Grade 6
Social Studies
Unit: 03
Lesson: 02
Suggested Duration: 3 days
Geography and Economy of Panama and Haiti
Lesson Synopsis:
Students research Panama and Haiti. The economic development, geographic factors and how they influence their
development is the main focus for this lesson.
TEKS:
6.5
6.5A
6.5B
6.5C
6.6
6.6A
6.7
6.7B
6.8
6.8A
6.8B
6.8C
Geography. The student understands how geographic factors influence the economic development, political
relationships, and policies of societies. The student is expected to:
Identify and explain the geographic factors responsible for the location of economic activities in places and regions.
Identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution
of natural resources that influence a society's ability to control territory.
Explain the impact of geographic factors on economic development and the domestic and foreign policies of
societies.
Geography. The student understands that geographical patterns result from physical environmental processes. The
student is expected to:
Describe and explain the effects of physical environmental processes such as erosion, ocean currents, and
earthquakes on Earth's surface.
Geography. The student understands the impact of interactions between people and the physical environment on the
development and conditions of places and regions. The student is expected to:
Identify and analyze ways people have modified the physical environment such as mining, irrigation, and
transportation infrastructure.
Economics. The student understands the factors of production in a society's economy. The student is expected to:
Describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the
economies of various contemporary societies.
Identify problems and issues that may arise when one or more of the factors of production is in relatively short
supply.
Explain the impact of relative scarcity of resources on international trade and economic interdependence among and
within societies.
Social Studies Skills TEKS:
6.23
Use a decision-making process to identify a situation that requires a decision, gather information, identify options,
predict consequences, and take action to implement a decision.
6.23B
Use a decision making process to identify a situation that requires a decision, gather information, identify options,
predict consequences, and take action to implement a decision.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
As an advisor to an American company interested in investing in Central America or the Caribbean, prepare a
presentation to the board of directors recommending where they should invest. Support your recommendation
with information on the economic, social, political, and geographic factors that influenced your choice. (6.5A; 6.8A;
6.23B)
3D, 3G; 5F
Key Understandings and Guiding Questions:
•
Economic, social, political, and geographic factors affect economic development and interdependence of
countries.
— How can a government affect the economic development of a country?
— In what way have the climate and geography affected the culture of Panama and Haiti?
— To what extent has the climate and geography affected the economic activities of Panama and Haiti?
Vocabulary of Instruction:
•
•
scarcity
isthmus
•
•
transportation corridor
international trade
•
•
interdependence
infrastructure
Materials:
•
Refer to the Notes for Teacher section for materials
©2012, TESCCC
04/18/13
page 1 of 4
Subject/Grade Level or Course
Unit: # Lesson: #
Attachments:
•
•
Teacher Resource: PowerPoint: Panama and Haiti
Teacher Resource: Sample Website Page
Resources and References:
•
World Factbook: https://www.cia.gov/library/publications/the-world-factbook/wfbExt/region_cam.html
Advance Preparation:
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview materials and websites according to district guidelines.
Prepare and copy materials and handouts as needed.
Background Information:
Panama’s location is on the narrowest part of the isthmus between the Atlantic Ocean and the Pacific Ocean. This has
historically been both an advantage and a disadvantage to the region. Some of the advantages include trade between
South America and North America. With the construction of the Panama Canal after the Spanish American War of 1898,
the canal enabled global trade. Geographic disadvantages of the region include flora and fauna which made it difficult to
dig the canal until a cure for Yellow Fever was discovered. Panama continues to be one of the major transportation
corridors of the world.
Haiti’s natural resources and proximity to regional capitals and trade centers are definite assets to the region. The
development of Haiti during the French colonial period as a sugar plantation was also an advantage. Today, it is a free
market economy that lends itself to low costs in labor, but recent destruction of their infrastructure due to
earthquakes/hurricanes has made the region vulnerable.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Panama
1. In groups of three, students read a scenario, view a map of the
Western Hemisphere and problem-solve to make predictions
based on the map and the scenario. For this activity, use the
Teacher Resource: PowerPoint: Panama and Haiti
2. After students have measured the distance, proceed with slide #2
for further discussion.
