Grade 06 Social Studies Unit 04 Exemplar Lesson 01: Peru, Argentina, and Brazil

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1 Grade 06 Unit 04 Exemplar Lesson 01: Peru, Argentina, and Brazil Unit: 04 Lesson: 01 Suggested Duration: 3 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students read a brief overview of the history of Peru, Argentina, and Brazil to understand contemporary cultures of the region. Students compare and contrast the countries in respect to geographic features, political systems, and social and economic characteristics by reading country profiles. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at id= History. The student understands that historical events influence contemporary events. The student is expected to: 6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade. 6.2 History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to: 6.2B Evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present. 6.3 Geography. The student uses geographic tools to answer geographic questions. The student is expected to: 6.3A Pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?. 6.4 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: 6.4C Explain ways in which human migration influences the character of places and regions Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: 6.15A Define culture and the common traits that unify a culture region. 6.15C Define a multicultural society and consider both the positive and negative qualities of multiculturalism. 6.15D Analyze the experiences and evaluate the contributions of diverse groups to multicultural societies. 6.15E Analyze the similarities and differences among various world societies. Skills TEKS 6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 6.22B Incorporate main and supporting ideas in verbal and written communication based on research. GETTING READY FOR INSTRUCTION Performance Indicators Last Updated 04/22/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 14

2 Unit: 04 Lesson: 01 Suggested Duration: 3 days Grade 06 Unit 04 PI 01 Given a map of South America, use callout boxes to identify the countries of Peru, Argentina, and Brazil, all of which are part of the same region. In a written explanation of why the countries are part of the same region, explain at least four characteristics they share, one of each of the following factors: geographic, political, social, economic. In addition, describe and explain the reasons for at least two key differences between the countries. Standard(s): 6.15A, 6.15E, 6.22B ELPS ELPS.c.1C, ELPS.c.5F Key Understandings Similar cultural traits characterize countries in a region while still maintaining cultural diversity in those countries. Which similar cultural traits can be found in Peru, Argentina, and Brazil? How is culture different in these three countries? What cultural traits from indigenous groups can still be found in Peru, Argentina, and Brazil? Vocabulary of Instruction indigenous human migration push factor pull factor Materials Map of the world Music of the region sticky notes Index cards (1 per student) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Map of South America (2 per student, 1 for Day 1 and 1 for Day 3) Teacher Resource: PowerPoint: Peru, Argentina, and Brazil Handout: Peru, Argentina, and Brazil Facts (1 set per group, pre-cut each of the country profiles) Teacher Resource: Postcard Template (1 per student) Handout: Culture Traits of South America Resources CIA World Factbook website: Advance Preparation 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview materials and websites according to district guidelines. 5. Prepare materials and handouts as necessary. Background Information Students often know little about South America, and may assume it is a monolithic, all Spanish-speaking region. Based upon your experience with their understanding of the level of diversity of Central America, both pre- and post-instruction, anticipate what students may think about South America. This lesson follows similarities from prior units to help students build comparisons between Central and South America, so they may further recognize and appreciate the diversity of countries within a region. People and Languages: 97% of Argentinians are of European ancestry. Bolivia s population contains the highest percentage of South American Indians 55%. Last Updated 04/22/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 2 of 14

