Unit 3 Latin America: A Cultural Mosaic
Unit 3 Latin America: A Cultural Mosaic
Jan through Feb
Unit Overview: How have various people and cultures added to the diverse perspectives and development of Latin America?
In this unit, students examine the historical roots of cultural diversity in Latin America and the influences on the modern landscape. Students explore two themes related to Latin American culture: (1) the ancient civilizations’ connections to the environment and (2) cultural influences today addressing the following questions: How did the Aztec, Inca, and Maya civilizations interact with their environment? and How are native and outside cultural influences evident today?
Mini Unit: Ancient Civilizations
In this mini-unit, students will explore the ancient civilizations of the Aztecs, Incas, and Mayas and how they grew into complex societies. They will analyze the unique cultural practices, technological advancements, and environmental modifications developed by these civilizations to sustain their societies. Through the study of the Aztec farming and trade practices, Incan irrigation and road systems, and the Maya calendar, students will gain a comprehensive understanding of the ways in which these civilizations interacted with and shaped their environment. Through the study of the Aztec, Inca, and Maya civilizations and their connections to the environment, students will develop a deeper appreciation for the historical, cultural, and ecological aspects of these ancient civilizations. They will gain insights into the complex relationships between humans and their environment, fostering a greater understanding of the interplay between human societies and the natural world.
Mini Unit: Cultural Influences Today
In this mini-unit, students will explore the cultural impacts that have shaped the rich diversity found in Latin America today. They will examine the various influences, both indigenous and external, that have contributed to the cultural characteristics of the region. Students will focus on a specific country in Latin America and conduct research to understand the contributions made by both native and outside influences. They will analyze how these cultural characteristics are manifested in the human landscape, such as language, traditions, arts, and architecture. Throughout this unit, students will develop a deeper appreciation for the cultural diversity in Latin America and the complex interactions between indigenous and outside influences. They will understand the significance of cultural characteristics in shaping the human landscape and recognize. By investigating the historical and contemporary influences on civil governments, students will gain a broader understanding of the cultural impacts that continue to shape Latin America and the Western Hemisphere as a whole.
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Identify ways different cultures record history in the Western Hemisphere through written and oral sources. (1.1.a)
Analyze multiple primary and secondary sources while formulating historical questions about the Western Hemisphere. For example: Oral histories, art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts. (1.1.b)
Gather, organize, synthesize, and critique information, from multiple and diverse perspectives, to determine if it is sufficient to answer historical questions about the Western Hemisphere. For example: Indigenous People, Latinos, African Americans, Asian Americans, Hawaiian/Pacific Islander, LGBTQ, and religious minorities and differing opinions within such groups. (1.1.c)
Explain how people, products, cultures, and ideas interact and are interconnected in the Western Hemisphere and how they have impacted modern times. For example: The “Great Dying” of Indigenous Peoples in the Americas and its consequences; rapid deforestation of the Amazon; anti-colonial and nationalist movements, the Columbian Exchange, and revolutions in energy. (1.2.a)
Determine and explain the historical context of key people, events, and ideas over time including the examination of different perspectives from people involved. For example: the complex interactions between majority and minority groups and individuals involved in European colonization in the Western Hemisphere. (1.2.b)
Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere. For example: the extension of networks of communication, colonial empires, patterns of migration over time, and international trade. (1.2.c)
Explain the interdependence and uniqueness among Indigenous Peoples in the Western Hemisphere including the existing conflict and power dynamics between Indigenous Peoples and those in power. (1.2.d)
Use geographic tools to identify, locate, and describe places and regions in the Western Hemisphere to investigate and solve geographic problems. For example: Farming practices in a dry climate, implications of building a dam, and deforestation. (2.1.a)
Classify and analyze the types of human and geographic connections between places. (2.2.a)
Identify physical features of the Western Hemisphere and explain their effects on people who reside in the region. (2.2.b)
Analyze positive and negative interactions of human and physical systems in the Western Hemisphere and give examples of how people have adapted to their physical environment. (2.2.c)
Investigate the historical, social, and cultural influences of minorities on civil governments of the United States, and the rest of the Western Hemisphere. (4.2.f)
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society
Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere (including North America, South America, Central America, and the Islands of the Caribbean). (1.1)
Investigate the historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationship with one another. (1.2)
Use geographic tools and resources to research and make geographic inferences and predictions about the Western Hemisphere. (2.1)
Evaluate how regional differences and perspectives in the Western Hemisphere impact human and environmental interactions. (2.2)
Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens. (4.2)
Engage in novel approaches, moves, directions, ideas, and/or perspectives while using inquiry and primary sources (Creativity and Innovation).
