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Lesson Title: The History of GuatemalaBy: Kellie BurchfieldFor Grade(s): 5th ESL Level(s): Intermediate/Advanced

I. TEKS: Language Arts

(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

(A) Write imaginative stories that include:

(i) A clearly defined focus, plot, and point of view;

(ii) A specific, believable setting created through the use of sensory details; and

(iii) Dialogue that develops the story

(17) Writing. Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience. (5)

(18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. (5)

(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and (5)

(B) generate a research plan for gathering relevant information about the major research question. (5)

2012 Kellie Burchfield, Hannah Marshall, Sunni Edwards TAMU-CommerceThe History of Guatemala Unit Lesson Plan, of 33

(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective;

(B) Follow, restate, and give oral instructions that include multiple action steps; and

(C) Determine both main and supporting ideas in the speaker's message.

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.(5)

Social Studies

(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps. (5)

(B) translate geographic data into a variety of formats such as raw data to graphs and maps. (5)

Math:

(1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to:

(A) use place value to read, write, compare, and order whole numbers through the 999,999,999,999(5); and

(B) Use place value to read, write, compare, and order decimals through the thousandths place (5).

(3) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to:


(A) use addition and subtraction to solve problems involving whole numbers and decimals(5);

(B) use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology)(5)

(10) Measurement. The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. The student is expected to:

(A) Perform simple conversions within the same measurement system (SI (metric) or customary);

(C) Select and use appropriate units and formulas to measure length, perimeter, area, and volume.

Science

(2) Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:

(C) collect information by detailed observations and accurate measuring (5)

(F) communicate valid conclusions in both written and verbal forms (5)

(G) construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information(5)

(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.(5)

(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(D) design an experiment that tests the effect of force on an object. (5)

II. Objectives: The student will be able to:


1. Learn and identify common facts of Guatemala and also the history.2. Demonstrate an understanding of the Guatemalan culture.3. Write and answer literal and inferential comprehension questions.4. Learn new vocabulary from context and create sentences using the new terms.5. Develop map skills and appreciate the value of hard work in constructing their own

maps.6. Locate, label, and color selected areas on the map.7. Learn about the different types of volcanoes and what causes them.8. Understand the important role of gases in providing energy for explosive volcanic

eruptions.9. Understand how pressure affects gases. 10. Observe and write about their observations in a science field journal.11. Investigate the significance of the Guatemala currency. 12. Convert from United States dollars to Guatemalan quetzals 13. Discuss the role of currency rates in Guatemala.

III. Materials:

Handouts:

KWL chart What is a Volcano Worksheet? Blank coloring map of Guatemala Guatemalan Quetzal fact sheet Math worksheet Word search Recipe for Hot Christmas Punch Recipe for Bunnuelos (Fried Fritters) Coloring Map of Guatemalan Flag Vocabulary Definitions Guatemalan Unit Test

Other:

Map of Guatemala Crayons Journals Power point slide show Volcano video Volcanoes! Volcanoes! Volcanoes! Guatemalan Unit Test Answer Key Instructions for making a volcano Empty Soda bottle Vinegar Baking soda


Dish Soap Food coloring Funnel Measuring spoons Paper plate Experiment Instructions

IV. Lesson Summary

Stage Strategy Cooperative Structure

IntoHistory of Guatemala

Power Point Whole groupSmall Group

Through Social Studies, Science, & Math Extensions

Whole GroupSmall Group

Think Pair ShareKWL Chart

Beyond Assessment Individual

V. Vocabulary1. Guatemala2. Capital3. Cash Crop4. Monja Blanca5. Lake Atitlan6. Volcanic Eruption

VI. First Lesson Procedures:

Present the slide show that provides the history and background knowledge about Guatemala.

Give students a copy of the new vocabulary terms and definitions.


7. Lava 8. Volcano9. Ring of Fire 10. Currency 11. Exchange rate12. Quetzal

VII. Social Studies Extensions

Present slides two and three to class as a whole group discussion, and during the presentation students will engage in watching a “Brain Pop” video over Mayan Civilization along with participating in whole group activities on “Brain pop” website such as; games, word wall, pop a joke, and quizzes.

