Target for Unit

1. Students will be able to define culture and its characteristics through the analysis of Latin
America.
2. Students will be able to identify and recognize the four different Latin American regions
and countries within them.
















Lesson Plan Format
NAME: Rico Camacho Day: Monday
Lesson Title: Introduction to Culture and Geography of Latin America
Grade level: 10 Total Time: 60 minutes
# Students: 25
Learning Goal:
(Content
Standard/Common
Core)

CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a
text, including vocabulary describing political, social, or
economic aspects of history/social science.
Target Goal or Skill: -Identify the different geographical regions in Latin America.
-Introduce the different cultures in Latin America.
-Define culture
Essential Question(s): What are the different areas in Latin America?
In what ways does culture relate to you?
How is culture defined?
Why is culture important?
Instructional
Objective(s):
-Students will be able to identify Latin America and explain
different characteristics of culture in each region of Latin
America.
Assessment
(Criteria / Look Fors/
Performance Tasks)
Formative Assessment:
What I learned exit notecards

Summative Assessment: Students will be given assessment that
would be due one week from the date given.

Disabilities/Diverse
Needs Represented

Student
Accommodations and/or
Modifications
N/A

Instructional Procedures
(including specific times)

I ntroduction:
(including motivational
hook where applicable)


Learning Activities:





Students will enter class and be handed a notecard and instructed
that will be used as a gage of their understanding and will be
handed in at the end of class. Students will then be seated and
will paired off by the teacher for the warm-up activity and
introduction to the unit. Also students will be given unit
summative assessment and read off the instructions students will
be able to ask questions throughout the week and for a few
minutes during first class.

1:00 PM-Warm-up activity:

Circles of My Multicultural Self
This activity requires 20-30 minutes.
Purpose:



Closure:

The Circles activity is a student engagement activity that will
explore the idea of cultural identity and the importance of culture
while relating to the students own cultural identity. The purpose
is to introduce the idea of culture and what it could mean to the
students. Then after showing the importance of culture through
the lens of the student there will be a transition to the 8
characteristics of culture and how we will study culture in regards
to Latin America.

Preparation:
Distribute copies of the Circles handout.
Instructions:
In the pairs teacher assigned students will follow these steps:
1. Ask participants to write their names in the center circle.
They should then fill in each satellite circle with a
dimension of their identity they consider to be among the
most important in defining themselves. Give them several
examples of dimensions that might fit into the satellite
circles: female, athlete, Jewish, brother, educator, Asian
American, middle class, and so on. When describing the
dimensions students will be told to make sure they do not
use offensive or derogatory language during this activity
and explain the purpose of the activity is to understand
culture and how culture relates to the individual student.
Also, explain to students that if there are any students
whom become inappropriate racially with the activity they
will be subject to school policies on discrimination and
will have consequences on their grade depending on the
level of inappropriateness.
2. In their pairs, have students share two stories with each
other. First, they should share stories about when they felt
especially proud to be associated with one of the
identifiers they selected. Next, they should share a story
about a time it was particularly painful to be associated
with one of the identity dimensions they chose.
3. The third step will be for students to share a stereotype
they have heard about one dimension of their identity that
fails to describe them accurately. Ask them to complete
the sentence at the bottom of the handout by filling in the
blanks: "I am (a/an) ____________ but I am NOT (a/an)
_____________." Provide your own example, such as "I
am a Christian, but I am NOT a radical right Republican."
Instructions for steps 1, 2, and 3 should be given at once.
Allow 8-10 minutes for students to complete all three
steps, but remind them with 2 minutes remaining that they
must fill in the stereotype sentence.
4. Probe the group for reactions to each other's stories. Ask
whether anyone heard a story she or he would like to
share with the group. (Make sure the person who
originally told the story has granted permission to share it
with the entire group.)
5. Advise students that the next step will involve individuals
standing up and reading their stereotype statements. You
can simply go around the room or have people randomly
stand up and read their statements. Make sure that
participants are respectful and listening actively for this
step, as individuals are making themselves vulnerable by
participating. Start by reading your own statement. It may
take a few moments to start the flow of sharing, so allow
for silent moments.
6. Several questions can be used to process this activity:
a) How do the dimensions of your identity that you
chose as important differ from the dimensions
other people use to make judgments about you?
b) Did anybody hear somebody challenge a
stereotype that you once bought into? If so, what?
c) How did it feel to be able to stand up and
challenge your stereotype?
d) Anticipate answers that the students may find
humorous such as, I may be an Arab but Im not
a terrorist and ensure exploring that concept. For
example, utilize questions such as, what was that
about?
e) End the exercise as an entire class and where do
stereotypes come from? How are they connected
to the kinds of socialization that make us complicit
with oppressive conditions?

