ALEX Learning Activity

  

Indigenous Voices: Cultural Identity and Challenges (Phase 2)

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  This learning activity provided by:  
Author: Chelsea Lawrence
Organization:UMS-WRIGHT PREPARATORY SCHOOL
  General Activity Information  
Activity ID: 2316
Title:
Indigenous Voices: Cultural Identity and Challenges (Phase 2)
Digital Tool/Resource:
Padlet – Voces indígenas: identidad cultural y desafíos
Web Address – URL:
Overview:

This activity expands students’ knowledge of the cultural identity and challenges facing indigenous groups in Latin America. Using the technology platform Padlet and the jigsaw classroom strategy, students will explore and take ownership of content. Interpersonal and presentational communication is used to engage in and share information between students.

This activity was created as a result of the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level III
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Intermediate Low Level
Students:
  • understand the basic purpose of a message.
  • understand messages related to basic needs.
  • understand questions and simple statements on everyday needs related to self.
  • understands messages that tell or ask about topics of personal interests.
  • identify simple information needed on forms.
  • identify some information from news media.

    • Intermediate Mid Level,
    Students:
    • understand basic information in ads, announcements and other recorded information.
    • understand the main idea of what is listened to for personal enjoyment.
    • understand messages related to everyday life.
    • understand simple personal questions.
    • understand basic information in ads, announcements, and other simple texts.
    • understand the main idea of what is read for personal enjoyment.
    • read simple written exchanges between other people.
Performance Descriptors:
Knowledge:
Students know:
  • the target language vocabulary for specific purposes including:
    • question words.
    • dates, times.
    • schedules.
    • travel (airport).
    • accepting/rejecting an invitaiton.
    • likes & dislikes.
    • compliments.
    • descriptive words.
    • messages for greeting cards.
    • services being offered on a variety of sitionations.
    • interests and daily routines.
    • sports.
    • jobs.
    • weather.
  • vocabulary related to travel, (customs forms, hotel registrations, information on ID.
  • and can use verbs in a variety of time frames.
Skills:
Intermediate Low Level
Students are able to:
  • understand and determine types of listening sources
  • understand location and time of an event.
  • understand announcements (arrival/departure info, due dates, time and date of messages).
  • understand questions and statements about daily routines, interests, scheudles)
  • understand what is asked for on a form or application.
  • understand basic information in a variety of contexts (weather forcasts, job postings, biographical data).
Intermediate Mid Level
Students are able to:
  • understand the main idea and details of advertisements and announcements and messages.
  • understand the main idea and details of literary and non-literary texts.
  • understand questions asked for surveys questionaires and forms across a variety of contexts.
  • understand basic information given in ads, labels, brochures, erc across a variety of contexts
  • understand the who, what, where, when, why & how of literary & non-literary texts.
Understanding:
Intermediate-Low Level Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level III
6) Connect with other disciplines while using the target language in a variety of time frames.

a. Compare characteristics of countries where target language is spoken.

b. Present information on topics across disciplines.

c. Describe the importance of influential figures from the target culture, past and present.

Unpacked Content
Goals:
Connections
Modes Of Communication:
Interpersonal, Interpretive and Presentational Modes of communication
Evidence Of Student Attainment:

Students:
  • make comparisons of various characteristics of target language countries.
  • are able to talk about topics across disciplines.
  • identify and describe the importance of influential figures to the target culture.
Performance Descriptors:
Knowledge:
Students know:
  • a variety of the target language specific vocabulary.
  • verb conjugations in a variety of time frames.
  • to incorporate background knowledge of target language countries, influential figures and topics from other disciplines studied in earlier levels.
Skills:
Intermediate Low Level
Students are able to:
  • interpret simple statistics on daily life activities of their peers in the target language culture, such as schooling, freetime activities, and social media usage.
  • identify and interpret basic information from authentic sources, such as news articles, event flyers, invitations, and advertisements.
  • identify a few target language news sources and stores.
  • use the target language to learn about other disciplines.
  • use information learned in the target language in other disciplines.
Intermediate Mid Level
Students are able to:
  • identify and interpret basic information from authentic sources, such as news articles, event flyers, invitations, and advertisements.
  • identify a few target language news sources and stores.
  • use the target language to learn about other disciplines.
  • use information learned in the target language in other disciplines.
  • use the target language to make comparisons of similarities and differences in countries where target language is spoken.
  • use the target language to converse and present on a variety of topics and other disciplines.
  • use the target language to invesitgate and describe information learned in the target language.
Understanding:
Students understand that:
  • proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • world language learning offers opportunities to uncover big ideas in and about other disciplines.
  • strategies used to acquire a language are transferable to other areas of learning throughout life.
  • a second language facilitates the acquisition of information about the world outside our experiences.
World Languages
WLAN (2017)
Grade: 7-12
Level V
7) Acquire information related to diverse perspectives in the target culture using varied vocabulary and more complex sentence structure.

a. Evaluate the importance of current events in target culture.

b. Present a concept studied in another academic subject.

c. Debate global issues as represented in target language news sources.

