Grade 6
Social Studies
Unit: 04
Lesson: 03
Suggested Duration: 3 days
Grade 06 Social Studies Unit 04 Exemplar Lesson 03: Political Systems
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is
only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be
implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List
of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Many South American countries experienced periods of rule by dictators during the second half of the 20th Century. In some cases,
dictators committed severe acts of human rights abuse. This lesson provides students with an overview of the history and troubling
realization of life under a dictatorship. It concludes with the hope offered by successful resistance and the establishment of democracy.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
6.11
Government. The student understands the concepts of limited and unlimited governments. The student is
expected to:
6.11A Identify and describe examples of limited and unlimited governments such as constitutional (limited)
and totalitarian (unlimited).
6.11C Identify reasons for limiting the power of government.
6.11D Review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan.
6.12
Government. The student understands various ways in which people organize governments. The student is
expected to:
6.12A Identify and give examples of governments with rule by one, few, or many.
6.13
Citizenship. The student understands that the nature of citizenship varies among societies. The student is
expected to:
6.13A Describe roles and responsibilities of citizens in various contemporary societies, including the United
States.
6.13B Explain how opportunities for citizens to participate in and influence the political process vary among
various contemporary societies.
Social Studies Skills TEKS
6.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired
through established research methodologies from a variety of valid sources, including electronic
technology. The student is expected to:
6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions.
6.21D Identify different points of view about an issue or current topic.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 6 Grade 6
Social Studies
Unit: 04
Lesson: 03
Suggested Duration: 3 days
Grade 06 Social Studies Unit 04 PI 03
Create a web that illustrates the period of unlimited government in Peru, Argentina, or Brazil during the 20th century. Add visual representation that reflects
human rights abuses; include call-out boxes to label and explain the images. Finally, explain in writing how citizens were able to influence the political process
during these periods.
Standard(s): 6.11C , 6.13B , 6.21B , 6.21D
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.5F
Key Understandings
The organization and power of a country’s government affects the rights and control of a country’s citizens.
— Are there freedoms you would be willing to give up, in exchange for more security in your life?
— What sacrifices would you be willing to make to secure freedom?
Vocabulary of Instruction
human rights
security
dictatorship
totalitarian regime
coup d’etat (coup)
Materials
articles from recommended websites (see Resources and References) (1 per group)
dictionary (1 per group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Handout: A Brief History of 20th Century South America (1 per group)
Teacher Resource: PowerPoint: Peru, Argentina, and Brazil
Resources
None identified
Advance Preparation
1.
2.
3.
4.
5.
6.
Become familiar with content and procedures for the lesson, including the PowerPoint presentations.
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.
Ensure all materials are available and prepared.
Read articles and select excerpts for the Explore piece. Multiple articles or excerpts from the articles need to be printed (1 per group)
Background Information
During the 20th Century, many countries of South America experienced interludes of totalitarian regimes, usually at the hands of members of the military.
Following World War II, many former high-ranking members of the Nazi regime found refuge in South America, especially Argentina, Uruguay, and Paraguay.
Following the Castro Revolution in Cuba, many local communist and other insurgencies erupted in South America. All too often, these insurgencies, or threats to
the nation, became excuses for greater repression.
History shows that frequently the more brutal the regime, the more defiant the response from the populace. When the Argentinian dictatorships started secretly
arresting many individuals, a silent protest erupted. This was led, for the most part, by the mothers and grandmothers of those who had “disappeared”. Even
though theirs was a peaceful protest, still many were arrested. However, the mothers and grandmothers did not falter, and eventually the regime collapsed.
Currently, Peru, Argentina, and Brazil (the three nations studied in this lesson) have democratically elected leaders. While there is still corruption in government,
the societies are now more open, and the corruption is identified and dealt with by legal means.
GETTING READY FOR INSTRUCTION
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 6 Grade 6
Social Studies
Unit: 04
Lesson: 03
Suggested Duration: 3 days
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons
are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District
personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My
CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Making Predictions
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes
1. Begin by stating:
Purpose:
Based on a scenario (What if?), students make predictions.
TEKS: 6.11A, 6.11C, 6.13A
Instructional Notes:
Limited and unlimited government were studied as vocabulary
in previous lessons.
Consider the following scenario and discuss the possible effects
with a partner.
2. Write the scenario on the board and students, with a partner, discuss and
write a short list of possible effects:
What if country X military generals meet secretly and decide that
they no longer want to follow the laws established by their elected
government officials? Their plan is to overthrow the elected
leaders and instead of elections, one of the military generals will
lead the country indefinitely. He/she has the total support of the
military. One of the first things he/she orders the military to do is to
take over all forms of media (control newspapers, shut down
Internet connectivity, radio stations, T.V. networks, etc.) What
would the effects of these actions be? Possible student responses
might include: people protest, freedom of choosing/voting is gone, people
might want to leave the country, fear for the loss of their rights, fear for their
lives, etc.
3. Student volunteers share their responses to the “what if” scenario by writing
their responses on the board.
4. Facilitate a discussion based on questions such as:
Does Country X, under the new leadership, have a limited or
unlimited government?
Why?
Why did the new self-proclaimed leader immediately deny people
access to the media?
Did the citizens of Country X have any control or power in their own
country? Why?
5. Explain to students that Peru, Argentina, and Brazil experienced shifts in
government much like the scenario that they read. Human rights were violated
and many innocent people lost their lives while many others were never found;
they “disappeared”.
EXPLORE – Analysis of Article/Excerpt
Suggested Day 1 (continued) – 30 minutes
1. Divide the class into groups of three or four students.
Materials:
2. Each group reads an excerpt from an article such as “Madres de Plaza de
Mayo”.
