District 75 Alternate Assessment Curriculum FrameworkPassport (Scope and Sequence)Grade 5 Social Studies Module 5

World CulturesThe Western Hemisphere Today

Unit Topic: World CulturesThe Western Hemisphere Today

(All Units can be accessed by going to http://www.weteachnyc. Use your DOE login)

A strong and effective social studies program helps students make sense of the world in which they live, allows them to make connections between major ideas and their own lives, and it helps them see themselves as active members of a global community. While knowledge of content is very important, it is equally important to engage our students in historical thinking. Students engaged and challenged to think like historians, raise questions, think critically, consider many perspectives and gather evidence in support of their interpretations as they draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision-making. These are the skills that will serve them well as participating citizens of a democracy.

This issue of “depth versus breadth” is not a new construct but it requires teachers to accept that not all content is created equal. It is also important to understand that it is not possible to “cover” everything as the amount of content covered rarely correlates to the amount of content that is learned.

The dilemma of depth versus breadth is not easy to address. It is also not something that can be decided for us. It requires all teachers to make the best decisions given our knowledge of the content, assessments, instructional goals, and most importantly our understanding of student learning (students’ needs, interest and readiness).

Today’s students are entering a world increasingly characterized by economic, political, cultural, environmental, and technological interconnectedness. The virtual distance between nations and cultures has been rapidly decreasing due to changes in the accessibility of information and increasing interdependence. Students need to learn to view the world as one interrelated system, to reflect on cultural lenses, to listen to voices from around the world, and to make connections to engage them as citizens of the world.

Globalization is the process of this interaction and integration among the people, companies, and governments of different nations. It is not new. For thousands of years, people—and, later, corporations—have been buying from and selling to each other in lands at great distances (The Levin Institute, Globalization101.org) while exchanging ideas, customs, and values.

To nurture and promote global awareness, teachers must be sure to provide students with learning experiences and opportunities that incorporate tolerance of cultural differences, knowledge of world cultures and communities, and the appropriate infusion of global perspectives into daily instruction. Students must understand that globally aware citizens are able to:

• connect the local and the global, understanding of how the actions of people around the planet have an economical, technological, and cultural influence on all peoples of the world.

• participate in local and global economies.

• be open-minded, especially in understanding one’s own cultural lens as well as others’ distinct cultural lenses.

• celebrate similarities among different groups of people.

• understand and respect peoples’ differences.

• use electronic technologies in order to research people and cultures in every world region.

• understand the importance of cross-cultural communication, both within the United States and across borders.

• recognize and reduce stereotypes and prejudices.

• have compassion for all peoples of the world.

This unit, The Western Hemisphere Today is the final unit for Grade 5. The unit was developed by a team of DOE staff members and teachers. The development of the unit was informed by and integrated with the following documents and perspectives: NYSED Frameworks for Social Studies, the Common Core Learning Standards in English Language Arts & Literacy in History/Social Studies, Understanding by Design, and Reading Like a Historian (Stanford History Education Group).

The writing team began with identifying student outcomes connected to the standards, core content, major understandings, and skills of the unit. Student outcomes were determined by thinking about what students are expected to know and be able to do by the end of the unit. The most important learning goals and objectives for the unit were then created. The processes for that learning (how the learning would occur) and the desired student understandings were also considered.

Each module consists of:

A context overview Culminating performance tasks for each level Content standards connections (refer to Scope and Sequence book

as well as individual lesson plans) Essential questions/Focus Questions Key vocabulary Lessons plans and activities Resource list

Historical Context for Teachers

When one thinks comparatively about the countries that make up the Western Hemisphere, one is struck by just how unique the United States is in two regards.

Race

First, we are often told that we are in the middle of a “redefinition” of racial categories in the U.S., with more and more people identifying as neither White nor Black but somewhere in between. However, the “one-drop rule,” whereby any person with even one ancestor of sub-Saharan African ancestry is considered to be Black or African-American, is still powerful. Of course, this has little to do with actual blood and everything to do with how a particular society, with its history rooted in chattel slavery, defines race. What is important about this “rule” in terms of its political significance is not the blood, but the absolutism: there are only two categories, either/or, Black or White.

