TGC Cottone Europe USBD Unit

Prepared by:

Matthew Cottone
School/Location:Van Hoosen Middle School,

Rochester Hills, MI
Subject:
World Studies 6
Grade:
6
Unit Title:
Europe
Time Needed: 5 Weeks
Unit Summary: Students will learn about the cultures, history, and relationships of
several European countries. Through several lessons and activities, students will learn
about Europe from the start of WWI, through WWII, the Cold War to modern day. They
will participate in a diplomacy activity simulation that will show students the intricacies
of modern day diplomacy.

Stage 1 Desired Results

Michigan Social Studies Standards:
6 G1.3.1 Use the fundamental themes of
geography (location, place, human
environment interaction, movement, and
region) to describe regions or places on
earth.
6 G4.4.1 Identify factors that contribute to
conflict and cooperation between and
among cultural groups.
6 G6.1.1 Contemporary Investigations
Investigate a contemporary global issue by
applying the skills of geographic inquiry and,
when practical, develop a plan for action.
6 C4.3.2 Explain the challenges to
governments and the cooperation needed to
address international issues (e.g., migration
and human rights).
6 E1.1.1 Explain how incentives vary in
different economic systems
GLOBAL COMPETENCY:
GC1. Recognize Perspectives
GC2. Investigate the World
GC3. Communicate Ideas

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Transfer
Students will be able to independently use their
learning to(real world purpose)
T1. Students communicate their ideas
effectively for a diverse audience
T2. Students investigate the world beyond their
immediate environment
T3. Recognize their perspectives and other
perspectives
Meaning
UNDERSTANDINGS
ESSENTIAL
Students will understand
QUESTIONS
that
E1. How has
U1. Many of the problems globalization
and solutions that have
shaped the way
impacted Europe and the that European
world have stemmed
countries are
from WWI, WWII, and the
connected with
Cold War
each other?
U2. How the decisions we E2. What are the
make in the past are
long term effects
valuable to learn from
that WWI, WWII,
U3. Understand how
and the Cold War
interconnected Europe is
have had Europe
due to the European
and the world?
Union
Acquisition
Students will know
Students will be
(Content)
able to (Skills)
K1. Specific cultures,
S1. Be able to think
customs, and history of a as a global citizen
given country
that can look at
K2. The positive and
situations from
negative aspects of the
multiple
European Union
viewpoints.
K3. The differences
S2. Analyze various
between capitalism and
research materials.
communism
S3. Create and

present
understanding of
global awareness.

Stage 2 - Evidence
Assessment
Assessments FOR Learning: (ex: kwl chart,
exit ticket, observation, draft, rehearsal)
SMART Response Pre-Test (SMART Notebook
technology required)
Performance Based through the Quest
(drawing, clay sculpting, interpretive dance,
skit, comic book, poetry)(SMART Notebook
technology required) *The Quest has
students answering several higher level
questions. For each question they must also
perform evidence, which is chosen from a
random evidence spinning wheel. I am able
to meet and conference with each group, in
small groups, until they have mastered the
concepts.
Fishbowl Discussion Fishbowl Explained
Group Research
Visible Thinking Routines - Students have to
show their learning through a variety of
learning routines
Assessment OF Learning: (ex: performance
task, project, final paper)
SMART Response Post-Test
Group Research Project and Presentation
(choices for projects include Prezi, SMART
Notebook, Photostory 3, 3D Printing, etc, in
addition to student website)

Evaluation Criteria (Learning Target or

Student Will Be Able To)
Demonstrate deep understanding through
performance based demonstrations
Collaborative listening skills
Research and inquisitive investigational skills
Create higher level thinking questions
Ability to have high quality and thought
provoking discussion
Making thinking visible (Cultures of Thinking,
Ron Ricthhart)

Creative and informative presentation

Country demonstrates knowledge of a countrys
culture, history, and relationships with other
European countries
Ability to create and answer high level deep
thinking questions regarding Europe

