PLAN ANUAL

PLAN ANUAL / ANNUAL PLAN

1.- DATOS INFORMATIVOS/ INFORMATION
NIVEL / LEVEL
AO LECTIVO
EGB Media
ACADEMIC YEAR:
2014-2015
ASIGNATURA / SUBJECT:
GRADO CURSO /GRADE:
Social Studies
Sixth

REA / AREA:
Social Studies
PARALELO / GROUP:
Mercurio and Neptuno

DOCENTE / TEACHER:
Prof. Ana Parra
2.- CLCULO DEL TIEMPO / TIME SCOPE
CARGA
HORARIA
/
TIMETABLE

SEMANAS
WEEKS

EVALUACIN
EVALUATION

REFUERZO
ACADMICO
/
ACADEMIC
SUPPORT

TOTAL
SEMANAS
DE
CLASES /
TOTAL
WEEKS
OF CLASS

TOTAL
ANUAL DE
PERIODOS
/
TOTAL
ANNUAL
AMOUNT
OF
LESSONS

IMPREVISTOS
(horas)
/
UNFORESEEN
(hours)

36

40

180

3.- OBJETIVOS / OBJECTIVES

OBJETIVOS DEL REA / AREA OBJECTIVES:
PERFIL DEL REA
AREA PROFILE

PERFIL DE SALIDA
OUTPUT PROFILE
At the end of basic education,
students will be able to:
Value the national culture,
identity,
symbols,
and
values that characterize the
Ecuadorian society.

Comprehend the tentative,

fallible, conjectural, and
provisional nature of our
knowledge about past facts.

OBJETIVOS EDUCATIVOS
DEL AO
/
GRADE EDUCATIONAL
OBJECTIVES

To analyze the collective and

individual actions that had
molded the past of our country
since its beginning till now,
through
investigation
and
detailed social politic and
economic process study, ending
in beginning able to give critical
judgment about the national
reality.

To analyze the aborigine period

through the study of the
adaptation of the communities
to the surroundings, to value the
advances that took place in the
work and human life, especially
with development of agriculture.

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Demonstrate logic, critic,

and creative thinking when
analyzing the historic, social
and politic problematic.

Establish relationships with

others and the environment
as
responsible
and
proactive human beings.

Interpret and value the

behavior of the society and
its relationship with the
geographic
environment,
the different human eras, in
relation with Ecuador, Latin
America and the Universe.
Use historic criteria to
interpret and comprehend
the
Ecuadorian,
Latin
American, and world reality.

To establish links between the

past and now in various
geographical places, through
analysis
of
the
historical
evolution and culture, in order to
find points of union that may
reinforce a world identity based
on principals of unity in the
diversity.

To
associate
diverse
geographical
realities
with
cultural realities and social
problems,
by
location
of
different
societies
and
concatenation with their cultural
expressions, with the purpose of
valuing the diversity of the
world.

To generate identity with the

environment and the people of
different background, knowing
and valuing its particular culture,
and geography to establish links
of belonging from local till
planetary.

To describe the processes of

political development in the
lands of what today is Ecuador
and the consequences of Inca
invasion through the study of
historic sources, with the aim of
valuing its contributions to the
aborigine society and our
cultural heritage.

To relate the causes and

consequences of the Spanish
conquest through the analysis of
the invasion which brought with
it the indigenous resistance and
the colonial regimen, with the
purpose of comprehend the
institutions and ways of life that
resulted from their application.

To assimilate the process of

mestizaje as a product of
confrontation and exchange,
through the study of the epoch
life recognizing its role in the
formation of a new society to
generate and strength the
national identity.

To identify the collective actors

in the independence process
through
the analysis of the
internal background with the
objective
of
valuing
the
independence time as a process
which took place in the
Audiencia de Quito.

To recognize the Colombian

stage as an initial phase of
Latin-American union from the
study of its rise and fall, with the
aim of identify its values to apply
then now.

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To obtain enough information

about rights and obligations of
citizens. The way to acquirer
them and apply them. From the
study of the social process
through the History and legal
texts in order to generate a
responsible, participatory and
autonomy citizens.

To establish responsibilities with

others, natural environment,
public
space
and
the
democracy,
through
the
agreement and commitment to
generate attitudes, actions, and
habits of positive influence in
society.

