FRAME THE LESSON
TEACHER:
CLASS: 6th Social Studies
DATE: October 5 – 6, 2015
Teaching Points & Activities Topic 1, Lesson 1: Geography of the US
F
M T W TH
Resources/Materials:
Topic 3 , Lesson 2: History of the Caribbean South America
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Stop & Check for Understanding—High Level Questions
2B- evaluate the social, political,
economic, and cultural contributions of
individuals and groups from various
societies, past and present.
Objective/Key Understanding


Describe European colonization of
Caribbean South America, and explain
Caribbean South America’s struggle
for independence, including the
political contributions of Simon
Bolivar.
Access the political and economic
changes that occurred in Caribbean
South America after independence.
Closing Product/ Question/ Informal
Assessment:
Have students evaluate the political
contributions that Simon Bolivar made
toward the independence movement in the
Caribbean South America.

Resources:
Evaluate the political contributions of Simon Bolivar. What impact
did he have on the European colonies in Caribbean South America?

Do you think he was right to rebel? Why or Why not?

Describe the political and economic changes that took place in
Colombia and Venezuela following independence.
Small Group Purposeful Talk Question Stems:

How do you think these languages came to Caribbean South America? What does
the diversity of language tell you about Caribbean South America?

How do you think paramilitaries have affected Colombia?
Pearson Contemporary World
Cultures TE, pgs. 122-126.
Pearson Contemporary World
Cultures Digital Resources:



Editable Presentation
Start-Up Activity
Interactive Gallery:

Interactive Charts:
Economics and
Development
Digital Activity:
Digital Lesson Quiz


:
Vocabulary:
El Dorado
nationalized
La Violencia
Hugo Chavez
subsidize
Rigor & Relevance: (Real World
Caudillos
austerity measures
peninsulares
liberate
paramilitaries
pirates
Simon Bolivar
revenue
Critical Writing Prompt:

Write a sentence using a key term in the lesson to answer their initial
question. Have students share their sentences that use keywords from
the text with a partner.
Connection)
Sometimes, the best leaders arise
out of fierce conflict.
Engage
Have students consider the official languages in Caribbean South America. Tell students that the countries of Caribbean South America have four
different official languages: Spanish, English, Dutch, and French. Many other languages, including Creole, Sranang Tongo (Taki-Taki), Javanese,
and many American Indian languages, are also spoken in the region.
Explore
Divide the class in to groups. Each group is to read a section and be prepared to discuss and share findings with the class.

Colonization and Independence in Caribbean South America

Caribbean South America After Independence
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Explain
Colonization and Independence in Caribbean South America

The arrival of Europeans in Caribbean South America in the 1500s changed life in the region dramatically. The Spanish forced Native Americans to
work in gold mines and on plantations. Many Native Americans died. Enslaved Africans were brought in to work the mines and plantations. Dutch and
English pirates threatened Spanish ports and ships, while Dutch, English, and French traders set up their own ports in the region. Members of the middle
class grew to dislike Spanish rule. In the 1800’s, Simon Bolivar led the independence movement that freed the region from Spanish rule.
Caribbean South America After Independence

Independence created unstable nations in the region that were led by dictators called caudillos and had weak economies. The discovery of oil in the
1910s led to an economic boom, but it did not solve the region’s political problems. During the twentieth century, both Venezuela and Colombia
experienced political conflict. Riots and strikes in Venezuela led to the election of Hugo Chavez, who made many changes in Venezuela’s government
and economy.
Elaborate Colonization and Independence in Caribbean South America
 Spanish Conquest
 Colonial Society
 The End of Spanish Rule
Caribbean South America After Independence
 Oil Wealth
 Conflict in Colombia
Changes in Venezuela
Evaluate
Consider using the Digital Lesson Quiz for this lesson; students will be offered automatic remediation or enrichment based on their score. The following
questions may also be used to assess learning.

How did European colonization affect Native Americans? Why did European colonists come to Caribbean south America?

Provide evidence to support this statement: Independence would not have happened in Caribbean South America without the leadership of Simon
Bolivar. The make a counter-argument against this statement.

What conclusions can you draw about the role that economics played in the political challenges that Colombia and Venezuela faced after independence?

Evaluate the political contributions of Presidents Perez and Chavez. Which do you think had the more important impact on Venezuela and why?
FRAME THE LESSON
CLASS: 6th Social Studies
TEACHER:
F
LESSON DATE: October 7-8, 2015
M T W TH
Stop & Check for Understanding—High Level Questions
Topic 3, Lesson 3: Caribbean South America Today
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
10B- describe levels of economic development of
various societies using indicators such as life
expectancy, gross domestic product (GDP), GDP per
capita, and literacy
12B- compare ways in which various societies such
as China, Germany, India, and Russia organize
government and how they function
15A- define culture and the common traits that unify a
culture region
15E- analyze the similarities and differences among
various world societies
15F- identify and explain examples of conflict and
cooperation between and among cultures.
Objective/Key Understanding:
:

Compare and contrast cultures and evaluate
economies of Caribbean South American
countries.

