Southern Mexico: Past And Present - LANIC
Southern Mexico:Past and PresentAuthor: Marti MiddlebrookSchool: Highland Elementary – Hamilton, OhioGrade Level: 2ndSubject Area: Language Arts, Social Studies, ArtTopics: Geography of Mexico, Mayan History, Aztec History, Mexican Cultureand Traditions, Arts and Crafts, Food, Literature, and Comparison ofCulturesTime Frame: 17 days – a 45-minute lesson each dayUnit Summary:Students will gain an understanding of the rich culture and the past and present history ofSouthern Mexico. They will be able to describe ways in which language, stories, music,and artistic creations serve as expressions of culture and influence the behavior of peopleliving in Southern Mexico. Teacher prepared lessons utilizing literature, photographs,PowerPoint presentations, maps, and foods will help students to meet the goals of theunit. Second grade state standards will be met through the implementation of theselessons.
ESTABLISHED GOALS – The benchmarks in this unit are taken from the Grade TwoOhio Social Studies Grade Level Indicators.Geography Read and interpret a variety of maps. Describe and locate landforms and bodies of water in photographs, maps, and 3-dmodels.History Place a series of related events in chronological order on a timeline. Use historical artifacts, photographs, maps, and folklore to answer questions about dailylife in the past. Identify the work that people performed in the past and explain how jobs in the past aresimilar or different from those of today. Recognize the importance of individual action and character and explain how they havemade a difference in others’ lives with emphasis on the importance of:o Social and political leaders.o Explorers, inventors, and scientists. Describe the cultural practices and products of people in Mexico. Describe ways in which language, stories, folktales, music, and artistic creations serve asexpressions of culture and influence the behavior of people living in a particular culture.Economics Explain how resources can be used in various ways. Explain how people are both buyers and sellers of goods and services. Recognize that most people work in jobs in which they produce a few special goods orservices. Explain why people in Mexico earn a living in a variety of ways. Recognize that money is a generally accepted medium of exchange for goods andservices and that different countries use different forms of money.Social Studies Skills and Methods Obtain information from oral, visual, and print sources. Predict the next event in a sequence. Communicate information in writing.UNDERSTANDINGS – Students will understand the following concepts: Mexico is located on the continent of North America. Students will be able to locate thecountry on a map along with the bodies of water and countries on its borders.Southern Mexico has different landforms and climates that influence the lives of theinhabitants.The history of Mexico played an integral part in the development of contemporaryculture in southern Mexico.Middlebrook – Southern Mexicop. 2 of 2
The people of southern Mexico use resources to produce goods and services as a meansof earning a living.Traditions and folklore portray the heritage of southern Mexico.The diversity of southern Mexico’s people and culture has contributed to the heritage ofMexico and the United States.ESSENTIAL QUESTIONS What is the geography of Mexico?What is the history and culture of Mexico?How do the people of Mexico use its resources to provide goods and services?Students will know or be able to do the following: Locate Mexico on a map. They will label the capital, main port, pyramid sites, and majorcities of southern Mexico.Identify the landforms and climates of southern Mexico.Identify aspects of contemporary culture in southern Mexico that have been influenced bypast history.Identify three resources of southern Mexico.Explain how a family in southern Mexico earns a living.Determine the knowledge or tradition that is explained in a Mexican folktale.Discuss and illustrate an aspect of the cultural heritage of southern Mexico.Identify ways that diverse indigenous groups have contributed to the heritage of Mexicoand the United States.Compare their life to the life of a child in Mexico.ASSESSMENT EVIDENCE Color and label Mexico on a world map and a map of North America. Label MexicoCity, major cities of southern Mexico, Chichen Itza, Edzna, Palenque, Monte Alban,Teotihuacan, and the major bodies of water.Identify and label pictures of different landforms and climates of southern Mexico:mountains, rainforests, coastlines, canyons, rivers, and cenotes.o Choose a climate and draw a picture of a child wearing appropriate clothing forthat climate.Complete a timeline depicting the pre-Hispanic Mayan history of Mexico to present daylife.Middlebrook – Southern Mexicop. 3 of 3
