Taquina+Abrams+-+Thinkfinity


 * **Thinkfinity: Internet Content for the Classroom**
 * [|http://www.marcopolo-education.org]
 * The Marco Polo Foundation has partnered with leading educational organizations to develop high quality Web sites to serve as resources for teachers.


 * **In My Other Life**
 * http://edsitement.neh.gov/view_lesson_plan.asp?id=272
 * Through the Internet, students will learn what is like to grow up in another culture. The learning objectives include researching, organizing, and presenting information of an unfamiliar culture. For their final assessment students must write a letter to a pen-pal in the United States describing what everyday life is like in their 'researched' country.


 * **La** ** Familia **
 * http://edsitement.neh.gov/view_lesson_plan.asp?id=306
 * This is intended as a social studies lesson for K-2 students to learn about families in the Spanish-speaking world. There are three sub-lessons within this plan: 1) Where Do People Speak Spanish?, 2) Spanish Families, and 3) Let's Speak Spanish. Lesson 1 focuses on the geography of the Spanish-speaking world. Lesson 2 asks students to compare and contrast families in Spain, Mexico, and Puerto Rico to families in the United States by researching daily life, mealtimes, recreation, and holidays. Lesson 3 introduces students to the family vocabulary and interactive exercises/games that allow them to begin speaking the language.


 * **A Tribute to Miró**
 * http://artsedge.kennedy-center.org/content/2005/
 * Students are to produce a “modern” painting in the style of Spanish artist Juan Miró. Students see examples of his work and learn how lines and geometric shapes come together to form art. (This lesson could be adjusted for a high school Spanish class by eliminating the paints and mat boards as materials; the “painting” could be in the form of a paper-n-pencil drawing instead.)


 * **Is a Smile Always Just a Smile?**
 * http://www.nationalgeographic.com/xpeditions/lessons/10/g912/smile.html
 * Students explore body language and gestures in other cultures so as to learn “subtle differences that must be appreciated in order to function socially, academically, and professionally in a multicultural world”.


 * **Geotourism: Honduras as a Working Model**
 * http://www.nationalgeographic.com/xpeditions/lessons/06/g912/geofriendly.html
 * //Geotourism// is a term that was coined by Jonathan Tourtellot, generally meaning “traveling without trampling”. Students will explore the partnership that exists between Honduras and the National Geographic Society to learn more about the concept of geotourism, its benefits, and those opportunities for geotourism that are specifically available in Honduras.


 * **The United States/Mexico Border**
 * http://www.nationalgeographic.com/xpeditions/lessons/13/g912/usmexico.html
 * Students research to determine what it would be like to live along the Mexico-U.S. border. Topics of focus are daily life, industries, and the political situation along the border (including controversies surrounding U.S. policies).

