Social 4 Basico II Trim 2018 (V17)

NAME: __________________
CLASS: _________
2nd TERM
2nd Term 2017- 18 Version
4th Grade SOCIAL STUDIES WORKBOOK
UNIT 3
Landscape: Our region and
America
Learning Goals:
 By observing pictures, compare maps and other
sources, our region landscapes with American
landscapes. (OA10)
2017- 2018 Version Page 2 of 56

Unit 3: Our America

Hour: 53-54-55
Learning Outcome: Identify regional and American landscapes using different pictures. Describe
the main natural and human features of the regional landscape through pictures and sketches.
Contents: Landscape: Our region and America.
The Bio Bio region.
Lets talk!
1. What natural resources can we find in the Bio Bio region?

2. Describe what you can see in the picture.

Unit 3: Our America

Hour: 56-57-58-59
Learning Outcome: Research about characteristics of our region. Show findings from a research.
Research about characteristics of our region.
1
Classwork
Bio Bio region Landscape
1. Work in pairs. Look for information in the Appendices page 52.

2. Look at the three pictures of the landscapes of the Bio Bio region
3. Write descriptions about:
a. Type of Climate.
b. Type of relief.
c. Vegetation that you can see.
d. Type of human intervention.
e. Characteristic of the population that appears on the pictures.
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Unit 3: Our America

Hour: 60
Learning Outcome: Give opinions about changes occurring in their own environment.
1 Changes in the environment.
1. Look at the following pictures of the city of Concepcion of the past and present.
2. In your notebook compare the images and describe them.

Unit 3: Our America

Hour: 62-63
Learning Outcome: Compare different ways of life in the region and in other places in America.
(housing, food, transportation)
Contents: Landscape: Our region and America
1 Classwork
1. Choose one landscape from the pictures below.

2. Using and atlas or map look for the information and complete the graphic
organizer as the one below
3. Then compare with your classmate.

American Landscape
Arica, Chile Foz de Iguazu, Brazil
Grand Canyon, USA Rio de Janeiro, Brazil

Hour: 64-65
Learning Outcome: Show respect for diversity in America. Compare landscape of your region with
America.
1 Look at the following images. Identify if they are from Bio Bio region or
other part of America. Give reasons using the vocabulary you have learnt.

UNIT 4
Mesoamerican
Civilisations
Learning Goals:
 Describe the Maya civilisation, considering
geographical location, political organization,
economic activities, farming techniques and food,
society organization, roles and women and men
jobs, religious and ritual aspects, astronomy and
maths development, writing system, wars and
human sacrifices, buildings, customs, and everyday
life. (OA1)

 Describe Aztec civilisation, considering geographical

location, the city of Tenochtitlan, farming techniques
and food, religion and ritual aspects, technological
advances, society organisation, women and men
roles and jobs, buildings, customs and everyday life.
(OA2)
 Investigate in different sources, images, graphics,

TICs, texts, audiovisual resources, some issues related
to indigenous people at present. (OA5)

Unit 4: Mesoamerican Civilizations

Hour: 66-67
Learning Outcome: Locate on a map or globe the area where the Maya civilisation developed.
Contents: Maya´s geographical and time location
Mesoamerican: Mayas and Aztecs

Let’s review!
1 Look at this blank map of America.

1. Label North America red, Central America blue, and South America green.

2. Using an atlas, label the following countries on the map:
1. Mexico 2. Guatemala 3. Belize 4. Honduras 5. El Salvador

3. Circle Mesoamerica in yellow
4. Why do you think is called Mesoamerica?
______________________________________________________________________________
5. Locate Mesoamerica’s parallels and meridians. _______________________
Where does the word Mesoamerica come from?

Etymology
meso- + America
Prefix
meso- From Ancient Greek μέσος (mésos, "middle").
1. middle
2. intermediate
Source: http://en.wiktionary.org/wiki/meso-

Where did the Mayas live?
The Mayas were one of the most important civilizations in America. They settled in
what is now Guatemala, part of Honduras, the north of El Salvador, Belize and
some states of southern Mexico.
2 On the map, locate and colour the places below.
 Label Mexico and colour it yellow.