Draw a process map depicting the steps from raw material to finished product for amarimba and a Zapotec weaving. Explain each step in writing.Middlebrook – Southern Mexicop. 4 of 4
OVERVIEW OF LEARNING PLAN Lesson One: Preview of Unit/Map Skillso Students will complete a KWL class chart after locating Mexico on a world mapand a map of North America.o Discuss climate and show landform pictures to help children plan their packing.They will draw and label items packed in their suitcase.Lesson Two: Introduction of Unito Students will complete a passport, pack for a trip and board the plane for theirimaginary trip to Cancun, Mexico.o Students will be served agua de chia and a traditional Mexican cookie as theypreview photos of what the unit will cover.Lesson Three: Historyo Define the terms history, timeline, and culture.o Read the book Aztecs and the Maya by Robert Coupe.o View site of Cortes’ landing and discuss his influence on the future of Mexico.o Start a list of Mayan jobs and illustrate one job performed during this time.Lesson Four: Historyo View PowerPoint slides of the Mayan pyramids.o Read Illustrated Book on How the Mayas Lived by Roxanne Burns and DavidGrepe.Lesson Five: Historyo View PowerPoint slides of the pyramids of Teotihuacan and Tenochtitlan.o Read Illustrated Book on How the Aztecs Lived by Roxanne Burns and DavidGrepe.o Make a group list of important facts.o Compare and contrast the Mayas and the Aztecs using a Venn diagram.o Complete a timeline of the history.Lesson Six: The Indigenous Peopleo View photos of the costumes of the different groups of the region. Discuss thesimilarities and differences.o View photos of several markets and discuss their importance. Compare tomarkets/supermarkets of the United States.o View photos of homes. Students will draw a picture of an indigenous home and apicture of their own home and compare the two in writing.o Religious customs will be discussed. Have students recall the conquest of Mexicoby Cortes and the Spaniards. Ask: What do you think the religious practiceswould be like today if the Spaniards had not come to Mexico?Lesson Seven: The Marketplaceo Read the book Market Day by Lois Ehlert. Discuss the importance of the marketand the Mexican folk art illustrated in the book.o Display photos of numerous marketplaces of southern Mexico.Middlebrook – Southern Mexicop. 5 of 5
o Note the different products sold. Students will make a picture dictionary of thefoods sold in the markets. They will label the foods with the Spanish words forthe foods.o Children will make tortillas and hot chocolate.Lesson Eight: Musico Listen to marimba music on the CD, ” La Magia de Chiapas, Mexico, MarimbaNandayapa.”o View photos of the Nandayapa family’s marimba workshop. Emphasize that it isa family business.o Discuss resources used to make a marimba and produce a product map of theprocess.Lesson Nine: Zapotec Weavingo Read the book The Art of Zapotec Weaving by Marti Middlebrook.o Display traditional weaving patterns and explain that each pattern is of culturalsignificance.o Students will design their own weaving pattern with a preliminary sketch and thenorchestrate their design with oil pastels on colored construction paper.Lesson Ten: Pottery/Clay Figureso View photos of the Doña Rosa pottery and the clay figures of the Aguilar sisters.o Read the book A Dozen Angels by Ruth and Neil Thompson.o Discuss the importance of family members working together.o Emphasize how the artists are continuing the work of their ancestors andexpressing their culture through their art work.o Design and produce a piece of pottery or a figurine out of clay.Lesson Eleven: Folkloreo Share as many folktales as possible throughout the unit. See resources forsuggested titles. Compare them to one another.o Read The Lizard and the Sun by Alma Flor Ada. Complete the comprehensionworksheet.Lesson Twelve: Life in the Big Cities of Veracruz and Mexico Cityo Define the words port, export, and import. Determine why it is important for acountry to have large ports. View photos of the port of Veracruz. Research onthe Internet what products are exported from Mexico at this port.o Define the words capital and government. View photos of Mexico City.Ask: Why do you think Mexico City is so big?o Compare/contrast the big cities to the small villages/cities using a Venn diagram.Write about where you would rather live.Lesson Thirteen: Familyo Read the books: In My Family and Family Pictures by Carmen Lomas Garza.Ask: How is the family in these books like your family?o Complete a graphic organizer and write about how families in Mexico and theUnited States are alike.Lesson Fourteen: Children of Mexicoo View photos of many children during their daily activities and discuss how theyspend their time.Middlebrook – Southern Mexicop. 6 of 6
