MICROCURRICULAR PLANNING OF DIDACTIC UNITS

Teacher's name LIC. CINDY CABAL Mg. Date

Area SOCIAL SCIENCE Degree course THIRD A/B/C/D/E School year 2019-2020
Subject PROBLEMS OF THE CONTEMPORARY WORLD. Time 7 WEEKS Unit No. 1
Didactic unit THE CRISIS OF LIBERAL DEMOCRACY
Unit objective OG.CS.1. Promote the construction of an authentic personal and social identity through the understanding of historical processes and local, regional and global cultural contributions, in order to exercise freedom
and autonomy in solidarity and commitment to others.
Evaluation criteria CE.OPMC.5.1. It analyzes and explains the crisis of the State, the characteristics of the so-called democratic and totalitarian States, the motivations and proposals of social movements and the alternative proposals
for forms of government against dominant liberal capitalism.
What are they going to learn? How are they going to learn? LEARNING ACTIVITIES RESOURCES What and how to evaluate?
SKILLS WITH PERFORMANCE CRITERIA (Methodological Strategies) ASSESSMENT
Activities Unit Evaluation Indicators Evaluation Techniques and
Instruments
OPMC.5.1.1. Identify and evaluate the causes of the social crisis -Decompose a whole into its parts. -Work I.OPM.5.1.1. Identifies and evaluates the causes of the TECHNIQUE:-- Observation.
of welfare states, based on the analysis of unemployment as notebooks. -Orality.
-Explain in a logical manner the causes and effects of the crisis in welfare states, the characteristics of democratic
the most obvious expression of these crises. Videos.- -Heuristics.
OPMC.5.1.2. Choose specific movement techniques to crisis of the State, the characteristics of the so-called -Slideshow and totalitarian government systems, the possibility of INSTRUMENT:
externalize feelings, sensations, motions and ideas, adapting democratic and totalitarian States, the motivations and -Laptop alternative governments, the motivations of social protest -Descriptive scale.
movement to given circumstances. proposals of the social movements and the alternative -Projector movements and the current state of democracy in terms -Questions.
OPMC.5.1.3. Estimate the causes of social protest movements
proposals for forms of government in the face of dominant of promoting a education for change. (J.1, J.2., J.3., I.2.,
in liberal democracies, through the interpretation of news and
facts related to these events, becoming sensitive to the liberal capitalism. I.4.)
demands of these people. -Argumentation and criticism supported by diverse sources.
OPMC.5.1.4. Evaluate, give an opinion and refute ideas of -Conduct guided debates in the classroom.
alternative government projects, based on the analysis of the -Research from various sources on the prevailing reality. –
action of these governments in favor of the common good.
OPMC.5.1.5. Investigate the level of trust of the population in Preparation of reports with cases from specific and
the democratic system and institutions by developing a simple contrasted countries can be of great help.
social micro-research, sharing the conclusions about the
population's perception on the subject.

*Curriculum adaptations
Specification of educational need Specification of the adaptation to be applied
-Intellectual deficiency. OPMC.5.1.4. Evaluate, give an opinion and refute ideas of alternative government projects, based on the analysis of the action of these governments in favor of the common good.
-Deafness. OPMC.5.1.5. Investigate the level of trust of the population in the democratic system and institutions by developing a simple social micro-research, sharing the conclusions about
-Difficulty in language. the population's perception on the subject.
-Physical disability.
ELABORATED REVIEWED APPROVED
TEACHER(S): LIC, CINDY CABAL. MGSC. NAME: LIC. VERONICA LUCAS. NAME: LIC. ARMANDA CARRIÓN BAZURTO. MGSC.
Signature: Signature: Signature:
Date: Date: NAME: ING. DAVID PALMA. MGSC.
Signature:
Date:
 MICROCURRICULAR PLANNING OF DIDACTIC UNITS

