Statement of the Problem: Mr. Glidewell, a History teacher, and Mrs. Parsons, a Spanish teacher, have decided to take their students on a virtual field trip to Mexico. How will the students find out travel information concerning the trip before leaving? How will the students find about the physical characteristics of Mexico, languages, cultures in Mexico and how to successfully interact verbally and nonverbally while in Mexico? 

Duration: A period of 4 days. One day for each subject. The fourth day for reflection and review for trip.

Materials: Computer, Microsoft Excel, Word, and PowerPoint

Mississippi Social Studies Framework:  Standards: Geography, History:

Competency 1: Explain how geography, economics, and politics have influenced the historical development of various nations from 1750 to the present. (Civics, History, Geography, Economics)
Objective B: The student will describe movements that led to conflicts and revolutions in late 18th/19th/20th centuries. (e.g., Enlightenment, nationalism, and unification)

Competency 4: Demonstrate the ability to apply and interpret social studies tools
(e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary documents, political cartoons, etc). (Civics, History, Geography, Economics)
Objective C: The student will be able to interpret information using appropriate social studies tools (e.g., maps, primary and secondary sources-cartoons, photographs, speeches, timelines, charts and graphs, etc.).

Tennessee State Standard:
 

Geography Standard: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.
Objective: 3.2 Understand human geographic interactions and their impact on world historic events.

History Standard: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.
Objectives:
 

• 5.6  Understand the importance of the various economic systems in place during the 19th and 20th century.
• 5.7  Understand the impact of various global conflicts throughout history.
• 5.8  Understand the continuing impact of historical events on the modern world.

Foreign Language: Goal Two: Gain knowledge and Understanding of Other Cultures Standards 2.1. Students demo knowledge and understanding of daily life, traditional ideas and perspectives, institutions, literary and a expressions, and other components and aspects of the cultures being studied. Progress indicators What Students Are Able To Do.
Expanding Objective: Students will know and examine historical periods, places and persons, and evaluate their influence on cultural perspectives and behavior.

Goal Three: Connect with other Disciplines and Acquire Information Standards 3.1. Students reinforce and further their knowledge of other disciplines through the foreign language. Progress Indicators What Students Are Able To Do.
Expanding Objective: Students will use topics other school subjects including sports, music, fashion, customs and life in the country of the target language.

Geography Activities
	Click on the picture Here is a list of websites relating to Physical Location, Climate, Four Pre-Columbian Civilizations, Flag Colors, and Copy Flag . You need to create a PowerPoint with Title page and Two sides. On the side answer facts for these areas. On Side Three copy the Mexican Flag http://www.cia.gov/cia/publications/factbook/geos/mx.html http://countrystudies.us/mexico/50.htm http://countrystudies.us/mexico/49.htm http://countrystudies.us/mexico/51.htm http://countrystudies.us/mexico/54.htm http://countrystudies.us/mexico/59.htm http://countrystudies.us/mexico/5.htm http://countrystudies.us/mexico/4.htm http://www.crystalinks.com/mexico.html http://en.wikipedia.org/wiki/Image:Flag_of_Mex.png
Activities for Foreign Language (Spanish)
Click on the Mexican flag You will need to click on the following vocabulary lists and enter the vocabulary words into the Microsoft Excel document under these same headings.  Then Sort the titles by Alphabetical Order. Bathroom, Restaurant, Emergency Services,  Relationships, Airport, Weather, People, At the Beach,  Shops, Post Office, and Public Transportation
Activities for History
http://en.wikipedia.org/wiki/Mexico http://en.wikipedia.org/wiki/Maya_civilization http://en.wikipedia.org/wiki/Olmec http://en.wikipedia.org/wiki/Toltec http://en.wikipedia.org/wiki/Aztec http://www.mexconnect.com/mex_/history.html   Click on the above websites to find and locate information on Mexican History. You will write a 200 word short essay on the first question and 150 word essay on the second question. Please write the essays in the Microsoft Word document for the two questions to the right.		1: Compare and contrast the four Pre-Columbian cultures (Mayan, Olmec, Toltec, and Aztec) of Mexico. 2: Compare and contrast the difference between Mayan and Olmec Mathematical developments. Be sure to tell how it is significant for us today. *Remember to answer the questions, who, what, when, where, why, and how in each essay.

Reflection on Mexico and Its Cultures Learning Web

 Reflecting over all of the material you have learned from this learning web, answer this reflection question. Type this answer at the bottom of the Microsoft Word Document that you submitted the History essay questions.

How can students relate cultural differences of Mexico to those of the United States?      

Acknowledgments

http://en.wikipedia.org/wiki/Image:Flag_of_Mex.png

http://www.freetravel.cc/images/familypublic/Family2004pub/jack/5/11.jpg

www.gifs.net/animate/animate.htm