Mexico: Physical and Climatic Lesson
Guatemala, Honduras, El Salvador, Nicaragua, and Costa Rica: Physical and Climatic Lesson
Guatemala, Honduras, El Salvador, Nicaragua, and Costa Rica: Cultural Lesson
GRADE SEVEN DIVERSITY OF HUMAN LIFE UNIT
Cultural Backgrounds and Opportunity Lesson
Customary Dress of Cultures Lesson
Discrimination and Racism Lesson
GRADE SEVEN GLOBAL LAND AND WATER FORMS UNIT
Pre-Land Form Project Assignment
Global Land and Water Forms Unit Test
GRADE EIGHT ANCIENT MESOPOTAMIA UNIT
Development of Writing Assignment
Mesopotamian Fashion Assignment
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What is Latin America?
Latin America is described as the area south of the U.S. that was once colonized by Spain and Portugal but is now largely independent.
Its topography, ecosystems, land use, and population are extremely varied.
Some generalizations about the region can be made. They include a mixed Latin/Native American cultural tradition, tropical climates and eco-sysytems,
subsistence or market-crop farming economies, underdeveloped or slowly developing industries, and rapidly increasing populations.
Partial exceptions to those patterns are Mexico, Brazil, and Venezuela, with their rich mineral resources and developing industries.
Rapidly increasing growth rates tend to off set these gains.
Argentina and Uruguay on the other hand, have smaller, slower growing, and thus more affluent, populations.
As you can see we are going to be examining places and peoples that are quite different from those we know in North America.
Not only will the environments be different, but also the levels of technology and the types of culture will be different from those we know.
Hand out an atlas to each student.
Discuss varied physical features in various political areas.
Andes Mountains.
Have interfered with linkages - railroads can only cross the continent in a few places.
Roads are somewhat better, but generally on a local level.
Air transportation has grown quickly.
Amazon Basin -Rain Forest - Selves Rain Forest.
Climate in the rain forest region?
Atacama Desert - desert region very near rain forest.
Vegetation?
Discuss varied climate in the region.
Area varied in climate zones from Humid and tropical to Highland zones.
Everything in between except sub-arctic.
Discuss varied population densities.
Huge interior section of continent of South America uninhabited.
Zones of populations are major cities.
Poverty?
Slums?
Discuss varied economy of the region.
The economy of a region can tell us about the occupations of its population.
All walks of life represented.
Hunting and gathering by tribes and Nuclear power plants.
Assignment for remainder of class.
Write a definition of Latin America from the information you have received.
Five sentences (Reminder: neatness, grammar, and spelling).
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Physical and Climatic Lesson
Land And Climate:
14th largest country in the world.
About 1/5th the size of U.S.
The land encompasses desert, tropical alpine, and temperate regions.
The central plateau is bordered by 2 mountain ranges.
Mesa Central is a high plateau in the heartland of Mexico that is highly populated.
The Sierra Madre Oriental on the east and the Sierra Madre Occidental on the west.
This situation causes cold air fronts to case great drops in temperature and increased rainfall during the winter season.
So, if you were to visit you would need a sweater in the evening in Mexico City.
Coastal regions of the Baja California, and Yucatan Peninsula.
Northern areas drier.
History And Government:
A long line of advanced Indian civilizations, ending with the Aztecs who were conquered by the Spanish in 1519.
Spanish conquest - how strange, to the Aztecs, the Spanish must have appeared on their horses. Must have looked like gods to the Indians.
I once read somewhere actually that the Spanish tried very hard not to appear before the Aztecs off of their horses because they were trying to continue the allusion of being part man and part beast.
Independence was achieved in 1821.
Although political freedom is allowed and opposition parties do exits, the Institutional Revolutionary Party
has dominated since 1946.
Mexico is characterized by a federal government with an executive, legislative, and judicial branch.
The president and the legislators are chosen by direct elections.
Voting age is 18.
The military does not play a significant role in the government.
Economy:
Many improvements in Mexico in the last 50 years.
Mainly due to petroleum industry.
Recent troubles with high economic debt.
Mexico is still predominantly an agricultural nation.
At the same time cities are rapidly growing.
Chief crops are corn, cotton, wheat, coffee, and sugarcane.
It is the fourth largest producer of coffee in the world.
Transportation:
Only 5 % of population own cars.
Cars are more common in Mexico City.
Mexico City has popular public transportation services.
Buses are inexpensive and plentiful.
Extensive subway system.
Taxis service popular.
Population:
Most pressing problem is population explosion.
In 1900 Mexico had six cities with 50 000 people or more.
They made up 5 % of the total population.
By 1970, it had 60 cities that size.
People in cities made up almost 40 % of the total population.
The largest city is the capital Mexico City.
11th largest in the world.
Approximately 60 % of the population are Mestizos (mixed Spanish and Indian blood),
30 % of the population are Predominantly or pure Indian, and 9 % are of European ancestry.
Most Mexicans tend to identify with their Indian as well as Spanish heritage.
Series of problems to discuss with class.
Posse problem and Solution.
Ask class to come up with objection.
Problem: Crowding.
Solution: Decrease migration to the cities by improving rural farm conditions.
Then people will not want to leave their home areas.
Objection: How can the government do this?
There is not enough land for everyone who wants it.
People and government are poor and successful farming takes a great deal of money.
Problem: Crime and unemployment.
Solution: requiring work permits to live in the city can reduce Crime.
Therefore people in the cities must prove they are employed.
Objection: Keeping records and making sure illegal permits are not printed would take more
clerical workers and a larger police force.
The country could not afford to enforce the policy.
Problem: Slums.
Solution: Slow down the number of houses being built and plan them more carefully.
Objection: This is ineffective since most new immigrants cannot afford to live in good housing.
They plan to live in temporary dwellings of clay blocks, wood, and scrap metal.
Problem: Pollution.
Solution: Put factories in rural areas.
Objection: Most workers are services are in the cities not in the rural areas.
It is very difficult to change this pattern.
Conclusion:
Many other countries have tried the job of slowing down migration to the cities, usually unsuccessfully.
Generally speaking, no one has yet come up with a solution to the problem of rapid urbanization.
1. Mexico is the__________largest country in the world.
2. The land encompasses desert,__________, and temperate regions.
3. This area was ruled by a long line of advanced Indian civilizations, ending with the who were conquered by the in 1519.