o Students will take cameras home and have parents take pictures of their dailyactivities. Students will then write a comparison piece to compare their dailylives with the lives of children in Mexico. The photographs and writing will bedisplayed at the school’s “Mexican Heritage Night.”Lesson Fifteen: Sharing the Heritage of the Mexican Peopleo Play mariachi music and define fiesta. Give a brief overview of some of the morecommon celebrations.o Read the book The Festival of Bones by Luis San Vicente. Students will thenconstruct a skeleton puppet and decorate it.Lesson Sixteen: Sharing the Heritage of the Mexican Peopleo Read the book Gathering the Sun by Alma Flor Ada. As you read the bookdiscuss how the people are continuing the work of their ancestors.o Review past lessons as you discuss how some practices of the past haveinfluenced current practices.Lesson Seventeen: Plan for Our “Mexican Heritage Nigh.”o View PowerPoint presentation for a review of the unit.o Decide on children’s crafts, activities, music, and food.o Students write invitations to invite their families, friends, and communitymembers to the event.o Students will design and make advertisement posters depicting something theylearned about to promote “Mexican Heritage Night.”All PowerPoints mentioned in the lessons can be found athttp://www.innoser.com/mexico project/and are also downloadable from this Web outreach/fulbright10/Middlebrook – Southern Mexicop. 7 of 7
Lesson One: Preview of Unit/ Map SkillsBenchmark Indicators Read and interpret a variety of maps. Describe and locate landforms and bodies of water in photographs, maps, and 3-dmodels.Objectives Locate Mexico on a world map and a map of North America. Identify landforms of southern Mexico and the climate associated with them.Vocabulary canyon, cenote, gulf, mountain, rainforest, river, wetlandsBackground Information Southern Mexico has a variety of landforms from the Sierra Madre mountain range to thecoastal lowlands. The Yucatan Peninsula juts into the Gulf of Mexico. Coastal wetlandsand rainforests of eastern Mexico are home to a very diverse population of plants andanimals. The beautiful Sumidero Canyon on the Grijolva River in Chiapas is a wonderful exampleof a unique landform that is a result of seismic activity. Another unusual formation, the cenote (say-No-tay), is a water-filled limestone sinkholewhich provided a stable water supply for the ancient Mayans. The ancient city ofChichen Itza was built around a cluster of cenotes.Activities Locate Mexico on a world map, globe, and a map of North America. Students will colorin Mexico on both maps. Also shade in the Yucatan Peninsula of Mexico. Complete a KWL class chart for what students know and what they would like to know. Show landform pictures and discuss climate found there. Display vocabulary cards aslandforms are introduced. Display in room. Students decorate their suitcase with cut and paste labels. This is a folder with suitcasetype handles (cut from cardstock) attached. All handouts and work will be placed in thesuitcase folder throughout the unit study.Assessment Students will draw and label items to be packed in their suitcase. Items must includeappropriate clothing for the areas we will “visit.”Resources/materials Maps of the world and North America (attached), globe KWL chart (attached) Vocabulary cards (attached) PowerPoint photos (“Landforms,” available for download from this Web site) Suitcase labels (attached)Middlebrook – Southern Mexicop. 8 of 8
Journal (attached)Middlebrook – Southern Mexicop. 9 of 9
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Southern Mexico KWL ChartName:Directions:1) List what you know (K) about southern Mexico; 2) what you want (W) to learnabout southern Mexico; and, after completing the unit, 3) what you learned (L)about southern Mexico.KWhat I KNOWWWhat I WANT toKnowLWhat I LEARNEDMiddlebrook – Southern Mexicop. 13 of 13
