History

In this lesson, students will read two readings about folk medicine, one with general information and another that looks closer at the practice of folk medicine. They will understand the practice of folk medicine in Peru and will be able to relate where and why it is prevalent and the types of "treatments" that are employed.

This lesson is an entertaining way for students to learn about the Inca communication system and broaden their knowledge of the Inca empire.

In this lesson, students will learn how the Inca's believed the world was created and be able to compare this with other creation myths.

This lesson plan is meant to accompany the 2015 Americas Award Winner "Silver People: Voices from the Panama Canal" by Margarita Engle. The book and lesson will allow for classroom discussions pertaining to race relations, power struggles and the differences between race, nationality and ethnicity. In this unit students will experiment with how sentence fluency can help create distinct voices and will also recognize how specific voices can encompass characteristics of communities.

In this lesson, students will learn why the Panama Canal was built and how the U.S. played a major role in influencing the Panamanian people. Students will make a poster at the end of the lesson to demonstrate their understanding.

Students will learn about "the market", a basic economic institution of both pre-Colombian and present day Mexican (Latin American) culture. They will also be taught concepts such as barter, money, value, exchange and work.

In this lesson, students will be able to enumerate some of the different animals and plants that were important in pre-Colombian cultures of Mexico. They will also learn how these were incorporated into art forms through stylization.

Students will understand and apply the Maya Long Count calendar system. Students will be asked to calculate the date of their birth in the system.

In this project, students will produce a travel information packet with useful information about a region, country, city or town. They will get the opportunity to present their travel information to the class in a 7-10 minute group presentation. This project can take several days or spread out over a series of weeks.

In this lesson, students will become aware of the workings of the OAS and will stimulate their own mini-session of a General Assembly. The Organization of American States is a major part of the inter-American system and it's institutions. This exercise can be viewed from two perspectives, stressing either the conflict resolution nature of the OAS or the basic common identity of its member states.