SOCIAL

This Textbook is property of the Ministry of Education (MINED), of the Republic of

Nicaragua. Its sale and total or partial reproduction is prohibited.

STUDIES
3rd
( YEAR)
 Ministry of Education

General Directorate of Primary Education.

Luis Ramón Hernández

CruzDirector General of Primary Education.

Authors
Randy Hernandez Lopez Zela
Yamilet Huete

Design and Layout:

Wilder Alexander Market Salmeron

Front and Back Cover:

Wilder Alexander Market Salmeron

2016 Edition
All rights reserved by the Ministry of Education (MINED) of the Republic of Nicaragua.

This book is property of the Ministry of Education (MINED). Its sale and reproduction are prohibited.

Dear Children:
In the first semester of classes of the current school year, basic general contents of geography will be
developed that will be of great interest and that constitute the first knowledge of geography that you will
learn in this new discipline of Social Studies for children in third grade of primary education, you will learn
the concept and importance that geography has for man, likewise you will apply previous and
development knowledge through the practice of contents related to the forms of orientation from your
home, school and community, you will apply in your daily life the use of the compass, you will learn about
the different types of maps and the different conventional symbols, you will make plans of your school and
locate the cardinal points of your community, you will learn more about our mother earth, you will identify
the characteristics of the Nicaraguan population and the economic activities that are carried out and you
will finish the semester identifying and relating to the landscape and natural resources of your community
and municipality.
In the second semester you will learn about the history of your municipality and department: the origin of
the name, the influence of the geographic environment, the way of life of the first settlers, the social
programs of our government, the cultural legacy of the first settlers of our municipality and department; as
well as the historical events and figures of our country.
By developing these educational skills and practices guided by your teacher, you will be more than ready
and academically prepared in the second semester of school to discover the different historical events that
occurred in our beloved land; community, department and country from our first indigenous people to the
present.
Always remember that you must take care of the textbook since it will be useful for other boys and girls
who, like you, want to have a text that makes their studies easier, apart from the effort made by the
Government of National Unity and Reconciliation through President Daniel Ortega Saavedra so that all
boys and girls have a quality education and that the third grade social studies textbook reaches your
hands.

Ministry of Citizen Power for Education

 MY FIRST KNOWLEDGE OF GEOGRAPHY

Unit l
UNIT....................................................................................................................................................15
MY FIRST KNOWLEDGE OF GEOGRAPHY.............................................................................15
My First Knowledge of Geography..............................................................................................17
G Exploration:.......................................................................................................................17
Importance of Geography in Human Beings..................................................................................4
ACTIVITIES.............................................................................................................................13
What is Physical Map?...................................................................................................................6
Conventional Symbols or Signs....................................................................................................20
G Exploration:.......................................................................................................................20
The Scale.......................................................................................................................................21
G Exploration:.......................................................................................................................21
® ACTIVITY............................................................................................................................23
Orientation Forms: Cardinal Points..............................................................................................16
G Exploration:.......................................................................................................................16
Cardinal points............................................................................................................................16
ACTIVITIES.............................................................................................................................18
e3/..................................................................................................................................................28
UNIT....................................................................................................................................................29
OUR PLANET EARTH...................................................................................................................29
Our Planet.....................................................................................................................................33
ACTIVITIES.............................................................................................................................38
Reference Points...........................................................................................................................40
CU.............................................................................................................................................42
UNIT....................................................................................................................................................44
MY COMMUNITY, MY MUNICIPALITY IN THE DEPARTMENT.........................................44
The Community where we live.....................................................................................................45
My community environment........................................................................................................47
( Exploration:.........................................................................................................................47
ECUADOR...............................................................................................................................47
ACTIVITIES.............................................................................................................................47
Human beings and their environment...........................................................................................48
( Exploration:.........................................................................................................................48
AND ACTIVITIES'..................................................................................................................39
 Interrelationship of man with the environment.............................................................................48
ACTIVITIES.............................................................................................................................48
UNIT A................................................................................................................................................49
Nicaraguan population..................................................................................................................50
G Exploration:.......................................................................................................................50
AND ACTIVITIES'..................................................................................................................47
UNIT....................................................................................................................................................57
THE GEOGRAPHICAL LANDSCAPE OF MY MUNICIPALITY IN THE DEPARTMENT....57
Landscape Elements.....................................................................................................................59
The Landscape of my Community, Municipality and Department..............................................61
G Exploration:.......................................................................................................................61
The Relief of my Community, Municipality and Country...........................................................54
ACTIVITIES.............................................................................................................................65
Volcanic and seismic zone............................................................................................................57
G Exploration:.......................................................................................................................57
And ACTIVITIESJ...................................................................................................................58
Climate Classification of my Community, Municipality and Country.........................................67
Natural Resources of my community and.....................................................................................72
Department....................................................................................................................................72
G Exploration:.......................................................................................................................72
Agricultural and Commercial Activities of my Community, Municipality and Department.......74
Areas vulnerable to natural and man-made disasters....................................................................67
G Exploration:.......................................................................................................................67
ACTIVITIES.............................................................................................................................78
UNIT A................................................................................................................................................80
GETTING TO KNOW MY MUNICIPALITY................................................................................80
Origin of the name and the first settlers of my municipality........................................................72
( Exploration:.........................................................................................................................72
Influence of the geographical environment on the way of life of the first settlers of the municipality 81
( Exploration:.........................................................................................................................81
REMEMBER:...........................................................................................................................82
Cultural manifestations of the first settlers of the municipality....................................................74
( Exploration:.........................................................................................................................74
REMEMBER............................................................................................................................74
AND ACTIVITIES...................................................................................................................74
Customs and traditions of my municipality..................................................................................75
( Exploration:.........................................................................................................................75
Women's participation in the activities of my municipality.........................................................77
G Exploration:.......................................................................................................................77
CU.............................................................................................................................................77
Social programs promoted by the Government of....................................................................85
Reconciliation and National Unity in the municipalities..........................................................85
 ( Exploration:.........................................................................................................................85
REMEMBER............................................................................................................................78
ACTIVITIES.............................................................................................................................78
Forms of organization and citizen participation.....................................................................79
( Exploration:.........................................................................................................................79
REMEMBER............................................................................................................................79
Relevant facts and people from my municipality's past...................................................88
G Exploration:.......................................................................................................................88
REMEMBER............................................................................................................................88
UNIT....................................................................................................................................................90
THE FIRST SETTLERS OF MY DEPARTMENT.........................................................................90
First settlers of my department.....................................................................................................82
( Exploration:.........................................................................................................................82
Influence of the geographical environment on the population of the department........................84
G Exploration:.......................................................................................................................84
CU.............................................................................................................................................85
ACTIVITIES.............................................................................................................................85
Economic activities of the first settlers of my department...........................................................87
( Exploration:.........................................................................................................................87
Political and Social Organization of the first settlers of my department......................................95
( Exploration:.........................................................................................................................95
REMEMBER............................................................................................................................96
ACTIVITIES'............................................................................................................................96
Art, Culture and Tradition............................................................................................................97
G Exploration:.......................................................................................................................97
Traditional Celebrations: Customs, traditions and beliefs of my Department.............................99
( Exploration:.........................................................................................................................99
REMEMBER..........................................................................................................................100
■UNIT................................................................................................................................................101
CELEBRATIONS OF....................................................................................................................101
■ HISTORICAL FACTS OF.........................................................................................................101
MY DEPARTMENT......................................................................................................................101
Celebrations of historical events...................................................................................................94
G Exploration:.......................................................................................................................94
REMEMBER............................................................................................................................94
Discovery of Nicaragua................................................................................................................95
G Exploration:.......................................................................................................................95
REMEMBER............................................................................................................................95
October 12: Day of indigenous resistance....................................................................................96
G Exploration:.......................................................................................................................96
REMEMBER..........................................................................................................................105
ACTIVITIES...........................................................................................................................105
 Caribbean Coast Autonomy System...........................................................................................107
G Exploration:.....................................................................................................................107
REMEMBER..........................................................................................................................109
National holidays G Exploration:..............................................................................................111
REMEMBER..........................................................................................................................112
ACTIVITIES...........................................................................................................................112
The Battle of San Jacinto............................................................................................................113
CU...........................................................................................................................................115
Anniversary of the Sandinista Popular Revolution.....................................................................116
( Exploration:.......................................................................................................................116
CU...........................................................................................................................................116
Historical Figures (Heroes, Heroines and Martyrs)....................................................................117
( Exploration:.......................................................................................................................117
REMEMBER..........................................................................................................................120
REMEMBER..........................................................................................................................122
ACTIVITIES...........................................................................................................................122
REMEMBER..........................................................................................................................124
AND ACTIVITIES.................................................................................................................124
REMEMBER..........................................................................................................................124
ACTIVITIES...........................................................................................................................124
LITERATURE............................................................................................................................125
WEBSITES CONSULTED........................................................................................................125

Earth's movements
UNIT....................................................................................................................................................15
MY FIRST KNOWLEDGE OF GEOGRAPHY.............................................................................15
My First Knowledge of Geography..............................................................................................17
G Exploration:.......................................................................................................................17
Importance of Geography in Human Beings..................................................................................4
ACTIVITIES.............................................................................................................................13
What is Physical Map?....................................................................................................................6
Conventional Symbols or Signs....................................................................................................20
G Exploration:.......................................................................................................................20
The Scale.......................................................................................................................................21
G Exploration:.......................................................................................................................21
® ACTIVITY............................................................................................................................23
 Orientation Forms: Cardinal Points..............................................................................................16
G Exploration:.......................................................................................................................16
Cardinal points............................................................................................................................16
ACTIVITIES.............................................................................................................................18
e3/..................................................................................................................................................28
UNIT....................................................................................................................................................29
OUR PLANET EARTH...................................................................................................................29
Our Planet.....................................................................................................................................33
ACTIVITIES.............................................................................................................................38
Reference Points...........................................................................................................................40
CU.............................................................................................................................................42
UNIT....................................................................................................................................................44
MY COMMUNITY, MY MUNICIPALITY IN THE DEPARTMENT.........................................44
The Community where we live.....................................................................................................45
My community environment........................................................................................................47
( Exploration:.........................................................................................................................47
ECUADOR...............................................................................................................................47
ACTIVITIES.............................................................................................................................47
Human beings and their environment...........................................................................................48
( Exploration:.........................................................................................................................48
AND ACTIVITIES'..................................................................................................................39
Interrelationship of man with the environment.............................................................................48
ACTIVITIES.............................................................................................................................48
UNIT A................................................................................................................................................49
Nicaraguan population..................................................................................................................50
G Exploration:.......................................................................................................................50
AND ACTIVITIES'..................................................................................................................47
UNIT....................................................................................................................................................57
THE GEOGRAPHICAL LANDSCAPE OF MY MUNICIPALITY IN THE DEPARTMENT....57
Landscape Elements......................................................................................................................59
The Landscape of my Community, Municipality and Department..............................................61
G Exploration:.......................................................................................................................61
The Relief of my Community, Municipality and Country...........................................................54
ACTIVITIES.............................................................................................................................65
Volcanic and seismic zone............................................................................................................57
G Exploration:.......................................................................................................................57
And ACTIVITIESJ...................................................................................................................58
Climate Classification of my Community, Municipality and Country.........................................67
Natural Resources of my community and.....................................................................................72
Department....................................................................................................................................72
G Exploration:.......................................................................................................................72
Agricultural and Commercial Activities of my Community, Municipality and Department.......74
 Areas vulnerable to natural and man-made disasters....................................................................67
G Exploration:.......................................................................................................................67
ACTIVITIES.............................................................................................................................78
UNIT A................................................................................................................................................80
GETTING TO KNOW MY MUNICIPALITY................................................................................80
Origin of the name and the first settlers of my municipality........................................................72
( Exploration:.........................................................................................................................72
Influence of the geographical environment on the way of life of the first settlers of the municipality 81
( Exploration:.........................................................................................................................81
REMEMBER:...........................................................................................................................82
Cultural manifestations of the first settlers of the municipality....................................................74
( Exploration:.........................................................................................................................74
REMEMBER............................................................................................................................74
AND ACTIVITIES...................................................................................................................74
Customs and traditions of my municipality..................................................................................75
( Exploration:.........................................................................................................................75
Women's participation in the activities of my municipality.........................................................77
G Exploration:.......................................................................................................................77
CU.............................................................................................................................................77
Social programs promoted by the Government of....................................................................85
Reconciliation and National Unity in the municipalities..........................................................85
( Exploration:.........................................................................................................................85
REMEMBER............................................................................................................................78
ACTIVITIES.............................................................................................................................78
Forms of organization and citizen participation.....................................................................79
( Exploration:.........................................................................................................................79
REMEMBER............................................................................................................................79
Relevant facts and people from my municipality's past....................................................88
G Exploration:.......................................................................................................................88
REMEMBER............................................................................................................................88
UNIT....................................................................................................................................................90
THE FIRST SETTLERS OF MY DEPARTMENT.........................................................................90
First settlers of my department.....................................................................................................82
( Exploration:.........................................................................................................................82
Influence of the geographical environment on the population of the department........................84
G Exploration:.......................................................................................................................84
CU.............................................................................................................................................85
ACTIVITIES.............................................................................................................................85
Economic activities of the first settlers of my department...........................................................87
( Exploration:.........................................................................................................................87
Political and Social Organization of the first settlers of my department......................................95
( Exploration:.........................................................................................................................95
 REMEMBER............................................................................................................................96
ACTIVITIES'............................................................................................................................96
Art, Culture and Tradition............................................................................................................97
G Exploration:.......................................................................................................................97
Traditional Celebrations: Customs, traditions and beliefs of my Department..............................99
( Exploration:.........................................................................................................................99
REMEMBER..........................................................................................................................100
■UNIT................................................................................................................................................101
CELEBRATIONS OF....................................................................................................................101
■ HISTORICAL FACTS OF.........................................................................................................101
MY DEPARTMENT......................................................................................................................101
Celebrations of historical events...................................................................................................94
G Exploration:.......................................................................................................................94
REMEMBER............................................................................................................................94
Discovery of Nicaragua................................................................................................................95
G Exploration:.......................................................................................................................95
REMEMBER............................................................................................................................95
October 12: Day of indigenous resistance....................................................................................96
G Exploration:.......................................................................................................................96
REMEMBER..........................................................................................................................105
ACTIVITIES...........................................................................................................................105
Caribbean Coast Autonomy System...........................................................................................107
G Exploration:.....................................................................................................................107
REMEMBER..........................................................................................................................109
National holidays G Exploration:..............................................................................................111
REMEMBER..........................................................................................................................112
ACTIVITIES...........................................................................................................................112
The Battle of San Jacinto............................................................................................................113
CU...........................................................................................................................................115
Anniversary of the Sandinista Popular Revolution.....................................................................116
( Exploration:.......................................................................................................................116
CU...........................................................................................................................................116
Historical Figures (Heroes, Heroines and Martyrs)....................................................................117
( Exploration:.......................................................................................................................117
REMEMBER..........................................................................................................................120
REMEMBER..........................................................................................................................122
ACTIVITIES...........................................................................................................................122
REMEMBER..........................................................................................................................124
AND ACTIVITIES.................................................................................................................124
REMEMBER..........................................................................................................................124
ACTIVITIES...........................................................................................................................124
LITERATURE............................................................................................................................125
 WEBSITES CONSULTED........................................................................................................125