After students have been presented with the information about the Mayan civilization I will put the students in small groups of 3-4 and have them discuss the information they have acquired.

Expose power point slide five which includes background and history of the National flag to students and have the students recreate Guatemalan flag by coloring their own.

Watch a “you tube” over the Guatemalan national anthem and then participate in a class lead discussion about what the anthem means as a whole group and then ask students to independently write in their journal about what their interpretation is of the anthem.

Lead the class into a discussion about the geographical features of Guatemala using the slide show presentation.

Introduce the map of Guatemala, and ask questions such as; how many cities do you see on the map? What do you think the red triangles mean? How many countries surround Guatemala? Have the students get into groups and discuss what they think each feature is and what it stands for. After they have had the opportunity to discuss it in groups we will have a whole class discussion.

As a whole class discussion we will utilize the KWL chart. While we are discussing our map features I will also ask the class about the ring of fire, what it means, and where it is located. Then we will pass out the printed maps, and lead the class in a discussion about identifying the objects on the map, and have the children color, label, and identify the main characteristics of the Guatemalan map in pairs.

Using partners have the students review vocabulary words by completing Guatemalan word search.

Websites:Guatemalan map: http://www.mapsofworld.com/flags/guatemala-flag.htmlGuatemalan Culture: http://www.everyculture.com/wc/Germany-to-Jamaica/Guatemalans.htmlHistory of Guatemala: http://www.infoplease.com/ipa/A0107596.htmlTravel Guide to Guatemala: http://www.lacasadedondavid.com/en/visit-guatemala.phpHistory of Guatemala: http://www.compassion.com/about/where/guatemala.htmAnimals in Guatemala: http://travelexperta.com/2009/12/wildlife-guatemala-8-facts-about-the-tarantula.htmlAnimals in Guatemala: http://www.listofcountriesoftheworld.com/gt-animals.html


http://www.listofcountriesoftheworld.com/gt-animals.html

http://travelexperta.com/2009/12/wildlife-guatemala-8-facts-about-the-tarantula.html

http://travelexperta.com/2009/12/wildlife-guatemala-8-facts-about-the-tarantula.html

http://www.compassion.com/about/where/guatemala.htm

http://www.lacasadedondavid.com/en/visit-guatemala.php

http://www.infoplease.com/ipa/A0107596.html

http://www.everyculture.com/wc/Germany-to-Jamaica/Guatemalans.html

http://www.mapsofworld.com/flags/guatemala-flag.html

Life in Guatemala: http://life-in-guatemala.blogspot.com/2008/09/national-flower-of-guatemala.html

VIII. Science Extensions

Tell students that they are going to watch a video about volcanoes. Have the students discuss the following questions with a partner followed by a whole class discussion.(Think-pair-Share)1. What is a volcano?2. What is an inactive volcano?3. What is an active volcano?4. How do you think volcanoes are formed?

Pass out “What is a Volcano” worksheet. Inform them NOT to fill out the worksheet until we are discussing this as a class. As a whole class we will discuss the answers they came up with and which ones is right or wrong making sure the students have a clear understanding and good comprehension of the questions and concepts. Have the students fill out their “What is a Volcano” worksheet as we discuss it.

Show the class a video on you tube about volcanoes. <http://youtu.be/BcFtpWjZwlE> It tells about the facts of volcanoes, how they are created, and what makes them erupt.

Now that we have discussed all of the facts regarding volcanoes I will have the students assist me in making an actual active erupting volcano. I will ask for volunteers to come up and actually measure the ingredients and follow the given instructions for making the volcano.

Discuss with the children what they think is going to happen when we make our volcano and why.

Observe, and assist the children in making their volcanoes erupt.

