South America

Content Area Resource Anthology

South Dakota Content Standards
9-12.G.2.2
9-12.G.2.4

Regan Meyer
EDU 557
February 2015

Table of Contents
Reflective Introduction
Argentina
Grandmother Finds Grandson, Abducted in Argentina's Dirty War
"On Your Own" Activity
Bolivia
South America's Poorest Nation
Venn Diagram
Brazil
Mapping Brazil's Favelas
Question & Answer Relationships
Chile
Isabel Allende: Chile Under the Gun
Expert Pairs/Groups
Colombia
The FARC and Colombia
Human Timeline
Ecuador
Oil in the Amazon: Two Opposing Views
Class Debate
Paraguay
Guarani: An Indigenous Language with Unique Staying Power
Cause & Effect
Peru
Virtual Tour of Machu Picchu
Historical Marker
Uruguay
An Energy Revolution is Underway in Uruguay
GIST: Generating Interactions between Schemata and Text
Venezuela
Cartoons of Rayma Suprani and Pedro Zapata
Cartoon Analysis Guide
Sources
2

3-4
5

10

11

12

13

14
15-17

Reflective introduction
This Content Area Resource Anthology, or CARA, was compiled for use within a high school World Geography
classroom. While it is possible for the topic of South America to cross several content standards, I will focus primarily on 912.G.2.2: "Students are able to explain how humans interact with their environment", and 9-12.G.2.4: "Students are able
to identify the main characteristics of cultural geography". It is rather difficult to grasp such varied and broad topics as the
environment and culture, but it is most easily accomplished through specific applications. Through the examination of oil
companies and the Amazon Rainforest in Ecuador, or the utilization of wind turbines to harness energy in Uruguay, the
student is able to see examples of how humans affect the environment around them. One can comprehend the basic
aspects of cultural geography by studying the lasting effects of military juntas in Argentina and Chile, or the influence of
indigenous peoples in Paraguay. Geography is a field that is bolstered by the practical application of facts and theories
within a real world setting.
I attempted to employ a variety of reading standards within this CARA, because I believe that topics of interest
are best understood and internalized by providing as many voices as possible. It is rather easy, within the holistic field of
Geography, for educators and students to side with a particular viewpoint or school of thought. Regardless of whether it is
wrong or right, I believe that to promote a single sentiment over another is both harmful and unrealistic. That is why I
searched for an assortment of materials with differing writers: I want the student to analyze the writer's use of language,
voice, and opinion so that they may be exposed to as much information as possible. It is not the job of the teacher to
persuade the student to one side or another, rather it is the duty of the teacher to endow the student with the necessary
skills and information so that they may decide for themselves.
When it came to addressing the writing standards, I realized that I wanted one thing for my students to develop:
a distinctly personal and logically sound voice. For my CARA, I truly want my students to achieve the following writing
standard: WRITING.WHST.9-10.4 "Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience." When it comes to grammar, sentence structure, and use of language, I
will hold my students to the same rules and requirements as an English teacher. I will aid them in composing well-written
pieces, while expecting them to take it as seriously as any assignment in a Language Arts course. This standard is entirely
attainable when a student is willing and capable of comprehending information and then using it to form a concise
thought. Again, it is not about shooting down independent thought or demoralizing a student's opinion. It is, rather,
about guiding the student to make informed decisions concerning the subject matter and allowing them to express them
in a well-organized and competently written manner.
South America was a fairly simple topic to choose when it came to the construction of this CARA. However, the
subject is highly complex, often misunderstood, and much closer to home than the average American realizes. When
researching for content, it proved almost impossible to narrow down my field of choices for each country. After a while, I
determined a common theme linking all of these countries together: Colonialism. Colonialism is a topic often addressed
in history classes, however it is the historical link that binds and shapes the current situation of South America: and that is
geography. Each country in South America was once under the rule of a greater, often European, power. Although these
rulers and conquistadors departed centuries ago, their lasting presence continues to mold and influence the cultural,
economic, political, and societal aspects of South America to this day. Despite the independent existence of each country,
there are still occurrences of modern day Colonialism within the confines of Bolivia, Uruguay, and Venezuela, to name a
small few. As Americans, we often separate ourselves from other countries, cultures, and entire continents, but the truth is
that we are far more intertwined with South America than we realize. My goal of this CARA is to break down stereotypes,
correct assumptions, and to create lasting personal connections for my students. It was our current president, Barack
Obama, who said, "The worst thing that Colonialism did was to cloud our view of the past." I hope that students are able
to leave this unit, with a greater understanding and clearer vision of the cultural geography of South America.

