Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
Sixth Grade Social Studies
Unit 4: South America: People, Places, and Issues
Big Picture Graphic
Overarching Question:
What are some social, economic, political, and environmental issues affecting the people of
South America?
Previous Unit:
North America:
People, Places, and
Issues
This Unit:
South America: People, Places, and
Issues
Next Unit:
Geography of Europe
and Russia
Questions to Focus Assessment and Instruction:
1.
2.
3.
4.
In what ways are the countries and cultures of South America alike and different?
What global patterns exist between the past and the present in South America?
How does migration contribute to conflict and cooperation in North and South America?
How does economic activity lead to the exchange of cultural and political ideas in South
America?
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Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
Graphic Organizer
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Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
Unit Abstract:
In this unit students explore the social, economic, political and environmental issues of South
America. The unit begins with a review of cultural differences and similarities that the students
explored in the previous unit on North America. In small groups they gather information about the
cultural components of South America, describing how these components vary within the region.
Students then explore the concept of cultural diversity first by comparing components of the United
States and Brazil. Using the timelines and brief overviews of major historical eras from Unit 3,
students explore the history of South America and develop criteria for selecting events to place on
the timeline. They connect back to the previous lesson by identifying ways in which the interaction
of cultures over time resulted in cultural diversity and cultural diffusion. Using a case study format,
they describe the Inca Civilization and in particular interactions between the Inca and the Spanish.
They connect back to their study of the Aztec and Maya, comparing the impact of the Spanish
Conquest on all three civilizations.
Students compare the economic indicators of various South American countries including
Venezuela, Brazil and Argentina, focusing in on oil production in Venezuela and its impact on that
country as well as other countries in the region. Expanding to an interregional view, they explore
the impact of trade in South America by examining import and export data for various South
American countries. In a civics lesson that builds on the study of petroleum production and trade,
students compare geopolitical relationships between governments of South America and analyze
how the governments interact with each other and with the United States.
They examine human actions related to a variety of environmental issues in this region,
specifically, mine contamination and water pollution, and describe the effect of those actions on the
environment. They then investigate human-induced changes relating to the Amazon rain forest and
how they affect other places.
Focus Questions
1. In what ways are the countries and cultures of South America alike and different?
2. What global patterns exist between the past and the present in South America?
3. How does migration contribute to conflict and cooperation in North and South America?
4. How does economic activity lead to the exchange of cultural and political ideas in South
America?
Content Expectations
6 – H1.1.1: Explain why and how historians use eras and periods as constructs to organize and
explain human activities over time. See also 7 – H1.1.1.
6 – H1.2.2:
Read and comprehend a historical passage to identify basic factual knowledge and the literal
meaning by indicating who was involved, what happened, where it happened, what events
led to the development, and what consequences or outcomes followed. See also 7 – H1.2.2.
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Sixth Grade Social Studies
South America: People, Places, and Issues
6 – H1.4.2:
SS0604
Describe and use themes of history to study patterns of change and continuity. See
also 7 – H1.4.2.
6 – W3.1.3: Describe similarities and difference among Mayan, Aztec, and Incan societies,
including economy, religion, and role and class structure.
6 – W3.1.5: Construct a timeline of main events on the origin and development of early and
classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and
Incan).
6 – G1.2.6:
Apply the skills of geographic inquiry (asking geographic questions, acquiring
geographic information, organizing geographic information, analyzing geographic
information, and answering geographic questions) to analyze a problem or issue of
importance to a region. See also 7 – G1.2.6.
6 – G1.3.3:
Explain the different ways in which places are connected and how those
connections demonstrate interdependence and accessibility. See also 7 – G1.3.3.
6 – G2.2.1:
Describe the human characteristics of the region under study (including languages,
religion, economic system, governmental system, cultural traditions).
6 – G2.2.3:
Analyze how culture and experience influence people’s perception of places and
regions (e.g., the Caribbean Region that presently displays enduring impacts of
different immigrant groups – Africans, South Asians, Europeans – and the differing
contemporary points of view about the region displayed by islanders and tourists).
