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 are introduced to the focus countries of Northern and Central South America and to the lesson objectives. They read about coffee as a key export and watch A Colombian Coffee Break to see how Colombian coffee growers are economically connected to consumers in places like Durham, North Carolina. Students then post responses on a discussion wall explaining what they learned about the connection between Colombian farmers and the U.S. coffee business.
Teacher MovesPreview the experience, highlighting that students will investigate how natural resources shape economies and jobs in the region. Review the objectives with the class. After the video, prompt students to recognize the economic interdependence between Colombian producers and U.S. consumers as you review their wall responses. When the class is ready, unlock the next scene.
Students read the Government and Economy sections from country articles on Colombia, Ecuador, Venezuela, and Bolivia, taking structured notes for each country in a graphic organizer that includes government type, agriculture and industries, exports, and imports. Next, they use Resource Watch to turn on and off map layers for 2020 Gross Domestic Product and the 2019 Global Hunger Index, create a screenshot map of the region, upload it with a title, and then respond on a discussion wall about what the map reveals about these countries.
Teacher MovesGuide students to the correct sections of each country article and clarify any unfamiliar economic or governmental terms as they complete their organizers. Support students in accessing and navigating Resource Watch, including how to toggle layers and take screenshots on classroom devices. After students upload their maps, facilitate discussion of wall responses, emphasizing patterns such as which countries show higher poverty and hunger. Then form small groups, assign each group one of the four focus countries, and designate or help them choose a reporter before unlocking the next scene.
In small groups, students focus on their assigned country (Colombia, Ecuador, Venezuela, or Bolivia). Using their earlier notes and additional online research, they investigate key natural resources and answer questions about how important these resources are to the country’s economy, what jobs are associated with them, and who performs those jobs. Groups 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). After posting, students review reports from the other countries and discuss similarities and differences within their small groups.
Teacher MovesClarify the research questions and expectations for the group reports, including citing information and using clear economic explanations. Circulate to support research, help students interpret sources, and ensure each group addresses both resources and related employment. After reports are posted, prompt students to compare findings across countries and, if time permits, have groups present to the whole class and respond to peer questions. Then direct students to complete the remaining scenes individually and unlock the next scene.
Students visit the Nobel Peace Prize 2016 website to learn about Colombian president Juan Manuel Santos and why he received the Nobel Peace Prize. They then write a response on a discussion wall, in their own words, explaining why Santos won the prize.
Teacher MovesGuide students to the relevant information on the Nobel website and ensure they understand that Santos was honored for his efforts to end Colombia’s decades-long civil war, which caused extensive loss of life and displacement. After reviewing student responses, explain that the peace agreement he pursued was not initially approved by the population. Lead a discussion about what it means to advocate for peace over time, encouraging students to connect this idea to examples from the United States and from their own lives. Unlock the next scene when students are ready.
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.
©2026 Exploros. All rights reserved.