THE GEOGRAPHICAL LANDSCAPE OF MY MUNICIPALITY

Unit V IN THE DEPARTMENT

UNIT........................................................................................15
MY FIRST KNOWLEDGE OF GEOGRAPHY.............................................................................15
My First Knowledge of Geography..............................................................................................17
G Exploration:.......................................................................................................................17
Importance of Geography in Human Beings..................................................................................4
ACTIVITIES.............................................................................................................................13
What is Physical Map?....................................................................................................................6
Conventional Symbols or Signs....................................................................................................20
G Exploration:.......................................................................................................................20
The Scale.......................................................................................................................................21
G Exploration:.......................................................................................................................21
® ACTIVITY............................................................................................................................23
Orientation Forms: Cardinal Points..............................................................................................16
G Exploration:.......................................................................................................................16
Cardinal points............................................................................................................................16
ACTIVITIES.............................................................................................................................18
e3/..................................................................................................................................................28
UNIT....................................................................................................................................................29
OUR PLANET EARTH...................................................................................................................29
Our Planet.....................................................................................................................................33
ACTIVITIES.............................................................................................................................38
Reference Points...........................................................................................................................40
CU.............................................................................................................................................42
UNIT....................................................................................................................................................44
MY COMMUNITY, MY MUNICIPALITY IN THE DEPARTMENT.........................................44
The Community where we live.....................................................................................................45
My community environment........................................................................................................47
( Exploration:.........................................................................................................................47
ECUADOR...............................................................................................................................47
ACTIVITIES.............................................................................................................................47
Human beings and their environment...........................................................................................48
( Exploration:.........................................................................................................................48
 AND ACTIVITIES'..................................................................................................................39
Interrelationship of man with the environment.............................................................................48
ACTIVITIES.............................................................................................................................48
UNIT A................................................................................................................................................49
Nicaraguan population..................................................................................................................50
G Exploration:.......................................................................................................................50
AND ACTIVITIES'..................................................................................................................47
UNIT....................................................................................................................................................57
THE GEOGRAPHICAL LANDSCAPE OF MY MUNICIPALITY IN THE DEPARTMENT....57
Landscape Elements......................................................................................................................59
The Landscape of my Community, Municipality and Department..............................................61
G Exploration:.......................................................................................................................61
The Relief of my Community, Municipality and Country...........................................................54
ACTIVITIES.............................................................................................................................65
Volcanic and seismic zone............................................................................................................57
G Exploration:.......................................................................................................................57
And ACTIVITIESJ...................................................................................................................58
Climate Classification of my Community, Municipality and Country.........................................67
Natural Resources of my community and.....................................................................................72
Department....................................................................................................................................72
G Exploration:.......................................................................................................................72
Agricultural and Commercial Activities of my Community, Municipality and Department.......74
Areas vulnerable to natural and man-made disasters....................................................................67
G Exploration:.......................................................................................................................67
ACTIVITIES.............................................................................................................................78
UNIT A................................................................................................................................................80
GETTING TO KNOW MY MUNICIPALITY................................................................................80
Origin of the name and the first settlers of my municipality........................................................72
( Exploration:.........................................................................................................................72
Influence of the geographical environment on the way of life of the first settlers of the municipality 81
( Exploration:.........................................................................................................................81
REMEMBER:...........................................................................................................................82
Cultural manifestations of the first settlers of the municipality....................................................74
( Exploration:.........................................................................................................................74
REMEMBER............................................................................................................................74
AND ACTIVITIES...................................................................................................................74
Customs and traditions of my municipality..................................................................................75
( Exploration:.........................................................................................................................75
Women's participation in the activities of my municipality.........................................................77
G Exploration:.......................................................................................................................77
CU.............................................................................................................................................77
Social programs promoted by the Government of....................................................................85
 Reconciliation and National Unity in the municipalities..........................................................85
( Exploration:.........................................................................................................................85
REMEMBER............................................................................................................................78
ACTIVITIES.............................................................................................................................78
Forms of organization and citizen participation.....................................................................79
( Exploration:.........................................................................................................................79
REMEMBER............................................................................................................................79
Relevant facts and people from my municipality's past....................................................88
G Exploration:.......................................................................................................................88
REMEMBER............................................................................................................................88
UNIT....................................................................................................................................................90
THE FIRST SETTLERS OF MY DEPARTMENT.........................................................................90
First settlers of my department.....................................................................................................82
( Exploration:.........................................................................................................................82
Influence of the geographical environment on the population of the department........................84
G Exploration:.......................................................................................................................84
CU.............................................................................................................................................85
ACTIVITIES.............................................................................................................................85
Economic activities of the first settlers of my department...........................................................87
( Exploration:.........................................................................................................................87
Political and Social Organization of the first settlers of my department......................................95
( Exploration:.........................................................................................................................95
REMEMBER............................................................................................................................96
ACTIVITIES'............................................................................................................................96
Art, Culture and Tradition............................................................................................................97
G Exploration:.......................................................................................................................97
Traditional Celebrations: Customs, traditions and beliefs of my Department..............................99
( Exploration:.........................................................................................................................99
REMEMBER..........................................................................................................................100
■UNIT................................................................................................................................................101
CELEBRATIONS OF....................................................................................................................101
■ HISTORICAL FACTS OF.........................................................................................................101
MY DEPARTMENT......................................................................................................................101
Celebrations of historical events...................................................................................................94
G Exploration:.......................................................................................................................94
REMEMBER............................................................................................................................94
Discovery of Nicaragua................................................................................................................95
G Exploration:.......................................................................................................................95
REMEMBER............................................................................................................................95
October 12: Day of indigenous resistance....................................................................................96
G Exploration:.......................................................................................................................96
REMEMBER..........................................................................................................................105
 ACTIVITIES...........................................................................................................................105
Caribbean Coast Autonomy System...........................................................................................107
G Exploration:.....................................................................................................................107
REMEMBER..........................................................................................................................109
National holidays G Exploration:..............................................................................................111
REMEMBER..........................................................................................................................112
ACTIVITIES...........................................................................................................................112
The Battle of San Jacinto............................................................................................................113
CU...........................................................................................................................................115
Anniversary of the Sandinista Popular Revolution.....................................................................116
( Exploration:.......................................................................................................................116
CU...........................................................................................................................................116
Historical Figures (Heroes, Heroines and Martyrs)....................................................................117
( Exploration:.......................................................................................................................117
REMEMBER..........................................................................................................................120
REMEMBER..........................................................................................................................122
ACTIVITIES...........................................................................................................................122
REMEMBER..........................................................................................................................124
AND ACTIVITIES.................................................................................................................124
REMEMBER..........................................................................................................................124
ACTIVITIES...........................................................................................................................124
LITERATURE............................................................................................................................125
WEBSITES CONSULTED........................................................................................................125

UNIT
MY FIRST KNOWLEDGE OF GEOGRAPHY
Dear girl or boy, in this study unit you will learn the first
knowledge of geography, its concept and its importance for human beings, you will also be able to
create the different types of maps that exist and what they are useful for people and you will identify
other forms of representation of the earth and the different conventional symbols that exist around us
and the location on the different types of maps.

With this prior knowledge you will be more than ready to draw up a plan and a map, making use of the
scale, the cardinal points and you will identify in a practical way the different ways in which you can
orient yourself during the day and how you can do it at night, you will also be able to make a compass
that will help you understand the ways of orienting yourself.
Social Studies 3rd

My First Knowledge of Geography

G Exploration:
1. I look at the following sheet as a team and discuss with my classmates
what elements the sheet below has and write them down in my
geography notebook:
2. I read the possible answers: lake, water, volcano, plants, land, houses,
among others.

r
graphie = treaty

Lake Cocibolca (Great Lake of Nicaragua)

3. I explain to the children that the elements seen in the previous sheet
such as; the lake, the water, the volcano, the plants, the houses and the
earth are elements of geography and I explain the following:

The word Geography comes from two Greek words:

geography = land treaty

 Social3 Studies °

The concept of geography has evolved; currently, geography is the science that studies the
interrelations between man and the environment.

I answer

• What is the concept of Geography?

• What is the interrelationship between man and the environment?

• I make a list of the geographical elements that exist around my school and
community.

• I make a drawing of the geography of my community

3
Social Studies 3rd

Importance of Geography in Human Beings

Geography occupies an important place in our lives, human beings do not realize it but it is
closer than we imagine.

It covers everything that surrounds us since the main object of study is society and its
physical environment.

This is so extensive that it is also related to other sciences which are its branches and
through them the human being can have certain knowledge which helps him to have a
better life and knowledge of himself and what surrounds him. For example, we can learn
about the climate, other living beings such as flora and fauna, etc.
Geography was important since prehistory since that time it gave important and valuable

Catarina Viewpoint, Masaya

contributions such as the discovery of fire, it also began to adapt and locate the human
being as well as it had many contributions in the ancient age, in the Middle Ages, in the
modern age and right now in the present in the technological aspect we can have advances
which make our life easier thanks to this important science such as geography.

Geographic space is not only the physical environment, it also includes the economic,
social, and political space of the human being. And it is important to realize that thanks to it
there is a study of the geographical facts or phenomena that occur on the Earth's surface
which covers the entire environment that surrounds us.

4
 • Social Studies 3rd

New technologies are transforming the

geographical space in which we all operate.
That is why it is important to have a good
knowledge of things in order to act well.

Geography is not presented very directly,

but its branches are. Thanks to these
branches we have had more comforts, for
example, we can now know what type of
climate will open in the following days, the
soil, the subsoil, ecosystems, living beings,
human beings (with respect to their
activities).

An example of the importance and help of

geography for human beings would be that several companies, vehicles, airplanes, and
trains are based on GPS, which allows them to determine their location anywhere on earth.

This is reflected in the geographical landscapes, little by little our environment has
changed, they are not only natural landscapes but also cultural ones where all people are
included.
ACTIVITIES

Islet of Granada

Partner Work Answer:

• a) What is the object of study of Geography?

• b) What is the importance of Geography for man?

• c) How important is Technology in Geography?

Social Studies 3rd

What is Physical
Map?
A physical map is a term composed of two words, we will try to reach a correct definition by
breaking down the meaning of each of them.

First of all, map is a term that comes from the

Latin concept of mappa, and refers to a
drawing that represents a territorial region. It
is usually developed on paper or another flat
element, but there is also the globe, which is a
kind of spherical map. Physical, on the other
hand, is an adjective associated with the
body, which is opposed to the abstract or
symbolic. From the fusion of these two words
we can understand that a physical map is a
graphic representation on paper of the
physical aspects of a place, terrain,
geographical features and other related
aspects.

The notion of a physical map refers to a

particular type of map that displays the natural
phenomena of the geology of a terrain and
allows us to understand its composition.
On a physical map, we will find a
representation of rivers, mountains and
deserts, for example. In this way, physical maps are clearly differentiated from political maps,
the purpose of which is to depict the organization of a territory as arranged by humans
through entities such as countries, provinces or cities.

It should be noted, however, that there are physical-political maps. As the name implies, these
maps present both geological phenomena and political entities.

Physical maps are made to scale and respect metric properties, which helps the user to easily
calculate areas and distances.

Those in charge of developing maps are cartographers, experts in the discipline known as
cartography.

These representations are carried out using different colours, depending on the altitude of the
terrain or depth, these colours are more or less dark. For example, the sea water surrounding
the coast is painted in light blue, while the ocean is painted in dark blue, to explain that in the
first case the depth is less than in the second.

6
 • Social Studies 3rd

These maps also record the names of the most important cities, but without making clear
their boundaries (for this it will be necessary to observe a political map).

What types of maps exist?

Depending on what we want to represent, there are different types of maps. For example,
some represent the relief of a place while others represent territorial divisions, travel routes,
etc. In any case, whatever the map, it must always have some basic elements (symbology,
scale, title) in order to understand it.

Let's look at some examples:

Physic Historica Political Thematic
al l Map Maps Map Topographic
Mapsmap Map
Physical
These maps represent the physical characteristics of the territory, such as the coastline,
hydrography, lakes, contour lines, relief, etc.
Social Studies 3rd

It is characterized by having a color symbolism that goes from the total range of greens to
the total range of browns.

Political Map
These maps represent territorial divisions for administrative or legal purposes where
the boundaries are of great importance and other characteristics, such as relief,
hydrography, etc., are of secondary importance.

Topographic Map
These maps accurately represent the
visible aspects of the terrain, such as
heights, depressions, presence of
vegetation, roads or buildings. In addition,
they place the phenomena in their real
location.
 • Social Studies 3rd

Historical Map
These maps represent specific historical facts, which can help to better understand history.
They can range from voyages by navigators to the location of ancient peoples (example:
Voyages of Christopher Columbus, Mesopotamia, Egypt, Roman Empire, etc.).
a Esplola anma Dorninga San Xw. :UM and Hico

ÍUFflPA

PaksdoLFrontas
a Kank afternoon
RaraFe

Mati i .
ANTILIA

Trinity

The Voyages of Christopher

Columbus.

Thematic maps
This group includes maps prepared for a special purpose and can be subdivided into:
Social Studies 3rd

• Tourist maps, in which communication routes, hotels, parks and places of historical,
cultural, entertainment and tourist interest should be highlighted.
 • Social Studies 3rd

• Communication maps, with special emphasis on communication routes, road

classification, railways, etc.
• Nautical and aeronautical charts.
• Cadastral maps, samples of judicial division and boundaries between borders.
• Geological maps, vegetation, soils, etc.
• Population maps, the purpose of which is to show the population size of a given place
represented by the shading.

Symbology is a fundamental component in

thematic maps, since it is used to interpret
information.

Other forms of representation of

the Earth
The Globe:
It is the best way to represent the Earth,
since it can respect its natural shape.
However, it has the great difficulty of not
being able to offer detailed information due
to the maximum size it can reach.

Aerial photographs
They have been very useful for cartography,
since the information they provide is used for the design or drawing of maps and plans.
Similarly, they allow for a thorough understanding of the phenomena that occur on the
Earth's surface, distinguishing types of crops, distribution of housing, street layouts, among
many other possibilities.

San Cristobal
Volcano
 Social Studies 3rd

Satellite images
They are photographs of specific places on the Earth's surface obtained from artificial
satellites in orbit.

Satellite images provide specific information about the Earth's surface and the different
phenomena that occur on it.

Masaya Volcano

In this case, the satellite image corresponds to the Masaya volcano. It clearly shows the
fumaroles and volcanic gases typical of volcanic activity in the Nicaraguan volcanic chain.

Satellite images also provide important information for cartography, greatly supporting its
current development.

Technological development has allowed maps to be created with great precision through
specialized software generically called GIS (Geographic Information Systems). GIS is
widely used in land studies and planning because it can superimpose layers of information
(roads, rivers, relief, etc.), allowing for the development of an integrated analysis of the
land.

1
1
Social Studies 3rd

Conventional Symbols or Signs

G Exploration:
Think
1. Have you seen the drawing of a cross?
2. What does the cross represent?
3. I explain The cross represents the crucifixion of Jesus Christ. Likewise,
the cross is a symbol of the Catholic religion.

So we say that conventional symbols or signs are the representations of the content of a
certain type of map, that is, the knowledge that it reflects through its symbols or signs, of
conventionally different shapes, colors and sizes.

Within the maps they represent elements that are easily identified, that is, they are symbols
that represent different aspects on a map such as; roads, vegetation, relief, rivers, cities,
among others, their function is to help us interpret them.

Below are some conventional symbols of some types of maps of our community,
Department and Country.

Conventional Symbols or Signs

 • Social Studies 3rd

The Scale

G Exploration:
Think:
1. How do cartographers draw and represent all the shapes and sizes that
Nicaragua has?

2. And how does an engineer or architect draw and represent a building or

a road on a plan?

3. And what is a plan? What are they for?

Cartographers are the men and women who study, draw, and represent the shapes and
sizes of the earth and the countries that exist and to draw the countries and parts of the earth
just as engineers and architects draw a road, they all do so by means of scale; which is the
relationship between a measurement represented on a map or plan of the earth.

All maps or plans have a scale that can be numerical or graphic.

The numerical scale presents numbers and the graphic scale generally presents colors that
represent heights on the Earth's surface.
Social Studies 3rd

For example:
Representing a country or a road at its actual size is not possible because they are too
large in shape and size or because they are too small.

