Grade 6
Social Studies
Unit: 03
Lesson: 03
Suggested Duration: 3 days
Unlimited Government in Cuba
Lesson Synopsis:
The concept of limited and unlimited government was introduced in Unit Two, Lesson One (Celebrate Freedom Week).
The two forms of government were compared by using Colonial America and the British monarchy as examples. In this
lesson students apply the same concepts by comparing the United States to Cuba.
TEKS:
6.1
6.1B
6.9
History. The student understands that historical events influence contemporary events. The student is expected to:
Analyze the historical background of various contemporary societies to evaluate relationships between past
conflicts and current conditions.
Economics. The student understands the various ways in which people organize economic systems. The student is
expected to:
6.9A
6.9B
Compare ways in which various societies organize the production and distribution of goods and services.
Compare and contrast free enterprise, socialist, and communist economies in various contemporary societies,
including the benefits of the U.S. free enterprise system.
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).
Compare the characteristics of limited and unlimited governments.
6.11B
6.12
6.12A
Government. The student understands various ways in which people organize governments. The student is
expected to:
Identify and give examples of governments with rule by one, few, or many.
Social Studies Skills TEKS:
6.22
6.22A
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Use social studies terminology correctly.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Write a letter to your pen pal in Cuba noting similarities and differences in economic, social, and political factors
you notice between life in the two countries, including what you have learned about the historical origins of the
democratic form of government. Expand on two economic differences and two political differences.TEKS (6.9A,
6.9B; 6.11A, 6.11B; 6.22A)
4I; 5F
Key Understandings and Guiding Questions:
•
Societies differ with regard to the way they organize government and economic systems.
— What effect does an unlimited government have on the economic structure of Cuba?
— What effect does a limited government have on the economic system of the United States?
— How does Cuba’s historical background affect its current conditions?
— What are the differences between a free enterprise economic system and a communist economic system?
Vocabulary of Instruction:
•
•
Communism
free enterprise
•
•
sanctions
embargo
Materials:
©2012, TESCCC
04/18/13
page 1 of 4
Grade 6
Social Studies
Unit: 03 Lesson 03
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
•
•
•
Handout: Brief History of Cuba
Handout: Visual Analysis
Handout: Culture Traits Matrix
Teacher Resource: Postcard Template
Resources and References:
•
Cuba (Country Profile): https://www.cia.gov/library/publications/the-world-factbook/geos/cu.html
Advance Preparation:
1. Become familiar with content and procedures for the lesson. Refer to the Instructional Focus Document for
specific content to include in the lesson.
2. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
3. Preview websites according to district guidelines.
4. Ensure materials are available and prepared.
Background Information:
Cuba, a socialistic republic, is an island nation in the Caribbean. After the Cuban Revolution in the 1950s, Fidel Castro
became the country’s “authoritarian” leader. The country is made up of a diverse population that has been affected by a
history of Spanish colonialism, the slave trade, and its proximity to the United States. The Communist Party strengthened
its one-party rule and in 1961 the United States launched the unsuccessful Bay of Pigs Invasion (La Batalla de Girón) in
an attempt to overthrow the Cuban government. Cuba had formed an alliance with the U.S.S.R. and this made the United
States uneasy primarily because of the proximity between Cuba and the U.S.
Almost 1.2 million Cubans live in the United States having escaped the strict regime in Cuba. In 2008 Fidel Castro
resigned as President and his brother Raul Castro (former vice-president) became Cuba’s new president.
Cuba’s economy follows socialistic principles that allow for control of companies and limit any form of private ownership.
Scarcity of resources has required Cuba to import up to 80% of their food. Cuba is often referred to as a country “stuck” in
a 1950’s time warp mostly because trade ceased to exist once their system of government changed to that of an unlimited
government.
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
Notes for Teacher
ENGAGE – Review
1. Students sit with a partner. (Note: this should serve as a review
from Unit Two, Lesson One)
2. Let us revisit the following vocabulary by writing examples
of the freedoms and limitations associated with each:
(students may use a T-chart or Venn diagram).
• Limited Government (govern with consent of the people,
representative of the people, free market economy/free
enterprise and competition, free elections, basic rights
guaranteed in the U.S. Constitution (Bill of Rights).
• Unlimited Government (ruler ultimately makes all decisions
concerning the nation’s economy, rules without the consent
©2012, TESCCC
06/06/12
NOTE: 1 Day = 30 or 50 minutes
Suggested Day 1 – 10 minutes
Purpose:
Students review vocabulary that was previously
introduced.
