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6th World Regions and Cultures

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Europe and Russia

Topic Core Content Activities Resources

The Regions and Countries of Europe (2-3 days)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

Regions can be different in size and defined in different ways. (4.2.3)

Brainstorm whole group: (a) What do we know about Europe? (b) What do we want to know?

Using a political map of Europe, students do webbing of Europe by regions.
(Appendix)
Discuss reasons we study Europe by these regions.
Example: governments, location, culture.

Divide the class into several small groups. Have each group pick (or assign) one of the European countries focused on in the classroom textbook. Each group will be responsible for reading the text section on their country and researching it through other sources (library reference materials, Internet). Each group will make a poster illustrating the most important fact that everyone should know about their country for the following four categories: (1) physical features, (2) culture, (3) economy, (4) government. Posters should be presented to the class and explained and then displayed.

[Group carefully in order to support diverse learners. Provide samples of the student product.]

OR
Have the groups of students develop a presentation about their country using a HyperStudio or Slide Show computer program.

¹ Chart paper or overheads.

² Geography: The World and its People, Glencoe. Unit 4, Pages A16 & A17.

³ People, Places, and Changes, Holt. Unit 4.

⁴ CIA Factbook Reference Maps. (http://www.odci.gov/cia/publications/factbook)

European Unity and the European Union (EU) (1-2 days)

Places and regions change over time as new technologies, resources, and knowledge become available. (4.2.2)

Economic systems include traditional, command, or market. Modern economies use a “mixed system” that has features of all three. (3.2.1)

Money (unit of account) can be used to express the market value of goods and services. Money makes it easier to trade, borrow, invest, and save. (3.3.2)

The basic economic issues addressed by producers are production, distribution, and consumption of goods and services. (3.4.1)

Personal, national, and international economic activities are interdependent. (3.4.3)

Whole group - Discuss the relationship between European countries and trade. Note reasons for European Union and the use of the Euro Dollar. (Use current event articles if possible)

Working in pairs, have students choose three (3) members of the EU. Using Internet and/or library, students make a chart of each country, what it produces, and to whom it sells.

Assessment - compare relationship of trade in Europe to trade between states in the United States. Compare charts and discuss.

¹ Geography: The World and Its People, Glencoe. Pg. 245.

² People, Places, and Changes, Holt. Pgs. 336-337, etc.

³ Radio Free Europe/Radio Liberty. (www.rferl.org/nce/features/1999/03/F.RU.9903021.html)

⁴ Europe, The European Union's Server. (http://europa.eu.int/index_en.htm)

⁵ Tales from Old Ireland, Doyle. 902283-97-x.

Physical Features of Europe (1-2 days)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)

The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)

Have students draw a freehand map of Europe. Using different colored pencils, have students label 15 major physical features. Students need to visualize countries and their physical features. Discuss how these physical features influence where and how people live.
(Appendix - Possible list to offer to students)

¹ Geography: The World and Its People, Glencoe. A16.

² People, Places, and Changes, Holt. Unit 4.

³ Atlas.

Timeline of European History (1-2 days)

Conflict and competition (e.g., political, economic, religious, ethnic) may occur as cultures emerge and develop. (2.4.1)

Places and regions change over time as new technologies, resources, and knowledge become available. (4.2.2)

Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)

Human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity, and technology. (4.3.2)

Discuss historical cause and effect relationships. Using check paper, or butcher paper, draw a timeline labeling AD1000 and the end line AD 2000, separating each century.

Divide class into ten groups and assign each group one century. Have students research their century and provide at least five events, with at least one illustration.

Assessment - Writing to Demonstrate Learning - Choose one event on the timeline you created and argue why that event is the most significant event in your century. Use supporting details in your answer. (Intra)

Share information and debrief.

¹ Geography: The World and Its People, Glencoe. Pg. 262.

