AnthologyofContentandPDA

ofthesyntheticprogram
Ethics,Nature,andSocieties
fromPhase3,4,and5

School Year 2022-2023

Ethics, Nature and Societies
Overview of the formative field

This field addresses the relationship between humans and society and nature from the
critical understanding of social, political, natural, and cultural processes in various
communities situated historically and geographically; offering learning experiences
for the construction of an ethical stance that promotes the development of a citizenship
participatory, community-based, responsible, and democratic.

Similarly, the educational field is aimed at helping girls, boys, and adolescents understand
and explain the social and cultural relationships of which they are a part and that constitute their
environment, describe them, analyze them, and interpret them using various forms of
observation and recording and establish links with broader areas of belonging such as
its region, the country, Latin America and the world.

The field emphasizes the recognition and respect for the dignity and rights of all
people, regardless of their ethnic or national origin, gender, age, the
different abilities, socioeconomic status, health conditions, religion, the
opinions, sexual identities and orientations, marital status or any other
manifestation of diversities, all equally legitimate. This also implies that the
girls, boys, and adolescents take responsibility for the impact of their actions on the
personal, social, and natural spheres and contribute to the common welfare.

This field raises the learning of some aspects about the environmental crisis, the
relationships between cultures, especially those that constitutionally define character
intercultural of the Mexican nation, that is, the indigenous and Afro-Mexican peoples; the
gender equality; the rights of girls, boys, and adolescents and promotes values
associated with these learnings, which implies promoting reflection on notions of
freedom and responsibility, as well as the construction of knowledge, skills and values
that allow for the development and strengthening of their autonomy and personal identity and
community.

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Purposes of the educational field for preschool, primary, and secondary education

This field is aimed at girls, boys, and adolescents acquiring and developing in a way
gradual, reasoned, experiential and conscious, from the initial stage to the end of education
secondary school
• Sense of belonging and personal and collective identity, which begin in the context
familiar with the language, the customs, the worldviews, and the styles of
lives that are shared and that expand to the local, national, and regional environment

worldwide.
• Recognition of diverse societies and cultures, and practice critical thinking
critical about their stories, customs, traditions, knowledge, and ways of
to coexist, in this way giving meaning and valuing one's own culture and others.
• Convictions, ethical principles, and democratic values such as respect, freedom,
justice, honesty, responsibility, reciprocity, and empathy, which they
they serve as a guide for personal and collective practices, as well as for reflection and

make critical judgments, make decisions, participate and relate positively and
peaceful with other people.
• Respect and protection of human rights as they progress along their path
educational and life, understand their importance for the organization of life in
society, learn to defend them in situations of inequality and injustice, thus
how to exercise them in an informed and peaceful manner, which implies demanding their ́

compliance for oneself and for all people, respecting all diversities.
• Responsibility in the care and conservation of nature starting from the
conception that all people are part of it and take on commitments
low environmental impact and sustainability to guarantee the rights of all
people and living beings, to a healthy environment in the present and future.

Development of historical and geographical consciousness based on analysis of the

social, natural, cultural, economic, and political transformations that occurred in their
locality, the country and the world in determined times and spaces so that they understand
that the present is the result of the decisions and actions of past societies, and
likewise, the future depends on current decisions and actions.
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Specificities of the training field for Phase 3

This phase aims for girls and boys to reflect on themselves and their relationships with the
nature and society, by investigating personal, family, and
community-oriented, from an ethical perspective and knowledge of the environment. It is expected that we

recognize as living beings that are part of nature, which is conceived as

a continuous interaction between living beings, water, air, and soil, among other components.
Likewise, they will identify that people from different cultures interact with the
nature, directly and indirectly, in all our daily activities in the
home, school and community; and we transform it over time. This will result in
that recognize the importance of nature for the life of animals, plants, and
las personas, lo cual ayudará a que asuman actitudes de respeto, responsabilidad,
reciprocity and care that contribute to preserving it.

It is sought that they are recognized as social and historical beings, who inquire and trace in the

past the origin of some current problematic situations to identify the possible
causes and consequences in specific times and spaces. Likewise, develop your
identity and sense of belonging to a community characterized by diversity of
people and families, who have multiple ways of being, practices, knowledge, expressions
linguistic, aesthetic among other characteristics. They will also recognize that Mexico is the
pluricultural country where we live and is made up of a diversity of histories,
identities and heritage.

Se espera que niñas y niños construyan, conforme a sus propias capacidades y ritmos de
learning, a critical, informed, and comprehensive view of reality, in which they involve their
own experiences, knowledge, wisdom, emotions, and life expectations.
In this sense, the approach to reality will be based on recognition in
specific spaces and times, from the knowledge of personal and family histories and
community narratives that allow them to build a temporal notion of the

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 historical and social processes. Girls and boys will investigate about the constitution and
transformation of their territories as spaces socially and historically constructed,
recognizing at the same time the problems of the deterioration of nature in its environment, the

relationship between human actions, production and consumption processes, as well as their

consequences in nature, in people, and in other living beings. At the same time, they approach
to the revaluation of sociocultural practices that contribute to health, to a good
nutrition, peaceful coexistence, and overall well-being. They recognize that it can be
to build and there are alternatives that help to prevent or reduce impacts on the
people, society, and the environment, and they can contribute ideas according to their
scope of participation and responsibility

In this phase, NN acquire the foundations of active citizenship by participating in the construction of

agreements and rules in their living spaces; by recognizing the diversity in people,
in families, school, and the community, and by participating in the transformation of the
conflicts through dialogue to promote a culture of peace. Likewise, NN continue
the development of their autonomy to act according to ethical principles based on respect,
honesty, equality, empathy, shared responsibility, and dignified treatment.

Contents and processes of learning development in the educational field.

Contents Learning development processes First Learning Development Processes Second

degree degree
Various contexts Identify what is part of a neighborhood, colony, Understand that both individually and
social, natural and neighborhood, community, village or locality, and collective, is part of a social, natural context
territorial: changes describe the characteristics and diversity of its and territorial that is distinguished from other contexts.
and continuities. environment, in natural, social and Describe some changes and continuities in your.
territorial. environment, and is spatially located through
Locate some landmarks of the place where you live and sketches and maps.
the school is found with basic references and
he/she represents them in drawings and sketches.

Assessment of the existence of other living beings and recognizes oneself as part of it
nature: Respect, components of nature present in the place where one lives and in relation to other beings
care and empathy place where one lives. living beings and components of nature, and dialogues
towards nature, about the feelings that it provokes in him/her
Analyze the ways to interact with other beings
as part of a relationship.
living beings and components of nature, the
all
feelings they provoke, the importance of discussing responsibilities towards
interdependent
nature and show respect, care, and empathy

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 Contents Learning development processes First Learning Development Processes Second
degree degree
promover el respeto y la empatía hacia todos los hacia sus componentes, proponiendo posibles
living beings and nature. solutions and actions in favor of nature, in
the measure of their possibilities.
Understand how the actions of beings
humans can preserve, modify or damage the
different social and natural components of
environment.
Impact of Describes the activities that are carried out relating human activities to the
human activities in a daily manner at home, school, and nature, by identifying those that can
in nature and community, and identify in each case, the relationship to have a negative effect, proposing the
sustainability what connection does that activity have with nature, for the possibility of making changes to the activities
Human activities recognize situations that benefit or harm and individual, family, and community actions.
that affect how to assess their actions. to promote responsible care, the
nature y the preservation of living beings, water, air and
need of soil in its immediate and distant environment.
to establish
commitments what
contribute a the
preservation
prevention y
decrease del
impact socio
environmental.
Changes recognizes that there are different ways to identify changes in the nature of the place
nature of the place to name and understand, both the activities where it lives, and understands its relationship with the
where he lives, and his human activities in chronological and temporal order, daily human activities, using notions
relationship with those according to the social and cultural as context.
'before, now, and after' and in order
human activities chronological (weeks, months, years, decades,
daily that they have stations associated with agricultural cycles and
chronological order festivities, recognizing that they exist
associated with cycles different ways to name them and understand them from
agricultural y agreement with the context.
festivities like this
as their link with
the notion of time and
space historical
before, during and
afterwards.
Human beings recognize that all people are unique, value the importance of belonging to a family.
son various and valuable and have the right to be part of a school group, community, and/or village; the
valuable y they have families, school groups, communities, and sociocultural manifestations that they consider
human rights. towns and that this is part of their own and relevant rights of their people and community,
humans. as well as the importance of exercising their rights

