Social Studies for Ecuador No. 9 PDF

Name School Grade  © Soluciones Educativas SOCIAL STUDIES FOR ECUADOR NO. 9 Abril -2017 Jamela Padilla Primera edición...

Name School Grade  © Soluciones Educativas SOCIAL STUDIES FOR ECUADOR NO. 9 Abril -2017 Jamela Padilla Primera edición Tiraje 2000 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, ISBN: 978-9942-954-27-5 without the prior written permission of the publisher. Derecho Autoral: 050697 Many thanks to everyone who has given a helping hand to this project: the authors Fabian, Jose Miguel and Jamie; layout and design: Sandra, Angela, Layla and Esteban; opinions, proof reading and editing: Leonore, Eliza, Meredith, Rick and Emerson. 2 SOCIAL STUDIES FOR ECUADOR 9 CONTENTS INTRODUCTION 7 CURRICULAR THREAD 1 UNIT 1 - AMERICA’S FIRST INHABITANTS 8 UNIT 2 - THE AZTECS 20 UNIT 3 - THE INCA EMPIRE 31 CURRICULAR THREAD 2 UNIT 1 - THE AMERICAS 43 UNIT 2 - EUROPEAN CONQUEST OF AMERICAN SOIL 55 UNIT 3 - ECUADOR 74 REFERENCES 84 SOCIAL STUDIES FOR ECUADOR 9 3 LEARNING Ð ž ý¼ }ú } úýм ž } úý мž OBJECTIVES (EGB) O.EFL. 4.1. Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts. O.EFL. 4.2. Appreciate and value English as an international language and a medium to interact globally. O.EFL. 4.3. Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal interaction. O.EFL. 4.4. Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making. O.EFL. 4.5. Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class while practicing appropriate competences in the four skills. O.EFL. 4.6. Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written expression of thought. O.EFL. 4.7. Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine articles and oral interviews on familiar subjects in order to inspire oral and written production at an A2.1 level. O.EFL. 4.8. Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to the learner. O.EFL. 4.9. Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and level-appropriate expressions in order to reach an effective command of spoken language. 4 SOCIAL STUDIES FOR ECUADOR 9  Skills and Performance Criteria and Descriptors EFL. 4.1.1. Compare and contrast oral traditions, myths, folktales and literature from Ecuador and international regions and cultures and identify similarities and differences and universal cultural themes. EFL. 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. EFL. 4.1.3. Display an understanding of the relationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural experiences and ideas. EFL. 4.1.4. Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities. EFL. 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or academic situations in order to communicate specific intentions in online and face-to- face interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class, greeting an authority figure, etc.) EFL. 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school activities, etc.) EFL. 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate environment and matters of immediate need in simple terms using grammatical structures learned in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.) EFL. 4.2.4. Deduce the meanings of unfamiliar phrases and words from a context containing familiar elements. (Example: colloquial greetings, exclamations, interjections, etc.) EFL. 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using concepts and vocabulary that have been studied in advance. EFL. 4.2.9. Use new words and expressions which occur in conversations in the personal and educational domains, and make use of such terms and expressions wherever appropriate and necessary EFL. 4.2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use simple descriptive language to compare and make brief statements about objects and possessions. (Example: family, school, living conditions, personal belongings, etc.) EFL. 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.) SOCIAL STUDIES FOR ECUADOR 9 5  Skills and Performance Criteria and Descriptors EFL. 4.3.3. Find specific predictable information in short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives, memoirs and personal accounts, formal letters and emails, etc.) EFL. 4.3.4. Find the most important information in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising, online or print timetables, web pages, posters, adverts, catalogs, etc.) EFL. 4.3.5. Use everyday reference material in order to select information appropriate to the purpose of an inquiry and relate ideas from one written source to another. EFL. 4.3.6. Apply learning strategies to examine and interpret a variety of written materials using prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. EFL. 4.4.4. Write to describe feelings/opinions in order to effectively influence an audience. (Example: persuade, negotiate, argue, etc.) EFL. 4.4.5. Recognize that various types of writing require different language, formatting and special vocabulary. (Example: a recipe, a letter, etc.) EFL. 4.4.8. Convey and organize information using facts and details in order to illustrate diverse patterns and structures in writing. (Example: cause and effect, problem and solution, general-to-specific presentation, etc.) EFL. 4.5.3. Make predictions, inferences and deductions to demonstrate different levels of meaning of literary works presented orally or in digital form, including literal and implied meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.) EFL. 4.5.4. Create personal stories by adding imaginative details to real-life stories and situations, using appropriate vocabulary and elements of the literature learners have read or heard. EFL. 4.5.6. Create an effective voice using a variety of ICT tools, writing styles and typical features of a genre to create stories, poems, sketches, songs and plays, including those that reflect traditional and popular Ecuadorian cultures. EFL. 4.5.10. Collaboratively produce criteria for evaluating literary texts and the effectiveness of group work. EFL. 4.5.11. Participate in creative thinking through brainstorming, working in groups, games and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other people’s strengths 6 SOCIAL STUDIES FOR ECUADOR 9  INTRODUCTION GREENLAND (DENMARK) ALASKA (USA) CANADA UNITED STATES OF AMERICA MEXICO THE BAHAMAS CUBA HAITI DOMINICAN REPUBLIC PUERTO JAMAICA RICO (USA) SAINT KITTS AND NEVIS BELIZE MONSERRAT GUADELOUPE GUATEMALA DOMINICA HONDURAS MARTINIQUE EL SALVADOR SAINT VICENT BARBADOS NICARAGUA TRINIDAD AND TOBAGO COSTA RICA PANAMA VENEZUELA GUYANA SURINAME COLOMBIA FRENCH GUIANA ECUADOR PERU BRAZIL BOLIVIA PARAGUAY CHILE URUGUAY ARGENTINA Many years ago, on a planet very far away, a young alien named Artie accidentally pressed a green button on a mysterious machine. Before he knew it, the machine had transported him to a strange new planet called Earth. There, Artie meets Inti, a student from Ecuador who travels with him on his exciting journey. Accompany them as they travel through the past, looking for the missing piece Artie needs for his machine to take him home, and learning many things about Earth’s history in the process. Inti and Artie are sitting at a desk studying. Inti is finishing his school social studies project while Artie is trying to learn everything he can about Earth so he can find the missing part to his machine. SOCIAL STUDIES FOR ECUADOR 9 7  CURRICULAR THREAD 1 UNIT 1 AMERICA’S FIRST INHABITANTS Skills and Performance Criteria and Descriptors CS. 4.1.18. Highlight the development of the aboriginal tribes in America as well as the formation of great civilizations, such as the Maya and the Aztec. CS. 4.1.19. Explain the development of the pre-Inca Andean cultures, with their principal achievements. EFL. 4.1.4. Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities. EFL. 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or academic situations in order to communicate specific intentions in online and face-to- face interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class, greeting an authority figure, etc.). EFL. 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school activities, etc.). EFL. 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate environment and matters of immediate need in simple terms using grammatical structures learnt in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). EFL. 4.3.5. Use everyday reference material in order to select information appropriate to the purpose of an inquiry and relate ideas from one written source to another. 