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Countries and Territories of Europe Teacher Resources
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Explore world geography by viewing different media sources. Learners will view PowerPoint and Internet presentations about the lifestyles, politics, geography and economy of different European countries and then complete a Europe worksheet which consists of creating a narrative story about Europe.
Extremely throrough and informative, this presentation details many aspects of European geography and demographics, including natural resources, climate, topography, and population distribution. This slideshow would be an excellent companion to a unit about Europe, either in relevant pieces or in its entirety. Bright maps and easy-to-read statistics make this presentation a real find for a social studies teacher.
Seventh graders, while brainstorming, compare/contrast statistics about different countries concerning population growth and religion. They assess a variety of media to include in their statistics. In the end, their studies guide them to appreciate the contributions and respect diversity that all countries make to the world daily.
Students consider the success of democracies in Eastern Europe. In this government systems lesson, students research the implementation of democratic practices and rule in the countries of Eastern Europe following the Cold War. Students also discuss and rank the characteristics of democracies.
One worksheet, three projects. Learners explore Eastern Europe and mark Eastern European countries on a map. They then collect and record census data on thirteen different countries, and write a 3-5 page expository essay on one of the countries. They use the data collected and describe the current political and social climate of that country.
How did the women in France feel about their country’s involvement in World War II? Class groups are assigned a country involved in WWII, and individuals within the group adopt the point of view of leaders, laborers, businessmen, women, religious leaders, or philosophers. After researching the war from these multiple perspectives, individuals write a letter to the editor from the point of view of this person, and the groups present their findings. After all groups have presented, class members compose a reflective essay about what they have learned from the experience.