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Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
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People and events
are organized chronologically to increase understanding of historical
relationships.
-
Processes and
resources of historical inquiry allow for interpreting the past and
analyzing present day issues.
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Societies are
diverse and change over time.
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Religious beliefs
and philosophical ideas change societies.
-
Maps, globes and
other geographic tools are used to acquire, process and report
information about the past and present.
-
Physical and human
characteristics of places define regions.
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Migration and
immigration affect the location and distribution of human activity.
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Different forms of
government have been developed, practiced, and changed throughout
history.
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Decisions must be
made about the use of scarce resources.
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Resources impact the
production and distribution of goods and services.
-
Trade,
specialization, and interdependence influence relationships among
individuals, groups and societies.
Essential Questions - most important “big picture” questions
students should be able to answer after completing learning activities.
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How can people and
events in Mexico's history be organized chronologically?
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What impact did the
explorers have on Mexico and the native inhabitants?
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What sources can be
used to learn about the people and events?
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How did the
societies of Mexico change over time?
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How does Mexico's
government compare to other governments in the Western hemisphere?
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How has the
government changed from early history to the present?
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How can Mexican
culture today be compared to that of The Aztec and Mayan cultures?
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What are the most
important resources of Mexico?
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What is the effect
of Mexico's economy on its neighbors and vice versa?
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Why do the people
migrate from place to place?
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What are the social,
economic, and environmental issues associated with immigration and migration?
District 11 curriculum is designed to prepare and equip students to be
successful in the 21st Century. Curriculum resources and lessons included
here have been aligned to the Colorado Standards for each content area. In
addition, the entire program has been aligned with the knowledge, skills,
and learner attributes the
Partnership for
21st Century Skills promotes as necessary for success in the 21st
Century. You will see the highlighted core values embedded in these lessons
and activities.
Standards and Benchmarks
History
1: Students understand the chronological organization of history and know
how to organize events and people into major eras to identify and explain
historical relationships.
Benchmark A: Students
know the general chronological order of events and people in history.
Benchmark B: Students
use chronology to organize historical events and people.
History
2: Students know how to use the processes and resources of historical
inquiry.
Benchmark B: Students
know how to interpret and evaluate primary and secondary sources of
historical information. (e.g., letters, diaries, literature, text,
newspaper, art, music, technology, oral history, interviews).
History
3: Students understand that societies are diverse and change over time.
Benchmark A: Students know how various societies were affected by contacts
and exchanges among diverse people.
Benchmark B: Students understand the history of social organization in
various societies.
History
6: Students know that
religious and philosophical ideas have been powerful forces throughout
history.
Benchmark A: Students
know the historical development of religions and philosophies.
Benchmark B: Students know how societies have been affected by religions and
philosophies.
Geography
2: Students know the physical and human
characteristics of places, and use this knowledge to define and study
regions and their patterns of change.
Benchmark A: Students know the physical and human characteristics of places.
Geography 4: Students understand how economic, political, cultural and
social processes interact to shape patterns of human populations,
interdependence, cooperation and conflict.
Benchmark A: Students know the characteristics, location, distribution, and
migration of human populations.
Economics
2: Students understand how different economic systems impact decisions about
the use of resources and the productions and distribution of goods and
services.
Benchmark A: Students
understand that different economic systems employ different means to
produce, distribute, and exchange goods and services.
Economics 3:
Students understand the results of trade, exchange, and interdependence
among individuals, households, businesses, governments, and societies.
Benchmark A: Students
understand that the exchange of goods and services creates economic
interdependence and change.
Grade 6 Conceptual
Vocabulary
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Visual Thesaurus - use
the approved District 11 login and password to the right.
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Login:
ms68@d11.org
Password:
d112009 |
Research indicates that students must have at least 6
opportunities through varied means to experience the same vocabulary before
it can be applied. Here are 6 sample methods for teaching the vocabulary for
this unit:
These examples are endorsed by the
Mid-Continental Research in Education Laboratory (MCREL) Six Step Strategy
to Improving Vocabulary. Instead of looking at a dictionary first, follow
the 6 steps to insure students have a full understanding. Read more about
Research on Teaching
Vocabulary.
