District 11 Educational Support Services
Social Studies


 

Grade 6, Quarter 2: Mexico

 

Overview

View the Video Introduction. As you learn about the country that shares our border to the south, you will explore Mexico's  geography, culture, government and economy. You will learn how the cultures, government, history and economy of Mexico have all influenced our own history. You will also learn about interdependencies between the two countries and will explore and investigate issues related to immigration and migration.
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Standards

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

  • People and events are organized chronologically to increase understanding of historical relationships.
  • Processes and resources of historical inquiry allow for interpreting the past and analyzing present day issues.
  • Societies are diverse and change over time.
  • Religious beliefs and philosophical ideas change societies.
  • Maps, globes and other geographic tools are used to acquire, process and report information about the past and present.
  • Physical and human characteristics of places define regions.
  • Migration and immigration affect the location and distribution of human activity.
  • Different forms of government have been developed, practiced, and changed throughout history.
  • Decisions must be made about the use of scarce resources.
  • Resources impact the production and distribution of goods and services.
  • Trade, specialization, and interdependence influence relationships among individuals, groups and societies.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

  • How can people and events in Mexico's history be organized chronologically?
  • What impact did the explorers have on Mexico and the native inhabitants?
  • What sources can be used to learn about the people and events?
  • How did the societies of Mexico change over time?
  • How does Mexico's government compare to other governments in the Western hemisphere?
  • How has the government changed from early history to the present?
  • How can Mexican culture today be compared to that of The Aztec and Mayan cultures?
  • What are the most important resources of Mexico?
  • What is the effect of Mexico's economy on its neighbors and vice versa?
  • Why do the people migrate from place to place?
  • What are the social, economic, and environmental issues associated with immigration and migration?

Standards and Benchmarks

History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Benchmark A: Students know the general chronological order of events and people in history.
Benchmark B: Students use chronology to organize historical events and people.
History 2: Students know how to use the processes and resources of historical inquiry.
Benchmark B: Students know how to interpret and evaluate primary and secondary sources of historical information. (e.g., letters, diaries, literature, text, newspaper, art, music, technology, oral history, interviews).
History 3: Students understand that societies are diverse and change over time.
Benchmark A: Students know how various societies were affected by contacts and exchanges among diverse people.
Benchmark B: Students understand the history of social organization in various societies.
History 5: Students understand political institutions and theories that developed and changed over time.
Benchmark B: Students know how various systems of government have developed and functioned throughout history.
Benchmark C: Students know how political power has been acquired, maintained, used, and/or lost throughout history.
History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark A: Students know the historical development of religions and philosophies.
Benchmark B: Students know how societies have been affected by religions and philosophies.
Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places and environments.
Benchmark B: Students develop knowledge of Earth to locate people, places and environments.
Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark A: Students know the physical and human characteristics of places.
Geography 4: Students understand how economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark A: Students know the characteristics, location, distribution, and migration of human populations.
Geography 5: Students understand the effects of interactions between human and physical systems and changes in meaning, use, distribution, and importance of resources.
Benchmark A: Students know how human actions modify the physical environment.
Benchmark B: Students know how physical systems affect human systems.
Geography 6: Students apply knowledge of people, places, and environments to understand the past and present, and to plan for the future.
Civics 2: Students know how to use structure and function of local, state, and national government and how citizen involvement shapes public policy.
Benchmark A: Students know the organization and functions of local, state, and national governments.
Economics 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
Benchmark B: Students understand that economic incentives influence the use of scarce human, capital, and natural resources.
Economics 2: Students understand how different economic systems impact decisions about the use of resources and the productions and distribution of goods and services.
Benchmark A: Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
Economics 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.
Benchmark A: Students understand that the exchange of goods and services creates economic interdependence and change.

Sample Lessons

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

 

Lessons 1-5: Geography of Mexico

Duration: Five 45 minute class periods

 

STANDARD: Geography 2:  Students know the physical and human characteristics of places, and use this knowledge to define and study regions and the patterns of change.

Indicator: Define and identify regions by describing physical and human characteristics of places.