8 SOCIAL STUDIES FOR ECUADOR 9  GLOSSARY Crayon Cray on Pleistocene: the era of the last ice age on earth. Cross: to go across or to the other side of. Settled: established a new colony in a place. Hunters and Gatherers: people who live by collecting wild plants and pursuing wild animals. Shrink: to get smaller. Deforestation: the cutting down of trees and bushes. SOCIAL STUDIES FOR ECUADOR 9 9  DRIVING QUESTIONS How did the first inhabitants get to America? How did the first inhabitants in America live? How advanced were the first inhabitants of America? Artie: Inti? Artie: That sounds wonderful. We can both learn together! Inti: Yes? Inti: Exactly. What part of the ancient Artie: I think that we have learned a lot civilizations in America would you like to about the ancient world. We learned look at first? about great empires and their history but I think I would like to learn more about the Artie: With what we learned before, I Americas. remember that human beings first lived in Africa and spread out from there. I don’t Inti: Oh yeah? Why, Artie? understand how they got to America. Isn’t that quite far away? Artie: I must have landed here in the Americas for some reason, don’t you Inti:Well, there are several theories about think? Plus, from what we have learned, it but most archaeologists agree that they I think that your ancestors are very arrived in America by crossing the Bering interesting and I would like to learn a lot Strait. more about them. Artie: The what? Inti: Well, fortunately for you, Artie, I am working on that right now for school! I can Inti: The Bering Strait, or the body of water tell you what I am learning as part of my between Alaska and Russia, was actually assignment! dry land during the Pleistocene era. 10 SOCIAL STUDIES FOR ECUADOR 9 Artie: So, people just walked across it? Inti: It does. But what is really hard to do is to prove it because the Bering Strait Inti: Yes. It seems that somewhere is covered with water now and all the between 12 and 20 thousand years ago, archaeological evidence is under water! humans were able to cross the Bering Strait into the Americas due to favorable Artie: So, at some point, they crossed into climate conditions. Today the Bering Strait America and then what? is covered with water. Inti: They spread out through North and Artie: Why could they cross then and not South America and began a long process now? of going from being nomadic hunters and gatherers to sedentary and living in Inti: Well, during ice ages, ocean water villages. freezes and becomes ice. When that happens, there is less water in the oceans, Artie: Oh! I remember that from before. and ocean levels drop. During the last It means that they settled down in one ice age, ocean levels were more than 50 area and began a lifestyle based on meters below where they are now. That agriculture. allowed for a dry land bridge between Siberia and Alaska, during that period of Inti: Exactly, Artie. Here in Ecuador, that time. started happening about 6 thousand years ago. Artie: Ok, that seems to make sense. ARTIC OCEAN BERING STRAIT RUSSIAN FEDERATION SIBERIA CANADA ALASKA CHINA ALEUTIAN ISLANDS U.S. PACIFIC OCEAN JAPAN SOCIAL STUDIES FOR ECUADOR 9 11  ACTIVITIES 1. Research the Bering Strait and make a time line showing the relationship between glaciers, ocean levels and the early humans. (Linguistic, Mathematical, Visual) Answers will vary. Remember that there is no right or wrong answer. These dates are hard to prove and there is much speculation still on who and when the first people crossed into the Americas. Below I have included one possible alternative. 2. What do you think the Americas looked like when the first inhabitants arrived? Now draw your vision of the Americas 10-20,000 years ago. (Visual, corporal) Answers will vary. Inspire your students to use their imagination. They could draw landscapes, animals at the time or the first people around a campfire. 12 SOCIAL STUDIES FOR ECUADOR 9 Artie: This seems like a pretty important Artie: So, this isn’t history? time in history for your people. Inti: Technically, it’s prehistory. It’s a part Inti: Well, technically, it isn’t part of history. of the aboriginal period, which is then divided in five broad categories that vary Artie: What? I thought we were studying from area to area. history! Artie: This is so confusing, Inti! Inti: We are…. and we aren’t. Remember, we talked about how history is the written Inti: Here, look at my homework and see if record of people? Anything before the it helps you understand. written record is really considered the time period before history. Human Migration SOCIAL STUDIES FOR ECUADOR 9 13 Subject: Social Studies Grade: 9th EGB Student Name: Inti General Time Line of the Americas Arrived at least 14,000 years ago. Left behind distinctive spear points and other tools. Paleo- Indian Period First came from Asia. Clovis Culture in United States and Monteverde Culture in Chile have been identified. Archaic Period Between 10,000 to 4,000 years ago. Begins with the end of the glaciers. Society starts to go from being nomadic to sedentary. Beginning of agriculture. Formative Period Begins with the creation of the Olmec civilization. They begin to have writing. Hierarchies within societies. Integration Period Characterized by the development of the great civilizations in Meso and South America. Alliances between the different civilizations. Irrigating techniques. Metalworking begins. Expansionist Period Between the 10th Century and the 15th Century, up until the arrival of the Europeans. Had great empires such as the Aztecs and the Incas. 14 SOCIAL STUDIES FOR ECUADOR 9 Artie: Wow, Inti. Your homework is so you are talking about different periods or organized. That is really impressive! I think I stages of human development. understand it better now. When you mean it is divided into five different categories Inti: Exactly, Artie. I think you’ve got it! ACTIVITIES 1. Imagine that you have to name different time periods for your life. What would you name them? Make a chart like Inti’s homework to explain them. (Interpersonal, Linguistic, Mathematical). Answers will vary. Let your students give names to the different time periods of their lives, they can be serious such as developmental period or funny such as terrible twos. Let them invent their own special names. SOCIAL STUDIES FOR ECUADOR 9 15  2. Compare the Clovis Culture of the United States with the Monteverde Culture of Chile and fill in the chart with the similarities and the differences that you find. (Visual, corporal.) Answers will vary. The object of the exercise is to show that there are few similarities. Similarities Differences Clovis in North America, Both Early Americans 1. 1. Monteverde en South America Monteverde earlier, Clovis at least 2. 2. 1000 years later Clovis sites are identified by special 3. fluted points, Monteverde had a different point technology 4. 3. 5. 4. Artie: This is all really interesting, Inti, but Artie: Was it similar to the Egyptian when are we going to talk about where calender with 365 days based on the your people came from? sun’s movement? Inti: We’ll talk about that later. I think that Inti: Yes it was! It was called the Haab, there are other American civilizations that but they also had the 260 day Tzolk’in we should discuss and understand first. calender that they used for their sacred days and the Long Count calender that Artie: Ok, I really would like to know more was 5126 years long. about your history, Inti, but if you think we should start elsewhere, that’s fine with me! Artie: Wow, that last one sounds like a calender that never stops! Inti: Thank you, Artie. I promise that it will be interesting. Let’s start with the Maya. Inti: The Maya Empire was located in Have you ever heard of the them? Southeast Mexico, Guatemala, Belize and portions of Honduras and El Salvador. Artie: Mmm. Maybe. Did they invent a They were organized in small city-states, calender? that centered around religious and administrative buildings. In the center of Inti: Exactly! While the Egyptians were the each of these they would build pyramids, first to have a calender in their part of the palaces and temples. The government world, the Maya or the Olmec, who came was led by a monarch known as the halac just before them, were probably the first uinic, which means “the real or true man”. to invent one in our part of the world. This halac uinic had control of religion, military and civil powers. 