After the experiment I will have the children write a general journal entry using their vocabulary words to answer the following questions that I will post on the overhead.1. What do you think it would feel like living next to one?2. Do you think volcanoes are scary or pretty?3. Did you like doing the experiment?4. How would you make your own volcano at home

Websites:

Guatemala’s Volcanoes (37): http://www.authenticmaya.com/volcanoes.htmList of Guatemala’s Volcanoes: http://en.wikipedia.org/wiki/List_of_volcanoes_in_GuatemalaMap of Central America • Detailed Map of Guatemala: http:// aneki.com


http://aneki.com/

http://en.wikipedia.org/wiki/List_of_volcanoes_in_Guatemala

http://www.authenticmaya.com/volcanoes.htm

http://youtu.be/BcFtpWjZwlE

http://life-in-guatemala.blogspot.com/2008/09/national-flower-of-guatemala.html

IX. Math Extensions

Put students in groups of four; pass out recipe cards to each group for Bunuelos a traditional holiday food (common to the native donut.) Engage the students by having them make the Bunuelos dough according to the recipe by following measurements and mixing instructions. I will then take the dough home and fry it for safety reasons. The following day I will bring the finished product back for the children to eat for cultural experience and exposure. While the students taste our homemade Bunuelos we will engage in whole class discussion about what they think. Do they like it? How is it/ isn’t it like our donut? What foods in our cultural holidays are like these?

Discuss how different countries have different currency. Using the mix freeze groups cooperative structure I will have the children get into groups of four and discuss what they think Guatemala’s currency is, what it looks like, and if they think it is worth the same amount as the US dollar followed by a whole class discussion.

After the group discussion I will pass out the Guatemalan Quetzal fact sheet, and discuss the facts and history about the Guatemalan currency. We will discuss the exchange rate, what it is, and how it works.

After discussing exchange rates I will discuss with them which mathematical equation they will have to use to convert from US dollars to Guatemalan Quetzals and then use the website http://coinmill.com/GTQ_USD.html. As a whole group we will discuss what types of items you could buy on vacation and how much they will cost. I will then have students come up and actually put one of those amounts into the converter and we will see how much that amounts to in Guatemalan Quetzals. Teach the equation that $1USD = $7.86 GTQ.

I will hand out the conversion worksheet to allow them to practice their math and conversion skills independently. For example $10 usd = $78.62 GQT; If you went on vacation to Guatemala and started with $582 and spend $40.82 on a souvenir how much would you have left?

After they have had an opportunity to convert the money from US dollars to Guatemalan Quetzal’s and have learned about different currencies I will have the students write in their journals using their new vocabulary terms about:

Tell me about a time when you traveled to Guatemala (make believe) and had to convert your US dollars to Guatemalan Quetzals.

Tell me how you had to use your exchange rate skills and conversion skills to make sure you had enough money for your trip.

What was it like using foreign money?


http://coinmill.com/GTQ_USD.html

Websites:Guatemalan Quetzal: http://en.wikipedia.org/wiki/Guatemalan_quetzalThe Currency Converter: http://coinmill.com/GTQ_USD.htmlGuatemalan food: http://www.tours-atitlan.com/Food%20in%20Guatemala%20-%20Guatemalan%20Food,.htmlGuatemala food and recipes: http://www.foodbycountry.com/Germany-to-Japan/Guatemala.html

X. Assessment Students will complete written assessment covering the history, geographical features, and

currency of Guatemala.

Oral and participation assessments.


http://www.foodbycountry.com/Germany-to-Japan/Guatemala.html

http://www.tours-atitlan.com/Food%20in%20Guatemala%20-%20Guatemalan%20Food,.html

http://www.tours-atitlan.com/Food%20in%20Guatemala%20-%20Guatemalan%20Food,.html

http://coinmill.com/GTQ_USD.html

http://en.wikipedia.org/wiki/Guatemalan_quetzal

Handouts:

Guatemalan Vocabulary Definitions

7. Volcanic Eruption - the sudden occurrence of a violent discharge of steam and volcanic material.

8. Volcano - A mountain or hill having a crater or vent through which lava, rock fragments, hot vapor, and gas are or have been erupted from the earth's crust.