The key to this activity is the process of examining one's own
identity and the stereotypes associated with that identity, then
having one's own stereotypes challenged through others' stories
and stereotype challenges. Encourage students to think about the
stereotypes they apply to people and to make a conscious effort to
think more deeply about them, eventually eliminating them.
As a facilitator of this activity I will participate in the activity and
share my experiences with my culture.
It is crucial, especially for the final part of the activity when
students are sharing their stereotypes, to allow for silences.
People will be hesitant to share initially, but once the ball starts
rolling, the activity carries a lot of energy. Allow time at the end
for students to talk more about whatever stereotype they shared.
After everyone has shared their stereotype challenge, announce
that anyone who would like to share another one can do so.
Model by sharing another one about yourself.

The handout the students will receive-This activity highlights
the multiple dimensions of our identities. It addresses the
relationships between our desires to self-define our identities and
the social constructions that label us regardless of how we define
ourselves.
Place your name in the center circle of the structure below. Write
an important aspect of your identity in each of the satellite circles
-- an identifier or descriptor that you feel is important in defining
you. This can include anything: Asian American, female, mother,
athlete, educator, Taoist, scientist, or any descriptor with which
you identify.

1. Share a story about a time you were especially proud to
identify with one of the descriptors you used above.
2. Share a story about a time it was especially painful to be
identified with one of your identifiers or descriptors.
3. Name a stereotype associated with one of the groups with
which you identify that is not consistent with who you are. Fill in
the following sentence:
I am (a/an) _____________________ but I am NOT
(a/an)_____________________.
(So if one of my identifiers was "Christian," and I thought a
stereotype was that all Christians are radical right Republicans,
my sentence would be:
I am a Christian, but I am NOT a radical rightwing Republican.

1:30 PM Teacher explanation of goals of the unit-Prezi about
the 8 characteristics of culture and the 4 geographical regions of
Latin America (Caribbean, Mexico, Central America and South
America). The purpose of the presentation is to introduce the
idea of defining culture and understanding different
characteristics that will be discussed in regards to culture and
Latin America. The last slide of the prezi will show the
geographic region and will show the region of Latin America. I
will explain the different regions of Latin America. The
presentation can be found through the following link:
http://prezi.com/kx5duyg0ro0e/culture-and-latin-america/

1:45 PM Introduction of Summative Assessment-Introduction
to the unit of Latin America including discussion about
summative end of the unit project. Pass out each Assessment,
read through and explain the summative assessment project the
students will be performing. Field questions the students might
have.

1:55 PM Hand in what Ive learned notecards-Are you able to
identify the four regions of Latin America on a map and give a
summary on the definition of culture?




































Lesson Plan Format
NAME: Rico Camacho Day: Tuesday
Lesson Title: Mexico Grade level: 10 Total Time: 60 minutes
# Students: 25
Learning Goal:
(Content
Standard/Common
Core)
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events
or ideas develop over the course of the text.
Target Goal or Skill: -Describe the blend of people and lifestyles in Mexico today.
-Analyze Mexican culture through technology
-Students will be able to align Mexican culture with the eight
characteristics of culture.
Essential Question(s): How does the culture of Mexico align with the 8 characteristics of
culture?
How does Mexican ideology compare to ideologies of the United
States?

Assessment
(Criteria / Look Fors/
Performance Tasks)
Formative Assessment:
Exit what Ive learned notecard

Summative Assessment:

Disabilities/Diverse
Needs Represented
0
Student
Accommodations and/or
Modifications
N/A

Instructional
Procedures
(including specific
times)

I ntroduction:
(including motivational
hook where applicable)


Learning Activities:







1:00 PM-Warm up activity
The class will open with a warm-up activity regarding the Mexican
Holiday Day of the Dead. This activity will transition to a general
activity regarding the culture of Mexico.