In contrast, throughout Latin America—countries that emerged from Spanish and Portuguese colonialism—a different, more flexible conception of race holds. Racism, to be sure, existed and still exists. But two things made the concept more plastic: One, the colonial state from which the Western Hemisphere’s republics emerged was founded on an ability to recognize and administer “difference”—or, as we now put it, “race.” Two, this “difference” included not just Africans and African-descended peoples forcefully enslaved but also millions and millions of descendants from the great pre-conquest indigenous civilizations.

As Catholic agents of Christ on earth, the Portuguese and especially the Spanish empire, understood themselves to be universal—to represent a moral regime applicable to all peoples everywhere. Their conquest of America was justified as a proselytizing project to bring Christ to people who didn’t know of him. Added to this was the fact that the horrors of the conquest—a genocidal demographic collapse (due to war, terror, displacement, disease) of tens of millions of people, around ninety percent of the pre-European population—provoked a debate among Spanish theologians, such as Bartolome de las Casas, Antonio de Montesinos, and

Francisco Vitorria. In the 1500s, this debate—concerning the equality of human beings and the source of individual rights—laid the foundation for modern international law (modern in the sense that it was founded on the idea of natural rights, which everyone, Christian or not, was presumed to possess).

Yet despite this universalism, the Spanish (and Portuguese in Brazil) colonial state consciously justified itself through the administration of difference. It created a bureaucratic hierarchy that assigned distinct obligations and privileges to specific groups understood largely, though not exclusively, in racial terms. From the very inception of Spanish colonialism, Native Americans and then African slaves, as Native Americans and African slaves, played key roles in the construction of Hispanic modernity. Coerced Indians and enslaved Africans were of course essential to the extraction of silver and gold. And they provided revenues in the form of taxes and tribute. But they were also the focal point in the creation of a bureaucratic, legal, philosophical, and religious system that, however much it was based on brute exploitation, was forced for more than three centuries to deal with difference. There emerged under Spanish and Portuguese colonialism a dizzying number of racial categories well beyond the rigid opposition of “black” and “white,” many of which continued to exist to this day. Mestizo, pardo, moreno, negro, de color, mulato, amarillo, trigueño, negro, jabao, indio, prieto, zambo quinterón, tentenelaire, saltapatra ́s, terceró ́n, cuarteró ́n, negro libre, negro pardo, negro ladino, negro bozal, negro criollo, are just a few.

By the time of 19th century Spanish- and Portuguese-American independence, early constitutions did try to abolish distinctions based on race. But the “problem” of difference wasn’t denied: Debates about how best to turn Indians and former slaves into citizens were often hypocritical and premised on cultural erasure. And after independence, race-based hierarchies, enforced through economics, politics, and gender ideologies, continued excluding large numbers of Native Americans, peoples of African descent, and women from the protections and rights afforded to citizens. But unlike the rigid, formally exclusive racialism that came to reign in the United States, race thinking in Latin America produced powerful countervailing democratic movements and ideologies, often manifested in the collective militancy that the region has become famous for: the Mexican

Revolution’s celebration of the “cosmic race,” for example, or the Indo-Hispanic nationalism promoted by Sandino (who led a five-year insurgency that drove the U.S. Marines out of Nicaragua) in the late 1920s.

In British North America, an almost exact opposite history unfolded. British colonialists didn’t represent a centralized, expanding state (at least not to the degree Spanish conquistadores, bureaucrats, and priests did). Native Americans were relatively peripheral to the Anglo colonial project; unlike in Spanish America, they served neither as the primary labor nor the primary tax payer supporting a colonial state.

As such, the kinds of moral debates that took place following the Spanish conquest stayed on the margins—or on the frontier, as it were. Periodic conflict with Native Americans was justified by, and helped further define, legal arguments concerning “just war.” Episodes of extreme violence, including the total and near-total extermination of specific indigenous groups, often did provoke outrage and calls for reform, such as New England missionary John Eliot’s passionate outcry against the “mass enslavement” of the Algonquin. Yet the repression of Native Americans under British rule did not prompt the kind of wholesale legal and philosophical reflection that it did in Spain.

In fact, British colonists looked at Spain and, seeing the difficulties its theologians had in justifying the dispossession of Native American land, made a conscious decision not to try to justify their project: In 1607–1608, the Council of the Virginia Company debated whether to issue a document to justify their actions in the New World. Records reveal a keen appreciation of the problems that Spain had: “After 50 years,” the Spanish King could reasonably justify political authority, but not the taking of Native American property. The Virginia Council therefore opted to avoid the question altogether. Members of the council decided that it would be better just to take the land, establish political authority, and not try to justify it: It would be “better to abstain from this unnecessary way of pronunciation and reserve ourselves to the defensive part.”

