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Grade 6
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Grade 06 Social Studies Unit 04 Exemplar Lesson 01: Peru, Argentina, and BrazilGrade 06 Social Studies Unit 04 Exemplar Lesson 01: Peru, Argentina, and Brazil
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 beimplementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s Listof 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 http://www.tea.state.tx.us/index2.aspx?
id=6148.
6.1 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.
6.15 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.
Social Studies 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 ISDpage 1 of 14
Grade 06 Social Studies 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: https://www.cia.gov/library/publications/the-world-factbook/
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%.
Grade 6
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 14
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).
10-13 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 Peruto 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 “MyCSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
ENGAGE – Peru, Argentina, and Brazil Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
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 inthe 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.
Materials:
Music of the region
Map of the world
Purpose:
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 Suggested Day 1 (continued) – 40 minutes
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
Materials
sticky notes
Attachments
Grade 6
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 14
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
Handout: Map of South America
Teacher Resource: PowerPoint: Peru, Argentina, and Brazil (1 per
student or group)
Handout: Peru, Argentina and Brazil Facts
Purpose:
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 Suggested Day 2 – 1015 minutes
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.
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)
Purpose:
This activity provides an opportunity to clarify thinking that
will be used in the performance indicator.
TEKS: 6.15A, 6.15C, 6.15D
ELABORATE – Children of the World Suggested Day 2 continued – 40 minutes
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
Materials
ÿ Index cards (1 per student)
Grade 6
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 14
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 TeacherResource: 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 yearlong projectallows 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 Suggested Day 3 – 50 minutes
Grade 06 Social Studies 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
Attachments
Handout: Map of South America (1 per student)
Grade 6
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 3 days
Last Updated 04/22/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 14
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 04/09/13 page 1 of 1
Map of South America
Map courtesy of Stradford, T. (2011). Online regional outline maps available. Retrieved from
http://www.uwplatt.edu/geography/maps/
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 04/22/13 page 1 of 6
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 1533. Peruvian independence was finally declared in 1821, and the remaining Spanish forces were defeated in 1824. After a dozen years of military rule, Peru returned to democratic leadership in 1980.
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%,
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 04/22/13 page 2 of 6
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.
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 04/22/13 page 3 of 6
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 1930.
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
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 04/22/13 page 4 of 6
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.
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 04/22/13 page 5 of 6
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 1889. Brazilian coffee exporters politically dominated the country until populist leader Getulio Vargas rose to power in 1930. 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
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 04/22/13 page 6 of 6
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 https://www.cia.gov/library/publications/the-world-factbook/
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 08/09/12 page 1 of 1
Postcard Template
Postcard
Back
Postcard
Front
Grade 6 Social Studies
Unit: 04 Lesson: 01
©2012, TESCCC 08/09/12 page 1 of 1
Cultural Traits of South America
Peru Argentina Brazil
Cuisine (food)
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