9. Ring of Fire - an area where a large number of earthquakes and volcanic eruptions occur in the basin of the Pacific Ocean

10. Currency - A system of money in general use in a particular country

11. Exchange rate – The value of one currency for the purpose of conversion to another.

12. Quetzal – The national bird of Guatemala; The basic monetary unit of Guatemala

13. Lava - Hot molten or semi fluid rock erupted from a volcano

14. Cash Crop - an agricultural crop which is grown for sale for profit

15. Lake Atitlan – the deepest lake in Central America having a depth of up to 340 meters.

16. Monja Blanca – The national flower of Guatemala; a plant belonging to the orchid family

17. Guatemala – A country located in Central America between the Atlantic and Pacific Oceans.

18. Capital - physically encompasses the offices and meeting places of the seat of government and is fixed by law


What you know What you want to know What you’ve Learned


Name:______________________

Guatemala

M A Y A N P Y R A M I D S H N C A N XX C Z N G N Y S L Z P M X W I Z X E BO L I C N C A J N E H L U S Z E Y H LM B C H E C Q E T A H U U P B W S W AK K O A I N S P C Y I U R P V I U C ZA S F Q G M T A F O R D S R N T N B TU B F Q U M N R P O C S N A I W P L ER A E Q A Q M O A F O I P I N C J E UD U E N T M F K N L M S F O N J A I QL I E Q E E O G H A A O K I X A T N XK W J T M G H N U P C M D E C W Y N EN Z I Z A J O G J A A I E Y P A N A ZC O B R L D V F Y A T H O R B Q P D MD C D F A O Z D T I B E R N I A R M RO O N A C L O V Q T D L M T A C O M AC A R R I B E A N S E A A A I L A Z GX S N T T P F B J U O L R N L K A L UY Q M S Y P B A N A N A S G C A A V SL A K E A T I T L A N W B U F A Z L Y

Bananas Mayan Indians Carribean Sea Mayan Pyramids

Central America Monja Blanca Coffee Pacific Ocean

Guatemala Quetzal Guatemala City Spanish Himno Nacional Sugar

Hurricane Tikal Lake Atitlan Volcano


Volcanoes! Volcanoes! Volcanoes!Where the Guatemala Volcanoes’ are located and how volcanoes work

1. Guatemala Map: After learning about the history of Guatemala and how their money is used. You will use your knowledge to learn more in depth about Guatemala Volcanoes and where they are located.

First, observe carefully: How many cities do you see on the map? What do you think those red triangles mean? How many countries surround Guatemala?

Next, look at the map up close. What do you think the city with the green dot is? Do you think it’s very populated? Do you see any lakes or oceans? Can you name them? Why do you think that all of the volcanoes are along the edge close to the North Pacific Ocean?

Imagine that you are a cartographer (mapmaker). How do you think they start making their maps? Do you think they draw and label the cities first after outlining the country? Can you label the cities for me on the map that I gave you? Now what did the red triangles stand for? Can you draw and label all eight volcanoes? Raise your hand if you remember the capital of Guatemala. What type of symbol should we use to make the capital stand out? Now label the body of water and color the map you created.

2. All about Volcanoes: After creating your own map and learning where all of the volcanoes are located we will use these next few items to learn more in depth about the active volcanoes in Guatemala, listen to a cute song about the facts of a volcanoes and create our own volcano and watch it erupt in front of our own eyes.

First, listen carefully: There are only about three active volcanoes. Can anyone guess off of our map which of the three they are? How many volcanoes do you think there are actually in Guatemala other then the eight major ones on our map?

Next, tell me some quick facts about volcanoes. How do you think volcanoes are formed? How many volcanoes do you think are erupting as we speak?

Imagine that you are near a volcano while watching this short clip. What do you think it would be like to be next to one?

3. Volcano Action: We have created a map locating where all the volcanoes are, listened and watched a clip over volcanoes and listed a few quick facts about volcanoes. Now, you will use all of your knowledge about the Guatemala volcanoes to create your very own volcano.

First, observe carefully all the material. Why do you think I’m using these certain materials? Which item will make the lava color? What make it’s so bubbly and fizzy? What two things do you think will react together to cause the reaction?


Next, let’s start the experiment and watch the eruption. What do you think happened? Did the right two items you picked to cause the reaction actually cause it? What color was the lava? Did it actually look like a volcano erupting.

Imagine that you are a volcano expert and write a general entry. What do you think it would feel like to be living next to one of those? Do you think volcanoes are scary or pretty? Did you like creating this experiment? How would you make your own volcano at home?


Volcanic Eruption Experiment

Here’s what you need:

an empty 16 oz. plastic soda or water bottle

paper plate

two spoonfuls of baking soda

three squirts of dish soap

red or yellow food coloring

two tablespoons of vinegar

What to do:

1. Put the container onto the paper plate. 2. Add two spoonfuls of baking soda.3. Add three squirts of dish soap.4. Add about three to five drops of food coloring.5. Now add your two tablespoons of vinegar I gave you to the volcano and watch

it ERUPT!!!