16 SOCIAL STUDIES FOR ECUADOR 9 Artie: So, you’re saying that the Mayas Artie: Wow! They would just leave were a great civilization with many everything and go? different city-states that often fought with each other for resources and power? Inti: Yes! The beautiful city of Palenque is one example of an abandoned major Inti: Yes. The first evidence of the Maya city. Somewhere around the year 900 (2000 B.C.) shows that they lived in small, A.D., archaeologists think that there was permanent villages growing maize, beans, a serious drought in the Maya lowlands squash and chilies. They would then go on that forced people to migrate elsewhere. to build large temples and pyramids with They even think it was caused by the complex city-states that would grow and Maya themselves, by deforestation of shrink according to their luck in war, trade their lands. and agriculture. Sometimes whole cities would be abandoned when things went Artie: Wow! Humans should be more wrong. careful of their Earth! Class Society HALACH UINIC Real man KAN O CHAN AH KIN CO'OB The highest of the sun ALMENEHOOB Nobility CAAB PPOLOM Merchants and professionals YALBA UINIKOOB XIBALBA Small men SOCIAL STUDIES FOR ECUADOR 9 17  ACTIVITIES 1. Draw a time line of Mayan History. Research if necessary. (Mathematical, Linguistic) Answers will vary. Below I have listed a few dates. The Mayans Significant Dates 18 SOCIAL STUDIES FOR ECUADOR 9  2. What characteristics of the Mayan empire still exist? (Linguistic) Answers will vary. Have your students think of Ecuador's mestizo history. There are many similarities between present day Maya and the indigenous population of the Andean area. Language, religion, still based on agriculture, they still live in the same areas SOCIAL STUDIES FOR ECUADOR 9 19  CURRICULAR THREAD 1 UNIT 2 THE AZTECS Skills and Performance Criteria and Descriptors CS. 4.1.18. Highlight the development of the aboriginal tribes in America as well as the formation of great civilizations, such as the Maya and the Aztec. EFL. 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. EFL. 4.1.4. Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities. EFL. 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or academic situations in order to communicate specific intentions in online and face-to- face interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class, greeting an authority figure, etc.). EFL. 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school activities, etc.). EFL. 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate environment and matters of immediate need in simple terms using grammatical structures learnt in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). EFL. 4.2.9. Use new words and expressions which occur in conversations in the personal and educational domains, and make use of such terms and expressions wherever appropriate and necessary. EFL. 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.). EFL. 4.3.5. Use everyday reference material in order to select information appropriate to the purpose of an inquiry and relate ideas from one written source to another. 20 SOCIAL STUDIES FOR ECUADOR 9  GLOSSARY Crayon Cray on Taxes: a mandatory contribution to the state. Exotic: not native; introduced from abroad, but not fully naturalized or acclimatized. SOCIAL STUDIES FOR ECUADOR 9 21  DRIVING QUESTIONS What differences were there between the great American empires? What happened to the Aztecs? Artie: I think the Maya were an interesting Mexica people. They originally came people. Are they the most important from somewhere further north, to settle civilization in the Americas, then? in the Valley of Mexico. Their capital, Tenochitlán, was built on a lake which Inti: Well, I don’t know if you could say allowed them to use a very efficient way that one was more important than any of of farming called chinampa farming. the others! There are other very important people we could talk about, too! Artie: What kind of farming? Artie: Really? Could you tell me about Inti: Chinampa farming. They would another one? scrape mud off the bottom of the lake and alternate it with other decaying Inti: Sure. How about the Aztec or the vegetation and build up raised beds that Toltec? were so fertile they could harvest up to seven crops a year! Artie: Tell me about the Aztec please! Artie: How cool! Inti: Ok! Aztec history starts with the 22 SOCIAL STUDIES FOR ECUADOR 9 Inti: In the early 1400’s, the Mexica formed Artie: Boy, those names are sure hard to an alliance with the Texcoco and the pronounce! Tlacopan peoples. This was known as the Triple Alliance or simply, the Aztec. They Inti: In the social pyramid, beneath quickly grew in size and power and went the highest in command, they had the on to control and influence a large portion Cihuacoatl who were in charge of running of Mexico and Central America until the the daily activities of the empire and that Spanish arrival. took over for the ruler when he wasn’t there. They were in charge of collecting Inti: Yes, the Aztec did sacrifice many taxes, distributing lands and managing people, however, human sacrifice was the Aztec version of a police force. present in many civilizations of North and South America. In their way of thinking, it Artie: It sounds like there was a lot of power was what sustained the balance of their given to just a few people. Universe. They had a very different view of the world than we do now. Inti: It’s true that their leaders had a lot of power but they also had many people Artie: What did the Aztec call their rulers? under them helping to make decisions. Inti: Huey Tlatoani or Tlacatecutil. That’s Artie: So, the Aztecs were very organized? in their language Nahuatl, which is still spoken in parts of Mexico today. Inti: Yes, like all large empires have to be! ACTIVITIES 1. Help Inti answer Artie’s questions. Research if necessary. (Linguistic, Intrapersonal) Answers will vary. a. How did the Aztecs gather information from the far ends of their empire? Research the word-pochteca. With the most resources, the best technology and a willing labor force, the religious leaders built aqueducts, palaces, pyramids and temples that rose as a tribute to their gods and as a testimony to the common people, of their power over humanity. SOCIAL STUDIES FOR ECUADOR 9 23 b. Name one important part of Aztec mythology or religion and explain it’s importance. Answers will var y. Have your students research "chinampas", the orgin of the Mexican flag and a brief timeline of the Aztecs. Have them realize that the Aztecs much like the Incas, had a very brief lifetime. 2. Help Inti answer Artie’s questions. (Linguistic, Intrapersonal) Answers will vary. Have your students research chinampas, the orgin of the Mexican flag and a brief timeline of the Aztecs. Have them realize that the Aztecs much like the Incas, had a very brief lifetime. a. List 5 advantages of chinampa farming. 1 Since the beds of soil are floating on top of the water, they did not need to irrigate. 2 It is an intensive system of agriculture that doesn't need much labor 3 The "chinamperos" have control of all the resources they needed water, soil from the lake bottom 4 (with organic fertilizer), a great microclimate (with "ahuejotes") and plenty of space. 