TEMPLATE
Latin America: A Region of Diversity
Written June 2003 by Dolores Bates and Jeremy Forgione
Revised May 2005 by
Charlie Richmond and Jeremy Forgione
Farmington Public Schools
Grade 6
Social Studies
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
Revised May 2005
1
Table of Contents
Unit Summary
………………….….…………..page 3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad understandings, the unit outcome
statement and essential questions that focus the unit, and the necessary knowledge and skills.
The Understanding by Design Handbook, 1999
…………………………….... pages 4-9
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the understandings, knowledge and skills
identified in Stage One.
……………………………… page10
Stage Three: Curriculum and Instruction
Stage Three helps teachers plan learning experiences and instruction that aligns with Stage One and enables students to
be successful in Stage two. Planning and lesson options are given, however teachers are encouraged to customize this
stage to their own students, maintaining alignment with Stages One and Two.
………………..……………… pages11-16
Appendices
….....………………………. page17
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
Revised May 2005
2
Unit Summary
This grade 6 social studies unit on Latin America is designed for use with a
heterogeneous class of students. It follows a unit on global interdependence,
thus allowing students to apply the knowledge and skills acquired in that unit
to their study of an important region of the world.
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
Revised May 2005
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Stage One: Standards
Social Studies Essential Understandings and Content Standards
#3 – Development of Human Civilization
The study of history explains how civilizations have been profoundly influenced by ideals
and belief systems.
The student will…
3.5
understand that the nature of cultures change over time.
3.8
explain how key events in a nation’s history can influence the development
of that nation’s cultures. (3.7)
3.9
describe ways that ideals and belief systems change when cultures come
together. (3.8)
3.10 understand how societies have used oral traditions, literature, and the arts
to express and perpetuate their cultural identity. (3.9)
#4 – Time, Continuity and Change
The process of historical inquiry develops a perspective on how both the past and change
relate to one’s own life experience.
The students will…
4.6
describe and appreciate the contributions of different generations and
cultural groups to history.
4.7
Describe examples of historical cause and effect.
#6 – Global and Community Interdependence
All people are mutually dependent, joined by economic, social, cultural and civic concerns,
as part of a global community.
The students will…
6.6
understand how global interdependence can improve the lives of people
around the world.
#7 – Geography and Society
Human settlements and migration are influenced by their physical and cultural
environment.
The students will…
7.9
describe the political, social and economic reasons for migration
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
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7.10
describe how the environment impacts how people live.
#9 – Cultural Diversity
The multiple perspectives that emerge from diverse cultures are both a resource for nations
and a source for conflict.
The students will…
9.6
compare and contrast the points of view of different cultural groups on the
same event in history.
#10 – Economic Decision-Making
The use and distribution of economic resources structures group, national, and
international relationships.
The students will…
10.6
10.9
describe the influence of economic incentives on individual and national
decisions in past and present times.
explain how values and beliefs influence economic decisions in various
societies.
Reading Essential Understandings and Content Standards
#3 – Students will understand that accomplished readers make effective decisions, explain
complex issues, and solve problems by strategically reading informational texts.
The students will…
3.7
3.9
3.11
identify or infer main ideas, details, and relationships within a text.
locate, organize, and summarize text information.
draw conclusions and make generalizations using text evidence.
Technology Essential Understandings and Content Standards
#1 – Information Accessing
Information skills are necessary to effectively locate and use resources for solving problems,
conducting research, and pursuing personal interests.
The students will…
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
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1.9
1.10
1.11
develop a search strategy that demonstrates an understanding of the
appropriate use of an encyclopedia, atlas, almanac, dictionary, and library
catalog.
demonstrate ability to extract and record information relevant to their
defined information need.
demonstrate ability to summarize and paraphrase important facts and
details.
#4 – Responsible Information Use
The responsible student will demonstrate legal use of information resources, computers or
other technologies, recognizing the attendant social, economic, and ethical issues.
The students will…
4.8
identify the sources used and the essential parts of a bibliographic entry.
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
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Unit Outcome Statement
As of a result of this unit on Latin America, students will understand that
geography impacts people’s daily lives and their culture. Students will also
understand the influence of historical events on a nation’s way of life. Lastly,
students will recognize the impact of economic decisions on communities and
appreciate the value of global interdependence.
Essential Questions
1. How are Latin American countries interdependent on each other and
the global community for ideas, goods, and services?
2. How does geography influence the way people live?
3. How does the history of a nation help to shape its modern culture?
4. How is a nation’s economy influenced by its economic decision-making
and diversification?
5. How is a nation’s culture influenced by its diversity?
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
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Knowledge and Skills
The Knowledge and Skills section includes the key facts, concepts, principles, skills,
and processes called for by the content standards and needed by students to reach
desired understandings.