How does it work: Once the baking soda and vinegar mix together you produce Carbon Dioxide gas, which will bubble up and force the "lava" up and out of the volcano. COOL!! A VOLCANO is produced over thousands of years as heat a pressure build up. That aspect of a volcano is very difficult to recreate in a home experiment. However this volcano will give you an idea of what it might look like when a volcano erupts flowing lava. This is a classic experiment in which a CHEMICAL reaction can create the appearance of a PHYSICAL volcano eruption.


What is a Volcano?

1. What is a Volcano?

2. What is an active Volcano?

3. What is an inactive Volcano?

4. Out of the 8 major volcanoes in Guatemala which ones are active?

5. How many volcanoes are in Guatemala?

6. How many volcanoes are erupting right now as we speak?

7. What is the Ring of Fire?

8. Where is the Ring of Fire Located?


Hot Christmas Punch

Ingredients

8 cups apple juice

8 cups cranberry juice

5 cinnamon sticks, broken

5 oranges, sliced ¼-inch thick

Procedure

1. Place all ingredients into a large, stainless kettle and bring to a boil.

2. Reduce heat and simmer 45 minutes to 1 hour.

3. Strain and serve hot


Bunuelos (Fried Fritters)

Ingredients 1 cup flour

1 teaspoon baking powder

Pinch of salt

1 cup water

¼ pound butter

3 eggs

Vegetable oil, for deep-frying

Procedure 1. Stir together the flour, baking powder, and salt.

2. Combine the water and butter in a heavy saucepan and bring to a boil.

3. Remove from heat, and use a wooden spoon to mix in the flour mixture.

4. Mix in the eggs, 1 at a time.

5. Heat the oil in a deep skillet over medium to high heat.

6. Shape the batter into balls about the size of a golf ball.

7. Carefully slip them into the oil.

8. Be sure not to crowd the skillet (cook separate batches, if necessary).

9. Using the wooden spoon, keep moving the bunuelos around so they will puff up and brown evenly.

10. When golden brown, remove them to a plate lined with paper towels.

11. Top with cinnamon sugar or powdered sugar, or serve with a side of honey.

12. Serve warm.

Makes about 30 bunuelos.

Bunuelos (Fried Fritters) Small doughnuts glazed with honey and cinnamon, called bunuelos (boon-WAY-lows), are popular holiday treats.

The Guatemalan Quetzal

The currency in Guatemala is called the Quetzal. It is named after the national bird of Guatemala. In ancient Mayan culture, the quetzal bird's tail feathers were used as currency. It is divided into 100 cents,


http://en.wikipedia.org/wiki/Maya_civilization

called centavos in standard Spanish or lenes in Guatemalan slang. The plural can be either quetzales (as it is in Spanish) or quetzals (in a slightly anglicized form).

The quetzal was introduced in 1925 during the term of President José María Orellana, whose image appears on the obverse of the one-quetzal bill. It replaced the peso. Until 1987, the quetzal was pegged to and domestically equal to the United States dollar and before the pegging to the US dollar, it was pegged to the French franc as well, since it (the Guatemalan quetzal) utilized the gold standard.

CoinsGeneral CharacteristicsThe thickness of the coins will be the required according to their respective diameters, alloys and weights. The coins will have the shape of a disk. The front of all of them will have the national coat of arms of Guatemala inscribed on the front.On the upper part, and around this, the inscription will be: REPUBLICA DE GUATEMALA (Republic of Guatemala); and along the bottom, in a circular form, the year of minting will be engraved.