Caribbean south America’s different systems
of government, conflicts that divide the
region, and major environmental problems
that fact the region today.
Closing Product/ Question/ Informal
Assessment:
Why is it economically important for the countries
of the region to solve their environmental
problems?
Teaching Points & Activities:


Resources/Materials:
Describe the cultural influences found in Caribbean South America
today.
Describe the different political institutions which govern the countries of
Caribbean South America. How are politics different in French Guiana,
Guyana, and Venezuela?

Consider some important economic activities in Caribbean South America, such as: logging,
oil and natural gas production, gold mining, commercial farming, coal mining and tourism.
Have students brainstorm about what potential environmental consequences these activities
might have

Based on the graphs, which country appears to have the greatest religious diversity,
Explain your answer.
Vocabulary:

Vocabulary:

Based on the graphs, which country appears to have the greatest religious diversity,
Explain your answer.
Latin America
subsidence
representative democracy
deforestation
offshore oil
complex
Pearson Contemporary
World Cultures Digital
Resources:

Small Group Purposeful Talk Question Stems:
insurgents
pesticide
Vocabulary:
indigenous
unicameral
Pearson Contemporary
World Cultures TE, pgs.
127 – 133.
soil erosion
Lake Maracaibo
restrict
Critical Writing Prompt:





Editable
Presentation
Start-Up Activity
Interactive
Reading Notepad
Interactive
Charts:
Economies and
Carbon
Emissions
Digital Activity:
National
Challenges
Digital Lesson
Quiz
Rigor & Relevance: (Real
World Connection)
Choose one country in Caribbean South America and write a paragraph describing:
1. Its type of government,
2. One challenge faced by the country , and
3. A possible solution to that challenge.
All governments have their
challenges. Leaders must
evaluate all aspects of the
hurdle and make sometimes
unpopular decisions…
Engage
Consider some important economic activities in Caribbean South America, such as: logging, oil and natural gas production, gold mining,
commercial farming, coal mining and tourism. Have students brainstorm about what potential environmental consequences these activities might
have.
Tell students that in this lesson they will learn about how people in Caribbean South America live today, including how they balance economic
growth and environmental protection.
Explore
Divide the class in to groups. Each group is to read a section and be prepared to discuss and share findings with the class.

Cultures and Economies of Caribbean South America

Political and Environmental Challenges in Caribbean South America
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Explain
Cultures and Economies of Caribbean South America

The countries of Caribbean South America and developing their economies while dealing with political conflict and sometimes facing natural disasters.
The region has great ethnic and cultural diversity, and it is trying to diversify its economies as well. Venezuela hopes to build its tourism industry but is
also looking for new oil reserves, and trade agreements are making economic cooperation easier. Still many people in the region are poor.
Political and Environmental Challenges in Caribbean South America

French Guiana is the only state in the region that is not independent; it is part of France. The countries of Caribbean South America all have some form
of democratic government although the government of Venezuela has shifted away from representative democracy toward a system of direct democracy.
Each country faces its own challenges. Suriname and Guyana fact ethnic tensions. Colombia has armed insurgents. Venezuela has pollution from its oil
industry. The Lake Maracaibo region in particular is heavily polluted and is also sinking which leads to flooding around the lake shore. All countries in
the region suffer deforestation
Elaborate Cultures and Economies of Caribbean South America
 Cultural Influences
 Economies
Political and Environmental Challenges in Caribbean South America
 Varied Governments and Political Institutions
 Conflicts and Tensions
 Environmental Problems
Evaluate
Consider using the Digital Lesson Quiz for this lesson; students will be offered automatic remediation or enrichment based on their score. The following
questions may also be used to assess learning.
 How do the politics of Suriname and Guyana reflect the cultural heritage of these nations? What challenge does this pose for those nations as well as for
French Guiana?
 Explain the relationship between economic activity and environmental challenges in Caribbean South America
 Why are economic institutions such as farms and oil industries so essential to societies in the region?
 What economic forces contribute to the environmental problems in the region?
 What steps have Caribbean South American governments taken to reduce harm to the environment?
FRAME THE LESSON
TEACHER:
CLASS: 6th Social Studies
Teaching Points & Activities: Topic
DATE: October 9, 2015 (&12th) M T W TH F
3, Lesson 4: Geography of the Andes and the Pampas
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Stop & Check for Understanding—High Level Questions
7A- identify and analyze ways people have
adapted to the physical environment in
various places and regions

Describe how climate zones and ecosystems change across the Andes
and the Pampas. What factors influence climate variations?
Pearson Contemporary
World Cultures TE, pgs. 134 –
140.