3 Unit: 04 Lesson: 01 Suggested Duration: 3 days Most South Americans speak Spanish; however, most Brazilians speak Portuguese. English, Dutch, and French are spoken in Guyana, Suriname, and French Guiana (which is part of France) million inhabitants of Andean Peru still speak Quechua, the language of the Inca. Brazil and Peru each have a Japanese immigrant population. Peru s former Prime Minister, Alberto Fujimori, was born in 1938 in Peru to Japanese immigrant parents. Students learn about the differences between the three focus countries (Peru, Argentina, and Brazil) within the same region in South America by looking at their varied histories. It is important that students understand that the people from these countries have their own history and are culturally diverse although they do share some cultural traits. These varied histories can best be understood by focusing on patterns of colonization. The slave trade brought Africans to Brazil; thus, recreating Africa in Brazil, namely through religion, food, music, dance, etc. With regard to the castas (or caste system) in Brazil, how is cultural identity expressed? Argentina could be viewed as the epicenter of European immigration historically, especially for refugees; thus, the low number of indigenous people who reside in Argentina. Likewise, Argentina is a recreation of European culture, society, political structures and cities, especially seen in its architecture. Since Peru was the epicenter of the Incan Empire before Spanish colonization in the late 1520s, there are historically more indigenous people there. GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES ENGAGE Peru, Argentina, and Brazil 1. Play music from the South American region (e.g., samba from Brazil, tango or flamenco from Argentina, and possibly traditional flute music from the Andes/Peru). 2. While the music is playing in the background, divide students into groups of three. 3. Write the following questions on the board for groups to discuss and answer: What region might you associate with this music? How were you able to deduce your response/s? (possible answers might include a movie they have watched, language, instruments, or other experiences) 4. Randomly select groups to share their answers with the class and encourage student input based on their own personal experiences. 5. Introduce the lesson s focus by explaining that study will focus on another region in the Western Hemisphere, South America. Use words such as Based on the music you listened to, the region of study is South America, and the three countries of focus are Peru, Argentina and Brazil). 6. Display a map of the world and indicate South America. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 10 minutes Materials: Purpose: Music of the region Map of the world Introduce students to one aspect of cultures of South America and help them begin to see the relationship between early exploration and colonization (which they studied in Grades 4 and 5) and contemporary culture, indicating the results of cultural diffusion. TEKS: 6.3A Instructional Note: While Spanish is spoken in most of South America, Portuguese is the official language of Brazil due to its former colonial status. Peruvian flute music is created with instruments that are usually handmade out of wood. Traditionally, drums in Brazilian music could have been created out of almost any material. The Argentine tango reflects European culture through musical style and dance. EXPLORE 1. With students in their groups of 3, distribute a map of South America (see the Handout: Map of South America). 2. Share with students the Teacher Resource: PowerPoint: Peru, Argentina and Brazil. (Questions are included for each of the Suggested Day 1 (continued) 40 minutes Materials sticky notes Attachments Last Updated 04/22/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 3 of 14

4 Unit: 04 Lesson: 01 Suggested Duration: 3 days slides. See the the notes section of the PowerPoint.) 3. As students view the PowerPoint, they label the three countries, the Andes Mountains, the Amazon River, the surrounding oceans, and other important features on the map (Handout: Map of South America) Remind students that all maps should include the TODAL elements (T=title, O=orientation, D=date, A=author, L=labels and legend) 4. Once the PowerPoint presentation is concluded, distribute to each of the groups the Handout: Peru, Argentina, and Brazil Facts. 5. Each student within the group is assigned to read the facts about one of the countries. After reading about one of the countries, rotate the country card to the next group member, and then to the next. In this way each member of the group will have the opportunity to read about all three countries. 6. Student groups access other information about the culture of the countries (textbook, internet, other classroom resources) and add information to their handout. 7. Teacher sketches a 3-circle Venn diagram on the board (See Notes for Teacher) and labels each of the circles with the name of a country (Peru, Argentina and Brazil). Provide sticky notes for each of the groups. Groups refer to the Handout: Peru, Argentina, and Brazil Facts to deduce the similarities and differences. 8. Distribute sticky notes to each group. Groups identify their notes by writing a group number on each sticky note. 9. On each sticky note groups write a single attribute naming a cultural characteristic found in the region. 10. Groups place their sticky notes on the diagram in the appropriate place. 11. Facilitate a discussion about interesting facts about the countries similarities and differences between the countries economic, social, political, geographic characteristics of the countries Purpose: Handout: Map of South America Teacher Resource: PowerPoint: Peru, Argentina, and Brazil (1 per student or group) Handout: Peru, Argentina and Brazil Facts Students locate, label, and research Peru, Argentina and Brazil. Students also compare and contrast the three countries. TEKS: 6.1A, 6.3A, 6.4C, 6.15E Instructional Note: This lesson builds upon prior skills. The three bolded countries are studied in depth as students prepare for the performance indicator. EXPLAIN 1. Student pairs discuss what they know about the countries studied in the South American region. 2. Students think about what they have learned about Peru, Argentina, and Brazil. 3. Student A talks for 30 seconds about cultural characteristics of countries studied while Student B listens. Suggested Day minutes Purpose: This activity provides an opportunity to clarify thinking that will be used in the performance indicator. TEKS: 6.15A, 6.15C, 6.15D 4. Then Student B talks for 30 seconds about the countries, providing new information (not repeating). 5. Facilitate a discussion by asking questions such as: Would you consider these countries to be multicultural societies? Explain. What have been the advantages and disadvantages of multiculturalism in each of these countries? How have the countries history influenced their present? (invasion, conquests, colonization, immigration, and trade) ELABORATE Children of the World 1. Facilitate a discussion where students use what they have learned to answer the guiding questions and support the Key Understanding, providing evidence for their Suggested Day 2 continued 40 minutes Materials ÿ Index cards (1 per student) Last Updated 04/22/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 4 of 14