Argentina

Grandmother Finds Grandson, Abducted in Argentina's Dirty War

Overview:
Grouping - Individual to small group
Differentiated instruction - Transcript of audio
Technology - Internet audio file

Teaching Idea: On Your Own

CCSS-ELA
LITERACY.RH.11-12.7 -- Integrate and evaluate multiple
sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.

Summary:
The first part of this activity features a breakdown of Argentina's Dirty War into seven main ideas. After the recent election
of Pope Francis, information was released linking the pope to various facets of the military junta that took place between
1976 and 1986. This article breaks down a difficult time into separate concepts that can be easily grasped. Following this
the class will listen to an NPR audio file that highlights an activist who was recently reunited with her grandson who
disappeared during the war. These two sources truly embody the tumultuous time that Argentinians lived through, and
its lasting effects on today's society and political culture.
The article will be gone through as a class, and I will summarize the seven main points on the Smartboard. Specific
vocabulary and concepts will be defined and addressed. Then, I will play the audio file aloud for the class and handout a
written transcript to any student who expresses interest or who may have difficulty with the listening activity. The students
will then perform the "On Your Own" activity individually, where they can re-listen to the audio file on their respective
Chromebooks if needed. The QAR activity will allow the student to make personal connections and inferences regarding
how they would have handled such an environment. This will, in turn, directly connect them to the modern Argentinians
who have to live with the historical, societal, and cultural repercussions of the Dirty War.

Bolivia

South America's Poorest Nation

Overview:
Grouping - Pairs to small groups
Differentiated instruction - Appropriate pairing and class clarification
Technology - Smartboard

Teaching Idea: Venn Diagram

CCSS-ELA:
LITERACY.RH.9-10.6 -- Compare the point of view of two or
more authors for how they treat the same or similar topics,
including which details they include and emphasize in their
respective accounts.

Summary:
Bolivia has the capacity to be one of the wealthiest nations in Latin America, but it has been dealing with the lasting effects
of colonialism since its independence. The modern colonial powers, or the European elite, are still asserting their
dominance over the indigenous peoples, who also happen to be proponents of nationalized resources. By reading two
Opinion articles, both of which discuss the policies of two very different presidents, the students will sharpen their media
literacy, and be exposed to the power struggle that still exists within Bolivia.
I've always been a fan of Venn Diagrams due to their ability to juxtapose two contrasting yet conjoined ideas. Students
will be divided into pairs and be assigned one of the two articles. They will switch off reading paragraphs, and fill in one of
the circles of the diagram, being sure to highlight the main ideas of the leader discussed in their article. Struggling
students will be paired with a student who is doing well within the class, so that they can be guided through the reading.
The pairs will then meet with a pair who was assigned the other article, and they will have a short, 10-15 minute
discussion concerning the main ideas of their piece. It is necessary for me to stress the importance of filling in the middle
area where their ideas overlap. At the end of the period, we will regroup as a class and fill in a larger version on the
Smartboard, so that main ideas can be expressed and questions answered.

Brazil

Mapping Brazil's Favelas

Overview:
Grouping - Individual
Differentiated instruction - Combining struggling students into small groups, and "chunking"
Technology - N/A