² The World Factbook. (http://www.odci.gov/cia/publications/factbook/index.html)

³ The Butterfly, Patricia Polacco. (literature connection).

⁴ Forging Freedom, Hudson Talbott.

⁵ Mapping the Past (lesson plan). (http://edsitement.neh.gov/lessonplans/mapping_past.html)

Creating a Government (1-2 days)

Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1)

Democratic governments function to preserve and protect the rights (e.g., voting), liberty, and property of their citizens by making, enacting, and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). (1.1.2)

Various human needs are met through interaction in and among social institutions and groups (e.g., family, schools, teams, clubs, religious groups, governments). (2.3.1)

Introduce terms autocracy and democracy. Give students definitions of autocracy and democracy. Give the students 5-6 scenarios that are examples of democratic or autocratic decisions. Example: "You are having a test on Friday." "Your family decides together to take a vacation to Florida." Have students add examples. Using their webbing of Europe, let pairs of students research a country, its government, and change. Debrief and present to class. (S, Inter)
OR
History Alive! Option
Students govern themselves on a deserted island and learn concepts of democracy and autocracy. (B, S, Inter)

¹ The New York Times Learning Network. (www.nytimes.com/learning)

² History Alive! Contemporary World Cultures. Europe Activity 1.

Learning About the Roots of Democracy (1-2 days)

Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1)

Democratic governments function to preserve and protect the rights (e.g., voting), liberty, and property of their citizens by making, enacting, and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). (1.1.2)

Various human needs are met through interaction in and among social institutions and groups (e.g., family, schools, teams, clubs, religious groups, governments). (2.3.1)

Introduce Monarchy, Oligarchy, Tyranny, Democracy. Have students divide paper into four squares. Put one vocabulary word in each box. Students define each word, explain its Greek root, and illustrate its meaning. (Example - Monarchy - one man) (S, Inter)
OR
History Alive! Option
Activity 2

¹ Geography: The World and Its People, Glencoe. Pgs. 308-310.

² People, Places and Changes, Holt. Pg. 264.

³ History Alive! Contemporary World Cultures. Europe Activity 2.

⁴ A Story of Democracy (lesson plan). (http://www.nytimes.com/learning/teachers/lessons/20000705wednesday.html)

Data Base of Europe (3-4 days)

Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features. (4.2.1)

Review Place Webbing
(Appendix)
Students will enter data about ten European countries. Teacher should model one country.
(Appendix)
Students write an assessment about one country.
(Appendix)

¹ Atlas.

² Almanac.

³ Geography: The World and Its People, Glencoe.

⁴ People, Places, and Regions, Holt.

Immigration (3-4 days)

Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)

Human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity, and technology. (4.3.2)

Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)

All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)

Brainstorm reasons people immigrate to another country. (Political, religious, economic, etc.) Review the concept of "movement" and discuss various elements of culture that people take with them when they immigrate (e.g., beliefs, customs, traditions).

Watch video or view pictures of immigration experience. Define melting pot, mosaic, uprooting, traumatic.

Have each student play the role of an immigrant from one of the countries in the region. Students do a Before/After chart about the geography of their country of origin and the area they settle in the U.S. Students use charts to write diary entries about departure to settling in the U.S.

OR

Interact - Gateway
(1) Have students take on identities of immigrants or processors at Ellis Island.
(2) Students role play the process of moving through Ellis Island.
(3) Have students write letters as immigrants making plans to come to the U.S. or as processors writing back to the old country about the new land.

Discuss the concept of the "American Dream" and why so many people still want to immigrate to the United States. Or Create a collage that illustrates the "American Dream".

Ask students what they know about the Holocaust in Europe during World War II. Provide students with an overview of the events. Compare reasons for the migration of Jews from Europe to Israel and other places such as the United States with those of other immigrants from Europe.

¹ Geography: The World and Its People, Glencoe. Pg. 276A.

² Video - Gathering Strength. Journey to Freedom.

