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.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. 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. Cultural groups constantly evolve and migrate, some groups are assimilated into others, and sometimes new groups emerge.Ģ. For example, rails replace rivers for transport, roads make mountains passable, some streams change course, and natural resources are used. Ask: Which of these features have changed over the past 100 years? How have they changed? If students have difficulty, explain to students that, although physical features don't change much over time, our relationship to those features does change. As a whole class, review physical and cultural features of Europe from the past several lessons by asking students to come to the front of the room to draw features on the map. Project the provided MapMaker 1-Page Map of Europe on the board. Identify physical and cultural features of Europe.
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