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of
your unit, your daily lesson plans will be separate)
Week One:
Students will participate in a diplomacy game where they simulate diplomatic relations
between countries.
Students will learn about WWI, WWII, and the Cold War through a myriad of activities and
presentations.
Students will learn about Trench Warfare through an interactive simulation of trench warfare in
the gym.
Students will participate in a QUEST activity where they perform their knowledge of various
topics.
Week Two:
Students will participate in a diplomacy game where they simulate diplomatic relations
between countries.
Germany will be presented to students based on my journey to the country. Video - Journey to
Germany and Blog
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The Cold War and communism vs. Capitalism will be simulated through activities.
Week Three:
Students will participate in a diplomacy game where they simulate diplomatic relations
between countries.
Students will research their diplomacy country and their role in Europe.
They will create from a list of choices, two means of presenting the project to the classroom.
One task they need to address is one of the Sustainable Development Goals, which they will
need to contact the embassy of that country.
Week Four:
Students will wrap-up their diplomacy game where they simulate diplomatic relations between
countries. They will have a fish-bowl conversation about the perils and successes of diplomacy,
the role of the European Union, Brexit and the future implications, and Syrian refugees crisis.
A centers based activity will provide students a varity of hands-on learning experiences
pertaining to the Syrian Refugee crisis, exploring European locations, and reviewing previous
information using the SMART Board and Google Cardboard.
Week Five:
Students will use a Koosh Review to review their learning prior to the formal assessment.
Students will take part in the creation and evaluation assessment of their knowledge from the
European unit of study (on SMART Response clickers).
*adapted from Understanding by Design Model

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TGC FELLOWS UBD Lesson Lets Build a Home

Lesson Title: Lets Build a Home & Mr. Cottones Journey to Germany - Berlin
Subject: World Studies 6
Prepared by: Matthew Cottone
Materials Needed: 100 3x5 cards, red and black marker pens, and scotch tape. No other
materials or tools may be used to construct your houses. Candy or other reward. GOOGLE
Cardboard and mobile devices. (cardboard doesnt have to be used, but does enhance
learning)
Global Competency:
Recognize Perspectives: Students recognize their own and others perspectives.
Investigate the World: Develop argument based on compelling evidence and draws defensible
conclusions.
Where is the lesson going?
6 E1.1.1 Explain how incentives
(Learning Target or SWBAT)
vary in different economic
systems
6 C3.6.2 Compare and contrast
various forms of
government/economic systems
around the world.
Hook:
Tailored Differentiation:
Students are asked a question on the SMART Board upon
arriving as to what motivates them to get good grades.
They will brainstorm using the SMART Board different
incentives which are factors that contribute to them have
to perform well in school and in life. (Ex: their parents,
money, etc.). A discussion will be had explaining where and
why innovation and most of the products we use in life are
created and made. (i.e. USA, Japan, Europe, Canada, etc.,
Capitalist economies.) We will talk about why most or all of
our products that influence our everyday life dont come
from countries like Russia or North Korea (lack of incentive).
Equip:
Students will participate in an activity where they simulate
unknowing to them at the time, the benefits of an
economic system with incentives. The students will work in
small groups and race to create the most houses out of
note cards. Half the students will have a direction page that
specifically says that they will be rewarded with candy or a
prize. The communist dont have any incentive written in
the instructions, they simply need to complete the houses.
From a previous activity, the students will have created a
wall similar to the Berlin Wall (see lesson details below).
Each side wont have an idea of how fast each side is
working. Due to the incentives that the Capitalist have by
seeing the candy reward, they are most likely to have a
group that finishes before the Communist groups.
Rethink and revise:
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Students use Google Earth

to compare regions that
have Communist
economic systems and
compare them to
Capitalist economic
countries.
A Guided Highlight is
provided for students who
need more concrete notes
on the activity.
Students will have a
guided writing activity to
help them brainstorm
their thoughts prior to
completing the
assignment.