The Understanding by Design Handbook, 1999
Knowledge
Geography
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Physical features of Latin America (Chapter 1)
Three geographic regions of Latin America – Mexico and Central America, the
Caribbean, and South America (Chapter 1)
Climate, vegetation, and natural resources (Chapter 1)
Factors that effect climate (Chapter 1)
Effects of geographic features on people’s lives (Chapter 1)
Read thematic maps – climate and vegetation (Chapter 1)
Key terms: plateau, isthmus, coral, pampas, tributary, elevation (Chapter 1)
How geography has created diversity in the region and influenced the culture
(Chapter 3)
History
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Achievements/accomplishments of the Maya, Aztec, and Incan civilizations
(Chapter 2)
Influence of Maya, Aztec, and Incan civilizations on present-day culture (Chapter 2)
Reasons for European conquest of Latin America (Chapter 2)
Effects of European rule on Native Americans (Chapter 2)
Influence of Spanish culture on Native American culture (Chapter 2)
How Latin American countries achieved their independence (Chapter 2)
Challenges/effects of independence on Latin American countries today (Chapter 2)
Key terms: treaty, Treaty of Tordesillas, Line of Demarcation, conquistador,
mestizo (Chapter 2)
How history has shaped modern culture (Chapter 3)
Characteristics of Mexican and Central American culture, Caribbean culture, and
South American culture (Chapter 3)
Value of diversity (Chapter 3)
Economic Decision-Making
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Effects of a one-resource economy (Chapter 1)
Importance of having a diversified economy (Chapter 1)
Key term: diversification (Chapter 1)
Effects of urbanization/land distribution (Chapter 2)
Key terms: hacienda, encomienda, economy, rural, urban (Chapter 2)
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
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Skills/Processes
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Map identification
Map interpretation
Interpret graphs/charts
Use textbook
Thinking Skills
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Compare and Contrast life in the Andes Mountains with life on a Caribbean
island
Demonstrate empathy towards Native Americans
Draw conclusions from thematic maps
Make generalizations about each region’s culture
Identify significance of European conquest
Understand consequence of European conquest
Distinguish between cause and effect (urbanization)
Identify effects of decision-making (economy)
Reading Skills
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Activate background knowledge prior to reading
Use text features to support understanding
Use text structure (time order sequence, cause-effect, main idea/detail,
compare/contrast) to enhance understanding
Make connections (text-to-text, text-to-self, text-to-world)
Locate, organize and summarize information
Identify main ideas and details in sections of a text
Develop inferences using background knowledge and evidence from a text
Make predictions using evidence from the text
Distinguish between essential and nonessential information to draw a conclusion
Select, synthesize and/or use relevant information within a work to include in a
response to or extension of the work
Technology Skills
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Develop a search strategy that demonstrates an understanding of reference
materials
Extract and/or record information relevant to defined information need
Summarize and paraphrase important facts or details
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
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Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the
understandings, knowledge and skills identified in Stage One.
Authentic Performance Task
TOUR GUIDE WANTED!!!
Our class is planning to take a trip to Latin America and needs to find a knowledgeable
tour guide to introduce us to the geography, history, economy and culture of the region.
Each student will design a brochure in which they will highlight their travels to all three
regions of Latin America. Please see student flyer for details and requirements.
This travel brochure is intended to show the degree to which a student understands that
geography impacts people’s daily lives, that the region’s culture has been influenced by its
history, and that the success of its economy is determined by its diversity and connection to
neighboring nations. Students will reflect this understanding in their descriptions of the
places they visit.
Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding
* Latin America Map Quiz (see Appendix)
* Chapter 1 Test (see Appendix)
* Summarizing statements from chapter 1.1 organizers
* Paragraph about how geography affects the way people live
* 2-3 statements that draw conclusions about how history affects modern culture
* Students will then take and defend a position on the impact of the European conquest
on the lives of Native Americans.
*Speech for the “Economic Conference of South American Countries” that addresses the
economic challenges an independent country faces and how to best respond to those
challenges.
*Journal response after each section in Chapter 3 from the perspective of an individual
living in each region
*Chapter 3 Test (see Appendix)
Projects, Reports, Etc.
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Group presentation on either the Maya, Aztec, or Inca civilization, including
accompanying poster and note-taking sheet.
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
Revised May 2005
10
Stage Three: Learning Experiences and Instruction
The learning experiences and instruction described in this section provide teachers
with one option for meeting the standards listed in Stage One. Teachers are
encouraged to design their own learning experiences and instruction, tailored to
the needs of their particular students.
Items in boldface represent parts of the assessment package.
Lesson Topic: Why study Latin America?
Duration: 1 Week
Guiding Questions:
Suggested Sequence of Learning Experiences and Instruction:
Where is Latin America?