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 Contents Learning Development Processes First Learning development processes Second
degree degree
Identify actions and recognize their rights as humans with a sense of co-responsibility and
exercise the freedom to express opinions, ideas, reciprocity.
feelings, desires and needs, expressions
what it considers its own, as well as receiving
care from their family, community and/or
towns.
Attention a the Relates to the attention to their basic needs Links the attention to their needs with the
basic needs (food, health, housing, among others) that exercise of your human rights, and know the
as part of the they are part of the exercise of their rights responsibility of institutions and instances
exercise of the humans and understands the importance of that responsible for protecting them, as well as the right
human rights. all people access and exercise them, of all people to exercise them without distinction of
regardless of gender, age, people and género, edad, pueblo y comunidad, lengua,
community, language, nationality, religion, nationality, religion, disability or other.
disability or any other origin or condition.
Situations fromRecognize acts of injustice, disadvantage or Discuss the effects of injustice and the
injustice o discrimination that occurs in different discrimination against individuals and groups due to
discrimination, that spaces and institutions (school, units characteristics such as age, gender identity,
affect the members medical, public services, among others, and it is sexual orientation, cultural or ethnic origin, the
from our families, language they speak, their national origin,
sensible to the way it affects the
the school o the people, groups, and communities that are physical characteristics, disability, religion,
community. excluded by age, gender identity, social, economic or migratory condition, among
sexual orientation, cultural or ethnic origin, the others.
idioma que hablan, su origen nacional, rasgos Propose actions and commitments to promote
physical, disability, religion, social status and the respect for the rights of all people and
economic, among other characteristics. he shares them with his family and the community.

Respect for dignity Analyze the importance of respect for dignity and Identify and express your rejection towards
Integrity: Integrity boundaries based on the care of your body and violent behaviors and harassment behaviors
corporate and recognizing their bodily limits, differentiating sexual
the abuse, which threatens their physical integrity
risk situations healthy and comforting physical contact of the one who and emotional directly or with the use of
to prevent and causes us discomfort and threatens our internet and social networks, and requests support and
report physical or mental well-being, for protection in the protection of family members, the school
harassment situations, family, in school and the community, or the community for its support and,
abuse and violence considering also the use of the Internet and networks if necessary, your complaint.
sexual character in the social sciences.
house, the school, theIdentifica y rechaza situaciones de riesgo y
community and with theharmful behaviors that affect dignity and
use of the Internet and
integrity of individuals.
social networks.
Responsibility Identify and describe the responsibilities Understand the importance of responsibility
shared in the shared spaces that have students, adults, shared by parents, authorities, and peers,
self-care and that of parents and authorities, as well as members of the school and the community.
our environment with school and community, for self-care,
Provides elements for self-care,
the family, the school, articulated to the generation of spaces of
articulated to the creation of well-being spaces

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 Contents Procesos de desarrollo de aprendizaje Primer Second learning development processes
degree degree
the community, the use of well-being and inclusion, equity and equality and a use and inclusion, equity and equality and a use
of the Internet and networks responsible for the Internet and social networks. person responsible for the Internet and social media.
social, for
generate spaces of
well-being and inclusion
equity and equality.
Personal history and explore various oral and written sources, valuing the diversity of families and promoting the
familiar, digital diversity, objects and testimonies, to build respect among the members of this, for the
of families y the personal and family history and it is represented by care for oneself, for one's family, and for the families of their
right to belong through drawings and graphics like the community line.
to one. time; explain similarities and differences with the
stories of their peers. Identifying origins Recognizes the right to belong to a family
national or migratory, ethnic, activities and that he/she cares for, protects, and provides affection for his/her
jobs. physical, emotional, and affective well-being.

Construction of conflict situation analysis as part of the analysis of conflict situations in your home, the classroom,
peace through the interaction of human beings, and identifies the school and the community; talks about them,
diálogo: situaciones que ha enfrentado o ha observado en su casa, en distingue a las personas participantes y afectadas,
of conflict such as the classroom, the school, and the community. as well as the reason for the conflict.
part of the
Describe and identify the people involved in understanding and proposing solutions to
interaction of the
conflict situations, and use dialogue through dialogue and negotiation in which
human beings in the
house, the classroom, the
avoid transcending into violence. Reflect on how it benefits the parties, reflect on that.
that peace is built collectively by rejecting violent forms to address the
school y the
the dialogue. peace is built from conflicts.
community.
Democracy how to participate in the review and construction of how to participate in the review and construction of
form of life: agreements and rules that regulate coexistence in agreements, rules, and norms that serve to
Construction family and the school group, with the aim of addressing shared needs, achieving
participatory to address common needs, achieve common goals, resolve conflicts and promote the
norms, rules and collectives, distribute responsibilities and peaceful coexistence in the classroom, the school and the
agreements to organize time better for the community.
reach goals to live peacefully.
Understand the personal consequences and
collectives y
collectives of not respecting agreements, rules and
to contribute a a
school and community norms.
peaceful coexistence
in our house, the
classroom, the school and the
community, as well as
the consequences of
no to respect the
agreements, rules and
school rules and
community.

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 Contents First Learning Development Processes Learning Development Processes Second
degree degree
Functions Identifies functions and responsibilities of the authorities. Analyzes the responsibilities of the authorities.
responsibilities of authorities in your home, the classroom, the school, those of your school and community, the issues that
the authorities, the activities they carry out, how they address them, the actions they take, how
family, school, and decision-making, how they recognize community needs, how
community for the members of their family or school, how decisions are made, how they intervene in the
organization of the distribution of tasks and responsibilities. conflicts, and what is its role in the construction and
coexistence the the compliance with agreements and norms,
resolution of participatory and peaceful manner.
conflicts y he
compliance of
agreements and rules
of way
participative y
peaceful.
Life situations Recognize your ability to make decisions, Value your ability to make decisions,
daily in which distinguishing situations in which girls and boys distinguish the situations in which it can
Girls and boys can decide, those in which it is making decisions of those in which it requires
They can or cannot take the necessary step to request help, in order not to put themselves in need of help, considering the limits and risks of
decisions, and in the risk. environment.
what is required
Identify that each decision entails understanding that decisions entail.
help, valuing the
responsibility and a commitment to oneself responsibilities and commitments to oneself
limits and risks of
or the same, with the community and society. or the same, with the community and society.
environment.
The law a the analysis that girls and boys have the right to analyze gender stereotypes that can
gender equality and participate equally and can induce forms of violence, inequality and
life without violence: same sports, artistic activities, and discrimination, and argue why girls and boys
Stereotypes of recreational activities, both at home and at school. they have the right to participate equally in
gender that can educational, sports, artistic activities and
Propose and participate equally in
induce to forms of playful.
activities at home and at school.
violence
Promote and participate in equality activities
inequality y in their home, the school, and the community.
discrimination.

Demonstrations Identify and assess cultural manifestations and recognize and evaluate national symbols that represent us
cultural and symbols symbols that identify the community, the people identify as part of Mexico (the anthem, the
that identify the or city that includes different traditions, coat of arms and the national flag)
various towns languages, festivals, dances, music, oral history,
indigenous rituals, gastronomy, arts, knowledge, among others
Afro-descendants and characteristics. It recognizes its links with the
migrants and to Mexicoindigenous peoples, Afro-Mexicans, and migrants,
as a nation. among others.
History of life Investigate oral, written, photographic sources, Investigate oral, written, photographic sources,
daily: digital testimonies of changes, changes in life, digital testimonies, changes y
in the time and the everyday in the time and the space occurring in the permanencies in everyday life in the time and

9
 Contents Learning development processes First Learning development processes Second
degree degree
space occurred in the community, related to the housing, the space occurred in the community, with
the community. works and green areas. relation to communications and transport, use
of technology, in jobs, the centers of
meeting, educational centers, farming areas,
parks among others. and represents them through
of drawings, timelines, sketches, and maps.
People Recognizes the need that some Recognizes some problems faced by the
situation of people changing their place of residence, for people who migrate, what happens in the place that
migration y to seek better living conditions. They leave and what happens in the place they arrive at.
rights.
Talk about personal experiences or those of others
people from their community who have migrated
within the country or outside of Mexico. inside the country or outside of Mexico, what are the
reasons that drive them to make that decision
for migration. They discuss about the
rights of people in situations of
migration.

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Specificities of the formative field for Phase 4

In this phase, the aim is for girls and boys to identify and critically analyze their
personal, family, community relationships, as well as those of other societies, with the
living and non-living components of their environment and the ecosystems they know, both in their

community, in its state, like in Mexico, from an ethical, historical and

geographical. Likewise, the aim is for them to recognize that people from diverse cultures
we interact with the environment in different ways and transform it through the
time, distinguishing the ways in which women, indigenous peoples,
from Mexicans, or other cultures from their entity or country, coexist in a more harmonious way

with nature.