Teaching Idea:
CCSS-ELA:
Question and Answer Relationships
LITERACY.RH.11-12.2 -- Determine the central ideas or
-Right There
information of a primary or secondary source; provide an
-Think & Search
accurate summary that makes clear the relationships among
-Author & You
the key details and ideas.
Summary:
Brazil's favelas are well known throughout the world and have been the subject of numerous documentaries and feature
length films. They are often regarded as primitive and separate from the whole of modern Brazilian society, but they are
intrinsically linked to the cultural, societal, and economic landscape of contemporary Brazil. This article is a prime
example of how major companies are seeing the fiscal possibilities that exist within the slums, and how they are
attempting to bring them into the 21st Century. By using the local community to aid in the formal mapping of the
developments, Google and Microsoft can help the favelas by giving them proper maps that can lead to an increase in
infrastructure.
The best way to tackle this article is a proper QAR worksheet, because there are number of concepts and ideas that are
central to discussing the effects of favelas on Brazil as a whole. Students will be given the worksheets and the
individualized assignments; struggling students will be joined into small groups and tasked with reading the article in
chunks. Some HOTS questions will be featured as well, allowing the students to hypothesize the possibilities that could
exist for the favelas if tech companies continue to provide better information and resources. To understand Brazil and its
future, it is essential that students understand the complex urban centers that are also the hubs of commerce. This activity
will result in concise yet thorough maps of what the future holds for Brazil and its favelas

Chile

"Allende, Pinochet, & Chile"

Overview:
Grouping - Small groups
Differentiated instruction - Teacher reads aloud the introduction, vocab explanation accompaniment

Teaching Idea: Expert Groups

CCSS-ELA:
LITERACY.RH.11-12.2 -- Determine the central ideas or
information of a primary or secondary source; provide an
accurate summary that makes clear the relationships
among the key details and ideas.

Summary:
Isabel Allende has made a name for herself in the literary world, but very rarely does she get questioned about her
childhood, and growing up as a close relative of Socialist President Salvador Allende. The military junta that overthrew
Allende, led by General Augusto Pinochet, instituted a form of "savage capitalism" and began his reign of barbaric
repression. Although Isabel Allende was able to flee the country, she watched in horror as her beautiful Chile fell to its
knees before a militaristic dictatorship. Pinochet's atrocities are still being unearthed, and even though Chile has
managed to recover quite well in light of it's terror-filled past, it is still suffering the aftershocks of the ruthless regime.

Due to this article's significant length, breaking it down into pieces and assigning sections to multiple readers will be the
best way to absorb the information. The teacher will read the introductory paragraph(s) aloud, and provide a vocabulary
explanation sheet for any words or concepts that are difficult. I will number students off so that each expert group will end
up having three to four members, and will provide a worksheet for students to complete. The worksheet will have
students answer questions concerning the major concepts of the article, and also have them illustrate their interpretations
of some portions of the piece. The students with matching numbers will then meet up, discuss their worksheets, and form
a consensus on the main ideas of their portion of the article. Lastly, the students will go back to their respected seating
pods and explain their piece of the article to students. This will provide struggling students with multiple and complete
understandings of the text, and allow all students to feel confident in their grasp of the text.

Colombia
The FARC and Colombia

Overview:
Grouping - Pairs
Differentiated instruction - Pairing students together based on skill and level of understanding
Technology - Chromebooks

Teaching Idea: Human Timeline

CCSS-ELA:
LITERACY.RI.9-10.3 -- Analyze how the author unfolds an
analysis or series of ideas or events, including the order in
which the points are made, how they are introduced and
developed, and the connections that are drawn between them.

Summary:
The Revolutionary Armed Forces of Colombia have been a militaristic, guerrilla force since the late 1960s. The New York
Times have pieced together a detailed timeline outlining each major point in FARC's tumultuous history. With each major
event on the timeline, the newspaper has provided an article published at that time concerning the event. FARC pursues
their agrarian and anti-imperialist platform while utilizing a number of violent tactics. This timeline showcases the entire
history of the organization from its grassroots to its current, terrorist-esque tendencies. The group has shaped the political,
societal, and cultural aspects of Colombia for decades.
Instead of having students just scan and skim over the timeline as a whole, it will be best to assign specific events and
articles to the students in pairs. Each pair will be given a small sheet of paper with a date and event printed largely and
clearly. Students will be paired off based on skill and knowledge level, so that one person may not overshadow another.
Next, using their Chromebooks, they will go to the New York Times website, and discover the event they've been given
using the posted article. They will be allowed to use other informational source, but the primary idea will come from the
article given by the newspaper. The representative pairs will then line up quietly in chronological order and, as a class,
present the significance of the date and event they've been given. The opportunity to move about and discuss with their
peers should be a welcome reprieve to any lecturing or extensive sitting.

