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Resource Unit VI, Grade Providence Social Studies Curriculum Project

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Resource Unit VI, Grade Providence Social Studies Curriculum Project DOCUMENT RESUME ED 048 183 SP 007 070 TITLE Governmental Systems. Resource Unit VI, Grade Providence Social Studies Curriculum Project. INSTITUriCN Providence Puh?.ic Schools, R.I.;::.lode Island Coll., Providence. SPONS AGENCY Office of Education (FHFW), Wa:hington, L.C. Cooperative Research Program. REPORT NO CRP-6-1195 PUB DATE 68 NOTE 29p.; Part of a.:et of re ounce units and curriculum overviews for K-12 social studies EERS PRICE EDRS Price MF-D.65 LC -33. 29 DESCEIPTORS *Cur:.iculum Guides, Governmental Structure, *Grade 6, *Social. Studies, *Urban 'reaching IDENTIFIERS Africa, Latin America ABSTPACT GRADES Oh AGES: GJ:ade r. SUEJECT MA2T27,.: Social studies; government of Latin America and Africa. ChGANIZATION PHYSICAL APPEARNCF: The major portion of the guide, which develops the unit, is laid out in three columns, each one for topics, activities, and materials. Other sections are in list form. Tlie guiOe is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group cf activities in the second column is related to a topic in the first column. 7.NSTRUCTIONAL MATERIALS: Each group of materials listed in the third colucn Is related to one or more activities. In addition, two appendixes contain curriculum materials. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas students shor.ld understand and skills the should possess ty the end of the unit. OPTIONS: The guide is prescriptive Ls to course content and timing. Activities and materials ?isted are ontional. (PI) M co -1 oo c) PROVIDENCE SOCIAL STUDIES CURRICULUM PI:ZOJE CT 1 11.101.1 =1111 US DEPARTMENT OF 4IF ALTO", EDUCATION T WELFARE OFFICE OF EDUCATION THIS DOCUMENT PVLS SEEN REPRO GOVERNAENTAL SYSTE0 OUCH/ EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG IPLATING ITR')INTS CO VIEW OR OPiN RESOURCE UNIT VI IONS Ei AI SO CO NOT NECESSARILY PEPRESENT OFFIC,AL (IPEICE OF ECU CATION POSTUON OR POLICY GRADE G r2IrIODE ISLAND COLLEGE PROVIDENCE PUBLIC SCHOOLS RJ,VI - Gr. E ITA3LE CONTRNI'S I. Major Undorsc.andings Aims 1 In. Vocabulary 3 IV. Governmontal Systems of Latin America and Africa 4 V. Evaluation 13 VI Appead:A A. Political Divisions of Africa 19 B. Latin American Political Ilevir?.0 24 2 - Gr. 6 1 GOVERNiENTAL SYSTEJiS OF LATIN JUERICA AND AFRICA SUGGOJTED TIME: 5-6 Wi,;,,,KS I iviAJOR UNDERSTANDINGS 1. The children should be aware of the various types of government that have existed and still exist within Latin America rnd Africa. 2. They should also have an understanding of the similarities and differences among these govern- ments and the factors behind their functioning. 3. There should be some acquaintance with the factors that have ir. menced and still influence the ever- present change in the t:overnments of Latin America and Africa. 4. The children should also be aware of the inter- dependence that exists between Latin America and Africa and the rest of the world and the fact that this interdependence is a result of the interaction in areas such as trade and world organizations. II. AUS Tt is the specific aim of this unit to develop an understanding of the, following: 1, Constant political change is cnaracteristic of countries in Latin America and Africa. 2. rationalism is rapidly developing throughout Africa and Latin America. 3. There are many patterns of government existing in Latin America and Africa, ZU.VI - Gr. 6 2 Aims (cont'd) I+. In their history, both Latin America and Africa have had similar patterns of changing governments that can be traced from the tribal and ancient monarchies tc the colonial and revolutionary to the still emerging present day government. 5. host of the countries in Latin America and Africa have experienced the process of becoming independent after varying lengths of time as dependencies of European powers. 6. Africa and Latin America have had increasing contacts with the rest of the world through colonization, military bases, trade, education, foreign investments, comunication, tourists) and various world organiza- tions and alliances. 