Thus, girls and boys will understand the characteristics of biodiversity, its
function, its dynamics and how they contribute to sustaining life on Earth; that the
human beings, like ecosystems, are part of nature; the situations
cultural factors that affect them and how the satisfaction of human needs and those of others
living beings, it depends on establishing respectful relationships with nature and with a low
impact on ecosystems and society. Another important point in this phase is to promote
that girls and boys reflect on their human right to a healthy environment,
suitable for their development and well-being, and about the need to commit to respecting
the ecosystems, act with reciprocity, take care of them and contribute to their preservation,

through collective and community actions, that allow them to propose alternatives that
contribute to preventing the deterioration of ecosystems and disaster risks, from their
scope of participation and responsibility.

It is expected that our childhoods will build, according to their own learning rhythms,
a critical, informed, and comprehensive view of reality, in which they involve their own
experiences, knowledge, understanding, and life expectations. It encourages recognition.
as social and historical beings, when analyzing transformations that occurred in the community, the

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entity and the country at certain historical moments, starting with the recognition of the
indigenous peoples who inhabited what is now the national territory, before the invasion
and Spanish colonization and the processes experienced in the period of the so-called Mexico

Colonial, as well as the historical contribution of various peoples and social groups in the
political, social and cultural formation of our country and territory, highlighting the contribution
of indigenous peoples and Afro-Mexican population, among other non-visible sectors in the
national history. The aim is to analyze past or present events and processes.
from their community, entity, and country, identify causes, consequences, changes and
stays. The development of cartographic skills is also promoted for
locate, interpret, and represent the space of the community, the region where one lives and the
national territory, which includes the maritime surface.

It is emphasized that NN are recognized as subjects of rights, which implies knowing

what their rights are, identifying how they practice them in everyday life and performing
commitments to promote their exercise. Likewise, that they understand they are part of
a country made up of people who have the same dignity and rights, and that all
everyone deserves respect. In the same way, special attention is paid to the right of NN to
to be protected against situations that pose a risk to their dignity and physical integrity
y mental. A través de la identificación de situaciones en las que no se respetan los derechos
Of all people, their causes will be critically analyzed to propose alternatives that
promote justice and equity.

In this phase, NN acquire the foundations of active citizenship by recognizing that conflict
It is part of the relationships between people and groups, identifying their causes to solve them.
through dialogue, communication, and empathy, and to reach consensus on agreements and rules for

generate spaces for coexistence without violence, according to the principles of equality, justice
and responsibility; respectful of the dignity, diversity, and rights of individuals and the
different collectives and peoples that make up the country: indigenous, peasants,
Afro-Mexicans, migrants, LGBTQ+, among others.

Finally, NN will understand the inequalities due to gender differences, and will reflect
about actions in favor of equality, based on recognition and respect for the

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 rights of all people; and, from identifying that there are forms of government
that have transformed over time, they will analyze the changes and continuities in the
election of our government authorities.

Contents and processes of learning development in the training field

Contents Learning development processes Learning development processes

Third grade Fourth grade
Representations Create cartographic representations of the Elaborate cartographic representations of the
cartographic of the locality or town where he/she lives, considering the entity and the national territory, considering the
locality and/or cardinal points within the entity. cardinal points.
community; their
Investigate local ecosystems and their Investigate the changes in the components
location within characteristics, and conceives them as living spaces of the ecosystem (soil, water, air, and living beings,
the entity and of the country,
and complexes of nature. among others), due to physical or social causes.
in relation to
knowledge Understand the relationships and interdependencies Understand that people from different
function and care of its components, as the sustenance of life cultures interact in different ways with the
of the ecosystems on Earth and the living beings that it ecosystems, distinguishing the ways of working
as support for the we inhabit. in which women and the people of the towns
life. indigenous, Afro-descendants and other cultures
Reflect on situations of risk or threats to the
of their entity or country, they coexist in a more
preservation of ecosystems, and their possible
harmonious with ecosystems, protecting them and
local causes.
preserving them.
Learn how to contribute to the preservation of the
Evaluate the importance of respect and collaboration
ecosystems, as well as about the importance of
respect, responsibility, and collaboration in your
in its care and sustainable use,
with equity and social justice.
care and sustainable use, through
of time, with equity and social justice. Propose actions to contribute to the
preservation of ecosystems, in a way
personal and community, from work and in the
everyday coexistence of the community, the neighborhood,
the town or the city.
Valuation of the Map the characteristics Represents the vision of the community regarding
ecosystems: del territorio de su comunidad, como espacio de their relationship with nature and traditions
Characteristics of life. cultural constructs, arising from their interaction
territory as with the ecosystems of the territory in which
Investigate the community's interactions with the he/she lives in their community.
living space and the
ecosystems of the territory, recognizing: traits
interactions of the
physicals, altitude, local biodiversity (type of Critically analyze other forms of interaction
community with the
animals and plants), types of soil, types of of societies with nature, that affect
ecosystems, for their
crops, air, water (where the water comes from the life systems in their territory and in their
preservation they take in their community, springs, rivers, community, recognizing that human life and
responsible and
lagoons, ravines. the other living beings depend on that they
sustainable.
establish practices that reduce the impact
Critically analyze how it interacts with them
negative, not only in nature, but also
daily, as well as the benefits that
in society, such as consumption
obtains for its survival along with its

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 Contents Learning development processes Learning development processes
Third grade Fourth grade
community (food, health, clothing, sustainable, fair trade, agroecology and
economy, well-being), its good management (values la protección del patrimonio biocultural.
cultural well-being and conservation of
Discuss the human right to a healthy environment
territory and its ecosystems in everyday life, healthy, suitable for their development and well-being and
its inadequate management (cultural values that how it is possible to exercise it.
they degrade the territory, its ecosystems, life,
the health and cultural tradition of the community,
and evaluate the positive and negative impacts of
its interactions and of society with the
nature.
Understand the importance of people
let's act responsibly, reducing the
deterioration of ecosystems, starting from
prácticas para la preservación de la vida y el
well-being of the community.
Interculturality and Know and analyze other worldviews or forms Investigate and analyze the various ways in which the
sustentabilidad: of the relationship between society and nature women contribute to care and the
Ways in which indigenous peoples, farmers, and others preservation of the environment and health, as well as
the towns cultures of the country that have established patterns social and political actions that are aimed at
natives and others on the use of ecosystems, supported by recover traditional practices that help to
cultures of the country values that are based on a relationship reduce and transform the deterioration that
they relate to the of respect, balance, and reciprocity with the causes the dominant capitalist culture in the
nature for Earth's ecosystems and other living beings, nature and society.
contribute to reduce as well as their contribution in management
Understand the importance of a diet
the negative impact responsible or sustainable of their natural wealth healthy and revalues the culture of the Milpa and the
of humanity in and in its preservation.
the natural environment and
Corn in Mexico, developing actions
Understand that some of those practices collaborative collectives in your school,
social, as well as
can develop personally and involving the community, to socialize their
collective actions
collectively from the school environment, recognizing benefits in national food.
to promote the
that it helps in the care of life and of Learn how it is possible to exercise the right
well-being with
the Earth, of itself and of other people. human to a healthy and suitable environment, for the
respect and protection
in order to preserve the Know that the Political Constitution of the development and planetary well-being, and it
nature and The United Mexican States has decreed some commits to respecting ecosystems, to act
strengthen the laws to protect the environment, rights with reciprocity, caring for them and contributing
consciousness humans to health and to a healthy environment, in its preservation, through actions
geographical. for development and well-being, as well as its critical personal, collective, and community
rights and obligations for achieving these to contribute to sustainable consumption.
fines.
Actions of Investigate oral and bibliographic sources, Investigate oral and bibliographic sources.
prevention against hemerographic, and in digital media, disasters hemerographic, digital some disasters
dangers or threats occurring in the locality or in the entity, locate associated with natural phenomena and/or generated
of phenomena on maps the places where they occurred for human actions that occurred in the entity and
natural and actions disasters and relates them to phenomena the country, throughout history.
humans and the

