Students explore the government and economy of Chile, Argentina, and Peru, noting historical influences. In small groups, they do additional research on one of the countries to create a report. Finally, they consider the role of tourism in the Patagonia region and create a tourism brochure for people their age.
Students read an introduction explaining that they will explore how geography shapes the economies and governments of Chile, Argentina, and Peru. They view an image of llamas in Peru and access the resource Llama to learn about how llamas are used. Then, using a discussion wall, they describe ways llamas contribute to the economy in South America.
Teacher MovesPreview the experience and objectives, highlighting the focus on government and economy in Southern Coastal South America. After students explore the llama resource and post to the wall, prompt them to identify specific economic uses of llamas (transportation, wool, hides, fuel, meat) and connect these examples to the idea that local resources shape economic activity.
Students view images of government buildings in Argentina and Chile, then read three country overviews using Chile: Government and Economy, Argentina: Government and Economy, and Peru: Government and Economy. They use a graphic organizer to take notes on each country’s government and economy. Afterward, they answer multiple-choice questions comparing the three countries’ economic status, shared government type, and history of military takeovers.
Teacher MovesGuide students through accessing and reading the three country resources, clarifying challenging vocabulary and helping them distinguish between government structures and economic characteristics. Support students as they complete the graphic organizer, prompting them to notice similarities and differences among the countries. Review student responses to the multiple-choice questions to check understanding, and then form small groups and assign each group one country (Chile, Argentina, or Peru) for the next scene.
Working in small groups, students conduct more in-depth online research on their assigned country (Chile, Argentina, or Peru), focusing on internal conflicts, conflicts with other nations, major agricultural products and industries, and key imports and exports. They may also draw on resources such as Chile, Chile Economic Snapshot, Argentina, How Powerful Is Argentina?, Peru, and Four Things You Need to Know about Peru’s Economy to build a current profile of that country’s government and economy. Groups create a report using a digital tool of their choice (e.g., presentation, timeline, Prezi, Glogster) or by posting directly to the discussion wall, then present their report to the class and explain what they learned.
Teacher MovesSupport groups in locating reliable information and interpreting complex economic and political terms, especially in the more advanced articles. Encourage students to address all required aspects (conflicts, industries, imports/exports) and to organize their findings clearly in their chosen presentation format. During group presentations, facilitate questions and answers, prompting students to compare countries’ governments and economies and to connect historical events to current conditions.
Students are introduced to Patagonia as a shared region of Chile and Argentina and an important tourist destination. They watch Why you must visit Patagonia in your lifetime to imagine a tour through the region, then research why Patagonia attracts tourists and what the region offers. Using information from their research, including Lonely Planet: Patagonia, they design a tourism brochure aimed at people their own age that includes key sites to visit with brief descriptions, possible hazards, and a map of the trip. Students post their brochures to a discussion wall, then review classmates’ brochures, select one trip they would like to take, and discuss with a partner why that trip is appealing.
Teacher MovesClarify the geographic location and shared ownership of Patagonia and connect tourism to the broader theme of regional economies. Provide guidance on credible travel and geography sources and on including both attractions and realistic hazards in the brochures. After students post their brochures, prompt them to give each other specific feedback and to discuss how tourism can benefit and challenge local economies and environments.
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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