A L I E F
Independent
School District
GRADE 6 SOCIAL STUDIES –CONTEMPORARY WORLD CULTURES
Unit 3: Latin America
Time: 6 Weeks
Hook ideas here!
Universal
Generalizations
Where people live
affects how they
live.
Line ideas here!
Developed 2005
Revised 2006, 2011
Sinker ideas
here!
Unit Understandings
The diversity of
Latin America’s
geography has
contributed to its
economic and
cultural diversity.
concepts:
geographic factors,
geographic impact,
region, diversity,
climate, adaptation,
culture, economic
activity
TEKS
Topics/Content
Unit Questions
(4) Geography. The student understands
the factors that influence the locations
and characteristics of locations of various
contemporary societies on maps and
globes and uses latitude and longitude to
determine absolute locations. The
student is expected to:
(B) identify and explain the geographic
factors responsible for patterns of
population in places and regions; (WG
6A and 6B)
(D) identify and locate major physical
and human geographic features such as
landforms, water bodies, and urban
centers of various places and regions;
(WG Place Geography)
Geographic
Diversity of Latin
America
 Size and
Climates
 Physical
Features
 Regional
Geography
 Diversity of
Environments
 Impact of
Geography on
Economic Activity
 Adapting to
Environments
 Culture Regions
How does
geography make a
difference in how
the people of Latin
America live and
work?
(5) Geography. The student understands
how geographic factors influence the
economic development, political
relationships, and policies of societies.
Alief ISD 2011
Social Studies Pacing Guide
Grade 6
Resources
Essential Resources
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History Alive!
Contemporary World
Cultures, Mapping the
Physiographic Features
of Latin America Lesson
Lesson Plan: Latin
America’s Diversity
PowerPoint: Latin
America’s Diversity
Text, Ch. 9
Physical Features Map
Activity
Printable Maps
1
The student is expected to:
(A) identify and explain the geographic
factors responsible for the location of
economic activities in places and
regions; (WG 11B and 11C)
(6) Geography. The student understands
that geographical patterns result from
physical environmental processes. The
student is expected to:
(C) analyze the effects of the interaction
of physical processes and the
environment on humans. (WG 8A and
8B)
(7) Geography. The student understands
the impact of interactions between
people and the physical environment on
the development and conditions of
places and regions. The student is
expected to:
(A) identify and analyze ways people
have adapted to the physical
environment in various places and
regions; (WG 8A and 8B)
vocabulary:
diversity, elevation,
climate, latitude,
longitude, equator,
economy, region,
agriculture,
adaptation, landform,
physical features
Supplemental Resources
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Lesson Plan: Land and
People
Text, Country and
Regional Profiles
Profile Comparisons
o Mexico p. 198
o Guatemala p. 218
o Panama p. 222
o Brazil p. 234
o Venezuela p.239
o Argentina p. 242
Text, Regional
Database (pp. 602-645)
Text, Activity Atlas (pp.
162-167)
(15) Culture. The student understands
the similarities and differences within and
among cultures in various world
societies. The student is expected to:
(A) define culture and the common traits
that unify a culture region; (WG 16B and
17A)
(B) identify and describe common traits
that define cultures; (WG 16A, 16B and
17A)
Instructional Considerations:
Alief ISD 2011
Grade 6
2
Protecting
resources while we
use them presents
us with both
challenges and
choices.
The countries of
Latin America
struggle to grow
their economies
while protecting the
environment.
Concepts :
environmental issue,
development,
resources
(7) Geography. The student understands
the impact of interactions between
people and the physical environment on
the development and conditions of
places and regions. The student is
expected to:
(B) identify and analyze ways people
have modified the physical environment
such as mining, irrigation, and
transportation infrastructure; and (WG
8A)
Resources and the
Environment
 Resources
 Economic Growth
Concerns
 Environmental
Concerns
Can a society make
a good living for its
people and still
protect its
environment?
vocabulary:
rain forest, resources,
environment,
deforestation
Essential Resources

History Alive!
Contemporary World
Cultures, A Conference
on the Fate of the
Brazilian Rainforest
(rewrite lesson to make it
teacher-friendly)
 Lesson Plan: Rainforest
Debate
 Text, Ch. 13.1- 13.2
Supplemental Resources
Text: “Global Aware”
Text: Latin America
Economics- Background
Information
Instructional Considerations:
What happened in
the past affects the
present and the
future.
Latin America’s
colonial past
shaped its history
and continues to
affect its cultures,
economies, and
political systems.
(17) Culture. The student understands
relationships that exist among world
cultures. The student is expected to:
(C) evaluate the impact of improved
communication technology among
cultures; (WG 20A)
(E) identify examples of positive and
negative effects of cultural diffusion. (WG
1B and 18D)
Concepts :
colonization, cultural
diffusion
Legacy of
Colonialism
 Native Cultures
 European
Colonization
 Economic Effects
 Cultural Effects
 Political Effects
vocabulary:
colonization,
conquest, heritage,
injustice, ethnic
group, migration
How would the
cultures of Latin
America be
different if the
Spanish had not
come?
Essential Resources


History Alive!
Contemporary World
Cultures, The History of
Modern Mexico Through
Murals, (rewrite murals
lesson to make it more
engaging and
interactive for students)
Text, Ch. 10- Ch.12
Supplemental Resources
Text: Latin America HistoryBackground Information
Lesson Plan: Our Home
Now
Lesson Plan: The Liberators
Alief ISD 2011
Grade 6
3

History Alive!
Contemporary World
Cultures, Meeting
Latinos Who Bridge
Two Worlds, Touring
Mexico City by Bus
Instructional Considerations:
Alief ISD 2011
Grade 6
4