4.- Estndares de Calidad / Quality Standards

LEVEL 3
DOMAIN A: Historic construction of society.
The student

Obtains information from different specified sources and poses questions to explain historic
topics. S/he differentiates fiction from reality, opinion from fact, in varied historic and
literary texts. S/he expresses her/his opinions and conclusion about historic processes
analyzed through oral expression and written texts.
Describes, in general terms, the characteristics of historic processes and identifies the
elements that have converged to their consolidation or rupture. S/he identifies milestones
in collective processes and evaluates the behavior of their actors. S/he sequences historic
events using time units: years, decades, centuries. S/he identifies moments of migration
and mestizaje in the history of Ecuador and relates them with the diverse configuration of

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the country. S/he describes what the tangible and intangible heritage of the country is and
differentiates between both terms.
Demonstrates attitudes and actions of respect towards the manifestations of cultural
diversity in the country and shows her/himself as part of it.
S/he expresses and
demonstrates actions to protect and rescue the tangible and intangible heritage of the
country, considering its national importance.

DOMAIN B: Relation between the society and the geographic setting.

The student:

Identifies and chooses demographic, social, environmental and economic data from the
continent in general and the country in particular of different verifiable and given sources.
S/he makes questions and speculates about the interrelation between the geographic
environment and the human action. S/he differentiates between opinion and natural or
scientific event. S/he makes his own opinions and conclusions about the Ecuadorian
geography through oral expression and production of written texts.
Reads information of maps and simple statistics, considering conventional symbols. S/he
relates the existence of different economic activities with the natural resources of the
national geographic environment.
Recognizes concrete alternatives to solve problems of the country, related with the care
and conservation of the geographic setting.

DOMAIN C: Social coexistence and human development.

The student:

Obtains and chooses information from given sources about society problems in different
epochs of the countrys history. S/he identifies and poses questions about political and
social rights, achieved and recognized trough the history of the country. S/he draws
conclusions and expresses opinions about rights, responsibilities orally or in writing.
Recognizes her/his rights and responsibilities related with this social, school and family
environment. S/he describes general problems of the worlds and particular of the
Ecuadorian society that threaten the coexistence.
S/he recognizes mechanism and
government institutions which function is guarantee the rights of people and the
satisfaction of their needs. S/he identifies norms that promote social coexistence in
different moments of Ecuadorian history. S/he identifies the students organization as his
firs political space to exercise citizenship. S/he identifies and analyzes forms of social
organization that have promoted coexistence principles in various moments of the
Ecuadorian history.
Recognizes her/his rights and the established paths to exercise them and respects the
rights of others. S/he comprehends his role as citizen or community member. S/he fulfills
her/his responsibilities y practices options of commitments to improve the quality in his
locality.

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5.- EJE CURRICULAR INTEGRADOR / INTEGRATING CURRICULAR AXIS
To understand the world where we live and Ecuadorian identity.

6.- BLOQUES TEMTICOS CURRICULARES / CURRICULAR SUBJECT BLOCKS

BLOQUE CURRICULAR / BLOCK No. 1

CONTEXTO / CONTEXT

EJE DE
APRENDIZAJE
LEARNING AXIS

Aborigine Period I
The First Settlers

Who were the first

settlers of America?
First settlers life
First settlers become
sedentary
The importance of
agriculture
The ceramic in
agricultural societies
Cooperative land
work.

DESTREZAS CON
CRITERIO DE
DESEMPEO
/
SKILLS WITH
PERFORMANCE
CRITERIUM

Learning Axis:
National Identity, unity in
diversity

To
analyze
the
discoveries
made
about the origin of the
first settlers of America
and what is Ecuador
today though map
observation and the
consideration
of
distances, and human
efforts narrated in
historic facts.
To
describe
the
economic production
and
social
organization of the first
settlers who were
dedicated to the hunt
and recollection.
To
value
the
development
of
agriculture as a great
effort of organization
and knowledge where
women
had
an
important role.
To
explain
what
caused the change
from
nomad
to
sedentary, analyzing
Valdivia culture.
To
recognize
the
usefulness of ceramic
in
the
agriculture
societies, from the
study of the preColombian
ceramic
and its domestic use.