³ Video - The Long, Long Journey.

⁴ Magazine - Upfront (The New York Times) September 3, 2001, Pgs. 28-30.

⁵ Interact-Gateway A Simulation of Immigration Issues.

⁶ Jackie Robinson and The Year of the Boar, Bette Bao Lord.

⁷ Dragonwings, Lawrence Yep.

⁸ Hannah's Journal, The Story of An Immigrant Girl, Marissa Moss.

⁹ Williams Taxonomy (Social Studies, Incentive Publications).

Physical Features of Russia (1-2 days)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas. (4.1.2)

Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)

To make informed choices, consumers must analyze advertisements, consider personal finances, and examine the opportunity cost. (3.1.2)

Distribute map to students. Have them locate and label Russia's major land forms and bodies of water. Also have them shade in country's climate regions. Include key. Discuss how Siberia was once used as a punishment for political prisoners, but now people are encouraged to go there for better pay.
Writing to Learn:
Have students work in pairs to write an advertisement to attract workers to Siberia.
*They can research available jobs in text or Almanac.

¹ Geography: The World and Its People, Glencoe. Pgs. 369-374.

² People, Places, and Regions, Holt. Pgs. 342-347.

³ Outline Map, Pg. 34, Resource Book.

People of Russia (1-2 days)

The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)

The natural resources of a place or region impact its political, social, and economic development. (4.4.3)

Have students find the meanings of the word czar and serf. Then have them identify terms with similar meaning. Example: servant, emperor.
Have students make a T-chart headed Country Life, and City Life. Model the chart on the chalkboard. Note responses on the board. Remind students that the "physical environment both promotes and limits human activities." Brainstorm ways in which the environment (e.g., land, climate, resources) has had an impact of the lives of the people of Russia.

¹ Geography: The World and its People, Glencoe. Pgs. 369-374.

² People, Places, and Changes, Holt. Pgs. 355-360.

³ The Face of Russia. (http://www.pbs.org/weta/faceofrussia)

Economy of Russia (1-2 days)

Productive resources (land, labor, capital) are limited and do not satisfy all the wants of individuals, societies, and governments (scarcity). (3.1.1)

Economic systems include traditional, command, or market. Modern economies use a “mixed system” that has features of all three. (3.2.1)

The hope of earning profit motivates businesses to take the risks involved in producing goods and services. (3.2.2)

Have students compare and contrast the "traditional" economy that Russia had under the czars with the "command" economy under the communists. Ask how these differ from the "market" economy found in the United States.

Have students brainstorm the problems Russia faced after the fall of Communism. Ask students to predict how freedom might affect people's attitudes and behavior. Have students consider the question: What skills might Russians have to develop to handle this newfound freedom.

OR

History Alive! Activity 5

¹ History Alive! Contemporary World Cultures. Europe.

Russia and the United States (1 day)

Conflict and competition (e.g., political, economic, religious, ethnic) may occur as cultures emerge and develop. (2.4.1)

Compromise and cooperation are possible choices for positive social interaction and resolution of conflict. (2.4.2)

Present students with examples of Cold War relations between the U.S. and Russia. Have students bring in one - two articles from newspapers, news magazines or Internet that present how relations have changed. Have students write an analysis of their articles. Make a bulletin board of articles. Ask students to draw conclusions about the relationships between these two nations based on the articles.

¹ Geography: The World and Its People, Glencoe. Pg. 373.

² Newspaper.

³ Reference Books.

Independent Republics (3 days)

Regions can be different in size and defined in different ways. (4.2.3)

Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)

Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)

Divide class into groups. Have each group draw the name of an independent republic. Groups will research the location, land, climate, major products/economy, government, and people, and present their findings to their classmates. (Each group will also submit five - seven trivia questions from their presentation.)
Play trivia game to help students become more familiar with these new nations.

¹ Geography: The World and Its People, Glencoe. Pgs. 382-401.

