European Union, East-West Migration
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.
Lesson 1 - History of Postwar Europe, EU, East-West Migration
- To review the economic events of postwar Europe.
- To link the unification of Germany as a prelude to the EU.
- To study Switzerland's attitude toward the EU.
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.
Lesson 2 - Political and Economic Geography of the EU
- To compare and contrast the map of Europe before and after the EU.
- To understand the EU as an economic force in the world.
- To decipher between existing members and potential members of the EU.
- To trace the migration from east to west.
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 3 - Case Study - 2 Days: Britons want their Pounds and Not Euros, Kilos, or Grams (See attached study and questions)
- To understand England's attitude toward Europe.
- To analyze whether England's attitude can jeopardize the EU.
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.
Lesson 4 - Group oral and written report on the EU
2-3 Days in Computer Lab for information.
2 Days in groups to prepare presentation.
- To identify one country's membership in the EU, culture, economic trade and the issue of migration.
- To research information using the computer lab.
- To distinguish between members and non-member nations
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 5 - Oral Presentations of EU Report
- To learn how each country is involved through trade, culture, etc.
- To identify attitudes, migration, currency, etc.
- To concentrate on one nation through in-depth research.
- To examine the issues of potential members becoming a part of the EU.
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