Introduction
You are on a mission. Peru is one of the most visited countries in South America every year. It has a lot of tourist attractions.You will be finding out all that you can about Peru.
Your completed task will need to be presented as a GOOGLE SLIDE PRESENTATION, PRESENTATION BOARD, or any other type of presentation you think will be engaging to your learning community.
Pace yourself and make sure that you have carefully looked over what you are expected to do.
You should also make sure to have a one page written narrative of what you learned about Peru.
Task
Your task is to pick a tourist attraction to visit in Peru. At the end of the project, you will be able to let your learning community know where the tourist attraction is, what we can see there, what tips we should consider if we plan to go there and any other important facts about the tourist attraction.
Process
Before you start you will pick a tourist attraction in Peru to visit. You will need to gather information about the tourist attraction to be visited. You will also provide some tips to have a better experience during your visit to the tourist attraction.
At the end of the project, you will make a presentation stating some relevant information of the tourist attraction, such as:
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Name of the tourist attraction.
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Location.
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What to see there.
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History.
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Budget you need to visit this tourist attraction.
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Tips to have a better experience while on tour.
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Any other relevant information.
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Of course, you are more than welcome to find other websites and books on your own other than what is below. (No Wikipedia, please)
https://www.mapsofworld.com/peru/
https://kids.nationalgeographic.com/explore/countries/peru/
https://www.atozkidsstuff.com/peru.html
https://www.ducksters.com/geography/country.php?country=Peru
https://www.timeforkids.com/g56/top-world-2/
https://easyscienceforkids.com/all-about-peru/
https://www.sciencekids.co.nz/sciencefacts/countries/peru.html
https://www.natgeokids.com/za/discover/geography/countries/country-fact-file-peru/
https://worldoftravelswithkids.com/11-fun-peru-facts-for-kids/
Evaluation
Expectations & Scoring Rubric
Understanding
You must effectively describe in detail the topic of your study. You must be able to get your classmates to understand the facts based upon your topic.
Presentation
To receive the full ten points, you must have shown an active effort into creating your project. It should be original and effectively demonstrate your knowledge of your topic of study.
Participation (Individual)
To receive the full ten points, you must have actively shown participation in the research portion of the assignment, creation of the project, and presentation of the end result. Enthusiasm and individual understanding of the topic is a must. You must also be able to engage your audience.
Conclusion
How was that small taste of Peru?
Hopefully it got you excited about one of the many different cultures of the world. Peru is a unique country with unique customs that few in America know about today and even fewer understand and embrace.
As the world has grown old and countries advance in their ways, customs may change or even die out.
That shouldn't stop you from being able to enjoy them. Please understand that there are many other cultures in the world besides your own. Every one of them is unique in their own ways, be it with food, clothes, or arts.
All are equally exotic to the other, and should appreciated as such.
Teacher Page
For those teachers in NYC who are using the PASSPORT curriculum, you can use this webquest as a group/individual project. It incorporates all of what is in PASSPORTS and then some.
It also allows students to explore Nigeria on their own!
Standards
Essential Question:
How do culture, geography and history shape a community? How are world communities the same? How are they different?
3.2 The location of world communities can be described using geographic tools and vocabulary.
3.2a World communities can be located on globes and maps.
3.2b World communities can be located in relation to each other and to principle parallels and meridians.
3.3 Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs.
3.3a Geographic factors influence where people settle and their lifestyle. Some factors are more suitable for settlement while others act as a deterrent.
3.3b People make adaptations and modi cations to the environment. Advancements in science, technology, and industry can bring about modi cations to the environment and can have unintended consequences on the environment. People have attempted to take actions to protect the environment.
3.4 Each community or culture has a unique history, including heroic gestures, traditions, and holidays.
3.4a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next. 3.4b Arts, music, dance, and literature develop through a community’s history.
3.5 Communities share cultural similarities and differences across the world.
3.5a The structure and activities of families and schools share similarities and differences across world communities.
3.5b Communities around the world can be diverse in terms of their members, languages, customs and traditions, and religious beliefs and practices. People in world communities celebrate various holidays and festivals.
3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices.
3.6a Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.
3.7 Governments in communities and countries around the world have the authority to make and the power to enforce laws. The role of the citizen within these communities or countries varies across different types of governments.
3.7a The United States government is based on democratic principles. The fundamental principles of other governments may be similar to or different from those of the United States government.
3.7b The process of selecting leaders, solving problems, and making decisions differs across governments in nations and communities around the world. 3.7c Different governments have different ways of maintaining order and keeping people safe. This includes making rules and laws and enforcing these rules and laws.
3.7d The definition of citizenship and the role of the citizen vary across different types of political systems, and citizens play a greater role in the political process in some countries than in others.
3.8 The concept of universal human rights suggests that all people should be treated fairly and should have the opportunity to meet their basic needs.
3.8a Across global communities, governments and citizens alike have a responsibility to protect human rights and to treat others fairly.
3.8b Across time and place, communities and cultures have struggled with prejudice and discrimination as barriers to justice and equality for all people.
3.8c When faced with prejudice and discrimination, people can take steps to support social action and change.
3.9 Communities meet their needs and wants in a variety of ways, forming the basis for their economy.
3.9a World communities use human and natural resources in different ways.
3.9b People in communities have various ways of meeting their basic needs and earning a living.
3.10 Each community develops an economic system that addresses three questions: what will be produced, how will it be produced, and who will get what is produced?
3.10a Communities around the world produce goods and provide services.
3.10b World communities have needs, wants, and limited resources. To meet their needs and wants, communities trade with others. Technological developments in transportation and communication have influenced trade.
New York State Social Studies Learning Standards History of the United States and New York Key Idea
1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are uni ed by many values, practices, and traditions.
Key Idea 1.2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
World History Key Idea 2.1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Geography Key Idea 3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
Key Idea 3.2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.
Economics Key Idea 4.1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
Civics, Citizenship, and Government Key Idea 5.1: The study of civics, citizenship, and government involves learning about political systems, the purposes of government and civic life, and the differing assumptions held by people across time and place regarding power, authority, governance, and law.