PROGRAMA ACADMICO / ACADEMIC PROGRAM

1.- DATA
LEVEL:
EGB Media

ACADEMIC YEAR:
2014 - 2015

AREA:
Social Studies

SUBJECT:
Social Studies

GRADE:
6th Grade EGB

GROUPS:
Mercurio and Neptuno

Amount of annual weeks: 36

Amount of weekly lessons: 5 Amount of annual lessons: 180

TEACHER(S): Prof. Ana Parra

2.- SUBJECT DESCRIPTION:
Social Studies in Basic Educations objective is to offer the students a general vision of the society in which they live. Its location and
development in space; its origin and historical evolution; its role within the framework in Geography, and History of the world especially
of Latin America. It also helps to develop skills that will allow them to confront other areas of learning, challenges of production and
entrepreneurship also as the identification with Ecuador, their country, and the recognition of democratic values and tolerance.
In the field of education of our country, there is a great tradition of content. Teaching that we used to call social, in the formerly so
called primary and secondary school, and turned into in Basic Education and bachelorship. It was always considered that studies of
birthplace, Geography, History, the so called Social Education and Civics were primary to develop national personality, awareness of
home land and location of the people in their country and in the world. So, when the fundamental objectives have been announced,
there is no need to justify the reasons why these traditions have to be maintained in the limit that can be detected, as in the significant
risks above which the readjustments of the curricular have taken place.
In fourth grade starts the study Social Studies. Fourth and Fifth grade give an initial vision of the geographic elements of Ecuador and
the world. In fourth grade Ecuadorian Geography is studied including other related themes. It begins with the study of the Earth, its
location in the Universe. Then Ecuador, its territory, relief, natural regions, climate, flora, and fauna. The study continues with the
population, its ethnic and age distribution. Also the students province is studies, its territory, resources, population, work, history and
symbols. For first time Civics is included as a unit which focus on citizenship, rights and chores.

In Fifth grade, to begin the biography of Earth is studied and they ways to measure it. Then the continents, oceans, climates, plants,
animals and the resources of the planet are studies. In this level Latin American is analyzed closely, its population, sub regions, and
countries.
Besides the planetary location, the curriculum content on geography is concentrated in aspects as physic geography and population.
This is a deliberated methodological option. It is important that the students locate in first place their territory and its main
characteristics, only then start studying the population. In this aspect there is an emphasis on ethnics, diversity and culture, in addition
to the territorial and age distribution. It is necessary highlight the role of children and youngsters in the Ecuadorian and world
population. Other themes that geographers consider necessary like Economic Geography, services, environmental dimension, among
others, will be studies lately in the curriculum or in Civic units as it was said before.
The sixth and seventh grades are entirely dedicated to Ecuadorian History. For this we have chosen the systematic periodization made
by the New History of Ecuador, a work that has guided the Historic Ecuadorian renewal in recent years. The content is organized from
the first part dedicated to the aboriginal time, the colonial period and independence, and the second part is dedicated to the Republican
era. Content development is based on the presence of structural processes and collective actors, discarding the traditional tendency to
regard individuals as defining actors in History. At the same time facts and characters that provide insights into the reality are
highlighted, this means that it combines a vision of structure, which explains the historical movement, with the action of individuals and
situational circumstances that illustrate the facts of each reality.
In these two years (sixth and seventh), as result are completely eliminated the traditional periodization, made from the names of the
determinant men ("Floreanismo", "garcianismo", "alfarismo" etc.). It is discarded the sequence of biographies of important people,
especially presidents, as story content, to favor an explanation of the past from the action of societies. This does not eliminate,
however, the possibility of formulating very specific topics of study tailored to the age of students, among which include the study of
large individual personalities and their contribution to the processes of history. The levels of analysis are formulated ranging from socioeconomic to the political and cultural type.
3.- SYLLABUS SCOPE BY BLOCKS/UNITS:
BLOCK
1
2
3
4
5
6

NAME
THE FIRST SETTLERS ABORIGINE
ERA 1
ABORIGINE ERA 2
SPANISH CONQUEST AND
COLONIAL TIMES
COLONIAL ORGANIZATION
OUR INDEPENDENCE
ECUADOR IN THE GRAN
COLOMBIA

TIME SCOPE IN WEEKS

6
6
6
6
6
6

TOTAL AMOUNT OF WEEKS

36

4.- EVALUATION
METHODS:

Inductive-Deductive
Heuristic, etc
web brainstorming dialogues role playing library research map location time line making, etc.

TECNIQUE:

The following chart details the percentages that each component has to constitute the monthly grade:
YEAR
SECOND TO
FOURTH EGB
FIFTH TO
TENTH EGB

LESSONS

CLASS WORK

TEAM WORK

HOMEWORK

SUMMATIVE EVALUATION

20%

30%

20%

20%

10%

30%

40%

10%

10%

10%

Each semester grade is composed by 4 monthly grades, that constitute the 80% and the Semester Exam that
constitutes the 20%.
5.- BIBLIOGRAPHY
Actualizacin a la Reforma Curricular. Ministerio de Educacin
6. SIGNATURES
DESIGNED BY

VALIDATED BY

PASSED BY

TEACHER:

DEPARTMENT HEAD:

VICEPRINCIPAL

Prof. Ana Parra

Lcda, Ruth Montero

MEd. Luca Tamariz Valdivieso

Signature:

Signature:

Signature:

Date: 8/19/14

Date: 8/19/14

Date: 8/19/14