This was the first in many great evasions—of not just racial difference but the social problems that settler-colonialism generates. At first, as the above debate suggests, the evasion was calculated and conscious. Over time, nurtured by an ever westward-moving frontier that lasted centuries before it was closed, it became routinized and unaware. If Latin American nations

inherited a colonial culture acutely aware of the “social” question, the new United States, caught up in a seemingly never-ending process of first territorial and then market expansion, became wedded to a cult of individual supremacy that defines American Exceptionalism.

Social Rights versus Individual Rights

The second thing that distinguished the United States from most every other country in the Americas is its insistence that citizenship be defined nearly exclusively in terms of individual rights, as codified in the Constitution’s Bill of Rights and reflected in its strong libertarian political culture. Citizens have the right to property, to assemble, to bear arms (arguably), to speech. They do not have the “right” to health care, to education, to a pension. Not too long ago, Kentucky Senator Rand Paul said that believing in the “right to health care” is “basically saying you believe in slavery.” That statement has a logic that makes sense to many in the United States. But it is absolutely unintelligible for the rest of the hemisphere’s inhabitants.

Most every other American nation values as a central part of citizenship the principle of social rights—that is, that it is the state’s obligation to guarantee the right to education, to health care, to decent pay, and a dignified life and old age (or what Latin Americans often call the “third age”). Mexico’s still active 1917 constitution, for instance, was the world’s first social-democratic constitution, granting the right to schooling, to health care, to unionize, to a pension, to work, and so forth. In the years since, those rights migrated into every Latin American constitution. I think the distinction between U.S. individual rights and Latin American social rights is related to the above description of the ways British and Spanish colonialism dealt with racial difference. Where the U.S. founding fathers inherited a colonial state founded on denial and evasion (pushing the “Indian” question to the frontier and dealing with the problem of slavery by creating an absolutist either/or racial ideology), Spanish-American republicans were products of a colonial regime that for centuries had openly acknowledged the problem that racial difference posed to its universalism; this led them to advocate for a strong state that could createa virtuous society. It was this advocacy that eventually evolved into the region’s bedrock faith that it is the role of government not just to protect individual rights but to provide social rights.

Of course, this commitment to “social rights” and recognition of “difference” did not result in a just or “virtuous” society for most peoples in Latin America. Race-based hierarchies, primarily enforced through economics and politics, continued after independence. States, such as Argentina, Chile, Mexico, and Guatemala, conducted campaigns of racial terror aimed at subordinating indigenous peoples to national authority. Ideology too played a key role, as notions of progress, honor, and hygiene were used to marginalize large numbers of potential citizens. But, unlike the rigid, formally exclusive racialism at play in the U.S., race-thinking in Latin America both made possible imagined notions of inclusive citizenship and produced powerful countervailing radical republican and democratic movements and ideologies, such as, for one example, the anti-racist nationalism of the Cuba’s late nineteenth-century independence movement, the “cosmic race” nationalism of the Mexican Revolution, or the anti-imperialism of Sandino’s campaign against U.S. occupation in Nicaragua in the late 1920s and early 1930s. Today’s “left turn” in Latin America, in which a majority of countries are governed either by social-democratic or populist governments, can trace its origins back to the more inclusive (compared to the U.S.) concepts of citizenship discussed above.

The Latin Americanization of the United States?

The United States is of course changing, and as it has we have witnessed great debates over the concept of American Exceptionalism: There are those who insist, in the face of challenges that are global in scope—climate change, economic inequality, statelessness, militarism—still cling to defining America as individual supremacy. Demographics, however, are helping those who believe the U.S. needs to align itself with the rest of the world. Latino immigrants have already helped turn Los Angeles, Las Vegas, and other cities into union towns. They’ve often done so against great odds and with impressive courage, since many undocumented union workers are not fully covered by the National Labor Relations Act.

Despite all the talk about Latinos being natural conservatives, committed to family, religion and hard work, most reject extreme economic individualism. They come from countries where democracy aspires to social democracy, including workers’ rights, human dignity, and economic justice.