4. Mexico is characterized by a__________government with an executive,__________, and judicial branch.
5. Mexico is still predominantly an __________nation.
6. At the same time__________are rapidly growing.
7. Chief crops are__________,__________,__________, and sugarcane.
8. One of the most pressing problems in Mexico is the__________explosion.
9. People in cities made up almost__________% of the total population.
10.The largest city is the capital__________.
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Mexico
Culture Lesson
Customs And Courtesies:
Greetings:
Nod, handshake, hug between long-time friends.
Women often greet each other with a kiss on the check.
Generally very friendly and polite people.
Eating:
Both hands above the table.
Guests should not leave directly after a meal.
Food purchased at a street vender should be eaten before leaving.
When eating spicy-hot foods one should eat bread, rice or beans rather than water to relieve the burning sensation.
Gestures:
"No" can be indicated by moving the hand from left to right with the index finger extended and palm outward.
A common way to beckon someone is with a "Psst-Psst" sound, which is not considered impolite.
If someone sneezes Mexican say "Salud" which means good health.
General Attitudes:
The Mexicans' concept of time is less precise than in Canada, although this is changing.
Generally, Mexicans feel that individuals are more important than schedules.
If a visitor stops to chat unexpectedly people generally will stop to talk no matter how it takes.
Business contacts are often made during the two-three hour lunch break.
These are social meetings for the most part, with business being conducted in the last few minutes.
Giving gifts is important.
Serenading is still popular, especially on special occasions such as birthdays or Mother's Day.
Very patriotic and proud of their country.
Young men must spend one year in the military with one day a week in class.
Language:
Official language is Spanish.
Other languages used are English, Aztec, Maya, Otomi, Zapotec, Mixtec, Arabic, Chinese, and Yiddish.
Over 150 other Indian dialects are still used in various parts of Mexico.
Religion:
97 % of country profess Catholicism.
The Catholic Church is very much a part of the culture, attitudes, and history of all Mexicans.
Social and Economic Levels:
Large disparity between rich and poor.
Approximately 40 % of population of the nation's income goes to the richest 10 % of the population.
Average income provides for few luxuries.
Few homes in smaller cites have phones.
Most homes have radios and TVs.
Holidays:
Holidays include the celebration of the victory over the French army in 1867 and independence from Spain on 1810.
Religious holidays include the Appearance of the Virgin of Guadeloupe at which time people from all over the country make pilgrimages to
Mexico City to worship at her shrine.
Health:
Water is drinkable in most cities.
In smaller towns and rural areas bottled water or soda pop is more reliable.
Medical facilities are good in urban areas.
Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica
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Physical and Climatic Lesson
Guatemala:
Land And Climate:
Smaller than the state of Tennessee.
Approximately two thirds of country is mountainous and volcanic.
Rich forests in northwest.
May to November rainy season.
November to May dry season.
Pleasant spring-like weather all year around.
History And Government:
Mayan empire flourished until 1100's.
1524 - 1821 under Spanish rule.
Military dictatorship has been predominant form of government.
Economy:
Poor country.
Major world producer of coffee.
Population:
8.3 million.
Most populous country in Central America.
59 % of population Ladinos a mix of Mestizos and westernized Indians.
Honduras:
Land And Climate:
Just larger than the state of Tennessee.
Swamps, mountains, forests cover eastern cast called the Mosquita.
Climate varies with altitude.
Higher on the coasts and lower in the mountains.
Rainy season extends from May to December.
History And Government:
Columbus gave Honduras its name in 1502.
Independence from Spain in 1821.
Military leaders ruled from 1964 -1982.
1986 first peaceful civilian transfer of power in 26 years.
Economy:
One of the least developed countries in Central America.
Economy based on agriculture.
Bananas are most important export.
Population:
Only about 30 % of population lives in cities.
90 % of population Mestizo.
El Salvador:
Land And Climate:
Smaller than Massachusetts.
Two mountain ranges, many hills, and a plateau.
Tropical climate in lowlands and temperate in the mountains.
Earth quakes frequent.
Precipitation usually in evening.
History And Government:
Former area of Aztecs.
Has been under Spanish, Mexican, and Cuban dictatorships.
1984 first civilian elected president in 52 years.
Population:
Most densely populated country of Central America.
40 % live in urban areas.
Nicaragua:
Land And Climate:
The largest country in Central America.
Warm and humid climate.
Tropical rain forest in the east.
History And Government:
Discovered by Columbus.
Ruled by Guatemala until 1821.
Dictatorship for government.
Economy:
Largely undeveloped natural resources and hydropower sources.
Leading crops cotton, coffee, sugar cane, beans, rice, corn, and cattle.
Population:
40 % of population involved in agriculture.
80 % live on pacific side of country.
70 % Mestizo.
Costa Rica:
Land And Climate:
60 % of land covered in forest.
30 % used for agriculture.
Weather is hot on the coastal lowlands, temperate in the highland plateau and cool in the mountains.
History And Government:
Discovered by Columbus in 1502.
One of the most stable democratic governments in Central America.
Economy:
One of the most prosperous countries in Central America.
Coffee and bananas are most important crops.
Tourist industry increasing in importance.
Foreign aid has helped to build highways and electric power plants.
Population:
96 % of population Spanish or Mestizo.
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Guatemala:
Customs And Courtesies:
Greetings:
Smile, shake hands is appropriate.
Respect is shown in calling someone Senor.
Gestures:
Most common gestures such as O'k should be avoided.
A fist with the thumb sticking out between the index finger is a vulgar sign.
The open hand is used extensively in gesturing.
Stretching and picking one's teeth are impolite in public.
General Attitudes:
Proud of their country.
Punctuality is admired but not strictly observed.
When speaking eye contact and smile is important.
Language:
Spanish is official language.
English understood in tourist centers.
Indian languages spoken are Quiche, Kekchi, Mam, and only males learn to speak Spanish.
Religion:
Roman Catholic religion of majority.
Freedom of religion.
Religious groups from all denominations do missionary work throughout the country.
Social and Economic Levels:
Family incomes vary from $325.00 average to $70.00 average per month.
Father usually works.
Poor must have mother and children work.
Holidays:
Many religious celebrations.
Firecrackers used to celebrate.