 Label Guatemala and colour it orange.
 Label Honduras and colour it red
 Label El Salvador and colour it purple.
 Label Belize and colour it green.
 Label the Pacific Ocean, the Gulf of Mexico, and the Caribbean Sea.
Colour all water blue.
 Label the Yucatan Peninsula.



Hour: 68
Learning Outcome: Locate in a timeline the period of history where the Maya civilization
developed. Identify century and decade.
Contents: Maya´s geographical and time location
When did the Mayas live?
History of the Mayas
The Mayan civilisation developed in two periods. The period from A.D. 300 to 900 is
known as the Classic Period. During this time, the Maya built spectacular cities
such as Tikal (tee•KAHL), a major centre in northern Guatemala, Copan,
Palenque, Uxmal, and Chichen Itza.
The period from A.D. 900 to 1500 is known as the Post-classic Period. It is the
decline of this civilization.
Maya Civilization
300 A.D. 900 A.D 1492 A.D. 2017 A.D.

Discovery of America Nowadays
1 Look at the timeline and read the text. Then answer the following
questions in your notebooks.
1. When did the Maya civilization develop?
2. How long did the splendour of The Mayas last?
3. What did they do in this period?
4. When did the Post-classic Period start and end?
5. When did the Europeans arrive in America?


Hour: 69-70-71
Learning Outcome: Give the main characteristics of the Maya’s political organization, considering
city-state and the king’s functions (AHAU) in each city. Identify different social groups. Give
examples of roles and women and men jobs.
Contents: Political and social organisation of the Mayas.
The Maya’s Political Organization
The Mayas were politically organized into

independent city-states.
Each city-state was ruled by a god-king, the

“Halach Uinic” (“the real man”). He was the
leader of the city-state, he had supreme power.
He administered justice and trade. He also had

military and religious responsibilities. He was
considered a god. He was god-king for life and
he could pass down his position to his sons.
Official that worked with Halach Uinic:
1. Political and religious delegate and Governors.
2. Head Military Chief and Head Priest.
3. Sheriff and Local Chief.
1 Answer
1. Write all the characteristics and functions of Halach Uinic.
2. Write two differences between Halach Uinic and our president.

Organization of the Maya Society
The Mayan society was organized in five social groups.

Halach Uinic
He lived in a palace with his family, and many officials, priests, artists, servants
and slaves. He had the supreme power over the inhabitants of the empire.
They communicated with the gods. They offered

Priests
sacrifices and led rituals. They studied arts and
science. They inherited positions.
Nobles They collected taxes and led armies. They advise the
King.
They were the largest group in the empire. They

People
worked in agriculture, constructions of temples, trade
and handicrafts. They paid tribute.
Slaves could be bought or sell as a product. They
Slaves served the nobles and did heavy work (carry food for
the nobles!). They sometimes became victims of
sacrifice.


Hour: 72
Learning Outcome: Give examples of economic activities and farming methods developed by
Maya civilization emphasizing on agriculture the tree felling and graze technique.
Contents: Cultural development of Maya civilisation.
Economic activities of the Mayas
Agriculture was the Mayas’ most important economic activity. Farmers kept only a
part of their products for themselves and gave the other part to the state.
The Mayas practiced slash-and-burn agriculture in the jungle; farmers cleared the
land by burning existing vegetation and planting crops in the ashes. In their farms
called ‘milpas’, Maya people grew maize, pumpkin, oregano, beans, squash,
cacao, pepper and avocadoes.
Mayas also produced textiles and jewelry, and did pottery and metal-work.
Trade was also an important economic activity for the

Mayas. They exchanged the products such as salt,
dried fish, honey, wax, salt, handicrafts, wooden
objects and cotton textiles.
1
Read the following passage and find out about slash-and-burn agriculture.
“In order to cultivate in the jungle, it was

necessary to cut down trees using axes made of
stone. They used the logs to build the walls of
their huts (small houses), they dried the branches
of the trees and then they burnt them. The ashes
were great as fertilizer. Then they plow the land and planted the seeds.