-
Step 1:
Teacher provides a description, explanation, or example of the term
-
Step 2:
Student restates the description, explanation, or example in his/her own
words
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Step 3:
Student designs a visual representation
Use the
suggested
Vocabulary Activities for Steps 4-6.
-
Step 4:
Student completes activities that provide practice for using terms in
writing
-
Step 5:
Students review and discuss word meanings
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Step 6:
Students practice words with games
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Sample Lessons
District 11 Diamond Units/Lessons Overview
- includes information about the purpose, goals and structure of these
sample instructional units:
Lessons 1-5: Geography
of Mexico
Duration: Five 45 minute
class periods
 
Geography 2:
Students know the physical and human characteristics of places, and use this
knowledge to define and study regions and the patterns of change.
Indicator: Define and
identify regions by describing physical and human characteristics of places.
Enduring Understanding:
Physical and human characteristics of places define regions.
Essential Question: What
are the physical characteristics that impact peoples' lives?
Assessment: Use the links
below to complete the assessment. Using a three-column chart list
major cities, landforms, bodies of water, and bordering countries of Mexico.
Activities
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What
physical features are found in Mexico? What human characteristics?
This lesson looks at these features and characteristics of our neighbor to
the south.
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Scan pages 338-349 in
World Studies Western Hemisphere. Find and read sections that talk about Mexico.
Discuss what you have read about Mexico, either verbally or summarize it
in
one paragraph.
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Review the
DOGSTAILS Map
Analysis seen in Unit 1.
Do a "DOGSTAILS" analysis on the
Relief Map of Mexico and the
Map of Mexico.
What is it missing? Why is that information important to know?
Summarize in the form of a paragraph.
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Explore the
CIA World Factbook on Mexico. Look specifically at the
geography. Use the information to help you with the activity.
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Using the internet,
magazines, newspapers or old books, find pictures that represent each of
the following in Mexico: climate, soil, plants, animals, buildings, language, religion, government
and language (for example: a street sign, billboard or advertisement). Print
or cut out the pictures
and paste them to poster board or on an electronic file in Word or
Publisher. Below each picture, describe
the feature of Mexico.
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Use the
Geography of Mexico Map. Look at the colors represented and create your own key to the map.
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Play the
Geography of Mexico Game.
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Watch the video on the
Geography of Mexico and Central America, or
take National Geographic's
Virtual Tour of Mexico and learn how the culture of Native Indians
and Spaniards combined.
Differentiation
Extensions: After
researching various pictures, draw your own picture showing how human and
physical characteristics affect peoples lives in Mexico. Explore the
National Geographic resource for
Creating Contour Maps with DOGSTAILS.
Support (RtI tiers 2 & 3):
Find pictures in the textbook and list 3 physical characteristics and 3 human
characteristics.
Lesson 6-9: Important
People in Mexico’s History
Duration: Four 45 Minute
Class Periods
History 1:
Students understand the chronological organization of history and know how
to organize events and people into major eras to identify and explain
historical relationships.
Indicator: Organize events
and people in chronological order and use this data to determine
cause/effect relationships.
Enduring Understanding:
People and events are organized chronologically to increase understanding of
historical relationships.
Essential Question: How can
people and events in Mexico's history be organized chronologically?
Assessment: Using a
timeline, show the time- frame of Mexico’s early history.
Activities
-
What
people are important to Mexico’s early history? What chronological order
can these people be put into? This lesson looks at people in Mexico’s
history, the impact they had, and the chronological order of each person.
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Watch the video:
The Explorers: Hernan
Cortes: Conqueror of Mexico (17:00) and take notes.
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Read pages 378-380; 386
in
World Studies Western Hemisphere.