wetlands rainforestpeninsulaswampgulfcenotemountain canyonriverVocabulary CardsMiddlebrook – Southern Mexicop. 14 of 14
Suitcase LabelsMiddlebrook – Southern Mexicop. 15 of 15
JournalJournal pages should be cut as half pages andassembled with staples on the left side. Lessonseven requires two pages for a longer response.The cover and pages are attached.Middlebrook – Southern Mexicop. 16 of 16
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Lesson 2: What did you enjoy about your flight?Lesson 4: What did you think was interestingabout the pyramids and the Mayan peoplewho built them?Middlebrook – Southern Mexicop. 18 of 18
Lesson 5: What did you think was interestingabout the Aztecs? Why?Lesson 6: Write about something that you sawthat was especially interesting to you? Whatelse would you like to know about it?Middlebrook – Southern Mexicop. 19 of 19
Lesson 7: Pretend you are at a market in thezócalo of a town in southern Mexico. Describethe things you would see, hear, smell, touch,and taste while you are there?Middlebrook – Southern Mexicop. 20 of 20
Lesson 8: What did you like about the marimbamusic?Lesson 9: Would you want to be a weaver?Why or why not?Middlebrook – Southern Mexicop. 21 of 21
Lesson 10: If you were an artist in Mexico, whatkind of art work would you like to do and why?Lesson 11: How is The Lizard and the Sun similarto other folktales we’ve read about Mexico?Middlebrook – Southern Mexicop. 22 of 22
Lesson 12: Would you rather live in a big city ora small city or village? Explain why.Lesson 15: Which ancestor would you honor onDía de los Muertos? What would you do tohonor them?Middlebrook – Southern Mexicop. 23 of 23
Lesson 16: Write about your day as a migrantworker.Middlebrook – Southern Mexicop. 24 of 24
Lesson Two: Introduction of UnitBenchmark Indicators Obtain information from oral, visual, and print sources. Communicate information in writing.Objectives Complete a “passport” with correct personal information. Make predictions about our travels through southern Mexico based on the viewing of thePowerPoint preview photos. Complete journal entryVocabulary passport, border, tourist, agua de chia, cultureBackground Information When a tourist crosses a border into another country he/she must show a passport whichis then stamped. Mexico shares its northern border with the United States of America. When visiting another country a tourist must be respectful of the culture of that country.Activities Students will complete a “passport” with their personal information and photo. They will be given a ticket for an assigned seat, check their suitcase, and board the“plane” which will be classroom chairs lined up as if they are seats on a plane. Define culture. Discuss the importance of being respectful of other cultures and beingwilling to try new things. Define border and tourist. Two volunteers will act as flight attendants and serve the refreshments, agua de chia anda Mexican cookie, as students view the preview photos of the highlights of the unit. Journal entry: What did you enjoy about your flight?Assessment Journal entryResources/materials Vocabulary cards (attached) Passports (attached) Agua de chia and Mexican cookies (recipes attached) PowerPoint photos of unit preview (“Introduction,” available for download from thisWeb site) Journals and grading rubric for journal entries (attached at end of unit)Middlebrook – Southern Mexicop. 25 of 25
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Vocabulary Cardspassportbordertouristagua dechiacultureMiddlebrook – Southern Mexicop. 27 of 27
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Recipe for Agua de Chia (chia seed water)Ingredients:1 cup chia seeds2 quarts water1 cup sugar½ cup fresh lime juice, or to tastePreparation:Soak chia seeds in water to cover and until they soften and takeon a spongy consistency. Sweeten the two quarts of water withthe sugar, stirring to dissolve. Add the chia seeds and limejuice. Chill and serve cold. Makes two quarts.Middlebrook – Southern Mexicop. 29 of 29