They opened a hole in the ground every one or

two steps using a sharpened stick and put inside
the seeds of corn, beans or pumpkin… ”
2 In pairs, draw a picture showing the process of slash and burn technique.
The steps are: 1. Cut down the trees 2. Burn down the vegetation
3. Plow the land 4. Plant the seeds (corn) 5.Harvest


Hour: 73
Learning Outcome: Imagine and represent in different ways, Mayan daily life considering their
customs and principal activities.
Contents: Cultural development of Maya civilisation.
Mayan daily life

The Mayan family consist of mother, father and six or seven children. They only had
one husband or wife. Their day started at 4:00 am. Women made corn pancakes
for breakfast. House work was made by man and woman. Then all the family left
to the fields. There they cut trees with aches made of stone. Children used to play
on the fields. They returned home at 7:00 pm. Man had dinner but without the
woman. Their diet was based on corn pancakes and beans. At 9:00 pm they went
to sleep. All the family used to sleep in the same room.
1
Complete the diagram about Mayan daily life
4:00 am 
Family left
Sunrise
to the field.
Time to get
up!
9:00 pm.
They went to
sleep.
They returned They cut

Man had home at 7:00 trees.
dinner.

2 Imagine you are a Maya kid; write a paragraph telling about your
everyday life.
Quiz yourself!
3
Describe the political, economic and social structure of the Mayas.
The highest authority He governed with the

was… ___________________ help of various
authorities such as:
In the social 1. _____________________

___________________ hierarchy, they 2. _____________________
belonged to ….
The economy of
Other social groups 1. _____________________ Mayas was based
were… on…
2. _____________________
____________________


Hour: 74
Learning Outcome: Illustrate and describe different ways of building.
Contents: Cultural development of the Maya civilization
What kind of buildings did the Mayas build?
Mayan cities were organized

around the main square were
the main temples and
palaces were located.
The Mayas built pyramids and
temples where they held
religious ceremonies. The
buildings were built on large
platforms where they held
sacred rituals, including
sacrifices. They also built
observatories where they
studied the movement of the Sun, Moon, stars, and planets.
These palaces were built on lower platforms and had many rooms. They were built
of stone blocks and had plastered floors. Sometimes they had two or three levels
and up to 50 rooms. We can still see some of them today.
The temples had a rectangular shape and they were built on top of a pyramid.
You got there by going up a long staircase. There were several rooms inside, the
main one was a sanctuary to the gods and
goddesses.
In the city, there was also a ball court.

The common people lived outside the cities, in homes

made of wood and adobe. The house was one
rectangular room with rounded corners, no windows,
roofs made of thatch, and one central door facing
east.
1
Complete the following chart, comparing the houses of people living in
the city and people living in the countryside.
People from the city People from the country
Size
Materials
General
Characteristics


Hour: 76
Learning Outcome: Get information about religious aspects: polytheism, human sacrifices,
ball game, and rituals.
Contents: Cultural development of Maya civilization.
Mayan Religion
Religion influenced almost every aspect of Mayan life. Mayas

believed in many gods. They were polytheists. They believed
that there was one only superior God who was called Hunab Ku.
He had a son, Itzamná, who is considered the God of the skies, day and night.
Another important God was Chacc, God of the rain. .
Mayans believed that the world had thirteen skies They also
had gods for the maize, the moon and sun. They had over
two hundred gods, keeping the priests pretty busy!
What were the Mayan rituals?

The Mayas prayed and made offerings of food, flowers, incense, etc. To their Gods
but the most common rituals were animal and human sacrifices. Human blood
was also an offering. That is why
many Mayas pierced their ears or
fingers to make them bleed.
Bonampak
temple

Mayans had a ritual called “Ball Game”. It took

place at a sacred place. They had a big field,
surrounded by tall walls. Some courts had a stone
ring through which the players tried to pass a ball.
There were tw to eleven players in each team.
When they passed the ball through the ring the
game was over. The players couldn´t use hand
and foot, only hips, elbows and knees.
See an example of this game
https://goo.gl/0uUwWU
1 Write in your copybook.

