Unit 1: The Organization of Society

Section 1: Living Together and Civic Responsibility

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ME

We share our lives with others, we form part of groups:

SCHOOL

FAMILY SCHOOL CLUB NEIGHBORHOOD

Through these groups we interact with the rest of society

In small groups In bigger groups

(Country, Province, Municipality)

Easy to agree on rules More difficult to come to agreemets

As individuals, we contribute by Important agreements

being aware of our attitudes
Maintainance and security of
public plazas
Having good manners
Maintainance of public streets
and sidewalks

Free care in public hospitals

Quality of education in schools

Don’t shout

WAYS OF INTERACTING WITH OTHERS (according to Sociology)

PASSIVE BEHAVIOR AGGRESIVE BEHAVIOR ASSERTIVE

BEHAVIOR

Something bothers him, but he Responds rudely when

stays quiet about it something bothers him Takes in account what others
are feeling and thinking, and
gets to consensus

CIVIC ATTITUDES

Social Studies 6th 1

Unit 1: The Organization of Society
Section 1: Living Together and Civic Responsibility
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Respect everyone Contribute to a peaceful society Act honestly and responsibly

Respect disabled people Raise hand before speaking in class Do your homework

Respect indigenous people Don’t speak loud in quiet areas Respect traffic signals

INTERACTION WITH OUR SORROUNDINGS

We should take care and respect them

SCHOOL
Home Neighborhood School

Save energy Do not litter Turn off the tap

Save water Take care of plants and animals Turn off the lights

Do not misuse fire hydrants Throw trash in bins

PROTECT OUR HERITAGE AND ENVIRONMENT

Heritage: collection of natural and cultural goods that give a country an identity and which are passed down from generation to
generation.

Protect country’s heritage is everyones responsibility.

Types of Heritage
World heritage Cultural heritage Natural heritage

Social Studies 6th 2

Unit 1: The Organization of Society
Section 2: Rights, Duties and Responsibilities
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Tolerance: respect other peoples differences

Diversity: every people is unique

Respect rights + Fullfill duties

Ensure understanding between cultures

Everybody has rights  they generate duties and responsibilities  fullfill them to achieve common good

Rules and norms can be established:

by use or costum In written form (laws)

Rights: powers that each person has to freely do things (not affecting negatively to others)

Duties: our obligations, must be fullfilled to mantain a peaceful society

All people have rights

No matter: gender, color, age, nationality, physical ability nor economic condition

CHILDREN’S RIGHTS
Right Adults’ duties State’s duties
Right to Health Give good nutrition and necessary care Provide free and quality health care for all
they need it

Right to Education Make sure children go to school Make sure there are schools

Right to Play and Not Work Not make chidren work Make sure chidren don’t work

2 organizations that protect children’s right in the world:

 UNICEF (United Nations Children’s Emergency Fund)
 CRC (United Nations Comitee on the Rights of the Child)

RIGHTS COME WITH DUTIES

Right to life Respect ourown lifes and the lifes of others
Right to education Study and do assignments
Right to equality Respect everybody
Right to live in a clean environment Conserve the environment
Right to a family Respect our parents and familiy
Right to be free Respect laws and rules
Right to protection Take care of ourselves
Right to state an opinion Respect other’s opinions
Right to participate Follow through our commitments

Some people’s rights are threatened because:

 They don´t know how to execute them
 The State is not protecting them

Social Studies 6th

Unit 1: The Organization of Society
Section 2: Rights, Duties and Responsibilities
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Rights are inherent (we have them for being human beings).Recognition of this came after the French Revolution in 1789.

Rights have a universal nature (they apply to anyone), this was established after World War II, with the creation of the United Nations
in 1945.

FUNDAMENTAL RIGHTS
1. Right to life 4. Right to form a family

2. Right to be free 5. Right to education

3. Right to have a nationality 6. Right to work

HUMAN RIGHTS
Human rights ensure human dignity  Can’t be altered or violated because without them people can’t have a dignified human life.