² People, Places, and Changes, Holt. Pgs. 372-401.

³ Almanac.

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Europe and Russia
Topic	Core Content	Activities	Resources
The Regions and Countries of Europe (2-3 days)	Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) Regions can be different in size and defined in different ways. (4.2.3)	Brainstorm whole group: (a) What do we know about Europe? (b) What do we want to know? Using a political map of Europe, students do webbing of Europe by regions. (Appendix) Discuss reasons we study Europe by these regions. Example: governments, location, culture. Divide the class into several small groups. Have each group pick (or assign) one of the European countries focused on in the classroom textbook. Each group will be responsible for reading the text section on their country and researching it through other sources (library reference materials, Internet). Each group will make a poster illustrating the most important fact that everyone should know about their country for the following four categories: (1) physical features, (2) culture, (3) economy, (4) government. Posters should be presented to the class and explained and then displayed. [Group carefully in order to support diverse learners. Provide samples of the student product.] OR Have the groups of students develop a presentation about their country using a HyperStudio or Slide Show computer program.	¹ Chart paper or overheads. ² Geography: The World and its People, Glencoe. Unit 4, Pages A16 & A17. ³ People, Places, and Changes, Holt. Unit 4. ⁴ CIA Factbook Reference Maps. (http://www.odci.gov/cia/publications/factbook)
European Unity and the European Union (EU) (1-2 days)	Places and regions change over time as new technologies, resources, and knowledge become available. (4.2.2) Economic systems include traditional, command, or market. Modern economies use a “mixed system” that has features of all three. (3.2.1) Money (unit of account) can be used to express the market value of goods and services. Money makes it easier to trade, borrow, invest, and save. (3.3.2) The basic economic issues addressed by producers are production, distribution, and consumption of goods and services. (3.4.1) Personal, national, and international economic activities are interdependent. (3.4.3)	Whole group - Discuss the relationship between European countries and trade. Note reasons for European Union and the use of the Euro Dollar. (Use current event articles if possible) Working in pairs, have students choose three (3) members of the EU. Using Internet and/or library, students make a chart of each country, what it produces, and to whom it sells. Assessment - compare relationship of trade in Europe to trade between states in the United States. Compare charts and discuss.	¹ Geography: The World and Its People, Glencoe. Pg. 245. ² People, Places, and Changes, Holt. Pgs. 336-337, etc. ³ Radio Free Europe/Radio Liberty. (www.rferl.org/nce/features/1999/03/F.RU.9903021.html) ⁴ Europe, The European Union's Server. (http://europa.eu.int/index_en.htm) ⁵ Tales from Old Ireland, Doyle. 902283-97-x.
Physical Features of Europe (1-2 days)	Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1) The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)	Have students draw a freehand map of Europe. Using different colored pencils, have students label 15 major physical features. Students need to visualize countries and their physical features. Discuss how these physical features influence where and how people live. (Appendix - Possible list to offer to students)	¹ Geography: The World and Its People, Glencoe. A16. ² People, Places, and Changes, Holt. Unit 4. ³ Atlas.
Timeline of European History (1-2 days)	Conflict and competition (e.g., political, economic, religious, ethnic) may occur as cultures emerge and develop. (2.4.1) Places and regions change over time as new technologies, resources, and knowledge become available. (4.2.2) Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1) Human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity, and technology. (4.3.2)	Discuss historical cause and effect relationships. Using check paper, or butcher paper, draw a timeline labeling AD1000 and the end line AD 2000, separating each century. Divide class into ten groups and assign each group one century. Have students research their century and provide at least five events, with at least one illustration. Assessment - Writing to Demonstrate Learning - Choose one event on the timeline you created and argue why that event is the most significant event in your century. Use supporting details in your answer. (Intra) Share information and debrief.	¹ Geography: The World and Its People, Glencoe. Pg. 262. ² The World Factbook. (http://www.odci.gov/cia/publications/factbook/index.html) ³ The Butterfly, Patricia Polacco. (literature connection). ⁴ Forging Freedom, Hudson Talbott. ⁵ Mapping the Past (lesson plan). (http://edsitement.neh.gov/lessonplans/mapping_past.html)
