Phoebe Hannah

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October 9th, 2015

1.0 Lesson Plan Details

Lesson Title: The Evolution of South America
Day #: 4
Subject: Social Studies
School: N/A
Author: Phoebe Hannah
Grade Level: 6th
Expected Duration (# minutes): 45 minutes
Concepts: Creating and analyzing timelines
Skills:
o Reading and interpreting a timeline
o Being active participants in a group
o Critical thinking
o Researching
Vocabulary:
o Juntas- governing councils
o Republics- governing systems in which the people could elect their leaders
1.1 Integration of Learning Outcomes/Objectives
Students will create a timeline of an aspect of change in South America and will acknowledge
how multiple aspects of change have allowed for evolution in South America.
1.2 Standards
8.4.6.C: Explain how continuity and change have impacted world history.
Belief systems and religions
Commerce and industry
Technology
Politics and government
Physical and human geography
Social organizations
NCSS.1.2.B: Identify and use key concepts such as chronology, causality, change, conflict, and
complexity to explain, analyze, and show connections among patterns of historical change and
continuity.
NCSS.1.2.C: Identify and describe selected historical periods and patterns of change within and
across cultures, such as the rise of civilizations, the development of transportation systems, the
growth and breakdown of colonial systems, and others.
1.3 Anticipatory Set
Allow students to refresh their memories by asking them to raise their hands to explain
what they had done in class the day and week prior to this lesson.
Pull up Smartboard slide of the pre-made timeline.

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The items on the timeline should be marked with the schedule of the lesson (group work,
class work/ Big Picture, etc.).
Ask students to raise their hands to read and interpret the timeline for the class of todays
lesson.
Inform students that today, they will be conducting research and creating their own
timelines.
On the Smartboard, have students watch the 3 minute video that a middle school history
club made about learning timelines (http://www.teachertube.com/video/gangnam-stylelearning-timelines-272715)

1.4 Procedures
Hand out 3 colored Popsicle sticks (blue, green, red). Have students get into groups based
on the color of their Popsicle sticks.
Allow each group to choose one of the following topics (from a hat) to complete a
timeline on:
o Civilization (colonization, independence, etc.)
o War/Conflict (beginning of war, end of war, significant battles/events, etc.)
o Government
Students should find items/events between 1200 and today.
Once each group has chosen a topic, inform students that they much complete a timeline
on a sheet of printer paper with their group consisting of 10-15 important events
concerning their chosen topic. Allow students access to reference materials such as their
textbooks and informational books from the school library.
Allow students 25-30 minutes to complete their timelines with their groups.
When groups have completed their timelines, the teacher will check them for accuracy.
After each timeline is checked, provide the groups with Post-it Notes (1 for each item
listed on their timeline). Each group should have a different color of Post-it Notes. Have
the groups write one event (including the date) from their timeline on each Post-it Note.
1.5 Differentiation
The student with a hearing impairment will sit closest to the teacher and book. The
teacher should speak loudly and clearly and face the student when speaking. The teacher
will also wear a microphone for his cochlear implant around her neck when speaking to
the class.
Students with ADHD will be able to sit on an exercise ball or hold a fidget toy during the
lesson as long as it does not become disruptive. The student may also take 1-minute
breaks throughout the lesson with the permission of the teacher.
1.6 Closure
When the groups have finished copying the events and dates from their timelines onto
their Post-it Notes, have students split up the Post-it Notes evenly amongst the group.
Each student will place his/her Post-it Notes on the Big Picture timeline on the wall of
the classroom (the butcher paper). The students should estimate the placement of their
Post-it Notes based on the pre-marked dates and the dates of the Post-it Notes of others.

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Once all the Post-it Notes are on the Big Picture timeline, allow students 3 minutes to
walk silently along the timeline and read the Post-it Notes of the other groups.
Ask students the following questions:
o Are there any two events from different colored Post-it Notes that represent cause
and effect? Are there more than one? What might this say about the relationship
of these topics?
o Are any of the events fairly consistent throughout the timeline (no real surprise)?
Why do you think that is?
o How might one of these topics timeline impact a completely separate topics
timeline? Do they all intertwine?
o Could we add more timelines to our Big Picture timeline? Name a few.
The teacher will take a picture of the Big Picture timeline for students to reference in
the future.

