Sixth Grade South America Unit

Essential Questions

Enduring

Understandings GLCEs

Assessments District Resources

South America Why does where you live influence how you live? How do peoples preserve their traditional culture while adapting to modern life? How do people use and preserve natural resources?

Geography, climate and natural resources affect the way people live and work. Societies have evolved over time. South America is a continent made up of different countries with different forms of government. The emergence of agriculture let to the emergence of agrarian civilizations. The Incan culture had characteristics such as government, religion, engineering, etc., defining them as civilized. Global views of preservation conflict with

History H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). H1.2.2

Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed

H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. H1.2.5 Identify the role of the individual in history and the significance of one person’s ideas. H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). W1.2.1 Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals).

Required: Sixth Grade South America Unit Assessment Formative: District:

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Sixth Grade South America Unit

local needs for resources found in the rainforest. Spanish and Portuguese influences have shaped the cultures of South America. Key Terms & Vocabulary

W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). W3.1.3 Describe similarities and difference among Mayan, Aztec, and Incan societies, including economy, religion, and role and class structure. W3.1.4 Describe the regional struggles and changes in governmental systems among the Mayan, Aztec, and Incan Empires. W3.1.5 Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).

Geography

G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere.

G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

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Sixth Grade South America Unit

G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel).

G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon). G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America). G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity). G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for

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Sixth Grade South America Unit

agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining the Kentucky and West Virginia). G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g. drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia).

Civics and Government

C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact. C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).

Economics

E1.1.1 Explain how incentives vary in different economic systems (e.g., acquiring money, profit, goods, wanting to avoid loss in position in society, job placement) E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources.

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Sixth Grade South America Unit

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E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence. E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing). E3.1.3 Explain how communications innovations have affected economic interactions and where and how people work (e.g., internet-based home offices, international work teams, international companies).

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Sixth Grade South America Unit Lessons Breakdown Title GLCEs Included

Resources Needed Resources Suggested

Resources Lesson 1

Geography of South America

G1.1.1 G1.2.3 G1.2.4 Gl.2.5 Gl.2.6 G1.3.1 G2.1.1 G3.2.1

South America Maps World Atlas Google Earth

Lesson 2

The Physical Regions of South America

G1.2.1 G1.3.1 G2.1.1 G2.1.2 G2.2.1 G4.1.1 H1.4.1

Background Information United Streaming Video: Geography of South America Google Earth Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org

Lesson 3

Human/Environment Interaction

G2.2.3 G1.3.1 G3.2.2 G2.2.2 G5.1.1 G5.1.2 G5.1.3 G5.2.1 W1.2.2

United Streaming Video: Animal Profiles: Animals of the Amazon Rainforest (11 minutes) or the segment of this video Deforestation of the Amazon Rainforest (55 seconds) https://www.cia.gov/library/publications/the-world-factbook http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm

Lesson 4

Movement G4.2.1 G4.1.1 E3.1.2

United Streaming Video: Regions of the World, Central and South America: People and Economics Segment (6:01) https://www.cia.gov/library/publications/the-world-factbook

https://www.cia.gov/library/publications/the-world-factbook

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http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm (info about trade)

http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm (info about trade)

Lesson 5

Early Civilizations

G2.2.3 G4.3.2 G4.4.1 G4.4.2 H1.2.2 W3.1.2 W3.1.4 W3.1.5

United Streaming videos: Culture Clash: New World Meets Old, Meso America Conflict, and Explorers: Francisco Pizarro and the Incas http://edsitement.neh.gov/view_lesson_plan.asp?id=415 http://school.discoveryeducation.com/lessonplans/programs/incarebellion

Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org

Lesson 6

How Do People in South America Earn a Living?

C4.3.1 E1.1.1 E2.3.1 E3.1.1

Graphic Organizer Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org

Lesson 7

Independence in the Spanish Colonies

G4.4.1 H1.2.2 H1.2.4

United Streaming video: Struggle for the Colonial Frontier 1600-1750: France and Spain Defend Their Claims or the segment of this video: The Spanish Arrive in the New World.

Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org

Lesson 8

South America Today

C3.6.1 E2.3.1 E3.1.1

Research Grid Aunt Mildred’s Birthday Present

United Streaming Videos: South America Today: Ecuador and South America Today: Peru

Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org

Calhoun ISD Social Studies Curriculum Design Project

Sixth Grade South America Unit Lesson 1 Title: Mapping South America Grade Level: 6 Unit of Study: South America GLCE:

G.1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena in the world G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population. G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. G1.2.5 Use information from modern technology such as Geographic Positioning System (GPS), Geographic Information System (GIS), and satellite remote sensing to locate information and process maps and data to analyze spatial patterns of the Western Hemisphere to answer geographic questions. G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere. G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., South America’s location relative to the equator, effects of elevations on temperature and growing season, proximity to bodies of water and the effects on temperature and rainfall, effects of annual flooding on vegetation along river flood plains such as the Amazon).

Time: 1-2 days (flexible) Abstract: In this lesson, students will create a map of South America. Key Concepts: Identify the location of the four regions of South America: The Guineas, The Andean region, Rio De La Plata, and Brazil. Identify the countries within these regions.

South America is a continent made up of different countries with different forms of government.

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Sixth Grade South America Unit Sequence of Activities:

1. Use Google Earth or examine a map of South America and identify each region and its countries. Discuss absolute and relative location.

2. Students will create a map of South America, including the four regions (The Guineas,

The Andean Region, Rio De La Plata, and Brazil), names of the countries, and a variety of natural and human features of each region.

Connections: Art Math (through use of rulers and measurement tools) Resources Google Earth World Atlas Background Information for Teachers and Students Río de la Plata From Wikipedia, the free encyclopedia

This article includes a list of references or external links, but its sources remain unclear because it lacks inline citations. Please improve this article by introducing more precise citations where appropriate.

This page is about the South American estuary. For the river in Puerto Rico, see Rio de la Plata (Puerto Rico).

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Sixth Grade South America Unit

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Plata estuary map and satellite view The Río de la Plata (Spanish: "Silver River")—often rendered in English-speaking countries as the River Plate or the [La] Plata River—is the estuary formed by the combination of the Uruguay River and the Paraná River. It is a funnel-shaped indentation on the southeastern coastline of South America, extending 290 kilometres (180 mi) from the rivers' confluence to the Atlantic Ocean.

The widest estuary in the world, the Río de la Plata grows from 48 kilometres (30 mi) wide where the rivers meet to 220 kilometres (137 mi) wide to the southeast where it opens on the Atlantic Ocean. It forms part of the border between Argentina and Uruguay, with the major ports and capital cities of Buenos Aires in the southwest and Montevideo in the northeast.

The basin drained by the main tributaries of the Río de la Plata (the Uruguay and Paraná, and the important Paraná tributary, the Paraguay River) covers approximately one fifth of South America, including area in southeastern Bolivia, southern and central Brazil, the entire nation of Paraguay, most of Uruguay and northern Argentina. An estimated 57 million cubic metres (2 billion cubic feet) of silt is carried into the estuary each year, where the muddy waters are stirred up by winds and the tides. The shipping route from the Atlantic to Buenos Aires is kept open by constant dredging.

Sixth Grade South America Unit Lesson 2 Title: The Physical Regions of South America Grade Level: 6 Unit of Study: South America Abstract: In this lesson students will investigate the four regions of South America (Brazil, Andean Region, Rio De La Plata, and The Guineas) Key Concepts: Each of the four regions consists of different countries with different populations, climate, landforms, vegetation, and human characteristics.

Time: Approximately 3-5 days GLCE: G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere. G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. G2.1.2 Account for topographic and human spatial patterns (where people live) associated with tectonic plates such as volcanoes, earthquakes, settlements (Ring of Fire, recent volcanic and seismic events, settlements in proximity to natural hazards in the Western Hemisphere) by using information from GIS, remote sensing, and the World Wide Web. G2.2.1, Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). Sequence of Activities:

1. Divide students into groups. Assign each group a region of South America (Brazil, Andean Region, Rio de la Plata, and The Guineas).

2. Students will use the Internet and text resources to investigate a region of South America.

3. Students will work in groups to gather information from various resources. They will

then create a visual project (PowerPoint, poster, etc.) about their region. Projects should

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Sixth Grade South America Unit

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include regional information such as: populations, climate, landforms, vegetation, and human characteristics.

