Grade 6 Social Studies

Time Frame: 13-14 weeks

How have modern civilizations adapted to the region’s physical geography?

How did the ancient societies and civilizations of the region influence present day culture?

How have natural resources and technological advances shaped the region’s economy and independence?

What type of relationship do the countries of the region have with its neighbors and the United States?

How do the governments of this region compare to our government in the United States?

What role do maps, charts, and graphs play when analyzing organizations of people, places, and environments?

6.SS. Locate and label (on a map or globe) North America, South America and their countries, major cities, major rivers, major mountain ranges, gulfs, and seas; use latitude and longitudeand compass directions to locate places on maps of North and South America. (6-9.WHC.2.1.1; 6-9.WHC.2.1.2; 6-9.GWH.2.3.1; 6-9.GWH.2.3.2) Level I
** It is suggested that you incorporate the following indicators as report or project topics for the Amigos simulation. If you have each group complete two projects during each phase, they could complete the required topic and one of their choosing.
6.SS. Create a posterillustrating a varietyof ways man has adapted to the environments of the Western Hemisphere. (6-9.WHC.1.7.1; 6-9.WHC.1.7.2) Level II
6.SS. Describe characteristics of a chosen culture different from your own; explain why the chosen culture developed different characteristics than your own; Create a visual display that includes a T-chart. (6-9.WHC.2.3.3; 6-12.USH1.1.5.1; 6-9.GWH.2.3.3; 6-9.GWH.2.3.2; 6-9.GWH.2.5.4) Level II
6.SS. Select a city in the Western Hemisphere; create a graphic organizer that depicts the effects transportation routes have had upon the people of the city. (6-9.WHC.2.3.4; 6-9.WHC.2.4.2; 6-9.GWH.2.3.1; 6-9.GWH.2.4.3; 6-9.GWH.2.5.4) Level II
** It is suggested that you incorporate the following indicators into your Reading instruction.
6.SS. Describe the potential consequences of the loss of a chosen natural resource; create a persuasivepresentation using song, visual aides, fliers, or essay. (6-9.WHC.2.5.4; 6.LA.4.3.1) Level III
6.SS. Describe an actual example of how human-induced changes in the physical environment in one place have caused changes in another place; create a 30-60 second “Did you Know?” television spot. (6-9.GWH.2.5.6; 6.LA.4.2.1) Level I
** It is suggested that you incorporate the following indicators into your Writing/Language Arts instruction.
6.SS. Find examples of how writing, art, architecture, mathematics, and science have evolved over time in western civilization;create a presentation for a small group in which you present and discuss at least 3 examples for each of at least 3 of the above areas. (6-9.WHC.1.8.1; 6.LA.6.2.3) Level I
6.SS. Describe the evolution of hunting-gathering, agrarian, industrial, and technological economic systems, and display as a time line with pictures and complete sentences to explain. (6-9.WHC.3.2.2.; 6-12.USH1.2.1.1; 6-9.WHC.2.4.3; 6-9.WHC.1.6.3; 6.LA.4.2.1) Level II
** It is suggested that you incorporate the following indicators into your Technology/Computer Lab instruction.
** This standard could include an Internet research or a book from the library.
6.SS. Select a policy or event (e.g. Monroe Doctrine, Cuban Trade Ban, NAFTA, immigration policy, Mexican American War, Spanish American War), involving the United States and another nation of the Western Hemisphere; describe the significance of the policy or event; write a letter to the editor expressing views on the policy/event supported with details. (6-12.USH1.5.1.1; 6.LA.4.3.1) Level II
6.SS. Identify the major forms of governmentin the Western Hemisphere and compare them with the government of the United States; create a matrixcomparing the governments of Canada and two other nations from Central America, South America, or the West Indies with the United States (re: form of government, head of government, lawmaking body, lawmaking process, etc.). (6-9.GWH.4.5.1) Level II
See attached copy of print listand materialsfor the simulation Adapt.
Video Clip Options: Discovery Education: United Streaming( has some good clips for this unit. * Note: These clips are not necessary to use, but can provide a glimpse into theses regions of the Western Hemisphere.
  1. Geography of Mexico and Central America(23:14 minutes)
Mexico and the countries in Central America occupy a natural land bridge between the United States and South America. These regions are illustrated and explored in this video. Each segment begins and ends with an overarching question.
  1. World Geography North America: Canada, Mexico and Central America, and the Caribbean(1:31:55 minutes)
Explore your world with a virtual tour of the globe! This collection of videos will take your students to every country and region of the world. This program overviews the geography, culture, and history of: * Canada * Mexico * The Caribbean
  1. Geography of the Caribbean(25:00 minutes)
This colorful episode emphasizes the geography, history, music, and lively cultures of the islands of the Caribbean.
  1. Geography of South America(23:14 minutes)
A continent of extremes, South America has a wide range of terrain that includes rivers, mountains, and pampas. Segments include views of life in Brazil, Peru, and Chile.
  1. World Geography South America(52:14 minutes)
Explore your world with a virtual tour of the globe! This collection of videos will take your students to every country and region of the world. • The Northern Region • The Eastern Region • The Western Region
Internet Resources:
  1. CIA World Factbook: ( This website provides information that students will gather during the research portion of the simulation.
  2. World Atlas.com: http:/
  3. Infoplease.com A website to find information on French Guiana: http:/
  4. ALTEC’s Think Tank A website that helps students define and organize a research project by narrowing the topic and identifying subtopics. The site could be useful for students when they prepare their reports for the unit.
Factsheets:
  1. This Factsheet Template matches the terminology used on the CIA World Factbook.
  2. These answer key factsheets meet the most current information found in the CIA World Factbook. Mexico and Central America, West Indies, South America
Grouping Suggestions: It is suggested that you group in teams of 4-6. A group of 6 allows the students to complete the factsheets in a timelier manner, giving you more time for the other things that must be taught.
The “Amigos” simulation provides a pre/post test for this unit. This usually demonstrates to the students that they need to learn a lot more about these countries. It provides a good deal of interest and motivation to start the simulation without taking a great deal of time. It can also be used for a comparison at the end of the unit.
If you need more a different motivation, you might view one of the video clips suggested in the materials section of this unit plan.
Many of the standards and products (found in the performance indicators) can be met through the project phase of this simulation. In order to meet all the standards, it is suggested that you incorporate these requirements in your other subject areas (reading, language, writing, technology). They do meet standards from these areas as well.
**Grouping Suggestions: It is suggested that you group in teams of 4-6. A group of 6 allows the students to complete the factsheets in a timelier manner, giving you more time for the other things that must be taught.
Phase 1: Mexico and Central America
See Amigos simulation Teacher Guide, Daily Lesson Plans 1, pg. 9
For up-to-date factsheets and answer keysuse this link.
Phase 2: West Indies (Caribbean)
See Amigos simulation Teacher Guide, Daily Lesson Plans 3, pg. 11
For up-to-date factsheets and answer keys use this link.
Phase 3: South America
See Amigos simulation Teacher Guide, Daily Lesson Plans 3, pg. 11
For up-to-date factsheets and answer keys use this link.
Fiesta- the fiesta should be saved as a culminating celebration for completing this unit of study.
These grades/points are given for each phase.
  1. Teamwork score based upon factsheets (20 points per factsheet), report (100 points), projects (20-40 points per project), and race points earned.
  2. Individual score based upon their map of the region (100 points) and map quiz (100 points).
  3. Individual Cooperative group behavior score.
Individual culmination activity score.