14
 Contents Learning development processes Learning development processes
Third grade Fourth grade
importance of natural, show empathy and solidarity with the Create maps to locate places in the
act and participate affected individuals. what disasters occurred and relates them to
in the school, neighborhood, natural phenomena or actions
Participate in individual and collective actions,
town, community in the school, neighborhood, town, community and
humans. Identify what disasters have occurred
entity and country; in some entities that are not presented in
entity as part of a culture of
promote culture others and argue about the causes.
prevention and self-protection.
of prevention, Promote and participate in collective actions
self-protection Identify safe zones or shelters in case of
aimed at a culture of prevention and
empathy and dangers or threats in the area where they live,
associated with natural phenomena such as: earthquakes, self-protection and show empathy for the
solidarity with the
people affected by a disaster for
affected people and hurricanes, landslides, floods, tsunamis and
propose actions for solidarity assistance.
the environment fires, among others. Prepare sketches and maps
socio-environmental. to locate them and describe the routes to get to
they.
Understand the need to participate in
individual and collective actions, aimed at
to the prevention of risks, to self-care and
care of the family, and other people in the
house, the school and the community, like the
implementation of an emergency backpack,
considering pets and a plan
of family action.
Characterization and Identify the characteristics of the community and locate and recognize characteristics of the territory
localization of the entity such as soil, climate, animals, and plants, of Mexico, such as soil, climate, regions
territory where he/she lives, bodies of water, relief; they represent them in natural, relief, bodies of water, extension,
the entity and Mexico; drawings, sketches, and maps. land, sea, and air borders, as well as
identification of the the federal entities that comprise it.
Locate and recognize the shape, extent, and limits
types of soil, climate
territorial, the political organization of the Create cartographic representations of the
vegetation, fauna
community and the entity, as part of Mexico. national territory and its natural diversity.
bodies of water
(rivers, lakes, cenotes, Investigate the changes in the composition Investigate the changes in the composition
wetlands), thus territorial, population and historical of the territorial of Mexico, and acknowledges losses and
like the shapes community and the entity. territorial connections, as well as continuities
cultural ones that are of indigenous peoples, beyond borders
Identify cultural forms that develop.
develop current policies (comparisons in images and
linked to the biocultural heritage of the
linked to maps).
entidad y región tales como la milpa y la
heritage chinampa.
biocultural of the
entity and region;
recognition of
your organization
politics and changes
historical, until its
current formation.

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 Contents Learning development processes Learning development processes
Third grade Fourth grade
Composition Discuss the contributions of peoples Analyze the multicultural composition and
sociocultural of the Indigenous, Afro-Mexicans, migrants, and diverse. plurilingual of Mexico that is expressed in towns
federal entity and communities, among others, to the cultural heritage of indigenous, Afro-Mexican, migrant, and diverse
from Mexico, and its and to the collective memory of the community and communities that inhabit Mexico, that have
configuration to entity. cultural practices and stories that
throughout history manifiestan en formas de pensar, hablar,
Identify ways of thinking, speaking, coexisting,
like a country live together, dress, celebrate and share, appreciating
vestir, celebrar y compartir en su comunidad y la
pluricultural your contributions to the country's cultural heritage and
entity.
composed of recognizing the problems and difficulties that
indigenous peoples, Recognizes the laws that guarantee the right to they face.
from Mexicans, live with equality and dignity, as well as
Recognizes the laws that guarantee the right to
migrants and diverse express their cultural and linguistic practices, and
live with equality and dignity, as well as to
communities with to respect and value the practices of others
express cultural and linguistic practices of the
characteristics and people or groups.
indigenous peoples and afromexicans, and to respect
needs, those who
and evaluate the practices of various groups and
they have fought for him
people.
recognition of the
equality in dignity
and rights.
Everyday life Investigate primary or secondary sources Investigate primary or secondary sources
before the first bibliographic, oral, press, digital bibliographic, newspaper, digital, oral
European invasion and iconographic, materials (objects of use) about the Spanish invasion ("the conquest"), and
in Mexico everyday life, buildings), about towns analyze some of its impacts on the
colonial: people and aborigines who inhabited what is today the indigenous populations.
social groups that national territory, before the first invasion Identify, during the period of the conquest, how
they influenced in the european. the various social groups contributed and
history of the who were the ones that had the most power and
Recognize the location of indigenous peoples in
community, entity better conditions, in contrast to the situation
maps, codices and narratives, analyze some
and the country, for of injustice and discusses inequality
aspects of daily life: how did they live?
recognize their What were their houses like and what did they do?
that women, men, girls, and boys lived through
contributions to social issues, the indigenous peoples, Afro-descendants and
How did they eat and dress?, how did they
cultural, political and enslaved people.
they organized and worked in the family and the
economic, between
community?, what were their beliefs? how Reflect critically in an intercultural manner on
others, in the Did they have fun? How did they educate their daughters? October 12 to dismantle the idea of
transformations
children? What were the tasks of women? "meeting of two worlds or day of the race" and the
social
resistance of indigenous peoples and
Identify relevant people and groups that
Afro-descendants.
they influenced the history of the peoples that
they inhabited the territory that we now know as Indaga in various bibliographic sources,
Mexico, before the first European invasion. hemerographic or digital sources about Mexico
Colonial, what was everyday life like?, what were
the castes and what implications they had in life
of the people?, what did they work in?, how
Did they educate their daughters and sons? What role did the
religion in the lives of individuals and communities?

16
 Contents Learning development processes Learning development processes
Third grade Fourth grade
Relate the caste laws of the colonial period
as a social organization that helps to explain the
Mexican racism as a historical phenomenon and
contemporary.
Historical origin of Investigate the symbols of identity and Recognize the symbols that identify Mexico
some symbols belonging to the community, locality, or town as a country (anthem, coat of arms, and flag
(territory, places and in the federal entity, to understand that national); it investigates its meaning, how and
sacred, figures and national identity is a set of where they originated, the elements that them
colors, flags, plural identities that can coexist they form, as well as their transformation
coats of arms, anthems, respectfully, as far as it exists historical, to understand how they helped to
among others), that equality of social, cultural conditions, to build a national identity.
they identify the educational, among others.
Discuss the importance that it has
communities,
Discuss the importance of symbols. recognize the diversity of symbols, such as the
towns, and to the
for the communities, the entity, and for Mexico, territory, the sacred places, the flags, the
entity and to Mexico
and recognizes the way they are represented. anthems, among others, to respect diversity
as a country, in as much
of sociocultural identities that conform to the
references that give
country.
sense of identity
and belonging. Critically analyze possible effects
negatives of nationalism in societies
multicultural like Mexico.
The right to the Identify situations and people that Discuss the right for childhood to be
protection of the represent a risk to the protection of protected against all forms of mistreatment, abuse
self-integrity and the the dignity and the physical and mental integrity of or sexual exploitation.
of all the NN.
Propose and practice some preventive measures
people, Recognizes that she has the right to be protected in situations or people that represent a
recognizing
the protected in situations that put in risk to the protection of integrity.
situations of risk to their integrity such as mistreatment, abuse or
risk, such as the Analyzes situations of mistreatment, abuse or
sexual exploitation and expresses what
mistreatment, the abuse or sexual exploitation that may occur
feels about it. in the classroom, the school, and the community, and proposes
the exploitation of
sexual type and the Propose individual and collective actions actions for its reporting and eradication.
importance of your to exercise your right to protection and
prevention, to minimize risk situations in the classroom, the
to know the school and the community.
instances for
request help and/or
report.
Experiences of Investigate oral or written sources about Critically analyze the role played by
organization forms of participatory organization, in the values and attitudes, as well as the capabilities and
community of the past and present of their community, and responsibilities of people in the
past and of identify the importance of collaboration, the participatory organization processes, for the
present, and the reciprocity, respect, and mutual care. formation of equal environments that
actions of

17
 Contents Learning development processes Learning development processes
Third grade Fourth grade
collaboration Propose ways for its application in the school. allow to contribute to the well-being of the
reciprocity of participatory organization, which contribute to the community.
mutual care and well-being of the school community.
I work for him
well-being of the
school, neighborhood
community, town and
social collective, for
configure
safe environments and
equal, with
equity and justice.
Situations of Analyze and identify in the school, the community and Know and critically analyze situations of
discrimination in the the entity, situations of discrimination due to gender discrimination, physical, sensory,
school, the reason for gender diversity, physical, sensory, intellectual, mental, cultural, ethnic, linguistic or
community intellectual, mental, cultural, ethnic, linguistic or social.
entity and the country social.
Analyze the causes of discrimination, and
about diversity Promotes in its immediate environment of propose actions to promote environments
gender, cultural,
coexistence, actions of equal treatment, equal, respectful of human dignity, to
ethnic, linguistic
respect for human dignity and rights the diversities and the rights of all the
social, as well as
of girls and boys. people, in the entity and in the country.
about physical traits,
cognitive development
and barriers of
learning, and
participation in
areas of
coexistence, for the
promotion of
environments
egalitarian, of
respect for dignity
human and to the
rights of all
the people.
Challenges in exercise Analyze the basic needs: physical, social, Understand and critically analyze about the
of the rights of security, emotional and cognitive of girls, conditions of various social groups in the country,
humans and the children and adolescents, relates them to the that in the present and the past have not been able to
satisfaction of the exercise of your rights, share experiences to meet your basic needs, how the
basic needs: about how these are satisfied in families different groups historically fought
physical, social, of and in the community. because their needs were met and for
security the recognition of their rights.
Discuss what happens when those
emotional and
cognitive abilities of girls,
needs are not met, to whom Talk about the reasons why
children and
It is necessary to create conditions for all certain groups that have not covered their

