Conceptual Lens: Patterns and Influence

Critical Content/Concept Web Unit Planner Conceptual Lens:Patterns and Influence Geography NCSCOS: 2.01, 2.02, 2.03, 4.01 Region Movement Adaptation Infrastructure roadways canals aqueducts Government NCSCOS: 7.02, 9.01, 9.02, 9.04, 10.01, 10.02 Governmental Development city-states nation-states Democracy direct representative Rule of Law Roman Law Magna Carter Citizenship Imperialism Independence War World War I World War II Cold War Expansion Alliance Militarism Nationalism Dictatorship Monarchy History NCSCOS: 7.01, 7.02, 8.01, 8.02, 8.03 Civilization/Society Ancient Greece (Athens) Ancient Rome Middle Ages Continuity and Change Conflict and Cooperation Invasion and Conquest Crusades Exploration Age of Exploration Trans Atlantic Prince Henry Christopher Columbus Colonization Leadership Alexander the Great Augustus Constantine Muscovy Ivan the Terrible Peter the Great Vladimir Stalin Joseph Stalin Benito Mussolini Romanovs Adolf Hitler Genocide Holocaust Technology Unit Overview A variety of factors influence the way in which people lived and interacted in the past. Events and ideas from the past continue to shape contemporary societies. Those events and ideas often form patterns that help us understand not only the past, but the present as well. In this unit, we will examine the historical foundations of contemporary societies in order to understand that patterns and factors that influenced the development of modern day Europe and South America. Unit Title Historical Foundations of Contemporary Societies in Europe Culture NCSCOS: 4.03, 10.04, 11.03 11.04, 12.01, 12.03 Diffusion Columbian Exchange Assimilation Westernization Language Arts The Renaissance Religion Spread of Catholicism Protestantism Philosophy/Ideas The Age of Reason Social organization gender roles socio economic status Economics NCSCOS: 4.02, 5.01, 5.02, 5.03, 6.01, 6.02, 6.03, 8.03 Trade Natural Resources Property Rights Class System Economic Systems feudalism mercantilism market economy Economic Growth & development Industrial Revolution Scientific Revolution Designer:NC DEPARTMENT OF PUBLICINSTRUCTION Grade Level: __6TH_____

Generalizations & Guiding Questions • History • Native peoples create societies based on traditions and the need to survive in their natural environment. • How did native peoples in Europe use and adapt to their environment? • What traditions and practices did native peoples in Europe develop that specifically related to their physical environment? • How do the customs and values of the Greeks compare to those of the Romans? • What traditions and values originating in ancient civilizations are evident in societies today? • What factors do native peoples consider when developing a society? • Debates over religious ideas or value systems can become a source of both internal and external conflict, as well as an agent of change. • In what ways does religion shape a society politically, economically, and socially? • What changes occurred within European society as a direct result of the Protestant Reformation? • How do societies and belief systems change as conflicting religious ideas and values come into contact with one another? • What beliefs and attitudes led European missionaries to attempt to convert native peoples of South America to Christianity? • How did the introduction of Christianity cause conflict in South America? • How are the religious issues and conflicts from historical periods similar to and different from religious conflicts today? • Why are conflicts over values some of the most difficult to resolve? • Regions and groups form alliances and go to war to protect their own economic, political, and/or social interests. • Why do nations go to war? • How are the causes of wars in ancient times similar to the causes of more modern conflicts? • How have changes in technology and information changed the ways that wars are conducted? • How do wars affect specific groups of people both during and after the fighting? • Is war an effective way to resolve issues or respond to crises? • What alternatives exist for nations seeking to avoid war?

Generalizations & Guiding Questions • Government • 4. The desire for independence often leads groups to resist and/or rebel against existing authority. • Why did some groups of people in Europe choose to actively resist and rebel against governing authorities and others chose to respond more passively or submissively? • How do governments balance the interests of minority groups within a nation against the interests of a nation as a whole? • What role does leadership play in determining the fate of a rebellion or independence movement? • How is the independence movement in South America similar to and different from the end of Soviet rule over countries in Eastern Europe? • 5. Historical patterns of behavior and governance shape the way that societies function today. • How is property ownership related to power and economic prosperity? • How did the limited availability of farm land affect the movement of people and development of nations in Europe? • How do issues of land use affect the decisions that selected governments in Europe and Russia make today? • Why do historical patterns of behavior and governance have such a strong influence on the functioning of future societies? • Economics • 6. Exploration, innovations, and inventions often bring regions into contact with one another and result in the movement of people, goods, and ideas. • What innovations and ideas enabled European nations to engage in trans-Atlantic exploration? • In what ways can economic goals affect government actions and individual rights? • How does the dependence on a single crop or resource limit economic development for European nations? • What is the economic impact of emigration on a society? • In what ways does demand for natural resources fuel exploration? • Why was gold such a desirable resource for nations of Europe during the Age of Exploration? • How is the need for oil affecting the way that nations in Europe participate in the global economy?