In the first case (very large), because they would require formats of unmanageable
dimensions and in the second case (very small) because there would be a lack of clarity in
their definition.

This problem was solved by scale, applying the necessary enlargement or reduction in
each case so that the objects appear clearly on the drawing plane.

1
4
 • Social Studies 3rd

CU

What is a blueprint?

A plan is a drawing that represents a place

on a reduced size. A plan is drawn with
orientation, conventional symbols, colors
and text.

On a floor plan you can represent the

house where you live and how it is
divided; the rooms, kitchen, living room or
dining area. And you can also draw a map
of your school.

® ACTIVITY

Partner Work

• Draw an evacuation plan for your school and locate the safety areas
in case of an earthquake or flood.

• Make a plan, indicating the following route:

a) From your house to school.

b) From your school to your friend's house
 • Social Studies 3rd

c) From your house for sale or grocery store

d) From your teacher's house to school.
Social Studies 3rd

Orientation Forms: Cardinal Points

G Exploration:
Think
1. How do we orient ourselves or locate ourselves in our community, in
relation to a specific point or place to get to another point?

2. Whether we are in the city or in the countryside, how do people find

their way?

3. Is it easy to find our way through the day? And how would we orient
ourselves at night?

Orientation is the action of locating oneself, taking the cardinal points as a reference. These
cardinal points are imaginary points that man has used from ancient times to the present
day to orient himself and locate himself from one point to another in a certain place.
These cardinal points are determined by taking into account where the sun rises and where
the sun sets. Therefore, these references can be used anywhere or in any country, they are
universal and facilitate location.

The cardinal points:

The cardinal points are: North, South, East and West.

Cardinal points
NORTH

NORTHWE NORTHE
ST AST

WEST THIS
West East

SOUTHWE SOUTHE
ST AST

SOU
TH

1
6
 Social Studies 3rd

Ways to orient yourself in the countryside according to the position of

the sun

Compass rose

1
7
Social Studies 3rd

Orientation by the Sun

Shadow Method

ACTIVITIES
Partner Work

• It involves measuring the height of the Sun before and after noon.
• We stick a vertical stick into the ground
• We marked with a stone the point where the shadow reaches, half
an hour before noon.
• And we do the same with the shadow cast by the stick half an
hour after noon.
• The North direction will coincide with the line that runs from the
base of the vertical object to the middle of the line that joins the
two marks.

1
8
 Social Studies 3rd

Ways of Orientation at Night

The form of orientation at night is:
• By the luminous compass.
• For the constellation (stars) the Southern Cross.

Southern
Cross

»r South
Celestial

South Earth

• Or by the star or constellation called Polar Bear, which is the brightest and we can
identify them like this:

Orienting ourselves with the use of the compass

The compass is an instrument that serves
to orientate us. It has a magnetic needle,
mounted on its axis, which always points to
the North Pole. Knowing the north we can
know the other cardinal points.

1
9
Social Studies 3rd

Teamwork
Building Plans:
1. Draw a map of the place where you live (group)
Write the cardinal points on the map
Locate our house, the road, neighboring houses, school and
important places
Present our plan to the other groups, compare them and
incorporate the location of the other groups' houses into each
plan.
2.
Working in a group, invent a story that takes place in a city, in
such a way that in order to understand the story it is necessary
to create or present a map of the city.
3. Camilo tries to orient himself according to the position of the
sun, if it is 6 in the afternoon, that is, it is sunset, he points out
the cardinal points of:

to The town is towards:

.b. The forest is towards:

c. The pool is towards: e3

d. The horizon is towards: /

4. We always unconsciously use some point or reference

system to orient ourselves and locate ourselves in a place,
whether in the countryside or in the city.
North

My school is 500 m west of my house.

This

West
Starting point

1st South
 2
UNIT
OUR PLANET EARTH
Hello girl or boy, congratulations, you have reached the second
study unit and in this unit you will learn, together with your teacher,
the characteristics and structure of the Earth, you will learn
everything about the movements of the Earth; rotation and
translation and what influence they have on our daily or everyday lives and how
our school can be a friend of planet Earth.

You will learn about some beliefs or influences that the moon has on our lives and
Social Studies 3rd

on planet Earth and finally, you will learn, together with your classmates, to
identify cartographic representations or projections.
Letter from Mother Earth to
children.
I am writing this letter to ask you for a very, very special favor: to take care of me
and love me very much. Oops…. How absent-minded! I haven't introduced
myself! I am the earth, lady earth. I live in a little corner of the universe,
surrounded by stars and planets. But don't think I'm just another planet! I am the
envy of all my neighbors because, although I am thousands and thousands of
years old, I am full of energy and life.
Social Studies 3rd

Saturn, Uranus or poor Jupiter would like to have my mountains and my rivers,
my trees and my seas...

My neighbors are Mr. Sun and Mrs. Moon. We've known each other for a long
time, but I've never managed to get us to sit down together for coffee and cake.
By the time Mrs. Moon goes for a walk in the sky, Mr. Sun has long since put on
his pajamas and gone to sleep.
 • Social Studies 3rd

Our Planet
Features of the Earth
The earth is the planet where we live.
It does not have its own light, so it
receives light and heat from the sun.
It is smaller than the sun and revolves
around the sun. There is more water
on our planet than land. The water is
salty, formed by the oceans or seas.

Earth is the third planet from the sun,

the densest and the fifth largest of the
planets in the solar system.

s made up of five layers: core, mantle, lithosphere or earth's crust, hydrosphere and atmosphere.

Earth's
crust
Lithosp
here Mantl
e
Outer
Core
Hydrosph Inner
ere Core

Atmosph g465
ere
Social Studies 3rd

Earth's movements

The earth rotates: rotation

The earth rotates on its axis. It takes 24 hours
to make a complete turn. This rotation on itself
is called rotational movement.

This movement gives rise to days and nights:

at any given moment, half of the Earth receives
sunlight; that half is daytime. In the other half,
where the sun does not reach, it is night.

Therefore, when it is 12 noon in one region of

the Earth because the light of the Sun shines
directly on it, on the opposite side it is 12
midnight because the light of the Sun has not
yet reached it. That's why there are different
times in all countries of the world. This
difference in time is called time zones. One
day is equivalent to one revolution of the Earth
on its axis. This revolution lasts 24 hours, that's
why the day has 24 hours.

6am 12 o'clock same day

of 12 o'clock in
at night of the morning
the the same of the same
day
• Social Studies 3rd
Social Studies 3rd

The rotation movement causes winds

and ocean currents to move in different
directions in each hemisphere, a fact
known as the “Coriolis Effect.”

In the northern hemisphere, winds and

ocean currents tend to move
counterclockwise, while in the southern
hemisphere, they move clockwise.
Deviation of IDE winds on ol
Northern Hemisphere

Deviation of the Deviation of the

terrestrial rotation I saw enol
Southern Hemisphere
Earth's Translational Movement
The Earth is in continuous movement. It moves, with the rest of the planets and bodies of
the Solar System, rotating around the center of our galaxy, the Milky Way.

More important to us is the movement it makes describing its orbit around the Sun, since
it determines the year and the change of seasons.

And, even more, the rotation of the Earth around its own axis, which causes day and
night, which determines our schedules and biorhythms and which, ultimately, is an
 • Social Studies 3rd

essential part of our lives.

The translation movement: the year

Due to the translational movement, the Earth moves around the Sun, driven by gravity, in
365 days, 5 hours and 57 minutes, equivalent to 365.2422 days, which is the length of
the year.

Our planet describes an elliptical trajectory of 930 million kilometers, at an average

distance from the Sun of 150 million kilometers. The Sun is located at one of the foci of
the ellipse. The average Sun-Earth distance is 1 AU (Astronomical Unit), which is
equivalent to 149,675,000 km.

As a result of this very long path, the Earth travels at a speed of 29.5 kilometers per
second, covering 106,000 kilometers in one hour, or 2,544,000 kilometers per day.

The eccentricity of the Earth's orbit causes the distance between the Earth and the Sun
to vary over the course of a year.

At the beginning of January the Earth reaches its closest proximity to the Sun and is said
to pass through perihelion.

At the beginning of July it reaches its maximum distance and is in aphelion. The distance
between the Earth and the Sun at perihelion is 142,700,000 kilometers and the Earth-
Sun distance at aphelion is 151,800,000 kilometers.
Social Studies 3rd

How can we make our school

Earth-friendly?
We can ask our teacher to teach us how to germinate seeds and
plant cuttings (stems). This way we will decorate our
classrooms, improve the air we breathe and learn to take care
of nature.

At home, we will keep the cardboard tubes, we will bring them

to school and with them, we will make various objects that we
can use to store pencils and small objects and we will not have
to use plastic!
iH
We can organize, once a year, a book day. We will bring all the
books that we cannot keep at home and set up a flea market to
exchange them. This way we can read books without buying
them and they won't get lost.
Social Studies 3rd

Days and nights in our daily lives

The concept of daily life, therefore, refers to

the actions that a person performs daily.
Some are common to all individuals
(waking up, eating, going to sleep), while
others depend on the reality of each
subject.

Let's take the case of a 10-year-old boy.

Their daily life may include waking up,
having breakfast with their parents, going to
school, playing with friends, watching TV,
having dinner at home, and sleeping. If the
routine changes, it will include situations
that are not part of everyday life: this is
what will happen if, one day, the child has
to go to the doctor because he has a
stomach ache. This activity (going to the
doctor) is not a daily occurrence for the little
one.

For adults, daily life usually includes work

activities. For many people, therefore,
everyday life involves spending several
hours in an office, a factory, etc.

The daily life of many people who make up

a community generates traditions and
customs. That is why it is common that, in a
given country, most people eat lunch at a
similar time and choose similar meals, for
example.

Everyday life, or daily life, is studied by social sciences as the production and reproduction
of meanings and evaluations about what is experienced.

2
8
Social Studies 3rd

The agenda of a day in the life of a community, where there is a distribution of tasks, based
on the division of labor and highly stratified by age: children, adolescents, young people,
adults and the elderly, where each group does the same thing during all the years of their
age group and this is school or work or leisure.

2
9
 • Social Studies 3rd

Daily meals at the same times and with similar menus, then household chores, media,
conversation with family and friends and rest.

Pair Work

• I make a list of the daily activities that some members of my family

do and share them in class.

Getting to know the Moon

The Moon is the largest satellite in relation to the size of its planet (Earth). It is, to date, the
only star to which man has traveled and about which we have the most information.

Effect of the moon on crops:

The moon is related to the development of
numerous processes that occur in nature.
Since ancient times, farmers have observed
that the phases of the moon influence crop
production, stimulating or delaying their
germination, especially in organic farming.

Effect on tides:
When the moon gets closer to the earth, the
tides rise and the winds are stronger.
Since the Moon's gravitational pull depends
on distance, at any given time, the portion
of the Earth closest to the Moon (i.e.,
directly beneath it) is most strongly
influenced by gravity. This means that
when the moon is over an ocean, water is
pushed towards it, creating what is called
tidal acceleration. As the moon orbits the
Earth, tidal acceleration acts like a wave
sweeping around the Earth. This effect is
what causes tides.
Social Studies 3rd

How the moon influences agriculture: Lunar phases and agriculture

During the waning quarter (the moon is D-shaped in the southern hemisphere and C-
shaped in the northern hemisphere) the sap will be located mainly in the roots
(underground parts of the plant). Optimal time for pruning, grafting and sowing leafy, stem
and fruit vegetables.

During the full moon, the sap is found in the aerial part of the plant and increases its height
growth. It is a good time to harvest leafy vegetables and work the land.

During the new moon, a period of rest and adaptation, we will take advantage of the
opportunity to remove the spontaneous plants that grow in the garden.

During the first quarter (the moon is C-shaped if you are in the southern hemisphere and
D-shaped if you are in the northern hemisphere) it is an ideal time for pruning that will give
vigor to the plant. The sap is found mainly
in the aerial part of the plant.

In the specific case of fishing, tables have

been drawn up to determine, based on the
phases of the moon, the optimal times for
fishing, which will coincide with those of
greatest trout activity. The quarters are the
most favorable phases. The waning moon
is usually excellent while the waxing moon
is good.

• With the help of a family

member, I investigate
other influences of the
moon on human

ACTIVITIES
activities.
 • Social Studies 3rd

Reference Points

The idea of a reference point is associated with the space that an observer occupies within
a certain context.

In a system, it is possible to find oneself in different positions: the reference point is the
perspective that one has from a position X.

Suppose a car accident occurs at the intersection of two streets. A witness, located twenty
metres from the place where the impact occurred, can describe what he saw from his point
of reference and help to determine who was responsible for the crash.

Another witness, who was forty meters away from the site, will have a different reference
point and possibly tell other details that the first person may not have noticed due to his
location.

A reference point is also an indication that

allows a position to be known. If we take a
map that does not mark the cardinal points,
for example, we will not know which is
north or which is south. Without a reference
point, the plan is therefore worthless.
Another way of understanding the
reference point is by associating it with the
fixed space from which a movement or
trajectory can be observed and described.
This reference point can be marked on a
coordinate axis for plotting a displacement.
Social Studies 3rd

In the visual and communicative field, reference points are also used. In this case it refers
to specific places and times that are indicated in an audiovisual file to introduce texts, links
to a web page

To orient ourselves, that is, to locate ourselves in places, people need reference points.

A street, a supermarket, a sign, a building, a mountain, the sea, a river, a bridge, among
others, are reference points that we use to indicate where places are located. In the visual
and communicative field, reference points are also used. In this case, it refers to specific
places and times that are indicated in an audiovisual file to introduce texts, links to a web
page, etc.

CU
To locate ourselves in space we use reference points; the most
important are the cardinal points: north, south, east and west.

Representations or Cartographic projection

Cartographic projection or geographic

projection is a graphic representation
system that establishes an ordered
relationship between the points on the
curved surface of the Earth and those on a
flat surface (map).

These points are located using a network of

meridians and parallels, in the form of a
mesh. The only way to avoid the distortions
of this projection would be to use a
spherical map.

Classifications are usually established based on their main property; the type of surface on
which the projection is made: zenith (a plane), cylindrical (a cylinder) or conic (a cone); as
well as the relative arrangement between the earth's surface and the projection surface
(plane, cylinder or cone) which may be tangent, secant or oblique.
 UNIT
MY COMMUNITY, MY
MUNICIPALITY IN THE
DEPARTMENT

Cheer up! We are in the third unit and here we will get to know the
community where we live very well, its environment and its
relationship with other communities close to our municipality. We
will describe the community and the human being and his
environment. You will learn to conceptualize and differentiate a rural
community and an urban community, in addition to the
interrelationship that Man has with the Environment.
3
Social Studies 3rd

The Community where we live

Rama Cay is an ancestral island community

that has existed for 500 years in the
Autonomous Region of the South Caribbean
Coast of Nicaragua. Like most of the towns
in the Caribbean region of the country,
Rama Cay is surrounded by water and has
tall coconut trees and a variety of trees that
provide shade for the tambo houses, which
are raised off the ground by wooden trunks.

Rama Cay is located 15 kilometers from

Bluefields. The island is currently populated
by 900 people, mostly children.
Transportation to the site is done by private
boat service because there is no public
transportation to the area.

It is important to note that Rama Cay has an

organizational structure or ancestral form of
government that is governed by a council of
elders, from whom permission must be
requested to enter the community.

During the 20-minute trip from the Bluefields pier to the island, it is possible to see
countless private islets bordered by leafy trees and the island of El Venado, which divides
the Bluefields lagoon from the sea. After feeling the fresh water breeze against your face
for a few minutes, you can see a small mass of land decorated with wooden houses, fruit
trees and a small crowd of people, including children, women and young people, watching
you from afar.
 • Social Studies 3rd

You will also have the experience of getting

to know and contemplating a calm and
non-routine lifestyle. It is worth noting that
the walk around the entire island takes
about 10 minutes.