Teacher's name LIC. CINDY CABAL Mg. Date

Area SOCIAL SCIENCE Degree course THIRD A/B/C/D/E School year 2019-2020
Subject PROBLEMS OF THE CONTEMPORARY WORLD. Time 7 WEEKS Unit No. 2
Didactic unit THE POWER OF CAPITAL AND ITS RESPONSIBILITY IN ECONOMIC CRISES
Unit objective OG.CS.2. Contextualize the Ecuadorian reality, through its location and understanding within the Latin American and world historical process, to understand its historical and contemporary processes of
dependence and liberation.
Evaluation criteria CE.PMC.5.2. It analyzes and assumes a critical position regarding the characteristics of the capitalist system, the role of financial capital, international trade, socioeconomic exclusion and inequalities at a global
level, its social, political, economic, ideological and environmental causes and consequences.
What are they going to learn? How are they going to learn? LEARNING ACTIVITIES RESOURCES What and how to evaluate?
SKILLS WITH PERFORMANCE CRITERIA (Methodological Strategies) ASSESSMENT
Activities Unit Evaluation Indicators Evaluation Techniques and
Instruments
OPMC.5.2.1. Determine and analyze the characteristics of the current -Decompose global phenomena into their fundamental -Work notebooks. I.OPM.5.2.1. Identifies the characteristics TECHNIQUE:-- Observation.
global capitalist system through the analysis of free trade agreements Videos.- -Orality.
component parts. of the global capitalist system, the role of
and the participation of various economic actors. -Slideshow -Heuristics.
OPMC.5.2.2. Identify the role of financial capital within the global -Critical evaluation, considering the need to promote social -Laptop financial capital within the productive INSTRUMENT:
productive system, identifying the consequences of the dominance of justice, environmental care, and a just and equitable society. -Projector system, the relationships of globalization -Descriptive scale.
speculative capital in the productive system and the disconnection -Conduct essays where the ability to argue based on with markets, the situation of political and -Questions.
between capital and work.
contrasted sources is displayed. social exclusion, the existence of
OPMC.5.2.3. Describe the economic and social relationships and
implications of the globalization of markets, based on the comparison -Reading selected bibliography based on different points of inequalities between economies, in order
between the commercial practices of transnational corporations and view. to promote justice social and respect for
alternative economies, becoming aware of the need to control the -Conduct surveys and interviews among indigenous leaders human rights. (J.1, J.2., J.3., I.2., I.4.)
formation of monopolies and oligopolies. and students about the possibility of nurturing other
OPMC.5.2.4. Analyze the economic and social exclusion of large sectors
of human beings based on knowledge of the situation of extreme healthier and more comprehensive ways of life on a daily
poverty and marginalization experienced by various peoples in the basis.
world. -Construction of viable school and family proposals or
OPMC.5.2.5. Analyze and demonstrate inequalities between developed, projects that include other kinder life proposals.
emerging and developing economies, through statistical data,
establishing links between poverty and the generation of violence.

*Curriculum adaptations
Specification of educational need Specification of the adaptation to be applied
-Intellectual deficiency. OPMC.5.2.4. Analyze the economic and social exclusion of large sectors of human beings based on knowledge of the situation of extreme poverty and marginalization experienced
-Deafness. by various peoples of the world.
-Difficulty in language. OPMC.5.2.5. Analyze and demonstrate inequalities between developed, emerging and developing economies, through statistical data, establishing links between poverty and the
-Physical disability. generation of violence.
ELABORATED REVIEWED APPROVED
TEACHER(S): LIC, CINDY CABAL. MGSC. NAME: LIC. VERONICA LUCAS. NAME: LIC. ARMANDA CARRIÓN BAZURTO. MGSC.
Signature: Signature: Signature:
Date: Date: NAME: ING. DAVID PALMA. MGSC.
Signature:
Date:
 MICROCURRICULAR PLANNING OF DIDACTIC UNITS