CHARACTERISTICS OF HUMAN RIGHTS

 Universal: belong to all of us
 Inalienable: can’t be denied nor be forced to give them up
 Obligatory: governments must guarantee everybody have them
 Indivisible: all together must be respected, if one is threatened, human dignity can be harmed

HUMAN RIGHTS OVER TIME

August 26, 1978. French Revolution  “Declaration of Man and of the Citizen”declared that all men are equal,
free and deserved the same rights.
Established natural rights: given to all human (this didn’t apply to women and slaves).
1948  “Universal Declaration of Human Rights” declared universal rights (for everybody, regardless gender)

Social Studies 6th

Unit 1: The Organization of Society
Section 3: The Universal Declaration of Human Rights
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1945: Creation of the United Nations (UN), at the end of World War II
Objective: ensure peace and avoid harm to humanity

1948: Universal Declaration of Human Rights

Establishes de obligation of States to: respect, protect and promote human rights
Says that democracy is the only political system that guarantees human rights

3 fundamental rights:
to live to liberty to security

this is the main right, if it is not

protected, all others are threatened too

CLASIFICATION OF HUMAN RIGHTS

Civil and Political Rights
Guarantee private property, personal liberty and equallity

Legal Protection Rights Liberty Rights Other Rights

Right to life Right to freedom of thought Right to equality before the law
Right to a private life and family Right to freedom of expression Right to a fair trail
Right to not be subjected to slavery or Right to freedom of peaceful assembly Respect to minorities
forced labor
Right to freedom of religion
Right to equality

Economic, Social and Cultural Rights

Allow us to develop as citizens, so we can have a life of dignity

Right to work Right to social security

In a safe and clean place, have rest time and a fair salary Protection in areas like health care, old age care and education

Collective Rights and Environmental Rights

They are collective, focus on groups of people

Right to autonomy (no State can intervine in politics or laws of Right to solutions to nutritional, educational and educational
other States) problems
Right to political and economic independence Right to have world heritage places
Right to peace Right to a clean environment

Rights of Indigenous People

Created in 2007 in the UN Declaration of Rights of Indigenous People

Right to make decisions and control their land and natural Preserve their culture and traditions
resources

CHILDREN’S RIGHTS
Established in the Convention of the Rights of the Child. Apply to all children (under 18) and it is duty of the State to guarantee them.

Right to protection against discrimination Right to express oneself freely and have access to information
Right to a healthy and safe life Right to protection from abuse
Right to identity: have a name and nationality, know their parents Right to education
and be taken care by them
Right to a family Right to protection against harmful work

Social Studies 6th

Unit 1: The Organization of Society
Section 4: Institutional Protection of Rights
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In Chile, rights are protected by the Political Constitution and by a democratic system of government founded on the division of political
power and the election of the highest authorities by the people.

Constitution: highest or fundamental law of State

All laws created can’t go against principles of Constitution
Objective: - organize the State and nation
- establish territorial limits
- establish relations between the powers (executive, legislative and judicial)
- establish constitutional rights and duties

In a State governed by the rule of law, Constitution and laws regulate the people and authorities equally  this os the fundamental
porinciple of a democracy

DIVISION OF POWERS OF THE STATE

Chile is
Unitary Republican Democratic and Representative
Public powers and Constitution are the The authorities are elected by the people Citizen choose their representatives
same in the entire territory
Powers are divided in 3

3 Powers of the State

Executive Power Legislative Power Judicial Power

Held by The President of the Republic The National Congress (Chamber of Supreme court, Courts of Appeal and
Ministers Deputies and Senate) Tribunals
In Governing Approving laws Administering justice
charge
of
Duties Manage and govern the country Chamber of Deputies (120 members): Hold the power to apply and uphold
Oversee the acts of the government justice in criminal and civil cases.
and inspect the work of Ministers Must work independently fromother
powers to ensure impartiality
Senate (38 members): Supreme Court: Main tribunal, oversee
- Know and decide about cases of all judicial system in Chile
overseeing Ministers Courts of Appeal: review cases
- Grant reinstatement of citizenship Tribunals: oral hearing of civil and
- Grant authorization to the criminal cases
President to be absent from the
country

Social Studies 6th

Unit 2: Democracy and Public Participation
Section 1: The Political and Administrative Organization of Chile
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Chile is a legal state  Government acts in accordance with the laws that reflect the will of people, because they are
established by their representative.