Greg Grandin, Ph.D., Professor of History, New York University

ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE:

Assessment is considered an integral part of the curriculum and instruction process. Assessment is viewed as a thread that is woven into the curriculum, beginning before instruction and occurring throughout in an effort to monitor, assess, revise, and expand what is being taught and learned. A comprehensive assessment plan should represent what is valued instructionally. These practices should be goal oriented, appropriate in level of difficulty, and feasible. Assessment should benefit the learner, promote self-reflection and self-regulation, and inform teaching practices. The results should be documented to “track” resources and develop learning profiles.

Effective assessment plans reflect the major goals or outcomes of the unit. Content knowledge and skills need to be broken down—unpacked and laid out in a series of specific statements of what students need to understand and be able to do. Student evaluation is most authentic when it is based upon the ideas, processes, products, and behaviors exhibited during regular instruction. Students should have a clear understanding of what is ahead, what is expected, and how evaluation will occur. Expected outcomes of instruction should be specified and criteria for evaluating degrees of success clearly outlined.

Assessment packages should include:

Student work samples Photographs of students participating in learning activities Data collection, as appropriate

STANDARDS

Each lesson will contain the Common Core Learning Standards for ELA and Literacy in History/Social Studies. You will also find specific Social Studies Learning Standard attached to each group of lessons in your

“Scope and Sequence” book by referring to the specific unit you are working on.

ESSENTIAL QUESTIONS

The Essential Question was developed by carefully considering the big ideas of the unit. An essential question can be defined as a question that asks students to think beyond the literal. An essential question is multifaceted and is open to discussion and interpretation and can be applied beyond the content of one specific unit. The essential question for this unit The Western Hemisphere Today.. How does an interdependent region meet the challenges of modern life?

FOCUS QUESTIONS

Focus Questions were then developed to support the crafting of specific lesson plans for the unit of study. The focus questions are tightly aligned with the unit outcomes, goals, and objectives. Focus questions can be found at the beginning of each individual lesson. (Each unit contains a variety of Focus Questions depending on the particular Lesson Plan).

CONTEXT/LAUNCHING THE UNIT

Engaging students with the content to be studied is important. Making the content relevant to their personal lives or making a connection to how the learning can be used in a real-world setting is one way to get students “hooked”. Another effective hook is making students see the content as interesting and unusual by having them view the content from a different perspective. Launching the unit for your students involves engaging them in mental stretching activities and providing a hook for the content to be learned. Students are more interested in and pay more attention to activities that are introduced in a way that engages them emotionally, intellectually, and socially.

Launching a unit effectively can excite the students, giving them the motivational energy to want to make the best use of their learning time. Activities that get students to think divergently are important. Presenting

far-out theories, paradoxes, and incongruities to stimulate wonder and inquiry is extremely effective.

One way to launch The Western Hemisphere Today unit is to explain and discuss the importance of research and a research process.

Provide groups with chart paper. Each group should have a marker and should chart an answer to the prompt:

What is research and what are some steps you might follow to do research on a topic? List five or six steps that might be a part of a research process.

Have students briefly present their steps and post the chart paper in the room. Explain to the students that the majority of the final unit of the year will be dedicated to a research project on the Western Hemisphere.

Another way to launch the unit is to project a map of the Western Hemisphere while providing groups of students with a stack of index cards. Ask students to think about what they have learned about the countries in the Western Hemisphere and, on each card, write something that is common/similar or distinct/different between the countries. For example, for something in common or similar, students may write that most Western Hemisphere countries have multicultural societies or that most countries of the Western Hemisphere are experiencing population growth or movement to cities. Cards that list a difference might say that the countries of the Western Hemisphere have varied climates or that different languages are spoken in each country of the Western Hemisphere. Students then sort the cards in categories they create such as geography, climate, language, culture, history, etc. Each category can include cards that list a similarity and cards that list a difference. Ask the students, “What are some broad statements we can make based on our categories?” Student groups share their statements.

Explain that in social studies, research methods can be used to learn more about a statement or question we have about the patterns that we observe. In this unit students will research specific countries and topics in the Western Hemisphere.

ASSESSMENT/PERFORMANCE BASED ASSESSMENT TASK

See “Launching the Unit” to use as a Pre-Assessment that can be adjusted according to your particular student needs.

As professionals, we recognize that social studies education provides students with knowledge and skills that are necessary for participation as active and informed citizens of the United States and the world. Though we hope our students will see that the lessons learned in social studies have significance to them and to contemporary society, we must go further and nurture these connections with intentionality. The understandings, insight, content, and concepts acquired as the result of the lessons, discussions, activities, and projects need to be understood within the framework of the classroom and the greater communities of which the student is a member.