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 Contents Learning development processes Learning development processes
Third grade Fourth grade
teenagers, like this people meet their needs and needs, and recognizes that this situation is
like situations ensure that they can exercise their rights unjust.
unfair in the past humans.
Propose alternatives to overcome inequality
and the present, in the
and promote justice.
that are not respected
the rights for
satisfy the
basic needs
of all the
people.
The construction Reconoce que la paz se construye al dialogar Understand that peace is a construction
collective of peace: about tensions arising from differences in collective that demands to critically analyze the
situations that interests, points of view, ways of causes, development and consequences of conflicts
generate differences organization, among others, that give rise to between people and/or belonging groups, and
and conflicts that conflicts between people with whom one make proposals to address the tensions
they affect the interacts, in the school environment, with peers, without violence, through dialogical communication
coexistence among family members and other people and empathy.
people and surrounding groups, and identify the causes and ways of
belonging, causes resolve them without violence through the
and ways of communication and empathy.
solve it through
of the dialogue, the
communication and the
empathy, for
contribute to the
coexistence without
violence.
Forms through which Investigate and analyze what the authorities are Investigate how the authorities were appointed
that are chosen at the of government of your community, municipality and they governed in Colonial Mexico, what were
authorities of entity, how they are chosen, what are their its functions, what are the characteristics of the
government, and the functions and how they collaborate with people and monarchy, what were the city councils, the
changes that have community, to contribute to well-being encomiendas and what their functions were in the
held through the collective. New Spain.
time, based on Compare and critically analyze how they are chosen.
Investigate how they were designated or elected.
of well-being
the authorities that governed some towns are currently the government authorities in
collective.
who inhabited the territory of Mexico before our country, and our community and/or town,
arrival of the Spaniards, as well as what were under the democratic regime and/or assemblies
its functions. community-based, what are the town councils or
mayors today and what are their
functions.
Democracy in the Understand that democracy is exercised in the Understand and argue about the importance.
daily life daily life when participating in construction, he of democratic participation in the
construction compliance and the fair and honest application of construction, compliance and enforcement
compliance and just agreements, norms, and laws in the field

19
 Contents Learning development processes Learning development processes
Third grade Fourth grade
fair application of the agreements and the rules, in the spaces of from the school, the community, the neighborhood, the colony,
agreements, rules and coexistence like school and family. the neighborhood, the town or the locality, among others,
laws that to contribute to the protection of rights
Discuss the importance of contributing to
contribute to the of all people and groups, such as the
the protection of the rights of all
protection of the indigenous peoples, afromexicans, groups
persons, according to the principles
rights of all LGBTTTIQ+, religious, migrants, among others, so
democratic equality, justice and
the people and to the as to healthy coexistence, according to the
responsibility.
coexistence democratic principles that govern us.
according to the
principles of
equality, justice and
responsibility.
The capture of Critically analyze and distinguish situations Analyzing everyday situations for decision-making
decisions before daily situations in which the capacity to decisions, based on criteria that prioritize the
situations make decisions, using the criteria of care of one's own dignity, as well as that of others
daily and of assessment of environmental risks. people and groups.
risks, based on Understand and evaluate the risks of the environment and the
Talk about possible consequences of the
the care of the
actions, to act responsibly. possible consequences of actions, for
dignidad de todas y
act responsibly.
everyone, considering
possible
consequences of the
actions, to act
with responsibility.
Inequalities due to Analysis in the home, the school, and the community Critically analyze situations of inequality
differences of gender inequalities, as well as their causes and of gender, in the educational and labor fields,
gender: causes and consequences, to propose actions in favor cultural or political participation, comparing
consequences in the of equality, in which respect is given to how they occurred in the past and the present.
everyday life rights of all people and groups with
those who live together.
Argumenta en favor de la igualdad, con base en
past and present,
the recognition and respect of dignity and
to propose
the rights of all people.
actions in favor of
equality, based on
in the recognition
and the respect of the
rights of all
the people.

20
 historical and social processes. Girls and boys will investigate about the constitution and
transformation of their territories as spaces socially and historically constructed,
recognizing at the same time the problems of the deterioration of nature in its environment, the

relationship between human actions, production and consumption processes, as well as their

consequences in nature, in people, and in other living beings. At the same time, they approach
to the revaluation of sociocultural practices that contribute to health, to a good
nutrition, peaceful coexistence, and overall well-being. They recognize that it can be
to build and there are alternatives that help to prevent or reduce impacts on the
people, society, and the environment, and they can contribute ideas according to their
scope of participation and responsibility

In this phase, NN acquire the foundations of active citizenship by participating in the construction of

agreements and rules in their living spaces; by recognizing the diversity in people,
in families, school, and the community, and by participating in the transformation of the
conflicts through dialogue to promote a culture of peace. Likewise, NN continue
the development of their autonomy to act according to ethical principles based on respect,
honesty, equality, empathy, shared responsibility, and dignified treatment.

Contents and processes of learning development in the educational field.

Contents Learning development processes First Learning Development Processes Second

degree degree
Various contexts Identify what is part of a neighborhood, colony, Understand that both individually and
social, natural and neighborhood, community, village or locality, and collective, is part of a social, natural context
territorial: changes describe the characteristics and diversity of its and territorial that is distinguished from other contexts.
and continuities. environment, in natural, social and Describe some changes and continuities in your.
territorial. environment, and is spatially located through
Locate some landmarks of the place where you live and sketches and maps.
the school is found with basic references and
he/she represents them in drawings and sketches.

Assessment of the existence of other living beings and recognizes oneself as part of it
nature: Respect, components of nature present in the place where one lives and in relation to other beings
care and empathy place where one lives. living beings and components of nature, and dialogues
towards nature, about the feelings that it provokes in him/her
Analyze the ways to interact with other beings
as part of a relationship.
living beings and components of nature, the
all
feelings they provoke, the importance of discussing responsibilities towards
interdependent
nature and show respect, care, and empathy

5
a representative, democratic, secular, federal, multicultural and multilingual republic. The
democratic coexistence is possible if it is recognized that conflicts are inherent to the
human relationships and those of the peoples, but that these can be resolved by promoting a
culture of peace. To do this, conflicts of the past and present are analyzed, and their
causes, development and resolution, and the importance of dialogue, negotiation, and the
eradication of all forms of violence, including gender violence, for the construction
of new forms of relationships and identities that guarantee equality of rights and
opportunities for all, for the construction of an inclusive and egalitarian society.
Take into account the contribution of all citizens to generate the conditions and
services that guarantee equality and equity for all.

Similarly, children are encouraged to recognize themselves as subjects of

law, which implies reflecting on the different ways to exercise them and
Identify situations in which they are violated. They recognize the functions of institutions.
that guarantee them, to promote a culture of reporting and the search for solutions
in situations that put their dignity at risk, as well as their physical and emotional integrity.
Likewise, they will acknowledge that throughout time in societies there has been a struggle to

guarantee respect and appreciation for the dignity and rights of all people, as well as
fundamental freedoms. In order to encourage children and adolescents to commit to
promote peaceful coexistence regardless of age differences, abilities,
gender, cultural, economic, political, among others.

Finally, it is encouraged that children and adolescents are recognized as social and historical agents, to

analyze and evaluate the social, political, economic, and cultural transformations in the
search for liberty, equality, justice, and the recognition of rights
humans. Progress is being made in the analysis of the geographical space of the peoples of regions of

American continent and other countries of the world based on migration processes. It
continue with the critical analysis of the past to interpret the present and visualize a better
future, which strengthens thought and historical and geographical awareness with a
ethical perspective that emphasizes the inclusive nature of valuing diversity, the
respect for dignity and human rights, which revalues the participation of actors

22
 historical figures that have not been made visible, such as women, girls, and boys from indigenous peoples,

Afro-descendants, Afro-Mexicans, among others, when analyzing social movements and

politics such as Independence, as well as Foreign Interventions, The Reform, The
Porfirio Era, The Mexican Revolution, The Post-Revolution, The Cristero War, The Maximato and The
Cardenismo. The analysis considers the local reality of the different communities and regions.
of the country, the impact on the daily lives of people and families of the past and the
present, with the intention of generating a critical, informed, and comprehensive view of reality.