Ecuador

Oil in the Amazon: Two Opposing Views

Overview:
Grouping - Split class
Differentiated instruction - Assigning roles to struggling students (recorder, speaker, etc.)
Technology - Video & Chromebooks

Teaching Idea: Class debate

CCSS-ELA:
LITERACY.RI.9-10.8 -- Delineate and evaluate the argument
and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning.

Summary:
While both these videos concern the same subject, they are on opposite ends of the spectrum. Texaco sponsors one video,
and the NPO Amazon Watch funds the other. Both videos are discussing the effects of oil drilling in the Amazon, but each
has its own agenda concerning the topic. Environmental policy is not cut and dry, and in order to chart the best course of
action, it is important to understand the topic. These videos will artfully display the subject matter: oil drilling in Ecuador
and its effects on the environment and its indigenous peoples.
The videos will be shown to the entire class, and then the students will be divided into two groups: one advocating for the
oil company and the other for the indigenous people. They will each have assigned roles within the group: recorder,
speaker(s), and researcher(s). They will have 10 minutes to research their position and prepare a set of possible
arguments for and against the topic, keeping in mind their clients' interests. Struggling students may be assigned the
role of recorder, so that they might visualize and take part in the information exchange. Then a formal debate will take
place for 20 minutes, with students making claims and rebuttals. The last 10 minutes of the class will be dedicated to a
whole class reflection, with an outline of what was discussed and learned. Debates fuel discussion and get students
interested in the topic. By assigning roles and going over main points at the end, even struggling students will be actively
engaged.

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Paraguay

"Guarani: An Indigenous Language with Unique Staying Power"

Overview:
Grouping - Whole class
Differentiated instruction - Careful articulation of main ideas and key concepts
Technology - Smartboard

Teaching Idea: Cause & Effect (Chunking if needed)

CCSS-ELA:
LITERACY.RI.9-10.7 -- Analyze various accounts of a subject
told in different mediums (e.g., a person's life story in both
print and multimedia), determining which details are
emphasized in each account.

Summary:
Many countries throughout Latin America feature a number of spoken languages, both indigenous and otherwise.
Paraguay, however, is in a unique position as having one of the lowest indigenous populations and yet over 95% of the
people speak Guaran: the tongue of native Paraguayans. This article discusses how Guaran has played an important role
in both the development of the country and the evolution of a culture. Despite its influence and extensive use across the
country, Guaran is also beginning to disappear. It's a lesson on how to adjust and attempt to revive an aspect of culture
that is on the descent.
This article is very good at highlighting the various causes and effects of both the integration of Guaran into popular
culture, and its decline. By using an effective and thorough cause and effect graphic organizer, students can identify the
major points of assimilation between society and the Guaran language. The article reads very easily, however I will also
utilize the "chunking" technique if needed for struggling students. Near the end of the article, the author begins to point
out the catalysts for Guaran's falling out of favor, and these are key ideas when talking about cultural destruction in South
America. At the end of the period, we will regroup and go over the sheet as a class, identifying any unknown words or
concepts. Ultimately, each student will be left with a complete diagram, and a better understanding of Paraguay and its
indigenous peoples.

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Peru

Virtual Tour of Machu Picchu

Overview:
Grouping - Pairs
Differentiated instruction - Proper pairing and assigning of tasks
Technology - Chromebooks

Teaching Idea: Historical marker

CCSS-ELA:
LITERACY.RI.11-12.7 -- Integrate and evaluate multiple
sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.

Summary:
Peru is a country that is heavily reliant on their past. Whether it is the Nazca Lines, Cuzco, or Moray, Peru's tourist
economy is incredibly dependent and intrinsically linked to its ancient origins. Of the ruins dotting Peru's landscape, the
most renowned has to be Machu Picchu. The mystery surrounding its true identity and purpose, as well as its
breathtaking views, it what keeps people visiting. By having the students take a virtual tour, they will be able to put
themselves in the place of the Incas and examine the placement and purpose of the ruins around them.
The activity I chose to accompany this information is tasking the students with writing their own historical markers. The
students will be paired up, and I will pay close attention to the pairings so that struggling students may be paired
appropriately. Each pair will then be assigned a specific area or room of the ruins to examine. After sufficiently touring
the space on their respective Chromebooks, the students will then have 10-15 minutes to research their area of study.
They will write a four to five sentence paragraph outlining the room's purpose, position within the entire ruin structure,
and any other characteristics that may prove interesting to the onlooker. This forces the student to view the environment
critically and as if they were archaeologists, as well as allowing them to form an alluring description that will test their
compositional skills.