PRECISIONES
METODOLGICAS
/
METHODOLOGICAL
REMARKS
METHODS:
Inductive-Deductive
Heuristic, etc
TECNIQUES:
web brainstorming
dialogues

role
playing

library
research

map
location time line
making, etc
Questionnaires

Concept maps

In-class projects

Vocabulary lists

Graphic Organizers

RUBRICS
for:
worksheets, homework
and oral presentations

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To analyze the rise,

organization
and
social function of the
towns
in
the
agriculture
communities,
observing the work
and daily life of its
inhabitants.
To value the work as a
productive activity to
the development of
primitive societies as
livelihood and the
strength
of
cooperation
and
solidarity.

BLOQUE CURRICULAR / BLOCK No. 2

CONTEXTO / CONTEXT

EJE DE APRENDIZAJE /
LEARNING AXES

Aborigine Period II

Ethnic Lords
(Seoros
Etnicos)
Ethnic Lords
Location
Aborigine
Cultures and
climate floors
Trade
Religion
Inca expansion
Politic and
administrative
organization
Social Structure
Cosmovision
Inca Crisis
Archeologic Sites

Learning Axis:
National Identity, union
in the diversity
.

DESTREZAS CON
CRITERIO DE
DESEMPEO /
SKILLS WITH
PERFORMANCE
CRITERIUM
To determine the
presence of varied
aborigine cultures in
the current territory
of Ecuador, locating
in maps and giving
examples of their
material production,
their regional
location,
development level,
and the use of
different ecological
floors to their
production.

To describe the
social and political
organization of the
Seorios Etnicos in
the different regions
to analyze their
alliances and wars.

To explain the origin

of the Inca Empire
as expression of a
great civilization

PRECISIONES
METODOLGICAS /
METHODOLOGICAL
MARKS

METHODS:
Inductive-Deductive
Heuristic, etc
TECNIQUES:
web brainstorming
dialogues

role
playing

library
research

map
location time line
making, etc
Questionnaires
Concept maps
In-class projects
Vocabulary lists
Graphic Organizers
Worksheets
and
homework.
Map skills: labeling
Questionnaires
Graphic Organizers
Team work
Vocabulary lists
Foldables
3D Models
RUBRICS
for:

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which emerged in
the Andean America.
Its expansion
towards the Equator,
highlighting its ways
of military and politic
organization.

To analyze the rise

of the Atahualpa, the
wars, and the crisis
in the empire,
studying the effects
of the local
resistance in the
division of the
empire.

To identify the
archeological sites
and the pieces that
exist to preserve
their patrimonial
value.

worksheets, homework
and oral presentations

BLOQUE CURRICULAR / BLOCK No. 3

CONTEXTO / CONTEXT

EJE DE
APRENDIZAJE
LEARNING AXIS

Spanish conquest and

Colonial Time

Great World
Changes
European
explorations
Spain situation
during the
conquest
Tahuantinsuyo
conquest
Conquistadors
and indigenous
Colonial Society
Begins

Learning Axis:
National Identity, union
in the diversity

DESTREZAS CON
CRITERIO DE
DESEMPEO
/
SKILLS WITH
PERFORMANCE
CRITERIUM
To recognize the
great changes that
happened in the
world
with
the
increase of trading,
navigation,
technology, and the
influence of great
travels
and
the
discovery
of
America.

To
analyze
the
conflict with Arabian
kingdoms and the
economic growth of
Spain in the xv and

PRECISIONES
METODOLGICAS
/
METHODOLOGICAL
REMARKS
METHODS:
Inductive-Deductive
Heuristic, etc
TECNIQUES:
web brainstorming
dialogues

role
playing

library
research

map
location time line
making, etc
Questionnaires
Concept maps
In-class projects
Vocabulary lists
Graphic Organizers
Worksheets
and

PLAN ANUAL
xvi centuries and the
movement
of
it
population towards
America.

BLOQUE CURRICULAR / BLOCK No. 4

EJE DE
APRENDIZAJE
LEARNING AXIS
CONTEXTO / CONTEXT

To establish the
historic conditions of
the intrusion of the
Spanish conquerors
in
the
Andean
America Equatorial
and the alliances
and
wards,
analyzing
the
indigenous
resistance to the
conquest.

To
identify
the
criollos as Spanish
conquerors
that
lived in these lands
and participated in
the domination of
Indians, as well as in
the struggles against
the Spanish Crown.

To describe
the
forced displacement
of the black people
from
Africa
to
America and their
role in the colonial
economy.