3. Groups use a graphic organizer to analyze the article.
Sample graphic organizer (APPARTS):
Author
Place/Time
Prior Knowledge
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
dictionary (1 per group)
articles from recommended websites (see
Resources and References) (1 per group)
Purpose:
Students read purposely and actively about human rights
violations and totalitarian governments by using the APPARTS
model.
TEKS: 6.11A, 6.11C, 6.11D, 6.12A, 6.13A, 6.13B, 6.21B
page 3 of 6 Grade 6
Social Studies
Unit: 04
Lesson: 03
Suggested Duration: 3 days
Instructional Note:
Audience
A write-along done within a group requires that each student
Reason
add one to three sentences explaining the article and
including academic vocabulary.
The Main Idea
Significance
4. After groups have read the article and analyzed it, each group works on a
write-along. Provide the class with a sentence starter, such as: Limiting the
power of government _____________________________
5. In their write-along, students include the following words:
human rights
security
dictatorship
totalitarian regime
coup d’etat
EXPLAIN – Overview: History/Government
Suggested Day 2 – 20 minutes
1. Divide class into groups of three students.
Attachments:
2. Distribute the Handout: A Brief History of 20th Century South America (1
per group).
3. Students read the handout silently and write clarification questions on the
margins. Use the district textbook as an additional source and other sources
available to support students’ understanding of this historical period.
4. Students answer the following questions about Peru, Argentina, and Brazil:
Handout: A Brief History of 20th Century
South America (1 per group)
Purpose:
Students read the historical background information to be
able to compare unlimited governments with limited
governments.
TEKS: 6.11A, 6.11C, 6.11D, 6.12A, 6.13A, 6.13B, 6.21B
How are the histories of the three countries similar?
How are the histories different?
What is the form of government in each country today?
Based on yesterday’s readings, how were human rights violated?
ELABORATE
Suggested Day 2 (continued) – 30 minutes
1. Students view the Teacher Resource: PowerPoint: Peru, Argentina, and
Brazil.
Attachments:
2. Students prepare a T-chart. On the left side they record what life was like
during the period of dictatorships/unlimited government in South America. On
the right, they record how their life is in the United States. Points to consider:
What freedoms do they enjoy that were denied to many people in
South America?
How safe do they feel, as opposed to the safety Argentinians felt
during the dictatorships?
How were the Mothers of the Disappeared able to change their
society?
What would you do if you lived under a dictatorship that arrested
people simply because they disagreed with the government?
What did the Mothers of the Disappeared risk? What would you be
willing to risk?
EVALUATE
Teacher Resource: PowerPoint: Peru,
Argentina, and Brazil
Purpose:
This prepares students for their Performance Indicator.
TEKS: 6.11A, 6.11C, 6.11D, 6.12A, 6.13A, 6.13B, 6.21B, 6.21D
Suggested Day 3 – 50 minutes
Grade 06 Social Studies Unit 04 PI 03
Create a web that illustrates the period of unlimited government in Peru, Argentina, or Brazil
during the 20th century. Add visual representation that reflects human rights abuses; include
call-out boxes to label and explain the images. Finally, explain in writing how citizens were
able to influence the political process during these periods.
Standard(s): 6.11C , 6.13B , 6.21B , 6.21D
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.5F
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 6 Grade 6
Social Studies
Unit: 04
Lesson: 03
Suggested Duration: 3 days
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 6 Grade 6
Social Studies
Unit: 04 Lesson: 03
A Brief History of 20th Century South America
Peru
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From 1929 to 1979, Peru went back and forth between democratically elected governments and
military dictatorships.
During World War II, Peru sided with the United States against the Axis Powers.
After the Communist Revolution in Cuba, communist guerrillas tried to gain power in Peru. They
were defeated by the government in 1965.
In 1980, elections were held. Democracy was returned to Peru. However, a new guerilla group
emerged. The “Shining Path” guerillas gained power. This was because the economy began to
weaken, making times hard for the people of Peru.
In 1990, Alberto Fujimori was elected president. Afraid of the Shining Path guerillas, his
government fought against them. To fight the guerillas, many civil rights were violated. Some
people accepted these violations because they did not like the guerillas. Eventually, the Shining
Path was defeated.
In 2000, Fujimori was forced out of office because of a bribery scandal.
Argentina
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After World War II, a military general, Juan Peron, became president. His wife, Eva Peron, was
very popular. Peron thought it was best for the safety of the country that people not be allowed to
disagree with the government. Peron censored newspapers, telling them what they could print.
People who disagreed with the government were put in jail. It was said they “disappeared” when
they were arrested.
From 1958 through 1966, anti-Peron feelings took over the country. However, government
leaders found it hard to stay in power and frequently were overthrown by military men.
From 1966 through 1983 various governments came to power. A lot of economic problems
prevented most governments from being successful and most did not last very long. Struggles for
power replaced voting for leaders.
Since 1983 Argentina has enjoyed much more stability. Now the President of Argentina is elected
by the people.
Brazil
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©2012, TESCCC
From 1930 through 1964, Brazil’s government was elected democratically.
In the early 1960s, economic problems made the people of Brazil uncomfortable. The military felt
the President of Brazil wasn’t doing his job very well, so they took over the government. This is
called a military coup. Coup is a French word meaning to strike or hit something.
The military ruled the government from 1964 to 1985. They wanted to be a strong government, so
they did not let people disagree with them. If people did, the military might have them arrested.
Many people of Brazil were forced to leave the country and live somewhere else.
In 1985 a new leader was elected President of Brazil. Since then, the leader of the country has
always been elected by the people.
04/22/13
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