5 Unit: 04 Lesson: 01 Suggested Duration: 3 days statements and using academic language. Similar cultural traits characterize countries in a region while still maintaining cultural diversity in those countries. Which similar cultural traits can be found in Peru, Argentina, and Brazil? How is culture different in these three countries? What cultural traits from indigenous groups can still be found in Peru, Argentina, and Brazil? 2. While the discussion is progressing, students take notes on their Handout: Culture Traits of South America that will become part of their Children of the World book. 3. Upon conclusion of the discussion, distribute an index card to each student. 4. Students create a postcard for a culture of the region. (Display the Teacher Resource: Postcard Template.) Attachments: Teacher Resource: Postcard Template Handout: Culture Traits of South America (1 per student) Purpose: Students expand on their knowledge of this new region by continuing with their all-year project. TEKS: 6.2B, 6.15C, 6.15D Instructional Note: The use of the ABCs of Culture handout from earlier units can help guide the discussion. This continuation of the student s year long project allows students to organize and integrate what they have learned from this unit by documenting aspects of the culture of one of the countries they have learned about. EVALUATE Performance Indicator Grade 06 Unit 04 PI 01 Given a map of South America, use callout boxes to identify the countries of Peru, Argentina, and Brazil, all of which are part of the same region. In a written explanation of why the countries are part of the same region, explain at least four characteristics they share, one of each of the following factors: geographic, political, social, economic. In addition, describe and explain the reasons for at least two key differences between the countries. Standard(s): 6.15A, 6.15E, 6.22B ELPS ELPS.c.1C, ELPS.c.5F Suggested Day 3 50 minutes Attachments Handout: Map of South America (1 per student) Last Updated 04/22/2013 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 5 of 14

6 Map of South America Map courtesy of Stradford, T. (2011). Online regional outline maps available. Retrieved from , TESCCC 04/09/13 page 1 of 1

7 Peru, Argentina, and Brazil: Facts PERU Background/Brief History: Ancient Peru consisted of several Andean civilizations. The most familiar civilization to the world is the Incan Empire. The Incan empire was invaded, captured and colonized by the Spanish conquistadors in Peruvian independence was finally declared in 1821, and the remaining Spanish forces were defeated in After a dozen years of military rule, Peru returned to democratic leadership in Climate: varies from tropical in east to dry desert in west; temperate to frigid in the Andes Terrain: western coastal plain (costa), high and rugged Andes in center (sierra), eastern lowland jungle of Amazon Basin (selva) Natural Resources: copper, silver, gold, petroleum, timber, fish, iron ore, coal, phosphate, potash, hydropower, natural gas Languages: Spanish (official) 84.1%, Quechua (official) 13%, Aymara (official) 1.7%, Ashaninka 0.3%, other native languages (includes a large number of minor Amazonian languages) 0.7%, other 0.2% (2007 Census) Religions: Roman Catholic 81.3%, Evangelical 12.5%, other 3.3%, 2012, TESCCC 04/22/13 page 1 of 6