Mexican Cookie RingsIngredients:* 1 1/2 cups all-purpose flour* 1/2 teaspoon baking powder* 1/2 teaspoon salt* 1/2 cup butter* 2/3 cup white sugar* 3 egg yolks* 1 teaspoon vanilla extract* 5 tablespoons multicolored sprinkles/jimmies (optional)Directions:1. Preheat oven to 375 degrees F (190 degrees C). Lightly greasebaking sheets.2. Sift together flour, baking powder, and salt.3. Cream together the butter and sugar. Add the egg yolks andvanilla, beating until light and fluffy. Mix in the dryingredients.4. Shape into 1 inch balls. Push your thumb through center ofeach ball and shape dough into a ring. Dip top of each ring indecorating candies. Place cookies onto the prepared bakingsheets.5. Bake for 10 to 12 minutes or until golden brown. Removefrom the baking sheets and let cool on racks.Makes two dozen.Middlebrook – Southern Mexicop. 30 of 30
Lesson Three: HistoryBenchmark Indicators Place a series of related events in chronological order on a timeline. Use historical artifacts, photographs, maps, and folklore to answer questions about dailylife in the past. Identify the work that people performed to make a living in the past and explain how jobsin the past are similar or different from those of today. Recognize the importance of individual action and character and explain how they havemade a difference in others’ lives with emphasis on the importance of:o Social and political leaders.o Explorers, inventors, and scientists.Objectives Understand the terms history, timeline, and culture. Identify Mayan/Aztec jobs performed during pre-Hispanic times. Determine that Cortes’ arrival in Mexico heavily influenced the course of Mexicanhistory. Obtain information from oral, visual, and print sources. Communicate information in writing.Vocabulary History, timeline, culture, conqueror, maize, precious metals, ceremony, glyph, pyramid,MesoamericaBackground Information Excellent historical background information can be found on the following site:www.historylink101.com and excellent historical books can be purchased atwww.monclem.com. Basic student background informationo In 1500 BC the Maya settled in agricultural villages in the Yucatan Peninsula.They grew squash, beans, and corn (maize). These foods are still part of the maindiet of the Mayas today.o They built great stone buildings and pyramids and by AD 200 their ceremonialcenters had developed into cities with temples, palaces, ball courts, and plazas.o They used gold and copper.o They practiced religion.o They were mathematicians and astronomers.o They were traders who sailed the Caribbean in great canoes.o They recorded history, had a system of writing, and used a calendar.o After AD 900 the lowland Mayan cities declined and became overgrown withjungle vegetation. The highland cities continued to flourish for several morecenturies. When the Spaniards arrived in the early 1500s most of the Mayas wereagain practicing farming in small villages.Middlebrook – Southern Mexicop. 31 of 31
Activities Introduce and define the terms: history, timeline, and culture. Read aloud the book Aztecs and the Maya by Robert Coupe.Assessment List the jobs of the Aztecs and the Maya that are depicted in the book. Illustrate one job performed during the pre-Hispanic time period. Write two to threesentences describing the job.Resources/materials Vocabulary cards (attached) Book: Aztecs and the Maya by Robert Coupe Drawing and writing materialsMiddlebrook – Southern Mexicop. 32 of 32
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soamericaculturetimelinehistoryVocabulary CardsMiddlebrook – Southern Mexicop. 34 of 34
Lesson Four: HistoryBenchmark Indicators Read and interpret a variety of maps. Place a series of related events in chronological order on a timeline. Use historical artifacts, photographs, maps, and folklore to answer questions about dailylife in the past. Identify the work that people performed to make a living in the past and explain how jobsin the past are similar or different from those of today. Obtain information from oral, visual, and print sources. Communicate information in writing.Objectives Label Chichen Itza, Edzna, and Palenque on a map of Mexico. Complete a timeline of Mayan history. Recall important facts about the Mayas.Vocabulary Hieroglyphs, temple, terrace, thatched roofBackground Information See Lesson Three. Mayan people still live in the Yucatan and in Guatemala where they practice traditionalfarming methods similar to those of long ago. They live in houses built on a base of stone with wooden walls and thatched roofs.Activities View PowerPoint slides of Chichen Itza, Edzna, Palenque, Monte Alban, and Cholula. Locate those sites on a map of Mexico. Read aloud the book Illustrated Book on How the Mayas Lived by Roxanne Burns andDavid Grepe. Complete a timeline of the history of the Mayas. Journal entry: What did you think was interesting about the pyramids and the Mayanpeople who built them?Assessment Completed timeline Journal entry QuizResources/materials Vocabulary cards (attached) PowerPoint photos (“Mayan Ruins,” available for download from this Web site) Book: Illustrated Book on How the Mayas Lived by Roxanne Burns and David Grepe Timeline worksheet (attached)Middlebrook – Southern Mexicop. 35 of 35