Creating a Government (1-2 days)	Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1) Democratic governments function to preserve and protect the rights (e.g., voting), liberty, and property of their citizens by making, enacting, and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). (1.1.2) Various human needs are met through interaction in and among social institutions and groups (e.g., family, schools, teams, clubs, religious groups, governments). (2.3.1)	Introduce terms autocracy and democracy. Give students definitions of autocracy and democracy. Give the students 5-6 scenarios that are examples of democratic or autocratic decisions. Example: "You are having a test on Friday." "Your family decides together to take a vacation to Florida." Have students add examples. Using their webbing of Europe, let pairs of students research a country, its government, and change. Debrief and present to class. (S, Inter) OR History Alive! Option Students govern themselves on a deserted island and learn concepts of democracy and autocracy. (B, S, Inter)	¹ The New York Times Learning Network. (www.nytimes.com/learning) ² History Alive! Contemporary World Cultures. Europe Activity 1.
Learning About the Roots of Democracy (1-2 days)	Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1) Democratic governments function to preserve and protect the rights (e.g., voting), liberty, and property of their citizens by making, enacting, and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). (1.1.2) Various human needs are met through interaction in and among social institutions and groups (e.g., family, schools, teams, clubs, religious groups, governments). (2.3.1)	Introduce Monarchy, Oligarchy, Tyranny, Democracy. Have students divide paper into four squares. Put one vocabulary word in each box. Students define each word, explain its Greek root, and illustrate its meaning. (Example - Monarchy - one man) (S, Inter) OR History Alive! Option Activity 2	¹ Geography: The World and Its People, Glencoe. Pgs. 308-310. ² People, Places and Changes, Holt. Pg. 264. ³ History Alive! Contemporary World Cultures. Europe Activity 2. ⁴ A Story of Democracy (lesson plan). (http://www.nytimes.com/learning/teachers/lessons/20000705wednesday.html)
Data Base of Europe (3-4 days)	Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features. (4.2.1)	Review Place Webbing (Appendix) Students will enter data about ten European countries. Teacher should model one country. (Appendix) Students write an assessment about one country. (Appendix)	¹ Atlas. ² Almanac. ³ Geography: The World and Its People, Glencoe. ⁴ People, Places, and Regions, Holt.
Immigration (3-4 days)	Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1) Human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity, and technology. (4.3.2) Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1) All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)	Brainstorm reasons people immigrate to another country. (Political, religious, economic, etc.) Review the concept of "movement" and discuss various elements of culture that people take with them when they immigrate (e.g., beliefs, customs, traditions). Watch video or view pictures of immigration experience. Define melting pot, mosaic, uprooting, traumatic. Have each student play the role of an immigrant from one of the countries in the region. Students do a Before/After chart about the geography of their country of origin and the area they settle in the U.S. Students use charts to write diary entries about departure to settling in the U.S. OR Interact - Gateway (1) Have students take on identities of immigrants or processors at Ellis Island. (2) Students role play the process of moving through Ellis Island. (3) Have students write letters as immigrants making plans to come to the U.S. or as processors writing back to the old country about the new land. Discuss the concept of the "American Dream" and why so many people still want to immigrate to the United States. Or Create a collage that illustrates the "American Dream". Ask students what they know about the Holocaust in Europe during World War II. Provide students with an overview of the events. Compare reasons for the migration of Jews from Europe to Israel and other places such as the United States with those of other immigrants from Europe.	¹ Geography: The World and Its People, Glencoe. Pg. 276A. ² Video - Gathering Strength. Journey to Freedom. ³ Video - The Long, Long Journey. ⁴ Magazine - Upfront (The New York Times) September 3, 2001, Pgs. 28-30. ⁵ Interact-Gateway A Simulation of Immigration Issues. ⁶ Jackie Robinson and The Year of the Boar, Bette Bao Lord. ⁷ Dragonwings, Lawrence Yep. ⁸ Hannah's Journal, The Story of An Immigrant Girl, Marissa Moss. ⁹ Williams Taxonomy (Social Studies, Incentive Publications).