See also 7 – G2.2.3.
6 – G4.1.1:
Identify and explain examples of cultural diffusion within the Americas (e.g.,
baseball, soccer, music, architecture, television, languages, health care, Internet,
consumer brands, currency, restaurants, international migration).
6 – G4.4.1:
Identify factors that contribute to conflict and cooperation between and among
cultural groups (control/use of natural resources, power, wealth, and cultural
diversity).
6 – G5.1.1:
Describe the environmental effects of human action on the atmosphere (air),
biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water)
(e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).
See also 7 – G5.1.1.
6 – G5.1.3:
Identify the ways in which human-induced changes in the physical environment in
one place can cause changes in other places (e.g., cutting forests in one region
may result in river basin flooding elsewhere; building a dam floods land upstream
and may permit irrigation in another region). See also 7 – G5.1.3.
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Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
6 – G6.1.1:
Contemporary Investigations – Conduct research on contemporary global topics
and issues, compose persuasive essays, and develop a plan for action.
6 – C3.6.1:
Define the characteristics of a nation-state (a specific territory, clearly defined
boundaries, citizens, and jurisdiction over people who reside there, laws, and
government), and how Western Hemisphere nations interact. See also 7 – C3.6.1.
6 – C4.3.1:
Explain the geopolitical relationships between countries (e.g., petroleum and arms
purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
6 – C4.3.2:
Explain the challenges to governments and the cooperation needed to address
international issues in the Western Hemisphere (e.g., migration and human rights).
6 – C4.3.3:
Give examples of how countries work together for mutual benefits through
international organizations (e.g. North American Free Trade Agreement (NAFTA),
Organization of American States (OAS), United Nations (UN)).
6 – E3.1.1:
Use charts and graphs to compare imports and exports of different countries in the
Western Hemisphere and propose generalizations about patterns of economic
interdependence.
6 – E3.3.1:
Explain and compare how economic systems (traditional, command, and market) answer
four basic questions: What should be produced? How will it be produced? How will it be
distributed? Who will receive the benefits of production? (e.g., compare United States and
Cuba, or Venezuela and Jamaica.) See also 7 – E3.3.1.
Seventh Grade Content Expectations Also Addressed
7 – C4.3.1: Explain how governments address national issues and form policies, and how the
policies may not be consistent with those of other countries.
7 – C4.3.3:
Explain why governments belong to different types of international and regional
organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO),
Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and
African Union (AU), G-8 countries (leading economic/political)).
Key Concepts
conflict
cooperation
cultural diffusion
cultural diversity
culture
economic activity
economics
economy
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Sixth Grade Social Studies
South America: People, Places, and Issues
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government
history
human/environment interaction
human characteristics
interdependence
movement
trade
Duration: 8 weeks
Lesson Sequence
Lesson 1:
Exploring Culture in South America
Lesson 2:
Cultural Diversity: Focus on Brazil
Lesson 3:
An Overview of the History of South America
Lesson 4:
History: Focus on the Incas and the Spanish Conquest
Lesson 5:
Comparing Economies in South America
Lesson 6:
Focus on an Economic Activity: Oil in Venezuela
Lesson 7:
Trade and Trade Issues
Lesson 8:
Comparing Governments in South America
Lesson 9:
Environmental Issues in South America
Lesson 10:
Environmental Issues: Focus on the Amazon Rain Forest
Lesson 11:
Conflict and Cooperation: Migration to the North
Lesson 12: Connections Between North and South America
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Atlases and textbooks, classroom set
Geography Journal
Graph paper
Index cards or Post-it notes
Chart paper, white board, and /or chalkboard
Markers and/or colored pencils
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Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
Music with a samba or bossa nova beat. Can be heard on Rio de Janeiro: Carnaval. 11 January
2010 <http://www.carnaval.com>.
Paper, blank, 8x11”
Picture books about South America, the rainforests and immigration
(borrow from your school or public library!)