5 24 SOCIAL STUDIES FOR ECUADOR 9 b. Research the history of the Mexican flag and explain to Artie how the Aztec influenced it. This is the legend of how the ancient Aztecs founded their capital, Tenochtitlan, the present city of Mexico. One day their chief god named Huitzilopochtli spoke to the priests and told them that they had to leave Aztlán(in northern Mexico) to look for a new land where they would have power and riches. He also told them that when they found an eagle perched on a nopal devouring a snake they would have reached the promised land. The Aztecs began a migration southbound until they found the signal on an island amid some lagoons in central Mexico. There they founded Tenochtitlán, the great city of the "Mexicans" and they became very powerful. The Mexican national flag shows the eagle perched on the nopal with a snake in its mouth. c. Draw a time line of the Aztec. Research if necessary. Aztecs left homeland Tenochtitlan Conquered Cortes in search of new home founded 1st nearby Lands comes to temple Mexico 1100 A.D 1195 1325 1375 1458 1502 1519 1522 Capital 1st ruler Aztec Empire Arrived at valley of Destroyed New Mexico at height 1520 Cortes meeting Astec Game takes place Aztec Leader at this year TIMELINE AZTECS SOCIAL STUDIES FOR ECUADOR 9 25 Artie: If they were so well organized and Moctezuma hostage. By than, Aztec powerful, how could they be defeated by society was beginning to fall apart. When the Spanish? the Spanish killed over 600 unarmed men, women and children at a festivity for one Inti: Well, in 1519, while under the reign of their gods, the Aztec rebelled against of Moctezuma II, Hernan Cortés arrived Moctezuma. Depending on which version in Mexico with a small army. He quickly of the story you believe, Moctezuma was found local indigenous, that were natural either killed by his own people or the enemies of the Aztec, to help him. Killing Spanish. A year later the Aztecs, hit by thousands of unarmed nobility in Cholula, famine and small pox, were defeated. he than went to Tenochtitlan, taking 26 SOCIAL STUDIES FOR ECUADOR 9  ACTIVITIES 1. Help Artie understand where the Aztec and the Maya lived. Draw a map of Mexico and Central America and color code. it for him to see. (Visual, Mathematical) Have your students understand that the Aztec and the Maya had two very different ecological environments in which they lived. FOR EXAMPLE SOCIAL STUDIES FOR ECUADOR 9 27  2. Research and draw a Venn diagram that compares the Aztec with the Maya. (Mathematical, Linguistic, Visual) Answers will vary. It is important to understand that the cultures were very different although they did share several similarities. FOR EXAMPLE Comparison of Aztec and Maya Cultures AZTEC MAYA Calendar Emperor Writing Number Floating System Zero Gardens Priests and Astronomy Capital: Temples City-States Tenochtitlan 28 SOCIAL STUDIES FOR ECUADOR 9 Artie: Wow! The history of the Aztec is They had their own temples and their really interesting. Would you please tell own leaders. They also were in charge of me more about their organizational tax collecting, training men for the army structure? and running schools for children. Inti: Well, it was complex and I’m still Artie: And than these capulli were learning about it, but I’ll try. Let me see. organized into larger groups? Let’s start with the most basic unit of organization after the family, the calpulli. Inti: Yes, they were. Capulli belonged to larger city-states that reported to the Artie: You mentioned them before. How three biggest cities of the Triple Alliance did the calpulli work? and ultimately to Tenochtitlan, which was the largest and most powerful city in Inti: They were probably large family the Aztec Empire. groups that administered land areas, almost like big neighborhoods. THE AZTEC SOCIETY Pipiltin - Nobles Macehualtin - Commoners Tlatlacotins - Slaves SOCIAL STUDIES FOR ECUADOR 9 29 Inti: Aztec society was divided into three Inti: Well, sometimes. Think about it. They broad social classes, the nobles, called were always welcomed where ever they pipiltin, the commoners or macehualtin went because they would bring exotic and the slaves or tlatlacotin. goods to trade. And of course, once they were inside the far away cities they would Artie: The Aztecs had slaves? talk to people and see things that maybe they shouldn’t have seen. Inti: Yes, they did! They were people that couldn’t pay their debts or war prisoners. Artie: Wow! You are right! The perfect spies. Artie: Wow! Just for not paying debts! Who else was there? Inti: The Aztec also had schools. Inti: At the top of the macehualtin class, Artie: That’s right, you mentioned that they had what was known as pochteca. earlier! They were run by the calpulli. They were merchants who specialized in trading and exchanging goods in far off Inti: Yes. There were two different branches lands. They became very powerful and of this school, one for the macehualtin rich not only because of the work they and another for the upper class. The did but also for the information that they upper class would be educated as priests, would acquire about other rival groups teachers, doctors and leaders of society while on their travels. while the lower class students learned things like Aztec culture, history, religion Artie: They would work as spies? and were prepared as warriors. ACTIVITIES 1. Do you think that students from different social classes get different education in your country? Explain. (Intrapersonal, linguistic) Answers will vary. It is important to have your students compare regular public schools with "Colegios del Milenio", public schools in major urban areas with public schools in small towns and of course, public with private schools in their answer. 30 SOCIAL STUDIES FOR ECUADOR 9  2. Complete the following word search. (Visual, Linguistic) TLATLACOTIN POCHTECS CALPULLI AZTECS MACEHAULLIS PILLIS MOCTEZUMA QUETZACOATL Q A Z T E C S S Z E E U T M U D U P O L P O C H T E C S L C D U E I S Z M O C T E Z U M A M A D T L R O L A A L L O F L Z A L Q Z L T C E A O S T H D R A C Q V A I E N L A H L A G E A I E I L C S A I U S A O O O T C S H C U O L S E C T M Z T C C A E A A L A S L A L L D Z A I S A A U R A T L T A E H E S U T D P A L C M L L C L T T E Z A L E M Q L L M O O J N M L P A S L L T U I E C T A N O A C R O C O D E Y S T I E A Q U U M U D I M A Z A A N N N Artie: Religion class? What did they learn god of the wind and inventor of art, and there? Mictlantecuhtli, the god of the dead, amongst others. Inti: Well, the Aztecs believed in many different gods. Some can be traced to the Artie: These were the gods that demanded early Maya, thousands of years back. Their human sacrifices? main gods were Huitzilopochtli, the god of war and sacrifice, Tlaloc, the god of rain, Inti: Yes. They were. The Aztec believed Tonatiuh, the sun god, Tezcatlipoca, the that sacrifice would keep harmony and god of harvest and the soul of the world, balance in their world. And it did, until the Quetzalcoatl, the feathered snake, arrival of the Spanish.... SOCIAL STUDIES FOR ECUADOR 9 31  CURRICULAR THREAD 1 UNIT 3 THE INCA EMPIRE Skills and Performance Criteria and Descriptors CS. 4.1.20. Analyze the origins and development of the Inca empire as a civilization and their political and military influence. CS. 4.1.21. Describe the organizational structure of the Tahuantinsuyo and the social organization required to participate in it. EFL. 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. EFL. 4.1.4. Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities. EFL. 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or academic situations in order to communicate specific intentions in online and face-to- face interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class, greeting an authority figure, etc.). EFL. 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school activities, etc.). EFL. 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate environment and matters of immediate need in simple terms using grammatical structures learnt in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). EFL. 4.2.9. Use new words and expressions which occur in conversations in the personal and educational domains, and make use of such terms and expressions wherever appropriate and necessary. EFL. 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.). EFL. 4.3.5. Use everyday reference material in order to select information appropriate to the purpose of an inquiry and relate ideas from one written source to another. 