Physical Features of Russia (1-2 days)	Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas. (4.1.2) Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1) To make informed choices, consumers must analyze advertisements, consider personal finances, and examine the opportunity cost. (3.1.2)	Distribute map to students. Have them locate and label Russia's major land forms and bodies of water. Also have them shade in country's climate regions. Include key. Discuss how Siberia was once used as a punishment for political prisoners, but now people are encouraged to go there for better pay. Writing to Learn: Have students work in pairs to write an advertisement to attract workers to Siberia. *They can research available jobs in text or Almanac.	¹ Geography: The World and Its People, Glencoe. Pgs. 369-374. ² People, Places, and Regions, Holt. Pgs. 342-347. ³ Outline Map, Pg. 34, Resource Book.
People of Russia (1-2 days)	The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2) The natural resources of a place or region impact its political, social, and economic development. (4.4.3)	Have students find the meanings of the word czar and serf. Then have them identify terms with similar meaning. Example: servant, emperor. Have students make a T-chart headed Country Life, and City Life. Model the chart on the chalkboard. Note responses on the board. Remind students that the "physical environment both promotes and limits human activities." Brainstorm ways in which the environment (e.g., land, climate, resources) has had an impact of the lives of the people of Russia.	¹ Geography: The World and its People, Glencoe. Pgs. 369-374. ² People, Places, and Changes, Holt. Pgs. 355-360. ³ The Face of Russia. (http://www.pbs.org/weta/faceofrussia)
Economy of Russia (1-2 days)	Productive resources (land, labor, capital) are limited and do not satisfy all the wants of individuals, societies, and governments (scarcity). (3.1.1) Economic systems include traditional, command, or market. Modern economies use a “mixed system” that has features of all three. (3.2.1) The hope of earning profit motivates businesses to take the risks involved in producing goods and services. (3.2.2)	Have students compare and contrast the "traditional" economy that Russia had under the czars with the "command" economy under the communists. Ask how these differ from the "market" economy found in the United States. Have students brainstorm the problems Russia faced after the fall of Communism. Ask students to predict how freedom might affect people's attitudes and behavior. Have students consider the question: What skills might Russians have to develop to handle this newfound freedom. OR History Alive! Activity 5	¹ History Alive! Contemporary World Cultures. Europe.
Russia and the United States (1 day)	Conflict and competition (e.g., political, economic, religious, ethnic) may occur as cultures emerge and develop. (2.4.1) Compromise and cooperation are possible choices for positive social interaction and resolution of conflict. (2.4.2)	Present students with examples of Cold War relations between the U.S. and Russia. Have students bring in one - two articles from newspapers, news magazines or Internet that present how relations have changed. Have students write an analysis of their articles. Make a bulletin board of articles. Ask students to draw conclusions about the relationships between these two nations based on the articles.	¹ Geography: The World and Its People, Glencoe. Pg. 373. ² Newspaper. ³ Reference Books.
Independent Republics (3 days)	Regions can be different in size and defined in different ways. (4.2.3) Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1) Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)	Divide class into groups. Have each group draw the name of an independent republic. Groups will research the location, land, climate, major products/economy, government, and people, and present their findings to their classmates. (Each group will also submit five - seven trivia questions from their presentation.) Play trivia game to help students become more familiar with these new nations.	¹ Geography: The World and Its People, Glencoe. Pgs. 382-401. ² People, Places, and Changes, Holt. Pgs. 372-401. ³ Almanac.