OHIO SOCIAL STUDIES STRANDS

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• OHIO SOCIAL STUDIES STRANDS

• Sothea Nouv
• Rebecca Lynn
• ED 417
• 5/01/02
• Dr. Helms

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• BRAZIL

• GRADE 3

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OHIO STRANDS

• American Heritage
• People in Societies
• World Interactions
• Citizenship Rights and Responsibilities

• Democratic Processes
• Decision Making and Resources
• Science, Technology, and Society

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American Heritage- Web Sites
http//www.reef.reefbrazil.com/home.html http//fo
rest.org/samerica/ http//www.expatlandia.com/docs
/brazil/brazil_infa.html http//www.brazilcouncil.
org/brazilinformation/livinginbrazil/brazilinfo_li
vinginbrazil_intro.html http//www.worldinfozone.c
om/country.php?countryBrazil

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American Heritage- Activities

• The students will read books about how Americans
  lived long ago.
• The students will read books about how Brazilians
  lived long ago.
• The students will do a Venn diagram comparing how
  the two sets of people lived long ago.

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American Heritage- Activities Continued

• The students will read books about how Brazilians
  live today.
• The students will design a presentation to show
  how the lives of Brazilians lives have changed.

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People in Society Websites

• http//lcweb2.loc.gov/cgi-bin/query/r?frd/cstdy_at_f
  ield(DOCIDbr0036
• http//members.aol.com/bowermanb/bnotes8.html
• http//members.aol.com/bowermanb/latin.html
• http//coloquio.com/famosos.html
• http//coloquio.com/famosos/writers.html

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Activities
People in Society

• Students will review books by Brazilian writers
  and write a book critique.
• Students will learn and perform Brazilian dances
  for the class.
• Students will play a different Brazilian game
  each day. Have students compare/contrast each
  game to a game they might play in the U.S.

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Activities Continued
People in Society

• Students will research the recipe for feijoda and
  other Brazilian foods to prepare in class.
• Construct a whole fleet of Brazilian vessels to
  travel the Amazon River using trays, milk
  cartons, and egg trays. Floating stores,
  restaurants, churches and even gas stations
  travel up and down the Amazon River.

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World Interactions- Web Sites
http//www.reef.reefbrazil.com/home.html http//ww
w.expatlandia.com/docs/brazil_info.html http//www
.brethren.org/genbd/global_mission/index.htm http
//www.globalefficiency.net/ http//www.worldinfozo
ne.com/country.php?countryBrazil

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World Interactions- Activities

• The students will use the web sites to discover
  how Brazil interacts with other countries.
• The students will participate in a discussion on
  what types of trading Brazil does with other
  countries.
• The children will use the web sites to find out
  what issues influence Brazil as well as the
  surrounding countries.

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World Interactions- Activities Continued

• The children will discover what issues are being
  addressed by most countries in the world.
• The students will write about how the governments
  interact from various countries.

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Citizenship and Responsibilities
Websites

• http//youthlink.takingitglobal.org/opps/event
• .html?eventid32

• brazilsf.org/hr.htm
• as.miami.edu/las/oral/history.htm
• tampereconference/fi/crossroads
• /session/teixeria
• http//www.lonelyplanet.com
• /destinations/southamerica/
• brazil/printable.htm

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Citizenship and Responsibilities Activities

• In groups of three, students will make up
  interview questions that they would like to ask
  Brazilians and will give their questions to
  another group to answer.
• Students will make the Brazil flag and do a
  research on Brazils national athem.

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Activities Continued
Citizenship and Responsibilities

• Choose an animal that is native to South America.
   Report to the class on the habitat of this
  animal, its food sources, and how the animal is
  used by people.  Make drawings to illustrate your
  presentation.  The drawings should help you
  describe the animal's appearance and habits.

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Activities Continued
Citizenship and Responsibilities

• Make a map of the population density of Brazil.
   Research to find out why the government moved
  the capital of Brazil from Rio de Janeiro to
  Brasilia.
• Do a report on Brazil.  It should include  (A) a
  map of the country and its capital city, (B)
  identification of the country's landforms, (C) a
  description of the country's climates, (D) a list
  of the major economic activities in the country

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Democratic Processes- Web Sites
http//www.cia.gov/cia/publications/factbook/goes/
bnhtmlGovt http//oregon.voregon.edu/sergiok/bra
silpot.html http//www.countryreports.org//content
/brazil.htm http//www.worldinfozone.com/country.p
hp?countryBrazil http//www.brethren.org/genbd/gl
obal_mission/index.htm

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Democratic Processes- Activities

• The students will go to the web sites to discover
  what the democratic process of Brazil are.
• The students will read books about the democratic
  processes of Brazil.
• The students will discuss the democratic process
  while they are in small groups.

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Democratic Processes- Activities Continued

• The students will read books about the democratic
  processes of America.
• The class will discuss the similarities and
  differences between the democratic process of the
  two countries.

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Decision Making and Resources- Web Sites
http//www.globalefficiency.net/ http//www.worldi
nfozone.com/country.php?countryBrazil http//www.
countryreports.org//content/brazil.htm http//www.
standard.net.au/garyradley/games/GRSAmerica.htmB
RAZIL http//www.cia.gov/cia/publications/factboo
k/goes/bnhtmlGovt

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Decision Making and Resources- Activities

• The students will navigate the web sites to
  discover some of the resources that Brazil has.
• The students will research some of the decisions
  that the Brazilian government has made.
• The students will read books about the resources
  that Brazil has to offer.

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Decision Making and Resources- Activities
Continued

• The students will participate in a mock debate on
  what should be done about the decreasing number
  of trees. Each group will represent a different
  area of the government.
• The students will discuss what they learned from
  the debate.

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Science, Technology and Society Websites

• http//www.undp.org/tcdc/bestprac/scitech/cases/st
  3braz3.htm

• http//www.louisville.edu/library/ekstrom/govpubs/
  international/brazil/brscience.html

• http//lcweb2.loc.gov/cgi-bin/query/r?frd/cstdy_at_f
  ield(DOCIDbr0141)

• http//school.discovery.com/lessonplans/programs/
• mapsouthamerica/q.html
• http//coloquio.com/famosos/science.html

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Science, Technology, and Society
Activities

• Students will make terrariums using plastic
  bottles to understand how plants change carbon
  dioxide into oxygen and the Amazon Rain Forest
  sends the fresh air out to the whole world.
• Students will set up a weather station in the
  classroom. They will check the newspaper daily
  for the temperature and rainfall in both your
  city and a large city such as Florainopolis or
  Sao Paulo.

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Science, Technology, and Society
Activities Continued

• Students will explore the mysteries of Brazil
  through the internet by using video information
  and comprehension questions.
• Students will do research a famous Brazilian
  scientist and make a poster for their
  presentation.
• Students will use the Internet to find out about
  the plant and animal life in Brazil. Collect
  pictures of the plants and animals.  Prepare to
  describe things like mammals, fish, birds,
  foliage, birds, insects, flowers, reptiles,
  trees, ferns, etc.

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