Materials Needed:
Paper for map, Colored Pencils/Markers.
World Studies: Western Hemisphere
Prentice Hall.
Activities
-
When we say “The Caribbean” what does that mean? How did
these islands form? In this set of lessons you will answer these
questions by applying them to a map.
-
Look at the countries on page 456-462. These are the
countries you will be working with in this unit.
-
In the text read the section titled” The Caribbean on
page 340.
-
In the form of a paragraph answer this prompt: How were
the various islands were formed? What are some other features of the
islands?
Assessment:
Make a map of the islands. There is an excellent map to
reference on page 455.
Include all the countries listed on pages 456-462.
Using the sites below, color code (color all the islands in that formation
the same color, then indicate on your key what that color is) the Bahamas,
the Greater Antilles, and the Lesser Antilles. Also include a your name, a
date, a key (including color codes for the Bahamas, the Greater Antilles,
and the Lesser Antilles), latitude and longitude lines, compass, and title. These are all items that were discussed and used in “DOGSTAILS”.
Choose one island from each of the three areas (the Bahamas, the Greater
Antilles, and the Lesser Antilles) and explain on the map how that island
was formed.
This can be done using the text (35-37 and 340), your activities from above,
the internet sources below, and the clip under.
Differentiation
Extensions:
From your notes on the formation of the islands. Write a
paragraph distinguishing the similarities and differences.
Support:
Draw and label the islands.
Supplementary Resources:
Enjoy this clip on the
Geography of the Caribbean.
Also use it to help with the activities and the assessment.
Wiki
Bahamas ;
Wiki
Lesser Antilles ;
Wiki
Greater Antilles ;
Wiki
Islands
Lessons 6-9:
Physical and Human Characteristics of the Caribbean Islands
Duration:
4 Forty-five minute class periods
Materials Needed:
Various types of paper, depending on which organizer you
choose, Colored Pencils/Markers.
Western Hemisphere Prentice Hall
Activities
-
What are the physical and human characteristics of the
Caribbean Islands? You will answer this question in the form of an
organizer. You will then once again apply this information to answer
the question: What makes the Caribbean Islands a region?
-
In the text read page 456-461.
-
You will create an organizer. This organizer must
include the islands/countries mention on pages 456-461, the capitals,
languages, governments, and religions. Choose one of the
following:
Create a map that includes the various names of the
islands/countries, capitals, physical characteristics, languages,
governments, and religions.
Make a graphic organizer, webbing out the various
islands/countries, physical characteristics, languages, governments and
religions.
Create country flashcards that include the various
islands/countries, physical characteristics, languages, governments and
religions.
*Whichever one you choose, be sure to illustrate your
organizer.
Assessment:
In the form of a paragraph answer this question: What makes
the Caribbean Islands a region? Complete the assessment.
Differentiation
Extensions: Make a tourist brochure which includes the
physical and human characteristics and why a person should vacation there.
Support:
Illustrate the human/physical
characteristics and put them on a map. Enjoy
this clip on the
People of the Caribbean.
Lessons 10-12:
Forms of Government the Caribbean Islands
Duration: 4 Forty-Five minute class periods
Materials Needed:
Poster to create matrix, Colored pencils/Markers. Glencoe,
The American Republic to 1877
World Studies: Western Hemisphere Prentice Hall
Activities
-
What types of governments are in the Caribbean Islands?
How are these types similar? How are they different? In this lesson you
will take a look at the various forms of government, and apply the
information to complete a matrix to compare at least two of these forms
of government.
-
In the text, read pages 462-475.
As you read take notes on the government of Cuba and
Haiti.
-
In the form of a paragraph answer this prompt: Compare
and contrast the various forms of government in Haiti.
How was life better and/or worse for the people of Cuba under Castro?
What are some problems that democracy has faced in Haiti?
-
Read pages 476-482.
-
Answer question 3a and 3b in complete sentences.
Summarize in 3-5 sentences your opinion of what direction you think
Puerto Rico should go and why.
Assessment:
Using a comparing matrix compare 2 island countries forms of
government. Follow this site to take a look at an example of a
comparative matrix
At the top of the two columns list the names of the two countries you are
comparing In the four columns please put these categories:
-
Type of government
-
Who or what has the most power (position, not name)
-
How is power gained?
(voting, military takeover, passed for family member to family member)
-
Other:
2 facts other than the ones listed above about this countries
government. Options may include the current leader, how he/she/they
gained power (specific details), who he/she/they answer to, or any other
facts you find on this countries government.
Complete the matrix by putting in the information for each country. Be
sure to illustrate the matrix.
Differentiation
Extensions: Summarize the various governments and tell
the importance of each.
Support:
From a list of selected
governments, find the governments of this area.
Supplementary Resources:
Enjoy this clip on
Cuba.
Lessons 13-16:
Resources of the Caribbean Islands
Duration:
4 Forty-Five Minute class periods
Materials Needed: Paper for chart, Colored Pencils/Markers.
World Studies: Western Hemisphere Prentice Hall
Activities
-
What resources are located in the Caribbean islands? How
are these resources used? What decisions must be made about these
resources? In this sett of lessons you will explore these questions,
apply the information, and interpret the information to form your own
answers.
-
In the textbook look again at pages 456-461. Please look
specifically at the leading exports of the countries.
-
Create a chart of the Caribbean Islands showing
resources. Be sure to illustrate the chart.
-
In the form of complete sentences answer question 4 on
page 461.
-
Now, you will create a table that counts the number of
resources from each of the island countries. For example Antigua and
Barbuda is the first country mentioned. List the resources/leading
exports they have and put one tally mark next to them. Then move to the
Bahamas. Write down any items that are not already listed, and put a
second tally next to the ones that are (so both Antigua and Barbuda and
the Bahamas have that resource/leading export. Then do the same with
the remaining 12 places mention.
-
In the form of a paragraph answer this prompt: What is
the most common resource? Why do you think this resource is common to
the islands? What is a resource that is unique to only one of the
islands? Which island place? What are some things the unique resource
is used for?
Please turn in 2, 3, and 5.
Assessment:
In the
form of a paragraph please answer this question: Which resources from the
islands do you think are the most important? What decisions must be made
about their use?
Continuous Improvement Process -
Your teacher wants feedback on this unit so it can constantly be improved.
Print the Continuous
Quality Improvement Survey and answer each question, or answer online.
Differentiation
Extensions:
Research
information about the trade embargo with Cuba. How might a trade embargo
affect both countries?
Support:
Using an
atlas, identify resources as natural, human or capital.
Supplementary Resources:
Enjoy this clip on the
Caribbean.