While touring the community you will

discover two points of great tourist interest.
First there is the Moravian Church, which
was built in 1856 and represents the
influence of English culture in the area.
Then, “La Punta de la Despedida”, which is
a rock located at one end of the island
where a small ritual is performed when a
member of the community dies. Relatives
say their last goodbyes to the deceased at
this stone and then take him to the Rama
cemetery, which is 10 minutes away by
boat. This site is considered a sacred
place.

Community-based rural tourism is offered

at Rama Cay for those interested in further
discovering this ancient culture. Visitors
can spend a night in a private home where
they are offered food and eco-tourism
activities at a low price. On the other hand,
it is important to emphasize that in the area
there is a health center and electricity that
is used for 8 hours, from 2:00 pm to 10:00
pm.

Currently, the community has two bilingual

schools, a cultural group made up of young
people who promote ancestral culture and
a project that consists of maintaining the
mother tongue: El Rama. The project is
developed in conjunction with the Rama
Language Revitalization Center (CRLR).
Social Studies 3rd

My community environment

( Exploration:
Reflect and answer:
1. What aspects of your community do you like most?

Houses and streets are important

components of the community, but the most
important element is the people who live
there.

The environment is the reality in which our

life develops. It includes everything that
surrounds us: The environment in general
and people with their lifestyles, their
belongings and their activities.

Who do you think makes up the

social environment?
The family, people in the community,
friends, classmates, teachers, in short, all
those people who directly or indirectly
influence our social development make up
the social environment.

And what is the natural environment? It is

Acoyapa, Chontales, Nicaragua
the environment, that is, the natural
conditions that surround us such as the
relief, the climate, the natural resources and the landscape.
ECUADO
R

The natural and social

environment in which you live
influences your life and that is
why it is important that you
know them well.

ACTIVITIES
• Describe the
environment of your
community.
 • Social Studies 3rd

• Comment on some of
your experiences of your
relationship with your
natural environment.
Social Studies 3rd

Human beings and their

environment

( Exploration:
Think
1. What do you think about the
need to live in community?

Human beings are social beings; they

cannot live in isolation; they need to live in a
community, in harmony, for the common
good. Work is one of the most important
factors that make life in society necessary.

San Juan Community, Municipality of Boaco,

Department of Boaco

Human beings have various needs such as:

food, clothing, housing, health, education,
work, art and entertainment.
The natural environment provides the raw
material needed to develop a large number
of activities such as industry, commerce,
communication and transportation; human
society has emerged from the relationships
that result from all these activities.

The first sunrise after three months of

total darkness is causing excitement in
 • Social Studies 3rd

this part of Greenland. Life in the coming

months will pass under a purple-tinged
sky and a shy, gentle sun.
Social Studies 3rd

In the community, in our daily life, we

establish various types of social
relationships with our fellow men; we need
the salesman, the nurse, the newspaper
vendor, the farmer, the doctor, the engineer,
all of whom contribute to the well-being of
society with a shared responsibility.

The development of society requires greater

human control over its environment, which
has led to the improvement of technology,
industry and commerce and has modified
social relations.

Catarina Viewpoint
Municipality of Catarina, Department of Masaya

At school, teachers and their students, through the educational work they carry out, form
small social groups.

Geographic location of the

community
A few decades ago, if we urgently needed to
communicate something to someone who
lived on the other side of our community, we
would have to go there in person. Nowadays,
cell phones and the Internet allow us to
establish contact with other people almost
immediately and without distance limitations.

The rural community is that of the

countryside.
In the rural community, houses are usually
separated by large yards. Communication
routes are roads or trails.

Its inhabitants are mainly dedicated to

agriculture and livestock.

Municipality of San Isidro, Matagalpa,

Nicaragua
• Social Studies 3rd
 Social Studies 3rd

The peasants travel by cart, horse and mule. But modernity has brought its advances to the
most remote corners so it is not unusual to find vehicles there

Landscapes of Nicaragua Sunny path

Mauricio Rizo Nicaraguan Painter

The urban community is that of the city

In an urban community, the houses
generally have small yards and are lined up
very close to each other, facing the street.
There are many grocery stores, pharmacies
and the occasional park. The streets and
avenues are paved and very busy. They
are full of commercial signs that light up
with attractive colors at night. There are
some elements that we find in both the rural
community and the urban community. For
example, schools are essential in every
community.
AND ACTIVITIES' Managua, Nicaragua.

Partner Work
Write:
• Your home address?
• The one from your school?
• What are the neighboring communities to your community and in
what directions are they located? Draw it on a plan or map and
locate its cardinal points and limits.
• The economic, social, cultural, and other relations that my
community has with other communities in my municipality or
country.

3
9
Social Studies 3rd

Interrelationship of man with the environment

Human beings share the same spaces with other living beings and also depend on their
environment to satisfy their needs. Its
interrelationship with the natural
environment has changed over time in
accordance with its technological
development.

The environment is the physical

surroundings that surround human beings
on earth.

The environment includes animals, plants,

climate, water, soil, air, among others.

ACTIVITIES

• Make a list of the physical environment of your school and

community

The Human Being transforms his environment

Unlike animals, which depend on an ecosystem to survive, humans transform their
environment according to their needs such as food, housing, work, among others.

This transformation is known as culture.

The Castle of the Immaculate

Conception. This fortress was
built in 1672 to protect Nicaragua
from attacks by enemies of the
Spanish Crown. Here, on July 29,
1762, Rafaela Herrera repelled the
attack of English troops. Carlos
Malespin / END
 THE POPULATION AND ECONOMY
UNIT A
OF
MY MUNICIPALITY AND DEPARTMENT
Dear boys and girls, you have reached the fourth unit called Population and Economy of my
municipality and country. In this unit you will study the general characteristics of the
population of Nicaragua, its different ethnicities, multicultural and multilingual, you will learn
about the density of the Nicaraguan population and population growth in our municipality and
department.

You will learn about the economy of the Nicaraguan population and its importance for the
country, what trade agreements are and finally you will learn about the importance and value
that the interoceanic canal in Nicaragua has for the Nicaraguan economy.
Social Studies 3rd

Nicaraguan population

G Exploration:
Think
1. What do people in our community do?

2. Why is it important for us to know what activities are carried out in our
community?

Every day, in our community we live with different people and each one has an important role to play
and contributes to the economy of the community and the country. In the contents of this unit, boys
and girls will learn about the main occupations that are carried out in the town and will also know
what services they can count on and what
contributions they make to the community, as
well as learning about the characteristics of the
population of the community and the country.

General Characteristics of the

Population of Nicaragua
69% of Nicaragua's population is mestizo, 17%
is white, 9% black, and 5% indigenous. Life
expectancy is 69 years for men and 73 years for
women (according to United Nations estimates
for 2008). The most populated area is the
Pacific coast. Approximately 60% of the population is concentrated in the western half of the country
and more than 58% is urban. The Central and Atlantic regions maintain a rural predominance,
especially the former, while the Pacific region is the most urbanized.
 • Social Studies 3rd

Nicaragua is a multiethnic,
multicultural and multilingual
country
Nicaragua is a multiethnic, multicultural and
multilingual country, with a variety of
indigenous and Afro-descendant peoples,
some of whom still preserve their original
language and traditions. These populations
are located on the Caribbean, Pacific and
North Central coasts of the country.

According to the Map of Indigenous Regions

in Nicaragua, there are currently 10 defined
ethnic groups, which are located in the three
regions of the country, six of them on the
Caribbean coast and four in the center and
north of the country:

• Caribbean Coast (ethnic groups):

Branch; Mayangna - Sumu; Miskito;
Garifuna; Mestizo and Creole.

• Pacific Coast, Center and North

(indigenous peoples): Xiú or Sutiava;
Nahoas-Nicarao; Chorotegas- Nahuas -
Mangues and Cacaopera - Matagalpa.

The Miskitos live mainly in the North Atlantic

autonomous region, on the banks of the
main rivers Coco, Wawa, Prinzapolka,
Bambana and Grande de Matagalpa.

The Mayangnas live in the North Atlantic

autonomous region in the Las Minas area
and the Bosawás reserve in Jinotega. The
Creoles and Ramas live in the autonomous
region of South Atlantic, in the area of the
city of Bluefields.
 • Social Studies 3rd

The Nicaraguan population according to

2008 estimates is 5,780,586 inhabitants.
The population density is 48
inhabitants/km².
Therefore, 69% of the population is mestizo,
17% is white, 9% is black and 5% is
indigenous. Life expectancy is 63 years for
men and 70 years for women (according to
United Nations estimates). The predominant
language in the country is Spanish, but
Miskito, Creole English, Mayangna, and to a
lesser extent Garifona and Rama are
spoken on the Caribbean Coast.
Social Studies 3rd

Nicaraguan Population Density

Population density is defined as the amount of population that exists per unit of land surface,
assuming a uniform distribution of the population throughout the territory.

The indicator used in the tables and maps presented expresses the number of inhabitants per square
kilometer.
400 510

Republic of Nicaragua
Departments
Population Density

Vn s Je 1." =

25.0-49.9

5DD 999
1 Eskiiütn“
1000 -249.9
1 2 •uu
Hvieemninek rai Trarmmn i hencanci LITE
bu.M Eglnu ■ Lmütan--
2500-499 9

Population
HcIO

THE REPUBLIC 5 142 098 1000 120139.5 42.7

Wanga
R.AA.N 314 130 ai 33 you n 9s tkndi
RAA s 108 510 $.0 20200.0 11.2 - ■ Eme

San Juan River 95 596 1.9 7540 a 12 7 men

Chontales 153 932 3.0 04B1 a 238
Jnotega 231 roast 6.4 92zz4 359 Mud
Ecaco IM (30) z. 41767 So Mhm

New Segovia 205 523 4.11 3401 3 •7 Lan

Mahaala 4In 172 91 eana 5 Eon Mrngalem

Lein 355 779 6.9 5138.0 HarBager

Fiwas 156283 3.0 2181.5 723 Bouia

Madiz 132 459 26 170.2 T5 JKMp
Chamu •i
Chnandega 37090 ra 4822 1 To
Pia Ean Jam
Eslell 201 548 3.9 22207 004
Umaza 165 03 5,2 1085 # 1536 •aAs
HA an
Snowfall 1BB IBS 3.3 10397 1614
Mmnogun 1 262 978 24.8 3465 1 354 5
Mmaye 289 983 5.8 474
 Social Studies 3rd

It is observed that the group of people under 15 years of age represented 43% of the country's total
population in 1950. By 2005, this group of boys and girls had been reduced to 38% of the total and is
expected to continue to decline until reaching an estimated 20% of the Nicaraguan population in
2050.

The group of young people and adults aged 15 to 59 went from representing 52% in 1950 to 56% in
2005 and is estimated to continue increasing until reaching 61% in 2050.

For its part, the group of older adults aged 60 years and older represented 5% of the total Nicaraguan
population in 1950; this proportion remained stable until 1990, when it gradually began to grow,
reaching 6% of the total population in 2005. This upward trend will accelerate in the coming years
until reaching 20% of the total population in 2050, when there will be the same percentage of older
adults as children under 15 years of age.

Population growth
In 1950, the population of Nicaragua was 1,295,000 people; in 2005, the population totaled 5,450,000
people, and the population projection for 2050 is estimated at 7,932,000 Nicaraguans.

It is observed that the country's population had increased rapidly 4.2 times between 1950 and 2005,
while between 2005 and 2050 it will increase 1.4 times, meaning that the growth rate it had in
previous decades has decreased.

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Social Studies 3rd

The decline in the rate of population growth is due to two main causes:

And women today have fewer children than years ago, in technical terms “the Total Fertility Rate” fell
from 7 children per woman in 1950 to 3 children per woman in the year 2000. Factors that have
influenced this change include migration from the countryside to the city, educational
opportunities, information on sexual and reproductive health, and access to contraceptive
methods.

Economy of the Nicaraguan Population

and Agriculture: It is one of the main economic activities, highlighting the cultivation of cotton,
coffee, sugar cane, banana, corn, and sesame. Agriculture accounts for approximately 60% of its
total exports, which annually provide around
US$300 million.

and livestock farming is a thriving activity.

The main mining resources are gold, copper,

silver and lead.

And the main exports are products such as

coffee, seafood, meat, sugar, gold, bananas,
and tobacco.

and Imports include fuel, raw materials, capital

goods and consumer goods.

And in the industry, the food, chemical, steel,

textile and weaving, clothing, petroleum
refining and distribution, beverage and
footwear industries were developed. The
main industrial centres are located in the
western part of the country. According to the
World Bank, Nicaragua is ranked as the 85th
best economy. Flor de Caña rum from Nicaragua is renowned among the best in Latin America,
tobacco and cattle are also well positioned in terms of quality factors.

and Commercial fishing was controlled by the State in 1961. The annual fish catch is more than
6,000 tons, both in fresh water and in the sea. The main catches are crustaceans such as shrimp.

Trade Treaties

The Government of Nicaragua has signed agreements and trade treaties with other countries to
strengthen and develop the national economy. Some of these trade agreements are:
Nicaragua – Dominican Republic: Free Trade Agreement Nicaragua - Mexico: Free Trade Agreement

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 Social Studies 3rd

Nicaragua - Colombia: Free Trade and preferential trade agreement Nicaragua - Panama: Free Trade
and preferential trade agreement AEC (Association of Caribbean States) MCCA - Central American
Common Market Bilateral Investment Treaties with Argentina, Chile.
The main seaport on the Pacific coast is located in the Municipality of Corinto, Department of
Chinandega.

AND ACTIVITIES'

• What products are grown in your community?

• Check with grocery stores and markets to find out the prices of the
products most commonly consumed in your community.
• Perform a dramatization of your community's economic relationships with
other communities.

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Social Studies 3rd

Importance of the Interoceanic Canal in Nicaragua

The geographical position of Nicaragua privileged by God, has been seen by many countries for
many years ago as an opportunity for conquest and domination to this day, and the place it occupies
with respect to the world is located in the center of
the earth, in the center of the continent of America
and Central America and that thanks to Lake
Cocibolca or Lake Nicaragua and through the
construction of an Interoceanic Canal by this sea
route, the Atlantic Ocean can be joined with the
Pacific Ocean, which would facilitate world trade of
the American Continent with the countries of
Europe, Asia, Africa and Oceania.

This initiative for development and progress for the

Nicaraguan nation will be possible thanks to the
Government of National Unity and Reconciliation
led by President Daniel Ortega Saavedra.

The Interoceanic Canal in Nicaragua will be of great

importance for the national economy since through
the crossing of goods for the rest of the world it will
leave large amounts of foreign currency that will be reinvested in social aid projects promoted by the
government in the fight against poverty such as; decent houses for the people, productive bonds, zero
usury, more quality education, school meals, roads and paths for the people, better care in hospitals,
among others.
 UNIT
THE GEOGRAPHICAL
LANDSCAPE OF MY
MUNICIPALITY IN THE
DEPARTMENT
How beautiful, beautiful is Nicaragua, blessed of my heart, if there is a beautiful and brave
land on the entire continent, that is my nation!

Dear boys and girls, we have reached the last unit of geography study. In this unit you will
study and learn about everything related to the landscape and natural resources of your
community, municipality and department. Here you will learn about the elements that make up
the landscape, how to describe the landscape of your community, municipality and
department and the different characteristics of the relief of the different regions that make up
our country.

You will appreciate the importance of volcanoes in our country and the contribution they offer
in energy generation and tourism, in addition to identifying and practicing preventive and
evacuation measures in the event of a volcanic eruption or other natural phenomenon in your
community, municipality or department.