32 SOCIAL STUDIES FOR ECUADOR 9  GLOSSARY Crayon Cray on Spaniards: people from Spain. Legumes: vegetables from the bean family. Knots: fastenings made by tying a piece of string, rope, or something similar. Viceroys: a ruler in a colony, especially when the king is away. SOCIAL STUDIES FOR ECUADOR 9 33  DRIVING QUESTIONS Through what process does one culture begin to absorb another? How did the Inca empire begin? Inti: How about if we talk about the Incas Artie: How did they grow from a small tribe now? into something so big and important? Artie: OK! Inti: Well, they had great leadership. A remarkable man, Pachacuti, came Inti: The Inca empire started as a tribe who to power. He began to reach out to lived in the small village of Cuzco, high in neighboring tribes. He spread stories of the Andes Mountains of South America. his excellence and power to encourage other groups to join him. Even his Artie: Really? name meant "earth-shaker." Many groups were convinced by Pachacuti and that’s Inti: Yes. From that humble beginning, how the Inca empire began to grow. they went on to dominate the Andes. Who knows what they would have done, Artie: Wait, wait, wait.... So this great if it had not been for the arrival of the empire started with small groups of people Spanish in 1532! working together? Artie: So, they were around for about 200 Inti: That is one way to look at it. years? Artie: But it grew much larger, didn’t it? Inti: Very good, Artie. Yes. 34 SOCIAL STUDIES FOR ECUADOR 9 Inti: Absolutely! The Inca leaders after if only they put Inti first. The groups that Pachacuti, expanded the empire using would try to resist recieved the full force his same strategies. Pachacuti’s son, of the Inca armies! Tupac Inca Yupanqui, expanded all the way north to Quito! Part of what allowed Artie: So it was probably better to join the Inca to expand so widely were the peacefully than fight? road systems that had been developed by earlier civilizations. They improved Inti: That’s right. Lots of times the Inca would them to travel quickly and also to send offer local elites art and luxury goods to people and troops from Cuzco to newly convince them to join the empire. Their conquered areas. There, they would strategy of moving some of the most loyal share Inca culture and language to the Inca communities close to people who new members of the empire. resisted Inca rule so that those resistant groups would learn how to live peacefully Artie: Wow, so they conquered many within the empire was also efective. people without killing them? What an interesting process! Artie: Wow. It is still incredible they expanded so far so quickly! Inti: It was also effective! At its largest, the Inca empire stretched from Santiago, Inti: Well, I guess, you could say that Chile, up to southern Colombia. Many they improved systems that had already communities did not fight against the Inca existed in previous cultures, to their own because they saw benefits from joining benefit while adding in their own ideas. peacefully. The Inca would share food with them in times of need and also offer Artie: Oh. What a smart strategy! them protection from their enemies. They would allow them to keep their own gods SOCIAL STUDIES FOR ECUADOR 9 35  ACTIVITIES 1. What makes one society easier to conquer than another? Explain. (Intrapersonal, linguistic) Answers may vary. Have your students understand that societies like any other living organism, have their ups and downs and vulnerabilities. For example, when the Spanish arrived in Peru the huge Inca Empire was involved in a civil war that was causing confusion and with the unknown (to the Inca) factors of illnesses, guns and horses, the powerful Inca were conquered by a handful of Spaniards. 2. Look for images of Manco Capac and draw what he looked like here. What do his clothes tell you? (Visual, corporal) Answers will vary but I have included one artists interpretation below. Notice the distinctive use of feathers, the fine weavings of alpaca wool and dyed cotton and gold or wooden ear spools among other things. 36 SOCIAL STUDIES FOR ECUADOR 9 Artie: You said that the Incas were one of knot communication system, and their the largest civilizations in South American complex calendar, that not everyone history? farmed all day. Inti: Yes! At the time, they were the largest Artie: Wait a minute, what was that empire ever to exist in South America. communication system? Artie: How many people lived in their Inti: The Inca used strings with knots tied in empire? them called quipus, mainly to keep track of numbers. They might have even used it Inti: It is quite uncertain how many people as a written language, but that still hasn’t were a part of the Inca empire. Some been proven! It was quite a cool system! historians guess that in their greatest expansion they had a population of Artie: So they were one of the great between six and twelve million inhabitants. civilizations that didn’t have a written language? Artie: There is quite a difference between those two numbers, Artie. Why is that? Inti: So far, it seems that way. Another thing about the Incas is that they believed Inti: It is hard to determine what exactly in many gods and they practiced many of was part of the Tahuantinsuyo and how their religious activities around agriculture. many people lived there. We know Their main god of agriculture was the sun that they all spoke the same language, god, Inti. We both share the same name. Kichwa, which is why so many Andean countries still use it today. Artie: That makes your name very special, then! Artie: What types of food did they eat? Inti: It does. Inti was a very powerful god, Inti: The Inca ate a mostly vegetarian diet though not their main god. Their main god from a wide variety of crops, including was Viracocha, who created humanity potatoes, maiz, legumes, fruit and and walked the earth as a man doing quinoa. They also occasionally ate llama good deeds. It is said that he sailed west and cuy meat. Many families grew food out of present day Manta saying that he for themselves, though the road systems would come back and was never to be were used to send different food items all seen again! across the empire. Artie: Wow! They were very nature based Artie: It sounds like they were very in their beliefs, right? How does that relate productive in their different activities. to what you do now? Inti: They absolutely were. Some people Inti: Well, in many countries there are still look back on ancient civilizations and people who celebrate the same festivities think that life was just survival and hard that the Incas did. Inti Raymi, for example, work. The way I look at it, is that ancient is the celebration of the summer solstice civilizations like the Inca certainly had to and giving gratitude for corn, the growth of work hard, but not all of it was for survival. crops and the harvest. I have participated We know, from the systems that the in many Inti Raymi celebrations. I love all Incas used, like the quipu, or string and the traditional games! SOCIAL STUDIES FOR ECUADOR 9 37 Artie: Games? Like what? prizes that you can try to get. Climbing is very dificult because it is so slippery. If you Inti: Well, for example, my favorite is the get lucky and reach the top, you get to greased pole. They have this huge pole keep the prizes. It is a lot of fun! that they grease up. At the top there are ACTIVITIES 1. Research the Inca diet. What do you think they had on their plate for lunch? Draw a typical Inca lunch plate. Do you eat some of the same foods? (Visual, corporal) Answers may vary. Please emphasize the many varieties of potatoes, corn and grains that they used. FOR EXAMPLE 38 SOCIAL STUDIES FOR ECUADOR 9  2. Organize an Inca game festival in your classroom. Explain the different games and how to play them to those that visit. (Intrapersonal, Corporal) This is a group effort. Break your students up into smaller groups and have them find games that can be traced back to the Inca, learn how to play them and then show and teach them to others. 3. Imagine a traditional game from Artie’s home world. Explain how it would work. (Linguistic). Good luck :-) SOCIAL STUDIES FOR ECUADOR 9 39 Artie: Wow. I would love to participate Inti: We could write out the rules for you in some traditional games. I might need Artie, but it would have to be in English. We some time to practice, though. They still haven’t figured out how to interpret would have to write out the rules for me the Quipu. to read a few days before the day of the contest! ACTIVITIES 1. Have you ever seen a sun clock? Build one and present it to your class. (Naturalistic, Corporal). Break your class up into small groups and research sun clocks. Remember that sun clocks are found in many different areas of the world so hopefully each group can build a different type of sun clock. 