Print List - “Amigos” Teacher Instructions

Back to Unit Plan

**To organize these documents: see Setup Directions in teacher book - pgs. 4-5)

Description / Page # / # of Copies (per teacher) /

Special Instructions

Team ID Sheet / 19 / 30
Pre/Post Test / 20 / 60
Latin America Map / 24 / 30
Mexico/Central America Map / 25 / 30
West Indies Map / 26 / 30
South America Map / 27 / 30
*Country Cards / 28-29 / 1 / Yellow Cardstock
*People/Government/Economy Cards / 30 / 1 / Salmon/Peach Cardstock
*Land/Resource Cards / 31 / 1 / Green Cardstock
*General Information/History Cards / 32-37 / 1 / Blue Cardstock
*Fate Cards / 38-43 / 1 / Pink Cardstock

Other items to be copied:

Factsheet: You will need to copy the factsheets for your teams. Each team will need the following:

8 copies for Phase 1(Mexico and Central America)

8 copies for Phase 2(West Indies)

13 copies for Phase 3(South America)

  • It is easier if you use the Riso or copy machine to count out the number of copies you need, instead of counting them yourself. Paper clip each of these sets and put them in each team’s envelope/folder.
  • Two different versions of the factsheet have been provided. The copy in your teacher’s guide and the additional copy that has been modified to match the terms used in the CIA World Factbook website. You choose which is best for your students.

Instructions for Projects (pgs. 16-17): You will need to copy one set of these for each team. This is a reference for the teams to use as they plan their projects.

Other Materials:

  • Student Guide
  • Student Resources: (See Setup Directions in teacher book - pgs. 4-5)

Encyclopedias, atlases, textbooks, National Geographic magazines (with appropriate articles marked), library books.