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Use page 390 as guide
to complete a timeline titled “Important People in Mexican History” Include
the following: Montezuma, Hernan Cortez (or Cortes), Miquel Hidalgo, Benito
Juarez, Porfirio Diaz, and Santa Anna. Identify the time frame and impact on
Mexico's early history. Include illustrations. You
can create one class timeline with chart paper and post it notes, or
create your own, individual timeline.
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Choose one of the
above people to do a timeline of his life. Use page 391 in the
text book as your guide. Include at least 6 events in the person’s
life, as well as illustrations. Use the following links to help
you with your research:
http://www.nndb.com
www.wikipedia.org
http://encarta.msn.com
Resources:
Prentice Hall World Studies Western Hemisphere Textbook, chart
paper, post it notes, markers/colored pencils
Differentiation
Extensions: Write a summary
of how the person in the timeline impacted the history of Mexico.
Support (RtI tiers 2 & 3):
CLOZE Paragraph where the people/events and dates of events are provided on
a word bank.
Lesson 10-14: Religion
in Mexico-From the Aztecs to Now
Duration: Five 45 Minute
Class Periods
History 6:
Students know that religious and philosophical ideas have been powerful
forces throughout history.
Indicator: Describe
religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding:
Religious beliefs and philosophical ideas change societies.
Essential Question: What
impact did the explorers have on Mexico and the native inhabitants?
Assessment: In the form of
a paragraph answer the prompt: How have idea/beliefs changed Mexican
society? Why?
Activities
-
How
have religious and philosophical ideas changed throughout Mexico?
This lesson looks at the changes in religious and philosophical
beliefs of the indigenous people and how they changed with the
conquistadors and missionaries. This lesson also looks at why
the beliefs and philosophies changed.
Read page 382
in
World Studies Western Hemisphere.
Watch the video clip:
Aztec Religion (4:01) and take notes.
Use the links to
explore the
Religion of the Aztecs. This is really interesting!
Read the page from
Mexico
Connect. Find at least ten words
in the first five paragraphs that you may not understand. Using a dictionary,
an
Online Dictionary, or the
Visual Thesaurus to define these words.
The login and password for the Visual Thesaurus are located in the
Vocabulary box above Lesson 1.
Now take the first five
paragraphs of the article and rewrite them in your own words so that any
6th grade student could understand the article.
Use a Venn Diagram (two circles that connect with a
shared middle) and compare the religions of Ancient Mexico to the one
described in the article you rewrote. Put differences on the outer edge of
the circle, and similarities in the middle.
Watch the video clip:
Modern Mexico: a Blend if Indian and Spanish Culture (3:24) and
take notes.
Differentiation
Extensions: Research an
individual and report how this individual's ideas/beliefs impacted the
history of Mexico.
Support (RtI tiers 2 & 3):
Complete a teacher-created
CLOZE Paragraph
about Cortez. Provide word bank.
Lesson 15-17: Primary
and Secondary Sources of Mexico
Duration: Three 45 minute
class periods
History 2:
Students know how to use the processes and resources of historical inquiry.
Indicator: Identify,
interpret, compare, and evaluate primary and secondary sources including
documents, eyewitness accounts, letters and diaries, literature, and
newspapers.
Enduring Understanding:
Processes and resources of historical inquiry allow for interpreting the
past and analyzing present day issues.
Essential Question: What
sources can be used to learn about the people and events?
Assessment: Using the
computer find two examples of primary and two of secondary sources related
to Mexico.
Activities
-
What are
the differences between primary and secondary sources? How can each be
used? This lesson answers these questions using Mexico as the subject.
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Use the
Research 101 Website below
to read about the differences between primary and secondary sources.
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Create a T-Chart listing various primary and secondary
sources. Decide what they have in common and how they are different.
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Use the
Ancient Mexico Website to take a look at primary sources from
Mexico. Complete the assessment. Find different examples.