One cent coin

Five cent coin

Ten cent coin

Twenty-five cent coin


http://en.wikipedia.org/wiki/French_franc

http://en.wikipedia.org/wiki/United_States_dollar

http://en.wikipedia.org/wiki/Guatemalan_peso

http://en.wikipedia.org/wiki/Jos%C3%A9_Mar%C3%ADa_Orellana

Fifty cent coin

One Quetzal Coin

Bills

Fifty centavos of a Quetzal Bill

One Quetzal Bill


Five Quetzal Bill

Ten Quetzal Bill

Twenty Quetzal Bill

Fifty Quetzal Bill


One Hundred Quetzal Bill


Name ______________

Date _______________

Guatemala Math Multiplication Currency Worksheet

Formula: $1 = $7.86 GTQ

Example: 7.86 X 10 000 7860 $78.60

1. $5 USD = _____________________GTQ

2. $8 USD = _____________________GTQ

3. $12 USD = ____________________GTQ

4. $55 USD=______________________GTQ

5. $75 USD=______________________GTQ

6. 80 USD=_______________________GTQ


Name _________________

Date __________________

Guatemala Math Addition/Subtraction Currency Worksheet

1. You Travel to Guatemala for vacation. When you get there you have $586 GTQ then you buy a T-shirt for $12.65 GTQ. How much money do you have left? ___________________________

2. You went parasailing while on vacation. You started with $1000 GTQ and spent $265 GTQ to go parasailing. How much money do you have left?

3. You went out for dinner. When you got to the restaurant you had $113 GTQ and spend $48.97 for dinner, and had to tip $8.00. How much money did you spend?____________________________

4. When you arrived in Guatemala you had $725 GTQ and spent $376 on your hotel and car rental. How much money do you have left? _________________________________________________________


Name _________________Date __________________

Guatemalan Unit TestFor each of the words on the left, select the correct definition from the list on the right. Write the corresponding letter of the definition next to

the word.

1. Capital ______A. A system of money in general use in a particular country

2. Volcanic Eruption _____ B. The value of one currency for the purpose of conversion to another.

3. Cash Crop ______ C. The national bird of Guatemala; The basic monetary unit of Guatemala

4. Guatemala ______ D. The deepest lake in Central America having a depth of up to 340 meters.

5. Currency ______ E. The sudden occurrence of a violent discharge of steam and volcanic material.

6. Lake Atitlan ______ F. An agricultural crop which is grown for sale for profit7. Monja Blanca ______ G. Hot molten or semi fluid rock erupted from a volcano8. Volcano _____ H. A country located in Central America between the Atlantic

and Pacific Oceans.9. Exchange Rate ______ I. An area where a large number

of earthquakes and volcanic eruptions occur in the basin of the Pacific Ocean

10. Quetzal ______J. A mountain or hill having a crater or vent through which

lava, rock fragments, hot vapor, and gas are or have been erupted from the earth's crust.

11. Lava _____K. Physically encompasses the offices and meeting places of

the seat of government and is fixed by law12. Ring of Fire ______ L. The national flower of Guatemala; a plant belonging to the

orchid family

True/False:For each statement, circle "true" or "false."

13. Most students do not go to school because they are poor and have to work. T F14. Guatemala was the heart of the Maya Indian civilization from 500AD to 900AD. T F15. The National Flower of Guatemala is the hibiscus. T F16. An Active Volcano means that the volcano is erupting right now. T F17. If a volcano is inactive it has not erupted for 10,000 years. T F18. Currency is the value of money for the purpose of converting it to another. T F19. Exchange rate is how many time a volcano erupts. T F20. The capital of Guatemala is Guatemala City. T F

Multiple Choice: For each of the following questions, circle the answer that most correctly answers the question.


21. All of the following are cash crops in Guatemala except:

a. coffeeb. bananasc. sugard. rice

22. The Mayan Pyramids are located in:

a. Guatemala Cityb. Tikalc. Atitland. Quetzal

23. Lake Atitlan is known to be the deepest lake in:e. Guatemalaf. Central Americag. North Americah. Mexico

24. The National Bird of Guatemala is the:i. Toucanj. Red Birdk. Quetzall. Eagle

25. How many volcanoes are in Guatemala?m. 10n. 37o. 33p. 32

26. Which of the following is NOT an active volcano in Guatemalaq. Fuegor. Aguas. Acetenangot. Pacaya

27. Which of the following is the current currency for Guatemala?u. Pesov. Dollarw. Quetzalx. Euros

28. Which one of our coins does Guatemala have both a bill and a coin for?


y. Quarterz. Dimeaa. Nickelbb. Fifty cents

29. The ring of fire is found in what ocean?cc. Atlanticdd. Pacificee. Caribbeanff. Indian

30. A native Guatemalan’s village can be identified by:gg. clothinghh. nationalityii. languagejj. all of the above

Short Answer:Complete each sentence

31. The official language of Guatemala is _________.

32. The Monja Blanca is the National ________.

33. The volcanoes in Guatemala are found in the ________________.

34. Guatemala became independent of Spain in _________.

35. The exchange rate for US dollars to Guatemalan Quetzals is ___________.

Name _________________Date __________________


Guatemalan Unit TestFor each of the words on the left, select the correct definition from the list on the right. Write the corresponding letter of the definition next to

