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\n\"WWII:\n\n
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\nUS National Archives\n
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\nWWII: Western Europe 1939-45 – D-Day\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nD-Day, also known as the Normandy Invasion, was a true turning point for the Allied forces and one of the most successful campaigns of World War II. After researching the factors that contributed to the campaign's success, high schoolers...\n
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\n\"WWII:\n\n
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\nWWII: Western Europe 1939-45 – End of the War\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nYou are Winston Churchill, and on May 9th, 1945, you receive millions of grateful cards and telegrams. How do you respond? High schoolers put themselves in the Prime Minister's chair with an activity that prompts them to respond to a...\n
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\n\"WWII:\n\n
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\nUS National Archives\n
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\nWWII: Western Europe 1939-45 – Invasion\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWithout the benefit of history, Western Europe in the 1940's had no idea what was about to befall them. Class members use primary sources, including political cartoons, videos, and internal documents, to analyze how much of a threat...\n
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\n\"Factors\n\n
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\nCurriculum Development Institute\n
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\nFactors for Economic Integration in Western Europe since 1945\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhile the European Union has been a part of economic landscape for decades, it grew out of a period of economic integration after World War II. Using a round table method, class members analyze and discuss the events leading up to the...\n
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Interactive
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\n\"WWII:\n\n
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\nUS National Archives\n
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\nWWII: Western Europe 1939-45 – Deception and Bluff\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWorld War II left the British desperate for help in any form—including in the form of a magician! High schooler conduct research on Jasper Maskelyne, a stage magician who used his talents to deceive the Germans on the war front, before...\n
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\n\"WWII:\n\n
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\nWWII: Western Europe 1939-45 – Hamburg\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWas bombing German cities an effective means to an end, or was it a war crime? Could it be both? Young historians ponder these questions with an activity that prompts them to use primary sources to summarize the debate surrounding RAF...\n
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\n\"The\n\n
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\nThe Marshall Plan for Rebuilding Western Europe\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the aftermath of World War II. In this Marshall Plan lesson, students listen to their instructor present a lecture regarding the plan to rebuild Western Europe and its outcome.  Students respond to discussion...\n
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Interactive
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\nWWII: Western Europe 1939-45 – Occupation\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWarsaw, Poland, suffered much of the blunt of World War II—but according to Polish letters from the early days of Nazi occupation, other parts of the country were much worse off. High schoolers use the letters and contemporaneous...\n
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Interactive
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\nWWII: Western Europe 1939-45 – Resistance and SOE\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nGermany seemed to be unstoppable in the early years of World War II, but the tireless and sacrificial work of the Special Operations Executive (SOE) helped to steer the war in another direction. After exploring primary source documents,...\n
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Interactive
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\n\"WWII:\n\n
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\nUS National Archives\n
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\nWWII: Western Europe 1939-45 – Battle of Britain\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHad Britain not emerged as the victors of the 1940 Battle of Britain, World War II would have ended much differently—and the world as we know it would be catastrophically altered. Learn more about this pivotal moment that kept the Nazis...\n
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Lesson Plan
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\n\"Number\n\n
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\nNumber the Stars\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nYoung scholars read Number the Stars. In this social studies lesson, students read the story and use a map of western Europe and identify the countries involved in the war. Young scholars locate the cities of Denmark that are discussed...\n
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\n\"Western\n\n
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\nWestern Europe\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners engage in a variety of activities to comprehend more about the region of Western Europe. They use maps to read and highlight important information. The different countries are looked at individually highlighting geographical...\n
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Interactive
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\n\"Western\n\n
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\nWestern Europe Map Quiz\n

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\n\nFor Students\n\n6th - 12th\n
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\nIn this online interactive geography quiz activity, students respond to 35 identification questions regarding the countries of Europe.\n
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Worksheet
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\n\"Winding\n\n
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\nWinding Through Western Europe\n

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\n\nFor Students\n\n5th - 8th\n
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\nIn this Western Europe learning exercise, students complete a word search puzzle activity that requires them to locate 24 names of Western European nations in the puzzle.\n
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Instructional Video4:17
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\nThe City of Walls: Constantinople\n

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\n\nFor Students\n\n9th - 10th\n\nStandards\n
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\nCapture the interest of your classroom! Discover how classical culture survived in Western Europe thanks to the fortifications of the city of Constantinople, whose elaborate system of moats, outer walls, and inner walls protected the...\n
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Lesson Plan
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\nA New America: The Hart-Celler Immigration Act of 1965\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nMany dream of coming to America, but few may enter. The lesson explores the Hart-Celler Immigration Act of 1965 and how it changed immigration policies in the United States. Academics learn how immigration quotas impacted Western Europe...\n
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Lesson Plan
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\nEngageNY\n
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\nGrade 9 ELA Module 4, Unit 1, Lesson 5\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nWhat did the Crusades and plantations do with the global sugar spread? As class members continue their study of Sugar Changed the World, they examine how Crusaders brought sugar to Western Europe and how cultivating sugar led to the...\n
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Lesson Plan
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\n\"The\n\n
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\nThe Late Middle Ages (850 to 1492 A. D.)\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss what roles the clergy, nobles and peasants played during the late Middle Ages. They explain what led to the growth of trade and towns in Western Europe. Ultimately, students describe how kings in Western Europe built...\n
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PPT
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\n\"Congress\n\n
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\nBeverly Hills High School\n
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\nCongress of Vienna 1815\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nEurope was changing in the early nineteenth century, and the Congress of Vienna largely sought to slow and contain those sweeping changes. A slideshow presentation illustrates the details of the Congress of Vienna, including its three...\n
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Instructional Video11:53
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\nCrash Course\n
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\nThe Rise of the West and Historical Methodology: Crash Course World History\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThere are many ways to analyze a civilization's failure or success. Learn about the different perspective with which one can view Western civilization, including economics, politics, or narrative.\n
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Instructional Video16:51
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\n\"Geography\n\n
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\nGeography Now\n
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\nGeography Now! France\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nWhile most think of metropolitan France in Europe, they may not know the country's reach extends across the world through its various overseas territories and departments. France has a fierce pride, with laws that require radio...\n
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Instructional Video13:34
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\n\"Geography\n\n
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\nGeography Now\n
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\nGeography Now! Monaco\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nMonaco, the glitzy Western European micro state, takes up only two square kilometers in land, but much more in the public's imagination. The country is home to super stars like Bono and Grace Kelly, and one-third of its people are...\n
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AP Test Prep
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\n\"2016\n\n
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\nCollege Board\n
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\n2016 AP® European History Free-Response Questions\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nWhy was the Scientific Revolution so significant? What led to Dutch prosperity during the 1600s? To what extent have employment patterns changed in France in the last 100 years? Young historians consider these questions and get solid...\n
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\n\"Holocaust\n\n
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\nHolocaust\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders explore the geography of Eastern and Western Europe. They compare and constrast the culture of Jewish people from Eastern and Western Europe. They analyze deportation and confinement in concentration camps, using personal...\n
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