Health:
Health care poor by our standards.
Honduras:
Greetings:
Women seldom shake hands.
It is best to use official title of Senor or Senora when first meeting someone.
Gestures:
Hand and body language important.
Touching the finger below the eye warns caution.
Clasping both hands usually means approval.
General Attitudes:
Limited social mobility.
The influence of friends to cut through red tape is a way of life.
Language:
Spanish is official language.
Religion:
97 % of population Roman Catholic.
Social and Economic Levels:
65 % of population are considered lower class.
Income less than $70.00 a month.
Only 20 % of homes have electricity.
Holidays:
Country wide and regional fiestas.
Health:
Health care poor by our standards.
El Salvador:
Greetings:
Hand shake to adults and children.
Important to show respect to the elderly.
Gestures:
Hands and head gestures used often in conversation.
Not appropriate to point your finger at someone.
General Attitudes:
Famous for their hospitality.
Known as hard workers.
Eye contact important in conversation.
Language:
Spanish is official language.
English also spoken.
Religion:
100 % of population Christian.
97 % Roman Catholic.
Social and Economic Levels:
Three classes: Upper, Middle, and Lower.
60 % of population belongs to lower class.
20 % in absolute poverty.
Only 4 % of country's income go to the poor.
Holidays:
Many colorful festivals around the country.
Religious and secular holidays.
Health:
Aided by government and foreign investment.
Services have barely kept up with population growth.
Nicaragua:
Greetings:
Como esta? How do you do?
Men greet with a hearty handshake.
Women kiss on the cheek.
Full attention and eye contact made.
Gestures:
Most common to Canada.
Avoid making a fist with the thumb protruding between the middle and index finger.
General Attitudes:
Honor is important and defended.
Family is foundation of society.
Machismo, the idea that men are more important than women is prevalent.
Punctuality not always observed.
Language:
Spanish is official language.
English and local Indian dialects spoken.
Religion:
95 % of population belong to the Roman Catholic Church.
Very devout.
Social and Economic Levels:
Housing shortages common.
Most live in shakes of palm leaves.
Holidays:
Christmas, Easter, New Years Day, and Independence Day are important holidays.
Health:
Below standards in Canada.
Better quality care only available in cities and towns.
Costa Rica:
Greetings:
Women friends greet with a kiss on the cheek and men always shake hands.
Rural people often bow and tip their hats in greeting.
Gestures:
Hand gestures are often used in conversation.
Avoid making a fist with the thumb protruding between the middle and index finger.
General Attitudes:
Personal honor very important.
A land of courtesy, domestic enterprise, honesty, and gentleness.
Perception of time quite relaxed. Also eye contact not always necessary.
Language:
Official language is Spanish.
English also frequently spoken.
Religion:
Roman Catholic Church is official church.
No support from government.
Religious freedom.
Social and Economic Levels:
Most own homes.
Land in cities is expensive.
Few people are excessively rich or poor.
Most people are middle class.
8 % of population live in absolute poverty.
Holidays:
New Year's Day, Feast of St. Peter and St. Paul, Central American Independence Day are examples of important holidays.
Health:
Medical facilities are on a high level in most cities.
Costa Rica has one of the lowest death rates in the world.
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Columbus arrived in the Caribbean Sea and thought he was in India.
He called them the "Indies" and it is sometimes called the West Indies.
Do you think there are a lot of islands in the Caribbean? Guess how many?
More than 7,000 islands.
Are divided into three groups.
The northern chain is called the Bahamas.
They are built up from the ocean floor on coral and limestone.
The Greater Antilles are the larger islands of Cuba, Jamaica, Puerto Rico, and Hispaniola.
They are the tops of underwater mountain ranges.
The Lesser Antilles are the smaller islands that circle south from Puerto Rico to Venezuela.
These were formed from underwater volcanoes.
Some are still active to day. This might seem like a long time ago but actually in 1902, Mnt. Pelee (puh LAY),
on the island of Martinique erupted and killed about 40,000 people.
Earliest inhabitants were Indians.
Today most inhabitants are descendents are of English, French, Dutch, and Spanish colonists and Africans who
were brought to America as slaves.
Most islands have a black majority.
The dress, food, music, and buildings reflect African culture.
However, in Cuba and the Dominican Republic, about half of the descendents are European.
The culture is largely Spanish.
Some islands represent other heritages.
Ex. Haiti once belonged to the French and so the language spoken in Haiti is French.
Islands such as the Bahamas, Jamaica, Barbados, Grenada, Trinidad, and Tobago
speak English because these islands were part of the British Empire.
Dutch is spoken in Aruba, which belongs to the Netherlands.
With all the different languages spoken in the area, how do the islands communicate?
English combined with local dialects are the language of trade and commerce among the various ethnic groups.
These countries rely heavily on agriculture for most of their income.
Sugar cane is a big cash crop in Cuba, the Dominican Republic, and Puerto Rico.
What is a cash crop?
A farm product grown for profit.
What does that mean for the economy?
What happens when the price of sugar rises? When it falls? Heavy dependency on one crop.
Risky business.
Coffee in Haiti makes up over 3/4th of the country's trade.
Actually coffee trees grow wild in Haiti.
Jamaica and Martinique grow bananas.
Tobacco from Cuba. Cuba cigars.
Other income sources include very few industries.
Some examples include Cuba, which has deposits of nickel,
and manganese ore and factories to refine them.
Jamaica is building factories to process bauxite.
Aluminum is made from bauxite.
One of most important businesses of the area is tourism.
Large numbers of people, especially North Americans, visit each year.
If tourism should stop, the economies of many countries in the region would suffer.
The U.S. is the largest trading partner for the Caribbean Islands.
Cuba is the exception. Why is Cuba the exception?
IN CONCLUSION:
Discuss:
What are three ways to group the islands of the Caribbean?
Which islands in each group?
What major cultures are found?
What are three major cash crops grown in the area?
Where are they grown?
Why is tourism so important?
Brazilians greet with a handshake.
In North America w shake a really hearty handshake.
Brazilian handshakes are somewhat less firm.
Women customarily touch cheeks and kiss the air.
Brazilians never whistle at people, but to get someone's attention they use psst.
Which other culture does that?
The American o'k sign is an inappropriate gesture.
Instead they use thumbs up to show approval.