To determine the
rise
and
development of the
mestizaje
as
a
product of the union
of
Spaniards,
Indians,
Afros,
valuing the cultural
reality in America.
DESTREZAS CON
CRITERIO DE
DESEMPEO
/
SKILLS WITH

homework.
Map skills: labeling
Questionnaires
Graphic Organizers
Team work
Vocabulary lists
Foldables
3D Models
RUBRICS
for:
worksheets, homework
and oral presentations

First Term Evaluations.

PRECISIONES
METODOLGICAS
/
METHODOLOGICAL
REMARKS

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PERFORMANCE
CRITERIUM

Colonial Organization

Hispanic Empire
First Colonization
Colonial
Organization
Growth
Colonial Society
Crisis
Great Agrarian
Changes
Colonial Culture
Colonial Art
Colonial Time
Ends

National Identity, union

in the diversity

To
establish
the
colonial character of
the Quitenian society
between the xvi and
xix
centuries,
highlighting
the
conditions
of
submission in respect
of
the
Spanish
Metropolis and the rest
of
the
American
kingdom.
To
describe
the
mechanisms of the
colonial organization,
encomiendas,
city
foundations, religious
hierarchy
and
audiencia.
To detail the work
organization during the
Real Audiencia de
Quito,
the
textile
production based on
mitas through
the
decoding of historic
texts.
To judge how during
the xviii century crisis
the latifundios were
consolidated
(haciendas), based on
the concertaje which
strengthen
the
production
in
the
Coast, valuing the
consequences of the
establishment of this
productive system
To point the historic
conditions where the
last colonial century
was developed, the
changes in the colonial
relation, the rebellions
and the raise of local
and regional identities
and
the
Bourbon
Reforms.
To value the artistic
oeuvres of the colony
through
the
recognition
of
aesthetic quality, the

METHODS:
Inductive-Deductive
Heuristic, etc
TECNIQUES:
web brainstorming
dialogues

role
playing

library
research

map
location time line
making, etc
Questionnaires
Concept maps
In-class projects
Vocabulary lists
Graphic Organizers
Worksheets
and
homework.
Map skills: labeling
Questionnaires
Graphic Organizers
Team work
Vocabulary lists
Foldables
3D Models
RUBRICS
for:
worksheets, homework
and oral presentations

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product of the work of

our people and the
identification of the
main
authors
and
schools.
To identify the first
effort to recognize the
identity of the county
in the oeuvres of Juan
de Velasco, and the
other precursors such
as
Maldonado and
Espejo, to the end of
the colony, studying
their oeuvres.
To
recognize
the
quality of our peoples
work and establish at
the same time the
conditions of inequality
during the colonial
time.

BLOQUE CURRICULAR / BLOCK No. 5

CONTEXTO / CONTEXT

EJE DE
APRENDIZAJE
LEARNING AXIS

Our Independence

A world in change
Spanish and
American crisis
Quitenian
Revolution
Towards
Independence
Independence
Ends
Independence
Thinkers

National Identity, union

in the diversity

DESTREZAS CON
CRITERIO DE
DESEMPEO
/
SKILLS WITH
PERFORMANCE
CRITERIUM
To
analyze
the
change
of
the
international scene
at the end of the xviii
century
and
beginning of the xix
century, due to the
independence
of
EEUU, the French
Revolution, and the
independence
of
Haiti.
To
analyze
the
Spanish crisis which
brought the fall of
the monarchy, and
its consequences in
Spain and America.
To
analyze
the
Revolucion of Quito
valuing
the
consequences like

PRECISIONES
METODOLGICAS
/
METHODOLOGICAL
REMARKS
METHODS:
Inductive-Deductive
Heuristic, etc
TECNIQUES:
web brainstorming
dialogues

role
playing

library
research

map
location time line
making, etc
Questionnaires
Concept maps
In-class projects
Vocabulary lists
Graphic Organizers
Worksheets
and
homework.
Map skills: labeling
Questionnaires
Graphic Organizers

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the beginning of the

independence
movement in the
country and America
Latina.
To identify the actors
of the Revoution of
Quito, appreciating
individualities
and
collective efforts, as
well
as
their
motivations and the
causes
the
first
defeat
and
the
return
of
the
monarchy.
To describe
the
conditions of the
independence
movement
of
Guayaquil and its
importance in South
Americas freedom
leaded by Simon
Bolivar. And the war
for the liberation of
the
Highlands
directed by Sucre,
from the study of
documents of the
epoch.
To define the identity
values
with
the
country,
with
America Latina and
the commitment to
defend it, identifying
Ecuador like part of
Latin America.