Describe the topic that called your attention the most.
Gods - Rituals - Human Sacrifices - Ball Game


Hour: 76
Learning Outcome: Distinguish the big achievements of the Maya culture such as astronomy,
maths, and writing system.
Contents: Cultural development of Maya civilization.
Big Achievements of the Mayan Culture
Astronomy
The Ancient Mayas were expert astronomers.

Observing the sky was a way of life for them. They
invented the telescope and they recorded the
cycles of the Sun, moon, and other celestial bodies.
Mayas developed a 365 with 18 months of 27 days

each and one extra month of 5 days. day
calendar based upon movements of the Sun. They
also had a religious calendar of 260 days.
Maths
The Mayas used a base-20 numbering

system.
They wrote numbers using bars and
dots. A bar represented number 5.
Every 5 numbers they added another
bar. Number zero was written with a symbol that looked like a shell.

Example:
Writing system
Sky king house child city
The Mayas created a written language. Books

were made of soft bark of a tree. Codices are the
name of a Mayan book.
The Mayas used both pictures and symbols to

write in their books. The pictures were drawings,
and they symbols were hieroglyphics.

Project
1
“Big Achievements of the Mayan Culture”
Pair work
Goal: Create a poster about one big achievement of the Mayan culture.
Follow the next steps
Materials required:
 Drawing paper.
 Felt tips.
 4th grade Social Studies Workbook.
Procedure:
 Get into pairs.
 Choose one topic. (math, astronomy or writing of the Mayan culture).
 On top of the drawing paper write: “Big Achievements of the Maya
Culture”.
 Below write the name of the advancement you will talk about.
 Then, record the following information:
 Three facts that describe the achievement of the Mayan culture.
 Include a drawing.


Hour: 78-79-80
Learning Outcome: Locate in a map or a globe the area where Aztec civilization developed. :
Locate in a timeline the period of history where Aztec civilization developed. Identify century and
decade.
Contents: Aztec’s geographical and time location.
Where did the Aztecs live?
The Aztecs civilization developed between AD 1325 –1520, in the Centre and South
of Mexico. Its capital was Tenochtitlán and it was built in the centre of Texcoco
Lake.

1
Look at the blank map and colour:
Tenochtitlan city: Red Texcoco Lake: Blue Aztec Empire: Green

When did the Aztecs live?
2 This timelime shows the Maya civilizations. Locate the Aztec civilization
development in the timeline using another color.
Maya Civilization
300 A.D. 900 A.D 1492 A.D. 2017 A.D.

Discovery of America Nowadays
3 Answer the following questions:
1. Did the history of the Mayas and the Aztecs happen at the same time?
_____________________________________________________________________________
_____________________________________________________________________________
2. When did the Mayas and the Aztec civilisation developed?
_____________________________________________________________________________
_____________________________________________________________________________


Hour: 81
Learning Outcome: State the characteristics of the political organization of the Aztec Empire. Army
role, emperor power TLATOANI.
Contents: Political and social organization of the Aztecs.
Political Organization of the Aztec Empire
The highest political authority was the Tlatoani, or king-priest, who was at the same
time a military chief, supreme judge and representative of the gods.
Tlatoani did not have absolute power. Instead, he shared this with the Supreme
Council, which was made up of the Capullec, or chiefs of the calpullis.
The Calpullis were groups of families that possessed a common piece of land that
had been assigned to them. There wer 20 Calpullis.
There were also State Officials in all different cities of the Empire who were chosen
directly by the emperor.
The Judges resolved conflicts and determined punishments, which were usually
severe.