Generalizations & Guiding Questions • Culture • 7. Cultural interaction leads to the exchange of ideas, language and religion among regions. • In what ways did the Roman Empire use and adapt ideas of the Greek Empire? • How are the rise and fall of the Inca Empire similar to and different from the rise and fall of ancient European societies? • Why do some societies pursue contact with other regions and peoples while other societies resist such contact? • How do societies preserve and adapt their traditions and practices as they are exposed to new ideas? • How do languages change as cultures interact? • To what extent is language an important form of historical identity? • 8. Interaction and conflict among peoples of different regions may lead to unintended consequences. • How did trans-Atlantic exploration and colonization affect peoples living in both regions? • What examples of cultural borrowing have occurred as people migrated in Europe? • How can cultural diffusion cause the decline of traditional customs and practices? • 9. Cultural interactions shape political, economic, and social development. • How did the Columbian Exchange impact the political, economic, and social development of Europe? • How did European Exploration help to shape the political, economic, and social development of other parts of the world? • What are some unintended consequences of cultural diffusion? • Geography • 10. People migrate in response to physical, religious, social, psychological, or economic needs. • What factors lead to forced migrations versus voluntary migrations? • How can immigration present both advantages and disadvantages for people moving to a new region or nation? • What is culture shock? • Geographic features may prevent movement of people, goods, and ideas leading to the isolation of certain societies. • What geographic features in Europe and Russia pose barriers to the movement of people, goods, and ideas? • How do societies overcome geographic barriers to travel and trade? • In what ways do these barriers continue to affect the development of certain regions today?

AC = Assessment Code: Q - Quizzes P - Prompts T - Tests O - Observations WS - Work Samples D - Dialogues SA - Student Self-Assessment Critical Content and Skills: Stnd Students will know… Stnd AC AC • how ancient civilizations developed and prospered and what influences can be observed in modern societies. • how geographic, economic, and cultural factors have influenced the development of particular nations and cultures over time. • how political, economic, and social conditions gave rise to trans-Atlantic exploration and how that contact impacted European societies. • 4. why nations and people sought to establish independent nations and sovereign governments. • 5. what challenges and successes nations and people experienced as they attempted to establish. independence and sovereign rule • 6. what factors lead to war and how wars have affected specific groups of people in various historical time periods. Stnd Stnd AC AC Key skills... • Use information from a variety of sources • Examine, understand, and evaluate conflicting viewpoints • Create and present information in a variety of written and non-written formats • Detect cause and effect • Draw conclusions based on substantial evidence Note: No correlation needed between the Know and Key Skills boxes

Performance Task #1 Task Planner Step 1: What: Investigate... Examine the ways that societies in Europe changed during and after the Age of Exploration. Why: in order to understand that... Cultural interactions shape political, economic, and social development. Exploration, innovations, and inventions often bring regions into contact with one another and result in the movement of people, goods, and ideas. Interaction and conflict among peoples of different regions may lead to unintended consequences. How: (Engaging Scenario-Performance) • You are a documentary filmmaker. You have been asked to create a documentary about the events surrounding contact between the European and Latin American cultures during the period of exploration and colonization in the 1500s-1700s. Your work should explore the following topics: • Living conditions in selected locations in both regions prior to contact • An explanation of motivations, circumstances, and innovations that made exploration possible • Map showing at least three significant points of contact between the two regions and an explanation of how that contact • influenced the peoples and regions involved • A list of at least 3-5 historical figures whose ideas, actions, or accomplishments will be featured in the documentary with a • description of the specific details about that figure that will be included • Examples of cultural borrowing and diffusion that occurred as a result of the contact and how cultures in both regions were altered • in positive and negative ways because of contact • The legacy of contact—ways that contact still significantly shapes and influences life in contemporary societies in both regions • You must research and compile evidence to meet each of the requirements above and may present the information required in a variety of ways. Every group must film a 2-3 minute excerpt of the documentary featuring one or more of the required elements. You will present your film excerpt to the rest of the class on Premiere Day.

Performance Task #2 Task Planner Step 1: What: Investigate... Compare causes, effects, and the ongoing influence of selected wars that have historical significance to Europe and Russia. Why: in order to understand that... Historical patterns of behavior and governance strongly shape the way that societies function today. Regions and groups form alliances and go to war to protect their own economic, political, and/or social interests. The desire for independence often leads groups to resist and/or rebel against existing authority. How: (Engaging Scenario-Performance) Students will create graphic organizers that provide a snapshot view of the major causes and effects of selected wars as well as groups that were significantly affected by the fighting. Additionally, each student will assume the identity of a person directly involved or affected by one of these wars and will create a series of diary entries focusing on how life changes for that person throughout the war. At the conclusion of this unit of study, students will write a persuasive article either in support of, or in opposition to war as an effective way to resolve conflicts among nations, regions, and peoples. Students must provide historical evidence to support their position as well as one other artifact that creatively expresses their position. List of possible wars to research: Greek-Persian Wars Select wars/conflicts with religious implications (1600s) French Revolution The Great War (World War I) Russian Revolution World War II Falklands War War in Kosovo

Scoring Guide for Performance Task #1 - Contact: Clash of Cultures

Scoring Guide for Performance Task #2 – The World at War

Suggested Learning Experiences Correlations Essen. Unders. Know Key Skill

Suggested Learning Experiences Correlations Essen. Unders. Know Key Skill Continued…

Conceptual Lens: Patterns and Influence