Team work
Vocabulary lists
Foldables
3D Models
RUBRICS
for:
worksheets, homework
and oral presentations

CLASS PROJECT
Independence triumph

BLOQUE CURRICULAR / BLOCK No. 6

CONTEXTO / CONTEXT

Ecuador in the Gran

Colombia

EJE DE
APRENDIZAJE
LEARNING AXIS

Good living, local and

national identity.

DESTREZAS CON
CRITERIO DE
DESEMPEO
/
SKILLS WITH
PERFORMANCE
CRITERIUM
To narrate the facts
of the independence

PRECISIONES
METODOLGICAS
/
METHODOLOGICAL
REMARKS
METHODS:
Inductive-Deductive

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Gran Colombia
Southern District
Colombia Ends
Integration

wars analyzing the

cause and
consequences of the
independence.

To explain how the

Gram Colombia was
formed as a great
republic conformed
by old colonial
jurisdictions trough
the critical reading of
historic texts.

To explain how the

territories of what is
Ecuador today were
part of the Southern
District of the Gran
Colombia. And the
active role of its
population during
this processes.

To identify the
ideology project that
wanted to unify
Colombia and the
Latin American
countries under the
ideas of Simon
Bolivar.

Heuristic, etc
TECNIQUES:
web brainstorming
dialogues

role
playing

library
research

map
location time line
making, etc
Questionnaires
Concept maps
In-class projects
Vocabulary lists
Graphic Organizers
Worksheets
and
homework.
Map skills: labeling
Questionnaires
Graphic Organizers
Team work
Vocabulary lists
Foldables
3D Models
RUBRICS
for:
worksheets, homework
and oral presentations
Second Term Evaluations.

To evaluate the
Bolivarian example
of Latin American
integration and the
solidarity of our
countries to show
their presence in the
current world.

7.- EVALUACIN / EVALUATION

INDICADORES ESENCIALES DE EVALUACIN / MAIN EVALUATION INDICATORS

Locates the first settlers of what is Ecuador today in the geographic space and describes their organization and
ways of life.

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Explains how agriculture transformed the aborigine society in the cultural and economic aspect.
Characterizes the social, economic and politic organization of the Seorios Etnicos developed before the arrival of
the Incas.
Tells the facts and process associated to the Inca incursion in the Andean America Equatorial.
Explains the facts related to the Spanish conquest in the Andean America Equatorial, in the cultural, politic,
demographic, and social aspect.
Describes the process of rise and development of the mestizaje in the Andean America Equatorial.
Details the institutions create by the conquerors to manage the colonial system
Describes the political, economic, organization, the work and daily life of the colonial society and explains what is
to be a colony.
Enumerates the oeuvres and the colonial artists and explains the tendencies and schools.

Details the inside and outside facts related with the independence of the Real Audiencia de
Quito.
Identifies the individual and collective actors of the Independence process of the Audiencia
de Quito.
Describes the associations between the independence process in the Real Audiencia de Quito and the
integrationist process leaded by Simon Bolivar.
Explains the integration and disintegration process of the Gran Colombia.
Defines the role of Simon Bolivar in the creation and articulation of the Gran Colombia.

8.- RECURSOS / RESOURCES

MATERIAL
Office material
DIDACTIC
Photocopies Maps Statistic charts 2010 National Census
TICS
In focus
Over head- projector
Etc.
9.- BIBLIOGRAFA / BIBLIOGRAPHY
Reforma Curricular. Ministerio de Educacin. 2010
Aulestia, L. Social Studies 6. Edusol. Quito. 2013

10.- OBSERVACIONES / NOTICE

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11.- FIRMAS DE RESPONSABILIDAD / SINGATURES
ELABORADO / MADE BY:

VALIDADO / REVIEWED BY:

VISTO BUENO / APPROVED BY:

DOCENTE / TEACHER:

DIRECTOR DE REA / DEPT.

HEAD:

VICERRECTORA / VICEPRINCIPAL:

Prof. Ana Parra

MEd. Luca Tamariz V.

Lcda. Ruth Montero E.

Firma / Signature:

Firma / Signature:

Firma / Signature:

Fecha / Date: 8/19/2014

Fecha / Date:8/19/2014

Fecha / Date:8/19/2014