2. Look up the types of knots that were used for quipus and draw it below. Explain how you think using knots could help you communicate. Research quipus with the class and make sure you bring up the theory that maybe knots where not only used for numbers as commonly thought but also used to represent words or ideas also. 40 SOCIAL STUDIES FOR ECUADOR 9 Artie: Wow. Another great civilization full Artie: And below the council? of interesting stories and different ways of looking at the world! Inti: Below this they had governors, or curacas, that each lead many families. Inti: That’s true, and a lot of their sucess The Inca had inspectors that ran through was due to their centralized government. the entire land to supervise that work This meant that though the Sapa Inca was being done correctly. Besides this, was the main source of power, there they had a very strong army that helped were local governments defending his keep everything in order. It was pretty well interests. Everyone had a role to fulfll and organized. was therefore important to society. Artie: It sounds complex. How did Artie: Really? What was their social the inspectors manage to get all the pyramid like? information they needed? Inti: The Sapa Inca was the very highest Inti: The Incas had a great system of roads power. He was considered the direct that let them travel quickly. They also had descendent of the sun god, Inti, which also a mail system that took information from made him a god. He would usually give and to Cuzco, managed by runners that his relatives important jobs. There was a took turns in a relay system. They were council that helped him govern. Beneath known as chasquis. This system could that council there were 4 viceroys who cover 200 - 400 kilometers per day! each managed one of the four suyos, or regions, of the empire. ACTIVITIES 1. Research gods of the Inca. Find five and explain their role. (Intrapersonal, interpersonal, visual) Answers will vary. I have listed a few gods below. "Viracocha" was the creator god. "Inti" was the sun god and the assistant of Viracocha, "Illapa" was the weather god and one of the most popular gods. "Mama Quilla" was the mother and wife of the god Inti. "Pachamama" was the earth's mother goddess. SOCIAL STUDIES FOR ECUADOR 9 41  2. How does mail work now? Find out and explain here. Answers will vary. Compare the "chasquis" with the post office of today. Artie: How were they able to maintain was very class orientated as to subject control of such a large empire? matter. Upper class men studied history, map reading, astronomy, religion, poetry, Inti: They had a great army that sports, and statistics. overwhelmed their enemies by their numbers and knowledge in hand to hand Lower class men were taught by their combat. They were feared for that. They fathers or uncles and didn’t recieve formal also had slaves that came from people schooling. Upperclass women studied to who tried to rebel against the government be priestesses and learned other womanly and were reduced to yanakunas. subjects while lowerclass women had little formal training. Formal Kichwa training Artie: The Incas had slaves also? was obligatory for all non-native speakers male or female. Inti: Yes, they did. Another important factor was that they had a very good Artie: Oh I see! So everybody who wasn’t educational system for administrators. born an Inca would have to learn the Inca They believed that it was important for language. everyone to have collective communal responsibility and knowledge of values Inti: Yes! And it was a good way to make that were central to their community, people become Inca! such as work and obediance. Education ACTIVITIES 1. Think about your education. If you were a great ruler, what would you teach your citizens? Explain. (Linguistic, intrapersonal) Answers will vary. Have your students think about their education, Incan rules and current rules before they answer. 42 SOCIAL STUDIES FOR ECUADOR 9  2. Draw what you think the perfect place to study would look like if you were an Inca. (Visual) SOCIAL STUDIES FOR ECUADOR 9 43  CULAR THREAD 2 UNIT 1 THE AMERICAS Skills and Performance Criteria and Descriptors CS. 4.1.22. Analyze and appreciate the cultural and material legacy of the indigenous people in Latin-American countries. CS. 4. 2. 7. Describe the fundamental characteristics of North America, Central America and South America: reliefs, hydrography, climate, demography and principal life quality indicators. CS. 4.3.9. Discuss democracy as a government of the people, whose basic principal is liberty and social justice. EFL. 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. EFL. 4.1.3. Display an understanding of the relationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural experiences and ideas. EFL. 4.1.4. Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities. EFL. 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or academic situations in order to communicate specific intentions in online and face-to- face interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class, greeting an authority figure, etc.). EFL. 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school activities, etc.). EFL. 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate environment and matters of immediate need in simple terms using grammatical structures learnt in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). EFL. 4.2.4. Deduce the meanings of unfamiliar phrases and words from a context containing familiar elements. (Example: colloquial greetings, exclamations, interjections, etc.). 44 SOCIAL STUDIES FOR ECUADOR 9  Skills and Performance Criteria and Descriptors EFL. 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using concepts and vocabulary that have been studied in advance. EFL. 4.2.9. Use new words and expressions which occur in conversations in the personal and educational domains, and make use of such terms and expressions wherever appropriate and necessary. EFL. 4.2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use simple descriptive language to compare and make brief statements about objects and possessions. (Example: family, school, living conditions, personal belongings, etc.). EFL. 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.). EFL. 4.3.3. Find specific predictable information in short, simple texts in a range of age- and level- appropriate topics. (Example: biographies, news articles, narratives, memoirs and personal accounts, formal letters and emails, etc.). EFL. 4.3.4. Find the most important information in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising, online or print timetables, web pages, posters, adverts, catalogues, etc.). EFL. 4.3.5. Use everyday reference material in order to select information appropriate to the purpose of an inquiry and relate ideas from one written source to another. EFL. 4.3.6. Apply learning strategies to examine and interpret a variety of written materials using prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. EFL. 4.4.4. Write to describe feelings/opinions in order to effectively influence an audience. (Example: persuade, negotiate, argue, etc.). EFL. 4.4.5. Recognize that various types of writing require different language, formatting and special vocabulary. (Example: a recipe, a letter, etc.). EFL. 4.4.8. Convey and organize information using facts and details in order to illustrate diverse patterns and structures in writing. (Example: cause and effect, problem and solution, general-to- specific presentation, etc.). EFL. 4.5.3. Make predictions, inferences and deductions to demonstrate different levels of meaning of literary works presented orally or in digital form, including literal and implied meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.). EFL. 4.5.4. Create personal stories by adding imaginative details to real-life stories and situations, using appropriate vocabulary and elements of the literature learners have read or heard. EFL. 4.5.10. Collaboratively produce criteria for evaluating literary texts and the effectiveness of group work. EFL. 4.5.11. Participate in creative thinking through brainstorming, working in groups, games and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other people’s strengths. SOCIAL STUDIES FOR ECUADOR 9 45  GLOSSARY Crayon Cray on Citizen: a person in a country. Elect: to choose someone as a representative. Political party: group of people who share the same idea of how to govern a country. 