Journal and rubric for assessment (attached at end of unit)Quiz (attached)Vocabulary ok – Southern Mexicop. 36 of 36
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NameDateHow the Mayas irrigationpyramidsreligion1. was very important inMaya life and they worshipped over 150gods.2. were mostly built oflimestone and some were used fortemples or tombs.3. Many Maya people settled nearor sinkholes.Middlebrook – Southern Mexicop. 38 of 38
4. The Maya people of Mexico live on thepeninsula.5. Most Mayas were whogrew as their main crop.6. They built canals tohelp their crops grow.7. Their system of writing used pictures called.8. They had a very accurateinscribed ontablets of bark paper using numbers andsymbols.9. What sport was played in all Mayan cities?What was it like?Middlebrook – Southern Mexicop. 39 of 39
Lesson Five: HistoryBenchmark Indicators Place a series of related events in chronological order on a timeline. Use historical artifacts, photographs, maps, and folklore to answer questions about dailylife in the past. Identify the work that people performed to make a living in the past and explain how jobsin the past are similar or different from those of today. Recognize the importance of individual action and character and explain how they havemade a difference in others’ lives with emphasis on the importance of:o Social and political leaders.o Explorers, inventors, and scientists. Obtain information from oral, visual, and print sources. Predict the next event in a sequence. Communicate information in writing.Objectives Locate Teotihuacan and Tenochtitlan (Mexico City) on a map of Mexico. Recall important facts about the Aztecs. Complete a timeline of the history of the Aztecs. Compare and contrast the Mayas and Aztecs using a Venn diagram.Vocabulary Aztecs, Cortes, Montezuma, chinampas, emperor, noble, priest, commoner, cacao beans,mosaics, smallpoxBackground Information At its height, Teotihuacan was the largest pre-Hispanic center in all of Mesoamerica. Itwas inhabited from 100 BC until 700 AD. We are unsure as to who the originalinhabitants were. Its name is a Nahuatl word meaning “place of the gods.” It isuncertain as to what led to the fall of Teotihuacan. Later people traveled to the city toperform religious ceremonies honoring the gods. The word Aztec or Azteca is derived from “Aztlan” (“White Land”), a northwesternregion of Mexico where the tribe originated. They were also known as Mexica, thus thecountry name of Mexico. In 1325, after many years of wandering, the Aztecs settled on an island in the middle of alake where they saw an eagle perched on a cactus devouring a snake. This site becamethe center of Tenochtitlan, later known as Mexico City. This was the capital of the Aztecempire which covered a vast territory as far as Oaxaca, Yucatan, and even Guatemala. The Aztecs built up layers of water plants, stones, and mud to form islets or floatinggardens known as chinampas. These were very important for producing food for theAztecs. Chinampas can still be found in Xochimilco, in the southeast of Mexico City. The Aztecs valued their calendar with every day belonging to a god. Aztecs used cacao beans or exchanged goods for others of equal value.Middlebrook – Southern Mexicop. 40 of 40
The Aztecs were fierce warriors. War was a religious obligation with captives beingsacrificed to the sun so it would rise again.At one time Tenochtitlan had 250,000 inhabitants. Sanitary measures were practiced, anaqueduct carried clean water and a wall was built to control flooding. The city had agreat market and majestic palaces.When Cortes landed on the southern coast of Mexico, not far from Veracruz, in 1519,Moctezuma sent welcoming gifts of precious stones, gold, and silver. The Spaniards thenbecame greedy and decided to conquer the Aztecs. With the help of the Aztecs’ enemies,Cortes and his men marched a great distance through jungles and over mountains. Afterthree months of fighting Tenochtitlan fell to the Spaniards on August 31, 1521. ManyAztecs were killed and the city was destroyed. The Spaniards then began building thenew city with European style