Respect different perspectives expressed by others (Adaptability and Flexibility).
Utilize primary and secondary sources to examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors (Media Literacy).
Plan and evaluate complex solutions to global challenges within the Western Hemisphere using multiple disciplinary lenses such as ethnic, historical, and scientific (Critical Thinking and Analysis).
Historical thinkers study the people, places, ideas, and events in the Western Hemisphere to construct the story of history from diverse and multiple perspectives including those underrepresented or absent from traditional narratives by using primary and secondary sources.
Historical thinkers evaluate historical sources including but not limited to visual, oral, and written, for purpose, audience, point of view, context, reliability, and authenticity.
Historical thinkers use primary and secondary sources to develop and evaluate hypotheses and interpretations of historical events and figures that are supported by evidence.
Historical thinkers identify points of view, seek multiple sources, and develop and defend a thesis with evidence.
Geographic thinkers analyze the relationship between human and physical systems. For example: Conflict and cooperation over resource distribution and trade.
How can geographic tools be used to solve problems in the future?
Why does where we live influence how we live?
How do populations, physical features, resources, and perceptions of places and regions change over time?
How have geographic factors influenced human settlement, economic activity, and land acquisition?
How have people interacted with the environment over time in a positive or negative way?
How do different systems address the production of goods?
How are scarce resources distributed in different types of economic systems?
How do different economies control the means of production and distribution of goods and services?
What role did the distribution of resources play in personal financial decisions?
Why do national and global viewpoints sometimes differ?
How do government systems affect social structure and citizens’ quality of life?
How do individuals and groups effectively influence government systems?
Cite specific textual evidence to support analysis of primary and secondary sources
Conduct research by locating, gathering, organizing information and data, and evaluating online and print resources.
Evaluate information critically and competently.
Aztec, Inca, Maya, Indigenous, adaptation, irrigation, ethnicity, cultural region, innovations, diaspora
TCI Chapter Assessments: Lessons 1, 2, 3, 7, and 21
Performance Assessment
Mini-Unit A: Ancient Civilizations or What Makes a Society Complex? Student Inquiry into the Aztec, Inca, and Maya
Mini-Unit B: Cultural Influences
TCI Chapters/Lessons
Lesson 19: Mapping Lab: Latin America
Lesson 1: The Maya
Lesson 2: The Aztecs
Lesson 3: The Incas
Additional Resources
From Baja to Patagonia: National Geographic video. (gives an overview of the region)
Mesoamerican Societies: Mini Unit created by the Massachusetts Department of Education
What Makes a Society Complex? Student Inquiry into the Aztec, Inca, and Maya
The Incas of Peru: Inquiry Kit
The Mayan Empire: Inquiry Kit
Read.Inquire.Write.: How did the Inca gain and maintain power over their empire? Primary source analysis and writing project.
Tenochtitlan: Story Map of the city (3D reconstruction)
Model Unit Plan for Theme 2: Cultural Influences Today (linked here)
TCI Chapters/Lessons
Lesson 21: Indigenous Cultures: Survival of the Maya in Mesoamerica
Supplemental Resources
Japanese Emigration to Brazil: Inquiry Kit
Newsela Text Set: Cultural Diffusion and Blending in Latin America
Newsela Text Set: Indigenous Cultures of Latin America
Newsela Article: Street Art in Mexico
DLMS Booksets
MexiKid by Pedro Martín (graphic novel)