Euro.indiana.edu



EU Lesson PlanTitle of Lesson Plan: (Day 1) Introduction: What is the European Union?Grades: 6Time: 40 minutes Objectives: 1) Introduce the unit 2) Activate prior student knowledge 3) Create interest in the topicMaterials Needed: Leaflets from the Europa Teachers Corner (see # 6 below)Directions: Teacher verbally and briefly introduces topic, but just enough to get most students “on the right page”Direct students to take out a blank sheet of regular note paper and prepare it with the standard class heading. They will then make a standard KWL chart. Allow students approximately 5 minutes to write their thoughts in the “K” column—what they know (or think they know) about the European Union. Bulleted responses are fine—complete sentences are not needed.Solicit student responses from their “K” columns. Teacher will have previously chosen a student who is a quick typist to create a combined list of class responses for that particular period. This will be a simple word document that will be saved to use later in the week. Direct students to complete the “W” column—what they want to know more about the European Union. Allow 3-5 minutes.Solicit about 5-7 student responses from the class.Physical activity time—use your choice of an activity to get students out of their seats and moving around in order to provide a break in the class period.Distribute a leaflet about globalization and world trade entitled International trade…it’s your business, too from: actual leaflet is found at: & discuss leaflet together in class Collect KWL charts from student as an exit pass as they leave at the end of the period. Assign a nominal participation grade. Don’t read everything, but take remedial action for non-participation or someone who doesn’t seem “to get it.” (This can simply be a word with those students as they enter class the next day.)EU Lesson PlanTitle of Lesson Plan: (Day #2) Why is there a European Union?Grades: 6Time: 40 minutes Objectives:1) Activate knowledge gained yesterday2) Students will identify reasons why Europeans initiated the EU3) Students will begin to understand the basic functions & goals of the EUMaterials Needed: Poster from Europa Teachers Corner: “Europe on the move: The story of the European Union” to be posted in classroom before Lesson 2 begins.To order poster: view poster: : Point out that the title of yesterday’s lesson was What is the European Union? That question wasn’t answered. Solicit answers from students—make sure that students suggest both “a political group” and “an economic group” before stopping.Have students read the last part of Section 4, A New Age, of the chapter entitled The Modern World found in the Holt, Rinehart, and Winston text. [This two-paragraph section focuses on the incentive for Europeans to find a new path after the death and destruction of both World Wars I & II, thus providing a quick reason for Why is there a European Union? Other textbooks probably have a similar section.] Show first section of the European Union Slide Show, slides 1-16. (File attached)Point out to students that the desire of non-EU countries to obtain the economic benefits of membership provides an opportunity for “the west” to further its preferences in the areas of representative government and citizen rights (an example cultural diffusion, even if “forced.” Call students attention to the poster and invite them to look at it.Distribute outline maps of Europe. Have students use color pencils to decorate the map. Students should pick one color for all the non-EU countries in the Balkans and Turkey to designate countries that are working toward meeting membership requirements. Students may choose who they would like to work with and may move around the room. Students who do not finish coloring the maps in class should complete as homework.EU Lesson PlanTitle of Lesson Plan: (Day #3) The EU: An economic powerhouseGrades: 6Time: 40 minutes ObjectivesStudents will be able to:1) Activate knowledge gained yesterday2) Gain a basic understanding of the basic functions & goals of the EU3) Compare/contrast/analyze the economic performance of communist systems/command economies versus democratic systems/demand economies.4) Identify trade as the best way for a nation to gain wealth5) Explain globalization and its role in THEIR world.Materials Needed: Computer LabDirectionsAsk if students have any questions about yesterday’s material.Show/discuss the second part of the European Union Slide Show (slides 17-24)Students will use the following website to learn the locations of the various countries of Europe and their capitals: will post above website on homework page so students can utilize the game to continue their learning.EU Lesson PlanTitle of Lesson Plan: (Day #4) European Union: Review and Reinforcement Grades: 6Time: 40 minutes Objectives:1) Activate knowledge gained yesterday2) To extend knowledge of the European Union3) To use reading strategies to locate information about the European UnionMaterials Needed: Entire procedure for this lesson can be found at the following site: note this day’s lesson is completely taken from Sharon Pearson and Pamela Myrick of Guilford County Schools. The information students should uncover was close to my original outline, but done in a much better way than what I had in mind. I have decided against reinventing the wheel!EU Lesson PlanTitle of Lesson Plan: (Day #5) Final Review and ApplicationGrades: 6Time: 40 minutes Materials Needed: Student prepared worksheet from Lesson 4 to be returned to students so they may use as notes for discussion.DirectionsShow Part 3 of the European Union Slide show (slides 25-27). The notes for Slide 25 include a class discussion involving both small groups as well as the class as a whole. These directions may seem short, but the discussions will cause students to analyze, synthesize, and apply what they learned the first 4 days.Assessment Lesson # 1: Informal assessment noted as part of Step # 8.All lessons: --Informal daily assessment by teachers during lessons (Are they getting it?)