Connections: Art Technology Math (population/climate graph if used) Resources United Streaming Video: Geography of South America Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org

Sixth Grade South America Unit Lesson 3 Title: Geography of the South America: Human/Environment Interaction Grade Level: 6 Unit of Study: South America GLCE: G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists). G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on earth. G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel). G3.2.2 Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones). G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica). G5.1.2 Describe how variations in technology affect human modifications of the landscape (e.g., clearing forests for agricultural land in South America, fishing in the Grand Banks of the Atlantic, expansion of cities in South America, hydroelectric developments in Canada, Brazil and Chile, and mining the Kentucky and West Virginia). G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region). G5.2.1 Describe the effects that a change in the physical environment could have on human activities and the choices people would have to make in adjusting to the change (e.g. drought in northern Mexico, disappearance of forest vegetation in the Amazon, natural hazards and disasters from volcanic eruptions in Central America and the Caribbean and earthquakes in Mexico City and Colombia). W1.2.2 Describe the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growing season). Time: 1 day Abstract: In this lesson, students will investigate the ways humans have changed and utilized the environment in the Amazon Rain Forest in South America.

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Sixth Grade South America Unit

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Key Concepts: The Amazon Rainforest is an important natural resource in South America that must be preserved.

Global views of preservation conflict with local needs for resources found in the rain forest. Sequence of Activities:

1. Watch the United Streaming video: Animal Profiles: Animals of the Rainforest (11 minutes), or the segment of this video: Deforestation of the Amazon Rainforest (55 seconds).

2. As a class, discuss the reasons for cutting down the rain forests and the benefits of

preserving the rain forest.

3. Students will take into account the benefits and harmfulness of humans utilizing the natural resources found in the rain forest, and make a decision as to whether they would start a lumber business that utilizes the natural resources found in the rain forest for profit, or if they would found an activist group to help save the rain forest. Students will write a persuasive paragraph or letter, describing and defending their choice with at least three supporting statements.

Connections: Language Arts Resources Discovery Education Video: Animal Profiles: Animals of the Amazon Rainforest (11 minutes) or the segment of this video Deforestation of the Amazon Rainforest (55 seconds) https://www.cia.gov/library/publications/the-world-factbook http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm (info about trade)

Sixth Grade South America Unit Lesson 4 Title: Movement Grade Level: 6 Unit of Study: South America GLCE:

G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the Internet; transport of people and perishable products; and the spread of individuals’ ideas as voice and image messages on electronic networks such as the Internet). G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). E3.1.2 Diagram or map the movement of a consumer product from where it is manufactured to where it is sold to demonstrate the flow of materials, labor, and capital (e.g., global supply chain for computers, athletic shoes, and clothing).

Time: 1 day, 2 if needed Abstract: In this lesson students will trace the changing path of trade goods to and from South America. Sequence of Activities:

1. View the United Streaming Video: Regions of the World, Central and South America: (People and Economics Segment) (6:01).

2. Review with students the natural resources that come from the Amazon Rainforest, and other natural resources that are important in South America.

3. Discuss methods of transporting goods from South America to other countries. 4. Ask students to search for goods at home or in the classroom that were manufactured in

South America. As a class, trace the route these goods traveled from their place of origin to where they are now. Next, students will use a world map to trace the path of peoples and goods to and from South America. Students may use a color-coding system for clarification (Ex: red lines indicate the path of goods, green lines indicate the path of peoples).

5. Discuss the ways movement affects people both internationally and intra-nationally (migrant workers, legal and illegal immigration, etc.)

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Sixth Grade South America Unit

Calhoun ISD Social Studies Curriculum Design Project

Connections: Language Arts Math (use of ruler) Resources United Streaming Video: Regions of the World, Central and South America: People and Economics Segment (6:01) https://www.cia.gov/library/publications/the-world-factbook http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm (info about trade)

Sixth Grade South America Unit Lesson 5 Title: Early Civilizations Grade Level: 6 Unit of Study: South America Time: Approximately 3-5 Days Abstract: In this lesson students will investigate the Incan culture of South America.

Key Concepts:

Societies have evolved over time.

The emergence of agriculture led to the emergence of agrarian civilizations.

The Incan culture had characteristics such as government, religion, engineering, etc. defining them as civilized. GLCE:

G2.2.3 Analyze how culture and experience influence people’s perception of places and regions (e.g., the Caribbean Region that presently displays enduring impacts of different immigrant groups – Africans, South Asians, Europeans – and the differing contemporary points of view about the region displayed by islanders and tourists). G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America). G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity). H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. W3.1.2 Explain the role of economics in shaping the development of early civilizations (trade routes and their significance – Inca Road, supply and demand for products). W3.1.4 Describe the regional struggles and changes in governmental systems among the Mayan, Aztec, and Incan Empires. W3.1.5 Construct a timeline of main events on the origin and development of early and classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and Incan).