In order for our students to be able to apply their knowledge and skills in the real world, they must be able to make the connections between what they are learning in the classroom and life outside of school.

We can help foster these connections in many ways. We suggest that at the end of each unit students engage in thoughtful discourse and activities that seek to affirm metacognition and the relevance of what they have learned. Encourage students to ask the bigger questions and raise the important issues that push their in-school learning toward meaning and purpose in the real world.

The following activities could serve as a reflective summary for the unitThe Western Hemisphere Today while providing students with a framework within which to see the continuity and consequence of present and future content to be studied.

Following student presentations, have students discuss similarities and differences between human rights issues in various countries. Have different groups who researched the same issue discuss and synthesize their research information taken during presentations to create a PSA for the human rights issue they researched. Reintroduce the PSA from the first lesson, What is the Organization of American States (OAS)? Have students draft and record their PSAs and share them with other grades in the school.

LESSON PLANS

NOTE: Preferred Mode of Communication (PMC) should be considered for all students in all activities across all

individual lessons

The lesson plan template used in this guide captures the important elements of a social studies lesson—the lesson objective, connected standards (both content and literacy), and learning experiences (either independent or small group) for students with opportunities for assessment.Key lesson plans were written to build the essential content knowledge and concept understanding or needed skills for the unit, including a lesson to launch the unit; to introduce and engage students with the new learning; and to frame the broader goals of the unit. These key lesson plans are indicated in bold in the Day-by-Day Planner. Suggestions for lesson plans the teacher will create on his/her own are indicated in italics. Where texts are referenced, there are often sample text-dependent questions to engage students with key ideas and structures.

Day-by-Day Planner

The Day-by-Day Planner provides an overview for the entire length of the unit to support coherence and sequence. It includes a sequence of lessons that reflect the major content, concepts and skills for this unit. All suggested lessons connect/align to a focus question. In many instances, fully developed lessons (identified by bold font) are provided. Teachers will want the flexibility to adapt these lessons or to create their own. Other suggested lesson topics (identified by italic font) are included. Teachers can develop their own lesson plans to complete the unit.

All sample lessons include:

Focus Question Lesson Objective/Teaching Point NYC Social Studies Scope and Sequence

Common Core Learning Standards for ELA and Literacy in History/Social Studies

Social Studies Practices and Historical Thinking Skills Resources/Materials Model/Demonstrate/Teach Group/Independent Work Assessment/Wrap Up Some may include worksheets, pictures, additional

resources/extension activity

SEE ATTACHED DAY TO DAY PLANNER

NOTE: All lesson plans should be reviewed and adjusted accordingly

ADDITIONAL THOUGHTS/STRATEGIES

* Use Inquiry & Discovery Approaches: Inquiry-based instruction helps students identify real questions as motivations for learning. It also provides students with opportunities to incorporate interdisciplinary study and fosters collaborative learning and team approaches.

* Model: Show students your thinking processes by asking questions as you think aloud and model. “What does this mean?” “Why?” “How can I figure this out?” Think out loud as you go about solving a problem, making a decision, or understanding a challenging piece of text/image. Model the use of appropriate strategies and be explicit about why particular strategies are helpful and useful.

* Socialize Learning: Show students how you learn. Provide opportunities to learn together. Teach students to collaborate, ask questions, and engage in inquiry. Use a variety of grouping and collaboration strategies (partners, pair-share, group word webs, strategic turn-and-talk, etc.).

* Honor Prior Learning: Acknowledge students’ “funds of knowledge,” a term coined by Luis Moll (2001), which refers to knowledge they have acquired outside school. Learning involves adding new ideas to

what is already known. Give students opportunities to share what they know. Use KWL, RAN, cognitive mapping, and brainstorming techniques.

* Use Content Picture Books: Through the careful selection of a variety of texts, young children can begin to see history as a working story told from many points of view. Informational texts should be engaging and age-appropriate, including illustrations that complement the text well. They can be used in a variety of ways—pictures only, text only—and they can be easily manipulated for teaching purposes. They are a great way to present difficult concepts, ideas, and themes as they often present less text.

* Engage in Daily Writing: Writing in social studies should happen daily and can include writing to learn, such as labeling, listing, answering questions, quick writes, taking notes, underlining, and annotating short texts, in addition to writing intended to produce a finished piece such as an all-about book, ABC book, or field guide.