PRINCIPLES OF A LEGAL STATE

1. Rule of law: laws regulate government activities and decisions, institutions and decisions of citizens
2. Separation of powers: ensure balance of powers
3. Recognition and protection of human rights by Constitution and laws

Democracy: form of government based on the election of representatives, rule of law

and respect for human rights

PRINCIPLES OF DEMOCRACY

1. Popular Sovereignity: people elect their representatives

2. Freedom: of thinking, believe, speak and act
3. Equality: we are all equally before the law REFPS
4. Representation: government represents and exercises the will of people

ORGANIZATION OF CHILE

National Level
Executive Power

appoints
President Ministers

Runs and manages central Run ministeries according to

government the President’s policies and operates through
instructions

Regional Government (Gore): Promote social, cultural and economic development

Regional Level consults

Regional Council Regional Intendant Seremi

Make community participation Run the regional government, Represent each Ministry and
effective mantain public order and deal help develop and execute plans
with catastrophes and projects

Socio-Economic consults
Provincial Governor
Council
Advise the governor on Supervise public services,
administrative topics and maintain order and safety
Regional Level
present development projects

Comuna
consults presides over Socio-Economic Municipal
Municipal Council Mayor
Council
Propose local development Manage the comuna’s Advise the Mayor and
projects and oversee the major resources and ensure its councilors
development

This division was created in 1974 to prevent centralization (all decisions made in Santiago)

Social Studies 6th

Unit 2: Democracy and Public Participation
Section 2: Political Participation
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Chile is a democracy  all people should participate in social and political processes of the country (public participation).

Types of public participation:

1. Election: vote to choose representatives
2. Plebiscite: vote yes or no

Voting is:
 Universal: all citizens (chilean people, 18 or older) have the right to vote
 Voluntary: nobody can be forced to vote
 Secret: nobody can be forced to reveal their vote
 Individual: nobody can vote in place of another person

ELECTORAL PROCESS

1. Candidates make their ideas and policies known (campaign)

2. On election day, people vote

3. Ballot boxes are opened and votes counted

4. Winners are announced by authorities

Social Studies 6th

Unit 2: Democracy and Public Participation
Section 3: Community Participation
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Public participation: all different ways in which people participate in their community.

It must have 2 characteristics:

1. voluntary
2. be infomed

Everybodies point of view is important because we all contribute to the common good. By participating, we promote a democratic culture

Democracy is based on

Freedom Equality Dialogue

Live in harmony with others

DEMOCRATIC WAYS OF MAKING DECISIONS AND AGREEMENTS

Dialogue Exchange of thoughts, ideas and feelings. It is important to listen to
thers

Voting Express one’s preference for various options

Consensus Two or more people come to an agreement and make a decision

together

Dissent The expression of differences in ideas, thoughtd and opinions

TYPES OF PARTICIPATION
 Volunteering: aims to help different communities improve the quality of life
in aspects such as housing, educationm environment and safety. Ex: TECHO

 Environmental organizations: NGOs that take care of green spaces in cities, convert
areas in parks, reforest, clean beaches, lakeshores and riverbanks, hold recycling drives,
take measures to conserve energy and take care of animals. Ex: Codeff

 Sports and Art Clubs: people organize themselves in groups based common interests

 Participating in daily life: know the spaces we share with others, identify problems or needs and suggest solutions

 Social Network: technology has opened up other spaces where people can participate.
Online social network must be used responsibly and under adult supervision

 Other types of organizations: include groups pf children and ypung people based on
specific lifestyles or religious affiliation. Ex: Scouts

Social Studies 6th

Unit 3: Chilean Regions and Territory
Section 1: Chilean Territory
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Chile is a tri-continental country  located in 3 continents:

 America South American Chile

 Antartica  Chilean Antarctic Territory

 Oceania  Easter Island and Salas and Gomez Island

Chilean territory is made up of 3 types of spaces: land, ocean and air.

Land: 2MM km2 approx

In South America: 755,776 km2
In Antarctica: 1,250,000 km2
In Oceania: 320 km2 (Easter Island, Salas y Gomez Island, San Felix Island, San Ambrosio Island, Juan Fernandez
Archipelago)

Ocean: extends along the coasts of continental and Antarctic Chile and around its islands
It is made up of 3 different zones:
 Territorial waters: State has full sovereignity in them. They go from the coast to 12 nautical miles (22 km) from the
baseline (low tides of the coast)
 Contiguous zone: State has jurisdiction to preventnand sanction infractions related to external trade, immigreation,
sanitation issues and waste disposal. Extends out 24 nautical miles (44km) from the baselines.
 Exclusive economic zone: State has right to explore, use, conserve and manage all natural resources in the ocean, ocean floor
and underground in this zone. Is a strip 200 nautical miles (370 km) from the baseline.

Air: area that starts at the land and ocean territory over Chile and extends into the atmposphere. The control of this area is responsibility
of the Civil Aviation Directorate (DGAC)

PRIMARY CHARACTERISTICS OF CHILEAN TERRITORY

Chile is located in the Pacific Rim (has coast on the Pacific Ocean)
This allows Chile to be linked to great economic centers of Asia and North America via ocean.
Chile controls maritime traffic through the Strait of Magellan an access to Pacific Ocean in the Beagle Channel and the Drake Passage.

