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Students will do individual researches, each learning about a different Brazilian explorer. They must answer the three questions: What were my explorer’s reasons for exploration? (their goals or motivation, who sponsored them, etc.) What obstacles did my explorer face along the way? (financial, physical, and more–we learned that death was a major obstacle) What were my explorer’s accomplishments? (discoveries, conquests, wealth, fame)

Students will do individual researches, each learning about a different Brazilian explorer. They must answer these three questions: What were my explorer’s reasons for exploration? (their goals or motivation, who sponsored them, etc.) What obstacles did my explorer face along the way? (financial, physical, and more–we learned that death was a major obstacle) What were my explorer’s accomplishments? (discoveries, conquests, wealth, fame)

Students will learn about some of the Brazilians fruits and their seasons. The students may struggle with understanding why we should follow the right seasons to have a healthier fruit diet.

Student journal entry written from the perspective of a present-day explorer of some "unknown" in today's world. The journal entry asks students to make reference to a) an early European explorer (from 1492 - 1700), b) contain at least 1 visual, & c) reflect on what can be learned from the experience, feelings, words, discoveries, impact on future generations...of past explorers. Use & apply knowledge gained from previous lessons & research to create the journal entries.

Student journal entry written from the perspective of a present-day explorer of some "unknown" in today's world. The journal entry asks students to make reference to a) an early European explorer (from 1492 - 1700), b) contain at least 1 visual, & c) reflect on what can be learned from the experience, feelings, words, discoveries, impact on future generations...of past explorers. Use & apply knowledge gained from previous lessons & research to create the journal entries.

Students will create a song, poem or rap in which they show their point of view of what is happening in the cultural scenario at the outskirts of the big cities in Brazil today.

Students will create a song, poem or rap in which they show their point of view of what is happening at the outskirts of the big cities in Brazil today.

Writing own lyrics selected social studies topic, to the tune of an existing song or self-created song.

In this lesson students will be researching what life was like in the South America and Africa during the Transatlantic Slave Trade. At the conclusion of their research, students will work in groups to complete a game, comparing and contrasting some decisions they could have made.

In this lesson, students will be researching what life was like e in the Africa and South America during the Transatlantic Slave Trade. At the conclusion of their research, students will work in groups to complete a game comparing and contrasting the two continents.