Objectives:

1. After participating in opening activities and discussion, students will be able to explain what this unit will cover, and how it relates to their own lives.

Materials: Nosotros, pp. 7-10 (demographics)

PSU Center for Population Studies handout on minority populations by county

World (and continental if available) maps

Push pins (with flags for students' names)

Time allotted: 1 period of 50 minutes (Depending on size of class, set and discussion may be all that can be accomplished in this initial single period, in which case, a second period would be used to complete the lesson.)

Set: Ask students to volunteer where their parents and grandparents were born. Have them put pins on world map and perhaps continental maps. Process this. If only a few were born outside USA, ask question about whether there were any immigrants in the family (point being that even Native American Indians immigrated here originally).

Procedure: (1) Tell students about focus of unit. Have them fill out pre-assessment. NB: this is part of semester long study of Latin America in 6th grade social studies, so there will be pre existing context.

(2) In the remaining time, have students in groups of 4 read materials on demographics, and discuss differences in meaning between "Hispanic" and "Mexican" populations, and compare the populations of each in Oregon generally with the Mid-Columbia specifically. Each student in the group will be responsible for one of the following issues: Hispanic population growth since 1980, Hispanic diversity, geographica~4istribution in Oregon, and urbanization.

Homework: Read assigned pages in text.

Closure: Sudents will participate in quick "popcorn quiz" on what they have learned about their classmates and about Hispanics/Mexicans in the Mid-Columbia.

Assessment: Participation will be observed and encouraged continuously. Comprehension will be assessed by observation and periodic teacher questions put to class or groups.