Unpacked Content
Goals:
Connections
Evidence Of Student Attainment:
Intermediate High Level
Students:
  • investigate and identify topics related to the perspectives of the target culture in a variety of time frames and moods.
  • compare and contrast current events and advertisements from the target culture to a student's own culture.
  • explain how current global issues are viewed from the perspective of the target culture.
Performance Descriptors:
Knowledge:
Students know:
  • how to communicate in a variety of tenses and moods.
  • the target language vocabulary for specific purposes.
  • how perspectives of a target culture are portrayed through media and advertising.
Skills:
Intermediate High Level
Students are able to:
  • use the target language to investigate, compare, and contrast current events and advertisements from the target culture to a student's own culture.
  • identify and explain the diverse perspectives of the target culture through the lens of a culture's perspectives.
  • communicate in the target language in a variety of time frames and moods.
  • use the target language to make comparison of current events and how they are reported.
  • use the target language to identify advertisements and compare them with target culture and students'own culture.
  • research how a major figure from history, science, or the arts is described in the target language and use it to expand what they already know.
  • compare how products are marketed in the target culture versus the United States.
  • compare news articles on front pages of newspapers from countries where the target language is spoken.
Understanding:
Students understand that:
  • proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
  • world language learning offers opportunities to uncover big ideas in and about other disciplines.
  • strategies used to acquire a language are transferable to other areas of learning throughout life.
  • a second language facilitates the acquisition of information about the world outside our experiences.
Learning Objectives:

In the target language, students will be able to:

  • interpret and report the unique qualities, challenges, and perspectives of indigenous groups pertaining but not limited to language, tradition, and culture.

  • describe the perspectives and attitudes of indigenous groups towards the protection of the environment, government, and health.

  • compare and contrast the cultural identities and challenges facing indigenous groups of several Latin American countries.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

*Students should have some prior knowledge/introduction to indigenous groups of Latin America. Refer to Phase 1 of this topic for Before “Hook” Activity of this topic. 

  1. The teacher will group students in groups of four (example based on a class of 16 students).

  2. Teacher will introduce the activity by presenting the information of indigenous groups in Bolivia on the Padlet page.

  3. Each group will pick (or be assigned) one of the following countries: Guatemala, Panamá, Venezuela, Perú. (More countries can be included for a larger class.)

  4. Each group will receive an instruction document for their country with links to start investigating.

  5. The teacher will give the students 15-20+ minutes to investigate their country and assemble the information on Padlet under their respective country.

  6. While students are working, the teacher will visit with groups to make sure they are on the right track and to answer any questions.

  7. Before students move to the next activity, they will need to be “experts” of the information that their group has gathered, not just on the information they found.

  8. Once the groups are finished, the teacher will verbally assign each student a number one (1) to four (4) in each country group. Students will form new groups in a “Jigsaw Pattern” so that the new groups contain a person from each country.

  9. In the new groups, the teacher will instruct students to begin sharing the information they have found. Each student will verbally share the information their group found on a specific indigenous group/country. Group members can begin to compare and contrast the information. Allow 5-7 minutes in this activity.

  10. Students should be speaking without completely relying on the Padlet for information. The teacher should monitor this and can model it as an example with Bolivia.

To conclude, the teacher can ask each group to report a similarity or a contrast on a topic that they discussed as a group.
Assessment Strategies:

Assessment #1 – Formative Verbal Assessment: The teacher can ask each group to report a similarity or a contrast on a topic that they discussed as a group.

Assessment #2 – Formative Written Assessment: The students can complete a “quick write” of 5 minutes on the similarities and differences of information and challenges facing indigenous groups in Latin America.
Advanced Preparation:

  1. Pre-group students for classroom management.

  2. Print OR share digitally the instruction document for each student.

  3. Make a copy or create your own Padlet page. Share link with students via email, School Learning Management System, or modify a copy of the instructions to include a link to the Padlet.

  4. To copy the Padlet, click “Remake” at the top right of the Padlet page and it will save it to your account.

*If you teach multiple class periods of the same level, create multiple copies of the Padlet Page. Rename it according to the class period.

*Students do not need Padlet accounts to contribute to the page.
Variation Tips (optional):
 
Notes or Recommendations (optional):

If your class size is larger, you will need to add additional countries and research some websites or articles for them to use as they begin researching.

Using Padlet is very simple and multiple students can collaborate at the same time! The students click the + sign under their country column to add text or images, videos, links, etc. 
*It is important to check the settings of the Padlet that those with the link "can write" or "can edit". 

Remind students to refresh Padlet frequently, sometimes it will have a glitch and not save work. Suggestion: students type content on a document first and then copy over. 
  Keywords and Search Tags  
Keywords and Search Tags: Culture, Guatemala, Identity, Indigenous Groups, Panama, Per, Spanish, Venezuela