Introduction
This WebQuest is designed to be an introduction for novice Spanish students to the sites in and around Mexico City.
Task
You’re in luck! Your rich aunt and uncle have invited you to visit Mexico City, a metropolis of over 20 million people. You will be traveling with them when they go on business for three full days in September. Even better--they are worried about planning activities you will like, so they have told you to plan the itinerary. However, you must convince them of the value of each activity.
Process
You will be planning the itinerary for three full days in Mexico City. If you find activities that will take most or all of one day, you may choose only one of those activities. The additional requirements your aunt and uncle have given you are as follows:
-You must convince them of the value of each activity. Do you learn something about Mexican culture, history, sports, architecture, and/or art/music?
-Determine how long each activity will take so you know how much you can do in one day (and/or evening)
-Mexico City is huge, so whatever you do in one day must be in the same general area. You will be staying at the Hotel María Cristina, so that will be your starting place each day. Your aunt and uncle will take care of transportation and food.
-You must include one slide with key Spanish vocabulary you will need to get around.
-To present all of the above information, you will be creating a Google Slides presentation with at least two slides per activity. Each activity must include:
- At least three pictures
- At least 3-5 reasons which establish the value of this activity and why you think you should do it. Use specific information. “It sounds fun” is not a convincing reason in and of itself. Font size must be at least 24.
- How long the activity will probably take (A couple of hours? Half a day? All day?)
- To make sure all activities for each day are in the same general area, state what part of the city you will be in on each day.
- Key vocabulary
Use the following sites to find the information you need:
General information:
Google Maps, Mexico City
Hotel María Cristina
http://www.hotelmariacristina.com.mx/
Spanish phrases for travelers:
http://www.fodors.com/language/spanish/
Sites:
Palacio de Bellas Artes: http://www.palacio.bellasartes.gob.mx/
Palacio Nacional: http://www.hacienda.gob.mx/cultura/museo_virtual_pal_nac/shcp_mv.htm
Bosque Chapultepec: http://www.sedema.df.gob.mx/bosquedechapultepec/
- Museo Nacional de la Historia: http://castillodechapultepec.inah.gob.mx/index_2.html
Museo Nacional de Antropología: http://www.mna.inah.gob.mx/index.html
Teotihuacán/Pirámide del Sol: http://www.3viajes.com/sube-la-piramide-del-sol-y-la-luna-de-teotihuacan/
Museo Anahuacalli (Diego Rivera): http://www.museoanahuacalli.org.mx/
Templo Mayor: http://www.templomayor.inah.gob.mx/
Plaza de Toros/Bullfighting (Bullfights take place November-January):
http://www.donquijote.org/culture/mexico/society/customs/bullfights-in-mexico
Aztec Stadium
http://www.stadiumguide.com/azteca/
Six Flags Mexico City:
https://www.sixflags.com.mx/es/mexico
Xochimilco:
http://whc.unesco.org/en/list/412
Xochimilco & National University:
http://wikitravel.org/en/Mexico_City/Xochimilco
Evaluation
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Conclusion
Once your activities are planned, you should have a better idea of both what is available in the vastness of Mexico City, as well as what would interest you most if you ever have the opportunity to go yourself. ¡A viajar!
Credits
Credit goes to Professor Jeff Longwell of New Mexico State University for introducing his Spanish 507 students to dynamic new ways of incorporating technology in the foreign language classroom.
Photo Credits:
Task page: http://www.cnn.com/2014/05/01/travel/mexico-city-things-to-know/
Process page: http://www.grayline.com/tours/mexico-city/xochimilco-aztec-canals-natio…
Conclusion page: http://www.floridacommercialadvisors.com/architecture/unqiue-commercial…
Teacher Page
Purpose and timeframe:
Each quarter, students will research a Spanish-speaking region of the world. This WebQuest is to be used during a unit on Mexico; students may work in pairs or groups of up to four to complete the project.
This project should take about two days to complete as a Google Slides presentation and should be shared with the teacher. Students may or may not present the choices of their activities to the class.
ACTFL Standards:
Cultures:
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Connections:
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Comparisons:
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.