Students learn about the culture of the river dwellers along the Amazon River. Then they explore the Afro-Brazilian influence in Salvador. They research cultural features and challenges in Salvador and present their findings. Finally, they are introduced to some of the etiquette and customs of Brazil and describe them in a letter.
Students read an introduction to Brazil’s size and cultural diversity, view an image of a floating house on the Amazon River, and watch Clash of Cultures over Amazon Dams to learn about tensions between river dwellers’ way of life and large development projects. They then post predictions on a discussion wall about how the culture of Amazon river dwellers might differ from that of Brazilians in more urban, ethnically diverse regions.
Teacher MovesPresent the lesson overview and objectives. Prompt students to connect geography to culture as they share predictions, and facilitate a brief whole-class discussion highlighting how physical environments can shape distinct cultural patterns across Brazil.
Students are introduced to capoeira and the history of the slave trade in Brazil, then watch Brazil’s African Soul to observe Afro-Brazilian cultural influences and everyday life in Salvador. Using a two-column graphic organizer, they take notes on “Cultural Features of Salvador” and “Challenges Facing Salvador.” Afterward, they respond on a discussion wall to questions about the video’s purpose and evaluate how effectively it presents the city.
Teacher MovesGuide students in identifying key cultural features (such as soccer, capoeira, Candomblé, carnival, and music) and major challenges (such as sewage, security, education, violence, racism, and public services) to ensure their notes are complete. Lead a discussion of student evaluations of the video, probing why the creators might include both positive aspects and serious challenges while promoting Salvador.
Students choose one cultural feature (for example, soccer, capoeira, religious faiths, Candomblé, carnival, or music) and one challenge (such as sewage, security, education, violence, racism, public service problems, incomplete subway, hospitals, or crime) in Salvador. Using online research, they investigate both topics and create a brief report. They post their report or a link to a digital product (such as a Prezi, timeline, presentation, or Glogster) on a discussion wall, then read classmates’ reports and respond to at least two with questions or positive comments.
Teacher MovesSupport students in narrowing and researching their chosen topics and in organizing their findings into concise reports. Highlight several exemplary reports in a whole-class discussion, and prompt students to compare Salvador’s strengths and challenges with those of their own community, including what it means to be a good citizen in a place facing serious social and infrastructural issues.
Students read the “Brazilian Culture & Society” and “Social Customs & Protocol” sections of Brazil Guide to learn about everyday etiquette and social norms. They then write a short letter to a friend who is visiting Brazil for the first time, giving practical advice on how to follow Brazilian customs when staying with a host family and sharing meals. Afterward, they compare letters with a classmate and refer back to the guide as needed to check whether their advice is accurate and complete.
Teacher MovesDirect students to the relevant sections of the guide and clarify any unfamiliar customs or terms. Encourage students to ground their letters in specific details from the reading and to refine their advice through peer comparison and discussion.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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