7. Both Latin America and Africa are rapidly assuming positions of importance in world affairs. lk - Gr. 6 3 VOCABULARY Bolivar junta chief colonialism monarchy council :;orelos democracy nationalism dictatorship O'Higgins Dom Pedro II One-party state elders republic Hidalgo San 1,1artin Iturbide tribe unstable government 5 RU.VI - Gr. iV. GO-VERNENT/A1 SYSIES OF LATIN- LERICA AFRICA Paonzio SUGGES 71Z'ITZ:fALF3 Unat are some of Throughout the year the the factors that students have made a study have influenced. of the historical, geo- the change of graphical, and social aspects governments of Latin America and Africa. throughout the This information can now history of Latin be correlated to the many America and governments that have Africa? existed within Latin America and Africa through- out the history of each. The student should be able to 1.1e the information he has acuired to see how each of these areas has In this affected governments at unit it one time or another and would be how the government has feasA:le affected these areas. for the class to Initiate a study of this write to problem through discussion. various 13ke tree charts for each embassies area (Latin America and in order to Africa) labeled historical, gather as Geographical, and social. much infor- lave the children make a mation as list of the factors in possible eL.ch category that have concerning effected governments in the history the past. They should of the govern- realize that certain ments. factors are persistent in affecting governments throughout history. 6 VI - Gr. 6 Unit IV - Governmental Systems of Latin America and Africa contld) i'AUBLEY'S SUGGES.T '1 ACTIVITIES 11ATFLIII1LS Now have the children At times they proceed to research this will also have t'hat-t"ertain facitt)rs to do research are recurring. They can at a library illustrate this idea using in instances governments in the early where their history, colonial period books do not and the present eay as cover the examples. At this point topic sufficiently. they should not be in- terested. in structure but more in the recurririg. reasons for changes in the governments during_ these 1,:'eriods and from one period to the next. Be sure they see the cultural, social, and economic factors involved in the changes of govern- ment. Other factors affecting change area racial strife political strife internal confusion border disputes revolutions dictatorships external influences Now were the The students can proceed first govern- toanswer this question ments of Latin by first asking themselves America and another question. Africa effec- tive for the What does any government society as it have to do to fulfill the existed then needs of the people? in those areas? What role does the government ::coplo?Now have them do re- play, in the _lives" of the scorch to find out if Have them sptulat!.: us to whatany of the olcly the govermtent can and should governments (Inca, do for the people In the areas of education; eceromics, social development, and intprnationalfulfilled their rol:s. affairs. RU. 111 - Gr. 6 6 Unit IV - Governmental Systems of Latin America frldAfrica (cont'd) (,-"JEST1ONS SUGGESTED ACTIVITIES -IMAT=ADS What were the Have the children do re- Texts functions of search to discover how the these first first governments of Latin Holt, -1-U.nehart, governments? America and Africa were Winston: Knowing established? Our Nei',Ikibors in Latin America p. 186 Divide the class into ;-urdett: Learning groups. Each group might About Latin take one government: America pp. 35 -38 Aztec Maya Fideler:Caribbean Inca Lands pp. ETE,7:3i Egyptian Roman Ghana-1.ali Book- Ghanian-Mali let Early Tribal Africa Laidlaw: Under- Find out: stanliqg Egypt Who wr.s the head of each pp.-40-57 government? What was he called? Ginn: Today's Who helped govern the World in Focus people? F.971-) ) What were the duties of the government? Encyclopedias What kinds of lives did the people live under Fidcler: South this government? America pp. 35-39 How effective Have a class discussion were these about the ways in which first govern- these first governments ments of Latin fulfilled the needs of the America and people in education, Africa in economics, social. develop- serving their ment, end relationships peoples? with other peoples. Culminating Activity Have one child from each group represent the head of one of the governments. Let his group o.ssist him in making a simple costume. 8 RU.VI - Gr. 6 7 Unit IV - Governmental S stems cp.: Latin America Africa wont' d, QUSTION5 SUGG,ST') ACTIVITIL,S NATEaIALb These children could sit as a panel pretending that they have come out rf time to visit the class. Have the class ques Lion them about their rule anhow their government served their people. What tribal Do research to find out Scholastic Books: organizations about: fflerginp. Africa. existed and Tribal Political Organiza- PP. 32-33 continue to tions exist in Africa? In 1,..stern society there Ginn: Today's are specific institutions World in Focus- How do they for specific functions: Africa p.-4T-- serve the needs Religion - church -(Paperback) of their people? Politics - government Business - cororati-,ns, etc. In Africa the tribe performs social, religious, economic, and political functions simultaneously Two tvoes of Tribal Soci ety 1(ingdorD Usually covers a large area of many villages in- habited by raembers of a tribe. The chieftancy might remain in a single family or clan vithin a tribe, but generally it falls to a person of merit Subchiefs are usully chocen by the chief.
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