--Informal assessment of the process by teachers at the end of each day.Formal assessment by grading the worksheet incorporated into Lesson 4Extension Considering the age of sixth graders, the breadth of Indiana Grade 6 Standards, and the reality of limited time, I do not consider extensions appropriate to this unit.Educational Content StandardsThis is the brief listing showing numbers only—the following pages have the actual wording of each Indiana Grade 6 content standard.History: 6.1.16Civics & Government: 6.2.5 6.2.6Geography: 6.3.1 6.3.10Economics: 6.4.1 6.4.2 6.4.3 6.4.6 6.4.7 6.4.8 6.4.9J. DuxCarmel Middle SchoolEducational Content StandardsIndiana Social Studies Standards for Grade 6 as approved in October, 2007 are shown below. No national standards are cited as they do not actively apply in Indiana.Please note the standards cited apply to the whole unit of 5 lesson plans.Standard 1HistoryStudents will explore the key historic movements, events and figures that contributed to the development of modern Europe and America from early civilizations through modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments.Historical Knowledge6.1.16Trace the individuals, beliefs and events that represent various political ideologies during the nineteenth and twentieth centuries. (Individuals, Society and Culture)Example: Liberalism*, conservatism*, nationalism*, socialism*, communism*, fascism* and popular sovereignty*Standard 2Civics and GovernmentStudents will compare and contrast forms of government in different historical periods with contemporary political structures of Europe and the Americas and examine the rights and responsibilities of individuals in different political systems.Functions of Government6.2.5 Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human rights.6.2.6Identify the functions of international political organizations in the world today.Standard 3GeographyStudents will identify the characteristics of climate regions in Europe and the Americas and describe major physical features, countries and cities of Europe and the Western Hemisphere.The World in Spatial Terms6.3.1Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.Human Systems 6.3.10Explain that cultures change in three ways: cultural diffusion*, invention* and innovation*. (Individuals, Society and Culture)Standard 4EconomicsStudents will examine the influence of physical and cultural factors upon the economic systems of countries in Europe and the Americas.6.4.1Give examples of how trade related to key developments in the history of Europe and the Americas. Example: The growth of trading towns and cities in medieval Europe led to money economies, competition to expand world trade led to European voyages of trade and exploration, and Olmec trade in Mesoamerica led to colonization and the diffusion of art.6.4.2Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods. Example: Increased production and consumption and lower prices6.4.3Explain why international trade requires a system for exchanging currency between various countries.6.4. 4Describe how different economic systems* (traditional*, command*, market* and mixed*) in Europe and the Americas answer the basic economic questions on what to produce, how to produce and for whom to produce.6.4.6Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product* (GDP) per capita as an indicator.6.4.7Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources*.Example: Use information sources such as digital newspapers, the Internet and podcasts to examine changes in energy prices and consumption, exchange rates and currency values.6.4.8Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace.6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers* or harmful spillovers to people inside a country who are not directly involved in the consumption or production of a product.Example: A helpful spillover might be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution.*economic systems: ways that people allocate economic resources, goods and services*traditional economy: an economy in which resources are allocated based on custom and tradition*command economy: an economy in which resources are allocated by the government or other central authority*market economy: an economy in which resources are allocated by individuals*mixed economy: an economy in which resources are allocated by some combination of traditional, command or market systems*Gross Domestic Product (GDP): the value of all goods and services produced in a country in a year*information resources: print media, such as books, magazines and newspapers; electronic media, such as radio, television, Web sites and databases; and community resources, such as individuals and organizations* spillover: the impact of an activity (positive or negative) on the well-being of a third party ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download