Explain three ways in which people have adapted to the physical
environment in the Andes and Pampas.
Pearson Contemporary
World Cultures Digital
Resources:

Summarize the ethnic diversity of the Andes and the Pampas. How has
the physical environment affected human settlement and history over
time?
Objective/Key Understanding

:


Describe the physical features, climates,
and ecosystems of the Ades and the
Pampas.
Trace land and resource use patterns in
the Andes and the Pampas, and analyze
ways people have adapted to the
region’s physical environment.
Describe the cultural diversity of the
Andes and the Pampas, and evaluate the
impact of geography on important
events in the region’s history.
Closing Product/ Question/ Informal
Assessment:
Based on what you’ve read about population,
resources, and land use in the region, which country or
countries do you predict has the strongest economy?
Why? Keep your predictions in mind when you read
about the region’s economy in Lesson 6.
Resources/Materials:



Small Group Purposeful Talk Question Stems:

Hypothesize what kind of physical features you would expect to find in
this vast region? What can you hypothesize about climate in this
region?



Editable
Presentation
Start-Up Activity
Flyover Video: The
Andes and the
Pampas
Language Lesson:
Spanish from Bolivia
Digital Activity:
Physical Features
and Human
Geography
Digital Lesson Quiz
Vocabulary:
Subduction
Pampas
El Nino
estuary
phenomenon
Gauchos
vertical climate zones
commercial
Altiplano
Andes
commercial
generate
subsistence farming estuary
humid subtropical climate
Critical Writing Prompt:
Identify and analyze ways people have adapted to the environment of the Pampas region.
Identify and analyze ways people have adapted agricultural practices to suit the physical
environment of the Andes region.
Rigor & Relevance: (Real
World Connection)
The physical features of the land
as well as the resources available
played a major role in where our
ancestors chose to settle down.
Engage



Explore
Tell students that the regions of the Andes and the Pampas regions stretch from the Equator to Tierra del Fuego, just 600 miles north of Antarctica.
Direct them to skim the map, The Andes and the Pampas: Physical.
Hypothesize what kind of physical features you would expect to find in this vast region? What can you hypothesize about climate in this region?
Tell students that in this lesson they will learn about how the physical features and climates in the Andes and the Pampas and how people have adapted to
living in this region.
Divide the class in to groups. Each group is to read a section and be prepared to discuss and share findings with the class.

Physical Features of the Andes and the Pampas

Land and Resources in the Andes and the Pampas

People in the Andes and the Pampas
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Explain
Physical Features of the Andes and the Pampas
 As you introduce the Andes and the Pampas region, make sure students understand the different physical environments of the region, from the rugged
Andes Mountains to the dry highlands of the Altiplano to the grassy flatlands of the Pampas. These physical environments have different climates and
ecosystems and require different adaptions by the people who live in each place.
Land and Resources in the Andes and the Pampas
 The physical environments of the Andes and the Pampas have required different adaptions by the people who live there. For example, farmers in the
Andes grow many different crops using terraced farming, while the Pampas are largely used for cattle ranching and commercial farms. People mine
valuable resources from the region’s mountains. Hydroelectric dams have harnessed the power of the region’s water to provide electricity.
People in the Andes and the Pampas
 The region’s physical environment has led to uneven population distribution in the region, with most people in Chile and Argentina living in coastal cities
but fewer and smaller cities in the Andes region. Most Argentina’s population is of European descent. Countries of the Andes region have significant
indigenous and mestizo populations. Historically, settlers were attracted to the flat grasslands of the Pampas and the cooler elevations of the Andes

Elaborate Physical Features of the Andes and the Pampas
 Andes and Antiplano
 Climate
 Ecosystems
Land and Resources in the Andes and the Pampas
 Farmers Adapt to their Environment
 Mining
 People Affect the Physical Environment
People in the Andes and the Pampas
 Population Distribution
 Ethnic Differences
 Geography Affects History
Evaluate
Consider using the Digital Lesson Quiz for this lesson; students will be offered automatic remediation or enrichment based on their score. The following
questions may also be used to assess learning.
 What is subduction, and what role did it play in the formation of the Andes?
 In what region of the Andes and the Pampas would you want to live, and why? Where would you least want to live, and why? Consider all aspects of the
physical environment including climate and ecosystem.
 How have people adapted to vertical climate zones in the Andes?
 What economic activities would you most likely find people doing in the higher elevations of the region? What about in the lowlands?
 In what ways have humans changed the physical environment to meet their energy needs? Do you consider benefits of these adaptions worth the potential
harm that they cause? Explain.