Latin America
Teacher's Guide
 

May 19, 1999 Update
Remember, the "Kids' Versions" are aimed at K-6.
 
The team generated the following reports: Try the following activities:
Abeja - What's Next? A Roller Coaster to the Temple of the Moon?
Kid's Version Available

Abeja considers the impact of tourism on Peru's ancient sights. How much is too much, and who decides?

Pretend your students were put in charge of Machu Picchu (or a touristy site they are more familiar with like the Grand Canyon). What kinds of rules would they make about local usage and development? Have them consider the following different/interrelated interests:

  • Environment
  • Tourism
  • Economy
  • Local cultural interests

- Would they limit the number of people that can access the site?
- Are there any areas that only locals could access?
- Are there areas where people could only hike in? What about older people or handicapped? How would they have access or would they?
- Would they put any controls on who can make money off the tourism? Locals? Corporations who want to run expensive tours (that bring in more money)? A big foreign corporation that has the money to bring in big developments?
- Will restaurants and hotels be allowed? What about an amusement park?

Kevin - Banished or Delivered?

Kevin describes the history of the 400 year old Monastery of Santa Catalina in Arequipa. Its origination and evolution reflect changes in Peruvian society, religion and the economy.

A key aspect of the life of the nuns was discipline. Do your students believe the focus of these nuns' lives was worthy of such sacrifices? If not, what ARE worthy of sacrifices? What would your students be willing to make sacrifices to achieve? And how much would they be willing to sacrifice?

Discipline is cited in most professions as a key aspect of success. Do your students believe they have discipline when it comes to things that are important to them? Are they willing to try to exercise more to achieve their dreams?

Monica - Waterworld, or the Floating People of the Lake
Kid's Version Available

Monica visits the Uros Floating Islands, home to a phenomenal community that utilizes reeds for food, shelter and transportation. The Uros people actually live on reed islands in the middle of Lake Titicaca.

Did your students miss Shawn's dispatch from the 8th on another town on water in the Amazon. They can find it in the Time Machine under May 8.
Shawn - Coca and the Environment

This dispatch describes the coca plant, its more sinister derivative, cocaine, and the environmental, social, and economic effects of the coca trade.

One of the aspects of drug trafficking that is very infrequently considered in the end countries is the impact on the communities abroad, where crime and environmental destruction often result.

Have students do some brief (or detailed) research on the impacts on the growing/trafficking countries. Some key words to search for are:

  • Medellin Cartel
  • Pablo Escobar
  • Drug Traffic
Kavitha - The Children of the Sacred Lake

While Monica visits two Islands of Lake Titicaca, Kavitha spends time on the northeastern shores of the lake, encountering Sillustani, an ancient sacred site 20 miles inland that has been used as a place of worship, burial, and sacrifice for thousands of years.

See the suggestions for Kavitha's article above.
Team - Coca: Modern Crisis or Traditional Power?

In contrast to cocaine abuse in modern culture, this article looks at the traditional uses of the coca leaf in Andean society.

See the suggestions for Shawn's article above.
Making a Difference - Save the Redwood Forests (and the Coho Salmon, and the Spotted Owl, and All of Us)!!!
Carry over from last week.

Has a summary of the situation at the Headwaters Forest in California and its progressive destruction.

Students are invited to:
  • Write the head of the Pacific Lumber Company
  • Contact various politicians
  • Educate their friends and family
 
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