6.E.1.1

6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Literacy Standard(s)**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== The student will understand: Competition over natural resources such as oil, water, wood and minerals often causes conflict. Conflict over the availability of natural, human and capital resources impacts economic development. Compromise and negotiation over the availability of natural, human and capital resources impacts economic development. For example: Spain’s quest for natural resources like gold and silver led to conflict with native populations in Mexico, Central and South America. This conflict depleted the region’s natural resources and left the natives economically disadvantaged. The student will know: A civilization, society or region has various types of resources (natural, human and capital). Natural resources can be renewable and non-renewable. Human resources include people who are used for labor and ideas. Capital resources are tools, machines and/or factories used to produce goods.
 * ===**Essential Standard**===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
explain how conflict, compromise and negotiation over the availability of resources impacted the economic development of various civilizations, societies and regions.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
Conflict and compromise, economic development, quality of life

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**
*Multi-Flow Map or Graphic organizer that shows the causes and effects of European exploration. *Rubric for research paper/writing assignment *Debate on colonization of a territory

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**
Graphic organizers, Cooperative learning groups, Learning buddies, Multiple supplementary materials, Multiple texts, Tiered activities, Small-group instruction

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
*Research paper on European colonization during the age of exploration. *Read an article that discusses how Spain’s quest for natural resources left Native American populations at a disadvantage. *Journaling from the point of view of a monarch that has to send explorers out to find natural resources for the benefit of society.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== [|www.discovereducation.com] [|www.edhelper.com] (pay site) [|www.teachervision.com] (pay site) [|www.mrdonn.org] [|www.learnnc.org] [|www.teachnology.com] (teachnology is a free site, but offers a pay worksheet site) [|www.middleschool.net] <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">[|www.quia.com] <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">[|www.ncwiseowl.com] <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">[|www.channelone.com] Academy Curricular Exchange (6-8 Social Studies) <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">Activity books (Greek, Roman and Egyptian civilizations) <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">Qwizdom or remote responses <span style="font-family: 'Tahoma','sans-serif'; font-size: 11px;">Book of graphic organizers ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===