![]() When Russia and Austria-Hungary intervened in fighting that broke out in the Balkans, the rest of Europe was plunged into World War I, which lasted from 1914-1918. 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. ![]() Ask: Can these explain stable and/or shifting borders in Europe? How? Ask students to write notes about their ideas on their historical maps. 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. Where do you think political borders led to cultural shifts? Where have cultural shifts defined political borders?Īsk students to write notes about their ideas on their historical maps.ĥ.How do you think a certain physical feature and cultural features have interacted for example, a mountain range slowing the spread of a religion?.Why might a river in this area be a country border, but not here?.Ask: Can physical features explain why the borders might have shifted? How? As you observe student work, use the following prompts to guide student thinking: Ask: What physical features correspond to the stable borders? Do the physical features explain the border stability? Why or why not? Have students make the same comparison for the borders that have changed significantly over time. Have students compare the borders that they identified as staying fairly consistent over time to the physical map. Have students compare and contrast historical maps of Europe and a physical map.ĭistribute copies of the Physical Map of Europe, or have students access this map from their portfolios. How does it contrast with the border in 19?Ĥ. 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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