1.7 Formative/Summative Assessment of Students (P-12)

Formative: While students are working in groups, the teacher will monitor and assess the
students learning by walking around and observing the discussions amongst the groups about
their timelines. The teacher may also ask any of the following questions to individual students to
make sure they are on track in their learning:
How do you know where to place an event on the timeline?
How did you and your group decide on the 10-15 events on your timeline?
Summative: The teacher will assess students based on the accuracy of their timelines as well as
their ability to create a timeline from a list of events. The teacher will also be able to assess the
students ability to read a complex timeline when discussing the Big Picture timeline in the
closure part of the lesson.
1.8 Materials/Equipment
A. Student Materials
B. Teacher Materials
Colored Popsicle sticks (3 different colors)
Butcher paper (length of classroom wall) marked with a line with an arrow on
each end and years in intervals of 100 years between 1200 and today.
Post-it Notes (3 different colors)
Sharpie
Printer paper
Various reference books
C. Sources (Appendix A)
D. Teacher Content Notes (Appendix B)
1.9 Technology
Computer and Smartboard for presenting timeline of schedule of the lesson and video in
the anticipatory set.
3 minute timeline music video (http://www.teachertube.com/video/gangnam-stylelearning-timelines-272715).

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Camera to take pictures of timelines

2.1 Reflection on Planning

This lesson was exciting yet difficult to write, being that it is just one part of an entire
unit. I have only written a select few Social Studies lesson plans in my pre-teaching career, but I
felt confident in this one because I was able to make it so detailed. Because I was required to
write a content outline for this lesson, I felt so much more capable in writing this lesson plan. I
believe the learning outcomes of this lesson are important for students to be able to achieve
because they play a large part in the effectiveness of the unit as a whole. This lesson ensures
students are able to compose timelines from research as well as make connections between
different aspects of change. I wanted students to be able to acknowledge the intertwining
connections between multiple aspects of change in a region and how a timeline can show these
connections and interactions. I chose to have the schedule of the lesson in the form of a timeline
in order to get students in the frame of mind of using timelines and to get them accustomed with
the way timelines are created and how they should look and be used. I was able to find a really
great music video created by a social studies teacher and his class about learning timelines that I
would have students watch in the anticipatory set. This video will get students excited about
creating their own timelines and help them understand some of the terminology used in creating
timelines.
I chose to have three groups of students, each group working on a different topic chosen
out of a hat. I created the groups using Popsicle sticks and had groups chose a topic out of a hat
to create randomization of the grouping. The idea of choosing topics out of a hat is so that
students feel as if they are picking a topic for themselves rather than the teacher assigning them
and so that multiple groups dont choose the same topic. The three topics to choose from are
civilization, war and conflict, and government. I chose these topics because they all intertwine
with each other and have cause and effect relationships weaved throughout, which students will
see in the Big Picture timeline. I felt that 25-30 minutes was adequate time for each group to
create a timeline with 10-15 items or events on it from their own research. The teacher would
check these timelines for accuracy to make notes for summative assessment. The teacher would
also monitor student progress and knowledge by walking around during the group work and
asking questions. In the closure, students will gain acknowledge the connections between the
three topics in the Big Picture timeline. This gives students the opportunity to visualize how
each of these timelines intertwines with the others to show the more generalized evolution of
South America.
2.2 Reflection on Instruction
Not applicable for this lesson.
APPENDIX A - Sources
Source

The Nystrom Atlas of World History

(2nd ed., pp.82-83, 96-97). (2012).

Significant
or Minor
Influence
(SI or MI)
SI

Characteristics of
Reliability/Authenticity

-Published by an
educational company

Accessibility

-Text Book
-Available in

Phoebe Hannah

Indianapolis, IN: Herff Jones.

World Regions (pp. 240-243).

(2003). Orlando, FL: Harcourt.

October 9th, 2015

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-Consulted by
educators
-Current
-Published by an
educational company
-Consulted by
educators
-Current
-Published by an
educational company
-Consulted by
educators
-Current
-Editorial Advisory
Board of Educators

e-book or print
-WCU Library

MI

-.net
-Cites bibliography
-Few ads

-Online
-Free

SI

-.org
-Few ads
-Owned by the
Independence Hall
Association in
Philadelphia
-National Geographic
Education
-Current
-No ads
-Few ads
-Current (2015)

-Online
-Free

SI

Banks, J. (2005). A Changing World. SI

In Our World (Vol. 2, pp. 640-647).
New York, NY: MacMillan/McGraw
Hill.
West, B., & Nelson, C. (1990).
World Cultures: Latin America
(pp.55-105). Baltimore, MD: Media
Materials.
http://www.historyworld.net/timesea
rch/default.asp?
conid=timeline&getyear=1800&key
words=%20%20%20South
%20America%20timeline
http://www.ushistory.org/civ/11c.asp

SI

http://education.nationalgeographic.
com/encyclopedia/south-americahuman-geography/

MI

http://www.timemaps.com/history/s
outh-america-1871ad

SI

APPENDIX B Teacher Content Notes

Teacher Content Outline
I.