* Make Time for Student Discussion: Discussion in social studies requires the students and teacher to engage in talk at high cognitive and affective levels, both with one another and about the subject matter being discussed. Discussion is also is an effective tool for encouraging critical thinking and the consideration of multiple perspectives.

* Use Role-Play and Drama/Simulations: Role-playing comes naturally to children, and drama and role-play can easily be used to increase students’ understanding of the context of historical events and the real people who were involved. Role-playing also contributes to children’s language development and their sense of others’ perspectives (Ellis 2010).

* Share Oral Histories: To bring history to life, teachers can utilize the resources that families and the community have to offer (Robles de Melendez, Beck, and Fletcher 2000). Visitors who have experienced past events that children are studying can narrate their stories and make history tangible and relevant.

* Plan Field Trips: Good field trips offer hands-on experiences for children. Children should be prepared and encouraged to participate and engage in the activities. Interactive field trips give students experiences that

they will remember. While field trips can be fun, they also need to have a clear goal and must widen or enhance students’ knowledge.

* Integrate the Arts: The arts are an indispensable part of a complete curriculum and not an added frill (Maxim 2010). Examining art forms from different time periods and cultures enriches social studies and also provides opportunities to foster students’ creativity, critical thinking, and appreciation of culture. The arts include literature, drawing, painting, textiles, photography, sculpture, music, dance, and drama (pantomime, improvisation, dramatization, and role-playing).

* Use Technology: The Internet and technology provide access to new ideas and experiences and are necessary tools for children. Multimedia tools can be interactive and allow children to be innovative and expressive while sharpening their technological skills.

Maximizing Field Trip Potential

Trips to museums or cultural institutions are a great way to bring excitement and adventure to learning. As a direct extension of classroom instruction, they are an important component of standards-based instruction. A focused, well-planned trip can introduce new skills and concepts to students, reinforce ongoing lessons, and provide opportunities for learning to be applied. Museums and cultural institutions are rich resources that offer exposure to hands-on experiences, real artifacts, and original sources. The key to planning a successful field trip is to make connections to the curriculum, learning goals, and other projects. Field trips are fun, but they should primarily reinforce educational goals.

Planning the Visit:

• Become familiar with the location before the trip. Explore the exhibition(s) that will be visited to get ideas for pre-field trip activities.

• Orient students to the setting and clarify learning objectives. Reading books related to the topic or place as well as exploring the website of the location are some ways to introduce the trip to students.

• Plan pre-visit activities aligned with curriculum goals.

• Discuss with students how to ask good questions and brainstorm a list of open-ended observation questions to gather information during the visit.

• Consider using the trip as the basis for an inquiry-based project. The project can be undertaken as a full group or in teams or pairs.

• Plan activities that support the curriculum and also take advantage of the uniqueness of the setting.

• Allow students time to explore and discover during the visit.

• Plan post-visit classroom activities that reinforce the experience.

Field trips to museums and cultural institutions can bring experiential learning to students and allow teachers to learn alongside their students. A well-planned field trip can be a rich and rewarding learning experience that connects community resources to the learning of academic content.

MATERIALS/RESOURCES/INTERNET RESOURCES

Each lesson contains resources books as well as key vocabulary.

MATERIALS

CameraPicture SymbolsSmartboardAAC devicesTangible objects

BOOKS

One Plastic Bag by Isatou Ceesay

The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City ForeverWho Was Rachel Carson by Sarah Fabiny

Youtube video on Rachel Carson https://www.youtube.com/watch?v=pdwzb3nexeY

INTERNET RESOURCES

Organization of American States document http://www.un.org/en/mdg/summit2010/debate/OAS_en.pdf

Youtube: Smokey the Bear Commercial https://www.youtube.com/watch?v=02qzeV00-EQ Keep American Beautiful Commercial https://www.youtube.com/watch?v=8Suu84khNGY

Deforestation Videoshttps://www.youtube.com/watch?v=M4jhjt1_eyM https://www.youtube.com/watch?v=Nc7f5563azs

Pollution of Ocean Videos https://www.youtube.com/watch?v=YGBpHYLNtRA https://www.youtube.com/watch?v=HQTUWK7CM-Y

Pollution of Air, Land, and Sea Video https://www.youtube.com/watch?v=vP3pbh_-pu8