Wichita falls ISD
6th grade World Cultures
Unit 4: Latin America--Middle America/South
America: Geography/History/Culture
Lesson Planner
Time Frame: 25 days
Objectives
Skills: The student will be able to…
 identify early civilizations that developed in Central and South America
 recognize the achievements and features of Aztec, Inca, and Mayan cultures
 describe elements of these cultures.
 identify Central America’s main geographic regions
 compare economies of Central American countries
 explain differences between ancient cultures and modern cultures
 Identify and analyze traits that define cultures.
 trace historical foundations of modern cultures.
 identify important physical features in Central America
 describe how and why, people, goods, services, and information move within Central
America and between Central America and other world regions
 distinguish between representative democracy as found in the United States and military
dictatorships found in Central America
 identify important geographic features in South America
 pose and answer questions about geographic distributions and patterns for selected world
regions and countries shown on maps
 understand alternative ways to organize government
 identify and explain examples of conflict and cooperation between and among different
cultures
 describe how physical features of Latin America affect people’s lives
 describe climate and vegetation of Latin America
 explain ways in which climate and vegetation affect how and where the people of Latin
America live
 describe Latin America’s important natural resources
 explain why it is important for a country to have more than one sources of income
 analyze how environment affects the lives of people
 create written and visual material , such as reports, graphic organizers, and outlines based
on research
 use social studies terminology correctly
 organize and interpret information from reports, databases, including graphs, charts, and
timelines
Wichita Falls ISD (2013-2014)
TEKS
Readiness:
6.1A,B; 6.2B;
6.3A,C; 6.4B,D;
6.5B; 6.7B; 6.8C;
6.9A;
6.13A’
6.15E; 6.16A;
6.17A,D
Supporting:
6.2A ;6.3B;
6.4A.F; 6.5A,C;
6.6C; 6.7C; 6.8A,B;
6.9C; 6.11B,C, D
6.12C;6.15B,C,D,F;
6.16B; 6.17C;
6.18A,B,D;6.19A
Lesson Information
Activities
Students will research Aztec, Inca, and Mayan
empires using internet. Students will then create
flipfolder, Venn diagram, or RAFT postcard with
information gathered from research. If computer
lab is not available, teacher may make packets
for students to use. Student will research
lifestyles, government, agriculture, history,
origins, religion, and military. (PowerPoint is
included if teachers wish to introduce
Mesoamerican societies before research starts.
Quick facts are also included to handout if
desired). Students will put at least 3 facts from
each heading in flip folder. If Venn diagram is
used, have students put 2 pieces of information
in each area. If RAFT postcard is used, teacher
may follow instruction on handout. (this lesson
will take approximately 4 -5days to complete)
Several worksheets are included with
information. Teachers may use their discretion
on which worksheets to choose from for grades.
An Aztec Play is available if teachers choose to
use as readers theater.
Students will create a codex. Instructions are
included. Teachers may use internet to show
pictures of Aztec/Maya/Inca codex to
students.(will take 1 day to complete)
Chapter 9 in textbook. Have students follow
instructions on worksheet for chapter 9. Turn in
when completed.
Label map of Mexico. Label the following: Sierra
Madre Oriental; Sierra Madre Occidental; Sierra
Madre del Sur; Plateau of Mexico; Baja
California; Gulf of California; Mexico City;
Yucatan Peninsula; Gulf of Mexico; Rio Grande;
Pacific Ocean, and United States of America.
Map should include a key and compass rose.
Color the water-blue; mountains-brown;
plateau-light brown; peninsula-yellow; capitaldraw a star
History Alive: The History of Modern Mexico
Through Murals. Students will examine 4
murals in Mexico’s history and identify key
symbols for each period of history. (If teachers
do not have History Alive set, it is attached. If
Wichita Falls ISD (2013-2014)
Vocabulary
 social classes
 priest
 pyramid
 civilization
 indigenous people
 cultural diffusion
 plateau
 peninsula
 physiographic map
 isthmus
 tributary
 diversity
 hydroelectricity
 annual income
 ethnicity
 literacy rate
 categorizing data
 urban
 rural
 urbanization
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limited government
unlimited government
dictator
representative democracy
teacher does have History Alive set, use murals
3A, 3B, 3D, & 3E. Have students fill out graphic
organizer over murals. Teacher may either
project murals on overhead and discuss or
create a gallery walk for students to view murals.
Then go over when students have finished.)
Blank Latin America map.
Continue lesson from previous day. Start on
History Alive: Touring Mexico City by Bus.
Students will take a “bus tour” of Mexico City
and write a letter describing what they have
learned. (If teachers do not have History Alive
set, it is attached. If teacher does have, follow
instructions. Teacher may have students write
letter about excursion to city or create t-chart
with headings: Benefits of Living in a Large City
on one side and Problems of Living in a Large
City on the other side. Have students place 3-4
ideas on each side.)
Quiz over map of Mexico using map labeled
earlier.
Chapter 10 in textbook: Review and Assessment
pg. 194: Reviewing the Main Idea, Reviewing Key
Terms, Map Activity.
Label and color map of Central America. Label
countries, Pacific Ocean, Caribbean Sea, Gulf of
Panama, Gulf of Honduras, and Lake Nicaragua.
Color water blue, add key, and compass rose.
Map quiz on Friday. Costa Rica Readers Theater.
The students begin this lesson on Central
American money with a discussion of exchange
rates. They learn that it is the value of one
currency stated in relation to another currency.