Only considering the South American territory, Chile is the largest and thinnest country in the world
4,330 km long and 177 km wide (max widht: 360 km in Mejillones Peninsula)

Its shape and location has explained by its lenght. Large part of the South American Territory has temperate climates. The north
has arid climate; it also has tropical climate (Easter Island) and polar climate (Antarctica)
1. Internal connectivity: communication is difficult due to long distances.
2. Ocean area: its long coastline gives access to an enormous variety of marine resources. Chile is connected to other regions of
the world via the Pacific Ocean.
3. Seismic and volcanic activity: located in the subduction zone where the Nazca Plate goes under the South American Plate.
4. Extensive border: 6,000 km, with 3 countries: Peru (N), Bolivia (E) and Argentina (E, 5,400 km long)

Social Studies 6th

Unit 3: Chilean Regions and Territory
Section 2: Natural Environments of Chile
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Environment: everything that surrounds us: the ground, the water, the air, the plants, the animals, etc

Human societies transform these environments to take from them what is necessary to satisfy their needs

Chile has a wide variety of landscapes, which make up different natural environments.
Natural environments are classified based on similarities in terrain, climate, soil, availability of water, or local flora and fauna.

Human society has to adapt to natural characteristics of the environment: daily life, clothing, food and customs are determined by the
natural environment.

DESERT ENVIRONMENT
Location: In Norther Region of Chile
Characteristics: Arid climate and pampas predominate
Here is the Atacama Desert (te driest in the world)
Almost no rain causes large areas with no vegetation
Almost no rivers, except Loa and Copiapo (shows the limit of this environment)
Climate: scarcity of water
large differences in temperature between day and night
Population: people live in towns and cities next to streams, valleys and oases

Adaptations: people have developed agricultrual techniques to take advantage of available water and constructed reservoirs (artificial
lakes) to store it.
They use solar energy to heat water and food

Economic activities: abundant mineral resources and sources of renewable energy (solar, wind and tidal)

THE ALTIPLANO
Location: From extreme north to province of Chañaral in the Atacama Region
Climate: wide ranges in daily and annual temperatures and up to 300 mm of precipitation mostly in summer
Population: majority belong to indigenous ethicities (Aymara and Atacamas); mainly
senior citizens and children (young adults has to emigrate to urban centers for study
and job opportunities)
Economic activities: people raise llamas, alpacas and guanacos using wetlands. Cultivate corn, potatoes,
beans, garlic and onions with terrace farming

COASTAL ENVIRONMENT
Location: Coast of Chile
Characteristics: Far North  rocky areas with cliffs
Near North and Central Chile  sandy beaches
South and Far South  fjords, channels and gulfs
Favorable conditions for settlement of human beings:
 Fertile land
 Abundance of marine resources
 Regulating effect of ocean on temperatures
Resources: very rich in shelfish, fish, algae, crustaceous and salt
Population: there are:
 Caletas: cities and towns whose primary economic activity is artisanal fishing
 Ports: used for maritime trade, they are important sources of employment

MEDIATERRANEAN ENVIRONMENT
Location: Central Chile, between the Aconcagua and Bio Bio Rivers
Characteristics: Most conducive to human settlement:
 Flat terrain
 Abundant flowing water
 Temperate climate with distinct seasons
 Fertile soils, allow the development of agricultural activities
Economic activities: Agriculture and livestock farming in rural areas (wines, fruits and vegetables),
used to feed urban poulation  food industry
Agro-turism (city inhabitants like to visit rural areas)
Urban expansion has produced a decrease in natural vegetation and pollution problems in this environment
ANDES ENVIRONMENT

Location: Throught all Chile, in the Andes Mountain Range

Climate: low temperatures and snow falling in winter

Social Studies 6th

Unit 3: Chilean Regions and Territory
Section 2: Natural Environments of Chile
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Economic activities:
 Livestock herding (gathering and moving)
 Minning (city of Sewell was an important city until the 1970s)
 Tourism (hotsprings, due to volcanic activity)
Risk factors: volcanoes and rain water that carries earth and rocks and destroys
everything in its path

RAINY ENVIRONMENT
Location: In Southern Region of Chile
Climate: rainy and temperate. Low temperatures and precipitation through the year, with heaviest rain in
winter months.
Adaptation: Houses are built to resist constant rain (made of larch tree tiles)
It is possible to find native vegetation