In the final part of the unit under study and taking into account the Koppen climate
classification for Nicaragua, with the knowledge that your teacher shared with you, you will
Social Studies 3rd

identify the climatic characteristics of your community and municipality, as well as the
different natural resources of my community and department.
 Landscape Elements
Every landscape is made up of elements that are interconnected. These elements are basically of
three types:

and Abiotic (non-living elements)

and Biotic (result of the activity of living beings)
and Anthropic (result of human activity).

Biotic Elements
Biotic components are the living beings that make up an ecosystem. A biotic factor is a component of
life that affects another organism, including the
animals that consume the organism in question,
and the living food that the organism consumes.

The most important biotic components are the

following:

Producers, i.e. autotrophs: for example, plants,

which convert energy (from the sun, or other
sources such as hydrothermal vents) into food.
Consumers, i.e. heterotrophs: for example,
animals that depend on food producers.
Decomposers, i.e. detritivores: for example, fungi and bacteria, which break down chemicals from
producers and consumers into the simplest form that can be reused.
 Social Studies 3rd

Abiotic Elements
In biology, abiotic components are non-living chemicals and physical factors in the environment.
Abiotic phenomena are the basis of all biology, as they can have an enormous impact on evolution.
Abiotic components are the basis of geo-diversity.

Abiotic factors are those elements of the ecosystem that do not have life, but that intervene in an
ecosystem: water, light, temperature are some.

They can be classified as radiation from light or, more generally, temperature, water, chemical
compounds made up of gases in the Earth's atmosphere, as well as from the soil. The macroscopic
climate often has a major influence. And that's not to mention the pressure and even sound waves if
you're working with marine life.
CU

Sun: source of energy for all living beings,

influences the characteristics of the climate.

Air: Contains important gases such as

oxygen and carbon dioxide, necessary for
the respiratory processes.

Soil: serves as a habitat for terrestrial living

beings. from which plants obtain nutrients

Water: It is essential for the existence of life,

especially for those who live in it, such as
aquatic animals and plants.

■ 51 )-.
Social Studies 3rd

Anthropogenic Elements
The term refers to anthropogenic effects; processes or materials that are the result of human
activities as opposed to those as natural causes without human influence.

It is generally used to describe environmental pollution in the form of chemical or biological waste,
resulting from economic activities, such as the production of carbon dioxide by the consumption of
fossil fuels.

The most important anthropogenic sources include industry, agriculture, mining, transportation,
construction, urbanization and deforestation. Being the most influential of all the basic elements of the
landscape.
 • Social Studies 3rd

The Landscape of my Community, Municipality and

Department

G Exploration:
1. From what point in your community can you appreciate a panoramic view of it?

Each community has its own landscape, depending on where it is located. A

rural community will present an essentially rural landscape: crops, livestock,
forests.
However, in the landscape of an urban community, the contrast between the artificial
elements that humans build (buildings, houses, roads, schools, etc.) can be striking.

White Rocks Reserve, Matagalpa Boaco Municipality

For geography, the natural landscape is an area of the Earth's surface that is born as
a result of the interaction between various factors (biotic, abiotic and anthropic) and
that has a visual reflection in space.

As a team, create an exhibition of drawings and/or photographs of the

landscape of your community that shows the changes it has experienced.
Create a brief summary of the changes that the population is making to the
landscape of your community.
Social Studies 3rd

The Relief of my Community, Municipality and

Country

Pacific Region
The Pacific Region is the most fertile region in Nicaragua, the most densely populated,
characterized by its geomorphology that presents a relief of low hills and mountains parallel
to the coasts of the Pacific coast.

It includes the southwestern part of the country in the Nicaraguan depression or graben.
Here are located the lakes of Nicaragua or Cocibolca and Managua or Xolotlán, as well as
the Pacific volcanic chain that begins with the Cosigüina volcano, in the Gulf of Fonseca,
and ends with the Maderas volcano on the Island of Ometepe.

It also includes the coastal coastline that has numerous beaches such as Jiquilillo, Corinto,
Poneloya, Las Peñitas, El Velero, El Tránsito, Másachapa, Pochomil, La Boquita, Casares,
Hüehuete and San Juan del Sur, which together with the volcanic chain form the most
important tourist corridor in the country.

Ecologically speaking, it is the most degraded area in the country, presenting the greatest
environmental problems and although it still contains examples of well-preserved
ecosystems, the pressure exerted could cause a rapid loss of biodiversity.

In this region there are 27 protected areas with an approximate extension of 241,703
hectares grouped into 6 management categories.

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 • Social Studies 3rd

Central Region
The Central Region is the most mountainous in the country. It is distinguished from the
other regions by its mostly uneven relief, precipitation rates and drainage limitations. It is
formed by the Segovian Massif, geologically it has the oldest soils in the country. In this
massif are the Sierra de Dipilto and Jalapa, which constitute the most notable heights of the
country, with the Mogotón being the highest border peak in the country at 2,107 meters
above sea level; as well as the Cerro Jesús at 1,793 meters above sea level; the mountains
of Quilalí and Telpaneca, the mountains of Murra and Macuelizo. The Central Mountain
Shield, comprising from the Segovian Massif to the San Miguelito plain, the eastern foothills
and the Chontaleña Mountain Range.

It includes the Isabelia mountain range with the Kilambé hill at 1,745 meters above sea
level, the Peñas Blancas massifs at 1,650 meters above sea level and the Saslaya hill at
1,650 meters above sea level; the Dariense mountain range with the Datanlí mountains
with the El Chimborazo hill at 1,688 meters above sea level and the Musún hill at 1,312
meters above sea level; and the Chontaleña mountain range with the Amerrisque, Wapí
and Yolaina mountain ranges. In these foothills, important rivers are born that pour their
waters into the Caribbean Sea.
In this Region there are 23 protected areas, with an approximate extension of 162,378.41
hectares, grouped into 4 management categories.

Caribbean Coast Region

In the Atlantic or Caribbean region, based on existing
knowledge, it is estimated that between 70 and 80% of
the country's plant and animal species are present in the
humid tropical ecosystems that cover this region. In
addition to pine forests and local species, there are
important refuge areas for migratory birds, which
constitute an important component of the fauna whose
conservation is a responsibility that we share with other
countries. Many of the species threatened or in danger of
extinction, at the national level and in Central America,
have their largest estimated population in the natural
ecosystems of the Caribbean region.

msnm: meters above sea level

Social Studies 3rd

The region is made up of an extensive plain that gradually descends from the Central
Plateau to the Caribbean coast; with the Wawashan hill at 554 meters above sea level,
which extends under the waters of the Caribbean Sea, forming the continental shelf of
Nicaragua.

It is located between the lower course of the Coco River (Segovia or Wangki), the central
mountainous shield, the San Juan River basin boundary and the Caribbean coast.

In this region are the largest and most voluminous rivers in Nicaragua, which pour their
waters into the Caribbean Sea, such as the Coco (Segovia or Wangki), the Wawa, the
Kukalaya, the Prinzapolka, the Bambana, the Grande de Matagalpa, the Kurinwas, the
Escondido, the Punta Gorda and the Indio or Maíz. This plain is subject to extensive
flooding, and near the coast there are extensive swamps, deltas and coastal lagoons.

Corn Island, South Atlantic Autonomous Region

On the Continental Shelf of Nicaragua in the Caribbean Sea there are a series of islands,
keys, banks, reefs, among others the island of San Andrés, Great Corn Island, Little Corn
Island, Rosalinda Banks, Media Luna, Serrana, Serranilla, Roncador, Quitasueño and
Miskito and Perlas Cays.

The most important economic zone of Nicaragua is located in all of them.

In this Region there are 24 protected areas, with an approximate area of 1,926,702
hectares grouped into 3 management categories.

ACTIVITIES

• Create a map of your municipality showing the most relevant aspects of its
geographical environment: relief, natural resources and risk areas.

• Develop appropriate measures for disaster prevention in your

Social Studies 3rd

municipality.
 • Social Studies 3rd

Volcanic and seismic zone.

G Exploration:
1. Do you know any volcanoes?

2. Are there volcanoes in your department?

3. Do you know how volcanoes are formed?

Certain departments, mainly those located in the Pacific Region, have natural elevations of
land that contain material at very high temperatures.

These natural elevations are part of the relief of these departments and are known as
volcanoes.

White Rocks Reserve, Matagalpa

Volcanoes are mountains formed by the accumulation of materials such as sand, ash, rock
and lava that come out from the interior of the earth when they erupt. Sometimes volcanoes
only expel large quantities of gases and other times they cause earthquakes or tremors, a
product of their volcanic activity.

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Social Studies 3rd

Chinandega is one of the departments

that has numerous volcanoes within its
territory.

The San Cristóbal volcano is the highest

and most active.

When volcanoes erupt, they produce

strong earthquakes and also cause great
damage to crops. However, the ashes
they throw out fertilize the soil, the rocks
and sand serve as construction materials,
and the gases are used to produce
electricity.

And ACTIVITIESJ
• As a couple, look carefully at the following slide and write down the
following questions in your notebook.

• Where is the Nicaraguan volcanic chain located?

• What are the names of the volcanoes that make up the volcanic
chain? "" I ■ ' JI
• What areCosiguin
the names of the volcanoes located in your department?
• a
What preventive N-in*the event of volcanic
measures should we take
activity? Saint Christopher Nicaragua
Cottage
Telica
Lion
t,"e T i *522
Black Hill 052
Momotomb Lake ■Vf- T2Pp..0
o Managua ■
Chiltep
e Managua' W-"
Masaya Lake
Support " " Nicaragua
Mombacho "a Island
Shoemaker of
- * Ometepe
Conception
The Wood

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 • Social Studies 3rd

Climate Classification of my Community,

Municipality and Country
In Nicaragua, the KOPPEN climate classification
is used and there are five types of climates in the
country, which are described below:

• Hot and Sub-Humid Climate with Rain in

Summer: This climate predominates
throughout the Pacific Region and most of
the Northern Region. It is characterized by a
dry season (November-April) and a rainy
season (May-October). Precipitation varies
from a minimum of 600 mm in the Intra-
mountain Valleys of the Northern Region, to
a maximum of 2000 mm in the East of the
Municipality of Chinandega and in the
Municipality of Tuma-La Dalia. The average
annual temperature reaches 30°C in the
central part of the Pacific Region and 18°C in
the higher areas of the central mountain
range.

• The Monsoon Climate: This predominates in the

plains of the Autonomous Regions of the Atlantic, covering the East of the Municipality of
Boca de Sábalo and extending to the Municipalities of Tuma - La Dalia, Bonanza and Cabo
Gracias a Dios, then bordering the entire coastal strip to the Caribbean Sea to the
Municipality of Bluefields. A small nucleus is present south of Lake Nicaragua.
It is characterized by a rainy period of 9 or 10 months, with average annual rainfall of 2000
mm to 4000 mm. The rains decrease in the months of March and April. Average annual

temperatures range between 25°C and 26°C.

mm: Millimeter
Social Studies 3rd

• Hot and Humid Climate with Rain all Year Round: It occurs in the Southeast of the
South Atlantic Autonomous Region and in the Department of Río San Juan, from Punta
Mono to Greytown, Municipal Capital of the Municipality of San Juan de Nicaragua. In
this area it rains throughout the year and annual precipitation totals range from 5000
mm to 6000 mm. Rainfall is reduced in the months of March and April and average
annual temperatures range between 25°C and 27°C.

• Dry and Arid Climate: This type of climate occurs in the west of the Municipality of
Sébaco and in the Municipalities of Totogalpa, Telpaneca and Yalagüina in the
Northern Region.

It is characterized by a very severe dry season, with average annual temperatures

ranging between 23°C and 27°C, while the average annual precipitation ranges from
650 mm to 800 mm.
• Social Studies 3rd
Social Studies 3rd

• Rainy Temperate Climate: This type

of climate occurs in the highest parts
of the Northern Region, in the Dipilto
Mountain Range and in the
Municipality of San Rafael del Norte
in the Department of Jinotega.

It is characterized by showing
average annual temperatures of
around 18°C, because it corresponds
to places located above 1000 meters.
Average annual rainfall ranges from
1000 mm to 1800 mm.

The following map, prepared by INETER,

shows the distribution of these types of climate in the national territory.

Koppen climate classification map for Nicaragua

 • Social Studies 3rd

Natural Resources of my community and

Department

G Exploration:
1. What do we see on the way before arriving at school?

2. Are all these natural resources important for man? For life?

3. What do we understand by Natural Resources?

Natural resources are divided into two types: the so-called renewable resources, which are
resources with regeneration cycles; excessive use of them can turn them into exhaustible
resources. Forests, fish stocks, and even crops grown for food consumption are considered
renewable resources because when they are planted they generate a greater amount of
product.
Land

The soil provides nutrients for plants and

animals. Soil is made up of many different
particles, and there are many types of soil.
Children can plant seeds to help see how
nutrients in the soil can help plants grow.
Children can collect shredded newspaper,
scraps, a small amount of soil, and other
garbage that can be placed in a worm
compost bin to create nutrient-rich soil that
will help grow plants.

Trees
Trees provide shade and oxygen, and some can also be processed to make paper.
Today, many children use email and computers to electronically submit assignments and
Social Studies 3rd

save trees. In addition, children can plant trees to ensure there is always a sufficient supply.
 • Social Studies 3rd

Exhaustible or non-renewable resources:

These are natural resources that are easily depleted through their extraction and use,
especially if it is done in an excessive manner. Some examples of these are water, natural
coal, mining, petroleum from which gasoline and natural gas are derived, among others.

Other exhaustible or non-renewable resources

Water
Water is one of the most important natural
resources in the world. Most of the world's
water is not suitable for drinking or washing
because it is salty or frozen in glaciers.

The human body cannot survive without

fresh water. Children come into contact
with water every day and can also be
instrumental in helping to preserve it by
safely keeping faucets turned off, taking
short showers and not wasting drinking
water.

Air
Air is also essential for life. Animals,
humans and plants need air to survive.
Even children in elementary grades can
learn that it is important to keep the air
clean and reduce pollution.
Dirty air entering the body can cause health
problems. Children can help keep our air
clean by riding bikes, walking, or taking the
bus instead of having their parents drive
them places. When driving is necessary,
children can be encouraged to share rides
to minimize pollution caused by vehicles.
Social Studies 3rd

It is necessary to be aware that natural resources provide us with various tools directly or
indirectly, such as through the force of the wind we can create electrical energy, this is also
what is known as ecological energy because it does not generate waste such as carbon
dioxide and does not pollute the environment.

Water is a valuable and necessary resource for the life of all human
beings and their activities, as well as for plants and animals. This is
used in different ways. For example, rivers provide many benefits, they
provide water for drinking, preparing food, and bathing. It is also useful
for fishing, irrigating crops, producing hydroelectric energy and as a
means of communication.

Some departments have various sources of water, such as rivers,

lagoons, or groundwater. However, they are suffering from an
accelerated process of contamination and, as a consequence, some
sources of water, such as rivers, have decreased their flow. The causes
are mainly the felling of trees and the burning of forested areas close to
where they are born. Lake Managua is another source of water that is
highly contaminated by various products such as garbage, plastic
bags, and tires. These wastes contaminate and cloud the water, making
it dangerous not only for human health, but also for the species that live
in these waters.

Partner Work
• From the following list given, write next to which type of natural resources
it belongs (renewable or exhaustible or non-renewable).

ACTIVITIES

1) Air 6) Iron 11) Geothermal 16) Coal

2) Water 7) Natural gas energy
12) Silver 17) Biomass
18)
3) Earth / soil 8) Gold 13) Copper
Hydropo
4) Solar energy 9) Wood 14) Hydropower wer
19) Waves
10) Wind energy
5) Oil 15) Aluminum 20) Wind

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 • Social Studies 3rd

• Make a drawing of your school or community with the different

natural resources that exist around it.