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What are the 3 regions of
Latin America?
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What are we studying?
How is a textbook
organized?
Distribute Essential Questions
Pre-Test
Distribute Map Packet and begin identifying and
labeling countries in Latin America
Map Quiz
Textbook Scavenger Hunt
Resources: Latin America Textbook pages: 3, 180, 186
Nystrom Desk Atlas
Rand McNally Desk Atlas
Lesson Topic: Physical Geography
Duration: 2 Weeks
Suggested Sequence of Learning Experiences and Instruction:
Guiding Questions:
How does geography
affect the way people
live?
How has the diverse
geography of Latin
America created diversity
within the region and
influenced its cultures?
What role do natural
resources play in a
nation’s economy?
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Charlie Richmond & Jeremy Forgione
Introduce topic with “Geography of Central America”
video; use accompanying questions for focus.
Review pre-reading strategies with students
Complete Anticipation/Reaction Guide for Chapter 1,
Section 1
Read 1.1 as a class, reviewing strategies for non-fiction
reading and have students assess their original answers
on the Anticipation Guide
Students complete the graphic organizers for this
section either independently or in pairs
Use summarizing questions at bottom of each
organizer for a “check-in” assessment
Students read Chapter 1, Section 2 and complete
Climate & Vegetation Main Idea Worksheet
Students complete Venn Diagram to compare/contrast
the geography, climate, vegetation and life in the Andes
Mountains to the geography, climate, vegetation and
life in the Caribbean Islands
From this Venn Diagram, students write a paragraph
to explain how geography affects the way people live.
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Use the “value line” to introduce students to the idea
of nations making decision about the use of their
natural resources. Students can debate their stance on
the value line and try to convince other students agree
with them.
Students read Chapter 1, Section 3 and complete
Thesis Statement worksheet (to practice reading for
information)
Whole class discussion on the importance of
diversification within an economy (the United States
can be used as an example)
Extension: History Alive! Modern Latin America: Activity
3.1; Multiple perspectives on the uses of resources of the
Amazon Rain Forest.
For review, students complete Regions of Latin
America chart.
Students review and update KWL charts
Distribute Chapter 1 Study Guide
Chapter 1 Test
Resources: “Geography of Latin America” -video
Latin America Textbook, Chapter 1
History Alive! Modern Latin America
(available upon request)
Accompanying worksheets (see Appendix)
Lesson Topic: Maya, Aztec & Inca Civilizations Duration: 2 Week
Suggested Sequence of Learning Experiences and Instruction:
Guiding Questions:
What were the
achievements of the
Maya, Aztec, and Inca
civilizations?
How have the Maya,
Aztec, and Inca
civilizations influenced
modern-day Latin
American culture?
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Charlie Richmond & Jeremy Forgione
Divide class into 3 or 6 groups (if 6 groups, 2 groups
will each work on the same topic)
Each group will research and design an informational
poster on either the Maya, Aztec, or Inca civilization.
Using their poster as a visual, each group will present
their findings and teach the class. The guiding
questions for this topic should be answered by each
group in their presentation.
Information to be included in each group’s
presentation should be:
1. location and time period of the civilization
2. accomplishments of the civilization
3. way of life of the ancient people, including
beliefs, and religion, social structure,
occupations, past times
4. influence on present-day Latin American
culture
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Each group should also prepare a note-taking sheet for
other students to complete during each group’s
presentation.
Each group’s poster and completed note-sheet should
be used to assess the students’ understanding of the
topic
On the day after all of the presentations, students
should use their 3 note-sheets on each civilization to
compare and contrast the 3 civilizations on the graphic
organizer provided.
In pairs, students will draw conclusions about how
history affects modern-day culture.
Students will write 2-3 statements that reflect their
conclusions about how history affects modern-day
culture. Statements will vary but should be similar to
the following examples:
1. Early advances in technology influence the type of
technology we have today.
2. Traditions and customs of early people influence the type
of traditions and customs we have today.
Resources: Textbook Chapter 2, Sections 1 & 2
Articles on Maya & Aztec (see Appendix)
Non-fiction books on Maya, Aztec, Inca
civilizations found in WW library (we are working on
compiling this list)
Internet Websites (see Appendix)
Lesson Topic: European Conquest
Duration: 1 Week
Guiding Questions:
Suggested Sequence of Learning Experiences and Instruction:
What were the reasons
for the European
conquest of Latin
America?
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What were the effects of
the European conquest
on Native Americans?
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Charlie Richmond & Jeremy Forgione
Now that students have been introduced to such
influential civilizations, ask them to predict what they
think happened to the Maya, Aztec, and Inca. (If they
were so influential, why did the original civilizations
not survive?). Students share predictions aloud.
