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Spanish Economy Teacher Resources
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How many people immigrate to Spain illegally each year? Both the United States and Spain see a lot of illegal immigration. Advanced learners will read various articles, compare and contrast the situation in both countries, and discuss possible solutions to our current problem with immigration.
Students, after reading Chapter One in the book, "Spain," design and re-create the political boundaries as well as the physical features of nation of Spain. They utilize play-doh or salt dough to illustrate and create their three dimensional topographic maps of Spain.
Students use Europe in the Round software as research tool for mini-investigation into tourism in Spain and its effects on Spain's economy and environment. Students complete tourism worksheet, conduct research online, and write report detailing importance of tourism.
Students compare immigration issues in Spain to those in the United States. In this immigration instructional activity, students analyze information and statistics regarding illegal immigration in Spain as well as the state of North Carolina. Students compose essays that feature possible solutions to the immigration problems in both countries.
Students discuss Virginia and other southern colonies from the perspective of the region's economy. They identify the present day states that were considered part of the southern colonies. Students use an outline map and color code their data.
In this tourism in Spain learning exercise, learners use the 14 sentences provided in the answer bank to complete a graphic organizer pertaining to Spain's tourism economy.
Students discuss Spain's relationship with Europe and the U.S. and research incidents of American-European disagreements regarding international actions and policy. They write essays on how the world might be different if a multipolar world existed.
Students research the conditions in Spain during the 15th and 16th centuries. In groups, they write a paper on the information they gathered during their research and why the situation is unique to Spain. As a class, they discuss the role of religion and the king and queen to aid in the situation.
Students identify and read correctly the symbols of a Spanish train schedule. Using maps, they identify and locate major cities and landforms of Spain and practice using a twenty-four hour clock. Using the internet, they navigate a site in Spanish.
Young scholars investigate the issue of immigration in North Carolina and Spain. They compare/contrast immigration in both and exchange opinions about possible solutions. In addition, they write an essay proposing North Carolina solutions based on the experience of Spain.