They call each other with their palms down.
Brazilians are generally friendly and warm.
They can also be according to our North American culture quite opinionated.
Sometimes a traveler might see a Brazilian argue his opinion or convictions so vigorously
that this foreigner might believe they are angry.
Portuguese is the official language.
English and French are popular second languages.
Portuguese and Spanish are really similar languages and so a person who only spoke Spanish
would probably understand most Brazilians.
Over 90% of the population is Roman Catholic.
They are more Roman Catholics in Brazil than any other country in the world. (pop. 137 million.)
Families are traditionally large and include extended family.
What type of economy dos Brazil have?
Agricultural
What crops did we say they grew? Corn, beans, coffee, livestock.
Knowing this what do you think are staple foods in a Brazilians diet?
Main meals are lunch and supper - usually beans, rice, and meat.
Brazils national sport? Soccer - Among the worlds finest teams.
Holidays
carnival - 4 days before Lent, Good Friday and Easter.
Huge street party - parades, dancing, brilliant costumes.
Brazil has one of the last large natural ecosystems left in the world.
What am I referring to? Amazon River and Rainforest.
Term - Amazonia - refers to the river and the rainforest that it helps to create.
It gets its name after the warlike women mentioned in Greek mythology.
(It probably received it name after an early Spanish explorer's party was attacked by native warriors, including many women.
It is the world's largest river but the world's third longest river.
Missouri-Mississippi River and Nile River are longer.
In some places the river is 8 or 9 km wide.
It has 200 tributaries. Most of them have rapids and are not navigable for long stretches.
Trees in Amazonia are mostly evergreen. There can be over 1200 species of trees per square km.
This makes it difficult for loggers to develop the forest commercially.
Loggers prefer "pure strands", where they can move in heavy machinery and cut down all the trees.
In Amazonia specially hired "mahogany hunters" may spend many days hunting down mahogany trees that
are scattered here and there through the thousands of km of forest.
Recently a $250 billion paper mill was built by an American billionaire, Daniel Ludwig in Japan.
It was towed by tugboat through the Indian and Atlantic oceans to its new home.
To provide paper for the mill Ludwig's crews cleared one million hectares of rain forest and replanted the area with 81 million fast growing trees.
Ask: Why did Ludwig decide to build the plant in Japan? - sophisticated project would take a long time in Brazil because of inadequate roads and cargo-holding facilities.
Ask: Why was land deforested to make room for more trees? - the need for a pure strand of one variety.
Ask: What do you think are reasons why environmentalists are concerned about the project? - threat to natural ecosystems, threat to way of life in Amazonia, potential effect of rail roads, roads, pollution, etc.)
1. When did the Mayan civilization flourish?
2. What modern day territory did the Mayan Empire cover?
3. What clues did the Mayans leave behind?
4. What was Mayan math based on?
5. What were Mayan calendars used to record?
6. When did the Mayans predict the world would end?
7. According to the Mayans, what was the source of their king's power?
8. Why did the Mayan's believe sacrifices were important?
9. What did all Mayans give offerings of to their gods?
10. What did the losers of sporting events actually lose?
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Fill in the blanks.
Refer to your notes when necessary.
2. Trees in Amazonia are mostly__________.
3. Amazonia - refers to the__________and the__________that it helps to create.
4. In some places the Amazon River is_______or_______km wide.
5. The Amazon River has__________tributaries. Most of them have__________and are not navigable for long stretches.
6. Brazil has one of the last large__________left in the world.
7.In Amazonia specially hired__________may spend many days hunting down__________that are scattered here and there through the thousands of kilometers of forest.
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Fill in the blanks - 15 marks.
Multiple choice - 10 marks.
True and false - 10 marks.
Matching - 15 marks.
TOTAL - 50 Marks.
Social Studies Unit Test
Latin America.
Instructions:
Make sure your test consists of 6 pages (Part A, Part B, Part C, and Part D).
The test is out of 50 marks. Read and answer all of the questions carefully.
GOOD LUCK!
Part A.
Fill in the following blanks with the correct response.
2. A ___________ crop is a farm product grown for profit.
3. Mexico is characterized by a ____________ with an executive, legislative, and judicial branch.
4. Approximately two thirds of Guatemala is mountainous and ______________.
5. Costa Rica has one of the most stable __________ in Central America.
6. Nicaragua is the _______________ country in Central America.
7. The Caribbean Islands are divided into three groups.
They are the _________, the ________and the ________.
8. These islands are the tops of underwater mountain ranges and underwater____________.
9. Amazonia refers to __________and the______________ that it helps create.
10. The Amazon is the world's_____________ river but the not the longest river.
11. Argentina has the second largest ____________ and is second largest in size in South America.
12. Venezuela is the richest country in ____________.
13. ___________is the most important part of Venezuela's economy.
1. Mexico is:
A. The 12th largest country in the world.
B. The 14th largest country in the world.
C. Located just north of Canada.
D. None of the above.
2. The Mayan Empire once flourished here:
A. Northern Mexico.
B. Northern Mexico, Belize, Guatemala, and Honduras.
C. Southern Mexico, Belize, Guatemala, and El Salvador.
D. Southern Mexico, Belize, Guatemala, and Honduras.
3. Trees in Amazonia are mostly:
A. Maple and spruce.
B. Evergreen.
C. Both A and B.
4. Swamps, mountains, and forests cover the eastern coast called
the Mosquita in this Central American country.
A. Brazil.
B. El Salvador.
C. Honduras.
D. Chile.
5. The Amazon River has 200 of these:
A. River banks.
B. Tributaries.
C. Ports.
D. Crocodiles and alligators.
6. The central plateau in Mexico is bordered by Sierra Madre Oriental
and the Sierra Madre Occidental. These are:
A. Volcanoes.
B. Deserts.
C. Mountain ranges.
7. The Guyana Highlands are:
A. Low plateaus and rolling plains.
B. High plateaus and rolling plains.
C. The richest agricultural area in Venezuela.
8. This Caribbean Island is famous for it's cigars:
A. Jamaica.
B. All islands located in the region of the Lesser Antilles.
C. Haiti.
D. None of the above.
9. This island trades little with the United States because of its communist government:
A. Cuba.
B. The Dominican Republic.
C. Peru.
D. Puerto Rico.
10. Military dictatorship has been the predominant form of in this country:
A. Honduras.
B. El Salvador.
C. Guatemala.
D. All of the above.
Part C.