Introduce Chapter 2, Section3 and complete Prereading activities
Read and complete 2.3 Note-taking worksheet
After reading the section, students should reassess their
predictions and re-write them to be accurate.
Students should then work to move the statements
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corresponding with the European Conquest CauseEffect Flow Chart into the proper places. This chart
should help students to identify the effects of the
European conquest on Native Americans.
Students will then take and defend a position on the
impact of the European conquest on the lives of
Native Americans.
Extension: Class debates whether the overall impact of the
European conquest on Native Americans was positive or
negative.
Resources: Latin America Textbook, Chapter 2, Section 3
Flow Chart (see Appendix)
Lesson Topic: Latin American Independence
Duration: 1 Week
Guiding Questions:
Suggested Sequence of Learning Experiences and Instruction:
How did the desire for
independence spread
through Latin America?
What are the effects of
independence?
What challenges did
independence pose for
Latin American
countries?
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Charlie Richmond & Jeremy Forgione
Write on the board, “The Spaniards could execute the
revolution’s leader, but they could not kill its spirit.”
In groups, students will discuss this statement,
determine its meaning, and predict what it means for
Latin American independence.
A discussion about what a revolution is should follow.
Pre-read Chapter 2, Section 4 with a Picture Walk that
points out the pictures in the section relevant to Latin
American independence.
Students will read Chapter 2, Section 4 and respond to
the statements on the accompanying worksheet.
Continue with a class discussion that addresses the
topic “How the desire for independence spread through
Latin America.”
Have students imagine the following scenario: The
teacher is leaving the classroom and no other adult will be in
to supervise. However, some very important activities still
need to happen (such as taking attendance, collection of
homework, distribution of notices, maintaining peace and
order, dismissal of students from your desks, etc.). What are
some of the challenges the class if going to face without a
specific person in charge?
Brainstorm a list of challenges on the board and
transition into a conversation about the challenges
faced by the newly independent Latin American
nations. (Relate these ideas to the challenges faced by
the U.S. and the time it took for the U.S. to come
together – including surviving a civil war only 85 years
after becoming independent).
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Students read Chapter 2, Section 5
Students write a speech for the “Economic
Conference of South American Countries” that
addresses the economic challenges an independent
country faces and how to best respond to those
challenges.
Resources: Latin America Textbook, Chapter 2, Sections 4 & 5
Lesson Topic: Latin American Culture
Duration: 2 Weeks
Guiding Questions:
Suggested Sequence of Learning Experiences and Instruction:
What are the
characteristics of
Mexican & Central
American culture,
Caribbean culture, and
South American culture?
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How has the geography
of each region influenced
its diversity?
How does the culture of
each region reflect its
history?
Why is it important to
recognize cultural
differences when
considering a person’s
perspective?
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Complete “Sacred Rac” activity; students complete
response to the activity.
Following this activity, students will examine pictures
found in the Social Studies folder on the Public Drive
that depict Latin American culture and respond to the
following questions:
1. What does this picture tell me about life in this
part of Latin America?
2. If I were in this person’s shoes, how would I
feel? How would my life be different than it is
now?
Students will read each section in Chapter 3 and take
notes on the characteristics of each region (see notetaking sheet).
Students will write a journal response after each
section from the perspective of an individual living in
each region. (see appendix)
Distribute Chapter 3 Study Guide
Chapter 3 Test
“A Picture Says a Thousand Words Collage” – As a
class, students create a collage of that represents the
cultures of the 3 regions of Latin America. For
example, teachers may direct each student to find 3
pictures (each one representing the culture of one of
the 3 regions of Latin America). These pictures may
come from National Geographic Magazine/Website,
Time For Kids Magazine, other magazines or
newspapers, or Internet sources.
As each student places his/her picture in the
appropriate place on the collage, he/she must explain
to the class why that picture represents the particular
Latin American culture.
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
Revised May 2005
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It is also suggested that all classes on a team work to
create only one collage. The completed collage could
be displayed in the team area during the Latin America
Festival.
Resources: Latin America Textbook, Chapter 3
Social Studies Folder on Public Drive
Accompanying worksheets (see Appendix)
Lesson Topic: Performance Task
Duration: 2 Weeks
Guiding Questions:
Suggested Sequence of Learning Experiences and Instruction:
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Performance Task (see Appendix)
Lesson Topic: Culminating Event
Duration: 3 Days
Guiding Questions:
Suggested Sequence of Learning Experiences and Instruction:
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Prepare crafts for marketplace
Latin America Fiesta – Culminating Celebration
Appendices
Any student work sheets
List of resources including texts, videos, web sites, etc.
Charlie Richmond & Jeremy Forgione
Farmington Public Schools
Revised May 2005
16