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Learn the differences between sources by playing the
Primary
and Secondary Sources Game.
Differentiation
Extensions: Research a
primary source, explain its purpose and importance, then find a secondary
source on the same topic.
Support (RtI tiers 2 & 3):
Give current examples of primary and secondary sources.
Lessons 18-22: Mexico’s
Ancient Civilizations
Duration: Five 45 Minute
Class Periods
History 3:
Students understand that societies are diverse and change over time.
Indicator: Describe basic
cultural elements (traditions, customs, religion, language, government).
Compare and contrast societies, and explain how they changed over time.
Enduring Understanding:
Societies are diverse and change over time.
Essential Question: How can
Mexican culture today be compared to that of The Aztec and Mayan cultures?
Activities
-
What was
life like in Mexico before explores? How did life change afterwards? This
lesson takes a look at the culture of the early Indian civilizations and how
life changed when explorers arrived.
-
Read
pages 368- 372 in
in
World Studies Western Hemisphere.
-
Complete question 1
and (all parts A, B, and C) and the Writing Activity.
-
Use the
primary resources and the links below to make a chart of the early Indian
civilizations (Aztec, Mayan, Olmec). Include the cultural elements of the
civilizations. Compare/contrast the cultural elements. Be sure to explain
and illustrate each element. Include at least five elements. Use the
following resources:
The
Ancient Aztecs
Olmec Civilizations Civilization
of the Mayans
Watch the videos of the
The Mayas
(6:00) The Rise and
Fall of the Aztecs (6:24), and
The Olmecs (0:59)
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Assessment:
Write a paragraph
explaining how life changed for the early Indian civilizations after the
explorers came to Mexico.
Differentiation
Extensions: Complete
a Triple Venn
Diagram listing at least 5 items for each category.
Support (RtI tiers 2 & 3):
Compare two societies and list one event for each society (Aztec/Olmec/
Maya).
Lessons 23-27: Social
Structure of Mexico
Duration: Five 45 Minute
Class Periods
History 3: Students understand that societies are diverse and change over time.
Indicator: Describe basic
cultural elements (traditions, customs, religion, language, government).
Compare and contrast societies, and explain how they changed over time.
Enduring Understanding:
Societies are diverse and change over time.
Essential Question: How
did the societies of Mexico change over time?
Assessment: In a
short-constructed response, explain similarities and differences between two
social classes in the Social Pyramid.
Activities
-
What was
the social structure in Mexico before independence? This lesson takes a look
at the social structure of Mexico before independence. This lesson is also
used to show Mexico’s society is diverse, as well as how it changed from the
time of the Aztecs and Mayans, and how it is different now.
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Read
pages 383; 385-386 in
World Studies Western Hemisphere.
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As a class, define a caste
system. Give examples, non-examples and create an analogy for the word. Does
the caste system that existed in Ancient Mexico exist today in America?
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Explain in 3-5
sentences each of these five social classes in Mexico at this time: Peninsular, Criolle, (Creoles) Meztizos, Slaves, Indians. Use the computer
to research social classes not found in the text. Possible sights may
include
www.wikipedia.org or
http://encarta.msn.com or
www.google.com or
www.yahoo.com.
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Using the social
classes create a social pyramid. Illustrate the social pyramid.
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In a paragraph
answer this prompt: How is this social pyramid a caste system? What is
your opinion of a caste system?
-
Assessment: In a
short-constructed response, explain similarities and differences between two
social classes in the
Social Pyramid.
Differentiation
Extensions: Compare
the Ancient Mexico Social
Pyramid to structure in other societies.
Support (RtI tiers 2 & 3):
Using the
Social Pyramid, pick one level and write an entry of a journal
telling about their daily lives.
Follow the link to watch
the film
Mexico: The People
* As you watch the film
make a list of changes you see in Mexico’s society since pre independence (How
is life different from the time of the social pyramid?)