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Uruguay
Wind Energy

Overview:
Grouping - Individual to whole class
Differentiated instruction - Reiteration and review of key concepts and ideas
Technology - Smartboard

Teaching Idea: GIST

CCSS-ELA:
LITERACY.RI.9-10.2 -- Determine a central idea of a text and
analyze its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Summary:
Uruguay has been dubbed South America's most progressive country. A leader in human rights, gender equality, quality of life,
and lack of corruption, it seems like Uruguay is well kept secret amongst its neighboring nations. Recently, Uruguay has made
a pledge to generate all of its energy from renewable resources within the near future. Dedicating 3% of its GDP to investing in
renewable energy technology, and putting aside its large oil and natural gas reserves, Uruguay is poised to become the
frontrunner for sustainable energy production.
This article is rather long and has some challenging vocabulary, and because of that I've chosen GIST as the appropriate teaching
activity. GIST utilizes a number of grouping patterns and reading strategies that will prove most helpful in tackling this article. I
will begin by writing the "statement" on the board and we will then read the first three paragraphs as a class. The students will
be tasked with selecting and highlighting the concepts and terms they find most pertinent to the article as a whole. As a class,
we will "hide" the text, and work on summarizing sentences using as many of the words as possible. We will then reintroduce
the text, and repeat this process for the remainder of the article: read and summarize. By the end, we will piece together the
summary sentences, and we should have a complete paragraph outlining the whole article. This process will be rewarding
because due to the specific academic level of the text, students will be able to work through a number of concepts and
vocabulary words at a steady pace. Also, by reviewing the article as a whole class, all students will be left with a complete and
concise summary of the text. This can also aid in the development and practice of key skills like identifying important words and
concepts, and composing thorough text summaries.

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Venezuela

Cartoons of Pedro Zapata & Rayma Suprani

Overview:
Grouping - Small groups
Differentiated instruction - Proper translation provided, careful selection of small groups
Technology - Chromebooks

Teaching Idea:
"It's No Laughing Matter: Cartoon Analysis Guide"

CCSS-ELA:
LITERACY.RI.9-10.7 -- Analyze various accounts of a subject
told in different mediums (e.g., a person's life story in both
print and multimedia), determining which details are
emphasized in each account.

Summary:
Cartoons are a seriously deceptive artistic medium. Cleverly disguised as jokes, the persuasive undertones of cartoons can
brazenly shout defiance in the face of severe opposition. Such is the case of two Venezuelan artists: Pedro Zapata and
Rayma Suprani. Both Suprani and Zapata are well known for their subversive portrayals of Venezuela's goings on. Political
cartoons have played an important role in the artistic and societal examination of governments and cultures, both honest
and corrupt. These two artists are recognized as cultural heroes for their bravery and honesty in their art.
The cartoon analysis guide helps students identify the persuasive techniques the artist uses to get his or her point across.
By breaking the cartoon down into symbolism, exaggeration, labeling, analogies, and irony, the student is able to
decipher the specific details that make the cartoon so impactful. The students will be divided into small groups of 3-4 and
given a translated cartoon. Then, utilizing Chromebooks, they will uncover the event or person the cartoon is displaying.
From there, they can utilize the guide to distill the piece down into its respective parts. The activity fosters media literacy
and encourages the critical analysis of art in its various mediums. Struggling students can be grouped together and given
more intense instruction, and also be assigned a cartoon that is rather direct in its portrayal.