PATAGONIAN ENVIRONMENT
Location: Territory of the Aysen and Magallanes Regions
Climate: cold, steppe. Amount of rain depends on the distane from the ocean, the winds and
the effects of the terrain.
The amount of sunlight changes according to the seasons (in summer, 19 hours of light)

Economic activities: livestock farming, tourism

Vegetation: grassy pastureland or coirón

POLAR ENVIRONMENT
Location: In Antactica
Climate: cold with temperatures below zero and snowfall through the year
Characteristics: scarce plant life (tundra: mosses and lichens), large diversity of aquatic
species (seals, whales, penguins)
Population: scientists, professores and military perssonel with their families. They live in Villa Las Estrellas. The recieve resources from
the continent

OTHER ENVIRONMENTS

JUAN FERNANDEZ ISLANDS

Climate: Temperate, influences by the ocean. Little variation on daily temperatures. 1,000 mm
precipitation annualy
Economic activities: fishing and tourism
Population: live in a coastal town, San Juan Bautista
Large part of the island is a protected area to conserve natural diversity (Juan Fernandez National Park)

EASTER ISLAND
Climate: Tropical. Average temperatures of 23ºC in summer and 18º in winter. 1,100 mm precipitation
annualy
Population: live in Hanga Roa

The Island is a protected area (Rapa Nui National Park) and is a World Heritage Site declared by UNESCO

Social Studies 6th

Unit 3: Chilean Regions and Territory
Section 3: Natural Disasters
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Natural hazards: can be related to

 atmospheric conditions of a place  droughts, floods, landslides
 internal forces of the Earth  earthquakes and volcanic eruptions

Natural hazards become natural disasters when they affect human beings, causing material or economic loss or the loss of human lives.

Buildings in Chile must meet construction standars that consider risk analyses to reduce the effects of any disaster

The State works with the National Emergency Office of the Ministry of Interior (Onemi), responsible for the prevenbtion of and reaction
to emergency situations

THE SITUATION IN CHILE

Chile lies in a seismic region, result of the presence of 2 tectnic plates: the Nazca and the South American Plates. This plate cause
constant tremors and earthquakes, some associated with tsunamis and volcanic eruptions.

Chile has a wide diversity of climates. For its location, suffers from effects of natural phenomena, such as El Niño and La Niña, which
can cause increase or decrease in precipitations.
A lot of rain in short time can cause landslides; absence of precipitation in a long time cause droughts, causing loss of crops and
livestock and water shortages.

LANDSLIDES AND AVALANCHES

Landslides
Affect areas close to mountain ranges and hills
Cause: swollen streams or flooding rivers after large amount of rainfall, or rain in areas where usually snows
Effect: large amount of water come down form high areas, dragging rocks, vegetation, mud and everything
found in its path

Avalanche
Sliding of snow in the Andes Mountain Range
Cause: Instability of the surface or volcanic activuty
When eruption from volcanic activity melts the snow on top of the volcano, the melted mixture of substances
is called lahar

EARTHQUAKES AND TSUNAMIS

Tremors: movements of the Earth caused by contact between tetonic plates

Earthquakes: tremors that cause considerable damage to buildings or people

Tsunamis: waves of great height caused by large magnitude earthquakes that occur under the ocean or near the coast

The highest magnitude earthquake in the world was in Valdivia, in 1960 (9.5 Richter). It
caused a tsunami; both events changed the geography of the area

Scales to calculate force of an earthquake

RICHTER SCALE MERCALLI SCALE
Measures magnitude or energy released in the hypocenter (area Considers intensity, or the effect of an earthquake on the surface
where the earthquake begins deep underground) Goes from I to XII. Damage starts to be seen at level VI
It has no limit and each degree implies a tenfold (ten times)
increase in energy

VOLCANIC ERUPTIONS

The location of Chile on borders of Nazca and South American Plates explains volcanic activity on the Andes Mountain Range

Volcanic eruptions are usually preceded by earthquakes, underground noises and fumarolas  people can get to safety before eruptions

Volcanic eruptions can have catastrophic consequences, such as physical and econoic damage

FLOODS AND DROUGHTS

Social Studies 6th

Unit 3: Chilean Regions and Territory
Section 3: Natural Disasters
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Floods: when rivers and other bodies of water overflow due to intense rain or melting snow. They are related to increases in
precipitatioipn as a result of El Niño

Droughts: periods in which precipitation is lower than normal. Cause damage to agriculture and livestock and affects generation of
electricity.

Social Studies 6th