Contents and processes for the development of learning in the educational field

Contents Learning development processes Learning development processes

Fifth grade Sixth grade
Valuation of Understanding biodiversity, its role as Understanding biodiversity on Earth, its
biodiversity: a vital element on Earth and in the balance of the system of global relations and interdependence.
Biodiversity in the biosphere.
Interpret cartographic representations of the
localidad, entidad,
Compare e interpret representations wealth in biodiversity of continents (Africa,
Mexico and the world, cartographic representations of the biodiversity of Mexico, its
America, Antarctica, Asia, Europe, Oceania, waters
values, actions
entity and locality, recognizing their distribution oceanic and continental.
sustainable.
y the elements that make it possible Explain the ecosystem processes of the
(characteristics and dynamics of the soil, type of climate,
biodiversity, in relation to circulation of
altitude, latitude, and continentality, among others).
energy, through the interactions between beings
Investigate how and why humans, other living beings, water, air, and the
benefits of biodiversity, including soil, as well as its environmental benefits.
global climate changes and their risks to life.
Understand economic social relationships,
Propose and carry out actions that help protect cultural and political aspects in various interactions.
biodiversity, according to its possibilities, mediated by interests (forms of production,
from a critical perspective. supply, distribution, consumption styles
in the world, perceptions of the environment,
food traditions, cultural, identity
cultural, sense of belonging, inspiration
aesthetic or spiritual), as well as ways of conceiving
nature, which promotes harmonious relationships
they undermine their integrity and their function for the
life impacting the imbalance of the biosphere
as evidenced by climate change.
Critically analyze ways to care for, respect and
protect biodiversity sustainably.

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 Contents Learning development processes Learning development processes
Fifth grade Sixth grade
Assessment of Understanding why Mexico is a biodiverse country Research about the geographical characteristics and the
megadiversity biocultural, as well as local biodiversity and its biogeographic regions that make Mexico a
Mexican influence on the cultural traditions of the megadiverse and biocultural country, relating them
Megadiversity in community (crops, food, clothing, with climatic zones, economic spaces,
Mexico, herbal diversity, festivals, rituals, among others). the distribution of the population in Mexico and the
cultural, relationships countries with the highest biodiversity.
Recognize that social groups generate
to be humanoid
different knowledge about biodiversity and argue what the megadiversity of Mexico is
nature y
its management, according to its contexts and that these are part of its natural heritage and
representations
they influence the formation of diverse biocultural cultures, to understand their close
different from the
with its own ways of representing the world, the connection with social development, health and
different cultures or life and its relationships with nature, among themselves and the well-being of the population.
groups social
with the others.
about the Provide examples of biocultural heritage elements
biodiversity and its from Mexico recognized worldwide.
management, according to their
Critically analyze the main causes of the
contexts. decrease in the megadiversity of Mexico.
Sustainability of critically analyzes lifestyles and models of values the causes and social factors that
biodiversity and dominant development in societies impacting environmental issues,
humanism: Features of the world and Mexico through time, as well as the health of ecosystems, in human beings and
the lifestyles and their unfavorable impact on biodiversity and other living beings, among other risks that
y models of the environment of their community and the country (plants, threaten the continuity of life on Earth
development animals, soils, air, bodies of water,
Analysis critically the implications
dominant y its mangroves, agriculture, human health, amongsocio-environmental aspects of the commodification of the
impact in to others).
biodiversity, and proposes sustainable alternatives
biodiversity
Critically argue how, under the ideal of favoring the stability and security of the
Implications
to satisfy human needs, human coexistence with nature.
socio-environmental of
patterns of production and sale of consumables are
the preservation. Propose y engage in consumption actions
they are linked to the extraction of natural resources,
sustainable in their home, school, and community for
the irrational consumption of energy in its
protect and help preserve biodiversity.
processing y waste y the risks
local and global environmental.
Reflect on the values and implications
socio-environmental aspects of the commodification of
biodiversity, and identify other values and forms
of relationship with nature, whose priority is the
to take care of your stability and build a better world
safe and humanist.
Ethics and biodiversity: Discuss the values we need to appreciate the importance of respect and
Social factors to promote in order to conserve and protect collaboration in care and utilization
propitiate biodiversity. sustainable biodiversity, considering it
coexistence as an essential part of human life, and
Choose and practice critically,
harmonica with the whose protection must promote social justice,
common welfare actions for preservation
medium environment from equity and solidarity.
of its biodiversity in everyday life,
respect

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 Contents Learning development processes Learning development processes
Fifth grade Sixth grade
responsibility managing authorities, individuals, and families Investigate and evaluate situations that impact the
justice social and from their community, responsibly collaborate on the biodiversity of Mexico, considering the
equity with for the achievement of such an end. values, personal interactions and actions,
nature. familial, community and other societies
Argue about the responsibility of everyone
social sectors, to carry out measures
necessary and supportive that protect the
megadiversity of the country and the world, under a
ethical approach y committed to the
sustainability, to ensure its preservation,
the common good and the human right to a
healthy environment for the present and future
generations.
Human rights: Discuss the human right to an environment Investigate, understand, and dialogue about the importance
a healthy and suitable environment for their development and well-being. of water and its balance with other elements of the
Access to thewater Investigate the relationship between the right to a global ecosystem, to ensure the
drinkable survival of biodiversity, including the being
healthy environment and local solutions based on
human.
collective, critical and just work, to restore
to reduce the destruction of biodiversity and Discuss how it is possible to exercise the
promote in the school, neighborhood, town or city, human right to potable water and a clean environment
their respect, with responsibility and healthy collaboration, for development and well-being
to protect it, and to make use of it on a planetary scale.
sustainable, with equity and social justice.
Responsibility encompasses the long path that sustainable consumption research actions take.
shared, the products to reach their homes, the means of water and biodiversity, to contribute to mitigating the
respect and the consumption that are used to impose consumption patterns have a negative impact on society in these systems
sustainable: and the importance of consuming local, choosing what is from nature.
collective actions to which we buy responsibly and
favor of the conscious.
protection y
preservation of the
biodiversity and the
well-being
socio-environmental.
Disaster risks and Understand that disasters are not natural, Research in news, readings, or narratives,
humanitarian crises, but sudden events that cause damages from disasters that have occurred in Mexico and other countries.
associates to materials, human and social resources, and that their effects on the world.
Natural phenomena can be prevented or mitigated.
Investigate disaster risks in the territory
y generated by
Identify some components of a national disaster associated with natural phenomena.
human actions
such as the disturbing agents, which are represented in a cartographic manner and located the
its causes y
they can be of natural or human origin; the security zones.
consequences, for
affectable agents, represented by the
contribute of Research, from different sources, about the crises
infrastructure and the community; and the agents
current humanitarian crises caused by disasters

25
 Contents Learning development processes Learning development processes
Fifth grade Sixth grade
solidarity way, to regulators, which are the institutions responsible for natural or anthropogenic type, and that generate
minimize sus to provide protection and assistance to people displaced by large groups of people,
effects. affected. considering the reasons why they had to
to move from that region, where did they arrive at
Identify on maps of the locality and the entity,
take shelter?, what are the dangerous situations
safety zones, and describe the routes to get there
what do they face on their way?, why are they given
to them.
Do you consider refugees? And who is responsible for them?
Understand that the effects of disasters provide them help?
depend on the decisions that people
take, both in their lives and for their environment;
Talk about how people feel when
be forced to leave their place of origin,
for example, how and where they are produced
leaving behind their heritage and way of life,
food and houses are built, which What is happening with families?, how do children and adolescents live?, and
it can pose a risk, as well as what are the
How does this situation affect women and
government programs aimed at a the
people with disabilities?
prevention, care and reconstruction in case of
disaster. Identify the prevention mechanisms that are
used in Mexico and other countries, such as the
Reflect y dialogue about of the
seismic alert, early warning for cyclones, the
shared responsibilities for reduction
early warning for tsunamis, monitoring of
of disaster risk, in relation to what it
it corresponds to the citizenship, to the authorities, to the volcanoes, among others, that help mitigate the
government, to the entrepreneurs, to the organizations
economic and social impact derived from such
eventualities.
from civil society, as well as the importance of
participate in individual and collective actions, inquire about international organizations
focused on prevention in their community. that provide humanitarian aid, as well as
what are their functions and what kind of help
Promotes empathy with people who have lived
provides.
a disaster situation, and organize actions of
help. Understand that humanitarian crises require
the collaboration of other countries, providing assistance
humanitarian.
Propose actions that can be carried out by the
people or communities, to minimize the
effects of humanitarian crises in your entity,
country or elsewhere in the world.
Construction of the Inquiry in oral, written, or digital sources. Critically analyze some examples of
culture of peace: regarding neighborhood conflicts between people and/or territorial conflicts in Mexico in the past or the present
analysis of conflicts in groups of your community, neighborhood, district, or city related to the disposition, acquisition,
neighborhood or that have occurred in recent years. It analyzes resource depletion, economic disparities,
territorial critically discuss the causes, development, and resolution of political, cultural, and undefined boundaries
past y of the conflict. territorial, to assess the relationships of justice,
present between respect, collaboration, reciprocity, and coexistence
Represent the process graphically or artistically
people, groups, harmony that must exist between people and
that has followed the conflict.
communities y countries to promote the culture of peace.
towns for Identify negotiation, mediation, dialogue
Investigate in bibliographic or periodical sources or
identify sus and empathy, as peaceful ways to resolve
in oral narratives, how was it developed