Poster board, 5 per class
South America map
Tape
Transparency film and projector or document camera
Student Resource
Amazon. World Wildlife Federation. 11 January 2010
<http://www.worldwildlife.org/wildplaces/amazon/>.
Amazon Interactive. 11 January 2010 <http://www.eduweb.com/amazon.html>.
Amazon Life. 11 January 2010 <http://library.thinkquest.org/20248/inicio.html>.
Amazon Watch. 11 January 2010 <http://www.amazonwatch.org/>.
The Andes. Thinkquest. 11 January 2010
<http://library.thinkquest.org/5058/index.shtml?tqskip1=1>.
Baquedano, Elizabeth. Aztec, Inca & Maya. New York: Knopf, 1993.
Brazil: The World Factbook. Central Intelligence Agency, United States Government. 11 January
2010 <https://www.cia.gov/cia/publications/factbook/geos/br.html>.
Brazilian Carnival. Wikipedia. 11 January 2010 <http://en.wikipedia.org/wiki/Brazilian_Carnival>.
*
Center for Immigration Studies. 11 January 2010 <http://www.cbo.gov/ftpdocs/70xx/doc7051/0228-Immigration.pdf>.
The Conquistadors. 11 January 2010 <http://www.pbs.org/opb/conquistadors/home.htm>.
Countries. 11 January 2010 <http://www.state.gov/countries/>.
Countries of the World. 11 January 2010 <http://www.infoplease.com/countries.html>.
Country Studies. 11 January 2010 <http://lcweb2.loc.gov/frd/cs/>.
*
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
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Page 7 of 16
January 19, 2010
Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
Crude Oil and Total Petroleum Imports Top 15 Countries. Energy Information Administration. 11
January
2010<http://www.eia.doe.gov/pub/oil_gas/petroleum/data_publications/company_level_im
ports/current/import.html>.
Cultures of South America. 11 January 2010
<http://www.mnsu.edu/emuseum/cultural/southamerica/index.shtml>.
Foreign Trade Statistics. 11 January 2010 <http://www.census.gov/foreign-trade/www/>.
The Geography Guide. 11 January 2010 <http://www.infoplease.com/spot/99geography1.html>.
∗
Geography Network. 11 January 2010 <http://www.geographynetwork.com/>.
Healy, Cathy. Carnival: Party Time in Brazil. National Geographic News. 11 January 2010
<http://news.nationalgeographic.com/news/2001/02/0226_carnival.html>.
Hiram Bingham. 11 January 2010 <http://www.ifip.com/Bingham.htm>.
History of South America. 11 January 2010
<http://gosouthamerica.about.com/od/history/History_of_South_America.htm>.
History of South America. 11 January 2010 <http://history.howstuffworks.com/south-americanhistory/history-of-south-america.htm>.
Immigration Policy in the United States. 11 January 2010
<http://www.cbo.gov/ftpdocs/70xx/doc7051/02-28-Immigration.pdf>.
*The Inca. 11 January 2010
<http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html>.
*A Journey Through Spanish Conquest. 11 January 2010
<http://www.umich.edu/~ece/student_projects/conquest/index.html>.
Loggers vs.”Invisible” Tribes: Secret War in the Amazon? National Geographic News. 11 January
2010 <http://news.nationalgeographic.com/news/2003/03/0312_030312_invisible3.html>.
*Maps of South America 11 January 2010
<http://www.worldatlas.com/webimage/countrys/sa.htm>.
Nishi, Dennis. The Inca Empire. San Diego, CA: Lucent Books, 2000.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
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Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
Organization of American States. 11 January 2010 <http://www.oas.org/>.
People and Places: South America. 11 January 2010
<http://www3.nationalgeographic.com/places/continents/continent_southamerica_cont.htm
l>.
Rainforest Facts. 11 January 2010 <http://www.rain-tree.com/facts.htm>.
Save the Amazon Rainforest11 January 2010 <http://www.amazon-rainforest.org/>.
∗
South America. Timeline Index. 11 January 2010
<http://www.timelineindex.com/content/view/641>.