Enduring Understanding:  Physical and human characteristics of places define regions.

Essential Question: What are the physical characteristics that impact peoples' lives?

Assessment: Use the links below to complete the assessment.  Using a three-column chart list major cities, landforms, bodies of water, and bordering countries of Mexico.

http://www.map-of-mexico.org/

http://www.map-of-mexico.org/mexico-relief-map.jpg

 

Lesson Overview: What physical features are found in Mexico? What human characteristics?  This lesson looks at these features and characteristics of our neighbor to the south.  

 

 

Activities

 

  1. Scan pages 338-349 in the textbook.  Find and read sections that talk about Mexico.  Discuss what you have read on Mexico, either verbally or in the form of one paragraph.  

 

 

  1. Review "Dogstails" from unit 1.  Follow the link below.  Do a Dogstails on the map.  What is it missing?  Why is that information important to know?  Summarize in the form of a paragraph.

      http://www.map-of-mexico.org/mexico-relief-map.jpg

 

  1. Follow the link below to look at CIA World Factbook on Mexico.  Look specifically at the geography.   Use the information to help you with activity 

https://www.cia.gov/library/publications/the-world-factbook/geos/mx.html#Geo

 

  1. Using the internet, magazines, newspapers or old books find pictures that represent each of the following in Mexico: climate, soil, plants,       animals, buildings, language, religion, and government.  I.e. For language a street sign in the language.   Cut out the pictures and paste them to poster board.  On the back of the poster describe each feature in Mexico.   

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook Chapter 11, Poster paper, scissors, glue, colored pencils.  You may also use old magazines for the pictures.

Differentiation

Extensions: After researching various pictures, draw your own picture showing how human and physical characteristics affect peoples lives in Mexico.

Support (RtI tiers 2 & 3): Find picture in textbook and list 3 physical characteristics and 3 human characteristics.

 

Supplemental Education Resources:

1. Follow the link to watch the movie Geography of Mexico and Central America.

http://player.discoveryeducation.com/index.cfm?guidAssetId=97D45F88-B82C-44E5-BF1E-DBBFE0FC62EA

2. Use the link of the map below.  Look at the colors represented and create your own key to the map.

http://www.map-of-mexico.org/mexico-relief-map.jpg

3.  Follow the link below to play this game on the geography of Mexico.

http://www.quia.com/cz/3485.html?AP_rand=473934080

A segment of Geography of Mexico and Central America

 

 

 

 

Supplemental Education Resources:

1. Follow the link to watch the movie Geography of Mexico and Central America.

http://player.discoveryeducation.com/index.cfm?guidAssetId=97D45F88-B82C-44E5-BF1E-DBBFE0FC62EA

2. Use the link of the map below.  Look at the colors represented and create your own key to the map.

http://www.map-of-mexico.org/mexico-relief-map.jpg

3.  Follow the link below to play this game on the geography of Mexico.

http://www.quia.com/cz/3485.html?AP_rand=473934080

A segment of Geography of Mexico and Central America

 

 

 

Lesson 6-9: Important People in Mexico’s History

Duration: Four 45 Minute Class Periods

 

STANDARD: History 1:  Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.

Indicator: Organize events and people in chronological order and use this data to determine cause/effect relationships.

Enduring Understanding: People and events are organized chronologically to increase understanding of historical relationships.

Essential Question: How can people and events in Mexico's history be organized chronologically?

Assessment: Using a timeline, show the time- frame of Mexico’s early history.

 

Lesson Overview: What people are important to Mexico’s early history?  What chronological order can these people be put into?  This lesson looks at people in Mexico’s history, the impact they had, and the chronological order of each person.

 

Activities:

1. Read pages 378-380; 386

 

2. Use page 390 as guide to complete a timeline titled “Important People in Mexican History” Include the following: Montezuma, Hernan Cortez(or Cortes), Miquel Hidalgo, Benito Juarez, Porfirio Diaz, and Santa Anna. Identify the time frame and impact on Mexico's early history.  Include illustrations.