buildings.Activities Locate Teotihuacan and Tenochtitlan on a map of Mexico. View PowerPoint photos of Teotihuacan and Tenochititlan. Read aloud the book Illustrated Book on How the Aztecs Lived by Roxanne Burns andDavid Grepe. Complete a timeline of Aztec history. Compare and contrast the Mayas and Aztecs using a Venn diagram. Journal entry: What did you think was interesting about the Aztecs? Why?Assessments Timeline Venn diagram Journal entryResources/materials Vocabulary cards (attached) PowerPoint photos of Teotihuacan and the remains of the Templo Mayor (“Ruins 2,”available for download from this Web site) Map of Mexico Book: Illustrated Book on How the Aztecs Lived by Roxanne Burns and David Grepe Venn diagram worksheet (attached) Journal and rubric (attached at end of unit)Middlebrook – Southern Mexicop. 41 of 41
Vocabulary CardsAztecsCortesMontezuma chinampasMiddlebrook – Southern Mexicop. 42 of 42
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smallpoxMiddlebrook – Southern Mexicop. 44 of 44
NameCompare and Contrast the Mayas and AztecsMayasAztecsMiddlebrook – Southern Mexicop. 45 of 45
Lesson Six: The Indigenous PeopleBenchmark Indicators Identify the work that people performed in the past and explain how jobs in the past aresimilar or different from those of today. Describe the cultural practices and products of people in Mexico. Describe ways in which language, stories, folktales, music, and artistic creations serve asexpressions of culture and influence the behavior of people living in a particular culture. Recognize that most people work in jobs in which they produce a few special goods orservices. Explain why people in Mexico earn a living in a variety of ways. Obtain information from oral, visual, and print sources. Communicate information in writing.Objectives Explain the similarities and differences of the costumes of the indigenous people ofsouthern Mexico. Compare and contrast a typical indigenous home of southern Mexico to a typical home inthe United States through drawings and writing.Vocabulary Costume, market, indigenousBackground Information Many indigenous civilizations were present in southern Mexico long before Cortes andthe Spaniards arrived in the area in 1521. Some of them were the Olmecs, Zapotecs,Mix
o Children will make tortillas and hot chocolate. Lesson Eight: Music o Listen to marimba music on the CD, ” La Magia de Chiapas, Mexico, Marimba Nandayapa.” o View photos of the Nandayapa family’s marimba workshop. Emphasize that it is a family business. o Discuss resources used to make a m
The passive gerund can have two forms : present and past. The present form is made up of being the past partiilicipleof themainverb,and the past form ismadeup of having been the past participle of the main verb. Present: being the past participle Past: having been the past participle
WORKSHEET 5 : Past form of verb “ To Be “ WORKSHEET 6 : Past form of verb “ To Be “ WORKSHEET 7 : Simple Past Tense . WORKSHEET 8 : Simple Past and Past Continuous . WORKSHEET 9 : Simple Past and Past Continuous . WORKSHEET 10 : Present Perfect Tense . WORKSHEET 11 : Present Perfect Tense vs Present Perfect Continuous
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Textbook: R. Murphy, English Grammar in Use, B1-B2, Cambridge University Press Present and past: Present continuous (I am doing) Present simple (I do) Present continuous and present simple 1 (I am doing and I do) Present continuous and present simple 2 (I am doing and I do) Past simple (I did) Past continuous (I was doing)
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Present Continuous Present Continuous: Spelling U7 Simple Present vs. Present Continuous: Non-Action Verbs Simple Present vs. Present Continuous: Yes/No Questions U8 Future: Will and Be going to Future: Yes/No Questions with Will and Be going to U9 Simple Past Simple Past: Spelling of Regular Verbs U10 Simple Past: Irregular Verbs U11 Can and .
1 the past tense of write _ 2 the past tense of begin _ 6 last year he _ football 7 the past tense of watch _ 10 the past tense of rain _ 12 the past tense of eat _ 13 the past tense of stand _ 14 the past tense
1. Why is your church seeking affiliation with California Southern Baptist Convention and the San Diego Southern Baptist Association? 2. Included in this packet is a copy of Southern Baptists' doctrinal statement, "The Bap-tist Faith and Message" (see pages 7-16). This is not a creed, but it reflects common beliefs held by Southern Baptists.