Governments of the Western Hemisphere Matrix

Back tounit plan

United States / Canada
Form of Government:
Head of Government:
Lawmaking Body:
Lawmaking Process:
Other Interesting Facts: / Form of Government:
Head of Government:
Lawmaking Body:
Lawmaking Process:
Other Interesting Facts:
(Your Choice) / (Your Choice)
Form of Government:
Head of Government:
Lawmaking Body:
Lawmaking Process:
Other Interesting Facts: / Form of Government:
Head of Government:
Lawmaking Body:
Lawmaking Process:
Other Interesting Facts:

Governments of the Western Hemisphere Matrix

Country / Form of Government / Head of Government / Lawmaking Body / Lawmaking Process / Interesting Facts
United States
Canada
(Your Choice)
(Your Choice)

FACTSHEETreturnto unit plan

Country______Team #______

Land and Resources:

  1. Location ______

______

  1. Area ______
  2. Geographic Coordinates: N/S ______W ______
  3. Elevations (lowest & highest) ______

______

  1. Climate ______

______

  1. Physical features ______

______

______

______

  1. Natural resources ______

______

______

______

People, government, and economy:

  1. Population ______
  2. Language ______
  3. Official name (local long form) ______
  4. Money (Currency) ______Per capital income (GPD per capita) ______
  5. Government type ______
  6. Capital ______
  7. Main cities (4-5)______

______

  1. Religion ______
  2. Chief agricultural products ______

______

  1. Chief animals raised ______

______

  1. Chief industries (manufacturing) ______

______

  1. Chief export (commodities) ______

______

  1. Main problems and changes needed facing country today (Transnational Issues) ______

______

______

On separate pieces of paper: Write the historical events and general information.(Be sure to put the country’s name and your team number on each separate sheet.)

FACTSHEETreturn to unit plan

Country: Mexico

Land and Resources:

  1. Location: Middle America, bordering the Caribbean Sea and the Gulf of Mexico, between Belize and the US and bordering the North Pacific Ocean, between Guatemala and the US
  2. Area: 1,972,550 sq km
  3. Geographic Coordinates: N 23 00 W 102 00
  4. Elevations (lowest & highest): Lowest: Laguna Salada-10m; Highest: Volcan Pico de Orizaba-5,700 m
  1. Climate: varies from tropical to desert
  2. Physical features:
  3. Natural resources: petroleum, silver, copper, gold, lead, zinc, natural gas, timber

People, government, and economy:

  1. Population: 107,449,525
  2. Language: Spanish, various Mayan, Nahuatl, and other regional indigenous languages
  3. Official name: United Mexican States
  4. Money (Currency): Mexican peso Per capital income (GPD per capita): $10,600
  5. Government type: federal republic
  6. Capital: Mexico (Distrito Federal)
  7. Main cities: Mexico, Cancun, Chihuahua, Puebla, Veracruz, Puerto Vallarta, Mazatlan, Cludad Juarez, Hermosillo, Tijuana, Ensenada, La Paz, Acapulco, Merida, Tuxpan, Leon, Aguascalientes, Toluca
  8. Religion: nominally Roman Catholic 89%, Protestant 6%, other 5%
  9. Chief agricultural products: corn, wheat, soybeans, rice, beans, cotton, coffee, fruit, tomatoes; beef, poultry, dairy products; wood products
  10. Chief animals raised: cows and chickens
  11. Chief industries (manufacturing):food and beverages, tobacco, chemicals, iron and steel, petroleum, mining, textiles, clothing, motor vehicles, consumer durables, tourism
  12. Chief export, Commodities: manufactured goods, oil and oil products, silver, fruits, vegetables, coffee, cotton
  13. Main problems and changes needed facing country today: scarcity of hazardous waste disposal facilities; rural to urban migration; natural fresh water resources scarce and polluted in north, inaccessible and poor quality in center and extreme southeast; raw sewage and industrial effluents polluting rivers in urban areas; deforestation; widespread erosion; desertification; deteriorating agricultural lands; serious air and water pollution in the national capital and urban centers along US-Mexico border; land subsidence in Valley of Mexico caused by groundwater depletion

FACTSHEET

Country: Guatemala

Land and Resources:

  1. Location: Central America, bordering the North Pacific Ocean, between El Salvador and Mexico. And bordering the Gulf of Honduras (Caribbean Sea) between Honduras and Belize
  2. Area: 108,890 sq km
  3. Geographic Coordinates: N 15 30 W 90 15
  4. Elevations (lowest & highest): Lowest: PacificOcean- 0m; Highest: Volcan Tajumulco- 4,211m
  1. Climate: tropical; hot, humid in lowlands; cooler in highlands
  2. Physical features:
  3. Natural resources: petroleum, nickel, rare woods, fish chicle, hydropower

People, government, and economy:

