Title	¿Quién vive en esta región?
Unit/Activity No.	Human Geography Unit 1/Activity 4
Geographic Topic	Population and settlement, Ethnicity and nationalities
Language Topic	community, professions
Language Function	Describe, compare
Language Standard	1.3, 3.1
Geography Standard	3, 9, 12

I. BACKGROUND INFORMATION FOR TEACHERS

Teacher Instructions

Step 1.	Before class prepare a handout and a transparency.
Step 2.	Distribute the activity to the class and review the directions.
Step 3.	Place students into groups of three and perform the activity.
Step 4.	Once complete, have each group present their country maps to the class.

Materials

Statistical information by county that indicates ethnic population:
http://www.upa.pdx.edu/CPRC/publications/2000census/index.html#counties

Ma ps of each county in Oregon or of a certain region of Oregon

Markers, magazine clippings/graphics showing different faces, products, etc.

Suggestions

You can do this activity using regions of the state, rather than counties (e.g. Willamette Valley, coastal Oregon, High Desert, Columbia Valley, etc.)

Review or preteach the vocabulary, including any tribal names or nationalities/ethnic groups that are appropriate to the regions being discussed.

Students may need some examples in Paso 2 to help them represent the data graphically. For example, to represent relative populations, they could use stickers of smiley faces or cutouts of stick figures, each of which represents 1000 inhabitants.

Vocabulario útil

el/la indígena	indigenous, native
norteamericano /a	(North) American
estadounidense	U.S. (adjective)
europeo /a	European
africano /a	African
asiático /a	Asian
mexicano /a	Mexican
ruso /a	Russian
vietnamita	Vietnamese
el/la inmigrante	immigrant
el origen	origin
la herencia cultural	cultural heritage
la mayoría	majority
la minoría	minority

Para comparar
más que	more than
menos que	less than
más/menos de (+ number)	more/less than (+ number)

II. STUDENT ACTIVITY HANDOUTS

Handout 1

Paso 1. Working in a group of three students, pick two counties/regions from the map that have variation in the ethnic groups. Write sentences in Spanish that describe and compare the ethnic composition of the two areas.

MODELOS

· En la región de Portland, hay más rusos que en el condado de Lane.
· El condado de Marion tiene más personas de origen mexicano que el condado de Sherman.

Paso 2. Use a map of the two counties to indicate visually the difference in the statistics you described in Paso 1.

Paso 3. Present your group’s information to the class. Include a description of the geographical location and place your graphic in its correct position relative to the other groups’ maps on a bulletin board or wall.

III. VISUAL AIDS FOR TEACHERS

Transparency 1

Transparency 2

IV. FOLLOW-UP ACTIVITIES

Have students discuss why the immigrant population is distributed the way it is. If you have done the activity ¿En qué trabajamos?, have students combine the data from the maps in the two activities. Then they can try to make more complicated comparisons in Spanish, relating ethnic composition and economic activity.

MODELO

En el valle del Willlamette, la mayoría de los inmigrantes mexicanos trabajan en la agricultura, no en la selvicultura.

Also, have student find symbols of ethnic identity associated with different immigrant groups in the state. They do a “show and tell” presentation in class, describing what they have found.