The connection to incentives is made with students as they

realize through a guided reflection the pros and cons of
Communism vs. Capitalism. While Communism sounds
great with the motto that Everybody is Equal, they realize
that everybody is usually equally poor. They realize this by
making a connection to their own life and take on the
point-of-view of someone from a Communist country to
understand why they wouldnt be as motivated, as well as
why Everybody is Equal is a false idea. They also realize
that in an incentivized economic system like Capitalism,
ambition, ingenuity, and motivation increase production
and effectiveness of workers. Afterwards, students will use
GOOGLE Cardboard and the Google Street View app to visit
different places in the world that showcase the different
environments and architecture of Capitalist societies
compared to Communist. For example seeing East Berlin or
North Korea, all the buildings look almost identical, but in
West Berlin or South Korea the buildings rarely look similar.
Evaluate:

Students will write on lined paper the following

prompt: Write a short story from the point-of-view of
someone living in Communist Cuba and how their life
and work would differ from those in a Capitalist
economy. Through the narrative, they will describe the
differences between living in a Capitalist society and a
Communist Society. They will focus on the benefits of
being connected to a global society compared to
being a hermit Communist country like North Korea.
Students will discuss and create a rubric together as a
class for what the expectations should be. They will
use the rubric to guide their writing (See example
below). Prior to turning in their work the following
day, students will fill out the self-evaluation and have
a peer fill out the peer-evaluation.
Following Day:
Have students get out their 3 2 1 Bridge Thinking
Routine from the previous day and have them fill out
the second column. Also, have them fill out the
bottom portion, which calls on students to reflect on
how their views have changed. Share these with the
classroom. Be sure to share out with the entire class
some responses and place the thinking around the
room or in the hallway.
Notes:
If there is additional time, students can play the simulation
of Diplomacy through www.playdiplomacy.com.
If there is additional time, show Mr. Cottones Journey to
Germany - Berlin as this shows Communism vs. Capitalism
in Berlin.
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Organization:
Have notecards on the table for
students to access.

Lets Build a Home:

An Understanding of Communism vs. Capitalism
Social Studies or History
Grades (5-9)

By: Matthew Cottone

mcottone@rochester.k12.mi.us
@vhmcottone
Van Hoosen Middle School
1339 N. Adams Road
Rochester Hills, Michigan
48306

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Focus Questions:
What is the difference between Communism and Capitalism?
What are the benefits and negative aspects of both Capitalism and Communism?
Targeted Standards - Michigan
6 E1.1.1 Explain how incentives in different economic systems can change the
decision-making process (e.g. acquiring money, profit, goods, wanting to avoid loss in
position in society, job placement).
6 C1.1.1 Compare and contrast competing ideas about the purposes of government in
different countries.
6 C3.6.2 Compare and contrast various forms of government around the world.
Lesson Overview:
Students will understand through a hands-on lesson about the benefits of Capitalism
compared to Communism. Through a discussion, research, and exploration, they will
understand the various aspects of each economic system and the extent that the Berlin
Wall divided a once unified nation.
Outcomes for Students Learning:
Understanding Capitalism and Communism
Suggested Time Frame:
2-4 days