Overview
By studying the Day of the Dead, a Mexican holiday, students gain
an understanding that various cultures have differing views of life
and death.
Objectives
Students will discuss how death is associated in our culture.
Students will compare and contrast U.S. attitudes toward
death with those of Mexico.


Closure:

Students will find the main idea of a paragraph.
Materials
Day of the Dead reference article
Day of the Dead Evaluation Rubric
(Materials are in the hyperlinks)
Procedure
1. Ask students to take a few minutes to write down what
comes to their minds when they think of "death." Ask them
to consider various rituals surrounding death and dying, such
as funerals. Call on volunteers to share their ideas and write
responses on the board. The ethnic diversity of your class
may affect the range of answers you receive.
2. Ask if anyone has heard of the Day of the Dead, a holiday
celebrated in Mexico. Briefly tell the students that Mexicans
have a different approach to death than do many Americans.
Give students a copy of our Day of the Dead fact sheet.

3. Have a student read the title and the first paragraph of this
page aloud. Call on someone else to explain what the main
idea is in that paragraph. Remind students that the main idea
of a paragraph is usually introduced in the first sentence.
Have students read the next three paragraphs independently
and identify the main idea for each.
4. After students have finished reading the article and viewing
the photo, invite them to share some newfound information
about the Mexican celebration of the Day of the Dead. Place
these ideas and thoughts on the board.
5. Direct students to write an essay comparing and contrasting
their own view of death with that portrayed in the article. If
they write more than one paragraph, remind them to use
main ideas for each paragraph.
Assessment
Have students share their drafts with a partner. Challenge
students to identify the main ideas in their partner's paper.
Day of the Dead Evaluation Rubric will be used by the
students.

1:25 PM-.Think, pair, share group activity to encompass various
aspects of Mexican culture

Brief Description
Whole group will discuss the culture of Mexico while
understanding the geographic location of the country. Students will
meet in the computer lab for class and will be instructed to meet in
the computer lab before class. From internet resources provided by
the teacher in groups, students will get knowledge about this
country. Also they, will specially develop insight into our own
language and culture while know Mexico.
Students will learn how to use Internet resources to do
research on chosen topics.
Students will comprehend the collected information.
Students will structure the information with texts and
graphics for presentation.
Students will share their research with whole group.
Students will be required to find at least 1 primary source
document to analyze and 2 secondary source documents to
anaylze

Materials and Resources Needed
1. Hardware requirement: several PCs.
2. Software requirement: Operating system application
software (ClarisWorks, MS word, etc.), and internet
browsers (Netscape, etc.)
3. Network/Internet requirement: telephone lines, high-speed
modems (14,400 or above), Web browser: Netscape or
others.
Activity Description
Students will research different educational websites such as
google scholar. Teacher will go over websites students may
utilize to find primary and secondary sources such as google
scholar. Students will choose a topic based on the group
research they perform.
Divide class into 8 small groups where each student will be
assigned a characteristic of culture. Students will analyze a
Mexican cultural characteristic and align the topic (i.e. Food,
clothes, sports, music, art, etc.) with one of the 8
characteristics of culture.
Allow students to read these information individually or with
small group.
Ask students to discuss the structure of collected information
for the preparation of presentation.
Reconvene as a whole group and have each group share what
they researched with whole group.
1:55-What Ive learned exit notecard- What is your
impression of Mexico and its culture?

































Lesson Plan Format
NAME: Rico Camacho Day: Wednesday
Lesson Title: Caribbean Grade level: 10 Total Time: 60 minutes
# Students: 25
Learning
Goal:
(Content
Standard/Com
mon Core)
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the
course of the text.