46 SOCIAL STUDIES FOR ECUADOR 9  DRIVING QUESTIONS What makes Latin America special? What is democracy? Artie: Okay. I feel like I understand a little Artie: Wow! That is quite a lot of land! more about your history and the different And what is the size of North and South cultures of North and South America, but America as separate areas? there is still a lot I want to know. Inti: North America is about 24,000,000 Inti: Well, what would you like to learn square kilometers and South America, about, Artie? You’ve been here for quite about 18,000,000 square kilometers. a while now, and I think you know a lot. Combined, they represent approximately one third of the entire land mass of the Artie: You are right, I do know quite a planet. The Americas are also home to bit about history now, but I would like to about 14% of the world population. have a better sense of the geography of this area. Could you explain what the Artie: Wait, the Americas cover about one continent is like? third of all the land mass and yet they only have 14% of the world population? Inti: Sure. There are two ways of looking at it. Most people say that there are seven Inti: Yes. Most of the world population is continents in the world, but that means centered in Asia. We should consider they see North and South America as ourselves lucky that our countries are separate land masses. However, I like not too crowded. Most of the people in to think of it as one big continent, so I the Americas live in temperate zones, really like the idea of us being called the either along the coasts, the highlands, or Americas. If we consider it just one large the inland plateaus. We also have a lot continent, the Americas are a territory of of beautiful natural areas for people to around 42,000,000 square kilometers. enjoy. SOCIAL STUDIES FOR ECUADOR 9 47 Artie: This means that the jungle and Inti: For example, we have some amazing deserts have less population? rivers, such as the Mississippi River in North America and the Amazon river in South Inti: Exactly, you get it! We also have some American. Both are major sources of fresh very special geographic features. water and are used for transportation. They are famous for their size. Artie: Like what? ACTIVITIES 1. Help Artie understand. Make a chart with a few important facts he should learn about the Americas. (Mathematical, visual) Answers will depend on student's interest. Below are a few examples of size population and languages. NORTH AMERICA Area 23,633,760 km² Population 572 000 000 inhab. Regional languages Spanish, English, French, Greenlandic CENTRAL AMERICA Area 522 7601 km² Population 50 690 000 hab Regional languages Spanish (official), English, Garifuna, Kriol, Mayan languages, languages of Europe and languages of Mesoamerica. SOUTH AMERICA Area 18 005 000 km² Population 416 000 000 inhab. Regional languages Spanish, Portuguese, French, English, Quechua, Guaraní, Aymara, Dutch 48 SOCIAL STUDIES FOR ECUADOR 9 Inti: Due to the great surface area of the are Guatemala, Belize, Honduras, El continent, we can divide it into three Salvador, Nicaragua, Costa Rica and different areas, or subcontinents. Panama. And then there are thirteen independent countries in the Caribbean Artie: Okay. Where do we start? region. Inti: Well, first you have North America. This Artie: Okay. That is a bit harder to area has four countries: Canada, United remember. What about South America? States, Mexico and Greenland. Inti: Here we have thirteen more countries Artie: That is easy enough to remember. beginning with Colombia in the North and stretching to Chile and Argentina in the Inti: Right. After that you have Central South. America and the Caribbean. In Central America we have seven countries which Artie: Okay, cool! ACTIVITIES 1. Help Artie remember! Draw a map of North America with all its countries and color it according to the different countries. (Visual, mathematical) This is a straight forward activity. Below is an example. SOCIAL STUDIES FOR ECUADOR 9 49 Inti: The fact that the Americas are so large Artie: And does all of Latin America speak means that there are a lot of different Spanish? aspects of their geography to take in account. Inti: No. The majority of the countries do, but Brazilians speak Portuguese. Some of Artie: Like what? the Caribbean islands were also French and English colonies, and so their people Inti: Well, first of all, the climate across speak these languages too. There are the Americas varies enormously. Some also a number of native populations countries have four seasons while others throughout the Americas that still maintain only have two. Some have rainy jungles, their traditional language, cultures, some have snowy mountains, some have values, and traditions. Some people live sunny flatlands, and some have it all! in big cities, some in small towns, some in rural areas, and some in the rain forest. Artie: So, the Americas have it all? Artie: I can see how that would have an Inti: Haha, that’s right! Not only in impact on what people need and how climates, though. The best thing about they see their world. the Americas, I think, are its people. Inti: Yes. We can also look at religion. For Artie: What do you mean? example, while all of the Americas have a large Christian population, Latin America Inti: There is just so much incredible history is mainly Catholic, while North America is and culture in the Americas! For example, mostly Protestant. the majority of people in North America speak English. But there are also many Artie: So, similar, but different! This is immigrants who have arrived from all fascinating! over the world who speak many different languages as well. ATLANTIC NORTH OCEAN AMERICA PACIFIC OCEAN CENTRAL AMERICA World Climate Regions SOUTH Tropical climates AMERICA Subtropical climates Cyclonic climates ATLANTIC OCEAN Polar climates Highland climates 50 SOCIAL STUDIES FOR ECUADOR 9  ACTIVITIES 1. Find out what the quality of life is in each of the three subcontinents and make a chart. Why is it different? (Linguistic, mathematical, intrapersonal) Answers will vary. North America, South America and Central America are considered the three subcontinents. The differences could touch on ecological, wealth or social differences for example. SOCIAL STUDIES FOR ECUADOR 9 51  2. What would you say are the most important characteristics of your region of the world? Draw a short comic story to explain. (Linguistic, intrapersonal, visual) Answers will vary. Draw a picture (and write an explanation if necessary) that shows in a funny way important things of where you live such as food or customs or jokes. Good luck! 52 SOCIAL STUDIES FOR ECUADOR 9 Artie: OK, Inti, I think I understand more problem? about the Americas in a general sense. I am still confused about some things Inti: It is good, and yet at times it isn’t. You though. see, in a democracy the winners are the candidates with the most votes. This means Inti: Like what? that there will always be people who are unhappy because their candidate didn’t Artie: Well, like government. What are the win. And sometimes the numbers are very differences between the governments? close, so there are a lot of people who Are they all run the same way? are upset with the results. Inti: Well, I think the answer to that is really Artie: Well, I guess I can see that. I don’t complicated. Yes and no. think there is a way for everyone to always be happy though, is there? Artie: Yes and no? Inti! That isn’t an answer at all! Inti: No, I suppose not. And governments shift over time, first one group is in power Inti: Haha! Let me explain. You see, most then another group takes over. So there try to govern under a system known as are always going to be people who democracy, but in reality democracy want to change what the government is can be extremely difficult to implement. doing. Sometimes, however, the people It is not really possible for each country to who are elected take advantage of their have the same type of democracy. situation and abuse their position. At times a president even takes over and tries to Artie: Oh. I am not sure I understand. Could become an absolute leader. This is called you explain democracy to me then? a dictatorship. If the elected leaders are no longer doing what the people Inti: Okay. I will try. Let’s see. The idea need and what is best for the country, behind democracy is that every citizen then the citizens have to stand up to has a right to participate in choosing the government and demand that their the representatives that will govern the government respect their rights. country. Artie: But then, what happens if everyone Artie: Oh, that sounds like a good idea! does not agree? Couldn’t there be people that don’t agree with what the others are Inti: In