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Day 1: Building of a Wall

Prior Knowledge:
Students know the basics regarding World War II and the way that Germany and Berlin
were divided.
Materials Needed:
Empty cardboard boxes, markers, writing utensils, paint if available, large notepad paper
or whiteboards, and The Wall: Growing Up Behind the Iron Curtain by: Peter Ss.
Before the lesson:
Make sure the classroom is arranged in separate tables; approximately 7 or 8.
Introduction:
Begin the lesson with a Visible Thinking Routine; a Chalk Talk (R. Ritchhart 78-83). Take
four large sheets of paper and write the following headings on each of the papers.
What should happen to Germany after WWII?
Who should have to pay for the destruction across Europe after WWII?
What do you know about Communism and Capitalism?
The Soviets took over Berlin before the United States, Great Britain, and France.
What should happen with the former German capital city?
Break the students into four different groups and have them equipped with a writing
utensil. Using their prior knowledge about WWII and their own personal opinions, they
will answer the four different questions. Tell students that each group will start at a
various question and will be given 3 minutes to SILENTLY talk amongst each other
through writing on the pad of paper. Their responses should be relevant to the topic
discussed. Once the time has expired, they will rotate tot the next question. After they
have visited each question, meet with the class as a complete group at each of the
questions. At each discussion paper, share some familiar themes and ideas that are
written. Facilitate a discussion amongst students. Below are the talking points for each
set of questions to discuss.
What should happen to Germany after WWII?
Many students will probably talk about how Germany should have to suffer
severe consequences and pay for all the damages. Mention that this was a main
cause of why WWII started, since Germany had severe reparations after WWI to
pay. Prompt questioning as to whether Germany should have an army, control of
their own government, etc.
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Who should have to pay for the destruction across Europe after WWII?
Students will most likely mention that Germany will have to pay for all of the
damages cost, but mention that this type of treatment helped cause the start of
WWII. After WWI Germany suffered massive inflation due to not having enough
money to pay their war reparations back.
What do you know about Communism and Capitalism?
Depending on their prior knowledge, their answers will vary. Begin by
discussing how there two opposite sides of economic systems. The command or
Communist system main principle is that everyone is equal. The meaning behind
Communism is a Utopian society. Since everyone is equal, there should be no
people in higher power, but in reality dictators like Joseph Stalin often run
Communism. While the thought of everyone is equal usually is a positive idea, in
reality most Communist governments and economic systems has everyone equally
poor and living repressed lives, void of freedom. In a market economy or
Capitalism, people have freedom to choose their jobs and who owns the
businesses. The United States is an example of this and a negative side of
Capitalism is that you arent guaranteed to be taken care of by the government.
Point out that there is no perfect Capitalist or Communist society as the United
States has government run institutions and a Communist country like China or
North Korea still has an autocratic government setup.
The Soviets took over Berlin before the United States, Great Britain, and France.
What should happen with the former German capital city?
Discuss when WWII ended that there was a race to take over the capital city
of Berlin. Discuss how Berlin is in the center of East Germany, which would be
under Soviet control after WWII. Use maps provided to discuss the Iron Curtain and
how Berlin was surrounded by East Germany.
After completing the introductory chalk talk, discuss today they will learn about
Capitalism and Communism in West and East Germany.
Procedure:
Take your classroom and divide any tables in the middle of the room to be
completely located on one side of the room or the other. Tell students that you need their
help building a wall. Have them take several construction paper boxes and stack them
up in the center of the classroom, creating a wall. Once the wall clearly separates the
room into two equal sides where students cant see the students on the other side of the
room, stand in front of the wall and read them the story; The Wall: Growing Up Behind
the Iron Curtain by: Peter Ss. Make sure students on both sides can see the story, which
details life behind the Iron Curtain. Be sure to point out the fundamental ideological
differences between Capitalist West Germany and Communist East Germany. Have the
students on the East side of the classroom use the remaining class time to write their
thoughts on the benefits of Communism and why Capitalism is wrong on a sheet of
paper. Students on the West side of Germany will recreate the Berlin Wall by answering
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the following questions by writing graffiti style on the Berlin Wall. They will write the
benefits of Capitalism and why Communism is wrong.
Evaluation and Closing:
Students have not completed writing either on the wall of a sheet of paper will need to
finish writing on paper for homework. Before students leave, mention that you are
Check Point (insert teachers name) and that you would like to collect either their piece
of paper as an exit slip if they were from East Berlin, or West Berlin will have to verbally
provide one positive for Capitalism.

