Latin America
Teacher's Guide

April 10, 1999 Update
Remember, the "Kids' Versions" are aimed at K-6.
The team generated the following reports: Try the following activities:
Team - Why in the World Are We in Peru?

There is a lesson available in the Peru Lessons section on The Odyssey website that has kids do a survey of information on Peru and assess the credibility of the sources.

Alternately, this can be an opportunity for your students to take the lead in choosing one of the three topics described here and forging on ahead to learn what they can. Perhaps they can each keep track of where they get the most valuable information and create a trivia quiz for a classmate who then goes through the site to find the answers.

Have these students act as the "experts" on those topics, providing an introduction to that topic when it comes up for the class in general. Any questions that come up, they can then be responsible for forwarding them to the World Trek Team or to find the answers themselves and report back.

Abeja - An Offering to the Odyssey Reading Gods and Goddesses

This dispatch describes Abeja's journey from Ecuador to Peru and discusses some of the topography of the Andes.

It's not too late to have your students create their own 3D topographical maps of Peru. This has been done very successfully with "edible" materials like cake and candy (of course)! Here are a few sites to get them started, though the good old library encyclopedia may prove the easiest in this case. - (students can very quickly sign up to use the full service for free for 7 days)
World Conservation Monitoring Centre
Major Volcanoes

Abeja - Raiders of the Lost Sandcastles

This dispatch is quite informative on the archaeological excavations of the Pyramids of the Sun and Moon, the largest precolombian structure in the Americas. These pyramids are remnants from the pre-Incan civilization of the Moche people.

Kids' version available!

Abeja introduces the idea of archeology in a very positive light, comparing it with detective work. She refers to the clues they find in the buildings, art, and garbage the people left behind. A really fun activity is to have your students choose five key items someone might find 500 years from now if they were to explore the students' neighborhoods that the students think would be good clues as to what life is like today! Why did they choose them? Might people in the future not understand the items' significance if they don't know what it is?
Kevin - Ancient Peruvian Fashion 101: Gold T-Shirts and Three-Inch Earlobes

Kevin visits a museum in which he views gold pieces from the Vicus and Lambayeque (pre-Incan) cultures.

What kinds of fashions might people of the future laugh at that exist today? What are common features between what these ancient cultures valued and our own fashion values today? Students can explore these ideas in a discussion OR if you have time it can be really fun to have them do a skit as if they were either talking with someone from these ancient times after visiting them thanks to a time machine, or as if they were archeologists 500 years from now looking at today's fashion items.

Other discussion questions include: Who should have the rights to the jewels and art that exist from these ancient times? Museum owners? The local people? Whoever wishes to buy them?

Monica - Inspector Monica Cracks the Case

This is a fun, if sad, dispatch where Monica explains how ANOTHER digital camera and computer were stolen, this time almost out from under their noses.

Kids' version available!

Though Monica explains this in a funny way, how would your students feel if they were Monica? What do they think Monica should do differently in the future?

Try having your students make a card as if they were going to send it to Monica, showing how they would feel if they were her, or showing her how she should travel in the future?

Making a Difference - violence in 'Peacful Communities'

After the scare of three trek members going missing for eleven days, the actual abductions occurring in Colombia these days hit home. This article reveals some of the most the most recent abductions, which occurred on Wednesday, April 7.

Students are encouraged to send letters to the Colombian government to voice their concerns. It can be very helpful to have students discuss why they think these things are happening, and what they think should be done. To help them connect with the reality of the situation in Colombia, try having them debate what they would do if they lived in the affected communities. It should become clear that these poor people don't have a lot of options. It can also prove very valuable for students to consider what violations of human rights they think exist in their own society. Why do these exist? How easy is it to address these problems?
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