the word.1. Capital ___K___

M. A system of money in general use in a particular country2. Volcanic Eruption

__E___ N. The value of one currency for the purpose of conversion to another.

3. Cash Crop ___F___ O. The national bird of Guatemala; The basic monetary unit of Guatemala

4. Guatemala ___H___ P. The deepest lake in Central America having a depth of up to 340 meters.

5. Currency __A____ Q. The sudden occurrence of a violent discharge of steam and volcanic material.

6. Lake Atitlan __D____ R. An agricultural crop which is grown for sale for profit7. Monja Blanca ___L___ S. Hot molten or semi fluid rock erupted from a volcano8. Volcano __J___ T. A country located in Central America between the Atlantic

and Pacific Oceans.9. Exchange Rate __B____ U. An area where a large number

of earthquakes and volcanic eruptions occur in the basin of the Pacific Ocean

10. Quetzal __C____V. A mountain or hill having a crater or vent through which

lava, rock fragments, hot vapor, and gas are or have been erupted from the earth's crust.

11. Lava __G___W. Physically encompasses the offices and meeting places of

the seat of government and is fixed by law12. Ring of Fire __I____ X. The national flower of Guatemala; a plant belonging to the

orchid family

True/False:For each statement, circle "true" or "false."

13. Most students do not go to school because they are poor and have to work. T 14. Guatemala was the heart of the Maya Indian civilization from 500AD to 900AD. T 15. The National Flower of Guatemala is the hibiscus. F16. An Active Volcano means that the volcano is erupting right now. F17. If a volcano is inactive it has not erupted for 10,000 years. T18. Currency is the value of money for the purpose of converting it to another. F19. Exchange rate is how many time a volcano erupts. F20. The capital of Guatemala is Guatemala City. T

Multiple Choice:For each of the following questions, circle the answer that most correctly answers the question.

21. All of the following are cash crops in Guatemala except: D

kk. coffee2012 Kellie Burchfield, Hannah Marshall, Sunni Edwards TAMU-Commerce

The History of Guatemala Unit Lesson Plan, of 33

ll. bananasmm. sugarnn. rice

22. The Mayan Pyramids are located in: B

e. Guatemala Cityf. Tikalg. Atitlanh. Quetzal

23. Lake Atitlan is known to be the deepest lake in: Ba. Guatemalab. Central Americac. North Americad. Mexico

24. The National Bird of Guatemala is the: Ca. Toucanb. Red Birdc. Quetzald. Eagle

25. How many volcanoes are in Guatemala? Ba. 10b. 37c. 33d. 32

26. Which of the following is NOT an active volcano in Guatemala? Da. Fuegob. Aguac. Acetenangod. Pacaya

27. Which of the following is the current currency for Guatemala? Ca. Pesob. Dollarc. Quetzald. Euros

28. Which one of our coins does Guatemala have both a bill and a coin for? Da. Quarterb. Dime


c. Nickeld. Fifty cents

29. The ring of fire is found in what ocean? Ba. Atlanticb. Pacificc. Caribbeand. Indian

30. A native Guatemalan’s village can be identified by: Aa. clothingb. nationalityc. languaged. all of the above

Short Answer:Complete each sentence

31. The official language of Guatemala is ___SPANISH______.

32. The Monja Blanca is the National _FLOWER__.

33. The volcanoes in Guatemala are found in the _RING OF FIRE__.

34. Guatemala became independent of Spain in __1821___.

35. The exchange rate for US dollars to Guatemalan Quetzals is _7.86___.


lesson plan format for garland€¦ · web viewlesson title: the history of guatemala. by: kellie...

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