In 1914, some of the most powerful countries of Europe formed rival alliances, with Germany, Austria-Hungary, and Italy in one alliance, and Russia, the U.K., and France in another.
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Provide guidance, as needed, to help students discriminate between: true parallels in the changing borders of Europe and your state or region and changes from causes not based on language, religion, or physical boundaries. Encourage students to back up any opinions with facts and examples of physical features, cultural features, and border changes over time. Regroup as a whole class and invite volunteers from each small group to share their group's ideas about similarities between changes in Europe and changes in your local area or state. Have a whole-class discussion about groups' ideas. Do you see any similarities between changes in Europe and changes in our own state? Provide groups with enough time to analyze the maps, discuss the questions, and write notes about their ideas.ģ. Think about physical and cultural features, and changes in borders over time. Write the following question on the board: Compare the changes in Europe over the past 100 years to our own state or region. Remind them of the changes in Europe over the past 100 years that they explored in Lesson 9, Activity 1. Have small groups compare changes in Europe to your state or region.ĭivide students into small groups. For each map, make sure students can identify the type of map, recognize key map elements, and interpret the information in the maps. Project or distribute the maps you gathered of your local area or state over time. View maps of your local area or state over time. Ask: Can these explain stable and/or shifting borders in Europe? How? Ask students to write notes about their ideas on their historical maps.ġ. Have students answer the same questions for cultural groupings. Have students compare and contrast historical maps of Europe and cultural maps.ĭistribute copies of the maps Dominant Languages of Europe and Dominant Religions of Europe, or have students access these maps from their portfolios.
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Look at the western border of Russia in 2011.How did Finland’s borders move between 19?.Describe the borders of Germany and Poland in 1920.
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If students have difficulty identifying changes, prompt them with questions like the following: If you have the map transparencies, overlay them to show how borders have changed. Using a different color, ask students to highlight the political borders that have changed significantly over time. Ask students to work independently to highlight borders that have stayed fairly consistent over time. Have students compare and contrast three maps of Europe from different times.ĭistribute three maps to each student: Europe, 1920 Europe, 1960 and The European Union, 2011, or project the maps on the board. If possible, bring in euros, the official currency of the eurozone, as realia for students to see and touch.ģ.
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Explain to students that the European Union, or EU, is an association of European countries formed in 1993 for the purpose of achieving political and economic integration. One of those points is the European Union as of 2011. Build background on the European Union.Įxplain to students that they will compare maps of European borders at three points in history.