principle, it is. The idea is that doing? Wouldn’t that be a problem for the everyone has an equal vote and country? everyone is free to vote for the person or political party they feel will be best for the Inti: You are so right, Artie. There are hardly country. People are able to elect officials, any topics on which everyone agrees. representatives and leaders who then Everyone should respect the democratic form the government who will run the system and the right of citizens to protest country. Sometimes they can also vote for what they think is best – but that does directly regarding major decisions that not always happen. the government has to take. Artie: Oh dear. This is really very confusing! Artie: That all sounds good. What is the SOCIAL STUDIES FOR ECUADOR 9 53 Inti: We need to remember that the Artie: Oh. I really like that part! That I can most important part of democracy is understand. I might try to implement that that everyone counts. No one is more one day on my home planet! important than anyone else and everyone has a role in how things are managed. ACTIVITIES 1. What do you think is the best way to run a country? Explain. (Linguistic, intrapersonal). Answers will vary. Students may emphasize human qualities such as respect or honesty or mention politics like democracy or approach from an organizational structure point of view. 2. Think of a time when you and a friend have disagreed and what you did to move past it and make things good again. How does that affect your opinion of democracy? (Mathematical, linguistic) Answers will vary. Democracy means respecting others points of view, building solid defenses of your points of view and building consenses. These are all important aspects of human interaction. 54 SOCIAL STUDIES FOR ECUADOR 9  3. Research and make a chart comparing democracy and dictatorship. (Mathematical) Answers will vary. Below I have listed a few examples. FOR EXAMPLE Comparison Democracy Dictatorship People are discussing ideas and One main leader with a lot of power debating what they want, give their People opinions are controlled/not votes really allowed your own opinion Different opinions are allowed People get told what will happen Power is shared between two or more No real parliament parties Only one political party allowed Everyone in the community can help to change the laws Dictador can change the laws any time People look at the dictador almost like a king SOCIAL STUDIES FOR ECUADOR 9 55 CURRICULAR THREAD 2 UNIT 2 EUROPEAN CONQUEST OF AMERICAN SOIL Skills and Performance Criteria and Descriptors CS. 4.1. 23. Contrast the most important traits that differentiate the American cultures from those that conquered and colonized from Europe. CS. 4.1.24. Examine the motivations of the Europeans to find new sea routes to the Far East and analyze how they arrived to India and “discovered” America. CS. 4.1.25. Explain the Spanish conquest of the Inca empire and the resistance of the indigenous tribes. CS. 4. 1. 26. Expose the organization and government mechanisms as well as the extraction of riches that the Spanish Colonial Empire managed in America. EFL. 4.1.2. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.) including the students’ own. EFL. 4.1.3. Display an understanding of the relationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural experiences and ideas. EFL. 4.1.4. Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities. EFL. 4.1.8. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or academic situations in order to communicate specific intentions in online and face-to- face interactions. (Example: thanking, making promises, apologizing, asking permission, chatting with friends, answering in class, greeting an authority figure, etc.). EFL. 4.2.1. Understand phrases and expressions related to areas of most immediate priority within the personal and educational domains, provided speech is clearly and slowly articulated. (Example: daily life, free time, school activities, etc.). EFL. 4.2.2. Use a series of phrases and sentences to describe aspects of personal background, immediate environment and matters of immediate need in simple terms using grammatical structures learnt in class (although there may be frequent errors with tenses, personal pronouns, prepositions, etc.). 56 SOCIAL STUDIES FOR ECUADOR 9  Skills and Performance Criteria and Descriptors EFL. 4.2.4. Deduce the meanings of unfamiliar phrases and words from a context containing familiar elements. (Example: colloquial greetings, exclamations, interjections, etc.). EFL. 4.2.8. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using concepts and vocabulary that have been studied in advance. EFL. 4.2.9. Use new words and expressions which occur in conversations in the personal and educational domains, and make use of such terms and expressions wherever appropriate and necessary. EFL. 4.2.11. Give short, basic descriptions of everyday activities and events within familiar contexts and use simple descriptive language to compare and make brief statements about objects and possessions. (Example: family, school, living conditions, personal belongings, etc.). EFL. 4.3.1. Understand main points in short simple texts on familiar subjects. (Example: news about sports or famous people, descriptions, etc.). EFL. 4.3.3. Find specific predictable information in short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives, memoirs and personal accounts, formal letters and emails, etc.). EFL. 4.3.4. Find the most important information in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising, online or print timetables, web pages, posters, adverts, catalogues, etc.). EFL. 4.3.5. Use everyday reference material in order to select information appropriate to the purpose of an inquiry and relate ideas from one written source to another. EFL. 4.3.6. Apply learning strategies to examine and interpret a variety of written materials using prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. EFL. 4.4.4. Write to describe feelings/opinions in order to effectively influence an audience. (Example: persuade, negotiate, argue, etc.). EFL. 4.4.5. Recognize that various types of writing require different language, formatting and special vocabulary. (Example: a recipe, a letter, etc.). EFL. 4.4.8. Convey and organize information using facts and details in order to illustrate diverse patterns and structures in writing. (Example: cause and effect, problem and solution, general-to- specific presentation, etc.). EFL. 4.5.3. Make predictions, inferences and deductions to demonstrate different levels of meaning of literary works presented orally or in digital form, including literal and implied meanings. (Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.). EFL. 4.5.4. Create personal stories by adding imaginative details to real-life stories and situations, using appropriate vocabulary and elements of the literature learners have read or heard. EFL. 4.5.10. Collaboratively produce criteria for evaluating literary texts and the effectiveness of group work. EFL. 4.5.11. Participate in creative thinking through brainstorming, working in groups, games and problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other people’s strengths. SOCIAL STUDIES FOR ECUADOR 9 57  GLOSSARY Crayon Cray on Portrayed: described, shown as. Impose: force, obligate. Epidemic: widespread occurrence of an infectious disease. Cosmovision: world view of material and spiritual life. Hierarchical: divisions of importance, especially in a society. Uprising: act of rebellion. Strategic: important. 58 SOCIAL STUDIES FOR ECUADOR 9  DRIVING QUESTIONS What part of Ecuadorian culture survived the colonization process? How did Latin American identity change after the colonization? Artie: Inti, thank you so much for telling Inti: Yes? me about all these things. I think I have a much clearer picture now about the Artie: I’m just not really sure I understand Americas. how Latin America went from these ancient indigenous civilizations to what it Inti: Of course, Artie. I love learning! One is now. of the best ways to learn is by teaching someone else. Are there any other Inti: Oh, I can explain that. questions that you have? Artie: Really? Great! Artie: Actually I do... Inti: See, our history is actually divided in Inti: Go ahead Artie. I’ll tell you what I two quite different time periods. The first is know. the indigenous period I have be