Standards Addressed:

            IV:  Individual Development and Identity

                        Performance Expectations:

b: Describe personal connections to place- as associated with community, nation, and world.

e. Identify and describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

Results/Expected Learning Outcomes:

     Students will…

            1. Describe to the instructors a typical vacation in Mexico.

            2. List prior knowledge of Minnesota.

3. Develop an understanding of the focal points of a Minnesota vacation and Minnesota tourism.

4. Compare and contrast the summer and winter trips to Minnesota.

5. Come to a consensus as to which trip the class would like to take together.

6. Use what they have learned to hypothesize what many Minnesotans value during their free time. 

Curriculum:

            This lesson is designed for an English VI class in Irapuato, Mexico

Instruction:

1. Instructors will use probing questions to discuss what a typical vacation is Mexico is like. (5 minutes)

            Probing Questions:

i. Where are some of the most popular places that Mexicans go on vacation?

                        ii. What would you do?

                        iii. Who would travel with you?

                        iv. How would you get there?

                        ** Instructors should play off of what the students discuss

2. The instructors will ask the student if they know where Minnesota is on the US map.  If the students do not know, the instructor will point it out for them. (1 minute)

3.  The students will get into groups of 2-4.  The students will have five minutes to make a list of all that they know about Minnesota.(5 minutes)

            Questions to get the students thinking:

            i. What is the climate like?

            ii. What is Minnesota known for?

            iii. What are some important monuments?

            iv. What are the important agriculture/industrial productions?

            v. What are the sporting teams in Minnesota?

4. The students will report several of their answers to the instructors as the instructors place the responses on the board. 

5. The instructors will present their prepared power point presentations to the class discussing the two different types of vacations in Minnesota.  The presentations will consist of an itinerary of planned activities focusing on the highlights of Minnesota.

6. The students will quickly decide which vacation they prefer and divide into two groups, one for winter and one for summer.  The two groups will have to debate (one group at a time) why they think the group should go on the particular vacation, the class must come to a consensus so discussion and persuasion is very important. 

7. Following the decision, the class will hypothesis what they think many Minnesotans value; taking into consideration what they have learned about the different types of vacations.

            Questions:

            i. What do you think is important to Minnesotans?

            ii. How do their lives differ from winter to summer?

            iii. What aspects do you like about summer vacations?

            iv. What aspects do you like about winter vacations?

            v. How is life in Minnesota different than life here?

Evaluation:

No formal evaluation will be given, students will be asked to participate in group discussions and debates.