CMS Lesson Plan Template Teacher: Carter, Wright, Robinson Course/Level: SS/6th Week of: March 9-13 Monday Tuesday Wednesday Focused Standard/Element(s) SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean. a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms. SS6CG3 The student will explain the structure of the national government of Canada. a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms. SS6E1 The student will analyze different economic systems. c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil. SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain the functions of the North American Free Trade Agreement (NAFTA). d. Explain why international trade requires a system for exchanging currencies between nations. Essential Question(s) What are the structures of national governments in Latin America and the Caribbean? What is the structure of the national government of Canada? How do the economies of Latin America vary between each other?
Opening (5-10 min) Work-Time Activities (40 min) Russia has a type of government in which power is formally divided between one central authority and several regional authorities. Name the type of government. A. Federation B. Dictatorship C. Oligarchy D. Constitutional Monarchy Students will view a Latin America Government power point on nearpod and create a bubble map using the information. Students will read an informational text and fill out a graphic organizer. Today, some citizens and elected leaders of Quebec believe their province should take which action? A. Refuse to trade with the United States B. Close its borders to all new immigrants C. Withdraw from the United Nations D. Become an independent country Students will view a video clip on Canada s Government. Students will create a flipbook that illustrates the government of Canada. The first Australians were nomadic hunters and gatherers. When Europeans reached Australia, they called the dark skinned people they encountered A. Maoris. B. Inuits. C. Aztecs. D. Aborigines. Students will complete a walking tour and make questions concerning the information related to economics in Latin America and Canada. Students will review Latin America and Canada economics using quizlet. Closure Activity (10 min) Students will review the EQ through class discussion Students will complete a think/pair/share activity concerning the following question: How is Canada s government different than other governments we have discussed? Students will answer the following question as a ticket out the door: How do the economies of Latin America differ from the economies in Europe? Thinking map and graphic organizer Think/pair/share activity Walking tour Differentiation Strategies (targeting student growth) Thursday Friday Additional Notes
Focused Standard/Element(s) Essential Question(s) SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country s economy. d. Describe the role of entrepreneurship. What factors influence economic growth and are they present in Latin America? SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean. SS6CG3 The student will explain the structure of the national government of Canada. SS6E1 The student will analyze different economic systems. SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada. SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America. What elements of government and economics should you know concerning Canada and Latin America?
Opening (5-10 min) Work-Time Activities (40 min) Which of these is most likely to be classified as a reason for Canadians concern about pollution of the Great Lakes? A. The Great Lakes are a favorite Canadian tourist destination. B. The Great Lakes are a major source of Canada s drinking water. C. Canadians prefer the beaches along the Great Lakes to those along the coast. D. Diving on shipwrecks is a growing Great Lakes sport which attracts divers from around the world. Students will read text and complete questions, charts, and a writing prompt at different stations. What is the purpose of a tariff, such as a protective tariff? A. To increase the prices of imported goods and protect a country s own industries from foreign competition. B. To decrease the prices of imported goods so a country s people can buy what they need for the lowest cost. C. To increase the prices of exported goods so a country s own businesses are less likely to send their products to other nations D. To decrease the prices of exported goods so people in other countries will buy the foreign nation s product over one from home Students will work with a partner to complete a study guide over Latin American and Canadian Government and Economics. Closure Activity (10 min) Students will write a letter to an absent student explaining what we have learned so far in this unit. Ticket drawing
Stations Peer teaching Differentiation Strategies (targeting student growth)