History of South America

A. Civilization and Government
1. Incan Empire (1200-1532)

-Text Book
-WCU Library

-Text Book
-Audio version
available
-WCU Library
-Text Book
-WCU Library

-Online
-Free

-Online
-Free

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a. Controlled most of western South America

b. Conquered by Spanish in 1532
c. Machu Pichu abandoned city built by the Incas that was
forgotten about until American explorer Hiram Bingham found it
in 1911
2. Columbus landed in Venezuela in 1498
3. Spain colonized South America in 1532
a. Francisco Pizarro Spanish explorer who landed on the coast of
what is now Ecuador
i. Founded Lima, Peru (1535)
b. Pedro de Valdivia sent by Pizarro into what is now Chile to
establish Spanish settlements
c. Buenos Aires was settled in 1580 by Juan de Garay
4. In the early 1800s South American countries gained independence from
Spain
a. Venezuela and Columbia gained independence from Spain in 1811
b. Paraguay gained independence from Spain in 1811
i. Citizens overthrew the Spanish governor
c. Argentina gained independence from Spain in 1816
i. May of 1810- revolution freed Argentina
ii. Constitution was adopted in 1853
d. Gran Columbia gained independence from Spain in 1819
i. Simon Bolivar- first president of Gran Columbia (1819)
i. Fought the Spanish for 6 years and succeeded in
gaining independence for South American countries
ii. Planned for a United States of South America failed
e. Chile gained independence from Spain in 1818
i. San Martin and Chilean leader Bernardo OHiggins freed
their followers from Spain
ii. Declaration of Independence (February 12th, 1818)
recognized by Spain in 1844
f. Brazil gained independence from Spain in 1822
i. Peacefully because Prince Pedro, the son of the king of
Portugal, ruled the colony and listened to the Brazilians
demand for freedom and granted them independence
g. Ecuador gained independence from Spain in 1822
i. After the Ecuadorian War of Independence (1820-1822)
h. Peru gained independence from Spain in 1824
i. Jose San Martin (of Argentina) declared Peruvian
independence in 1821, but the Spanish continued to fight
until 1824
ii. Last constitution was adopted in 1979 and went into place
in 1980
i. Bolivia gained independence from Spain in 1825

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i. Named after Simon Bolivar

j. Venezuela separated from Colombia and became an independent
republic in 1830
5. Brazil freed the last slaves in the Americas in 1888
6. Venezuela became a democratic country January 23, 1958
a. The present constitution was ratified in 1961
b. 26 constitutions since declaring its independence
7. Chile democratically elected government took power (1990)
a. Dictator General Augusto Pinochet ruled in the 1970s and 1980s
i. Ordered many of his opponents to be arrested and
imprisoned
ii. Arrested in Great Britain in 2000
B. War/Conflict
1. Pizarro (Spanish explorer) conquered South America from the Incas in
1532
a. Pizarros crew consisted of less than 200 men
b. Used guns and horses to their advantage
c. Pizarro was assassinated in 1541
d. In 1571, Spanish gained full control of the Incas
2. In 1780, the last great Incan leader, Tupac Amaru, led a widespread revolt
a. The uprising was diminished and Amaru was captured and
executed
3. Spanish American Wars of Independence (1808-1833)
a. Result: End of Spanish rule
b. Simon Bolivar
i. Led a march over the Andes in 1819 won
ii. Known as the Great Liberator of Latin America
iii.
Fought for each country to be independent of Spain
c. Chilean War of Independence (1810-1821)
i. Chileans seeking political and economic independence
from Spain
ii. Result: Chilean victory, emancipation from Spanish
colonial rule
iii.
Ended in 1821, when Spain left Chile or in 1826, when
Spanish troops surrendered
4. After gaining independence, new nations set up republics so they could
elect their leaders. However, the leaders were inexperienced and struggles
over authority broke out
a. In many countries, dictators and their juntas seized control,
supported by the armies that helped win independence
b. In other countries, the aristocracy took over
5. Struggles over national boundaries after new countries gained
independence
a. Argentina and Brazil (1825)
i. Over the area between their borders

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ii.

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Ended in a treaty that established the area as the

independent nation of Uruguay (1828)
b. War of the Pacific
i. Between Peru & Bolivia and Chile
ii. Peru and Bolivia lost to Chile in 1884
iii.
Chilean troops occupied Lima and seized three of Perus
nitrate-rich southern provinces
iv. Left Bolivia landlocked
6. Buenos Aires seceded from the national group in 1853
a. Other provinces fought this
b. Buenos Aires lost a battle to the other provinces in 1859
c. Joined the national group again in 1861
d. Became a capital city in 1880
7. Spanish-American War (1898)
8. OAS Organization of American States (1948)
a. To promote cooperation and the peaceful settlement of disputes
b. South America, Central America, and North America
c. Stopped disputes between countries that were keeping South
America from being united