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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.
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Societies are
diverse and change over time.
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Different forms of
government have been developed, practiced, and changed throughout
history.
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Maps, globes and
other geographic tools are used to acquire, process and report
information about the past and present.
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Physical and human
characteristics of places define regions.
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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.
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 South America's history be organized chronologically?
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How can the culture
of the people of South America be compared to that of other cultures?
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What are the
different types of government and how have they changed over time?
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What are the
physical characteristics that impact peoples' lives?
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What are the human
characteristics of population, political divisions and language that
impact people's lives?
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What are the
resources of South America? How, and for whom, are the resources
distributed?
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
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.
History
4: Students understand how science, technology, and economic activity have
developed, changed, and affected societies throughout history.
Benchmark A: Students
understand the impact of scientific and technological developments on
individuals and societies.
History
5: Students understand political institutions and theories that developed
and changed over time.
Benchmark B: Students
know how various systems of government have developed and functioned
throughout history.
Geography
1: Students know how to use and construct maps, globes, and other
geographic tools to locate and derive information about people, places and
environments.
Benchmark A: Students
know the physical processes that shape earth's surface patterns.
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.
Economics
1: Students understand that because of the condition of scarcity, decisions
must be made about the use of scarce resources.
Benchmark A: Students
know that economic choices are made because resources are scarce and that
the act of making economic choices imposes opportunity costs.
Economics
2: Students understand how different economic systems impact decisions about
the use of resources and the production 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.
Benchmark B: Students
understand the fundamental characteristics of the United states economic
systems.
Grade 6 Conceptual Vocabulary
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agriculture
capital
chronology
climate
civilization
culture |
diversity
economy
environment
ethnicity
geography
hemisphere |
import/export
latitude/longitude
map elements: scale, key, legend, border, projection
migration/immigration |
natural resources
physical/human characteristics
primary/secondary sources
scarcity/surplus
urban/rural
vegetation |
Research confirms 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. Read more about
Research on Teaching
Vocabulary.
Step 1: Teacher Defines Word
Step 2: Student Defines Word with Examples
Step 3: Student Identifies or Designs a Visual Representation Frayer
Model for Vocabulary
Step 4: Practice With Games
Step 5: Practice Application
Step 6: Apply in Written and Oral Communication
Writing Assignment
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Sample Units
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Lessons 1-8:
Physical and Human Features of South America
Duration:
8 Forty-Five Minute Class Periods
Materials Needed:
Paper for map, Colored Pencils/Markers.
World Studies: Western Hemisphere Prentice Hall
Activities
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This is the first lesson in your study of South America.
In this lesson you will take a look at the physical and human
characteristics of South America. You will also look at how the
physical and human characteristics interact.
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Take a look at the map of South America on page 487.
List the twelve countries that you will be talking about
throughout this unit.
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Create a map of South America that includes the
following: All twelve countries drawn and labeled, Atlantic, Pacific,
Caribbean Sea, Amazon River, Amazon Basin, Rio de la Plata, Lake
Maracaibo, Andes Mountains, Chimborazo, Atacama Desert, Gran Chaco,
Patagonia, and the Brazilian Highlands. Be sure to include a date,
compass rose, latitude and longitude every 10 degrees, title, your name,
and a key (DOGSTAILS). Use the maps between pages 330-337 to assist
you.
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In the text, scan and read the sections that talk about
South America between pages 341-349
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In complete sentences answer the questions on pages 344
and 348. Although they are asking for Latin America, focus just on
South America.
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Read pages 415-420, and Pages 507,509 and 510. In a
paragraph answer Question 1B on page 420.
Assessment:
In the
text read pages 350 and 351. Complete questions 1-4 on page 351 and the
Apply the Skill Create a telephone conversation between a travel agent and a
tourist. Where would the tourist most like to go in South America? Why? A
good example is at the top of page 320. Think about the physical
characteristics and how that affects humans. Complete the assessment.
Differentiation
Extensions:
Compare a political map to a physical map on characteristics.
Support:
Sped/ELL-Categorize a list of characteristics as human or
physical.
Supplementary Resources:
National Geographic Maps of South America
Lessons 9-15:
History of South America
Duration:
7 Forty-Five minute class periods
Materials Needed:
Poster paper, Colored Pencils/Markers
Activities
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In this lesson you will create a timeline
of events on the history of South America. How can people and events in
South America's history be organized chronologically? You will then look
at these events and interpret cause and effect relationships in South
America’s history.
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In the text, read pages 373-377.
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Look at the top of page 373 under TAKING
NOTES. Complete a web about the Incan Civilization.
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Answer the question 1A and 1B on page
377.
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Read pages 381, 383-384, 387-389.
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Review pages 390-391.
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Choose from one of these 4 options to
create a timeline.
A.
The Inca (5 important events,
3-5 sentences explaining each and a picture)
B.
Pizarro (5 important events,
3-5 sentences explaining each and a picture)
C.
Bolivar (5 important events,
3-5 sentences explaining each and a picture)
D.