True and False.
Circle the correct answer.
2. True/False - A long line of advanced Indian civilizations in the region ended with the Amazons.
3. True/False - Latin America was once colonized by Italy and Spain.
4. True/False - Heavy industry is the mainstay of the region.
5. True/False - The cultural traditions of the area reflect the influence of the Native Indians and the Europeans who first arrive there.
6. True/False - The major agricultural product for Venezuela is coffee.
7. True/False - Maya mathematics was based on astrology, not astronomy.
8. True/False - Tourism is an important industry for Costa Rica.
9. True/False - Mexico is predominantly an industrial nation.
10. True/False - Earthquakes are frequent in Honduras.
The Diversity of Human Life on Earth
This unit will enable students to develop the understanding that people throughout the world
have adopted to their environment in unique ways.
This has resulted in the development of diverse cultures.
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CULTURAL APPRECIATION
Objectives:
To give students an opportunity to appreciate the values of cultures other than their own.
Students can learn about positive values of other cultures by studying diverse ethnic groups
of the world. At the same time, students should be given an opportunity to share their own
cultural backgrounds.
Note: Knowledge objectives are written as major principles or main understandings and are
identified as such by (MU) in the Objectives & Procedures section of the unit plan.
Skill objectives are identified by (S) and values-oriented objectives are identified by (V).
UNIT OBJECTIVES:
A. Knowledge Objectives:
The students will learn that:
� the world is made up of many different cultures with different physical appearances.
� people from different cultures are in their homes, schools, neighborhood, and communities.
� different physical appearances are part of life.
� it is important to respect each individual for who they are and not feel prejudice based on physical appearances.
� the world is made up of numerous cultures and each cultures has special qualities.
� all cultures are equally important.
� cultural jokes are harmful.
� each child and his/her cultural origin are important and unique.
� they (students in the class) have a lot in common with their peers.
� all cultures are equal in Canada.
� there is only one race, the human race!
B. Skills Objectives:
� Ability to prevent discrimination in our everyday lives by respecting other cultures.
� Ability to access and research data using search engines on the Internet.
C. Values Objective:
� Respect for mankind, which translates into respect for classmates, community members,
teachers, and everyone else. Students will learn to accept people for who they are,
thus students will respect themselves and feel confident in their cultural backgrounds.
MOTIVATIONAL SET
Hold a brief puppet show that depicts racism and discrimination.
Select an issue such as one puppet doing something that is unfair and ask:
"How did the puppet show make you feel?"
"How would you like it if you were the puppet that was put down and discriminated against?"
Cultural Backgrounds and Opportunities
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OBJECTIVES:
The students will learn that people from different cultures have the same rights as all other Canadians. (MU)
It is wrong to pre-judge people on their physical appearance or cultural background. (V)
MATERIALS/EQUIPMENT REQUIRED:
1. Access to computer/internet for research.
2. Class discussion.
TIME REQUIRED:
Two class periods.
PROCEDURES:
1. Have all the students stand besides their desks.
2. Give the class these directions:
a. Anyone who has any Ukrainian in his or her ancestral background, please sit down.
b. Anyone who has any German in his or her ancestral background, please sit down.
c. Anyone who has any Chinese in his or her ancestral background, please sit down.
Note: If no children are seated due to there being no Ukraine, German or Chinese descendants
in your classroom, ask for any cultures that may come to mind.
Try to have at least half the class sit down.
3. Once about half the class is sitting, inform those students who are sitting that because
they have not made the "cut"! They are not accepted due to their cultural backgrounds.
For this, they are not permitted to play in the gym during phys ed period.
4. Ask:
a. How did you feel about being judged on the basis of your cultural background?
b. How do feel about not going to be able to go to the gym?
c. Do you think that it is fair to judge someone on their cultural background? Why?
5. Internet Assignment: Topic - Canadian Multiculturalism.
Answer the following questions using Alta Vista to locate the web pages that
contain their answers.
Search used: "multiculturalism"
Answers to the following questions can be found on the first 5 pages of the search results.
Question One:
What is meant by the regularly exercised view of Canada as a 'cultural mosaic'
rather than a 'melting pot'?
Answer:
http://www.interlog.com/~thowe/nonfiction_multiculturalism.htm
Question Two:
Complete the Views on Ethnicity and Multiculturalism Survey in order to answer the
following question - What does multiculturalism mean to you?
Answer:
http://uregina.ca/~gingrich/97qethnic.htm
Question Three:
Why has March 21st, been designated as the International Day for the Elimination of
Racism by the United Nations?
Answer:
http://www.harbour.sfu.ca/freda/articles/media.htm
Question Four:
How is the media a critical agent in shaping public opinion by promoting multiculturalism
and promoting racism?
Answer:
http://www.harbour.sfu.ca/freda/articles/media.htm
Question Five:
Why is multicultural and anti-racism education important?
Answer:
http://www.bced.gov.bc.ca/irp/elit12/apcmul.htm
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OBJECTIVES:
It is important to respect each individual for whom they are. (V)
We should not be prejudiced toward others on the basis of their physical appearance. (MU)
The student will be able to distinguish different cultural attires and be familiar with some
of the names of the different clothing. (S)
MATERIALS/EQUIPMENT REQUIRED:
1. None - Class discussion.
TIME REQUIRED:
One class period.
PROCEDURES:
1. Ask "Why do we wear different kinds of clothing?"
Consider situational, cultural, social status, and safety reasons.
2. Show examples of cultural, social, and safety clothing present in the classroom.
Examples: Cultural clothing that may be present in an Euro-Canadian classroom's are:
ripped jeans, ball caps or sneakers, T-shirts, cowboy hats, toques. Social clothing that
may be present includes how the teacher is often dressed in formal attire.
Safety clothing that may be present in a classroom may be ball caps to protect students
from U.V. rays, safety glasses & rubber gloves for jobs in the science lab.
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OBJECTIVES:
Racism is promoted by a lack of education. (MU)
People need to see themselves as a single race. (MU)
Cultural jokes, even though they may not be considered harmful, contribute to prejudice. (MU)
Cultural jokes demean by emphasizing differences among cultures; thus these put-downs make it difficult it to achieve equality among cultures. (MU)
Ability to determine how language is used to either promote or prevent discrimination. (S)
MATERIALS/EQUIPMENT REQUIRED:
1. Access to computer/internet for research.
TIME REQUIRED:
Three class periods.