 

3. Choose one of the above people to do a timeline of their life.  Use page 391 in the text book as your guide.  Include at least 6 events in the person’s life, as well as illustrations.  Use the links below to help you research.  Click on the link, then type in the name.

http://www.nndb.com

www.wikipedia.org

http://encarta.msn.com

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Timeline paper, post it notes, markers/colored pencils

Differentiation

Extensions: Write a summary of how the person in the timeline impacted the history of Mexico.

Support (RtI tiers 2 & 3): CLOZE paragraph where the people/events and dates of events are provided on a word bank

 

 

Supplemental Education Resources:

 

Follow the link to watch the film The Explorers: Hernan Cortes: Conqueror of Mexico

http://player.discoveryeducation.com/index.cfm?guidAssetId=FF601162-0F4E-4E4C-9E5F-5C1DC576EB00

 

  

 

 

Lesson 10-14: Religion in Mexico-From the Aztecs to Now

Duration: Five 45 Minute Class Periods

 

STANDARD: History 6:  Students know that religious and philosophical ideas have been powerful forces throughout history.

Indicator: Describe religious beliefs and philosophical ideas, and how they changed societies.

Enduring Understanding: Religious beliefs and philosophical ideas change societies.

Essential Question: What impact did the explorers have on Mexico and the native inhabitants?

Assessment: In the form of a paragraph answer the prompt:  How have idea/beliefs changed Mexican society?  Why?

 

Lesson Overview: How have religious and philosophical ideas changed throughout Mexico?  This lesson looks at the changes in religious and philosophical beliefs of the indigenous people and how they changed with the conquistadors and missionaries.  This lesson also looks at why the beliefs and philosophies changed.

 

 

Activities

  1. Read page 382 in the textbook.

  2. Read the page from the sight below.

http://www.mexconnect.com/mex_/travel/dpalfrey/dpcolonial2.html 

 

  1. Find at least ten words in the first five paragraphs that you may not understand.

  2. Using a dictionary define these words.

  3. Now take the first five paragraphs of the article and rewrite them in your own words so that any 6th grade student could understand the article.

  4. Use the links below to look at the Aztecs religion.

http://library.thinkquest.org/27981/beliefs.html

http://www.ancientmexico.com/content/gods/index.html  

 

7.  Use a Venn diagram (two circles that connect with a shared middle) and compare the religions of Ancient Mexico to the one described in the article you rewrote. Put differences on the outer edge of the circle, and similarities in the middle.

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Paper for Venn diagram, Colored Pencils, Dictionary

Differentiation

Extensions: Research an individual and report how this individual's ideas/beliefs impacted the history of Mexico.

Support (RtI tiers 2 & 3): CLOZE paragraph pertaining to Cortez.  Provide word bank.

 

  

Supplemental Education Resources:

 

Use the link below to take a look at the movie Mexico: The Heritage

http://player.discoveryeducation.com/index.cfm?guidAssetId=D96E98F1-CC9B-402B-9587-062E4BBFFB18 A segment of Mexico: The Heritage

 

 

 

 

Lesson 15-17: Primary and Secondary Sources of Mexico

Duration: Three 45 minute class periods

 

STANDARD: History 2:  Students know how to use the processes and resources of historical inquiry.

Indicator: Identify, interpret, compare, and evaluate primary and secondary sources including documents, eyewitness accounts, letters and diaries, literature, and newspapers.

Enduring Understanding: Processes and resources of historical inquiry allow for interpreting the past and analyzing present day issues.

Essential Question: What sources can be used to learn about the people and events?

Assessment: Using the computer find two examples of primary and two of secondary sources related to Mexico.

 

Lesson Overview: What are the differences between primary and secondary sources?  How can each be used?  This lesson answers these questions using Mexico as the subject.

 

 

 

Activities

  1. Use the website below to read about the differences between primary and secondary sources

http://www.lib.washington.edu/uwill/research101/basic03.htm
 

2.  Create a T-chart listing various primary and secondary sources

 

  1. Use the website below to take a look at primary sources from Mexico:

http://www.ancientmexico.com/content/documents/index.html

 

4. Complete the assessment.  Find different examples.

 

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Paper for T-chart, colored pencils

Differentiation

Extensions: Research a primary source, explain its purpose and importance, then find a secondary source on the same topic.