Hour: 82
Learning Outcome: Illustrate the main characteristics of the city TENOCHTITLAN.
Contents: Political and social organization of the Aztecs.
The Great Tenochtitlan
The city of Tenochtitlan was built in the middle of

the empire, in the centre of the Texcoco Lake.
Since they were living in the centre of a lake,

they had to deal with many difficulties. For
example floods. To avoid them they built
retaining walls like The Great Ditch.
They also built bridges and roads pointing

to the four cardinal points. They
connected the island with the land. They
also built aqueducts: canals which carried
drinking water to the city.
Today, Mexico City is sitting on the site of

the original Aztec city of Tenochtitlan.


Hour: 83
Learning Outcome: Identify the "chinampas" as the main farming technique, and the food Aztecs
produced.
Contents: Cultural development of Aztec civilisation.
Aztecs economical techniques: The “Chinampas”
Aztec economy, just like Mayan

economy, was based on agriculture.
Aztecs lived on an island so they
created a very special system of
farming called the “chinampas
As you can see in the pictures, the

“chinampas” were floating gardens,
they looked like little islands.
They were made by putting lots of mud
together. They used posts, willows and bushes to keep them together and in one
place. They were always humid. Between the “chinampas” there were canals that
allowed people to go around in canoes. They were used for growing maize,
beans, pumpkins, tomatoes, pepper and sweet potatoes.
Other economic activity was trade, hunting, fishing and pottery.
Willows
Crop
Woven
framework
Mud
Canal
Posts

Aztec production of food
Corn or maize was the main product in their diet. They

ate it toasted, as flour, or just the grains. They prepared
different kinds of food with corn: “tortilla” (a kind of flat,
rounded piece of bread), “tamales” (“tortilla” filled with
meat or vegetables) and the “atole” (a salty or sweet
drink). They also grew tomatoes, pumpkin, different
types of beans and spicy pepper.
They were also
hunters, which
allowed them to include meat in their diet. They
ate rabbit, deer, duck and iguana. They also
ate fish, shrimps and larva.
1 Answer the questions in your notebook.
1. Name some food grown by

the Aztecs that we still have
nowadays.
2. What type of farming do we

use in the Bio-Bio region?
3. Are they similar or different to

the chinampas?


Hour: 85-86
Learning Outcome: Imagine and talk about Aztecs daily life; customs, women and men roles and
jobs. Also the market operation. Identify religion and rites.
Contents: Cultural development of Aztec civilisation.
Aztecs daily life: Women and men roles
Their daily life was quite simple. In a regular house there was a husband, a wife,
and children.
The father was responsible for educating the boys in the family until they reached
the age of 10. After this age, the boys were educated in a school. Here, they
learned religion and had military training. Girls stayed at home and learned
household skills from their mothers, important for daily life.
1 Draw two activities done by men and women. Write a sentence to describe
what they are doing.
MEN

WOMEN

The Aztec City

2 Let’s analyze The Great city of Tenochtitlan, a painting from the famous
Mexican artists Diego Rivera.
1. In the spaces below, quickly draw three of the most interesting or important
details you see in the painting.
2. What is happening in this city? Write at least three things you see.
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________________________

“The Great city of Tenochtitlan” by Diego de Rivera.

Religion and Rites

The Aztecs were polytheists, they believed in many gods. They made offerings like
human sacrifices to their gods. Some of the gods were:
Huitzilopochtli: It was the most important god, of the Sun and

War. He asked for human sacrifices.
Tezcatlipoca: It was the God of Heaven and Earth. It gave life,

happiness and power to the aztecs. He was also the protector
of the warriors.
Quetzalcóalt: It was considered the “feathered serpent”. He

did not ask for human sacrifices. He asked for plants and
animals as offerings.
3 Write two similarities between aztecs and mayas religion.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________


Hour: 87-88
Learning Outcome: Recognize technological advances of the aztec civilisation.
Contents: Cultural development of Aztecs civilization
“Big Achievements of the Aztec Culture”
Aztec Calendar
One of the most famous aspects of Aztec
technology was their use of calendars. The Aztecs
used two calendars.
One calendar was used for tracking religious
ceremonies and festivals. The calendar had 260
days. The other calendar was used to track time. It
had 360 days divided up into 18 months of 20 days
each. There were 5 days left over.
Medicine
The Aztecs believed that illness could come from natural

causes as well as supernatural causes (the gods). They used
a wide variety of herbs to cure sickness.
Numbering and Writing system

The Aztec numbering system was based 20
(vegisimal) system. The notation used was dots
and glyphs. A series of dots represented the
first nine numbers.