The students label a map of the seven countries
of Central America and trace a proposed travel
route across it. They complete a chart of the
currencies and their value in relation to the U.S.
dollar. The students then calculate how much
their lodging will cost them for their trip, using
the exchange rates. They look at examples of the
various currencies and discuss what is depicted
on each of them.( Lesson is attached-will take
approximately 1-2 days)
The students begin this lesson with a review
discussion of stereotypes in general and then
Wichita Falls ISD (2013-2014)
specifically the term “Banana Republic.” They
then define dictatorship and representative
democracy. They research the governments of
the countries of Central America, noting the
history of each since their independence. They
focus on the history El Salvador and the dictator
General Maximiliano Hernandez Martinez. They
study and discuss why and how such a dominant
political figure is able to attain and retain power
in a country. The students complete a T-Chart
comparing and contrasting a dictatorship and
representative democracy. (lesson is attachedwill take approximately 2 days)
Chapter 11 in textbook: Review & Assessment:
pg.210; Reviewing Key Terms, Reviewing Main
Idea, Map Activity
Central America match up-review students over
capitals and country. Have students find match
and stand by correct match without talking.
Review to make sure students are in correct
spots.
(Background info for teachers for Panama Canal
as well as pictures of Panama Canal being built
and various locks included for teachers to use in
discussing history of Panama Canal before
worksheet.) Introduce students to the Panama
Canal by sharing the following information with
the class: The Panama Canal is neither the
deepest nor the longest canal in the world but it
is the only canal that connects two oceans. Its
50-mile length saves ships traveling from the
Atlantic to the Pacific Ocean the 7,872-mile
journey around the southern tip of South
America. Using an outline map of Central
America, have the students draw the route of
the Panama Canal across the Central American
isthmus. Panama History and Panama: The
Panama Canal worksheets. Read together as
class. Work with partner. Turn in when
complete. Teacher can use web link to bring up
time-lapse webcam of ships passing through
various locks in Panama Canal for students to
observe.
http://www.pancanal.com/eng/photo/camerajava.html or teacher may use Google to find
other webcams of Panama Canal.(lesson will
take approximately 2-3 days)
Wichita Falls ISD (2013-2014)
Quiz over countries and capitals in Central
America.
Chapter 11 in textbook: Review and Assessment:
Reviewing Key Terms, Reviewing Main Idea, Map
Activity
United Streaming: Geography of South America.
NTPP over video. Students will create geography
portfolio using Evan Moor geography series
South America, if available to teacher or other
geographic worksheets over continent. Have
students draw continent on outside of manila
folder. Teacher will run off 5-8 worksheets from
series. Students will place in folder and work on
as they have time while studying the continent
of South America.
News Articles project (may cover both Central
America and South American countries)
History Alive: Mapping the Physiographic
Features of Latin America. Students will label
important physiographic features of Latin
America on map.
Students will be given map to label and study for
a Latin America map test including both South
America and Central America. Students will
keep this map to review. Test will be at end of
week.
South America match up-handout to students.
Move around room to find the country that
matches your capital, but do this without talking.
Handout Physical Geography and Human
Geography of Latin America. (This was first
introduced in North America. The foldable will
be made in the same manner as previously
done).
South America scenes worksheet. Use atlas.
Follow directions on map. Key included. Turn in
when completed. Review class for map test.
Latin America map test. Benito, the Book, and
the Wizard readers theater.
Middle America and South America atlas packet.
Wichita Falls ISD (2013-2014)
History Alive: Interpreting Demographics of Latin
American Countries. Students will create a wallsize matrix depicting demographics of Latin
American countries and categorize data. (lesson
will take approximately 2-3 days)
Create South America culture quilt. (Follow
directions used for North America).
Our Disappearing Rain Forests: What shall we
Save? Rain forest fact sheet. When complete,
handout Tropical Rainforests of the World-follow
instructions. Rainforest foldable. Have students
color foldable, then cut and glue layers together.
History Alive: A Conference on the Fate of the
Brazilian Rainforest. Students will attend a
conference debate over how the resources of
the Amazon rainforest should be used in a
Brazilian community. (This activity will take
approximately 2 days).
Unit review PowerPoint.
Geography portfolio due.
News articles due.
Additional Information
Materials/Resources
 Textbook
 Atlas
 Worksheets
 Internet resources:
http://mayaincaaztec.com/liofma.html
http://incas.mrdonn.org/empire.html
http://mayas.mrdonn.org/dailylife.html
http://library.thinkquest.org/27981/index.html
 Computer paper
 Clipart to glue onto cover of foldable if desired
(some clipart is found on the last page of the
RAFT information)
 Templates
 Textbook
 Readers theater
 History Alive
 Internet
 https://www.cia.gov/library/publications/theworld-factbook/geos/xx.html
 Handouts from lesson
 Examples of Central American currency (from
internet)
Wichita Falls ISD (2013-2014)
Notes from Council
The instructions for the codex are located on a page titled
“How to Make an Aztec Codex.”
If computers/computer lab is not available, teacher may
need to give students value of central American currency.
Panama Canal option: a PowerPoint and worksheet are
available as an option to the lesson if time constraints arise.
Students may fill in as they watch the PowerPoint. (What is
the Panama Canal? Handout)
An alternative map is available, with instructions, if
teachers do not have time for the History Alive Mapping the
Physiographic Features of Latin America.
An example of the rainforest foldable is included.
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Map of Central America
Pictures of Panama Canal
Map pencils
Glue/Scissors
Parent Resources
 Student folder
 Worldatlas.com
 http://www.kidsgeo.com/geography-games/
 http://www.sheppardsoftware.com/Geography.htm
 http://www.yourchildlearns.com/geography.htm
Wichita Falls ISD (2013-2014)