Lesson 28-32: Mexico’s
Government
Duration: Five 45 minute
class periods
History 5:
Students understand political institutions and theories that developed and
changed over time.
Indicator: Describe forms
of government and give examples of societies that practiced and changed them
over time. (democracy, monarchy, oligarchy)
Enduring Understandings:
Different forms of government have been developed, practiced, and changed
throughout history.
Essential Questions:
How does Mexico's
government compare to other governments in the Western
hemisphere?
How has the government
changed from early history to the present?
Assessment: Compare
Mexico's and Canada's governments. Use either a visual or written form to
compare. Include at least 5 items to compare.
Activities
-
W hat type
of government does Mexico have? How is it similar and different from other
governments in the Western Hemisphere? This lesson looks at the structure
of Mexico’s government. In this lesson you will use prior knowledge of
other governments to compare and contrast them to Mexico’s.
Read page 436 in
World Studies Western Hemisphere.
Using the
Government of Mexico Website and the
Elbalero Website to create a poster or flyer of Mexico’s government. Include each of the
branches, their roles, and how they work together.
Research and identify
Mexico’s current president. Write a brief summary about him. Where is
he from? What party does he belong to? How long does he serve? Has he
met with our president? If yes, what are some of the issues they
discussed?
Look at pages 393-393
in
World Studies Western Hemisphere. Make a list of differences that you notice between
Spanish rule, dictators, and the current government.
Assessment: Compare
Mexico's and Canada's governments. Use either a visual or written form to
compare. Include at least 5 items to compare.
Differentiation
Extensions: Make a chart of
Mexico and Canada. Show similarities and differences. Explain which
government works better and why.
Support (RtI tiers 2 & 3):
Provide a copy of a graphic organizer that it partially completed and finish
the organizer.
Mexico: Its People,
History, and Government
video
Lessons 33& 34:
Resources of Mexico
Duration: Two 45 Minute
Class periods
Economics 1:
Students understand that because of the condition of scarcity, decisions
must be made about the use of scarce resources.
Indicator: Identify and
give examples of economic resources and make decisions involving opportunity
costs.
Enduring Understanding:
Decisions must be made about the use of scarce resources.
Essential Question: What
are the most important resources of Mexico?
Activities
-
What
resources are found in Mexico? How can these resources be categorized? In
this lesson you will use the text and websites to find out about the
resources of Mexico. You will then divide them into categories of natural
resources, human resources and capital.
-
Scan pages 352 -358 in
World Studies Western Hemisphere. Look specifically for resources in Mexico.
-
Define: natural
resources, human resources, and capital.
-
Assessment: Make a list of
resources found in Mexico and label them as natural, human or capital.
Use the link below of the
CIA
World Factbook to help you.
Differentiation
Extensions: Make a list of
what decisions have to be made about the resources.
Support (RtI tiers 2 & 3):
Provide a Graph Organizer where students fill in the appropriate column
labeling listed resources. A Word Bank should be provided.
Watch the video
Mexico: Its Land,
Resources, and Economy. (12:59)
Lessons 35-37:
Imports/Exports of Mexico, and Its Relationship to the United States
Duration: Four 45 Minute
class periods
Economics 3:
Students understand the results of trade, exchange, and interdependence
among individuals, households, businesses, governments, and societies.
Indicator: Describe how
trade, specialization, and interdependence influence relationships among
individuals, groups, and societies.
Enduring Understandings:
Trade, specialization, and interdependence influence relationships among
individuals, groups, and societies.
Essential Question: What is
the effect of Mexico's economy on its neighbors and vice versa?
Activities
-
What are
Mexico’s imports and exports? What independence does it have with the
United States? In this lesson you will answer these questions as well as
take another look at NAFTA.
-
Read in the text book
pages 392-396 and answer question 2A on page 396
-
Use
Mexico's Top Exports and Imports Website
to create a T-Chart documenting
imports/exports with the United States. Be sure to illustrate the T
Chart.
