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 explaining that Western European countries share many governmental and economic similarities but also important differences. They examine an image of the Eiffel Tower and answer table questions about what they see, where it is located, and which country it is the capital of. Students then view an image of Brussels and use a graphic organizer to record the capital cities of several Western European countries, filling in what they know and leaving blanks where they are unsure.
Teacher MovesPresent the lesson overview and objective, highlighting that students will compare governments and economies across Western Europe and then research one country in depth. Clarify that the first image shows the Eiffel Tower in Paris, the capital of France. Support students as they attempt to identify capitals, reassuring them that gaps in knowledge will be addressed later in the lesson, and then transition the class to the next scene when all are ready.
Students view images related to Western European economies and read text defining which countries are included in Western Europe for this lesson. They read selected sections of Regions of Western Europe to gain an overview of each country’s government and economy, then use a graphic organizer to take notes on key characteristics of the Netherlands, Belgium, France, Germany, Switzerland, Austria, the United Kingdom, and Ireland. After reading and note-taking, they participate in a whole-class discussion comparing similarities and differences among these countries and relating them to what they know about the United States.
Teacher MovesClarify which countries are considered part of Western Europe in this course and direct students to the specified sections of the reading. Monitor students as they take notes in the organizer, prompting them to focus on governmental structures and economic features. Lead a class discussion using questions about similarities and differences among the countries and comparisons to the United States. Then form small groups and assign each group one Western European country (United Kingdom, Republic of Ireland, France, the Netherlands, Belgium, Germany, Switzerland, or Austria), ensuring that each country is represented before unlocking the next scene.
Working in small groups, students conduct online research on the government and economy of their assigned Western European country. They gather information on type of government, population, ethnicities, major industries, agriculture, chief imports and exports, and relevant images. Students create a presentation (posted directly to a discussion wall or via tools such as Prezi, Tiki-Toki, online presentation software, or Glogster) and may use National Geographic Kids as a starting point for their research. Each group then presents its findings to the class while classmates take notes on other countries.
Teacher MovesGuide groups as they research, helping them locate reliable sources and ensure they address all required elements of government and economy. Support students in selecting an appropriate presentation format and posting or linking their work to the discussion wall. Provide class time for each group to present, prompting presenters to explain their evidence clearly and to respond to classmates’ questions. Encourage the audience to take notes and ask thoughtful questions, and then signal the transition to individual work in the next scene.
Individually, students choose one Western European country that most interests them based on their research and classmates’ presentations. They draft an email to a young person living in that country, explaining what they already know and asking additional questions they have about life, government, or the economy there. After posting their draft email to a shared wall, students read classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesPrompt students to select a country thoughtfully and to draw on information from the presentations as they draft their emails. Encourage them to ask specific, meaningful questions that show curiosity about daily life, culture, government, and economic conditions. Monitor the discussion wall, ensuring that students provide constructive, respectful feedback to peers and engage in follow-up questions. When participation goals are met, move the class on to the final scene.
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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