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Day Two: Lets Build a Home

Prior Knowledge:
Students should have insights into the culmination of World War II as it pertains to
Germany, the Allied Powers, and the Soviet Union.
Materials Needed:
3 2 1 Bridge Thinking document, half a class set of page 1 of Lets Build A Home,
candy or a prize, half a class set of page 2 of Lets Build A Home, Scotch tape, pencil,
writing utensils, and several packs of 3x5 note cards.
Introduction:
Using the Visible Thinking Routine 3 2 1 Bridge Thinking (R. Ritchart 86-92), have
students fill out the 3 2- 1 Bridge Thinking document. The topic will be what they
learned yesterday regarding Capitalism, Communism, and East and West Germany. They
will need to write 3 words representing what they learned, 2 questions to further their
thinking, and come up with one metaphor regarding yesterdays topic.
Procedure:
Students are asked a question on the SMART Board upon arriving as to what motivates them to
get good grades. They will brainstorm using the SMART Board different incentives which are
factors that contribute to them have to perform well in school and in life. (Ex: their parents,
money, etc.). A discussion will be had explaining where and why innovation and most of the
products we use in life are created and made. (i.e. USA, Japan, Europe, Canada, etc., Capitalist
economies.) We will talk about why most or all of our products that influence our everyday life
dont come from countries like Russia or North Korea (lack of incentive). Pass out to students

the Lets Build a Home document face down to students. The West side of the Berlin
Wall should receive the page one set of Lets Build A Home document and the East side
of the Berlin Wall should receive page two of Lets Build A Home (page one has an extra
incentive written at the bottom of the paper). Tell them they are going to be
homebuilders, but you arent allowed to give them any instructions. Place on each table
scotch tape and 3x5 note cards. For their homes they create, you will be the building
inspector, so if it doesnt meet building inspection codes, the house will not count. Have
students turn over their Lets Build a Home document and read it with their group. The
remaining instructions are found on the document for students to read. Once students
have finished reading, give them 5-10 minutes to complete their houses. After the time
has expired, go to each table and count how many houses pass inspection. You can
humorously do this by simply lifting them up from the table and dropping them on the
desk. If they survive and meet the remaining requirements, this house counts for their
total. When it comes time to count the East side of the classroom, tally up all the entire
houses on the Eastern side and divide by how many tables there are and tell them you
are averaging their points. What will most likely happen is that the fastest group will be
from the West side of the Berlin Wall, which is due to the extra incentive they have of
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candy. Most likely students on the Eastern side will complain that they didnt stand a
chance since their was no incentive listed on their paper and that they had to only
receive an average amount of the entire Eastern side. Have students make a connection
to the incentives and competition that Capitalism provides and how Communism has no
incentives and that everybody is equal. Tell students that these disparities between East
and West Germany and Berlin were a main cause of the collapse of the Berlin Wall in
1989. Have students experience the relief and joy of seeing their classmates on the
other side of the wall by taking it down.

Evaluation and Closing:

Students will write on lined paper the following prompt: Write a short story from the
point-of-view of someone living in Communist Cuba and how their life and work would
differ from those in a Capitalist economy. Through the narrative, they will describe the
differences between living in a Capitalist society and a Communist Society. They will
focus on the benefits of being connected to a global society compared to being a hermit
Communist country like North Korea. Students will discuss and create a rubric together
as a class for what the expectations should be. They will use the rubric to guide their
writing (See example below). Prior to turning in their work the following day, students
will fill out the self-evaluation and have a peer fill out the peer-evaluation.
Following Day:
Have students get out their 3 2 1 Bridge Thinking Routine from the previous day and
have them fill out the second column. Also, have them fill out the bottom portion, which
calls on students to reflect on how their views have changed. Share these with the
classroom. Be sure to share out with the entire class some responses and place the
thinking around the room or in the hallway.
Instructional Resources:
Lets Build a Home document by: Matthew Cottone
The Wall: Growing Up Behind the Iron Curtain by: Peter Ss.
3 2 1 Bridge Thinking Routine by RCS Think In the Middle
Writing Rubric by: Matthew Cottone
Additional Resources:
Making Thinking Visible: Hot to Promote Engagement, Understanding, and Independence
for All Learners by: Ron Ritchart

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Name: ___________________________________

Date: _________________Hour: ___________

Lets Build a Home:

Group Activity Directions

Task: You must work to construct the greatest number of houses that meet the specifications
listed below. You will have a five-minute building period. Your teacher will be the ultimate
building inspector. Your only rules are what are listed on this page.
Materials: 100 3x5 cards, red and black marker pens, and scotch tape. No other materials or
tools may be used to construct your houses.
Team Planning: Each team will be allowed up to 10 minutes planning time. During this period
no building materials may be taped, bent, torn, or marked.
House specifications: All houses must:

Be 3-Dimensional (not merely drawn in 3-D)

Be two stories high

Have a floor between stories

Have a peaked roof

Have at least four framed windows on the second floor and two doors and two windows on
the first floor.