TEKS: 6.11A, 6.11B
Instructional Note:
Review limited government and unlimited
government by scripting examples for each on the
board through the use of a Venn diagram or T chart.
This will serve as a self-check for students.
page 2 of 4
Grade 6
Social Studies
Unit: 03 Lesson 03
Instructional Procedures
Notes for Teacher
of the people, elections are not held or if they have elections
voters are not free to choose, voters might be threatened,
ballots might not have multiple candidates to choose from,
secret ballots might be nonexistent, basic rights are not
guaranteed.)
3. Monitor students and revisit the characteristics associated with
both a limited government and an unlimited government. (The
first time students learned about a limited and unlimited
government was through a comparison between Colonial
America and their movement towards a representative
government and Great Britain as a monarchy.)
4. Explain to students that they will be comparing a limited
government with an unlimited government but this time, the
comparison is based on two present-day nations.
EXPLORE 1– Unlimited Government (Cuba)
1. In small groups, students research the current political system in
Cuba.
2. Explain to students that they are to determine if Cuba has a
limited or an unlimited form of government through research and
evidence.
Suggested Day 1 (cont’d) – 20 minutes
Materials:
• Computer lab (1 computer per group)
• textbook
TEKS: 6.11A, 6.11B
3. Groups focus on the following:
• List three to four characteristics associated with Cuba’s
political system.
• Determine whether the laws represent a limited government
or an unlimited government.
EXPLAIN 1 – Group Presentations
1. After about 20 minutes, each group selects a spokesperson to
read three or four characteristics associated with Cuba’s political
system. Other group members take turns at explaining how each
of the characteristics represent a limited or unlimited
government.
2. Repeat the process with each group.
EXPLORE/EXPLAIN – Historical Background
1. Distribute the Handout: Brief History of Cuba
2. Students read the handout silently and write questions for
clarification on the side margins. Use the district adopted
textbook as an additional resource and other resources available
to support the historical background.
3. After students complete their reading, distribute the Handout:
Visual Analysis. Students may sit with a partner and analyze
the image carefully by answering the questions found below the
image.
Suggested Day 1 (cont’d) – 20 minutes
Purpose:
Through research, students learn about unlimited
government.
TEKS: 6.11A, 6.11B; 6.12A; 6.22A
Suggested Day 2 – 30 minutes
Attachments:
• Handout: Brief History of Cuba
• Handout: Visual Analysis
• Handout: Culture Traits Matrix
Purpose:
By reading, discussing and comparing Cuba’s past,
students are able to evaluate the current
relationship between the U.S. and Cuba.
TEKS: 6.1B
4. Facilitate a discussion about Cuba’s history, including its culture
and its relationship with the United States.
•
How are they similar?
•
How are they different?
•
Consider their economy, system of government, liberties,
©2012, TESCCC
06/06/12
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Grade 6
Social Studies
Unit: 03 Lesson 03
Instructional Procedures
•
Notes for Teacher
human rights, voting rights, free speech, etc.
How has the economy affected their culture?
5. In small groups students create a matrix to document their
findings. The students may use the Handout: Culture Traits
Matrix.
ELABORATE – Postcard
1. Facilitate a discussion in which students use academic language
to answer the guiding questions and support the Key
Understanding.
• Societies differ with regard to the way they organize
government and economic systems.
— What effect does an unlimited government have on
the economic structure of Cuba?
— What effect does a limited government have on the
economic system of the United States?
— How does Cuba’s historical background affect its
current conditions?
— What are the differences between a free enterprise
economic system and a communist economic
system?
Suggested Day 2 (cont’d) – 20 minutes
Materials:
• Index cards, large, blank (at least 1 per student)
Attachments:
• Teacher Resource: Postcard Template
TEKS: 6.11A, 6.11B; 6.12A; 6.22A
Instructional Note:
Students may use library books, Internet, textbook,
atlases, as well as any magazine pictures that may
be available for cut out.
2. Students use what they have learned to create a postcard
communicating significant information about the culture of Cuba.
3. Students add the postcard of Cuba and the Handout: Culture
Traits of Cuba to their book bag in their binders.
EVALUATE
•
Suggested Day 3 – 50 minutes
Write a letter to your pen pal in Cuba noting similarities and
differences in economic, social, and political factors you notice
between life in the two countries, including what you have
learned about the historical origins of the democratic form of
government. Expand on two economic differences and two
political differences.TEKS (6.9A, 6.9B; 6.11A, 6.11B; 6.22A)
4I; 5F
©2012, TESCCC
06/06/12
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