Cruising Latin America
Duration of Activity:
Four, 50-minute class periods
Description of Activity:
The students will access and research information found on teacher-selected Web sites concerning Latin American products, populations, resources, and geography. The students will then create travel brochures using the information found through their research, WordArt, and clip art found in Microsoft Word’s clip art gallery or the World Wide Web.
The students will
- choose a Latin American country to research.
- obtain teacher approval of their countries to prevent unnecessary duplication by other students.
- research a specific country using the World Wide Web.
- use construction paper and/or typing paper along with clip art and WordArt found on the World Wide Web and in Microsoft Word to create travel brochures related to their research information.
- present the finished travel brochures to the class.
- Construction paper
- Typing paper
- Smart cart with large-screen monitor or projection device with Internet and Microsoft Word software for demonstration purposes
- Computers with Internet access and Microsoft Word software for student use
- Handout 1: Inserting ClipArt into a Document
- Handout 2: Checklist for Travel Brochure
- Handout 3: Using Favorites/Bookmarks in the K-12 Classroom.
- Handout 4: Creating a Tri-fold Brochure Using Microsoft Word
Prerequisites (skills or background needed):
- Basic knowledge of computers including how to use a mouse and keyboard and how to use a URL to access a specific Web site
- Basic knowledge of how to use Microsoft Word
- Basic knowledge of how to search for and locate information on the World Wide Web
The teacher will
- bookmark appropriate Web sites that relate to Latin American resources, population, and geography using the procedure in Handout 3: Using Favorites/Bookmarks in the K-12 Classroom.
- demonstrate navigation of the World Wide Web with a large-screen monitor and computer or a projection device and have students follow along using their computers.
- approve each student’s country to insure unnecessary duplication of countries in Latin America.
- instruct students on how to use Microsoft Word and the clip art and WordArt components of the program using Handout 1: Inserting ClipArt into a Document.
- demonstrate the necessary components of the travel brochure using Handout 2: Checklist for Travel Brochure.
- Use Handout 4: Creating a Tri-fold Brochure Using Microsoft Word to demonstrate how to format the page setup in Microsoft Word in order to create a tri-fold brochure.
The students will
- visit bookmarked Web sites to select a country in Latin America.
- get the teacher’s approval for the selected country to research.
- research information on the country that will be used in the travel brochure.
- create travel brochures in Microsoft Word utilizing information found on the World Wide Web and following Handout 2: Checklist for Travel Brochure and Handout 4: Creating a Tri-fold Brochure Using Microsoft Word using a 3-column format.
- present the travel brochures to the class.
- Other word-processing or desktop publishing software may be substituted if Microsoft Word is not available.
- Artistic students will be allowed to draw or use drawing software to create pictures and art for the travel brochures and scan them into digital format for inserting into their brochures.
- Peer tutors will be used to assist students who may need help with the technology component.
- Accessibility features of Microsoft Office XP, including handwriting or speech recognition, may be used by those students requiring them.
- Students who finish early may assist other students with the technology component.
- Microsoft PowerPoint could be used by students to create presentations about of the selected Latin American countries.
- Social Studies
- Language Arts
- Handout 2: Checklist for Travel Brochure
- Apply spatial and ecological perspectives to people, places, and environment using social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary sources, charts, etc.). (C, H, E)
- Analyze the physical characteristics of places in the Western Hemisphere (e.g., climate, resources, etc.).
- Interpret special purpose maps (e.g., climate, vegetation, population).
- Analyze information using social studies tools (e.g., graphs, maps, charts, tables, political cartoons, etc.).
- Describe the impact of technology on development of the Western Hemisphere and its ecology. (C, H, G, E)
- Identify new technology and the direct effect it has had on the development of a specific area (e.g., drilling for oil and minerals, pollution from factories, new jobs, etc.).
National Educational Technology Standards (NETS):
- Use content-specific tools, software and simulations (e.g. environmental probes, graphing calculators, exploratory environmental, Web tools) to support learning and research. (3,5)
- Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3,6)
- Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4,5,6)
- Select and use appropriate tool and technology resources to accomplish a variety of tasks and solve problems.
26 Geographic Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of the world’s people, places, and environments, and their interactions over time.
Construct answers, use geographic tools, and create solutions or products using inquiry skills and knowledge related to geographic perspectives.
27 Historical and Cultural Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of time, continuity, and societal change throughout history.
Demonstrate an understanding of concepts and process skills related to the study of the contributions, influences, and interactions of various cultures.
Construct answers and create solutions or products using inquiry skills and knowledge related to historical and cultural perspectives.
28 Civics and Government Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of civic responsibilities and the structures and functions of government.
Construct answers and create solutions or products using inquiry skills and knowledge related to the role of today’s citizens and the structures and functions of government.
Link and Feedback to Author(s):
Jackie Saucier, William J. Berry, Heidelberg, MS