Teacher's name LIC. CINDY CABAL Mg. Date

Area SOCIAL SCIENCE Degree course THIRD A/B/C/D/E School year 2019-2020
Subject PROBLEMS OF THE CONTEMPORARY WORLD. Time 7 WEEKS Unit No. 3
Didactic unit MILITARISM AND IMPERIAL INTERESTS
Unit objective OG.CS.2. Contextualize the Ecuadorian reality, through its location and understanding within the Latin American and world historical process, to understand its historical and contemporary processes of
dependence and liberation.
Evaluation criteria CE.PMC.5.3. Understands and explains the major geopolitical problems surrounding war, the role of technology and the military industry and their relationship with the promotion of war conflicts at a global level,
and the efforts to maintain peace that preserves natural resources and human rights. and the sustainability of the planet.
What are they going to learn? How are they going to learn? LEARNING ACTIVITIES RESOURCES What and how to evaluate?
SKILLS WITH PERFORMANCE CRITERIA (Methodological Strategies) ASSESSMENT
Activities Unit Evaluation Indicators Evaluation Techniques and
Instruments
OPMC.5.3.1. Recognize the relationship between wars that take place in -Decompose global phenomena into their fundamental -Work notebooks. I.OPM.5.3.1. Determine the relationship TECHNIQUE:-- Observation.
geostrategic zones and the control of natural resources, by exploring the Videos.- -Orality.
component parts. between war conflicts and geostrategic
causes that cause these conflicts, especially in areas rich in natural -Slideshow -Heuristics.
resources in several countries around the world, understanding the true -Critical evaluation, considering the need to promote social -Laptop zones rich in various natural resources, the INSTRUMENT:
reasons for warmongering. . justice, environmental care, and a just and equitable society. -Projector role of technology at the service of war -Descriptive scale.
OPMC.5.3.2. Discern the role of technology in the service of war, -Conduct essays where the argument is visualized based on and the efforts of social organizations to -Questions.
through the evaluation of various technological advances applied to the
contrasted sources. promote a culture of peace. (J.1, J.2., J.3.,
development of weapons of mass or selective destruction, formulating
hypotheses about the future consequences of this process. -Reading selected bibliography based on different points of I.2., I.4.)
OPMC.5.3.3. Analyze and determine the nature of the different armed view; surveys and interviews between indigenous leaders
conflicts in the world, based on the description of the wars that take and students about the possibility of nurturing other
place in different places in the world and the factors that intervene in healthier and more comprehensive ways of life in everyday
these conflicts.
life.
OPMC.5.3.4. Contrast, criticize and evaluate different information about
-Construction of viable school and family proposals or
efforts for peace in the world from various perspectives contained in
projects that include other kinder life proposals.
various sources, appreciating with academic rigor the need for dialogue
and respect between nations.
*Curriculum adaptations
Specification of educational need Specification of the adaptation to be applied
-Intellectual deficiency. OPMC.5.3.3. Analyze and determine the nature of the different armed conflicts in the world, based on the description of the wars that take place in different places in the world
-Deafness. and the factors that intervene in these conflicts.
-Difficulty in language. OPMC.5.3.4. Contrast, criticize and evaluate different information about efforts for peace in the world from various perspectives contained in various sources, appreciating with
-Physical disability. academic rigor the need for dialogue and respect between nations.
ELABORATED REVIEWED APPROVED
TEACHER(S): LIC, CINDY CABAL. MGSC. NAME: LIC. VERONICA LUCAS. NAME: LIC. ARMANDA CARRIÓN BAZURTO. MGSC.
Signature: Signature: Signature:
Date: Date: NAME: ING. DAVID PALMA. MGSC.
Signature:
Date:
 MICROCURRICULAR PLANNING OF DIDACTIC UNITS

Teacher's name LIC. CINDY CABAL Date

Area SOCIAL SCIENCE Degree course THIRD A/B/C/D/E School year 2019-2020
Subject PROBLEMS OF THE CONTEMPORARY WORLD. Time 6 WEEKS Unit No. 4
Didactic unit COMMUNITIES AND STATES FACING THE DETERIORATION OF THE ENVIRONMENT.
Unit objective OG.CS.2. Contextualize the Ecuadorian reality, through its location and understanding within the Latin American and world historical process, to understand its historical and contemporary processes of
dependence and liberation.
Evaluation criteria CE.PMC.5.4. Historically locate the origin of the concept “development” and critically analyze its scope and limitations in contrast to other alternative proposals, such as Sumak Kawsay; explains and analyzes the
consequences of the exploitation of nature, its defense by communities and peoples in order to promote sustainable and sustainable proposals for environmental care. To do this, you can interview leaders and
academics from indigenous sectors and ask students for proposals or mini-projects for intervention in the face of certain problems that require interdisciplinary responses.
What are they going to learn? How are they going to learn? LEARNING ACTIVITIES RESOURCES What and how to evaluate?
SKILLS WITH PERFORMANCE CRITERIA (Methodological Strategies) ASSESSMENT
Activities Unit Evaluation Indicators Evaluation Techniques and
Instruments
OPMC.5.4.1. Discuss and debate in groups about the cost of development, -Evaluate students' ability to rethink the dominant mode -Work notebooks. I.OPM.5.4.1. Identify and analyze the TECHNIQUE:-- Observation.
by recognizing the consequences of the irresponsible exploitation of nature Videos.- -Orality.
of production based on profit, unlimited profit, and consequences of the capitalist economic
in various areas of the planet. -Slideshow -Heuristics.
OPMC.5.4.2. Become aware of the need for development planning through overexploitation of nature and human beings. -Laptop system, the limitations of proposals such INSTRUMENT:
sustainability and sustainability policies and actions. -Review the daily press, specialized magazines and other -Projector as development, growth, progress, and -Descriptive scale.
OPMC.5.4.3. Verify information and facts related to monoculture to satisfy bibliography. raise the need for a sustainable and -Questions.
the demand of world markets, based on the description of the ecological
-Contrast based on a critical and purposeful reading that sustainable political model, the
and social effects of this practice, in various places around the world.
OPMC.5.4.4. Value the struggle of communities to defend the environment, encourages students' ability to propose alternative contributions of social movements in
through discussion and debate about these facts; showing solidarity with the options to the dominant socioeconomic and cultural defense of nature in order to promote
position of these people. system that daily puts life in all its manifestations at risk balance sustainable and sustainable of
OPMC.5.4.5. Obtain, select and record information on efforts to reduce the through unsustainable categories such as development, human beings with all forms of life on the
consequences of pollution through field investigation of the carbon monoculture, growth, etc. planet. (J.1, J.2., J.3., I.2., I.4.)
footprint, expressing the conclusions with scientific rigor.