Support (RtI tiers 2 & 3): Give current examples of primary and secondary sources.

  

 

Supplemental Education Resources:

Play this fun game on telling the differences between primary and secondary sources.

http://www.historyonthenet.com/Lessons/sources/sourcesexplain.htm

 

 

 

Lessons 18-22: Mexico’s Ancient Civilizations

Duration:  Five 45 Minute Class Periods

 

STANDARD: History 3:  Students understand that societies are diverse and change over time.

Indicator: Describe basic cultural elements (traditions, customs, religion, language, government).  Compare and contrast societies, and explain how they changed over time.

Enduring Understanding: Societies are diverse and change over time.

Essential Question: How can Mexican culture today be compared to that of The Aztec and Mayan cultures?

Assessments

1.Use the primary resources and the links below to make a chart of the early Indian civilizations (Aztec, Mayan, Olmec).  Include the cultural elements of the civilizations.  Compare/contrast the cultural elements.  Be sure to explain and illustrate each element.  Include at least five elements.

Links: http://library.thinkquest.org/27981/index.html

        http://library.thinkquest.org/11577/ 

        http://www.crystalinks.com/olmec.html 

2. Write a paragraph explaining how life changed for the early Indian civilizations after the explorers came to Mexico.

 

Lesson Overview: What was life like in Mexico before explores?  How did life change afterwards?  This lesson takes a look at the culture of the early Indian civilizations and how life changed when explorers arrived.

 

Activities

1. In the text read pages 368- 372.

2.  Complete question 1 and (all parts A, B, and C) and the Writing Activity

3. Find a primary source on the Aztecs, the Mayans, and the Olmec.

4.  Use the primary sources to complete the first part of the assessment.

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Paper for chart, colored pencils/markers

Differentiation

Extensions: Triple Venn diagram listing at least 5 items for each category

Support (RtI tiers 2 & 3): Compare two societies and list one event for each society (Aztec/Olmec/ Maya)

  

 

Supplemental Education Resources:

Follow the links below to watch two films on the Mayans, the Aztecs, and the Olmec.

 

http://player.discoveryeducation.com/index.cfm?guidAssetId=8D58FCF0-39F0-40E6-AB71-2F45A48D9F21

http://player.discoveryeducation.com/index.cfm?guidAssetId=3E48B018-2929-460D-946B-4A35FC44C2E2

 

 

 

 

Lessons 23-27: Social Structure of Mexico

Duration:  Five 45 Minute Class Periods

 

STANDARD: History 3:  Students understand that societies are diverse and change over time.

Indicator: Describe basic cultural elements (traditions, customs, religion, language, government).  Compare and contrast societies, and explain how they changed over time.

Enduring Understanding: Societies are diverse and change over time.

 Essential Question: How did the societies of Mexico change over time?

Assessment: In a short-constructed response, explain similarities and differences between two social classes in the Social Pyramid.

 

Lesson Overview: What was the social structure in Mexico before independence? This lesson takes a look at the social structure of Mexico before independence.  This lesson is also used to show Mexico’s society is diverse, as well as how it changed from the time of the Aztecs and Mayans, and how it is different now.

 

Activities

1. In the text read pages 383; 385-386

2.  Define a caste system

3. Explain in 3-5 sentences each of these five social classes in Mexico at this time:  Peninsular, Criolle, (Creoles) Meztizos, Slaves, Indians.  Use the computer to research social classes not found in the text.  Possible sights may include www.wikipedia.org or http://encarta.msn.com or www.google.com or www.yahoo.com

4.  Using the social classes create a social pyramid. Illustrate the social pyramid.

5.  In a paragraph answer this prompt:  How is this social pyramid a caste system?  What is your opinion of a caste system?

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Paper for pyramid, colored pencils/markers

Differentiation

Extensions: Compare social pyramid to structure in other societies.