*South America Resources. 11 January 2010
<http://www.rainforestweb.org/Rainforest_Regions/South_America/>.
South America Atlas: Maps and Online Resources. 11 January 2010
<http://www.infoplease.com/atlas/southamerica.html>.
South America Environmental Issues Map. How Stuff Works. 11 January 2010
<http://maps.howstuffworks.com/south-america-environmental-issues-map.htm>.
South America GDP Map. How Stuff Works. 11 January 2010
<http://maps.howstuffworks.com/south-america-gdp-map.htm>.
South America Land Use & Resources Map. How Stuff Works. 11 January 2010
<http://maps.howstuffworks.com/south-america-land-use-resources-map.htm>.
South America Vegetation Map. How Stuff Works. 11 January 2010
<http://maps.howstuffworks.com/south-america-vegetation-map.htm>.
Spanish Conquest. 11 January 2010
<http://www.mnsu.edu/emuseum/prehistory/latinamerica/topics/spanish_conquest.html>.
*Spanish Conquest of the Inca Webquest. 11 January 2010
<http://campus.lakeforest.edu/~ragland/kfink/student.html>.
Venezuelan Oil Strike. NewsHour Extra. 11 January 2010
<http://www.pbs.org/newshour/extra/features/jan-june03/venezuela.html>.
Venezuela’s Oil Based Economy. 11 January 2010
<http://www.cfr.org/publication/12089/venezuelas_oilbased_economy.html>.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
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January 19, 2010
Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
The World Factbook. Central Intelligence Agency, United States Government. 11 January 2010
<http://www.odci.gov/cia/publications/factbook/index.html>.
Teacher Resource
Ancient Inca: Ancient Civilizations for Children Video Series. Videocassette. Wynnewood, PA:
Schlessinger Media, 1998.
Brazil. Lonely Planet. 11 January 2010
<http://www.lonelyplanet.com/destinations/south_america/brazil/>.
Continuity and Change in Latin American Immigration. 11 January 2010
<http://clnet.ucla.edu/challenge/concha.htm>.
∗
Cultures of South America. 11 January 2010
<http://www.mnsu.edu/emuseum/cultural/southamerica/index.shtml>.
The Economics, Culture and Politics of Oil in Venezuela. 11 January 2010
<http://www.venezuelanalysis.com/analysis/74>.
Federation of International Trade Associations: Latin America. 11 January 2010
<http://www.fita.org/countries/la.html>.
Goralewski, Sharon. Supplemental Materials (Unit 4).Teacher-made material. Michigan Citizenship
Collaborative Curriculum, 2010.
The History of South America. World History Archives. 11 January 2010 <http://www.hartfordhwp.com/archives/42/index.html>.
Immigration and Migration in Latin America. 11 January 2010
<http://lanic.utexas.edu/la/region/immigration/>.
Immigration from Latin America and the Caribbean. 11 January 2010
<http://www.fas.harvard.edu/~gstudies/latin/lacurriculum.htm>.
The Inca Trail. Archaeology. 11 January 2010
<http://www.archaeology.org/online/features/peru/inka.html>.
Maestro, Betsy. Coming to America. New York: Scholastic Press, 1996.
National Geographic. 11 January 2010 <http://www.nationalgeographic.com/>.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 10 of 16
January 19, 2010
Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
New Americans: American Immigration History. 11 January 2010
<http://andromeda.rutgers.edu/~natalieb/newamericans.htm>.
Place and People: Amazonia: Exploiting the Forest. Discovery Education Streaming. 11 January
2010 <http://player.discoveryeducation.com/index.cfm?guidAssetId=CE8CCF33-27D74B37-BE5F-386AF0D62A6F&blnFromSearch=1&productcode=US>.
Printable World Maps. About.com. 11 January 2010
<http://geography.about.com/library/blank/blxindex.htm>.
Revisiting the Americas: Teaching and Learning the Geography of the Western Hemisphere. 11
January 2010
<http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/f
c/49.pdf>.