Target Goal or
Skill:
-Describe the blend of people and lifestyles in the Caribbean.
-Identify different culture characteristics of the Caribbean.
-Summarize the geography of the Caribbean.
-Analyze primary and secondary sources of the Caribbean.
Essential
Question(s):
What can you learn from analyzing primary and secondary sources from the
Caribbean
What do analyzing primary and secondary sources tell us about Caribbean
culture?
Assessment
(Criteria /
Look Fors/
Performance
Tasks)
Formative Assessment:
What I learned exit notecards

Summative Assessment:

Disabilities/Div
erse Needs
Represented

Student
Accommodatio
ns and/or
Modifications
N/A

Instructional
Procedures
(including
specific times)

I ntroduction:
(including
motivational
hook where
applicable)


Learning
Activities:








1:00 PM-Warm-up activity-Writing prompt (warm up activity will be short
today because there will be a longer activity)

What do you know and what are your impressions of the Caribbean in 4 to 5
sentences?

1:10 Caribbean Scavenger hunt assignment
1. Students will be split into 5 groups to cover 5 different
countries of the Caribbean. The students will count off by 5 in
order to ensure random groups.
2. The teacher will set-up printed maps around the classroom in a
station format without names for the countries and just city
names to see if the students can identify the country it will look
like this:


Closure:



Behind each map will be various documents with information about the
country both primary and secondary sources such as these:

-http://www.everyculture.com/Ja-Ma/Jamaica.html
-http://www.everyculture.com/No-Sa/Puerto-Rico.html
-http://books.google.com/books?id=MkBlfCf8I-
YC&pg=PA105&lpg=PA105&dq=primary+source+about+trujillo&source=bl
&ots=MOF5ho-G5d&sig=cC85MzvQmxa63y-
IB0clk_ExhSY&hl=en&sa=X&ei=BYzWU43dJM6byAT7-
oGwBQ&ved=0CCUQ6AEwAQ#v=onepage&q=primary%20source%20abou
t%20trujillo&f=false
- http://countrystudies.us/dominican-republic/11.htm

3. The students will be given a content worksheet in which they
must find the answers to the questions given below:

Content
Dominican Republic/Haiti
- Capital
- Flag
- Map and body of water around it
- Mention a famous or infamous person and his or her accomplishments
-Why can Haiti and the Dominican Republic be studied together even though
they are different countries?
- Did The United States ever occupy The Dominican Republic or Haiti? If so,
why? when?, and for how long?
- Research major hurricanes or earthquakes that occur in the Dominican
Republic or Haiti, and what can be done to prepare for one while living on an
island. Can you think of similar situations in The United States?
- A mixture of rhythms and cultures has influenced the music of the
Dominican Republic and Haitians. Mention at least two of these cultures. Can
you think of any music from your region that has been influenced by other
cultures?

Costa Rica
- Map and bodies of water
- Flag
- The majority of Costa Ricans are Roman Catholic. On the Caribbean Coast,
however, many people have other religious traditions. Research the different
religions practiced in that area. Why do you think those religions are more
widely practiced in that area?
- Costa Rica is a neutral country without an army. Are there any other neutral
nations in the world?


Puerto Rico
- Map and bodies of water
- What does the flag of Puerto Rico look like and when was it adopted?
- Since when has Puerto Rico been part of The United States? Explain Puerto
Ricos status as a U.S. Commonwealth.
- Who populated Puerto Rico before the Spaniards? How is this similar to the
United States?
- What is the capital of Puerto Rico?
- Do Puerto Ricans vote in the U.S. presidential elections?
- What is a Puerto Rican Coqui?

Cuba
- Capital
- Flag
- Map and bodies of water
- Type of government
- How far is Cuba from Florida? Does distance affect migration?
- Why did the U.S. join Cuba in its war against Spain?
-Does the United States still have a say in Cuban affairs?
- How is the relationship between the United States and Cuba?
- Where in the United States can we find the largest concentration of Cubans?
- What are some of the contributions that Cubans have made to the United
States?
- What are the different ethnicities that are found in Cuba?

Jamaica
- Map and bodies of water around it
- The Caribbean has a strong African heritage. How does Jamaica celebrate
its African heritage?
- Why or why not is Jamaica celebrated during Hispanic heritage month?
- What is the population of Jamaica
- What type of food dominates Jamaica and why?
- How is Jamaica unique to Caribbean culture?

The students will take time to visit each of the stations and answer all the
questions. Once the questions are answered they will re-convene as a group
and make sure that all questions are answered correctly and thoughtfully.

