Students explore the governments and economies of the countries of Western Europe. They first read an overview, comparing and contrasting the countries in the region. Then they do additional research on one particular country, developing a presentation on its government and economy. Finally, students develop a list of questions they have for a young person who lives in one of those countries.
Students read an introduction to the experience that explains they will compare and contrast the governments and economies of Western European countries, then focus on one country in depth. Using a table, they attempt to identify the Eiffel Tower, its city, and its country. They then view an image of Brussels and use a graphic organizer to list the capital cities of several Western European countries, filling in any they already know.
Teacher MovesPreview the experience and objective, highlighting that students will first gain an overview of Western Europe and then research one country more deeply. Clarify that the image shows the Eiffel Tower in Paris, the capital of France. Support students as they complete the capitals organizer, reassuring them that it is acceptable not to know all the answers yet, since they will learn more throughout the lesson.
Students review which countries are included in Western Europe for this lesson and note that Italy, Spain, and Portugal are treated as Southern Europe. They read sections of Regions of Western Europe to gain background on the region’s countries, paying attention to government and economic features, including the impact of the European Union and Brexit. Using a graphic organizer, they take notes on each listed country’s government and economy, then participate in a whole-class discussion comparing similarities and differences among the countries and relating them to what they know about the United States.
Teacher MovesClarify the set of countries considered Western Europe in this course and briefly explain the significance of Brexit. Because the article’s reading level is advanced, consider reading the assigned sections aloud, pausing to explain vocabulary and check comprehension. Guide students in using the note-taking organizer to capture key information about government and economy. Facilitate a class discussion that draws out patterns and contrasts among the countries and prompts students to compare these systems to those of the United States. Before moving on, form small groups and assign each a specific Western European country for deeper research in the next scene, aiming for at least one group per country.
Working in small groups, students research the government and economy of their assigned Western European country using online sources. They create a presentation that includes the type of government, population, major ethnic groups, key industries, agriculture, chief imports and exports, and relevant images illustrating aspects of the country’s government or economy. Groups post their presentations to a shared discussion wall or link to a product created with a digital tool such as Prezi, a timeline creator, a slide presentation, or another approved format. They then present their findings to the class while classmates take notes on other countries.
Teacher MovesSupport groups as they conduct online research, helping them locate reliable sources and ensuring they address all required components of the presentation. Encourage the use of appropriate digital tools and guide students in organizing their information clearly. Provide class time for each group to present, prompting presenters to explain how their country’s government and economy function and to respond to questions from peers. Encourage the audience to take notes and ask thoughtful questions that deepen understanding of similarities and differences across countries.
Individually, students choose one Western European country that especially interests them based on their own research and classmates’ presentations. They write an email to a fictitious friend living in that country, asking at least three questions that would provide additional insight into its government, economy, or everyday way of life. After posting their emails to a class wall, students read their classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesPrompt students to select a country thoughtfully and to craft specific, open-ended questions that would elicit meaningful information about government, economy, and daily life. Remind them to write in an appropriate email format and tone. Monitor the discussion wall, ensuring that students’ responses to peers are respectful, constructive, and on topic, and use this exchange to reinforce curiosity about diverse political and economic systems.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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