Ten was represented by a diamond. Twenty was represented by a flag, different

feathers were for hundreds, and a bag of cacao beans represented 8000.
The Aztecs used symbols called glyphs

or pictographs to write. An Aztec
book was called codex. Most of the
codices were burned or destroyed,
but a few survived and archeologists
have been able to learn a lot about Aztec life from them.

Project
1
Pair work
Goal: Create a poster about one topic in the Aztec culture.
Materials required:
 Drawing paper
 Markers and felt tips
 4th Social Studies Workbook II term
Procedure:
 Get into pairs.
 Choose one topic. (calendar, medicine or writing system of the
Aztecs culture).
 On top of the drawing paper write: “Big Achievements of the Aztec
Culture”.
 Write the name of the advancement you will talk about.
 Three facts that describe the achievement of the Aztec culture.
 Include a drawing.


Hour: 90-91
Learning Outcome: Look for proper information. Support the contents about cultural expressions of
nowadays Mayas and Aztecs in books, magazines and encyclopedias.
Contents: Mayas and Aztecs nowadays
Mayas and Aztecs nowadays
Aztec Chilli Hot Chocolate

The Aztecs were the first to serve chocolate as a drink, but they also mixed it with
hot chili pepper to make a really special beverage.
Ingredients:
1 2/3 cups milk
1/2 vanilla bean, split lengthwise
1 red chili pepper, split with seeds
removed
1 cinnamon stick, around 3-4"
1 1/2 oz chocolate (bittersweet)
Preparation:
Boil milk in a saucepan with vanilla
bean, cinnamon and chili.
Heat through for about a minute.
Whisk in grated chocolate, and
continue to boil until melted.Remove
from heat and let 'steep' for another
10 minutes. Strain out the spices and
serve.

1 Look for information about Aztecs dishes in:
http://aztecs.mrdonn.org/food.html
a. Write the name of 3 examples of dishes. Include the ingredients it is made of

and make a drawing.
1. Name: _________________________________. It is made of _______________________

_______________________________________________________________________________
1. Name: _________________________________. It is made of _______________________

_______________________________________________________________________________
1. Name: _________________________________. It is made of _______________________

_______________________________________________________________________________


Hour: 92-93
Learning Outcome: Obtain information about countries with Maya and Aztec population. Make an
oral or written report to show the research results.
Contents: Mayas and Aztecs nowadays.
Let’s research about Maya and Aztec Population nowadays
1 Find information about Mayas and Aztecs and complete the chart below.
Mayas Aztecs
Number of people nowadays
Countries where they live
Traditions they still have

Current Maya situation

Nowadays, there are between four and six
million Mayan people. They live in groups on
the same land they did in the past. They still
keep many of their traditions: their way of
dressing, language and beliefs.
Current Aztec situation

Nowadays, there are one million Aztec people.
They live in groups on the same land they did in
the past. They left many traces like buildings,
sculptures, paintings, objects, and written texts in
their original language. Descendants of the
original Aztecs live in different parts of Mexico keeping their language (nahuatl),
values and traditions.


Hour: 94
Learning Outcomes: Analyse the common characteristics of the American civilizations: politeism,
government, monarchy, agriculture, society, etc.
Contents: Mayas and Aztecs nowadays.
1 Complete the table about common characteristics between the

Mesoamerican civilisations. You can use the 4th grade Social Studies Ministry
Book.
Common characteristics
Mayas and Aztecs
Religion
Government
Agriculture
Society

Appendices

The Biobio region is one of

the fifteen regions in which
Chile is divided. It borders
to the north with Maule
Region, to the south with
Araucania Region, to the
east with the Republic of
Argentina, and to the west
with the Pacific Ocean.
Quiriquina, Santa María
and Mocha islands are also
part of the Biobío region.
Biobío Region is the second

largest region by
population size, industrial
development, ports,
forestry and fishing. The city
of Concepcion, the regional capital, is the main urban - residential - university -
cultural and service centre. These features give to the region a great potential for
development of tourism, business and conventions.