-
Find examples at
homed of products imported and exported from Mexico. Discuss your findings
with someone.
-
Define Tariffs. Then
write a brief summary of NAFTA and explain how it works. Include at least
one way NAFTA has affected trade between Mexico the United States. Feel free
to use your textbook and the sites below to help you find information on
NAFTA:
Wise
Geeks Website
Baja Business Website
Wikipedia
Website
-
Play
the Knowledge of Mexico
Game and test your
knowledge and skill.
-
Assessment: Using notes
write a short paragraph explaining how Mexican products impact other
countries.
Differentiation
Extensions: Further
investigate NAFTA and its effects on trade in all North America.
Support (RtI tiers 2 & 3):
Cut a picture of a product from a magazine and explain why it is important
to the culture.
Watch the video
Mexico: The People and Their Land (12:54)
Lesson 38-41: Mexican
Migration
Duration: Four 45 Minute
Class periods
Geography 4:
Students understand how economic, political, cultural and social processes
interact to shape patterns of human populations, interdependence,
cooperation and conflict.
Indicator: Explain how
migration and immigration affect the location and distribution of human
activity.
Enduring Understanding:
Migration and immigration affect the location and distribution of human
activity.
Essential Question: Why do
the people migrate from place to place?
Activities
-
What is
migration? Why do people migrate? What issues do the people of Mexico face
in regards to migration and immigration? Does immigration impact you
and your life? In this lesson you will analyze
these questions.
-
Read
pages 402-407 in
World Studies Western Hemisphere. Answer the Reading Check at the bottom of page 407 and
question 2 (A, B, and C) and the Writing Activity on page 407. For the
writing activity please use someone from Mexico.
-
Define Immigration,
emigrate, migration, and migrant workers
-
Assessment: Explain in the form of a
one page paper current issues dealing with migration and how the Mexican
people solve these issues. Use the websites below, as well as your textbook
to help you complete the exercise.
-
CNN News Website
Time For Kids Article 1
Time for Kids Article 2
www.yahoo.com (key words Mexican Migration Issues)
-
-
Preparation for Assessment: First, discuss answers to the Essential
Questions for Lessons 35-41 with your classmates and teacher. Break into
smaller groups based on your dominant learning style. Study for a written
exam by participating in one of the following small group activities:
Linguistic Learners - Read over your notes for Lessons 35-41 and
discuss them as a group. Write the most important points on flip chart paper
and organize the information in whatever way your group determines. Consider
organizing ideas around and easy-to-remember acronym where the first letter
of each idea spells a word. The ACHIEVE acronym at the top of this page is
an example. Present your information to the entire class and explain how
your group organized the important information.
Visual and Spatial Learners - as a group, create a Graffiti Wall
using several sheets of flip chart paper. the graffiti images and words
should help you remember important information learned in lessons 35-41.
Discuss what you are drawing and what meaning it contains as you draw with
other members of your group. Present your information to the entire class
and explain your Graffiti Art and its meaning.
Tactile Kinesthetic Learners - Use a Flip Chart Page to answer each
Essential Question. Write the Essential Question in the middle of the page.
Divide the page into at least 8 puzzle pieces and write important supporting
facts in each puzzle piece. Discuss the facts as different team members add
them to the puzzle pieces. Cut the puzzle pieces apart. For your group's
presentation to the class, put the puzzle pieces back together as your team
members tell the important supporting facts.
-
Assessment: Answer each of the
Essential Questions for Lessons 35-41. Use the
Four
Point Rubric to check your answers before turning in the assessment.
-
Continuous Improvement Process -
Your teacher wants feedback on this unit so it can constantly be improved.
Print the Continuous
Quality Improvement Survey and answer each question, or answer online.
Differentiation
Extensions: Summarize the
benefits and drawbacks of being a migrant worker.
Support (RtI tiers 2 & 3):
Use the
Frayer Model for Vocabulary
to
write and illustrate the meaning of the vocabulary words from lessons 35-41.
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