Withstand the chief building inspectors quality test. An inverted drop from approximately
five feet to the floor.

*** As an incentive, if your table finishes first with the most houses, your group will each get a
sucker. IF YOU REPEAT THIS INCENTIVE OR SAY IT OUT LOUD, YOU WILL RUIN IT FOR YOUR
GROUP.

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Name: ___________________________________

Date: _________________Hour: ___________

Lets Build a Home:

Group Activity Directions

Task: You must work to construct the greatest number of houses that meet the specifications
listed below. You will have a five-minute building period. Mr. Cottone will be the ultimate
building inspector. Your only rules are what are listed on this page.
Materials: 100 3x5 cards, red and black marker pens, and scotch tape. No other materials or
tools may be used to construct your houses.
Team Planning: Each team will be allowed up to 10 minutes planning time. During this period
no building materials may be taped, bent, torn, or marked.
House specifications: All houses must:

Be 3-Dimensial (not merely drawn in 3-D)

Be two stories high

Have a floor between stories

Have a peaked roof

Have at least four framed windows on the second floor and two doors and two windows on
the first floor.

Withstand the chief building inspectors quality test. An inverted drop from approximately
five feet to the floor.

Cottone - 2016

Name: ___________________________________

Date: _________________Hour: ___________

Writing Rubric:
Directions: Fill out accurately the blogging rubric to what you feel you deserve regarding your
writing.
Criteria
1. Response is thoughtful, appropriate, and relevant
to the topic.
2. Response clearly states the claim and has a
conclusion.
3. Evidence is used to support the writing.
4. Proper grammar and spelling is persistent
throughout the writing.
Total Points

Peer
Evaluation
5 4 3 2
0
5 4 3 2
0
5 4 3 2
0
5 4 3 2
0
/ 20

1
1
1
1

Self
Evaluation
5 4 3 2
0
5 4 3 2
0
5 4 3 2
0
5 4 3 2
0
/20

1
1
1
1

Peer Evaluators Name: _____________________________

Name: ___________________________________

Date: _________________Hour: ___________

Writing Rubric:
Directions: Fill out accurately the blogging rubric to what you feel you deserve regarding your
writing.
Criteria
1. Response is thoughtful, appropriate, and relevant
to the topic.
2. Response clearly states the claim and has a
conclusion.
3. Evidence is used to support the writing.
4. Proper grammar and spelling is persistent
throughout the writing.
Total Points
Peer Evaluators Name: _____________________________

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Peer
Evaluation
5 4 3 2
0
5 4 3 2
0
5 4 3 2
0
5 4 3 2
0
/ 20

1
1
1
1

Self
Evaluation
5 4 3 2
0
5 4 3 2
0
5 4 3 2
0
5 4 3 2
0
/20

1
1
1
1

BRIDGE
Identify how your new responses connect to
or shifted from your initial response

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Map 1:
http://www.historia.ro/sites/default/files/1136926_orig.jpg

Map 2:
http://cdn2.epictimes.com/richardebeling/wp-content/uploads/sites/15/2014/11/berlinwall-map-with-occupation-zones.gif
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Works Cited

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Mainero, Rachel. "RCS Think From the Middle." RCS Think From the Middle. Rochester Community Schools,
n.d. Web. 10 Aug. 2015.
Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement,
Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Print.
Ss, Peter. The Wall: Growing up behind the Iron Curtain. New York: Farrar, Straus and Giroux, 2007. Print.

Cottone - 2016