∗
Rio de Janeiro: Carnaval. 11 January 2010
<http://www.carnaval.com/cityguides/brazil/rio/2001PHMovie.swf>.
Secrets of the Inca Empire Machu Picchu. Videocassette. Unapix, 1999.
Student’s Friend. 11 January 2010 <http://www.studentsfriend.com/sf/downsf.html>.
Term Limits in Venezuela; Lesson Plan. 11 January 2010
<http://meinquito.wordpress.com/2009/02/19/term-limits-in-venezuela-lesson-plan/>.
The Topic: Incas. 11 January 2010 <http://www.42explore2.com/inca.htm>.
World Geography South America. Education Streaming. 11 January 2010
<http://player.discoveryeducation.com/index.cfm?guidAssetId=38D72541-E155-4A52-8B87F0D8B1436E0D&blnFromSearch=1&productcode=US>.
U.S. Citizenship and Immigration Services. U.S. Department of Homeland Security. 11 January
2010 <http://uscis.gov/graphics/index.htm>.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
Instructional Organization
Lesson 1:
Exploring Culture in South America
Content Expectations:
6 – G2.2.1: Describe the human characteristics of the region under study (including languages,
religion, economic system, governmental system, cultural traditions).
Key Concepts: culture
Lesson 2:
Cultural Diversity: Focus on Brazil
Content Expectations:
6 – G2.2.1: Describe the human characteristics of the region under study (including languages,
religion, economic system, governmental system, cultural traditions
6 – G4.1.1:
Identify and explain examples of cultural diffusion within the Americas (e.g.,
baseball, soccer, music, architecture, television, languages, health care, Internet,
consumer brands, currency, restaurants, international migration).
Key Concepts: cultural diffusion, cultural diversity, culture
Lesson 3:
An Overview of the History of South America
Content Expectations:
6 – H1.1.1: Explain why and how historians use eras and periods as constructs to organize and
explain human activities over time. See also 7 – H1.1.1.
6 – H1.4.2:
Describe and use themes of history to study patterns of change and continuity. See
also 7 – H1.4.2.
Key Concepts: history
Lesson 4:
History: Focus on the Incas and the Spanish Conquest
Content Expectations:
6 – H1.2.2:
Read and comprehend a historical passage to identify basic factual knowledge and the literal
meaning by indicating who was involved, what happened, where it happened, what events
led to the development, and what consequences or outcomes followed. See also 7 – H1.2.2.
6 – H1.4.2:
Describe and use themes of history to study patterns of change and continuity. See
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Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
also 7 – H1.4.2.
6 – W3.1.3: Describe similarities and difference among Mayan, Aztec, and Incan societies,
including economy, religion, and role and class structure.
6 – W3.1.5: Construct a timeline of main events on the origin and development of early and
classic ancient civilizations of the Western Hemisphere (Olmec, Mayan, Aztec, and
Incan).
Key Concepts: cultural diffusion, history
Lesson 5:
Comparing Economies in South America
Content Expectations:
6 – E3.3.1: Explain and compare how economic systems (traditional, command, and market)
answer four basic questions: What should be produced? How will it be produced?
How will it be distributed? Who will receive the benefits of production? (e.g.,
compare United States and Cuba, or Venezuela and Jamaica.) See also 7 –
E3.3.1.
Key Concepts: economics
Lesson 6:
Focus on an Economic Activity: Oil and Venezuela
Content Expectations:
6 – G2.2.3: Analyze how culture and experience influence people’s perception of places and
regions (e.g., the Caribbean Region that presently displays enduring impacts of
different immigrant groups – Africans, South Asians, Europeans – and the differing
contemporary points of view about the region displayed by islanders and tourists).
See also 7 – G2.2.3.
6 – E3.3.1:
Explain and compare how economic systems (traditional, command, and market)
answer four basic questions: What should be produced? How will it be produced?
How will it be distributed? Who will receive the benefits of production? (e.g.,
compare United States and Cuba, or Venezuela and Jamaica.) See also 7 –
E3.3.1.