Relief
In the Bio Bio region we can finf four forms of
relief: Coastal plains, Coastal mountain range,
Intermediate depression and Andes mountain
range.
Itata valley
Hydrography
Most significant water sources of the region are:
a. Itata River: It is located in the northern part of the region.

This river flows in the Bio Bio region.
b. Biobío River: Is the second largest river in Chile. It has 380

km long.It is born in the Icalma and Galletue Lakes in the
Andes.
c. Laja Lagoon: It is located on the slopes of the volcano

Antuco and it is considered the largest natural reservoir of
Biobio River
the country.
d. Lanalhue Lake: It is located between Cañete and Contulmo. It stands as a

tourist attraction of the region.
e. Lleu Lleu Lake: It is located a little further south than Lanalhue Lake and it is also
considered a tourist attraction.

Climate
In the region we can find the following varieties of climates:
a. Temperate climate with dry season: It lasts less than

four months; it covers great part of the region.
b. Rainy temperate climate with Mediterranean

influence: It is located in the southern coast of the
region, it is characterized by constant heavy rainfall
and low temperatures.
c. Altitude climate: it is located on the highest

peaks of the Andes mountain range.
Precipitations are abundant with snowy type.
Biogeography
In the Bio Bio region we can find Native Forest that

are located in the coast and mountains.
Native vegetation are found in forest of araucaria,
rauli, ci pres and hualo. We can also find lenga,
avellano, roble, ulmo, lingue, coigue, mañio, boldo
and quillay.

The fauna that lives in this area include the Pudu, Huemul,
Puma, Zorro ulpeo and Vizcacha. The birds include
species like Bandurria, Andean Condor, black Carpintero,
Choroy, Peregrine Falcon and Blind Hen.

Social 4 Basico II Trim 2018 (V17)

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Social 4 Basico II Trim 2018 (V17)

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NAME: __________________

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Unit 3: Our America

The Bio Bio region.

1. What natural resources can we find in the Bio Bio region?

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Unit 3: Our America

1. Work in pairs. Look for information in the Appendices page 52.

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Unit 3: Our America

1 Changes in the environment.

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Unit 3: Our America

1. Choose one landscape from the pictures below.

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Arica, Chile Foz de Iguazu, Brazil

Grand Canyon, USA Rio de Janeiro, Brazil

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 Describe Aztec civilisation, considering geographical

 Investigate in different sources, images, graphics,

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Unit 4: Mesoamerican Civilizations

Mesoamerican: Mayas and Aztecs

1 Look at this blank map of America.

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2. Using an atlas, label the following countries on the map:

1. Mexico 2. Guatemala 3. Belize 4. Honduras 5. El Salvador

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3. Circle Mesoamerica in yellow

4. Why do you think is called Mesoamerica?

5. Locate Mesoamerica’s parallels and meridians. _______________________

Where does the word Mesoamerica come from?

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Where did the Mayas live?

2 On the map, locate and colour the places below.

 Label Mexico and colour it yellow.

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Unit 4: Mesoamerican Civilizations

When did the Mayas live?

History of the Mayas

300 A.D. 900 A.D 1492 A.D. 2017 A.D.

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Unit 4: Mesoamerican Civilizations

The Maya’s Political Organization

The Mayas were politically organized into

Each city-state was ruled by a god-king, the

He administered justice and trade. He also had

Official that worked with Halach Uinic:

1. Political and religious delegate and Governors.

2. Head Military Chief and Head Priest.

3. Sheriff and Local Chief.

1. Write all the characteristics and functions of Halach Uinic.

2. Write two differences between Halach Uinic and our president.

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Organization of the Maya Society

The Mayan society was organized in five social groups.

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They communicated with the gods. They offered

They were the largest group in the empire. They