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Sixth Grade South America Unit

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Sequence of Activities:

1. View the United Streaming videos: Culture Clash: New World Meets Old, Meso America Conflict, and Explorers: Francisco Pizarro and the Incas.

2. Use one or both of the lessons found at these websites to study the Incas: • http://edsitement.neh.gov/view_lesson_plan.asp?id=415 • http://school.discoveryeducation.com/lessonplans/programs/incarebellion

3. Have students create a timeline of Incan history. Connections: Language Arts Technology Resources United Streaming videos: Culture Clash: New World Meets Old, Meso America Conflict, and Explorers: Francisco Pizarro and the Incas http://edsitement.neh.gov/view_lesson_plan.asp?id=415 http://school.discoveryeducation.com/lessonplans/programs/incarebellion Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org

Sixth Grade South America Unit Lesson 6 Title: How Do People in South America Earn a Living? Grade Level: 6 Unit of Study: South America Time: Approximately 1-3 days Abstract: In this lesson students will discover the products and service industries that support the people of South America Key Concepts: South America is a continent made up of different political and climate regions. Both of which contribute to the way the people of South America earn a living. GLCE:

C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua). E1.1.1 Explain how incentives vary in different economic systems (e.g., acquiring money, profit, goods, wanting to avoid loss in position in society, job placement) E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources. E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

Sequence of Activities:

1. Working in collaborative groups, students will be assigned a South American country whose economy they will study.

2. Students will search the CIA World Fact Book and other available resources to determine primary exports from their assigned South American country.

3. Using the graphic organizer, they will document what portion of the economy each export product represents. They will also discuss the problems involved if the country has only one main product, as well as how natural disasters may affect the economy of the country.

4. Students will present their findings to the class. Connections: Language Arts Technology After collecting the information, students will reflect on an economy based on one product.

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Sixth Grade South America Unit

Calhoun ISD Social Studies Curriculum Design Project

Resources Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org

Studying the Economy of _______________

Exports What portion of this country’s economy is represented by this product?

What natural disasters affect this product?

Other Information

Summarize your findings about this country’s economy.

Sixth Grade South America Unit Lesson 7 Title: Independence in the Spanish Colonies Grade Level: 6 Unit of Study: South America GLCE:

G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity). H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof.

Time: Approximately 1-3 days Abstract: In this lesson students will investigate how Spanish Colonies of South America gained independence. Key Concepts: Spanish and Portuguese influences have shaped the cultures of South America. Sequence of Activities: Part One:

1. Watch the United Streaming video: Struggle for the Colonial Frontier 1600-1750: France and Spain Defend Their Claims or the segment of this video: The Spanish Arrive in the New World.

2. Have students complete a before and after T-Chart comparing South America before and after the arrival of the Spanish.

Part Two:

3. Divide students into groups, and assign each group a South American country. 4. Ask students to complete an Internet Scavenger Hunt to find the path to independence of

their assigned country. 5. After students have completed their scavenger hunt, have them create a visual project,

such as a poster, power point, or simple time line explaining their country’s path to independence.

Connections: Language Arts Technology

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Sixth Grade South America Unit

Calhoun ISD Social Studies Curriculum Design Project

Resources Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org United Streaming video: Struggle for the Colonial Frontier 1600-1750: France and Spain Defend Their Claims

Sixth Grade South America Unit Lesson 8 Title: South America Today Grade Level: 6 Unit of Study: South America GLCE:

C3.6.1 Define the characteristics of a nation-state (a specific territory, clearly defined boundaries, citizens, and jurisdiction over people who reside there, laws, and government), and how Western Hemisphere nations interact. E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources. E3.1.1 Use charts and graphs to compare imports and exports of different countries in the Western Hemisphere and propose generalizations about patterns of economic interdependence.

Time: Approximately 1-3 days Abstract: In this lesson students will compare and contrast the economy, environment and government of each of the South American countries Key Concepts: South America is a continent made up of different countries with different forms of government. Sequence of Activities:

1. View the United Streaming Videos: South America Today: Ecuador and South America Today: Peru.

2. Using the CIA World Fact Book, students will collect data to fill in a grid. Possible categories: Population, Population density, government, natural resources, literacy rate, health care, life expectancy, environmental issues, natural disasters and landforms. Students could work in pairs to complete the entire graph or could be divided into groups with each group researching a particular country and reporting to the class their findings.

