European+Union

= Supranational Cooperation in the European Union =

Overview
In this lesson, students learn about the forces that work for and against supranational cooperation in the European Union. In an Experiential Exercise, students will travel through Europe before and after the formation of the European Union. Students will then read about the unique economic, political and cultural cooperation within the European Union as well as about other examples of international cooperation.

Objectives
Students will:
 * define and explain the importance of key geographic terms: //centrifugal force, centripetal force, common market,// and //supranational cooperation.//
 * experience forces that unite and divide members of the European Union.
 * examine other examples of international cooperation.

Preview:
Provide a story to hook the students in before beginning the preview in the interactive notebook page 104. Example: Tell the student's that their parents have just won the lottery and they will have their choice of purchasing a new home in a wealthy new development. Elaborate on the story, describing each home and it's backyard amenities. Students will then complete only the first question in the INB, providing a detailed reason why they choice. After 2 to 3 minutes, ask students to tell which backyard and why. Again, elaborate and extend their stories by providing fun connections to their friends and interests. Example: Maria will be sitting by the pool with al her girls listening to music an drinking lemonade... Karia will be working on her jumping moves as she prepares to train for the local circus as a clown on her trampoline. Next, on the board, write advantages verses disadvantages. Again set the story, tell students that "Omar's Mother" had a great idea since all the neighbors and children got along so well. She proposes that the fences between the houses be removed so that the children will be able to enjoy all the resourses offered in each backyard. Ask students to complete the next 2 questions in the INB, listing 2 or more advantages and disadvantages to removing the fences. After, 3 to 5 minutes, ask students to response, list responses on the board in relationship to advantages and disadvantages. Next, set the story again, explain to the students that a common backyard is a wonderful, safe goal that the neighborhood community could work to achieve if they could establish some rules and regulations that all would agree to follow. On the board, write rules and regulation. Ask students to brain storm ideas about rules and regulations that the community would need to follow to accomplish a cooperative common backyard where all children and adults could play and relax. Lastly, ask students to now vote on the idea of a common backyard. Should the fences come down or stay up? On the board, again record results. Now explain the connection between a common backyard and the concept and development of the European Union.

I See/ It Means
Project page 212 from textbook. Have students complete an I See /It Means. After completing and classroom discussion, studnets will write a summary. Provide a sentence starter: This picture represents "old Europe" and "new Europe" in the following ways.

Read 14.1 and 14.2
Students will read 14.1 and 14.2. They will also take 2 column notes. 14.1 and 14.2

Geoterms:
Students will complete INB Geoterms page 105.

Youtube Video
Video provides brief background knowledge on the effects of World War 2 on Europe and it's people. It also explains the rise of the European Union. media type="youtube" key="UvRznNKYl08?version=3" height="390" width="640"

Experiental Exercise: Traveling through Europe before the European Union
(Lesson has been modified from textbook version) Preparation for activity: Activity 1: Direct students to sit in groups of three at assigned desks. As a Do Now Activity, have students begin to copy the cartogram and it's definition from the board. Students will need to also include the dimensions and key to figure out population of each country. Once students have map and pertainent information, ask them to open textbook to chapter 14 and use the maps within this chapter to label the blank cartogram. Give students a few minutes and direct those students having difficulty to the cartogram picture in the textbook. As a group, complete the blank cartogram on the board. Next, ask students to find population of each given country by finding the area and multipling by 2 million people. Again, circulate and help those students having difficulty. As a group complete the cartogram and label each countries approximate population. Next, have students work in pairs to answer the following questions. What are the advantages of countries with large populations to want European cooperation? Disadvantages? What are the advantages of countries with small populations to want Europeon cooperation? Disadvantages? Activity 2: Traveling through Europe before the European Union. The teacher must model how the group will travel through Europe. Take one country of students as the "travelers" and have them visit one country. The travelers will get in line at the custom agent desk with their passport in hand. They will each take a turn introducing themselves, say hello in the languauge of that country and have their passport signed by the custom agent for entrance to that country. Second have the travelers go to the currency exhanger's line to change their home country's currency to the visiting country's currency. If possible project the currency conversion chart on the board with a document reader. Have the students as a class try to figure the correct conversion. Last, have the travelers go to the merchant line to purchase bumper stickers. Ask the travelers to return to their home county. Now divide the class into 2 groups, travelers and visiting country officials. Have the students travel. Switch roles after they have completed 1 visit to 1 country.
 * Draw cartogram on board according to Lesson Guide Book 1.
 * Arrange desks, three desks per group/country. Need eight groups.
 * Print out the following "signs" //custom agent, currency exchanger, merchant.// Each group will need one of each sign. Tape signs on desks accordingly.
 * Print 1 student handout 14B, passport for each student.
 * Print multiple copies of student handout 14C, enough for travel throughout Europe.
 * Print only 1 student handout 14D.
 * Print multiple copies of student handout 14E, bumper stickers.
 * Label 8 envelopes with country's name, approximate size 5x7. Place currency, currency conversion chart, and bumper stickers in each designated envelope.