Unit Topic: Mexico

Title: Traveling South of the Border

Subject Area: Social Studies

Grade Level: 1^st

Description or Outcome Statement: Students will learn where Mexico is located and what direction we have to travel to get there. The students will complete the Know and What we want to know parts of a KWL chart. The Learned part will be completed at the end of the unit. The students will also compare and contrast the flag of the United States with the flag of Mexico. The students will create their own Mexican flag.

QCC Objectives:

Topic: Map and Globes

Standard: Determines the purposed of a map by examining title and content.

Topic: Map and Globes

Standard: Uses a simple map to identify North, South, East and West.

Topic: Location

Standard: Identifies an outline map of North America and the location of the United States and Mexico.

Topic: Citizenship

Standard: Compares and contrasts the flag of the United States with the flag from Mexico.

Specific Lesson Objectives:

The students will be able to:

• locate Mexico on a map.
• recall geographical information about Mexico.
• discuss the significance of the flag of Mexico.
• create their own Mexican flag.

Materials:

• Class size map of North America
• Pictures of Mexico
• Geographic information handout
• Mexico Map activity handout
• Construction paper (green, white, and red)
• Coat of Arms handout
• Scissors
• Glue

Procedures:

· Introduce the lesson by asking the students if they have ever been on a trip out of the United States and allow them to share their experiences. Tell the students that they are going to begin a unit that will take them on a journey to Mexico, but they won’t have to leave the classroom to do so.

· Ask the students to think about what they know about this country and give them a few moments to collect their thoughts. Then, on a sheet of chart paper, make a KWL chart of Mexico and have the students assist you in filling out the What We Know and What WE Want to Know areas and explain that the last section will be completed during the last lesson of the unit.

· Show the students a large map of North America and ask a volunteer to indicate where the United States is located. Then, have another volunteer point out the country that is located South of the United States and have them name the country. After the student responds correctly, show the students the outline of Mexico and explain that similar to the United States, Mexico is divided into states. Point out Mexico’s 31 states on the map.

· Share some geographic information about Mexico including climate and the states. Then, give the students a copy of the geographic information and have the students read along with you to learn more about this country’s landscape. After the students are acquainted with Mexico, have them look at the map on their sheet and challenge them to use their knowledge of cardinal directions to complete the oral activity listed from the attachment.

· Ask the students to recall what the capital of Mexico is and let a volunteer answer. After a student indicates Mexico City, tell the students they are going to take a trip to see some historic sites and tourist attractions. Pass around and discuss several pictures of Mexico.

· Show students a picture of the Mexican flag. Explain that the colors on the flag stand for the following virtues: green for hope; white for unity, purity, and honesty; and red for parenthood and the blood of national heroes. Discuss the significance of the state emblem. According to the legend, the Aztecs in search of their promised land, were told by their god, that when they would find the eagle with a snake in its mouth sitting on a cactus tree, they were to settle down in that place. At today, that place is know as Mexico City.

· Have the students compare and contrast the flag of the United States and Mexico. How are the flags similar? How are they different?

· The students will create their own Mexican flag. Allow the students to color the coat of arms. Once they have colored and cut out the coat of arms, paste it on a piece of white construction paper. The student can then paste a red sheet of construction paper on the right side of the coat of arms and a green piece of construction paper on the left side of the coat of arms.

Closure: Allow the students to display their flags in the classroom and share one thing they learned about Mexico from today’s lesson.

Adaptations:

• For an ESL student I would do the following:
• Keep questions brief and to the point.
• Allow for extra time to complete assessments.
• Break down activities into small steps and provide a lot of verbal reinforcement.
• For a student with a mild intellectual disability I would do the following:
• Provide a sample of the finished product before beginning the activity.
• Have in place a clear roadmap for the child to follow. Sequence of steps precisely given to him.
• Change steps, eliminating multi-level tasks when needed.
• Place self-checking and self-rewarding activities after each step to motivate the student.

Assessment:

• The Mexico map activity will be used as an assessment.

Extensions:

• Extend the lesson for more proficient students by having them create a flag to represent their school. Remind the students that like the flag of Mexico, their flag should have colors and symbols that represent the people. After the students complete their flags, allow them to share them with the rest of the class and describe the symbolism of the flag.

Remediation:

• For students who need extra help with this lesson, I would give them the Mexican flag handout so they can completely understand the flag. They can see exactly what color and where the colors should be placed. I would also place higher students with the lower ones to help them along the way.