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 Contents Learning development processes Learning development processes
Fifth grade Sixth grade
causes, how conflicts arise, and the applications in some examples of conflict, as well as the resources that were used for
they developed and how everyday conflicts in their school or community. address it.
him resolved,
Argue why it is necessary to resolve the proposals to promote the culture of
highlighting the
conflicts, prioritizing dialogue, empathy, and peace in different areas of coexistence.
dialogue y the
negotiation and mediation to eradicate the
negotiation.
violence and promote a culture of peace.
Democracy as Inquiry into the transformations in Critically analyzes the transformations in the
forms of government, forms of government in our country, during the form of government in Mexico during the 20th century:
in Mexico y the nineteenth century, highlighting the struggles between federalists, the end of the Porfirio Díaz regime, the Mexican Revolution, and the
construcción a través y centralistas, mismas que sentaron las bases para promulgación de la Constitución de 1917.
of history. the constitution of a representative Republic,
Identify how the demands were resumed.
democratic, secular, and federal.
historical and the conflicts in the construction of the
Argue why the participation of a representative, democratic, secular republic is required.
of all the people and communities that make up a federal, multicultural, and multilingual society, which today we
society, considering the multicultural character and governing as a country.
linguistic of the country, so that democracy is
Investigate and critically analyze some experiences
a way of life, in the different areas of
of organization of indigenous peoples,
coexistence.
from Mexicans and migrants, as well as others
towns and communities that account for the takeover of
joint decisions, for the exercise of the
authority and co-responsibility in the search
of the common good.
Democratic culture: It understands that democratic culture is evaluated based on fair, equitable, and equal application.
Ethical principles that are based on agreements, standards, and laws that arise from agreements, standards, and laws in situations.
underlie the ethical principles of equality, everyday issues of the local or national sphere, includes
agreements, norms and respect, responsibility, freedom, justice, as this favors democratic culture.
democratic laws, honesty, interculturality, inclusion, among
Argue in favor of compliance with the
importance of others. Critically analyze some examples of
principios de igualdad, respeto, inclusión,
fulfillment and agreements, norms, and laws that express the
responsibility, freedom, justice, honesty
evaluation of its democratic principles.
interculturality, among others, and analyzes, in a way
application just Arguments in favor of the compliance with the criticism, the benefits of carrying them out, in the
equitable e ethical principles and critically analyze the personal and collective spheres, as well as in the
equal in life benefits that contribute in personal and interrelation of society.
daily. collective, as well as in the interrelation of the
society.
Challenges for critically analyzing the causes and consequences Analyze critically the causes and consequences of
construction of social, cultural, and historical aspects of gender-based violence in Mexico and the world,
communities and gender, associated with stereotypes or prejudices as a structural, social, cultural, and
inclusive societies about femininity and masculinity historically.
y Equitable: Patriarchal societies and communities.
Identify how inequality is naturalized.
gender violence
Discuss how to transform gender stereotypes, which contribute to their reproduction.
like a problem
the gender prejudices, to contribute to the
structural, with a

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Fifth grade Sixth grade
social weight, cultural and construction of communities and societies Identify some ways in which it is present
historical, with the aim of inclusive, equitable, and free from violence. the inequality in peer relationships, in the
make their causes visible school and the community; for example, in the
y consequences games, in sports, in ICTs, among others, and
to eradicate them and proposes how to transform them into new forms
thus, contribute to the of relationships that promote equity, respect and
exercise of the law appreciate diversity.
to equality.
Contributions Investigate health needs, analyze public services and infrastructure.
collective well-being: recreation, communication, security, and justice that benefit the people of their community and
public services and the people of their community, and identifies the one from the country, and identifies how it is possible to contribute in
infrastructure for infrastructure and public services that its maintenance and care, with a management
satisfy they require them to satisfy them and achieve the transparent well-being of resources, from the areas of
needs from the collective. society, like the payment of taxes, work
health, recreation community, tequio, among others.
Identify how people contribute
communication
with their contributions and work to operation Understand what accountability is and the
security and justice
of public services. transparency in the management of resources
of the people who
public, why it is important that the
they inhabit the Talk about the right to access to the
citizens demand it from their rulers and
community and the country,public information: what it consists of, why it is
how they can do it.
as well as the surrender important and how it can be exercised.
of accounts and usage
transparent of the
resources.
The right a It recognizes the right of children and adolescents to protection, exercising the right to protection of dignity.
protection of respect for your integrity and personal data. integrity and personal data against any
physical integrity and form of mistreatment, abuse or exploitation of type
Identify the importance of asserting your rights
mental before sexual or work-related, in person or through
rights, as well as to people, institutions and
any form of of electronic media, in various fields
laws that promote respect for the rights of
mistreatment, abuse or of coexistence (family, school, and community).
all people for their well-being.
type exploitation
Identify Institutions that provide protection to
sexual or labor, like this
NNA faces situations of mistreatment, abuse or
how the
sexual and labor exploitation and proposes
identification of
defense and protection actions for the rights of
people e
all people.
institutions what
can support for
the exercise of that
right.
The struggle for the Investigates primary and secondary sources, oral, Understands that the achievements of historical struggles
recognition of written, bibliographic, hemerographic, digital in recognition of human rights
the rights of objects, among other situations from the past and have been reflected in the constitution and treaties
humans the present report accounts for international demands and struggles.
protection of the social rights of individuals y groups by the
Recognize that human rights are

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Fifth grade Sixth grade
dignity of all recognizing their human rights as universal, indivisible, interdependent,
people and groups right to vote for women, the rights of progressives, inalienable, irrevocable.
social services for working individuals, the recognition of groups
Talk about laws and treaties
with joy and harmony, LGBTTTIQ+, indigenous peoples among others.
international instruments are tools that we can
regardless of the consequences of not respecting the
to use for the claim and exercise of rights
differences. rights of individuals and commits to
humans.
promote its respect in its different fields of
coexistence (family, school, and community). Research about groups and organizations that in the
they fight for the recognition of their
rights and for social justice.
Compliance with the Critical Analysis of a Case of Racism, Critically Analyze a Case of Racism,
human rights: discrimination violence o in Mexico, discrimination or violence on the continent
case study identifying the causes and consequences in America or in other countries of the world, and
acts of cultural, economic, political, and social factors that identifies the cultural causes and consequences,
discrimination derives from the analyzed case, and proposes economic, political, and social actions that result from the
racism or solidarity violence that promotes respect and the case analyzed, and proposes solidarity actions that
what Human rights enforcement occurs. promote respect and compliance with the
currently en human rights.
Mexico and the world.
Valores y prácticas de Dialoga acerca de las características de la Indaga acerca de experiencias de convivencia en
the communities living together, based on the practice of respect, some indigenous peoples, Afro-Mexicans or
original and the reciprocity and mutual benefit in the relationship between urban groups in Mexico and the Continent
from Mexicans
respect
reciprocity y
benefit mutual
how values
fundamentals of the
relationship with
nature and with the
others
humans.

Towns and cultures of Explore the daily life of indigenous peoples, Investigate some moments in which cultures
America and the world: communities and social groups from different parts of the world have interacted, as a result of the
respect a the places of the American Continent, of the past and migrations, of the search and exchange of
customs present. products and materials, from the relationships
traditions and forms commercials, as well as the exploration and the
Identify changes and constants of various
to live differently territorial expansion.
cultural identities and worldviews, that
cultures.
they express ways of relating to others, recognizing that current cultures in different
with nature, with the cosmos, and with oneself. Parts of the world have been formed through the
time and have different origins.
Locate the American Continent and describe it
characteristics (climate, relief, continental waters Evaluate similarities and differences as part of the
human diversity and its cultural wealth.