Or this one about South America
that includes:
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Early Civilizations
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European Exploration
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European Conquest
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European Colonization
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Independence
Be sure that whatever timeline you choose
that it is illustrated. Please turn in 2, 3 and 6.
Assessment:
Using your timeline and notes answer this prompt: Choose 2 events on your
timeline. When looking at a timeline you should be able to see what caused
the events and the effect of the events (cause and effect relationships).
In the form of a paragraph answer this question? What were causes of the 2
events you chose? What were the effects of these two events? How can a
timeline show you cause and effect relationships?
Differentiation
Extensions:
Choose 3 explorers and explain effects of
their explorations on events.
Support:
A timeline with dates and a map of events
will be provided for you to use.
Lessons 16-22:
Government of South America
Duration:
7 Forty-Five Minute Class Periods
Materials Needed:
Two blank sheets of paper, Colored pencils/Markers.
World Studies: Western Hemisphere,
Prentice Hall
Activities
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What types of government are found in
South America today? How have the governments changed from early history
to the present? In this lesson you will be creating what is known as a
Layered Book to analyze the first question the applying that information
to what you learned in the last activity to answer the second question.
In the text, read page 513 (Restoring Democracy)
and pages 521-522 (A Change in Government)
Answer questions 3A and 3B on both pages
513 and 522.
Create a Venn Diagram comparing and contrasting
Chile under Pinochet and Venezuela under Chavez.
Using pages 488-492 create a tally sheet of the
types of governments. For example Argentina has a republic. Name and
tally up the number of countries that have a republic. Move on to the
next country that does not have a republic. List what kind of
government that country has, and name and tally all the countries that
have that government.
Please turn in 2 and 3.
Assessment
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Complete the Layered Book Activity (Attached)
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Using information you learned from the timeline
and this activity answer this question: How have the governments
changed from early history to the present?
Differentiation
Extensions:
Make an illustration and summary of the governments.
Support:
CLOZE summary of the governments. Word bank included.
Lessons 23-29:
Resources of South America
Duration:
7 Forty-Five Minute Class Periods
Materials Needed:
Paper for
3 column notes, Colored Pencils/Markers. World Studies: Western Hemisphere,
Prentice Hall
Activities
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Resources are scarce. When looking at geography
and economics the issue of scarcity is always there. In this lesson you
will be looking at the resources in South America. In this lesson you
apply the information on resources to answer this question: What
decisions must be made about the use of scarce resources?
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Define the term "scarce". Use it in a sentence.
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In the text, read pages 355-358.
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Choose a South American country and complete the
Writing Activity on page 358. Be sure to look at the Writing
Tip located below the writing activity.
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Read pages 494-497; Page 512; and Page 516-520.
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Answer questions 2A and 2B on page 500 and 513;
Page 508 Questions 1-5; Page 517 Graph Skills Questions; Questions 1-4
on 518; and finally Question 1A and 1B on page 522. Please turn in 3 and
5.
Assessment
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Using
page 488-493 create a tally list of leading exports found in South
America. Also use
CIA World Factbook as a reference.
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You
will make three column notes.
Choose five products that South America exports that include some of the
most common resources as well as the least common (lower tally scores).
In the first column describe the products, in the second column explain
their uses, and in the third form your own solutions of what to do about
the scarce products.
Each Column should be titled (Product, Uses, Scarcity) and include
illustrations. Again use
CIA World Factbook
as a
reference.
Turn in #2 to the Learning Center.
E-mail
the paragraph and assessment work to the Learning Center at royaljd@d11.org.
Differentiation
Extensions:
In an
Atlas find the products and how they are distributed. On a map show where
the products are exported.
Support:
Look at an
Atlas, find the products that are plentiful and make of list of products
that are scarce and are needed.
Lessons 30-36:
The Culture of South America
Duration:
7 Forty-Five Minute Class Periods
Materials Needed:
Paper for charts, Colored Pencils/Markers. World Studies:
Western Hemisphere, Prentice Hall
Activities
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How can cultures in South America be compared? In
this lesson you will study cultural elements of South American
countries. These include religion, language, and art as well as other
cultural elements. You will then analyze the information and form your
own conclusions.
In the text, read all the country studies
between pages 488-493. Also, read 498-506; and 511.
Review in the text pages 415-419. Focus
on the areas that talk about culture.
Answer 498 Answer Question 1-3 on page
498, Question 3A on page 500, and complete the Writing Activity
on page 506.
Use a chart to compare and contrast 3
countries and their cultures from South America, including the basic
cultural elements: languages, religions, traditions, music, literature,
art, and government. One of these countries must be Brazil. Be sure to
illustrate the chart. (Use the internet as well as the text to
research. Use sites that we have used before including CIA World
Factbook).
Please turn in 4 and 5.
Assessment: Analyze your
chart. In the form of a paragraph, write one conclusion about what you
learned from the chart.
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:
Select one culture and justify how their
beliefs and languages helped or hurt their culture.
Support:
Compare using fewer elements.
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