1. The Question

“Mexicans descend from Aztecs, Peruvians descend from Incas, we descend from boats.”

This is a common saying in Argentina, where the majority of people are of European descent, and many can still trace their ancestors back to the old country.

¿How does mass immigration affect the development of a nation?

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These materials are © 2012, Pablo Riquelme, Towson University, all rights reserved.

Picture source

Left: Newly arrived European immigrants disembark at the port of Buenos Aires, Argentina.

2. Information SourcesLatin America, like the United States, has been

shaped by the influence of European immigrants. This is especially true in Argentina, Uruguay, and to a lesser extent in Chile, Costa Rica, Cuba, and Venezuela.

You will use the video and two articles below to learn how Argentina was transformed by the Great Migration of European immigrants.

Afterwards, we will have a class discussion to tie these issues together with what you have learned in other classes and to the current immigration debate in the United States.

Youtube video: (skip intro and begin at min. 3:36) La Gran Inmigración Argentina Siglo XX (parte 1)

Webpage: European immigration to Argentina. Inmigración en Argentina

Newspaper article from La Nación. A Culture that Fused with Argentina

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These materials are © 2005 Pablo Riquelme, Towson University, all rights reserved.

Picture source

Below: Italian immigrants arriving in Buenos Aires

3. The Student Activity1. Watch the Youtube video. Refer to video guide

to follow the narration. The minutes each topic is discussed is listed to assist you with your aural comprehension. This visual and audio introduction will assist you with the facts and ideas in the readings that follow.A copy of the video guide is available here: Guide to Video

2. Read the study on European immigration to Argentina followed by the newspaper article from La Nación on the cultural legacy Italians have left on the country. You may make use of www.lingro.com for support.

3. We will use the last 20 minutes of class to discuss aloud what you learned about European immigration to Argentina and relate it to what you have already learned in other classes regarding European immigration to the U.S. during the same period. We will also discuss the impact immigration can have on a nation and relate it to the current debate surrounding Hispanic immigration to the US.

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These materials are © 2012, Pablo Riquelme, Towson University, all rights reserved.

Below: Argentine stamp celebrating Armenian immigration

Picture Source

4. The Assessment ActivityFor next class period, using what you learned from the video, readings, and the discussion that followed, write a 500-600 word

essay in Spanish on the topic of immigration and touch upon the following: Why do people emigrate? What are the similarities and differences between the immigration experienced by Argentina and the US at the end of the 19th

and beginning of the 20th century? How do those reasons compare with the reasons for recent Latino immigration to the US? What are some of the pros and cons of immigration in your opinion?

You will be graded for correct use of Spanish grammar, spelling, and punctuation, as well as providing examples, factual accuracy, and support for your opinion. A link to the rubric is available here: Rúbrico for Immigration Essay

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These materials are © 2012 Pablo Riquelme, Towson University, all rights reserved.

Picture source

Above: Kosher McDonalds in Buenos Aires . Argentina has one of the largest Jewish communities in the world.Picture by Pablo Riquelme Above: Russian Jewish immigrants

5. Enrichment ActivitiesIf you finish early or want to explore more on immigration in Latin America, check out the

following:Watch part II of the Youtube video, as of min 3:21 to learn about the origins of the Tango, a

legacy of the Great Migration to both Argentina and Uruguay. El Origen del Tango

Chile is currently the only country in Latin America gaining population through immigration. Here is an English article from the Santiago Times: Current immigration to Chile

Here is an article on recent Chinese immigration to Argentina, also in English. Chinese in Argentina

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These materials are © 2012, Pablo Riquelme, Towson University, all rights reserved.

Right: Chinatown in Buenos Aires, Argentina.

Picture by Pablo Riquelme

6. Teacher Support MaterialsThis SlamDunk is intended for advanced 4th year or AP high school Spanish students. Differing learning

styles addressed by listening, reading, speaking, and writing in the target language.

It is intended as a 90 minute lesson. Approximate distribution of time: 15min review and warm up prior to SlamDunk lesson, 5min introduction to SlamDunk and instruction to student activity, 30-45min for students to complete activities followed by a 15-25min class discussion in the target language (Spanish) in preparation of take-home assessment essay.

Students should each have computers with internet access and headphones.

This lesson meets the following Maryland State Curriculum standards for World Language: http://mdk12.org/instruction/hsvsc/world_languages/standard1.html

Standard 1.1 Communication—Interpersonal: Students exchange information orally and in writing in the target language in a culturally appropriate manner to provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2 Communication—Interpretive: Students understand and interpret the target language in its spoken and written form on a variety of topics.

Standard 2.1 Culture—Practices and Perspectives: Students demonstrate knowledge and understanding of another people's way of life, and the relationship between their patterns of behavior, and the underlying beliefs and values that guide and shape their lives.

Standard 2.2 Culture—Products and Perspectives: Students demonstrate knowledge and understanding of the relationship between the products, symbols, beliefs, and values of the target culture.

Standard 3,1 Connections—Across Disciplines: Students reinforce and further knowledge of other content areas through a language other than English.

Standard 3.2 Connections—Added Perspectives: Students acquire information and recognize the distinctive viewpoints that are available only through a language and its cultures.

Standard 4.2 Comparisons—Culture: Students demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own.

Standard 5.1 Communities—Practical Applications: Students use the language both within and beyond the school setting. Standard 5.2 Communities---Personal Enrichment: Students use the language for personal enjoyment and enrichment.

This lesson meets the following Maryland Teacher Technology Standards: http://www.mttsonline.org/ Standard I– Technology Information Access, Evaluation, Processing and Application. Standard II– Communication. Standard V—Integrating technology into the Curriculum and Instruction.

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These materials are © 2012, Pablo Riquelme, Towson University, all rights reserved.