects of

Guatemala’s economy4. To describe life in Guatemala today

Focus & Motivate



Instruct



__ Dateline: Guatemala City, Guatemala ■■ PE, p. 221

__ Focus on Visuals: Interpreting the Photograph: ■■ PE, TE, p. 222Guatemalan Soldiers

__ Critical Thinking Activity: Comparing ■■ TE, p. 223and Contrasting

__ More About: Jacobo Arbenz Guzmán, ■■ TE, pp. 222, 224Poverty in Guatemala


__ Less Proficient Readers: Taking Notes ■■ TE, p. 223■■ Reading Study Guide, pp. 64–65

__ Gifted and Talented Students: Advising ■■ TE, p. 222the President


__ Multiple Learning Styles: Spatial ■■ TE, p. 224

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PAG: 1.1, 1.2, 1.3, 1.6, 1.8, 2.1, 2.3, 2.4, 2.5

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 852

Lesson Plan for Guatemala Today continued




__ The World’s Music CD ■■ Track 4: “Pasado-Presente”


Assess & Reteach







__ Gifted and Talented Students: Advising ■■ TE, p. 222the President


RESOURCES

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South America


Establishing Independence


53

FOCUS ON GEOGRAPHY OBJECTIVES• To help students identify movement of people

as an important issue in South America today• To help students explain the impact of the

rural-to-urban population shift


1. To examine the impact of European settlement on South America

2. To identify key events in the fight for independence3. To describe governments and population in South

America today


__ Interpreting the Photograph: Amazon River ■■ PE, pp. 228–229and rain forest




__ Reading Social Studies: Reading Strategy— ■■ PE, p. 230Making Generalizations

Focus & Motivate



Instruct



__ Map: European Colonizers of South America, 1500s ■■ PE, p. 232

__ Time Line ■■ PE, p. 233

__ Biography: Simón Bolívar ■■ PE, p. 233

__ Critical Thinking Activity: Distinguishing Fact ■■ PE, p. 232from Opinion

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8

PAG: 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 954

Lesson Plan for Establishing Independence continued

Instruct continued

__ Critical Thinking Activity: Evaluating Decisions ■■ TE, p. 234

__ Interdisciplinary Challenge: Explore the Mysteries ■■ TE, p. 236–237of Chichén Itzá


__ Language Arts/Writing ■■ TE, p. 232

__ Speech ■■ TE, p. 234







__ The World’s Music CD ■■ Track 3: “La banderita”


Assess & Reteach





__ Skillbuilder Mini-Lesson: Reading a Political Map ■■ TE, p. 233


RESOURCES

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South America


Building Economies and Cultures


55


1. To explain how geography affects the economy of a region

2. To identify South America’s natural resources and industries

3. To describe daily life and the arts in South America

Focus & Motivate



Instruct



__ Spotlight on Culture: Gabriela Mistral ■■ PE, p. 239

__ Map: South American Agriculture, 2001 ■■ PE, p. 240

__ Table: Literacy Rate and Life Expectancy ■■ PE, p. 241

__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 239

__ More About: Gabriel Garcia Márquez ■■ TE, p. 242


__ Economics ■■ TE, p. 241


__ Less Proficient Readers: Categorizing ■■ TE, p. 240■■ Reading Study Guide, pp. 70–71


__ Multiple Learning Styles: Linguistic ■■ TE, p. 239

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 1.4, 1.9, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 956

Lesson Plan for Building Economies and Cultures continued




__ The World’s Music CD ■■ Track 3: “La banderita”


Assess & Reteach





__ Interdisciplinary Link: Economics ■■ TE, p. 241


RESOURCES

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South America


Brazil Today


57


1. To identify the regional importance of Brazil’s size and its government

2. To examine Brazil’s economy3. To describe Brazil’s people and culture

Focus & Motivate


__ Warm-Up: Making Predictions ■■ TE, p. 243

Instruct



__ Graph: Key Economies in Latin America ■■ PE, p. 244

__ Strange but True: Can Cars Run on Sugar? ■■ PE, p. 245

__ Map: Population Density of Brazil, 2000 ■■ PE, p. 246

__ Linking Past and Present: The Legacy ■■ PE, pp. 248–249of Latin America


__ More About: Food, Natural Rubber, Cowboys, ■■ TE, p. 248, 249Life-Saving Medicines

__ Critical Thinking Activity: Distinguishing Fact ■■ TE, p. 247from Opinion

__ More to Think About: Making Personal Connections ■■ TE, p. 249


__ Music ■■ TE, p. 248

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 958

Lesson Plan for Brazil Today continued


__ Less Proficient Readers: Interpreting a Graph ■■ TE, p. 244■■ Reading Study Guide, pp. 72–73

__ Gifted and Talented Students: Identifying Problems ■■ TE, p. 246and Solutions

__ Students Acquiring English/ESL: Understanding ■■ TE, p. 245Word Meaning ■■ Access for Students Acquiring English, pp. 67, 73

■■ Spanish Reading Study Guide, pp. 72–73




__ The World’s Music CD


Assess & Reteach





__ Gifted and Talented Students: Identifying Problems ■■ TE, p. 246and Solutions


RESOURCES

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South America


Peru Today


59


1. To identify Peru’s major landforms2. To examine Peru’s struggle for a stable

economy and government3. To describe Peru’s people, daily life,

and culture

Focus & Motivate


__ Warm-Up: Hypothesizing ■■ TE, p. 250

Instruct



__ Map: Physical Features of Peru ■■ PE, p. 251

__ Citizenship in Action: Committee to ■■ PE, p. 253Protect Journalists

__ Skillbuilder: Reading a Time Line ■■ PE, p. 255■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 41


__ Critical Thinking Activity: Summarizing ■■ TE, p. 252


__ Current Events ■■ TE, p. 253




__ Multiple Learning Styles: Spatial/Visual ■■ TE, p. 252

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 1.7, 2.5, 2.6, 2.7

PAG: 1.1, 1.2, 1.3, 1.6, 1.7, 1.8, 2.1, 2.3, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 3 CHAPTER 960

Lesson Plan for Peru Today continued




__ The World’s Music CD


Assess & Reteach







__ Skillbuilder Mini-Lesson: Reading a Political Map ■■ TE, p. 251


RESOURCES

Documents

Latin America - McDougal Littell · Copyright © McDougal Littell Inc. Latin America: Its Land and History 6 Section 1 (pages 273–277) Daily Lesson Plans Latin America: Physical