Lesson 6.10: Mediterranean Futures
The world is not a static place. Neither is the Mediterranean Region. The changes that occur over time happen in multiple contexts, and are influenced by the movement of ideas, people, and material objects. Moreover, local, national, regional, and global events have significant influence and leave their legacy across the Mediterranean. As a summative module, topic 7 provides the opportunity for students to draw from their historical understanding developed in other topics of Our Shared Past in the Mediterranean.
How we come to understand the Mediterranean is based on a combination of our prior experiences and perspective. What view point - cultural, political, social, economic, environmental, military - informs your world view. In this topic students, explore possible futures of the Mediterranean through a series thematic scenarios: How do you imagine the Mediterranean?
• Engage with different types of historical sources.
• Organise complex historical information in a coherent form.
• Make comparisons and connections.
• Interpret and evaluate evidence.
• Compare alternative models for periodization.
• Differentiate between historical facts and historical interpretations.
• Formulate historical questions.
• Use historical information and knowledge to read and understand sources.
• Contextualize information.
• Examine and utilize a diagram of History Perspective Framework
• Research hypothetical scenarios and support conclusions with evidence• Create a presentation synthesizing their knowledge from other topics in Our Shared Past in the Mediterranean Teaching Modules 1-6
Lesson Plan Text
- Activator: Have students recall one or more of the lessons in Module 6 or Module 5 and list the main points they learned about the status of that issue (labor migration, the environment, resource use, international aid, etc.) at the time the lesson is portraying. Then have students try to project that issue into the future.
- Examine Diagram - History Perspective Framework
- Extension: Research other hypothetical possibilities and check the status of those issues through research in news articles and other sources.
- Assessment: See Handout 6.10.1 Use the categories in the diagram to stimulate analysis, and use the categories to arrange their observations.