Notes for Teacher
NOTE: 1 Day = 30 or 50 minutes
Suggested Day 1 –15 minutes
Materials:
• Rulers (one per group)
Attachments:
• Teacher Resource: PowerPoint: Panama
and Haiti
Purpose:
Through discussion and problem-solving students
begin to realize the importance of the Panama
Canal.
TEKS: 6.5B, 6.5C; 6.7B
Instructional Note
Groups may use a student atlas or their textbook
for a clearer approximation of the distance they
have to measure.
© 2007 CSCOPE MM/DD/YY
page 2 of 4
Subject/Grade Level or Course
Unit: # Lesson: #
Instructional Procedures
EXPLORE – Advantages and Disadvantages
1. Students sit with a partner. One student will research Panama
while the other student researches Haiti.
2. Students should keep in mind that they are looking to start a
business in one of these two countries. People must be willing to
invest in this new company; therefore, students are to focus on
the advantages such as the country’s economy and offer solutions
for any disadvatages.
3. Provide a list of factors for students to consider. It is
recommended that students create a matrix or other type of
graphic organizer to document their findings.
FACTORS:
• Location (trade)
• Safety (government stability)
• Natural Resources (abundance or scarcity)
• Climate (natural hazards: earthquakes, hurricanes, etc.)
• Government regulations and foreign policies
• Global Trade (interdependence) and relationship with the U.S.
government.
• Culture
EXPLAIN – Reciprocal Activity
1. Student A explains to their partner (Student B) the eight factors
about their country. Student B, using a T-chart, listens and lists
the advantages and disadvantages for developing a business in
that country.
Notes for Teacher
Suggested Day 1 (cont’d) – 35 minutes
Materials:
• Student atlases (1 per group)
TEKS: 6.5A, 6.5B, 6.5C; 6.6A
Instructional Note:
Refer students to multiple resources including:
https://www.cia.gov/library/publications/the-worldfactbook/wfbExt/region_cam.html
Suggested Day 2 – 20 minutes
TEKS: 6.8A, 6.8B; 6.8C; 6.23B
Instructional Note
Sketch a T chart on the board for students to use
as a model for note-taking.
2. Repeat the process but with Student B explaining to Student A the
eight factors about their country. Student A, using a T-chart,
listens and lists the advantages and disadvantages for developing
a business in that country.
ELABORATE – Website (Page One)
1. Each team (student pairs) decides on the country that offers the
best environment for investment.
2. Each team develops a website (one page) that captures the
advantages for investing in a business. The website should also
include the type of business that would likely prosper.
Suggested Day 2 (cont’d) – 30 minutes
Attachments:
• Teacher Resource: Sample Website Page
Materials:
• Pencil Colors
• Construction Paper
• Markers
3. Students continue their year-long project to create a scrapbook of
contemporary world cultures (Panama and Haiti). For each region
TEKS: 6.5A, 6.5B, 6.5C
studied, the book will include a student-drawn map of the region
and summary matrix comparing components of cultures within the
Instructional Note
region. For each culture studied, the book will include a postcard.
Students may refer to a travel site for ideas on
promoting the country.
EVALUATE
•
Suggested Day 3 – 50 minutes
As an advisor to an American company interested in investing in
Central America or the Caribbean, prepare a presentation to the
board of directors recommending where they should invest.
Support your recommendation with information on the economic,
social, political, and geographic factors that influenced your
© 2007 CSCOPE MM/DD/YY
page 3 of 4
Subject/Grade Level or Course
Unit: # Lesson: #
Instructional Procedures
Notes for Teacher
choice. (6.5A; 6.8A; 6.23B)
3D, 3G; 5F
© 2007 CSCOPE MM/DD/YY
page 4 of 4