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Sources
Argentina
Content:
Greene, D. (2014, August 8). Grandmother finds grandson, abducted in Argentina's Dirty War. [Radio broadcast]. Morning
Edition. Washington D.C. National Public Radio
Verger, R. (n.d.). Siete Things to Know About Pope Francis & Argentinas Dirty War. Retrieved February 17, 2015, from
http://www.thedailybeast.com/articles/2013/03/15/siete-things-to-know-pope-francis-argentina-s-dirty-war.html
Strategy:
Question-Answer Relationship (QAR). (n.d.). Retrieved February 17, 2015, from
http://www.readingrockets.org/strategies/question_answer_relationship
Bolivia
Content:
Carasik, L. (2014, October 21). OPINION: Evo Morales' incomplete legacy. Retrieved February 7, 2015, from
http://america.aljazeera.com/opinions/2014/10/evo-morales
boliviapresidentelectionmovementtowardsocialism.html
Powers, W. (2005, June 13). OPINION: Bolivia, the poor little rich country. The New York Times. Retrieved February 7,
2015, from http://www.nytimes.com/2005/06/12/opinion/12iht-edpowers.html
Strategy:
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for secondary English learners: The SIOP
model (2nd ed.). Pearson Education.

Brazil
Content:
Connors, W. (2014, September 29). Google, Microsoft Expose Brazil's Favelas. The Wall Street Journal. Retrieved February
5, 2015, from http://www.wsj.com/articles/google-microsoft-expose-brazils-favelas-1411659687
Strategy:
Chunking. (n.d.). Retrieved February 17, 2015, from https://www.facinghistory.org/for-educators/educatorresources/teaching-strategies/chunking
Question-Answer Relationship (QAR). (n.d.). Retrieved February 17, 2015, from
http://www.readingrockets.org/strategies/question_answer_relationship

Chile

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Content:
Allende, I. (2006, December 12). Isabel Allende: Chile under the gun. Retrieved February 6, 2015, from
http://www.independent.co.uk/news/world/americas/isabel-allende-chile-under-the-gun-428135.html
Strategy:
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for secondary English learners: The SIOP
model (2nd ed.). Pearson Education.
Colombia
Content:
Timeline: The FARC and Colombia. (2008, July 3). The New York Times. Retrieved February 6, 2015, from
http://www.nytimes.com/interactive/2008/07/03/world/americas/20080703_COLOMBIA_TIMELINE.html?_r=0
Strategy:
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for secondary English learners: The SIOP
model (2nd ed.). Pearson Education.
Ecuador
Content:
Pousman, B. [AmazonWatch]. (2014, September 18). KEEP THE OIL IN THE GROUND. [Video File]. Retrieved from
https://www.youtube.com/watch?v=_sRDxXWkCnM
[TexacoEcuador]. (2012, March 20). Ecuador's Oil Industry. [Video File]. Retrieved from
https://www.youtube.com/watch?v=A3_c_HsyGSc
Strategy:
Bleiman, B., & Webster, L. (n.d.). Activity Ideas: Imaginative ways of organizing debate and discussion. Retrieved February
19, 2015, from http://www.english.heacademy.ac.uk/explore/resources/seminars/activities/debate.php

Paraguay
Content:
Romero, S. (2012, March 12). In Paraguay, an indigenous language with unique staying power. The New York Times.
Retrieved February 4, 2015, from http://www.nytimes.com/2012/03/12/world/americas/in-paraguayindigenous-language-with-unique-staying-power.html?pagewanted=all
Strategy:
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for secondary English learners: The SIOP
model (2nd ed.). Pearson Education.
Peru
Content:

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Virtual Tour 360o of Machu Picchu. Retrieved February 7, 2015 from http://www.machupicchu360.org/machu-picchuperu/virtual-tour-360-machu-picchu/
Strategy:
ReadingQuest | Reading Strategies for Social Studies. (n.d.). Retrieved February 19, 2015, from
http://www.readingquest.org/strat/
Uruguay
Content:
Aradas, A. (2014, September 10). An energy revolution is underway in Uruguay. Retrieved February 4, 2015 from
https://news.vice.com/article/an-energy-revolution-is-underway-in-uruguay
Strategy:
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for secondary English learners: The SIOP
model (2nd ed.). Pearson Education.
Venezuela
Content:
Suprani, R. (2002). Desastre. [Online]. Retrieved from http://www.sampsoniaway.org/blog/2012/03/12/rayma-thecartoonist-of-a-faceless-president/
Zapata, Pedro. (2011). [Online] Retrieved from http://www.sampsoniaway.org/blog/2011/09/28/slide-show-venezuelancartoonist-pedro-leon-zapata/
Strategy:
It's No Laughing Matter. (n.d.). Retrieved February 13, 2015, from
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/politicalcartoon/index.html

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