Materials

__//**Interest Inventory**//__ We are about to begin a unit on Mexico. I’d like to see what you all ready know about Mexico or would like to know about Mexico.
 * //__Additional Materials:__//**

1. I know that Mexico is located on the continent of.......

2. When I think of Mexico I think of............

3. I know that the main language of Mexico is.........................

4. I know that the color of the Mexican flag is.................................

5. I know that the main currency of Mexico is ...........................

6. If I had to compare Mexico to my country, I would say it is................................

7. I know that the president of Mexico is ............................................

8. One thing that would surprise people that I know about Mexico is ........................................

9. Something I hope to learn about Mexico is ...............................................

10. The reason I want to learn this is because ..................................................

__//**Student Rubric**//__ To be turned in for a grade at the end of the unit. However, students will be able to view the rubric each day in order to track their daily progress. The teacher will collect the rubric at the end of each class period to track student progress. The rubric will serve as a guide to the basic concepts taught in this unit. Students who answer with a “Yes” will mark 3 in the box then provide an answer. Students who mark 2 or 1 will be given further instruction. **Objective:** || **Yes (3)** || **With a little extra help I can answer this question (2)** || **No – I’m lost and need help (1)** || //Can you tell me three things about the culture of// //Mexico////?// || || ||  || //Can you tell me the two main languages of// //Mexico////?// || || ||  || //Can you tell me who colonized// //Mexico////? What impact did the country that colonized// //Mexico// //have on the culture?// || || ||  || //Can you tell me 2 things that affect the economy of// //Mexico////?// || || ||  || //Can you tell me about Father Miguel Hidalgo//? || ||  ||  ||

__**//Project Rubric//**__ At the end of unit, students will complete a summative project. Students will be given different topics. The project will include a 1-2 page written assignment and a visual. The visual may be a poster, Power Point, shadow box, or mobile. Students will then present the information to the class. 20 is the maximum amount of points and 4 is the lowest a student can receive.

|| Always (5) || Mostly (4) || Sometimes (3) || Rarely (2) || Never (1) || Student project showed understanding of lesson || || || || || || Student completed all aspects of project || || || || || || Student project showed had little to no grammatical errors || || || || || || Student work was neat, well written and organized || || || || || || __//**Economic Systems Graphic Organizer**//__ This is an example of a graphic organizer the teacher and students can use with lesson plan #1. Students can fill in information about each type of economic system in the proper column. This will allow students to easily compare this information. Types of Economic Systems Traditional || Command ||= Market || || ||  ||

__//**Spanish Influence Graphic Organizer**//__ This graphic organizer can be used with lesson plan #2. It allows students to fill in information about the important ways that the Spanish influenced Mexican culture. Spanish Influence on Culture //Cultural Area// || //What Spanish “brought” to// //Mexico// || //Affect on modern day Mexico// || Religion || || || Food || || || Daily Living || || || Farming || || || Government || || || Language || || || Other Areas || || ||