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Fifth grade Sixth grade
and oceanic populations, sociocultural diversity Locate and describe the characteristics (zones
and linguistics). climates, relief and continental waters of
some towns and cultures of the continents:
Recognize the criteria from which the
Africa, America, Antarctica, Asia, Europe, and Oceania,
The American continent is divided into regions.
as well as their relationships and ways of life.
geographical features of North America, America
Central America, the Antilles, and South America or America recognizes some global effects on life
Sure, as well as its cultural traits and some daily life of towns, communities, and countries that are
historical processes experienced in what is found distant from the place where they originate
referred to as Anglo-Saxon America and America the situations of socio-environmental impact, and their
Latina, identifying some causes of economic, political, social derivatives,
social, economic, and cultural inequalities, ecological, among others.
between both regions. Identify imaginary points and lines of the planet
Earth, and locate places in Mexico and the world,
using geographic coordinates.
Movements Investigate in bibliographic and periodical sources,
social in digital and photographic Mexico, the causes of the digital movement, as well as in photographs and objects, the
from the 19th and 20th centuries: of independence, social injustice, the main social and economic characteristics,
Independence and the ideological confrontations between political and cultural groups of the Porfiriato.
Revolution Creoles and Peninsulares.
Investigate the causes that gave rise to the
Mexican.
Discuss the ideals that drove the revolutionary movement of 1910, such as the
independence movement, such as injustices, among which are: dispossession
freedom, justice, the abolition of slavery, the abolition of communal lands of peasants and towns
equality of rights and the defense of sovereignty. indigenous peoples, labor exploitation by the
foreign companies, cases like the strikes of
Analyze the participation of the main actors
the workers of Cananea, Sonora (1906) and of
of the independence movement, among those who
Río Blanco, Veracruz (1907), and the appropriation and
prominent: Miguel Hidalgo y Costilla, Josefa Ortiz de
control of various land extensions,
Domínguez, José María Morelos and Pavón, Ignacio
forests and waters in few hands.
Allende, Leona Vicario, Vicente Guerrero and Agustín
of Iturbide. Investigate processes and struggles for justice, which
are currently happening in various parts of the country.
Analyze the participation of unrecognized groups:
enslaved people, indigenous peoples, Research on the participation of different groups
Afro-descendants, migrants, women, girls, in the search for social justice, the
children, youth, and adults, among others. recognition and guarantee of rights
social, as well as how these ideals are
Identify events, people, and places
they were enshrined in the Political Constitution of the
representatives from the beginning to the
United Mexican States of 1917.
consummation of Mexico's independence,
recognizing the changes in the territory of what Investigates in sources bibliographic,
it was still called New Spain. hemerographic and iconographic, about the debates
del constituyente de 1917, para lograr el
Talk about how the construction of a
recognition and guarantee of rights
national identity, called Mexican,
social
it impacted the constitution of identities
cultural practices of indigenous peoples y

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Fifth grade Sixth grade
afrodescendants who inhabited our Analyze Articles 3°, 27° and 123° related to the
territory. education, land ownership and work.
Represent, on maps, the strategic places and Analyze the participation in the movement
emblematic of the struggles for independence, revolutionary of figures like Francisco I.
just as the paths followed by the characters Madero, Emiliano Zapata, Francisco Villa,
they led this movement. Venustiano Carranza, among others, highlighting his
ideals, as well as their social and cultural origin.
Recognizes the participation of women in the
revolutionary struggle, such as María de la Luz
Espinoza Barrera, Carmen Vélez "The General"
María Quinteras de Meras, Petra Herrera, the
adelitas, among others.
Highlight and compare the current participation of
Mexican women among whom they identify
indigenous and Afro-Mexican people, in various fields of
the political, social, and cultural life of the country.

Represent on maps, the strategic places and

emblematic of the struggle for the Revolution
Mexican, and the routes followed by the characters
who led this movement.
Mexico Investigate bibliographic and periodical sources,
independent the iconographic, objects, and constructions about
vida cotidiana, las la vida cotidiana en el México independiente, qué
interventions left havoc from the war in the families,
foreigners in communities and towns, how people lived,
the 19th century, causes and what the towns and cities where they lived were like,
consequences what the main jobs and trades were, how
conflicts It was the education of girls and boys, how it
territorial She enjoyed people, among other aspects.
defense of the
Investigate the beginnings of Mexico
national sovereignty and
independent, what were the conditions
the formation of
social, economic, political, and cultural, by
secular state. (Fifth
What was designated to Iturbide as emperor,
degree)
identify the international context, which countries
they wanted to dominate Mexico and the impact on it
national territory of foreign invasions.
Analysis of the causes and consequences of the invasions
Mexican territory by the United States of
America: the Texas War and the appropriation of
territory, as well as the implications of the Treaty
of Guadalupe-Hidalgo in the amendment of the
territorial limits of our country.

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Fifth grade Sixth grade
Discuss the role of institutions, such as
the one from the Navy in the intervention of the defense of
port of Veracruz, and of the social groups that
they fought for the defense of national sovereignty
against foreign invasions.
Investigate the causes and social implications
from the French intervention, as well as from the
constitution of the second Mexican empire, with
Maximilian of Habsburg.
Investigate the causes and social implications.
in the restoration of the Republic.
Recognize the role of Benito Juárez in the
construction and the establishment of the Laws of
Reform (1859), which laid the foundations
for the constitution of a secular state in Mexico.
Know and discuss the implications of
a secular, critical education without dogmas.
Mexico Investigate bibliographic and journalistic sources,
post-revolutionary iconographic, objects and constructions about
(1917-1940): the life everyday life in post-revolutionary Mexico,
daily the What havoc did the war leave in families,
processes what communities and towns, how life changed
they implied the everyday life after the armed struggle of
reconfiguration of the movement of revolution, how they changed the
country in the fields towns and cities where they lived, what were the
social, economic principales trabajos y oficios, cómo era la
political, religious and education of girls and boys and what is rural school
cultural. (Sixth) Mexican, how did people have fun, which ones
they were the cultural and artistic expressions, among
other aspects.
Investigate how the movement was experienced.
revolutionary in different regions of the country.
Investigate bibliographic and periodical sources.
digital, as well as in photographs and objects, the
social, economic, political characteristics
religious y cultural in Mexico
post-revolutionary (1917-1940).
Analyze the process that involved the reconfiguration
of the country, after the revolutionary struggle, for the
foundation of a democratic political regime,
in accordance with what is outlined in the Constitution of
1917.

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Fifth grade Sixth grade
Identify the tensions and conflicts among warlords
revolutionaries and political groups with different
interests e ideologies, del period
post-revolutionary.
Analyze the process called Maximato (1928-
1934), in the search for political stability
what the Republic required.
Investigate the causes, development, and consequences of the
Cristero rebellion, and identify how it occurred.
negotiation of the conflict that reaffirmed freedom
of beliefs and the secular state.
Represents in maps, the places and areas of
confrontation of the Cristero struggle.
Identify some actions that were promoted
during the Cardenista period, like the expropriation
oil company and land distribution to peasants and
indigenous communities.
Discuss how historical processes
they have changed people's lives and their
communities.
Internal migration and Acknowledges the migration processes that Acknowledges the migration flows in which there are
external: causes and occurs in the national territory (internal) and of the largest number of emigrants in the world,
consequences Mexico towards other countries (external). identifying countries of origin and destination.
social, economic
Analyzes news, documentaries, and testimonies of explains social, cultural causes and consequences.
cultural, political and migrant people, which allow them to identify economic, political, and environmental issues of the
environmental.
some of the reasons (social, economic, migration, in specific cases around the world,
political, cultural and/or environmental), that through the analysis of news, documentaries and
they caused their displacement, as well as some testimonies from international migrants.
characteristics of the destination place to which
Locate on maps the routes that are taken by the
aims to arrive.
migrants, from their place of origin, to their
Locate on maps the routes that the destinations follow.
migrants, from their place of origin, to their
Reflect on the impacts of the
destination.
migrations in identity and belonging of the
Reflect on the impacts of people, as well as the prejudices they generate.
migrations in identity and belonging aspects such as discrimination.
people, as well as the prejudices they generate,
Discuss how each country establishes its
aspects such as discrimination.
rules for recognizing and granting citizenship, thus
Talk about the difficulties they face. like the actions that could be implemented
migrant people, to exercise their rights for the protection of the rights of individuals
humans. migrants.

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Fifth grade Sixth grade
Identify some international treaties that
they protect the rights of all people, without
distinction of their migration status.
Describe the actions that could be implemented
for the protection of people's rights
migrants.

34