1. Identify physical and cultural features of Europe.
Project the provided MapMaker 1-Page Map of Europe on the board. 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. 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. For example, rails replace rivers for transport, roads make mountains passable, some streams change course, and natural resources are used. Cultural groups constantly evolve and migrate, some groups are assimilated into others, and sometimes new groups emerge.
2. Build background on the European Union .
Explain to students that they will compare maps of European borders at three points in history. One of those points is the European Union as of 2011. 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. If possible, bring in euros, the official currency of the eurozone, as realia for students to see and touch.
3. Have students compare and contrast three maps of Europe from different times.
Distribute three maps to each student: Europe, 1920; Europe, 1960; and The European Union, 2011, or project the maps on the board. Ask students to work independently to highlight border s that have stayed fairly consistent over time. Using a different color, ask students to highlight the political borders that have changed significantly over time. If you have the map transparencies, overlay them to show how borders have changed. If students have difficulty identifying changes, prompt them with questions like the following:
Describe the borders of Germany and Poland in 1920. How are they different in 1960?
How did Finland’s borders move between 1920 and 1960?
Look at the western border of Russia in 2011. How does it contrast with the border in 1920 and 1960?
4. Have students compare and contrast historical maps of Europe and a physical map.
Distribute copies of the Physical Map of Europe, or have students access this map from their portfolios. Have students compare the borders that they identified as staying fairly consistent over time to the physical map. 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. 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:
Why might a river in this area be a country border, but not here?
How do you think a certain physical feature and cultural features have interacted; for example, a mountain range slowing the spread of a religion?
Where do you think political borders led to cultural shifts? Where have cultural shifts defined political borders?
Ask students to write notes about their ideas on their historical maps.
5. Have students compare and contrast historical maps of Europe and cultural maps.
Distribute copies of the maps Dominant Languages of Europe and Dominant Religions of Europe, or have students access these maps from their portfolios. Have students answer the same questions for cultural groupings. Ask: Can these explain stable and/or shifting borders in Europe? How? Ask students to write notes about their ideas on their historical maps.