Support (RtI tiers 2 & 3):  Using the Social Pyramid, pick one level and write an entry of a journal telling about their daily lives

 

 

Supplemental Education Resources:

 Follow the link to watch the film Mexico: The People

http://player.discoveryeducation.com/index.cfm?guidAssetId=EB391C6E-148D-410B-BFE3-3D9964723D0E
A segment of Mexico: The People

 

* As you watch the film make a list of changes you see in Mexico’s society since pre independence (How is life different from the time of the social pyramid?)

 

 

Lesson 28-32: Mexico’s Government

Duration: Five 45 minute class periods

 

STANDARD: History 5:  Students understand political institutions and theories that developed and changed over time.

Indicator: Describe forms of government and give examples of societies that practiced and changed them over time. (democracy, monarchy, oligarchy)

Enduring Understanding(s): Different forms of government have been developed, practiced, and changed throughout history.

Essential Questions

1. How does Mexico's government compare to other governments in the Western hemisphere?                             

2. How has the government changed from early history to the present?

Assessment: Compare Mexico's and Canada's governments.  Use either a visual or written form to compare.  Include at least 5 items to compare.

 

Lesson Overview: What type of government does Mexico have?  How is it similar and different from other governments in the Western Hemisphere?  This lesson looks at the structure of Mexico’s government.  In this lesson you will use prior knowledge of other governments to compare and contrast them to Mexico’s.

 

Activities

  1. Read page 436 in the textbook

  2. Using the websites below create a poster of Mexico’s government.  Include each of the branches, their roles, and how they work together.

Links: http://www.elbalero.gob.mx/kids/government/html/home.html

                http://en.wikipedia.org/wiki/Government_of_Mexico

  1. Research and identify Mexico’s current president.  Write a brief summary about him.  Where is he from?  What party does he belong to? How long does he serve?  Has he met with our president?  If yes what are some of the issues they discussed.

  2. Look at pages 393-393 in the textbook.  Make a list of differences that you notice between Spanish rule, dictators, and the current government.

  3. Complete the assessment.

 

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Poster paper, colored pencils/markers

Differentiation

Extensions: Make a chart of Mexico and Canada.  Show similarities and differences.  Explain which government works better and why.

Support (RtI tiers 2 & 3): Provide a copy of a graphic organizer that it partially completed and finish the organizer. 

 

 

 

Supplemental Education Resources: Use the link below to watch the film Mexico: Its People, History, and Government

http://player.discoveryeducation.com/index.cfm?guidAssetId=EE1E8FA6-EB10-4AD9-82FD-40192CF8FF28

 

 

Lessons 33& 34: Resources of Mexico

Duration: Two 45 Minute Class periods

 

STANDARD: Economics 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Indicator: Identify and give examples of economic resources and make decisions involving opportunity costs.

Enduring Understanding: Decisions must be made about the use of scarce resources.

Essential Question: What are the most important resources of Mexico?

Assessment: Make a list of resources found in Mexico and label them   as natural, human or capital.  Use the link below of the CIA world factbook to help you.

https://www.cia.gov/library/publications/the-world-factbook/geos/mx.html

 

 

Lesson Overview: What resources are found in Mexico?  How can these resources be categorized?  In this lesson you will use the text and websites to find out about the resources of Mexico.  You will then divide them into categories of natural resources, human resources and capital.

 

 

Activities

  1. Scan the textbook from pages 352 -358.  Look specifically for resources in Mexico.

  2. Define Natural resources, human resources, and capital

  3. Complete the assessment.

 

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Paper for list, dictionary

Differentiation

Extensions: Make a list of what decisions have to be made about the resources.

Support (RtI tiers 2 & 3): Provide a Graph Organizer where students fill in the appropriate column labeling listed resources.  Word Bank provided.

 

 

 

Supplemental Education Resources:

Follow the link below to watch the film Mexico: Its Land, Resources, and Economy.

 

http://player.discoveryeducation.com/index.cfm?guidAssetId=53CF2D75-60A8-4385-985F-646F707586A2

 

 

 

Lessons 35-37: Imports/Exports of Mexico, and Its Relationship to the United States

Duration: Four 45 Minute class periods

 

STANDARD: Economics 3:  Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.

Indicator: Describe how trade, specialization, and interdependence influence relationships among individuals, groups, and societies.

Enduring Understanding(s): Trade, specialization, and interdependence influence relationships among individuals, groups, and societies.

Essential Question: What is the effect of Mexico's economy on its neighbors and vice versa?

Assessment: Using notes write a short paragraph explaining how Mexican products impact other countries.

 

Lesson Overview: What are Mexico’s imports and exports?  What independence does it have with the United States?  In this lesson you will answer these questions as well as take another look at NAFTA.

 

Activities

 

1. Read in the text book pages 392-396 and answer question 2A on page 396

2. Use the website below to create a T-chart documenting imports/exports with the United States. Be sure to illustrate the T Chart.

Link: http://internationaltrade.suite101.com/article.cfm/mexicos_top_exports_imports  

 

3. Find examples at homed of products imported and exported from Mexico.  Discuss your findings with someone.

4.  Define Tariffs. Then write a brief summary of NAFTA and explain how it works.  Include at least one way NAFTA has affected trade between Mexico the United States. Feel free to use your textbook and the sites below to help you find information on NAFTA

http://www.wisegeek.com/what-is-nafta.htm

http://www.bajainsider.com/baja-business/what-NAFTA.htm

http://en.wikipedia.org/wiki/NAFTA

 

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Paper for the T-chart, colored pencils/markers, and dictionary

Differentiation

Extensions: Further investigate NAFTA and its effects on trade in all North America.

Support (RtI tiers 2 & 3): Cut a picture of a product from a magazine and explain why it is important to the culture.

 

Supplemental Education Resources:

Follow the link to enjoy the film: Mexico: Our Neighbor to the South

 

http://player.discoveryeducation.com/index.cfm?guidAssetId=A424EFE6-A8EF-4E52-86AB-D5F7B2BE5A78

 

Follow this link to play this fun game and test your knowledge of Mexico.

 

http://www.quia.com/rr/6685.html

 

 

Lesson 38-41: Mexican Migration

Duration: Four 45 Minute Class periods

 

STANDARD: Geography 4:  Students understand how economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Indicator: Explain how migration and immigration affect the location and distribution of human activity.

Enduring Understanding: Migration and immigration affect the location and distribution of human activity.

Essential Question: Why do the people migrate from place to place?

Assessment:

Explain in the form of a one page paper current issues dealing with migration and how the Mexican people solve these issues.  Use the websites below, as well as your textbook to help you complete the exercise.

http://edition.cnn.com/2001/fyi/news/06/15/new.frontier/index.html

http://www.timeforkids.com/TFK/kids/wr/article/0,28391,1179485,00.html http://www.timeforkids.com/TFK/kids/wr/article/0,28391,1533760,00.html

www.yahoo.com (key words Mexican Migration Issues) 

 

Lesson Overview: What is migration?  Why do people migrate?  What issues do the people of Mexico face in regards to migration and immigration?  In this lesson you will analyze these questions.

 

Activities

 

1. In the text read pages 402-407.  Answer the Reading Check at the bottom of page 407 and question 2 (A, B, and C) and the Writing Activity on page 407.  For the writing activity please use someone from Mexico.

2. Define Immigration, emigrate, migration, and migrant workers

3.  Complete the assessment

 

Resources: Prentice Hall World Studies Western Hemisphere Textbook, Dictionary

Differentiation

Extensions: Summarize the benefits and drawbacks of being a migrant worker.

Support (RtI tiers 2 & 3): Draw a picture illustrating the meaning of the vocabulary words then explain the meaning of each.

 

 

Supplemental Education Resources: 

Follow the link below to watch the film Mexico: The Nation

http://player.discoveryeducation.com/index.cfm?guidAssetId=07EFB80B-FB38-4090-AE38-718F59B2656D
 
Follow the link below to once again challenge yourself with this fun game about Mexico.
http://www.quia.com/rr/35482.html A segment of Mexico: The Nation

 

 

 

Parent Resources

 

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