Title: Center for Latin American Studies traveling suitcase lessons
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Permanent Link: http://ufdc.ufl.edu/UF00079990/00001
 Material Information
Title: Center for Latin American Studies traveling suitcase lessons
Physical Description: Archival
Creator: Markley, Linda and Mike
Publisher: Mike and Linda Markley
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Bibliographic ID: UF00079990
Volume ID: VID00001
Source Institution: University of Florida
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Center-Based Learning Using Realia
and the Traveling Suitcases

Linda Markley, Spanish teacher, West Shore Jr./Sr. High School

Mary Risner, Outreach Coordinator, UF Latin American Studies

How to create student learning centers that are engaging, standards-based, appeal
to all learning styles, are cross-curricular and cross-cultural as well as sharpen
FCAT skills!

A Traveling Suitcase from the Center for Latin American Studies at the University
of Florida OR any other Realia from a Spanish-speaking country (that is, authentic
materials from the Spanish-speaking country of origin).

The Outreach Program at UF has many resources and can be checked out at:
Spanish-speaking countries include: Bolivia, Colombia, Costa Rica, Ecuador,
Honduras, Mexico, Venezuela, "Caribbean" (*working on Cuba, Puerto Rico)

First, choose a piece of Realia from the Traveling Suitcase. Next, using Bloom's
Taxonomy sheet as your guide, develop questions in English or preferably in the
target language of Spanish. These questions will have students move from the most
simple levels of Knowledge and Comprehension through Application and Analysis to
the highest levels of Synthesis and Evaluation. Then, you can put the Realia in a
numbered envelope along with the set of questions to use for a "center" day. Note
you must have enough different "centers" for all students to participate. This is
usually around 12-15 centers.

Finally, put students in pairs and give them an envelope. Ask them to use all five of
their senses to evaluate the Realia and answer the questions you have given them.
Students explore the Realia together, discuss their findings and agree upon an
acceptable answer to the questions you have posed to them. At the end of the
activity, students turn in a paper with the results of their investigation and cultural
experiences as well as the answers to the questions. You can ask them to use
graphic organizers to record their reactions, discoveries, impressions, cultural and
personal knowledge gained from the experience.


Traveling Suitcase from Mexico:

1. Maps puzzle map, road map of Mexico, Florida road map

Question for Knowledge:
Look at the different pieces and try to put them together. Make a list of states and
their capitals.

Question for Comprehension:
Compare how many states and capitals Mexico has with those of the United States.
Do you notice any differences or similarities? Find three capitals and tell the
following: the state it is in and the grid # where it can be found.

Question for Application:
Look at the Compass Rose. What is it called in Spanish? What directions are listed
on it? In what direction from the Capital of Mexico City are the following cities?:
Verazcruz, Guanajuato, Acapulco and Guadalajara.

Question for Analysis:
Look at the "Tabla de Distancias". What is the unit of measure? How many
kilometers is it between the following cities? Veracruz to Guanajuato;
Acapulco to Guadalajara.

Question for Synthesis:
Convert the distances above from kilometers to miles. 1 kilometer = .6 miles
Using the map of Florida, find cities that have comparable distances to those
mentioned above.

Question for Evaluation:
What is your overall impression of the geography of Mexico as compared to that of
the United States? Which is bigger? Are there more or fewer cities? Are they
farther apart or closer together? Are there more large cities or small cities in
Mexico? ...in the USA? Which cities are more popular tourist spots in Mexico?
Are they inland or along the coast? What conclusions can you draw from this data?
There is a French word on the front of the map. What is it and what word is it like
in English and Spanish? Why do you think that is?

2. Money bills and coins from Mexico and from the United States, calculator,
items for purchase with prices in pesos, Mexican flag, brief summary of the
story of the Legend of the Aztecs.

Question for Knowledge:
Make a list of all the coins and bills from Mexico and the United States. Also, find
the following information on each: denomination, color, symbols, size

Question for Comprehension:
Interpret the following words on the Mexican bills and coins:
"pagarA a la vista"; "al portador"; "S.A."; "consejero"; "cajero"
"cincuenta"; "mil"; "quinientos"

Question for Application:
Match the symbols with the bills:
1. cincuenta pesos a. Juana de Asbaje
2. mil pesos b. calendario azteca
3. one dollar c. Dios azteca
4. quinientos pesos d. George Washington
5. dos mil pesos e. Museo de antropologia

Question for Analysis:
There are now new pesos and the conversion value has changed drastically. It used
to be that there were approximately 4000 pesos to one US dollar. Today, there are
approximately 10 pesos to a dollar. Choose 5 bills and/or coins from Mexico and tell
how much they would be worth in dollars based on the old conversion rate and then,
the new one.

Question for Synthesis:
There are several products for sale with prices in Mexican pesos. List the products
by similar prices and convert to dollars. What would the price be in the USA? Are
the prices of the products more, less or about the same in Mexico and the USA?

Question for Evaluation:
What differences and similarities are there between Mexican money and US money?
Do you think things cost more or less in Mexico than in the USA? Why? Look at
the Mexican flag and the US dollar bill. What do you notice is the same about the
symbol found on each of them? What is different? Read the Legend of the Aztecs
and then, come to a conclusion about the similarities and differences you found in
the symbols on the flag and dollar bill.

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