• Describe the ways in which natural resources are used in your

community or department.

• Why are natural resources important for the inhabitants of your

community or department?
• Reflect and propose measures for the conservation and
preservation of water.

As a couple, talk about:

• What natural resources does your department have?

• What are they for?

• What is the natural resource that produces the most wealth for the
department? Don't forget to take notes in your notebook.

• Ask your parents and relatives about how natural resources are
used in your department.

• As a team, create an album in which you present illustrations,

photographs or newspaper clippings related to the use and
exploitation of natural resources in your department.

• In plenary session, share and present to your classmates a report

on the use and exploitation of natural resources in your
department.
Social Studies 3rd

Agricultural and Commercial Activities of my

Community, Municipality and Department
People living in communities located in
each of the country's departments use and
take advantage of natural resources in
different ways: they cultivate the land to
produce food, domesticate animals and
reproduce them, extract wood from forests,
and fish animals from rivers, lakes and
seas. They also obtain gold, silver, gypsum,
marble, and other minerals from the mines.

For example, the inhabitants of the departments located in the Pacific region such as:
Chinandega, León, Masaya, Granada, Managua, Carazo and Rivas, are mainly dedicated
to agriculture, livestock, fishing in lakes, lagoons and the sea, salt extraction, production of
ceramic objects, bricks, tiles, and block construction.

The departments located in the Central Region such as: Matagalpa, Jinotega, Nueva
Segovia, Madriz, Boaco, Chontales, Estelí and Río San Juan, its inhabitants are dedicated
to agriculture, livestock, forest exploitation and mining in the Municipalities of Santo
Domingo, La Libertad and on the banks of the Coco River in the Departments of Matagalpa
and Jinotega.

In the Caribbean region, the main activities carried out by the population are linked to
fishing and the exploitation of wood and minerals.
Social Studies 3rd

Timber forests Timber exploitation

 • Social Studies 3rd

Areas vulnerable to natural and man-made

disasters.

G Exploration:
Think
1. What is a natural disaster?
2. What kind of Natural Disasters does Nature cause?
3. Man causes natural disasters. What kind? Which is it?.

A disaster is an event that can be caused by a threat of natural origin or caused by humans
and that causes serious damage to the environment and to people's daily lives.

Natural threats include earthquakes, volcanic eruptions, and hurricanes. And among the
threats caused by humans we can mention: fires, deforestation, and deforestation, which
consequently produce water shortages during the rainy season.

Families affected by tornado in communities of Malpaisillo

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Social Studies 3rd

The communities of the Autonomous Regions of the Caribbean Coast are highly vulnerable
to hurricanes originating in the Atlantic Ocean, the most devastating of which was
Hurricane Felix in 2007, which affected the entire Caribbean Coast.

Hurricane Felix, 2007, Puerto Cabezas, RACN

The departments of the Pacific Region are exposed to volcanic eruptions and earthquakes,
such as the one that occurred in Managua in the early morning of December 23, 1972,
which destroyed the capital, and the one that occurred on April 10, 2014, which caused
much damage in the municipalities of Nagarote, León and Ciudad Sandino.

Managua earthquake, December 1972

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 • Social Studies 3rd

These departments have also been affected in recent years by long periods of drought, caused by
the incorrect exploitation of forests, which has resulted in major losses in agriculture, livestock
farming and people's living conditions.

In other areas, the soil is unprotected from vegetation; heavy rains wash away the fertile layer of soil
into rivers and lakes, rendering the land unproductive. In recent years, local weather phenomena
have caused several disasters such as landslides, floods and prolonged periods of drought.

The departments of the Central Region, where the highest elevations of the territory are located, are
more exposed to landslides and mudslides, such as the one that occurred on the Musún hill located
in the department of Matagalpa.

Cerro Muzún, Matagalpa Landslide 2004

Social Studies 3rd

ACTIVITIES

• With the help of your teacher, make a map of your community and
municipality and identify the areas most vulnerable to natural disasters and
those caused by humans.
• What types of disasters have occurred in the community or municipalities of
the department to which you belong?

• On what dates did they occur?

• What measures were taken to prevent it from happening again?

• With the information obtained, write a brief summary of the natural hazards or
threats to which your department is exposed, emphasizing the impact that
these threats have on the affected population.
 UNIT A
GETTING TO KNOW MY MUNICIPALITY

Knowledge of the past is essential to rescue our cultural and historical roots, for this reason
it is necessary to take a look at the facts and events that made it possible to reach the
present and to be able to reflect in order to build a better future.

In this unit we will study the origin of the name and the first settlers of our municipality, the
influence of the geographic environment on the way of life of the first settlers, the cultural
manifestations, customs and traditions; in the same way we will study the way in which
women have participated in our municipality in the social programs promoted by our
Government of Reconciliation and National Unity, as well as the forms of organization and
citizen participation.
Social Studies 3rd

Origin of the name and the first settlers of my

municipality
( Exploration:
1. What is the name of the municipality to which your community belongs?

2. Do you know why your municipality has that name?

Many of our communities and municipalities in our country have names that come from the Nahuatl
language, which was spoken by the indigenous people of these lands. For example: Tipitapa,
Managua, Ticuantepe and Nandaime, are names that come from the Nahuatl language.

Managua owes its name to the fact that the first settlers of this place settled near Lake Xolotlán.
Before becoming a city, Managua was a group of small fishing settlements that sought food in the
waters of Lake Xolotlán.
Managua means “surrounded by water” in the Nahuatl language.
The same thing happened with the origin of the first settlers of our municipality,
whose origin dates back to the location of the first indigenous groups in each place.

Many municipalities have names of Nahuatl origin

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 • Social Studies 3rd

Influence of the geographical environment

on the way of life of the first settlers of the
municipality
( Exploration:
1. Ask your parents or a relative to help you draw a picture of your
community's past, highlighting the influence of its geographical
environment.

The first settlers were looking for a place

that would provide them with adequate
living conditions. Above all, they wanted
arable land and a constant supply of water.
The first settlers of Ticuantepe, for
example, were indigenous people who
came there attracted by the special
characteristics of this place: its pleasant
climate, fertile soils, abundance of very
good quality water and the richness of the
wildlife of the place, since in ancient times
this place was crossed by several rivers,
The Coco River has shaped
among them, the Río Grande de the lives of its inhabitants
Ticuantepe.
However, the first Miskito communities that lived on the banks of the Coco River
were nomadic, due to the climatic conditions of the place. The Caribbean region is
the rainiest in the country and frequently hit by storms and hurricanes.
The Coco River served as their main means of communication, which they
navigated in types of boats they called canoes. These people, due to the difficulties
of their geographical environment, did not become prosperous and their
descendants still suffer the inclemency of their environment.
More examples of the influence of
the geographical environment on
the lives of the first settlers are
provided by the communities of
Jinotega, San Juan de Río Coco, El
Tuma-La Dalia and Matagalpa,
which have been linked to coffee
production since their origins
because they are geographically
located in high, cold mountainous
regions, with a climate suitable for growing coffee.
REMEMBER:
The geographical environment exerted a powerful influence on
the lives of the first settlers.
Social Studies 3rd

Cultural manifestations of the first settlers of

the municipality
( Exploration:
1. What do you understand by cultural manifestations?

We refer to those material and immaterial

elements with which the first settlers of the
municipality developed their lives. For
example, their tools, objects or belongings,
their homes, their customs and their artistic
manifestations such as traditional clothing,
folk dance and their musical instruments.

We also refer to the forms of life they

developed. Their forms of organization, their
standards of behavior, habits and all those features of their ways of life that, over the
course of history, gave birth to the current culture, prevailing in some of its aspects and
being replaced in others.

Crafts have been one of the enriching activities of the culture of our people. It consists of all
those material creations generally for domestic use such as jars, pack saddles,
saddlebags, fabrics, hats, among others, and which have generally been worked in towns
of indigenous origin.

A few decades ago, forms of communication, industry, commerce, agricultural techniques

and technology in general were different from today's forms.

Now, industry, trade and communications have developed and a greater cultural exchange
has taken place both between municipalities and at national and international level. In
general, technological and scientific development has served to enrich the culture of
peoples.

REMEMBER
The culture of the first settlers is the knowledge and technical advances
available to the first settlers of the municipality.

AND ACTIVITIES
• Describe the different cultural manifestations of the first settlers of your
municipality.
• Compare the culture of the first settlers in your municipality with the
current culture.

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 Social Studies 3rd

Customs and traditions of my municipality

( Exploration:
1. What customs and traditions have you observed in your municipality?

Customs are all those acts that we perform

periodically over long periods of time or
throughout our lives. Having milk, coffee
and bread for breakfast every morning can
become a family custom.

If the custom is carried out by the majority of

the inhabitants of a town, then we can
consider it as part of the idiosyncrasy of that
town.

Those cultural activities that are transmitted

orally from generation to generation, and
which in many cases become the heritage
of an entire people, are called traditions.

The dance of El The patron saint festivals of some

Güegüense or Macho municipalities, the celebrations of the
Ratón Immaculate Conception, the Maypole
dance, the Easter and New Year
celebrations are examples of traditions.
Traditional festivals are held once a year on
a specific date or time. Some are exclusive
to the municipality, that is, they are not held
in another municipality: for example, the
May 5th festival in Nueva Guinea, in
celebration of its founding, a traditional
celebration in San Carlos or another
municipality.

Traditional celebrations have their origins in

the way of life of the first settlers.

Maypole Festivals

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Social Studies 3rd

Women's participation in the activities of my

municipality
G Exploration:
1. Reflect and answer: What role do women play in the home, the
community and the municipality?

The woman is a very active member of the

community and the municipality.

Nature has endowed her with special

abilities, including that of being a MOTHER.

Women's participation in the economic life

of the home and the municipality is very
important. Consequently, women have the
right to participate in decision-making in the
economic, political and social life of the
municipality.
Commissioner Aminta They also have the right to exercise politics:
Granera The right to elect the authorities they deem
appropriate for municipal government and the right to be elected as authorities and to form
part of the coordination and development structures of the municipality.
Women contribute financially to the household and also perform activities for which they do
not receive financial compensation.

Daisy Torrez Sonia Castro Gonzalez

Mayor of Managua Minister of Health

CU
Women have the same rights and
ACTIVITIES duties as men.

• Make a list of activities in which women

participate, both at home, in the
community and in the
municipality.

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 • Social Studies 3rd

Social programs promoted by the Government of

Reconciliation and National Unity in the
municipalities
( Exploration:
1. What social programs has the Government of National Unity and
Reconciliation promoted in your municipality?

In the transformation process of MI

FAMILIA, the creation of the Social Welfare
System stands out, within the framework of
which the “Love for the Little Ones”
Program was created, to address different
social risk problems with a focus on rights
and comprehensive work with families, and
involves extensive dissemination and
training in rights, gender and values.

Zero Usury: Dignifying the Lives of Women

in Nicaragua consists of offering microcredits only for women, with 4 percent interest plus
the currency's slippage in relation to the dollar.
The Zero Hunger program: With which the Government intends to combat poverty, it
consists of providing productive means such as farm animals, seeds and planting supplies,

as well as credit.
Social Studies 3rd

Houses for the people: New homes

where the beneficiaries of these houses will
pay for them over a period of 32 years.

Streets for the People: Program to pave

streets in cities and in different
municipalities of the country, as part of the
“Streets for the People” program.

Roof Plan: The package consists of the

delivery to each family of 10 sheets of 26
gauge corrugated zinc, 12 feet long, and 2
pounds of 3” zinc nails.

The Comprehensive School Nutrition

Program (PINE) contributes to improving
the educational and nutritional indices of
school-age children.

School packages: Consists of the delivery

of uniforms, shoes and school supplies

REMEMBER-----------------------------------------------------
The programs promoted by the Government of Reconciliation and National
Unity guarantee the restoration of rights of the Nicaraguan population.

ACTIVITIES
• Make a list of activities in which women participate, both at home, in the
community and in the municipality.

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 Social Studies 3rd

Forms of organization and citizen participation

( Exploration:
1. In plenary, express what you understand by organization.

As the population of a municipality increases, it also requires greater order in its operation;
for this, the organization and direct participation of the population is necessary to be part of
the decision-making process, as a right established by law; this must be done in harmony
with its local government and the institutions that represent it.
For this reason, institutions, local government, together with organizations, must be united
so that in places where these services do not yet exist, they can exist and in municipalities

where these services already exist, it is necessary to care for and protect them. These
organizations may be: The Family Community and Life Councils (CFCV), the Association of
Nicaraguan Women “Luisa Amanda Espinoza” (AMNLAE), among others.

REMEMBER---------------------------------------------------
Organization is necessary for the progress of the community and the
municipality.
ACTIVITIES
• Do you know what other popular organizations exist in your community
and/or municipality?

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Social Studies 3rd

Relevant facts and people from my municipality's past

G Exploration:
1. What do you mean by notable people from my municipality?

Every municipality or community is distinguished from others not only by its geographic and
physical characteristics, but also by its events and people who, through their actions,
become the history of the municipality.

People stand out in different ways. Some for being picturesque characters, others for their
works of kindness and love for their fellow men and others, who have become heroes
because they sacrificed their lives to achieve the well-being of society.

Others have achieved recognition because they have held political and public positions and
have played an important role in the population and development of the municipality.

Some of these characters have transcended their historical role in the municipality and are
now known throughout the department, or throughout the country or even internationally.

The evangelical pastor Don José Miguel Torres is an example of a relevant person from the
municipality of Nueva Guinea. He is recognized for having
organized the first migration to that municipality, whose first
settlers arrived on March 5, 1965.

José Dolores Estrada is another example of a notable

character who transcended the borders of his municipality
(Nandaime, Granada) with his heroism, and became
recognized as a national hero.

There are important dates related to the historical

development of the municipality and to relevant figures. For
example, the date on which the corresponding municipal seat
was recognized as a city and who was involved in this
achievement.

Jose Dolores Estrada REMEMBER------------------------------

All those relevant people who have acted for the good of the municipality
deserve our consideration and respect.

• Make a list of relevant people in your municipality and the activities in which
they stood out.
 UNIT
THE FIRST SETTLERS OF MY
DEPARTMENT
Just as we studied the history of our municipality in the sixth unit, in
this second unit we will study the past of our department: The history
of the first settlers, the influence of the geographical environment on
the way of life of the first settlers of the department, their economic
activities, political and social organization, art, culture and tradition;
as well as the traditional celebrations and beliefs of my department.

It is of utmost importance to study our past in order to recover our

cultural and historical roots.
7
Social Studies 3rd

First settlers of my department

( Exploration:
1. What names from the geography of your department are of indigenous
origin?

It is easy to demonstrate that our culture is steeped in the indigenous past. The names of
some departments recall that past. Example: Matagalpa, Estelí, Masaya, Chontales and
Chinandega are names of indigenous origin. In all these departments there have been
ancient populations founded by indigenous people.

Have you asked your parents or grandparents which department they or their
ancestors come from?
Do they come from the same municipality where you currently live?

Other names of indigenous origin stamped on the geography of Nicaragua are the Likus,
Kukalaya, Kurinwás, Citalapa, Tecolapa, Malacatoya rivers and many other rivers and also
in hills and gorges. Even in flora, fauna and food we find names of indigenous origin.
Pacific Ocean

The Nicaraguan People

Honduras

El Salvador

or Miskito People
o Sumo-Mayagna People o Rama People

Atlantic
Ocean

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 • Social Studies 3rd

Our purpose is for you to be interested in why the first settlers settled precisely in the
department in which you live. What attracted them to its geography? What guarantees of
life did they find there? Where did they come from? How did they live, what were their
activities? How did they organize themselves?