PROCEDURES:
1. Read a couple of ethnic jokes to the class.
Ask: "How can jokes discriminate and put down other cultures?"
"How might cultural jokes be harmful?"
"What is wrong with jokes that stereotype other cultures?"
2. Ask: "What are some other ways that language is used intentionally or
unintentionally to discriminate against some cultures?" Discuss how language
is used in discriminatory ways in movies, TV shows, books, or magazines.
3. Using the following 10 web sites write a 2 page research paper describing ways to prevent
racial discrimination.
Your paper must include: a definition of racism, one historic and one present example of
racism or discrimination and "how to" or "ways to" prevent racism in our society.
Remember to site the web pages where your gather your information from.
http://www.gov.nb.ca/hrc-cdp/e/sayno.htm
http://www.childline.org.uk/news/raindex.cfm
http://www.eeoc.gov/facts/fs-race.htm
http://lcweb.loc.gov/rr/print/085_disc.htmll
http://trumpet.sdsu.edu/x102/civil_liberties/racial_discrimination.htm
http://www.uni.edu/green/race/race2.htm
http://www.crr.ca/English/publications/epub_biblioapr.htm
http://temagami.carleton.ca/~dmellway/Home_Pages/Race/MAR21.html
http://www.stemnet.nf.ca/nlhra/gdyear.htm
http://library.thinkquest.org/12721/
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OBJECTIVES:
Each child has cultural origins that make them unique. (MU)
Dance and food are unique to cultures. (MU)
MATERIALS/EQUIPMENT REQUIRED:
1. May vary upon availability.
Ethnic Dancers/Class discussion, video tape/class discussion,
or field trip to a cultural performance.
TIME REQUIRED:
May vary from one class period for the dancers,
video and class discussion up to a half day for a field trip.
PROCEDURES:
1. Have ethnic dancers come to class dressed in traditional dress and perform.
Note: If guest dancers can't come to the school, take a field trip to a public cultural
performance or rent a movie that shows cultural dancing.
4. Ask: What are different cultural dances that have became popular in our communities?
3. What are some foods that are made in our households that have originated
from other cultures other than our own? List the food suggestions on the
board.
4. Ask: From which cultures did these foods originate?
5. What would life be like if we had only fries and hamburgers every day if we
did not have different cultures? (One reason for appreciating other cultures is
that they add diversity to our world, and this is very important. In the case of
food, this diversity has the power to spice up our lives, especially in the case
of East Indian food/Mexican food. Every time that we eat a pizza or taco we
should be thankful and appreciative!)
6. Supply the class with tomato sauce and pizza shells. Have groups devise a
recipe that will represent an ethnic food such as Italian pizza. All ingredients
for the pizzas are to be supplied from home and it is the responsibility of each
group to decide what to bring.
7. Allow two class period to research the necessary an plan their cooking
Strategies and ingredients that are most often used by their designate ethnic
background. As well an opportunity for the groups to illustrate their recipes,
and plan their cooking strategies.
8. During lunch the class will have a Pizza eating feast!
Note: Order pizza for the class in case the pizza burns!
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OBJECTIVES:
The world is made up of numerous cultures and each culture has special qualities. (MU)
Students will appreciate the positive qualities of different cultures. (V)
PROCEDURES:
1. Have students tell about their cultural ancestry. List the country of the cultural
ancestry of students.
2. Distribute a class map and label the countries that are represented by
students in the class.
3. Create a cultural festival. Have groups make a display unit of various cultures.
Each group is responsible to bring books, posters, food, and dress for their
displays. Encouraged parents to help with food or any other part of the
displays.
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The cultural festival is the wrap-up activity for the unit.
This festival may be limited to the class or it can be expanded to include other classes and/or parents.
After the cultural festival is over, reinforce the point with the students that we have to respect other cultures and view all cultures as equals.
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Students will be marked on group work:
(a) Participation 10 marks.
(b) Effort 10 marks.
(c) Communication 10 marks.
(d) student attitude 10 marks.
(e) co-operation 10 marks.
Assignments for group work:
1. developing a storybook 10 marks.
2. cooking the pizza 10 marks.
3. using the Internet to answer questions and for information gathering 50 marks.
4. research display in preparation for the cultural festival 50 marks.
Assignments for individual work:
1. An Internet research essay on racism 30 marks.
Total Unit: 200 marks.
Grade Seven
Global Land and Water Forms
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I want everyone to get comfy.
Everyone close their eyes.
Try and picture this in your head.
You are an astronaut.
You are looking at the earth from outer space.
You are millions of km away.
You can see the earth clearly.
It appears as a nearly round ball of beautiful blue.
It is outlined against a background of total blackness.
The swirls of white clouds makes the earth look like a beautiful marble.
Their ever-changing movement let you see the world below.
The beautiful blue is mostly water.
It covers nearly �ths of the world's surface below.
From space you can see that the divisions between the Atlantic, Pacific, Indian, and Arctic Oceans are artificial.
The Earth's water is really one great ocean.
Then bring them back:
When I count to ten you will return to the classroom�one�two�
So did it work? Did you see the world clearly? Raise your hand. Who saw it clearly?
Today we are going to start to talk about global landforms and water forms.
When you had your eyes closed did you see the continents of the earth when the clouds drifted away?
What do you know about the continents?
What are they?
Which one do we live on?
Seven continents: Europe, Asia, North America, Africa, Australia, Antarctica, and South America.
Use a text or map.
The first bunch Europe, Asia, North America, Africa, look squished in one half.
If you look carefully you see that they are not actually separate completely to form a
continuous landmass.
Sometimes called the Great World Island.
The second set of Australia, Antarctica, and South America, appear lost in the great vast
stretches of ocean.
Why do you think the world's land is so unevenly divided?
Show how outlines of continents along Atlantic Oceans match like pieces of a jigsaw puzzle.
See how the eastern bulge of South America could fit neatly against the curve of Africa's west coast.
North Africa and the Sinai Peninsula look as if they have been pulled apart.
So what do you think?
Has something changed over a long period of time?
Is it possible that the continents were once joined together in one large super-continent?
If so, what pulled them apart?
What else do we have for landforms?
Islands, Peninsulas, Isthmus.
Islands: land masses completely surrounded by water.
Some are alone in the ocean and others appear close to each other.
They form chains through parts of the ocean.
Peninsulas: These are the crooked fingers of land jutting out from the mainland.
They are surrounded on three sides by water. Florida is a peninsula.
Isthmus: Is a narrow neck of land separating two bodies of water.
They can also connect two larger areas of land. Like Panama.
Assign title page. Worth ten marks.
Use remaining class time to work on it.
Due for next class.
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Theory of continental drift:
The theory that explains how the earth's continents have changed position over millions of
years. This is due to tectonic activity. Evidence that supports this theory includes the
following:
1. Coastlines of continents seem to fit together.
2. Rock layers on one continent match the rock layers on the opposite continent.
3. Fossils on both continents are the same.
Say for example:
The Egyptians who built the pyramids would now find them 4km further south than where hey left them.
Soldiers who sailed from North America to Europe during WW2 had to sail 9 miles further than the soldiers who traveled there in WW1.
150 million years ago Columbus could have swam to North America.
Composition of the earth:
The outer layer of the earth is called the crust. Compared to the other parts of the Earth it is very thin - only 9 - 18 km deep.
The mantle surrounds the core. Its bottom layer is magma, made up of melted rock and metal. As distance from the core increases, magma slowly cools, turning into layers of solid rock.
At the very core, which seems to have two parts: the inner core, which is a solid iron-nickel
ball, and the outer core, which is a thick pudding-like mixture.
The Theory of Continental Drift:
This is the theory that explains how the earth's continents have changed position over
millions of years. This is due to tectonic activity. Evidence that supports this theory
includes the following:
1. Coastlines of continents seem to fit together.
2. Rock layers on one continent match the rock layers on the opposite continent.
3. Fossils on both continents are the same.
Composition of the Earth:
The outer layer of the earth is called the crust.
Compared to the other parts of the Earth it is very thin. It is only 9 - 18 km deep.
The mantle surrounds the core. Its bottom layer is magma,
made up of melted rock and metal. As distance from the core increases,
magma slowly cools, turning into layers of solid rock.
At the very core, which seems to have two parts: the inner core,
which is a solid iron-nickel ball, and the outer core, which is a thick pudding-like mixture.
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Mountains are formed at the edges of tectonic plates in three major ways.
� Notes:
1. Folding: Bending or doubling over of the earth's crust under pressure.
2. Faulting: Movement of rock along a crack in the earth's crust.
3. Volcanic Action: Outward explosion of the Earth's inner core caused by tectonic forces.
Pre-Land Form Project Assignment
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Name____________________
Complete the following on a separate sheet of paper.
Using your social studies text book, various maps, and an atlas,
give a definition for each of the following. Draw a picture to accompany each definition.
You will use these definitions to make a blue-print for the Play Dough Land Form Project!
*These ones do not need a diagram.
Marks:
Meanings- 34
Drawings- 31
Neatness- 5
TOTAL- 70
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Directions for Play Dough:
1 cup flour
� cup salt
2 Tbsp. Cream of Tarter
Mix the above ingredients together. Then add:
1 cup water
1 Tbsp. Cooking oil
Food color if desired.
Heat on MEDIUM for 3 - 5 minutes.
When mixture pulls away from the side of the pot it is ready.
TIPS:
Bring lots!!!
Seal it in a zip-lock baggie!!!
� 24 coke flats.
� Instructoins:
� Necessary 25 land or water forms blue print in order to start play dough.
� Give those with approval a flat and play dough.
� Have those without finish and get approval.
� Approx. 10 tooth picks each.
� Break in half.
� Use paper and glue to make up labels form land and water froms.
Social Studies
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The test will consist of twenty matching terms and definitions worth 20 marks.
Five multiple choice questions worth 5 marks.
Two short answer questions worth 5 marks each.
A diagram to label worth 5 marks.
A map to label worth 5 marks.
The Theory of Continental Drift:
This is the theory that explains how the earth's continents have changed position over
millions of years. This is due to tectonic activity. Evidence that supports this theory
includes the following:
1. Coastlines of continents seem to fit together.
2. Rock layers on one continent match the rock layers on the opposite continent.
3. Fossils on both continents are the same.
Tectonic Activity:
Any activity within the Earth that causes the crust to change.
Composition of the Earth:
The outer layer of the earth is called the crust.
Compared to the other parts of the Earth it is very thin. It is only 9 - 18 km deep.
The mantle surrounds the core. Its bottom layer is magma, made up of melted rock and metal.
As distance from the core increases, magma slowly cools, turning into layers of solid rock.
At the very core, which seems to have two parts: the inner core, which is a solid iron-nickel
ball, and the outer core, which is a thick pudding-like mixture.Mountains are formed at the
edges of tectonic plates in three major ways.
HINT: KNOW HOW TO DIAGRAM THIS!
Land and Water Form Terms:
HINT! KNOW ALL LAND AND WATER FORM TERMS FOR A MAP!
Social Studies Unit Test
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Global Land And Water Forms
Name: _____________________
Instructions:
GOOD LUCK!
Part One. Multiple Choice: Circle the correct response for each question.
1. Continental drift is a result of:
A. Glacial erosion.
2. Mountains result from:
A. Deltas.
3. Faulting often causes:
A. Avalanches.
4. The mantel of the Earth surrounds:
A. The crust.
5. Evidence that supports the theory of continental drift includes:
A. Narrow landforms exist that connect two larger pieces of land.
Part Two. Match the number to the definition. Worth 1 mark each.
Read each question carefully. Answer all questions in the space provided.
Complete the short answer questions on lined paper.
Each question is worth 1 mark.
B. Severe wind storms.
C. Tectonic forces.
D. Volcanic Action.
B. Folding.
C. Silting.
D. Water erosion.
B. Earthquakes.
C. Hurricanes.
D. Meanders.
B. The core.
C. The edges of tectonic plates.
D. The magma.
B. Outward explosions of the Earth's inner core.
C. That the core of the Earth has two parts.
D. That the coastlines of continents seem to fit together.
Part Three. Answer the following on the paper provided.
Each question is worth 5 marks.
1. Describe what is meant by the Theory of Continental Drift.
Give four examples that prove this theory.
2. Mountains are formed by three methods. Identify and briefly explain each method.
Development Of Writing: Mesopotamia
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Written language developed because of the needs of religion, trade, and government.
Ex. Villages grew to become cities and their governments had to have records of the taxes that were collected.
As early as 3300 B.C. records were made using simple pictures called pictographs. Each pictograph represented an object.
Ex. Wavy lines represented water.
Each object had its own picture therefore many pictures were needed.
Soon after, written symbols began to stand for specific sounds.
This system of writing was called cuneiform (koon-EE-i-form).
These symbols were written in soft clay with a sharpened reed called a stylus. Writers had to work while the clay was still wet.
1. Why was written language needed?
ASK CLASS TO GIVE REASONS WHY.
Ex. Traders and merchants needed records of what they bought and sold.
Ex. Priests wanted to keep track of the offerings that people made to the temple.
Ex. A star represented the heavens.
Early pictographs represented things but not ideas or feelings. Gradually pictographs combined to form more complex words.
Ex. Pictograph for food combined with the one for mouth to represent (ask class) eat.
Sounds were then combined to form words. The Sumerians developed a semi-alphabet.
This comes from the Latin words that mean "wedge-shaped".
(Tell class this is because each letter was tapered at its base because of the shape of the point of the tool used to write it.)
Discussion questions:
2. What stages did the writing go through?
3. What were the disadvantages of writing on clay?
Development Of Writing Assignment
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Write the following sentences as pictographs:
They are due at the end of class. Use the symbols from 3300 B.C.
NOTE: There may not be pictographs for all the words. Label the pictographs for the words you are able to find.
1. The birds fly in the heavens and the fish swim in the waters of the earth.
2. The ox will plough the field of grain.
3. The man was a great king who liked to eat and drink with his male and female friends.
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besides written language, the Sumerians are thought to have been among the first cultures to have used the wheel for transportation
made improvements in pottery making
combined metals to form alloys that were stronger than the metals from which they were formed
wheel was first used to make pottery and later used on ploughs, carts and war chariots.
the kiln - an enclosed oven used to dry pottery and bricks also used in Sumer
produces very high temperatures so that the pottery and bricks made in them are much harder and more durable than those dried in the sun
copper was combined with other metals to produce alloys
eg. copper and tin combined to make bronze
these superior tools allowed the Sumerians to improve such products as boats and vehicles
irrigation made Sumerians successful farmers - at first they simply carried water from the rivers to their farmland, but in time they began to dig channels and canals
priests were also scientists - they studied the stars and used these calculations to determine the best times for tilling the fields and planting and harvesting crops
they created a calendar with two seasons - summer and winter
their months were based on the phases of the moon
Sumerians used engineering skills and their knowledge of mathematics to build their huge temples and the complex system of canals to irrigate their land
Discussion Questions:
1. What is an alloy?
2. Why was this discovery important?
3. How did job specialization help the Sumerians improve their technology and understanding of science and engineering?
4. What specialized jobs do you think were created by the irrigation projects in Sumer?
Mesopotamian Fashion Assignment
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Sumerian Fashion.
Draw a picture of what Sumerian dress was like.
Your picture should include both the clothing of the rich and the poor.
Label 5 of the following on your picture: wigs, jewellery, shawls, kilts, cloaks, make-up, and animal skins.
Mesopotamian Religion Assignment
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Complete the following questions and hand them in.
1. What served at the centre of Sumerian life?
Ancient Mesopotamia Unit Test
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40 Marks
PLEASE READ ALL INSTRUCTIONS VERY CAREFULLY.
Part A: Multiple choice.
1. Mesopotamia is known as:
a) The land before time.
2. These people were farming instead of hunting and gathering as early as:
a) 5 000 B.C.
3. Each spring, the valley of Mesopotamia was:
a) Flooded by the Tigris River.
4. The people of Mesopotamia are credited with first inventing:
a) The tools and weapons made from combined alloys.
5. Mesopotamia was first governed by:
a) Military leaders.
Part B.
2. Why did the Sumerians believe they should please the gods?
3. What effect did religious ideas have upon these three things:
How the Sumerians were governed?
Who owned the land?
What the Sumerians thought about themselves?
4. What clues in the story of the Great Flood tell you that the Sumerians were afraid of the Gods?
5. Give other reasons why the Sumerians would be afraid of the gods.
(Clue: Did the Sumerians depend on the yearly floods? What would happen if the floods were too violent? What would happen if the floods were too low?
Circle the correct answer. Each question is worth one mark.
b) The cradle of civilization.
c) The land outside the rivers.
d) All of the above.
b) 5 000 A.D.
c) 3 500 A.D.
d) 3 500 B.C.
b) Flooded by the Euphrates River.
c) Flooded by the Nile River.
d) Flooded by both the Tigris and the Euphrates Rivers.
b) The wheel for transportation.
c) A) and B)
d) Trade with other cities.
b) The upper classes of Sumerian society.
c) Priests.
d) Kings by divine right.
True or False.
Circle the correct answer.
2. Mesopotamia was rich in many natural resources such as timber, minerals, and stone.
True / False
3. Surplus goods for trade were transported to neighboring cities by horse and carriage.
True / False
4. Kings were rarely military leaders who made and enforced the laws that governed Mesopotamian society.
True / False
5. Sumerian nobles owned small farms that were farmed by tenants and slaves.
True / False
6. Both the rich and the poor wore brightly coloured gowns of orange, yellow, green and scarlet.
True / False
7. Ziggurates were built on the highest peaks of the cities so that they would rise over the entire town.
True / False
8. Writing developed around 2 000 B.C.
True / False
9. The Mesopotamians believed that magical chants and prayers could cure illness.
True / False
10. The people of Mesopotamia studied the stars and used these calculations to determine the best time to plant and harvest their fields.
True / False
1. Name five types of specialized work (occupations) of the Mesopotamians.
2. Name five surplus goods that the people of Mesopotamia traded to their neighbors.
3. What did the Mesopotamian's diet consist of ? (What did they eat?)
4. Name 3 places where temples were located. Name two types of officials that were allowed to enter the Ziggurat.
5. Complete any five of the blanks on the attached map.
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