Produced by Denise Beilinson, Francis Polytechnic High School, 2000
This unit will describe how Europe has changed from a continent of countries separated by culture, economics and borders to a union of a group of member countries with the goal of forging cultural and economic ties. We will study how this came about, the goals of the EU, advantages, problems that may need to be addressed, geography and an in-depth study of each country in the EU and prospective members.
Motivation: Ask students how they would feel if after using our currency they had to get used to a whole new type of & currency.
Lesson: Students will take notes and discuss key events leading to the Euro, advantages and problems of the EU. They will read Switzerland Toys with Europe resource and write a one to two paragraph response to the handout.
Homework: Students will make their own timeline from their notes.
Motivation: Can you imagine if we had a border crossing between California and Arizona? How would you feel?
Lesson: On overhead compare postwar Europe and EU enlargement. Hand out maps. Students will use previously researched info to fill in products that each nation Manufactures or produces. The students will also be required to trace the migration that is a major aspect of the European Union.
Homework:Students will complete maps at home and will be graded on neatness and accuracy.
Lesson: Students will read case study. They are given vocabulary and definitions. They are asked to answer specific questions. Students will debate among each other what the outcome will be. They will be evaluated on answers and participation.
2-3 Days in Computer Lab for information.
2 Days in groups to prepare presentation.
Lesson: Students will divide into groups. Some groups will choose a member of the EU at random to write and do an oral report. Each student is responsible for a portion of the report: Economic, cultural, political and geography (migration). Certain points will be identified that must be included in the report. Other groups will choose a potential member and include the same information, but at the same time must convince the members of the EU why they should be given membership.
Lesson: Students will give an oral report to the class on their research. After the presentations, students will debate whether the prospective countries should be admitted and when. Students will take and submit notes on each presentation. Students will write questions and answers, which will be incorporated into a quiz.
Published: Thursday, April 28, 2005
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