Come along with our Curator of Culture as we discover what life is like in Peru.

Examine carved gourds, a Zampoina pan pipe and so much more. Play a special Bingo game to learn about goods and services of Peru while discovering what you can buy with 1 Nuevo Sol (that’s 100 centimos!). There are traditional games to play and a special Peruivan artifact to take home. All artifacts have come directly from Fair Trade Peruvian Artisans.

Highlights

  • Theme: Journey to Peru!
  • Activities: Learn about the importance of gourds in Peruvian culture, play a custom board game, learn about and play a traditional Peruvian game, exchange Nuevo Sol for goods and services, examine 20 different authentic Peruvian artifacts directly from Peru.
  • Take-Home: Each student receives their own worry doll pin to wear and take home.

It was very well organized and included interesting, varied activities for children to feel successful.

TeacherBlessed Cardinal Newman School

The information taught is fantastic and so are the visuals. The kids love seeing the exports from the countries (especially the gold from Peru, I heard about it all day!).

J.T., Grade 3 TeacherMillgrove School

The activities that the students were involved in were fantastic! The students didn't even realize that they were learning!

E.C.The Hamptons School

3.1.1 Appreciate similarities and differences among people and communities:

  • Demonstrate an awareness of and interest in the beliefs, traditions and customs of groups
    and communities other than their own. (CC)

3.1.2 Examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • What determines quality of life? (CC)
  • How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)? (CC, ER, GC)
  • How does access to public services affect the communities? (e.g., schools, hospitals, libraries, transportation systems)? (ER, GC, PADM)
  • What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)? (CC, GC, TCC)
  • How is identity reflected in traditions, celebrations, stories and customs in the communities? (CC, I, TCC)
  • How do the individuals and groups in the communities maintain peace? (GC, PADM)
  • How do the individuals and groups in the communities cooperate and share with other group members? (C, CC)
  • How is cultural diversity expressed within each community? (CC, I)

3.1.3 Examine the geographic characteristics that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • Where, on a globe and/or map, are the communities in relation to Canada? (LPP)
  • In what ways do the people in the communities depend on, adapt to and change the environment in which they live and work? (ER, LPP)
  • How does the physical geography influence the human activities in the communities (e.g., availability of water, climate)? (CC, LPP)

3.1.4 Examine economic factors that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • What are the main goods and services produced by the communities studied (i.e., agricultural activities, manufacturing activities)? (ER, GC)
  • What goods and services do the communities import from and export to other parts of the world? (ER, GC)