Students explore the connection between the natural resources and economies of several of the countries in this region. Then they do additional research on these natural resources to understand the kinds of jobs that are associated with them. Finally, students learn about Juan Manuel Santos, the Colombian president who won the Nobel Peace Prize in 2016.
Students read an introduction to the experience that highlights coffee as a key export and previews their investigation of economies and natural resources in Northern and Central South America. They then watch A Colombian Coffee Break to see how Colombian coffee production connects to coffee businesses in the United States and respond on a discussion wall explaining what they learned about the relationship between Colombian coffee growers and a coffee business in Durham, North Carolina.
Teacher MovesPresent the lesson overview and objectives, emphasizing the focus on natural resources and economies in the region. After students watch the video and post to the wall, prompt them to recognize the strong interconnection between Colombian farmers’ work and everyday life in the United States, using their responses to surface initial ideas about global economic links.
Students are introduced to the Explore scene with an image of oil refineries in Ecuador, then read the Government and Economy sections of Colombia’s Government and Economy, Ecuador’s Government and Economy, Venezuela’s Government and Economy, and Bolivia’s Government and Economy. For each country, they complete a graphic organizer to record notes on government type, agriculture and industries, exports, and imports. Next, using Resource Watch, students turn on and off map layers for 2020 Gross Domestic Product (PPP) and the 2019 Global Hunger Index, create a map of the region, capture a screenshot, and upload it with a title. Finally, they respond on a discussion wall describing what the map reveals about these countries.
Teacher MovesGuide students to the Government and Economy sections of each country article and ensure they understand how to use the graphic organizers to capture key information about government systems, major industries, and trade. Support students in navigating Resource Watch, including how to toggle layers and interpret GDP and hunger data. If needed, demonstrate how to take screenshots on classroom devices. After students upload their maps and post to the wall, lead a discussion highlighting that Bolivia, Guyana, and Suriname are very poor with higher levels of hunger, and that Ecuador and Venezuela also have higher hunger indices. Before moving on, divide students into small groups, assign each group one of the four focus countries (Colombia, Ecuador, Venezuela, or Bolivia), and help them select or confirm a group reporter for the next scene.
Working in their assigned small groups, students use their earlier notes and additional online research to investigate the natural resources of their country (Colombia, Ecuador, Venezuela, or Bolivia). They answer questions about why a key resource is important to the country’s economy, where it is sold, and what kinds of jobs and working conditions are associated with it. Groups then create a report—posted directly to the discussion wall or via a linked digital tool such as Prezi, Tiki-Toki, an online presentation, or Glogster—and share their findings. After posting, students review reports from the other countries and discuss them within their small groups to compare and contrast the different economies and resource-based jobs.
Teacher MovesRemind groups of their assigned country and clarify the research questions about economic importance, trade partners, and jobs and working conditions. Circulate to support students in locating reliable online information and organizing it into a clear report. Encourage the use of digital presentation tools where appropriate and ensure that each group’s reporter posts or links the final product to the wall. If time permits, facilitate whole-class presentations in which each group shares its findings and responds to classmates’ questions, drawing out comparisons among the four countries’ natural resources and economies. Then transition students to working individually for the remaining scenes.
Students learn that Juan Manuel Santos, President of Colombia, received the Nobel Peace Prize in 2016. They visit the Nobel Peace Prize 2016 website to find out more about Santos and then post a response on a discussion wall, in their own words, explaining why he won the prize.
Teacher MovesDirect students to the Nobel website and ensure they locate the information explaining that Santos was honored for his efforts to end Colombia’s decades-long civil war. After students post, summarize that he won the prize “for his resolute efforts to bring the country’s more than 50-year-long civil war to an end,” and note the human costs of the conflict. Explain that the peace agreement he pursued was not initially approved by the population, and lead a discussion about what it means to advocate for peace over time, prompting students to connect this idea to examples from the United States and from their own lives.
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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