8 unspecified or none 2.9% (2007 Census) Ethnicity: Amerindian 45%, Mestizo (mixed Amerindian and white) 37%, white 15%, black, Japanese, Chinese, and other 3% Government: constitutional republic Capital: Lima Economy: Important mineral resources are found in the mountainous and coastal areas, and Peru's coastal waters provide excellent fishing grounds. Peruvian economy has been growing in most recent years. Since 2006, Peru has signed trade deals with the U.S., Canada, Singapore, China, Korea, Mexico, and Japan. 2012, TESCCC 04/22/13 page 2 of 6

9 Argentina Background/Brief History: In 1816, the United Provinces of the Rio Plata declared their independence from Spain. After Bolivia, Paraguay, and Uruguay went their separate ways, the area that remained became Argentina. The country's population and culture were heavily shaped by immigrants from throughout Europe, but most particularly Italy and Spain, which provided the largest percentage of newcomers from 1860 to Climate: mostly temperate; arid in southeast; subantarctic in southwest Terrain: rich plains of the Pampas in northern half, flat to rolling plateau of Patagonia in south, rugged Andes along western border Natural Resources: fertile plains of the pampas, lead, zinc, tin, copper, iron ore, manganese, petroleum, uranium Languages: Spanish (official), Italian, English, German, French, indigenous (Mapudungun, Quechua) Religions: Roman Catholic 92%, Protestant 2%, Jewish 2%, other 4% Ethnicity: white (mostly Spanish and Italian) 97%, mestizo (mixed 2012, TESCCC 04/22/13 page 3 of 6

10 white and Amerindian ancestry), Amerindian, or other non-white groups 3% Government: republic Capital: Buenos Aires Economy: Argentina benefits from rich natural resources, a highly literate population, an export-oriented agricultural sector, and a diversified industrial base. Although one of the world's wealthiest countries 100 years ago, Argentina suffered during most of the 20th century from recurring economic crises. Today, they have a growing and fairly strong economy. 2012, TESCCC 04/22/13 page 4 of 6

11 Brazil Background/Brief History: Following more than three centuries under Portuguese rule, Brazil gained its independence in 1822, maintaining a monarchical system of government until the abolition of slavery in 1888 and the subsequent proclamation of a republic by the military in Brazilian coffee exporters politically dominated the country until populist leader Getulio Vargas rose to power in By far the largest and most populous country in South America, Brazil underwent more than a half century of populist and military government until 1985, when the military regime peacefully ceded power to civilian rulers. Climate: mostly tropical, but temperate in south Terrain: mostly flat to rolling lowlands in north; some plains, hills, mountains, and narrow coastal belt Natural Resources: bauxite, gold, iron ore, manganese, nickel, phosphates, platinum, tin, rare earth elements, uranium, petroleum, hydropower, timber Languages: Portuguese (official and most widely spoken language) note: less common languages include Spanish (border areas and schools), German, Italian, Japanese, English, and a large number of minor Amerindian languages Religions: Roman Catholic 73.6%, Protestant 15.4%, Spiritualist 2012, TESCCC 04/22/13 page 5 of 6

12 1.3%, Bantu/voodoo 0.3%, other 1.8%, unspecified 0.2%, none 7.4% (2000 census) Ethnicity: white 53.7%, mulatto (mixed white and black) 38.5%, black 6.2%, other (includes Japanese, Arab, Amerindian) 0.9%, unspecified 0.7% (2000 census) Government: federal republic Capital: Brasilia Economy: Characterized by large and well-developed agricultural, mining, manufacturing, and service sectors, Brazil's economy outweighs that of all other South American countries, and Brazil is expanding its presence in world markets. Text and images courtesy of the Central Intelligence Agency: CIA. (2013). The world factbook. Retrieved from , TESCCC 04/22/13 page 6 of 6

13 Postcard Template Postcard Back Postcard Front 2012, TESCCC 08/09/12 page 1 of 1

14 Cuisine (food) Cultural Traits of South America Peru Argentina Brazil Educational System Celebrations Government Art Language Family structures Music Traditions and customs Values Clothing/ dress Economic System/ Economic Activity Social Religion Architecture/ Buildings Folklore Language Other 2012, TESCCC 08/09/12 page 1 of 1