3. After completing the grid, students will analyze and interpret the information. You may want to have them answer specific questions (for example: Which South American region has the greatest population? Why do you think this is so?). Or you may ask them to create questions about the data and trade with other students. You may also find another way to allow students to make generalizations about the data.

4. Another optional activity would be to follow the lesson plans for Aunt Mildred’s Birthday Present. It is designed for a tour of all 13 South American countries, but could be used as a single country project as well!

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Sixth Grade South America Unit

Calhoun ISD Social Studies Curriculum Design Project

Connections: Language Arts Technology After collecting the information, students would write a paper focusing on a country they would most like to visit based on their findings. Resources Google Earth World Atlas Encyclopedia CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) www.wikipedia.org United Streaming Videos: South America Today: Ecuador and South America Today: Peru

South America Research Grid

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Country Population Population Density

Government Natural Resources

Literacy Rate

Healthcare Life Expectancy

Environmental Issues

Natural Disasters

Landforms

Argentina

Bolivia

Brazil

Chile

Colombia

Ecuador

French Guiana

Guyana

Paraguay

South America Research Grid

Calhoun ISD Social Studies Curriculum Design Project

Peru

Suriname

Uruguay

Venezuela

Scenario Challenge Allison Robinson

Great Aunt Mildred’s Birthday Surprise

Challenge: Your eccentric Great Aunt Mildred has always been one to come up with the most

interesting birthday presents. Remember when you were six and she gave you the snake charmers kit with the 50 foot python included? Well, she has out done herself this time. This year for your birthday, Great Aunt Mildred has given you and three of your friends a 15 day trip to visit every country in South America. Great Aunt Mildred expects something from you in return; she would like you and your friends to show her the documentation of where you went and what you did on the trip. While in each South American country the topics she would like for you to address are events you attended, landmarks and major cities that you visited, foods you tried, and some other topic like maybe a famous person that you met that are unique to that country. Also keep in mind that your Great Aunt Mildred is eccentric, so find really creative, interesting, even crazy things that she might like. Since there are many ways you might choose to document your trip (home movie, scrapbook, etc), she would like to meet with you and your friends before you go to hear about how you plan on documenting your trip, she wants to be sure that she will get the whole travel experience. She’ll be looking forward to your visit when you return from your 15 day trip. 8 in class days (including today)will be devoted to research and production for your challenge (you will have 7 more out of class days to work as needed). Although each of you are responsible for putting forth your best effort, you might want to take on different roles each day to keep the project moving, like a time keeper to watch the clock to make sure you have time to clean up, a task master to figure out what you have accomplished and what you still need to, a secretary to organize your information, quality controller to make sure what you are doing is of the “excellent” standard on your rubric.

Background:

This challenge is created for my 7th grade geography class to use during their unit of study on South America which occurs about mid year (Jan- Feb). This is a high stakes assignment which will count as 20% of their unit grade on South America, the students will be given 15 days (including weekends) to complete the challenge, with 8 days of in class time devoted primarily to research and production (this can be negotiable). My learning objectives for this challenge are for student to be able to get a feeling for the cultural aspects of South America and the diversity that exists there. I decided that the students would work in groups of four and have suggested roles that they might take to ensure that they work together, stay focused and organized, and create a quality product. Assessment:

Because this challenge lends itself to a variety of products (home movie, journal, scrapbook, powerpoint, etc), “Great Aunt Mildred” will be meeting with each group of travelers to find out how they intend to document their trip. They will use rubistar (thus have a generic template which they can modify) to create a rubric that they need to propose to “Mildred” and together we will decide if it is challenging enough for them. The product itself will be worth 50%, the information presented will be worth 50% and be based on the rubric below, which will be incorporated into each rubric the travelers propose.

CATEGORY Excellent Good Satisfactory Poor

Countries

Information on every country in S.A. is included

Information on any one country in S.A. is missing.

The following will be assessed for each of the 13 countries in South America

Amount of Information

All topics are addressed for the country.

Missing 1 of the topics for the country.

Missing 2 or 3 of the topics for the country.

Missing more than 4 topics for the country.

Quality of Information

Information is creative and unique to the country.

Information is unique to the country but is not creative.

Information is given about the country but is not creative or unique.

Information has little or nothing to do with the country.