Depending on their geographical environment, indigenous peoples developed their culture,

some achieved great development in agriculture, crafts and commerce. The Chorotegas
and Nicaraguas were the most important indigenous groups. They inhabited the Pacific
Region, this region was the one that offered the best living conditions.

The Matagalpas and Chontales did it in the central zone and on the Caribbean Coast, the
Misquitos, Sumos and Rama.

Each municipality and department of our

country has its own history, its own
characters and events, which have given it
life and made it different and interesting.

An interesting way to find out about the not-

so-distant past of the department, and in
particular the origin of its first settlers, is to
interview the oldest people in the various
municipalities that make it up.

To illustrate, let's take a trip to the past of

the department of Matagalpa through a true
story told by one of its oldest inhabitants.

Don Jerónimo tells us: “When I arrived in

Traces of Acahualinca
the department of Matagalpa, in 1910, I
settled in the town of Sébaco. I came from
Teustepe, another indigenous town. My mother was pure indigenous. There were few
houses in Sébaco, filled with poor and barefoot people. I arrived on horseback. Before,
people who did not have a beast had to walk on foot. I remember that the roads were
difficult because of the mud.”

But Matagalpa, in addition to Sébaco, has other municipalities such as Ciudad Darío,
Matiguás, Muy Muy, Tuma La Dalia, Rancho Grande, San Isidro and seven more.
Social Studies 3rd

Influence of the geographical environment on

the population of the department
G Exploration:
1. What features of the landscape of your department make you feel at
home?
enjoy living in it and which ones don't?

Somoto Canyon
Matagalpa, Nicaragua

The climate, economic resources, geography, and culture of the inhabitants have all
changed, influencing each other, and this has determined that the department has its own
history.

In particular, the conditions of the geographical environment have exerted their influence on
the settlement of the department or region. A region of plains with fertile land and abundant
vegetation is more attractive to settlers than one of rugged mountains with abundant slopes
and peaks.

The geographical environment forces the inhabitants to develop a way of life adapted to the
conditions it imposes on them. In turn, the way of life of the inhabitants alters the
geographical environment.

The first settlers to occupy the Pacific Region of Nicaragua, which includes the departments
of Chinandega, León, Managua, Granada, Masaya, Carazo and Rivas, found extensive
plains of fertile land.

This region is also home to a chain of volcanoes whose ashes have helped fertilize these
plains. The plains of this region and its rainy season alternating with the dry season offered
the first settlers an environment suitable for agriculture and livestock raising.

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 Social Studies 3rd

Since the time of the aborigines who occupied these plains, the Nicaraos and Chorotegas
tribes, agriculture has been one of the most prosperous activities in these departments.
That is why the Nicaraos and Chorotegas were more developed than the other indigenous
tribes of Nicaragua.

The situation for the first settlers who inhabited the central departments of the country was
different and more difficult due to their geography. It is a mountainous area with less land
suitable for agriculture, but the country's largest rivers originate there.

This meant that its settlement occurred later than in the Pacific departments.

In Matagalpa and Jinotega the lands are less suitable for traditional agriculture, but the
climate is pleasant and cool, suitable for growing coffee.

In Chontales, the plains that extend between the mountain range and Lake Cocibolca have
provided the appropriate conditions for the development of livestock farming.

In the Northern and Southern Caribbean Autonomous Regions (RACN and RACS) there is
an immense plain covered with dense forests. It borders the Caribbean Sea at its lowest
part and the mountains of the Central Region to the west, at its highest part.

These regions are crossed by numerous rivers that for millennia have deposited layers of
mud and sand on the soil, year after year,
during floods. These rivers originate in the
Central Region and deposit their waters in
the Caribbean Sea.

The life of the people of the Caribbean

Coast has been very difficult due to their
geographical environment. This is a region
with a very harsh climate that meant that
the first indigenous people who inhabited it
were unable to establish themselves as
prosperous peoples. Instead, they led a
nomadic life, and even today its inhabitants
suffer the inclemency of their environment.
CU
Hidden River, Nicaragua
The geographical environment
has influenced the population of its department.

ACTIVITIES
• Discuss with your teacher the characteristics of the landscape and natural
resources of your department, relating them to the reasons that led
the first settlers to settle in that territory.

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Social Studies 3rd

Economic activities of the first settlers of my

department.
( Exploration:
1. Have you noticed the ceramic objects sold in markets and on some
roads? Well, crafts made with clay are an indigenous heritage.

The most important economic activity of the main indigenous groups was agriculture. Corn
cultivation was their main source of food.
They also grew beans, pipianes,
quequisques, tomatoes, squash and yucca.

Nature provided them with a varied menu

that they obtained through hunting: deer,
wild boar, cusucos, iguanas, aquatic birds,
snakes, among others.

The abundance of products allowed them

to establish commercial ties between
neighboring towns; these commercial ties
were carried out in the markets. This is what they called their markets where they met to
exchange their products.

An important tool in their economy was the grinding stone or metate, which they used to
grind corn and cocoa.

The indigenous women of the Pacific Region knew how to spin and weave cotton. This
activity was carried out mainly by women, they made hammocks and bags, with palm trees
and bamboo they made strong baskets, they also made clay pots and even made excellent
quality and beautiful ceramics, many kitchen utensils, such as crates, gourds, ladles, were
made using the fruit of the gourd tree. Those who lived along the rivers, especially the
people of the Central Region and the Caribbean Coast, dedicated themselves to fishing in
cayucos or wooden canoes that they handled with great skill.

The economic activities of the department have also changed throughout history. Managua
is an example of radical changes. In this department, most people were dedicated to fishing
and agriculture. However, as it is the capital of the country, Managua has now become a
large city and its people are mainly dedicated to commerce.

The economic activities of the first settlers were different from those of
today; however, the basis of their diet continues to be corn and beans.

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 • Social Studies 3rd

Political and Social Organization of the first

settlers of my department
( Exploration:
1. Discuss with your classmates how do you think the indigenous
people in Nicaragua were organized?

Indigenous society was not egalitarian, since they did not form a single politically united
state. Therefore, they had different forms of
government:

The Nicaraos or Nicaraguas were governed

by Caciques or Teytes, assisted by councils
of elders called Monéxicos, formed by the
most experienced men.

These functioned as consultative bodies for

the chieftains, who exercised power and
dominion in the various chiefdoms that
made up the lordship of the Nicaraos.
These chieftains or Teytes were chosen by
the Council of Elders from among the most
experienced men; they were the chiefs of
the indigenous tribes, and received the
tributes that together with the warriors and
priests governed the chiefdom.

The Chorotega indigenous society was also

led by a Council of Elders, made up of
more experienced and wise men. They led Chief or Teytes
their people in times of war and defended
them from those who invaded their lands to take them away.

SOCIAL ORGANIZATION:
Nicaraguan indigenous society was
divided into 3 groups:
a) Dominant: Made up of the council of
elders, priests, chiefs, warriors, councilors
and executive officers.

b) Middle classes: These included

junior administrative officers, independent
farmers and artisans.
Social Studies 3rd

c)Popular Classes: It was made up of

servants, who were free men and could sell
their labor.

There were also slaves, who were individuals

who became prisoners of war and could be
sacrificed.

Today's organization is very different,

although there is a hierarchy, the people are
also part of the government's decisions.

REMEMBER
Indigenous society was not egalitarian, since they did not form a single
politically united state. The Chorotegas were governed by Councils of
Elders and the Nicarao by a Chief or Teytes.

ACTIVITIES'
• How does the political structure of the indigenous communities of the
Nicaraos and Chorotegas differ?

• Write the functions of the Council of Elders.

• Where in the social structure are the Chief and Council of Elders located?
 • Social Studies 3rd

Art, Culture and Tradition

Cultural manifestations of indigenous peoples

G Exploration:
1. Have you heard comments about the customs, traditions and beliefs of
indigenous people?

Regarding the Aborigines, we have evidence that they managed to express their wisdom in
various ways: through art, science, religion,
traditions, folklore, etc.

For example, they wore clothes that they

made by hand. The Pacific people made
them using cotton threads and those who
lived in the Center and the Atlantic made
them from vines and canes that they
crushed to obtain fibers.

Their beliefs and other knowledge were

transmitted orally.

They carried out their agricultural activities

on communal lands.
The natives practiced the flying stick
game
They thought that the land was a
community asset and that is why they
worked it without taking ownership of it.

Corn and many food products made from it

are part of indigenous heritage.

Indigenous art was not free but was

dependent on its religion and social
structures. They were skilled sculptors.
Tascalpacho / Corn tortillas
They carved statues in volcanic stone -
representing their gods and important
personalities from their community.

Nicaraguan Yoltamal
Social Studies 3rd

They were unfamiliar with the potter's wheel

and so they rounded their vessels using
their hands with great skill.

The indigenous people formed families in

which each member acquired different
responsibilities.

They had many gods for whom they held

festivals. Each of them was related to a
particular aspect of Nature. Thus they had a
rain god, a sun god, a harvest god, and
others. Human sacrifices played an
important role in worship.

They believed in the afterlife, that is, that

when a person died their spirit continued to
live. And they buried their dead in funeral
pots.

Funerary pot
Some elements of customs, beliefs and traditions still prevail today.

• Ask your teacher for additional information and discuss the customs,
beliefs and traditions of the indigenous people of your department.
AND ACTIVITIES
• Dramatize some of the cultural manifestations of the indigenous people of
your department.
 • Social Studies 3rd

Traditional Celebrations: Customs, traditions

and beliefs of my Department
( Exploration:
1. Have you ever wondered how the children of the first settlers in your
department had fun?

Maypole, Silver washing

the old man
Bluefields, Nicaragua , nicaragua

Previously, the material conditions that we have today did not exist in the villages.

For example, there was no electricity service, which limited nighttime activities. When it got
dark, family and friends would gather around a campfire to talk. Children would listen
attentively to the stories of their elders, who generally dealt with topics related to their daily
activities. However, there was no shortage of anecdotes that made listeners laugh.

There were also those who liked to cultivate some art, such as playing guitar and singing.
And above all, for the happiness of the boys and girls, who would tell stories and legends.

A cultural element that has prevailed in our towns for hundreds of years are the patron saint
festivals, dedicated to the saints of the Catholic Church. They are common in many towns
that were founded by the Spanish colonizers, who imposed the Catholic faith on the
indigenous people. Over time, these festivals became traditions.
Social Studies 3rd

They are called traditions because what is usually done in them has been transmitted orally
from generation to generation for a long time, such as the procession of the saint, bullfights,
the accompaniment with music of chicheros
and others.

Some towns have their own traditions. For

example, only in Bluefields, which belongs to
the South Caribbean Autonomous Region
(RACS), the Palo de Mayo dance is
performed.

Other traditions are of indigenous origin, such

as the Baile de Inditas and the Macho Ratón,
which are performed in some towns in the
Pacific departments of Nicaragua.
REMEMBER----------------
The Spanish also have a cultural
Patronal festivities of San
and historical legacy, customs and
Sebastian in Diriamba traditions that still remain.
■UNIT
CELEBRATIONS OF
■ HISTORICAL FACTS OF
MY DEPARTMENT
As part of our historical, cultural and patriotic legacy, we find ourselves celebrating
events that have occurred throughout our history. We refer to the discovery of
Nicaragua, the day of indigenous resistance, the system of autonomy of the
Caribbean Coast, our national holidays that contain information on the topics of the
Independence of Central America and Nicaragua, the Battle of San Jacinto.

Likewise, we will study the history and heroic deeds of historical figures who offered
their lives for the freedom of our homeland Nicaragua, among them we highlight the
teacher Enmanuel Mongalo, the general of free men and women Augusto Nicolás
Calderón Sandino, the poet Rigoberto López Pérez, the founder of the FSLN Carlos
Fonseca Amador, General Benjamín Zeledón, the chinita from Jinotepe Arlen Siú and
our illustrious poet the Prince of Castilian letters Rubén Darío.
Social Studies 3rd
Celebrations of historical events

G Exploration:
1. Comment on what you have heard about the historical
celebrations in your department and your country.

Some events that occurred in the department affected the lives of the inhabitants, not only
in the specific place where they took place, but in the entire department, and that is why
they are considered part of its history.
These events are remembered with joy by all the inhabitants of the department through
celebrations in which students especially participate.
Some characters played a decisive role in these historical events and that is why they are
now recognized as relevant people in the history of the department or the entire country.
Knowledge of the historical and cultural celebrations of the department and country
promotes permanent values in citizens and society.
All Nicaraguans, and especially students, have the civic duty to celebrate with joy and pride
the historical events of our department and country.
REMEMBER---------------------------------------------------

AND ACTIVITIES

Patriotic parades on Patriotic parade

Bolívar Avenue in Estelí,
Nicaragua
Historical facts serve as a reference for building a better future. That's why
it's important to celebrate them.

Investigate the most important historical facts of your department and

country.

• Describe the participation of the characters who stood out in the historical
events of your department and country.

9
4
 • Social Studies 3rd

Discovery of Nicaragua

G Exploration:
1. Have you had the experience of exploring any territory outside your
community?
2. What feeling did it give you?

Christopher Columbus was a shrewd sailor

who, with the support of the Catholic
Monarchs of Spain, accomplished the feat
of sailing the Atlantic Ocean and reaching
the American continent.
To give you an idea of how impressive this
adventure was, on his first voyage, he set
sail from the port of Palos, Spain, on
August 3, 1492 and arrived at Guanahaní
Island, in American territory, on October 12,
1492.
Christopher Columbus made four voyages
to explore the New Continent; it was on the
fourth and final voyage that he sighted
Nicaraguan territory.
Christopher
Columbus Christopher Columbus left the port of Cadiz,
Spain, on May 9, 1502. During this exploration he explored the Antilles and then the
Caribbean Coast of Central America, where he was hit by a strong storm that nearly sank
his ships.

Cape Thank God. Columbus arrived here on

September 12, 1502 on his fourth voyage.

REMEMBER-------------------------------------------------------
Christopher Columbus arrived in Nicaragua on September 12, 1502,
Nicaragua was inhabited by indigenous people.

9
5
Social Studies 3rd '

October 12: Day of indigenous resistance

G Exploration:
1. The Spanish subjugated and exploited the indigenous peoples. What is
your opinion of this fact?
October 12, 1492 is the date on which Christopher Columbus first arrived in American
territory; Columbus believed he had reached the East Indies and that is why he called the

Christopher Columbus arrived for the

first time on American soil
inhabitants he found "Indians"; those aborigines were in fact the first settlers of America.

The kings of Spain assumed the right to annex to their empire the lands "discovered" by
Christopher Columbus and sent military expeditions to conquer, colonize and exploit their
wealth.

The Spanish conquistador Gil González Dávila entered Nicaraguan territory through the
Isthmus of Rivas in 1523. The Nicaraguan chief welcomed him in a friendly manner and
allowed many of his groups to accept being baptized under the Christian religion. The
Spanish took possession of the Great Lake in the name of the kings of Spain.

But further north, Gil González met Diriangén and his people in what is now the city of
Diriamba, Carazo. The Spanish captain proposed to the indigenous chief that he recognize
the king of Spain as his lord and convert to Christianity. The chief replied that he had to
think carefully about his answer and that he should wait for it.

9
6
 • Social Studies 3rd

Diriangén gathered his warriors and on

April 17, 1523, armed with bows, arrows
and spears, they attacked the Spanish in a
place near Nandaime, Granada. The
Spanish saw that the attackers were
growing in number and had to flee to the
south where they were also attacked by
men of the chief Nicaragua.

The natives were numerous and brave, but

their weapons were inferior to those of the
conquerors. The natives fought with bows,
arrows, stones and spears. The Spanish,
on the other hand, had swords, crossbows,
muskets and cavalry.

Due to the military superiority of the

Spanish conquerors, the indigenous people
were subdued. They were forced to do hard
labor and many were tortured and killed.
The worst adversity they faced was being
uprooted from their cultural identity, as the
conquerors prohibited their beliefs and
customs and imposed their own on them.