*Curriculum adaptations
Specification of educational need Specification of the adaptation to be applied
-Intellectual deficiency. OPMC.5.4.4. Value the struggle of communities to defend the environment, through discussion and debate about these facts; showing solidarity with the position of these people.
-Deafness. OPMC.5.4.5. Obtain, select and record information on efforts to reduce the consequences of pollution through field investigation of the carbon footprint, expressing the
-Difficulty in language. conclusions with scientific rigor.
-Physical disability.
ELABORATED REVIEWED APPROVED
TEACHER(S): LIC, CINDY CABAL. MGSC. NAME: LIC. VERONICA LUCAS. NAME: LIC. ARMANDA CARRIÓN BAZURTO. MGSC.
Signature: Signature: Signature:
Date: Date: NAME: ING. DAVID PALMA. MGSC.
Signature:
Date:
MICROCURRICULAR PLANNING OF DIDACTIC UNITS
Teacher's name LIC. CINDY CABAL Date
Area SOCIAL SCIENCE Degree course THIRD A/B/C/D/E School year 2019-2020
Subject PROBLEMS OF THE CONTEMPORARY WORLD. Time 6 WEEKS Unit No. 5
Didactic unit THE DEMOCRATIZATION OF THE PLANET'S RESOURCES
Unit objective OG.CS.5. Identify and relate local, regional and global geography, to understand the processes of globalization and interdependence of different geopolitical realities.
Evaluation criteria CE.PMC.5.5. Understands and analyzes the extension and homogenization of consumerist and nature-predatory eating habits, the need for access for all human beings to food, water, energy resources, quality of
life, etc., through the defense of food sovereignty and defense of the popular and solidarity economies of peoples and communities that demand the preservation of the rights of nature and respect for their life
cycles.
What are they going to learn? How are they going to learn? LEARNING ACTIVITIES RESOURCES What and how to evaluate?
SKILLS WITH PERFORMANCE CRITERIA (Methodological Strategies) ASSESSMENT
Activities Unit Evaluation Indicators Evaluation Techniques and
Instruments
OPMC.5.5.1. Recognize analyzing and encoding information about the -Evaluate the ability of students to give a detailed -Work notebooks. I.OPM.5.5.1. Determine the extension and TECHNIQUE:-- Observation.
extension and Videos.- -Orality.
account of the causes and consequences of the homogenization of consumerist eating
homogenization of eating habits based on the analysis of the worldwide -Slideshow -Heuristics.
expansion of fast food chains and the production of genetically modified persistence of consumerist and predatory eating habits -Laptop habits, the right of people to food INSTRUMENT:
foods, focusing on individual responsibility for the problems of the planet. of the dominant socioeconomic system. -Projector sovereignty, the importance of access for -Descriptive scale.
OPMC.5.5.2. Define the importance of the rights of people, their countries -Preparation of the disaggregation of its background, all human beings to basic services in order -Questions.
or unions of states to define their food sovereignty; based on the analysis of
components and fundamental characteristics. to build a democratic, co-responsible,
agricultural and food policies, contrasting the economies and legislations of
various states. -Contrast with other alternative ways of life that seek to comprehensive, secular, intercultural and
OPMC.5.5.3. Analyze the fight for fair and equitable access to water, land, defend the rights of nature, the food sovereignty of plurinational that respects collective
energy resources and markets through the interpretation of facts and news communities and peoples. rights, nature and life in all its
related to the problem of people's and citizens' access to resources. manifestations. (J.1., J.2., J.3., I.2, I.4.)
OPMC.5.5.4. Investigate the process of transformation from self-sufficient
economies to dependent economies based on research on the consumption,
production and distribution of ancestral foods in each community, valuing
the cultural heritage of the people.
*Curriculum adaptations
Specification of educational need Specification of the adaptation to be applied
-Intellectual deficiency. OPMC.5.5.3. Analyze the fight for fair and equitable access to water, land, energy resources and markets through the interpretation of facts and news related to the problem of
-Deafness. people's and citizens' access to resources.
-Difficulty in language. OPMC.5.5.4. Investigate the process of transformation from self-sufficient economies to dependent economies based on research on the consumption, production and distribution
-Physical disability. of ancestral foods in each community, valuing the cultural heritage of the people.
ELABORATED REVIEWED APPROVED
TEACHER(S): LIC, CINDY CABAL. MGSC. NAME: LIC. VERONICA LUCAS. NAME: LIC. ARMANDA CARRIÓN BAZURTO. MGSC.
Signature: Signature: Signature:
Date: Date: NAME: ING. DAVID PALMA. MGSC.
Signature:
Date:

MICROCURRICULAR PLANNING OF DIDACTIC UNITS

Teacher's name LIC. CINDY CABAL Date
Area SOCIAL SCIENCE Degree course THIRD A/B/C/D/E School year 2019-2020
Subject PROBLEMS OF THE CONTEMPORARY WORLD. Time 6 WEEKS Unit No. 6
Didactic unit CULTURE AS AN EXPRESSION OF POWER OR RESISTANCE
Unit objective OG.CS.6. Build a civic, critical and autonomous consciousness, through the internalization and practice of universal human and citizen rights, to develop attitudes of solidarity and participation in community life.
Evaluation criteria CE.PMC.5.6. Synthesizes and explains the so-called prevailing global “culture of violence” in contrast to the ways of life of indigenous peoples, the fight for equity and gender identity and the importance of critical
reading of the multimedia messages of the dominant culture in relation to the power relations that it seeks to legitimize and justify.
What are they going to learn? How are they going to learn? LEARNING ACTIVITIES RESOURCES What and how to evaluate?
SKILLS WITH PERFORMANCE CRITERIA (Methodological Strategies) ASSESSMENT
Activities Unit Evaluation Indicators Evaluation Techniques and
Instruments
OPMC.5.6.1. Define and limit the culture of violence, based on the analysis -Evaluate the ability of students to accurately and clearly -Work notebooks. I.OPM.5.6.1. Describes the importance of TECHNIQUE:-- Observation.
of prevailing cultural values and expressions, appreciating the sociocultural Videos.- -Orality.
explain the antecedents, causes and consequences of the survival of cultural and community
consequences of this phenomenon. -Slideshow -Heuristics.
OPMC.5.6.2. Describe and justify the survival of cultural and community the so-called dominant “culture of violence.” -Laptop practices in the context of globalization, INSTRUMENT:
practices in globalization, based on the description of the situation of -Contrast with the alternative ways of life of indigenous -Projector the fight for gender equity and identity, -Descriptive scale.
indigenous peoples who inhabit various places on the planet; valuing the communities and peoples. the critical reading of visual messages in -Questions.
way of life and worldview of these people and their contribution to Western
-Argue critically about the multimedia messages of the order to promote education for change.
thought.
OPMC.5.6.3. Discern the fight for gender equality and gender identity, dominant culture. (J.1., J.2., J.3., I.2, I.4.)
through the analysis of different forms of intolerance and gender violence; -Develop a media literacy process, based on a critique of
developing an attitude of respect towards these causes. audiovisual sources and a rigorous study of the
OPMC.5.6.4. Interpret the iconic representations of power today from the proposals of other forms of life, proposed by
critical reading of visual messages, relating them to the influence of the
dominant culture or the imposition of power in society. communities and peoples, who seek to defend peace,
harmony with nature and return the balance to the
development of life in all its manifestations.

*Curriculum adaptations
Specification of educational need Specification of the adaptation to be applied
-Intellectual deficiency. OPMC.5.6.3. Discern the fight for gender equality and gender identity, through the analysis of different forms of intolerance and gender violence; developing an attitude of respect
-Deafness. towards these causes.
-Difficulty in language. OPMC.5.6.4. Interpret the iconic representations of power today from the critical reading of visual messages, relating them to the influence of the dominant culture or the
-Physical disability. imposition of power in society.
ELABORATED REVIEWED APPROVED
TEACHER(S): LIC, CINDY CABAL. MGSC. NAME: LIC. VERONICA LUCAS. NAME: LIC. ARMANDA CARRIÓN BAZURTO. MGSC.
Signature: Signature: Signature:
Date: Date: NAME: ING. DAVID PALMA. MGSC.
Signature:
Date: