1) This document outlines a teaching unit for 4th grade social studies on the history of Colombia. It includes overarching goals, understanding goals, topics, and lesson plans. 2) The unit covers two main topics: the encounter between indigenous and European cultures during the conquest period, and the imposed power of the colony era. Lessons incorporate maps, debates, and comparing historical and modern life. 3) Assessment of student understanding focuses on social thinking, perspective analysis, and reflective thinking skills. Students are evaluated on their ability to identify, describe and apply knowledge about the conquest, colony, institutions and cultural impacts over time in Colombia.

1. TEACHING FOR UNDERSTANDING UNIT 2020
AREA: Social Studies SUBJECT: Social studies TEACHER: Jennifer Aponte M. GRADE: 4 ABC TERM: I
OVERARCHING UNDERSTANDING GOALS(THROUGHLINES) - STANDARD
1. To recognize thatindividualsandsocial organizationstransform throughtime andbuildalegacy.
2. To recognize some physical andcultural characteristicsof myenvironment,theirinteractionandthe social,political andeconomicconsequencesthat
resultfromthem.
3. To recognize the usefulnessof political andadministrativeorganizationsandtheirchanges throughtime.
UNDERSTANDING GOALS
COMPONENTS-DIMENSIONS
1. How wasthe processof conquestinColombia born?Contentandmethod
2. What elementsof the Catholicreligioninfluence inthe impactonthe present? Content
3. What were the causesand consequencesof the HispanicperiodinColombia? Methodandpurpose.
4. What political,administrativeandeconomicinstitutionswerecreatedinthe Colonyepoch? Content.
CONTENTS
TOPICS-GUIDELINES
TOPIC 1: ENCOUNTER BETWEEN TWO
WORLDS
The ConquestinColombia.
-Influence of the Catholicreligion.
TOPIC 2: THE IMPOSED POWER
-The ColonyinColombia.
-Political,administrative andeconomic
institutionsinthe colonial epoch.

2. -Knowledge andcustomsof Afro-descendant
communities.
TOPIC 1: ENCOUNTER BETWEEN TWO WORLDS
STAGE HOUR GOAL PERFORMANCES OF UNDERSTANDING /
STATEMENT
ONGOING ASSESSMENT.
Evidence Task.
E
X
P
L
O
R
A
T
O
R
Y
2 1,3
SYSTEMATIC AND REFLEXIVE THINKING
Assessingthe ethnicand cultural diversityofthe Colombianpeople,
to recognize andclarifyhowstartedthe Hispanicperiod answering
some questions.
 To recognize
important
aspectsof
conquestepoch
inAmericaand
the cultural
characteristics
before and
after.
T1: Identifies clearlythe
differencesthatexisted500
yearsago and nowadays.
Answeringthe following
questions:
A) How was the world 500
years ago?
B) Has Colombiaalways
beena free country?
T2: Sharesbriefly his/herideas
withthe classthrough an oral
presentation.
T3: paraphrasescurrentlywhat
isthe meaningof the word
conquest

3. G
U
I
D
E
D
2 1
SYSTEMATIC AND REFLEXIVE THINKING
Illustration of the principal conquerors’ routes, to organize data about
Colombian conquest through a map.
 To identifythe
principal
conquerorsof
Colombia.
T1: Namesandtakesnotes
punctuallyaboutthe principal
conquerorinColombia.
T2: Makes currently the
Colombianmaplocatingthe
mainconquerorsandplaces
conquest.
3 2
INTERPRETING AND ANALYZING PERSPECTIVE
Recognition of the conquest consequences, to give a point of view of
that process.
● To distinguishthe
principal
consequencesinthe
conquestprocess.
T1: Listsclearly the
consequencesof the conquest
periodinColombia.
T2: Buildscoherentlyhis/her
opinionaboutthose
consequencesof the conquest.
2 2
INTERPRETING AND ANALYZING PERSPECTIVE
Representationofa Capitulation, torecognize the importance of that in
the Hispanicperiodthrougharepresentative oneaspartof the conquest
process.
● To define the
capitulationsasan
importantdocument
inthe conquest
period.
T1: Represents creativelya
capitulationusingdatesand
informationof the conquest
epoch.
T2: Explains briefly the
importance of a capitulationand
how are used nowadays.
S
Y
N
4 1-2
INTERPRETING AND ANALYZING PERSPECTIVE AND SYSTEMATIC AND
REFLEXIVE THINKING.
● To argue his/her
positioninfrontof
the causesand
T1: Searchesadequately
informationaboutthe influence

4. T
H
E
S
I
S
Explainingthe influence ofthe Catholicreligioninthe conquestperiod,
to give reasonsabouthow the indigenouspopulation wasaffectedwith
the arrival of Europeans through a debate.
consequenceswith
the Catholicreligion
imposition.
of the Catholicreligioninthe
conquestperiod.
T2: Classifiescarefully
informationaboutthe influence
of the Catholicreligioninthe
newworld.
T3: Preparescoherently
questionsaboutthe topic.
T4: Participates activelyina
debate givingarguesaboutthe
topic.
TOPIC 2: THE IMPOSED POWER
STAGE HOUR GOAL
PERFORMANCES OF UNDERSTANDING /
STATEMENT
ONGOING ASSESSMENT
Evidence Task
E
X
P
L
O
R
A
T
O
3 3-4
SOCIAL THINKING
Knowing differentaspectsof the colony,to introduce differentaspects
of the Colony epoch. Through a worksheet based on a reading “Latin
American history”.
● To identifydifferent
aspectsof the
colony.
T1: Identifies adequacy some
aspects of the Colony.
T2: Develops currently the
worksheet.

5. R
Y
G
U
I
D
E
D
2 4
SOCIAL THINKING COMPETENCE
Analyzing the Political and economic institutions in the Colony, to
describe the situation that native people were facing in that epoch,
through a mind map.
● To distinguishthe
economicand
political institutions
inthe colony.
T1: Interpretscarefully aconcept
map about the political and
economic institutions in the
colony.
T2: Applies reading strategies
adequacy.
T3: Tellsbriefly the colony
periodanditsconsequences,
givinghis/herpointof view
aboutthat
3 3,4
SYSTEMATIC AND REFLEXIVE THINKING.
Setting a conclusion about the slavery, to contrast life in the past and
nowadays.
 To describe the
reasonswhy
Spanishpeople
bringto America
Africanpeople.
T1: Identifies clearly the
punishments in the slavery
epoch, from the video and
reading.
T2: Contrast in detail the life in
slavery and nowadays.
T3: Fills out currently a
worksheet.
S
Y
N
T
3 3-4
SOCIAL THINKING, INTERPRETING AND ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE THINKING.
Explaining important aspects of the colony, to compare lifestyles.
● To compare and
contrast information
aboutpeople,
marriage and
T1: Organizes adequacy
informationcomparingthe life in
the colony and nowadays.

6. H
E
S
I
S
educationinthe
colonyand
nowadays.
T2: Develops currently the
worksheet suggested.
Total 26
TERM PERFORMANCES:
EXCELLENT HIGH BASIC LOW
SOCIAL THINKING, INTERPRETING AND
ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE THINKING.
Applies, through the analysis of the most
important aspects in the conquest and colony
epoch, the political and economic institutions
and the impact in the American culture.
SOCIAL THINKING, INTERPRETING AND
ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE THINKING.
Describes the most important aspects in the
conquest and colony epoch, the political and
economic institutions and the impact in the
American culture.
SOCIAL THINKING, INTERPRETING AND
ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE THINKING.
Identifies the most important aspects in the
conquest and colony epoch, the political and
economic institutions and the impact in the
American culture
SOCIAL THINKING, INTERPRETING AND
ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE THINKING.
Names some aspects in the conquest and
colony epoch and the impact in the American
culture.

7. ASSESSMENT RUBRICS
ORAL AND WRITING TEXTS
GRADE: 4th
SOCIAL STUDIES
CRITERIO SUPERIOR
4.8/5.0
HIGH
4.0/4.7
BASIC
3.6/3.9
LOW
1.0/3.5
Subject Knowledge Subject knowledge is evident
throughout the project. All
information is clear, appropriate,
and correct.
Subject knowledge is evident in
much of the project. Most
information is clear, appropriate,
and correct.
Some subject knowledge is
evident. Some Information is
confusing, incorrect, or flawed.
Subject knowledge is not
evident. Information is
confusing, incorrect, or
flawed.
Citing Sources All sources are properly cited. Most sources are properly cited. Few sources are properly cited. No sources are properly
cited.
Organization The sequence of information is
logical and intuitive. Menus and
paths to all information are clear
and direct.
The sequence of information is
logical. Menus and paths to most
information are clear and direct.
The sequence of information is
somewhat logical. Menus and
paths are confusing and
flawed.
The sequence of information
is not logical. Menus and
paths to information are not
evident.
Presentation - use of writing process
evident
- correct spelling
- correct grammar
-correct sentence, paragraph
and essay structure
- inviting headlines
- use of writing process clear
- minor spelling errors
- minor grammatical errors
- minor errors in construction
of sentences, paragraphs and
essays.
-good headlines
- careless use of writing
process.
- minor spelling errors
- minor grammatical errors
- written work lacks
organization
- headlines included
- first draft is only draft.
- major spelling errors.
- major grammatical errors.
- lacks organization, disjoint,
and lacks unity.
- some headlines included.

8. Supporting ideas The supporting ideas are clear and
show the knowledge about the
topic, and are presented in an
organized way.
Most of the supporting ideas are
clear and show the knowledge of
the topic are presented in an
organized way.
The supporting ideas are
presented poorly organized
and it is difficult to understand
it.
The supporting ideas are
poorly organized, it is hard to
understand.
Communication Information is presented clearly
and allows for a high level of
understanding
Information is presented clearly
and allows for a good level of
understanding
Information is presented and
some understanding can be
gained.
information is not clear, it is
difficult to understand.