  1. Population: 12,293,545
  2. Language: Spanish 60%, Amerindian languages 40% (23 officially recognized Amerindian languages, including Quiche, Cakchiquel, Kekchi, Mam, Garifuna, and Xinca
  3. Official name: Republic of Guatemala
  4. Money (Currency): quetzal, US dollar, others Per capital income (GPD per capita): $4,900
  5. Government type: constitutional democratic republic
  6. Capital: Guatemala
  7. Main cities: Flores, Villa Nueva, Coatepeque, Escuintla, Mazatenango, Quetzaltenango, Puerto Quetzal, Puerto Barrios, Coban, Huehuetenango, Puerto Santo Tomas de Castilla
  8. Religion: Roman Catholic, Protestant, indigenous Mayan beliefs
  9. Chief agricultural products: sugarcane, corn bananas, coffee, beans, cardamom
  10. Chief animals raised: cattle, sheep, pigs, chickens
  11. Chief industries (manufacturing): sugar, textiles, and clothing, furniture, chemicals, petroleum, metals, rubber, tourism
  12. Chief export, Commodities: coffee, sugar, petroleum, apparel, bananas, fruits, and vegetables, cardamom
  13. Main problems and changes needed facing country today: deforestation in the Peten rainforest; soil erosion; water pollution

FACTSHEET

Country: Belize

Land and Resources:

  1. Location: Central America, bordering the Caribbean Sea, between Guatemala and Mexico
  2. Area: 22,966 sq km
  3. Geographic Coordinates: N 17 15 W 88 45
  4. Elevations (lowest & highest): Lowest: CaribbeanSea- 0m; Highest: VictoriaPeak- 1,160m
  1. Climate: Tropical; very hot and humid; rainy season (May to November); dry season (February to May)
  2. Physical features:
  3. Natural resources: arable land potential, timber, fish, hydropower

People, government, and economy:

  1. Population: 287,730
  2. Language: English (official), Spanish, Mayan, Garifuna (Carib), Creole
  3. Official name: Belize
  4. Money (Currency): Belizean dollar Per capital income (GPD per capita): $8,400
  5. Government type: parliamentary democracy
  6. Capital: Belmopan
  7. Main cities: Belize City, Big Creek, Punta Gorda, Corozal, Orange Walk
  8. Religion: Roman Catholic 49.6%, Protestant 27%, (Pentecostal 7.4%, Anglican 5.3%, Seventh-Day Adventist 5.2%, Menonite 4.1%, Methodist 3.5%, Jehovah’s Witnesses 1.5%), other 14%, none 9.4%
  9. Chief agricultural products: bananas, coca, citrus, sugar; fish, cultured shrimp; lumber; garments
  10. Chief animals raised: fish and shrimp
  11. Chief industries (manufacturing): garment production, food processing, tourism, construction
  12. Chief export, Commodities: sugar, bananas, citrus, clothing, fish products, molasses, wood
  13. Main problems and changes needed facing country today: deforestation; water pollution from sewage, industrial effluent, agricultural runoff, solid and sewage waste disposal

FACTSHEET

Country: Honduras

Land and Resources:

  1. Location: Central America, bordering the Caribbean Sea, between Guatemala and Nicaragua and bordering the Gulf of Fonseca (North Pacific Ocean), between El Salvador and Nicaragua
  2. Area: 112,090 sq km
  3. Geographic Coordinates: N 15 00 W 86 30
  4. Elevations (lowest & highest): Lowest: Caribbean Sea-0m; Highest: Cerro Las Minas- 2,870m
  1. Climate: subtropical in lowlands, temperate in mountains
  2. Physical features:
  3. Natural resources: timber, gold, silver, copper, lead, zinc, iron ore, antimony, coal, fish, hydropower

People, government, and economy:

  1. Population: 7,326,496
  2. Language: Spanish, Amerindian dialects
  3. Official name: Republic of Honduras
  4. Money (Currency): lempira Per capital income (GPD per capita): $3,000
  5. Government type: democratic constitutional republic
  6. Capital: Tegucigalpa
  7. Main cities: San Pedro Sula, Tela, Puerto Castilla, La Ceiba, Puerto Cortes, Santa Rosa de Copan, San Lorenzo, Choluteca, Danli, Comayagua, Juticalpa
  8. Religion: Roman Catholic 97%, Protestant 3%
  9. Chief agricultural products: bananas, coffee, citrus; beef; timber; shrimp
  10. Chief animals raised: cattle, shrimp
  11. Chief industries (manufacturing): sugar, coffee, textiles, clothing, wood products
  12. Chief export, Commodities: coffee, shrimp, bananas, gold, palm oil, fruit, lobster, lumber
  13. Main problems and changes needed facing country today: urban population expanding; deforestation results from logging and the clearing of land for agricultural purposes; further land degradation and soil erosion hastened by uncontrolled development and improper land use practices such as farming of marginal lands; mining activities polluting Lago de Yojoa (the country’s largest source of fresh water), as well as several rivers and streams, with heavy metals

FACTSHEET