Key Concepts: economic activity, economy
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Sixth Grade Social Studies
South America: People, Places, and Issues
Lesson 7:
SS0604
Trade and Trade Issues
Content Expectations:
6 – G1.3.3: Explain the different ways in which places are connected and how those
connections demonstrate interdependence and accessibility. See also 7 – G1.3.3.
6 – E3.1.1:
Use charts and graphs to compare imports and exports of different countries in the
Western Hemisphere and propose generalizations about patterns of economic
interdependence.
Key Concepts: interdependence, trade
Lesson 8:
Comparing Governments in South America
Content Expectations:
6 – C3.6.1: Define the characteristics of a nation-state (a specific territory, clearly defined
boundaries, citizens, and jurisdiction over people who reside there, laws, and
government), and how Western Hemisphere nations interact. See also 7 – C3.6.1.
6 – C4.3.1:
Explain the geopolitical relationships between countries (e.g., petroleum and arms
purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
Key Concepts: government
Lesson 9:
Environmental Issues in South America
Content Expectations:
6 – G1.2.6: Apply the skills of geographic inquiry (asking geographic questions, acquiring
geographic information, organizing geographic information, analyzing geographic
information, and answering geographic questions) to analyze a problem or issue of
importance to a region. See also 7 – G1.2.6.
6 – G5.1.1:
Describe the environmental effects of human action on the atmosphere (air), biosphere
(people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in
the tropical forest environments in Brazil, Peru, and Costa Rica). See also 7 – G5.1.1.
Key Concepts: human/environment interaction
Lesson 10: Environmental Issues: Focus on the Amazon Rain Forest
Content Expectations:
6 – G1.2.6: Apply the skills of geographic inquiry (asking geographic questions, acquiring
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Sixth Grade Social Studies
South America: People, Places, and Issues
SS0604
geographic information, organizing geographic information, analyzing geographic
information, and answering geographic questions) to analyze a problem or issue of
importance to a region. See also 7 – G1.2.6.
6 – G5.1.1:
Describe the environmental effects of human action on the atmosphere (air),
biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water)
(e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).
See also 7 – G5.1.1.
6 – G5.1.3:
Identify the ways in which human-induced changes in the physical environment in one place
can cause changes in other places (e.g., cutting forests in one region may result in river
basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in
another region). See also 7 – G5.1.3.
Key Concepts: human/environment interaction
Lesson 11: Conflict and Cooperation: Migration to the North
Content Expectations:
6 – G4.4.1: Identify factors that contribute to conflict and cooperation between and among
cultural groups (control/use of natural resources, power, wealth, and cultural
diversity).
6 – G6.1.1:
Contemporary Investigations – Conduct research on contemporary global topics
and issues, compose persuasive essays, and develop a plan for action.
6 – C4.3.1:
Explain the geopolitical relationships between countries (e.g., petroleum and arms
purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
6 – C4.3.2:
Explain the challenges to governments and the cooperation needed to address
international issues in the Western Hemisphere (e.g., migration and human rights).
7 – C4.3.1:
Explain how governments address national issues and form policies, and how the
policies may not be consistent with those of other countries.
Key Concepts: conflict, cooperation, movement
Lesson 12: Connections Between North and South America
Content Expectations:
6 – C4.3.1: Explain the geopolitical relationships between countries (e.g., petroleum and arms
purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
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Sixth Grade Social Studies
South America: People, Places, and Issues
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6 – C4.3.3:
Give examples of how countries work together for mutual benefits through
international organizations (e.g. North American Free Trade Agreement (NAFTA),
Organization of American States (OAS), United Nations (UN)).
7 – C4.3.3:
Explain why governments belong to different types of international and regional
organizations (e.g., United Nations (UN), North Atlantic Treaty Organization
(NATO), Organization of the Petroleum Exporting Countries (OPEC), European
Union (EU), and African Union (AU), G-8 countries (leading economic/political)).
Key Concepts: interdependence
Michigan Citizenship Collaborative Curriculum
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January 19, 2010