REMEMBER-------------------------------------------------------
Christopher Columbus arrived for the
first time on American soil
Diriangén is recognized as the
first Nicaraguan indigenous person to defend his homeland and to
offer heroic resistance against the Spanish invasion. October 12 is
celebrated in Nicaragua as the Day of Indigenous Resistance.

ACTIVITIES
• Dramatize the encounters and fights between the Spanish Captain Gil
González Dávila and the chieftains, Nicaragua and Diriangén.
Social Studies 3rd '

Caribbean Coast Autonomy System

G Exploration:
1. Reflect and answer: What do you understand by autonomy?

When the Spanish colonized Nicaragua

they found a natural barrier that made
access to the Caribbean Coast difficult.
These are the mountainous ranges of the
Central Region and the impenetrable
tropical forests of the Caribbean Coast.

The indigenous groups that inhabited this

region: the Misquitos, Sumos and Ramas,
did not receive any influence from the
Spanish colonizers.

Only the Afro-descendants who settled on

the Caribbean Coast mixed with the
indigenous people, and from this mixture
descend the Zambos, Creoles and
Garifunas.

The aboriginal ethnicMiskito

groups of the Caribbean Coast, Misquitos, Sumos and Ramas, still
people
preserve their languages and some ancestral beliefs. His identity has not been completely
lost.

Isolated from the rest of the country for hundreds of years and accustomed to living their
own culture, these people have resented the influence of Pacific society in recent decades
and have demanded their autonomy. That is to say, that they be recognized as having the
right to govern themselves according to their own customs.

SIHKRUTARA Traditional
Miskitos Nicaragua
Miskito celebrations
 • Social Studies 3rd

In 1988, during the Sandinista Popular

Revolution, the autonomous regions of the
Caribbean Coast were established by
legislative decree: the RACN or Autonomous
Region of the North Caribbean and the
RACS or Autonomous Region of the South
Caribbean, guaranteeing them
administrative autonomy and the power to
elect their own governors and other
provisions that met the demands of the
peoples of the Caribbean Coast.

Since then, every year, these towns

celebrate the week of the Autonomy of the
Caribbean Coast. Celebration of Caribbean Coast
Autonomy Week
REMEMBER
----------------------------------

The Northern Caribbean

Autonomous Region (RACN) and
the Southern Caribbean
ACTIVITIES
Autonomous Region (RACS) have
regional governments in accordance
with the Political Constitution of
Nicaragua.
Social Studies 3rd '

• Research and give your opinion on

the importance of celebrating
Caribbean Coast Autonomy
Week for the peoples of the
RACN and RACS.
 • Social Studies 3rd

National holidays G Exploration:

1. What do you like about the parades that take place during the Fiestas
Patrias celebrations?

Every year, on September 14 and 15, the

commemoration of the Fiestas Patrias takes
place throughout Nicaragua.

What are the Fiestas Patrias? What is

commemorated? The Fiestas Patrias
commemorate two historical events: the
signing of the Act of Independence of
Nicaragua and Central America, which took
place on September 15, 1821, and the
heroic Battle of San Jacinto, which took
place on September 14, 1856.

The participation of students in these

celebrations is very noticeable. Students
begin preparations several weeks in
advance. School bands and rhythmic
gymnastics groups practice in preparation
for these national celebrations.

The Independence of Central

America and Nicaragua.

Miguel Larreynaga Nicaraguan

Signing of the Act of character who spoke out in favor
Independence of independence
Independence meant the end of the
Spanish subjugation to which Nicaraguans
and Central Americans were subjected for
three hundred years.
Social Studies 3rd '

Independence meant the end of the

Spanish subjugation to which Nicaraguans
and Central Americans were subjected for
three hundred years.

On September 15, 1821, the main civil,

religious and military authorities of the
region met at the Palace of the Captaincy
General of Guatemala and signed the Act of
Independence,

Palace of the A document that declared the five Central

Captaincy General of American provinces: Guatemala, El
Guatemala Salvador, Honduras, Nicaragua and Costa
Rica, free from the rule of the Spanish Empire. This highlights the participation of the
indigenous priest Tomas Ruiz in his fight on behalf of the indigenous people.
REMEMBER
On September 15, the signing of the Act of Independence of Nicaragua
and Central America is celebrated.

ACTIVITIES
• Explain what independence meant for Nicaragua.
 • Social Studies 3rd

The Battle of San Jacinto

Independent life brought great difficulties to the Nicaraguans who were divided into two
sides: the liberals and the conservatives. The conservatives, heirs to the political positions
left by the Spanish and the liberals, who championed ideas of freedom and demanded
social changes in their favor.

Nicaragua was troubled by several wars for many years and, in 1854, liberals and
conservatives, due to their political ambitions, had put Nicaragua's sovereignty and the
freedom of Nicaraguans at risk, due to the interference of the North American invader
William Walker and his band of filibusters who trampled on our sovereignty for two years.

The department of Matagalpa was the field of organization, refuge and alliance of the
patriots who would make history. On April 20, 1856, through the famous Act of Matagalpa,
Nicaraguans, regardless of the political party to which they belonged, allied themselves in
national unity with a single purpose: to expel the North American invaders from the
country.

The entire Central American region felt threatened and, therefore, troops from Guatemala,
El Salvador, Honduras and Costa Rica joined the Nicaraguan patriots.

Many battles were fought in different parts of the country, but the most significant was the
historic Battle of San Jacinto, in the early morning of September 14, 1856, at the San
Jacinto Hacienda in the municipality of Tipitapa.
Social Studies 3rd '

Monument to Andrés Castro Monument to Jose Dolores Estrada

A detachment of 300 filibusters attacked the hacienda. Some 120 Nicaraguan soldiers
confronted them with great bravery and patriotism. These were commanded by the patriot
José Dolores Estrada. Soldier Andrés Castro immortalized his name by bravely confronting
a filibuster with a stone and killing him. The Nicaraguans won, and that battle marked the
beginning of the expulsion of the invaders.

CU
The Battle of San Jacinto is commemorated on September 14.
AND ACTIVITIES
• What was the heroic action of soldier Andrés Castro?
• Appreciate the historical importance of the Battle of San Jacinto for
Nicaraguans.
Social Studies 3rd '

Anniversary of the Sandinista Popular

Revolution
( Exploration:

1. What does Revolution mean?

On July 19, 1979, the Sandinista Popular

Revolution triumphed. Every July 19, the
people of Nicaragua gather in Plaza Juan
Pablo II to celebrate this triumph.

From that date on, the Nicaraguan people

experienced life in democracy.

Celebration of the triumph of the

Revolution in John Paul II Square.
One of the first tasks of the Revolution was to undertake the National Literacy Crusade, in
order to teach thousands of people who until then had lived in the darkness of illiteracy to
read and write. Currently the Government of Reconciliation and National Unity continues
with the Christian, socialist and solidarity project where everyone

Nicaraguans are having their rights

restored: with free education (school
meals, school supplies), decent housing,
food vouchers, a roof plan, among others.
Schools and health centers were built
throughout the country. For the first time in
the history of Nicaragua, education and
health services have reached the most
remote places. Peasants were given land
to cultivate and improve their quality of life.
The Revolution brought health and
education to all parts of the country

CU
Every July 19, the people of Nicaragua celebrate with joy the
Anniversary of the Sandinista Popular Revolution.

Find out how the population of your department participates in the

celebration of the Anniversary of the Sandinista Popular Revolution.
Ask members of grassroots organizations about the historical
significance of this celebration.
Social Studies 3rd '

Historical Figures (Heroes, Heroines and

Martyrs)
( Exploration:

1. What historical figures can you mention from your municipality or

department?

The entire history of Nicaragua is steeped in constant struggles. Many have given their lives
defending their ideals with the hope that their struggle will not be in vain and will lead to a
more just and free society, in which all its members can live in peace and with dignity.

A national hero is a patriot who has performed an action that requires great courage in
favor of a just social cause without worrying about giving his life for that cause.

The feat of Emmanuel Mongalo

The victory achieved in the Battle of San
Jacinto marked the beginning of the
expulsion of the invaders. But there were
many more battles before the final victory
was consolidated.

Another patriot who stood out in the fight

against the invaders was the teacher
Enmanuel Mongalo y Rubio.

His heroic action took place in the city of

Rivas and consisted of setting fire to the
inn where a detachment of filibusters had
entrenched themselves.

Master Mongalo ran with a burning lock in

his hands while the enemy was shooting at
him. But Mongalo managed to set fire to
the inn. The filibusters fled like scattered
rats while the Nicaraguan patriots pursued
them, shooting at them until they were
driven out of the city.
 • Social Studies 3rd

Augusto Nicolás Calderón Sandino, General of free men and women

There are people from our past who have

resolutely suffered the injustice of the
oppressors:

Imprisonments, torture, exiles. These are

called martyrs, our main hero is Augustus
C. Sandino. Internationally recognized for
having been the first in Latin America to
confront the North American invaders.

Nicaragua's most illustrious son, Augusto

Nicolás Calderón Sandino, was born on
May 18 in the small town of Villa Victoria,
today called Niquinohomo, in the
department of Masaya. Today we cannot
talk about Nicaragua without talking about
Sandino, we cannot talk about the
Homeland without remembering him.

General of Free Men and Women. Augusto Nicolas Calderon Sandino

His hat travels across our country in actions to restore rights, advances in the field in
production, in the dignified work of thousands of Nicaraguans, in faith in ourselves, in God
our Lord, in Christianity, Socialism and Solidarity.

Monument to Sandino, Niquinohomo, Sandino's birthplace, Niquinohomo

Masaya, Nicaragua Masaya, Nicaragua

ROPE
Today we cannot talk about Nicaragua without talking about Sandino, we

cannot talk about the Homeland without remembering the

General of Free Men and Women.

I ACTIVITIES
• Appreciate with your family the historical legacy of the general
of free men and women Augusto Nicolás Calderón Sandino.
Social Studies 3rd '

The heroic action of Rigoberto

López Pérez
Our country has many heroes. Every town,
every neighborhood remembers the boys
and girls who died at the hands of the
National Guard, fighting to overthrow the
Somoza dictatorship. A clear example of
this is the poet Rigoberto López Pérez.

On September 21, 1956, during a party at

the Casa del Obrero in León, an activity that
was held to propose that Somoza García
continue in power. Rigoberto López Pérez,
with the support of Edwin Castro, Ausberto
Narváez, Cornelio Silva and others,
executed the dictator. The action of
Rigoberto López Pérez is known as the
beginning of the end of the Somoza
dynasty.
REMEMBER---
In Nicaragua there have been men
and women who have lived so that today we have a
free country. They offered
their
Historical legacy of Carlos Fonseca Amador
Carlos Fonseca Amador, founder of the Sandinista National Liberation Front (FSLN), was
born on June 23 in the northern city of
Matagalpa, and died at the hands of
Somoza forces on November 7 in Cerro
Zinica, Waslala.

“He was the best student in all 5 years of

his high school.”
The stories of those who shared the
struggle of that time, remember a man of
great intelligence, humble, with firm
principles, who fought fiercely for the
common good, social justice and peace in
Nicaragua. From him we learned that every
revolutionary must be deeply human; he
was an example of total dedication, without
conditions, to the cause of the people, to
the cause of the Revolution.
 • Social Studies 3rd

Throughout his life, Carlos demonstrated that revolutionary principles are never for sale; he
was a Nicaraguan professor, politician and revolutionary. And founder of the Sandinista
National Liberation Front (FSLN) along with Santos López, Silvio Mayorga, Faustino Ruiz
and Tomás Borge. He has received the titles of National Hero of Nicaragua and
Commander in Chief of the Sandinista Popular Revolution.

REMEMBER

The fight was not in vain, the fight continues. From your desk, from your
school, from your home, you must strive to prepare yourself to be a
protagonist of the new changes that the country needs and feel proud of being
Nicaraguan.

AND ACTIVITIES
• With the support of your family and neighbors, value the historical legacy of
Commander Carlos Fonseca Amador.

The Feat of Benjamin Zeledon

In 1912, Nicaragua was facing economic
and political problems. Mena intended to
take control of the country and therefore
took up arms against the Díaz government.
In response to this rebellion, General
Zeledón joined the uprising with a small
army to fight against the American
intervention. Adolfo Díaz requested armed
intervention from the United States
government, which sent marine troops that
arrived in the country on August 4, 1912.

When Mena was captured, the resistance

was placed under the command of General Zeledón. The arrival of reinforcements for the
Díaz government caused Zeledón to retreat to Masaya, where he bravely resisted at “La
Barranca” and El Coyotepe. The only thing Zeledón and his army had was courage,
morality and love for their country. Finally, after an unequal battle, Zeledón was captured
and killed by Yankee troops.
REMEMBER
National Hero Benjamin Zeledón offered his life with courage, morality
and love for our country.

— ACTIWINES
ACTIVITIES
Express your opinion on the attitude of General Benjamin Zeledon towards
the American intervention.
Social Studies 3rd '

Arlen Siu
Arlen Siu Bermúdez (1955 - 1975), better known as Arlen Siú,
was a Nicaraguan revolutionary guerrilla. Arlen Siu is one of the
most remembered martyrs of the Sandinista Revolution.
Daughter of a Nicaraguan mother and a father of Chinese
descent. She was killed in combat against the Nicaraguan
National Guard on August 1, 1975 in El Sauce, León
Department, Nicaragua. She was known as “the little chinita from
Jinotepe.”
REMEMBER
Like Arlen Siu, there were many women who fought and died to see a
free Nicaragua, with greater opportunities and restitution of rights,
just as we are experiencing today.

AND ACTIVITIES
• With the help of your teacher, research the names of other women who
offered their lives for the freedom of Nicaragua.

Rubén Darío, Prince of Castilian Literature

Félix Rubén García Sarmiento, better known as

Rubén Darío, was born in Metapa, today Ciudad
Darío, department of Matagalpa, on January 18, 1867,
and died in León, on February 6, 1916.

He learned to read at the age of three and began

writing poems as a child. He is the greatest poet of
Latin America. He wrote a lot for our country,
Nicaragua, and the world. He was a very wise man.
The poets and writers of his time gave him the title of
Prince of Castilian Letters.

Rubén Darío wrote stories and poems. Among all his

production, three great works stand out: Azul, Prosas
profanas and Cantos de vida y esperanza.

REMEMBER-------------------------------------------------------
Rubén Darío brought honor and glory to our country; all Nicaraguans
owe respect to the memory of the poet, writer and diplomat. We must
enjoy his prose writings, his stories and verses.

ACTIVITIES
• With the help of your teacher, write a poem by Rubén Darío.
LITERATURE
and Arellano Jorge Eduardo Basic History of Nicaragua Vol. 1, 2 and 3. CIRA.
and National School Textbook Program.
and Illustrated Basic Atlas. Nicaragua and the world. 1st edition. More about Sweden.
1993. Nicaragua.
and Center for Citizen Studies and Participation (CEPS). Spaces and Instruments for
Citizen Participation in the Municipal Sphere. August. 2008.
and 3rd grade. 1st edition. San Jerónimo School Publications, 2004.
and Guerrero C, Julian N and Lola Soriano from Guerrero. Monographs. Nicaragua
Collection 1994.
and Incer, Boatman. J and Romero, G. Geography and History of Nicaragua. Social
studies. Third Grade. Hispamer. S. TO. 1st edition. Managua, Nicaragua.
and Ministry of Education (MINED) Third Grade Primary Education Study Program. Social
studies. Educational series: General Directorate of Curriculum and Technological
Development. Managua, Nicaragua Year 2009. Volume 1.Romero Vargas German.
History of Nicaragua, 1st edition, Managua, Hispamer. 2003.

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