1:40 PM-Whole group comparative analysis.
1. The entire class will sit in a circle formation and everyone will
be required to share one idea they learned about Caribbean
culture.
2. The class will then be free to raise their hand and share the
country comparisons. The discussion will be guided by the
teacher and focus on the differences and similarities of each
country and what makes the Caribbean a culture within itself.

1:55PM-Time to write exit notecards

-In 4-5 sentences what are the impressions you have on the Caribbean culture
after you participated in the activity?




























Lesson Plan Format
NAME: Rico Camacho Day: Thursday
Lesson Title: Central America Grade level: 10 Total Time: 60 minutes
# Students: 25
Learning Goal:
(Content
Standard/Commo
n Core)
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the
author's claims.

CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and
secondary sources.
Target Goal or
Skill:
-Identify the geography of Central America.
-To be able to analyze given a text how to compare and contrast cultures
between Central America and the United States.
-The concept of Central American culture through time and work

Essential
Question(s):
What are the comparisons of cultural characteristics between Central
American and the United States culture?
How does our culture influence the way we choose to spend time?
What can be learned from the way people in other cultures view and spend
time?

Assessment
(Criteria / Look
Fors/
Performance
Tasks)
Formative Assessment:
What I learned exit notecards

Summative Assessment:

Disabilities/Divers
e Needs
Represented

Student
Accommodations
and/or
Modifications
N/A

Instructional
Procedures
(including specific
times)

I ntroduction:
(including
motivational hook
where applicable)


Learning

1:00 PM- Warm-Up:

The following story will be read to the class. It describes the life of a gang
member, told by a member himself.







Activities:








Closure:


You may think I am crazy, but I have a story to tell.

Many people don't know why I am in a gang, but I have a good
reason. For starters, life at home ain't shit; my old man and me be
always fightin', and mama, she really don' do much 'cause she
CAN'T; she have health problems, and she get money from the
gover'ment ev'ry month. I also have li'l sisters, and all they be doing
is gettin' in the way.

I am 15, and I be in a gang. My gang be like my family. They treat
me real good, and they praise me when I be doin' somethin' right.
Like yesterday, we jacked some ol' man, and I got a lot of praise
from my homies. That really make me be feelin' mighty special.
That ol' man was in th' wrong place at th' wrong time, and we
showed him we was tuff and we didn't want him callin' the cops. So
we jacked him up and then shot him.

He is in the hospital now, fightin' for his life.

But th' feelin' of power when Reynaldo fired that gun was really
somethin'! We then started laughin' real crazy, especially when we
robbed his money 'cause we now have money for ourselves. We
got money for the finer things in life, and we can get our hands on
some more drugs, man.


[PAUSE]

HEEEHEEHEEEE............."BANG!!BANG!!BANG!!!"


(Laughter erupts, then stops suddenly, as tape ends. Sounds of
gunfire slice through the background, then there is silence. The
narrator of this story now lies dead in a pool of blood. )

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~


Gangs are dangerous. Kids may think they need to belong to a
gang, but they are only jeopardizing their own lives and the lives of
their loved ones. Gangs are increasingly becoming a problem, not
only in our cities, but in our smaller towns, and too many innocent
people are affected by the careless, often thoughtless, and
dangerous activities perpetrated by the gang members. They are
often killed when they cross a gang or end up in the wrong place at
the wrong time. And countless more are severely injuredor
permanently damaged.




After reading the life of a gang member story, ask the students to share
with the rest of the class what they think. Some sample questions could
include:

What do you think about that story?
What happened to the gang member at the end of the
story?
o He was murdered.
Who do you think killed him?
o Probably someone from a rival gang or a gang-
related enemy.
What do you think about the life of a gang member?
How is this story important to understanding Central
American culture?
What does gang activity mean in countries other than the
United States?
Why do you think gangs survive in Central America?
How do you think gangs in Central America compare to
gangs in the United States?


2. Explain background information to class of MS-13 and its connection to
Central America and the United States:
The Mara Salvatrucha (MS-13) gang was formed by Salvadoran
immigrants who fled to the USA during El Salvador's civil war in
the 1980s.
o Most of the refugees fled to a Hispanic neighborhood in
Los Angeles. But the area's predominantly Mexican
population did not welcome the Salvadorans and subjected
them to discrimination and the abuses of local gangs.
o To protect themselves, the El Salvadorians formed their
own gang, the MS-13.
The gang now includes other Central Americans and is considered
by the FBI to be one of the most violent and dangerous organized
criminal gangs in the world.
o One possible explanation for how they became so violent is
that many of the gang members were former soldiers in El
Salvadors civil war. A former soldier and gang member
explains:
In this country [El Salvador], we were taught to kill our own people, no
matter if they were from your own blood. If your father was the enemy,
you had to kill him. So the training we got during the war in our country
served to make us one of the most violent gangs in the United States.
Today, MS-13 can be found in 33 states, the District of Columbia.
Their largest presence is in California, Virginia, and New York.

1:15 PM-Best use of a persons time in a different culture

Students will read the poem, Soccer until dusk
http://www.peacecorps.gov/wws/stories/soccer-until-dusk/ and the story,
The meaning of time http://www.peacecorps.gov/wws/stories/meaning-
time/

This poem and story provides apt comparisons." Both pieces explore how
culture influences the way people use time, and both provide contrasts
between life in the United States and in other cultures. Just as the pace of
life in Guinea is slow moving, so too is it in Santa Cruz Verapaz,
Guatemalathe setting of "Soccer Until Dusk." Generally speaking, in
these cultures, taking enough time to greet people, to talk with them, or to
help them is considered more important than rushing to be on time for a
meeting or another event. Also, the efficient use of time, in general, is
much less important there than in many industrialized cultures.


1. After the students have read pose the following questions in class
and holding a discussion with the students.
How would you define a workaholic?
Is Brazaitis's father a workaholic?
Do you think workaholics exist in all cultures, or is this an
American phenomenon? How would you go about finding
out the answer to this question?
Why might someone choose to live his or her life as a
workaholic?
Do most Americans approve of people who seem to devote
themselves to work over all else? Do you approve? If so,
why? If not, why not?
Do you think the workers in Guatemala should work longer
hours?
Why do the Guatemalan men in the poem choose to play
soccer all afternoon?
Considering economic conditions that exist in Guatemala
(and other developing countries), do you think these men
have a choice about how much time they spend at work?
What role could the unemployment rate in Guatemala play?
2. Ask the class to consider the statement: "We are shaped by the
values of the culture in which we live." Have the class discuss in
what ways this statement applies to the characters in Brazaitis's
poem: the father; the soccer players; Brazaitis himself. In what
ways does the statement apply to the students themselves?
3. Journal Activity. Ask students to free-write in a journal entry for
several minutes on the following topic: What makes a well-
balanced life?
4. Have students form groups of five or six. Provide each group with
a large piece of chart paper and felt-tipped colored markers. Ask
students to make a pie chart in which they allocate sections of the
pie to specific ways they think time might be spent for a well-
balanced life. To get started, you can provide the students with this
list: work, play, friendships, family life, physical fitness, service to
others, self-improvement, relaxation, religion.
Before they begin drawing their pie charts, ask students to
imagine that they are adults 15 years in the future. Have
students debate with their group members the percentage of
adult time that might be allocated to some of the items for a
well-balanced life. Ask students to ensure they have reasons
to support their choices.
Point out that since it may be difficult to reach agreement,
they should try to work through their differences through
both careful listening and open-minded discussion. Assign
group members roles, so that the discussion is not
dominated by one or two vocal people. Roles can be
discussion facilitator, mediator, summarizer, recorder, and
reporter.
When the groups have finished their charts, ask them to
show their results to the rest of the class, explaining the
reasoning behind their choices.

1:50 PM-Central American Capitals quiz.

As a class with a projector or smart board students will play which capital
belongs to which Central American country game. This game will help
students identify locations of Central American countries and their
capitals. This game will help students gain a geographic understanding of
the region.

http://lizardpoint.com/geography/centralamer-caps-quiz.php

1:57- Students will have time to create their exit notecard

What are similarities and differences based on the class activities?


















