Grade Level: 9-12
Subject: Foreign Languages
Time Frame: 2-3 classroom sessions

Summary

Students will research a Spanish speaking country and summarize the information they find. The end product will be a written report or power point presentation.

Databases/Other Resources

General OneFile; Academic Onefile; Area Country Studies (http://lcweb2.loc.gov/frd/cs/)

Procedures

The students will spend the first class session researching their assigned country and report back to their classmates during the following 2-3 sessions. Students will prepare a summary of their findings, using either a written report or a PowerPoint presentation.

Steps

Steps for Teacher

• The teacher will explain that the students are to research one of the following countries:  Argentina, Belize, Bolivia, Chile, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Uruguay or Venezuela. The student will write a summary of the country including description and travel, culture, sports, food, music, entertainment, and the like.

• Divide the class into groups of three.

• Assign each group one of the above listed countries.

Steps for Librarian

Before starting this exercise, explain the arrangement of the databases, pointing out the various search boxes. Discuss selecting search terms, explain the arrangement of the results (academic journals, magazines, books, new, multimedia), and how to read the results. Remind the students that the databases require accurate spelling and that they may find different articles on the same topic in different databases. 

Teach students how to use the citation tools to correctly cite their resources.

 

Steps for Student

1.  Access Academic Onefile  and General One File

2.  Choose the Browse Subjects tab and enter the name of the country.

3.  Under the country, click on View Subdivisions.

4.  Each student in the group will choose three related articles from any of the 

     subdivisions.

5.  For additional information access Country Studies.

6.  The group will prepare a summary for classroom presentation--either a written   

     report or a PowerPoint.

 

Related Activities

1. Make a poster with facts about the country.
2. In the Informe database, find a Spanish-language article on the country. Summarize the article.
3. Find a recipe from the country and bring in a sample of food
4. Find music from the country and put together a CD or I-Pod playlist to play for the class.
5. Find out more about the country by visiting Background Notes at the U.S. Department of State website.
6. Interview someone from the country.

 

 

Content Standards

Modern Languages---Year One (Beginning)

II. Standard Number 2 (Goal Two): Gain Knowledge and Understanding of Other Cultures

Standard Rationale: The study of another language enables students to understand a different culture on its own terms. The exquisite connections between the culture that is lived and the language that is spoken can only be realized by those who possess a knowledge of both. American students need to develop an awareness of other people’s world views, of their unique way of life, and of the patterns of behavior which order their world, as well as learn about contributions of others cultures to the world at large and the solutions they offer to the common problems of mankind.

 

Learning Expectations/Grade Level Expectations

II. Standard Number 2 (Goal Two): Gain Knowledge and Understanding of Other Cultures

Learning Expectations:

2.1. Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

 

Performance Indicators State

II. Standard Number 2 (Goal Two): Gain Knowledge and Understanding of Other Cultures

Performance Indicators:

The student is able to:

1. begin to develop tools for experiencing and responding to expressive cultural products (e.g., books, periodicals, films and music) in versions that make minimal concessions to the learners’ emerging language skills;
2. analyze and think critically about relationships between geographical features and cultural practices and products;
3. analyze and think critically about historical moments and figures and their relationships to contemporary cultural matters.

Assessment

Students written reports or PowerPoint presentation will be assessed on:

• incorporation of relevant, credible and reliable sources
• level of analysis of sources and use of evidence for conclusions
• organization and synthesis
• clarity
• attention to audience
• grammar, mechanics, and spelling
• citation correctness
• student participates fully in team activities--researching sources, preparing presentation, responding to audience

 

ISTE Computer Literacy and Usage Standards

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

 

AASL Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

3. Share knowledge and participate ethically and productively as members of our democratic society.