Lesson Plan Format
NAME: Rico Camacho Day: Friday
Lesson Title: South America Grade level: 10 Total Time: 60
minutes
# Students: 25
Learning Goal:
(Content
Standard/Comm
on Core)
CCSS.ELA-LITERACY.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
Target Goal or
Skill:
-Understand the people of South America and their culture based on the 8
characteristics
-Students will be able to explain cultural context.

Essential
Question(s):
What is meant by cultural context, and why is it important to understand?
How can one explain the cultural context of South America?
Assessment
(Criteria / Look
Fors/
Performance
Tasks)
Formative Assessment:
What I learned exit notecards

Summative Assessment:
Summative project at the end of the unit.
Disabilities/Diver
se Needs
Represented

Student
Accommodations
and/or
Modifications
N/A

Instructional
Procedures
(including
specific times)

I ntroduction:
(including
motivational
hook where
applicable)


Learning
Activities:








Closure:

1:00 PM-Warm up activity

1. Students will enter the room to watch a 9 minute video The video is
called, The Two Escobars. The video is an introduction to a
stereotype about South America and drug cartels. The clip follows
the life of one of the most notorious drug kings of all time, Pablo
Escobar. The other Escobar was a Colombian soccer player whom
during the time of Pablo Escobar was international soccer star,
Andres Escobar. The clip goes through life in Colombia and the
political situation of the time.

https://www.youtube.com/watch?v=yd5amEEVLgk&list=PLC7A3902ED5
4BAEFF

2. During the clip the students will write on a piece of paper what they
believe the cultural content of Colombia was based on the clip.
They must utilize one of the 8 characteristics of culture in their
answer
3. Each student will then share what they wrote and there will be a
class discussion based on the students answers

1:25 PM- Culture Context and South America
1. Post on the board the enduring understandings of this lesson.
There are aspects of culture that are fundamental but subtle, yet
important to grasp if one is to function effectively within a new cultural
context.
Crossing cultures isn't easy. It's a complex process where understanding
the context is everything.
Also, on the board post the 8 characteristics of culture Prezi as a reminder to
the students in order to connect the enduring idea of cultural context and the
8 characteristics of culture.

2. Discuss with the class the meaning of "context" based on the warm-
up activity. Generally speaking, context means the circumstances in
which a particular event or action occurs. In reference to culture,
context refers to the often unwritten rules or norms that have
evolved and become a part of a group's expected behavior in various
situations. Examples:
In an American movie theater, people are expected to line up
quietly to buy their tickets. It is considered rude to cut into
that line.
In public transportation, such as on buses and subways,
people rarely talk to others they don't know. This is
considered to be a way of respecting people's right to
privacy.
Teens behave differently when they are at home with their
families than they do when they are with friends at school.
In the examples above, the context is:
Unwritten rules about behavior in a movie theater
Unwritten rules about behavior in public transportation
vehicles
Acceptable behavior at home vs. acceptable behavior with
friends
3. Ask students for some examples of things they would never want
their friends to do in the presence of their parents. Ask why a
particular behavior would be considered unacceptable. Ask if this
rule is written down anywhere, or whether one just knows it.
4. Ask students for examples of things they would never want their
parents to do when they were in the presence of the students' friends.
Ask why a particular behavior by their parents would be considered
unacceptable. Ask again if this rule is written anywhere, or whether
they and their friends just know it.
5. Explain that if you "just know" a rule, it is a cultural norm. This
norm guides behavior and lets everyone know what's right and
what's rude, for example, when one is in the presence of someone's
parents.
6. Explain that just as there are cultural norms at home, in school, in
the community, or in the country, there are cultural norms in other
countries. Stepping out of one culture and stepping into another one
is called "crossing cultures." Crossing cultures is not an easy thing to
do. It's a complex process where understanding the context is
fundamental to getting along effectively within the new culture.
7. Ask students to develop a poster, multimedia presentation, or radio
spot that illustrates how misunderstanding the cultural context of a
situation at school or in the community can cause problems. Have
students include strategies in their final products that might help
those trying to understand the cultural context of a situation. (For
example, in the United States a thumbs up is a positive gesture
where as in Thailand, Afghanistan and Greece it can be the same and
putting up the middle finger in the United States)

1:55PM-Hand in what I learned exit notecard.
In your opinion how does South America practice one of the 8 cultural
characteristics?