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Seventh Grade Europe Unit

Essential Questions

Enduring Understandings GLCEs Assessments

What geographic features are unique to Europe? What government systems exist in Europe? How has the European Union impacted the global economy? How has the view of religion changed in Europe since the dominance of the Catholic Church during Feudalism?

Europe has had several government systems throughout its history that have involved its people in various ways. The European Union forms one of the largest markets in the global economy due to cooperation between member countries. Religion ruled life during Feudalism. However, events such as the Renaissance, the Protestant Reformation, and King Henry VIII have changed how Europeans view religion. Key Terms & Vocabulary Feudalism Renaissance Industrial Revolution European Union Serf Peasant Humanism Spinning Jenny Tariff Embargo Representative Government

H1.4.2: Describe and use themes of history to study patterns of change and continuity. G1.2.4: Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population. G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). E3.3.1: Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China). C1.1.1: Explain how the purposes served by government affect relationships between the individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.

Required: Seventh Grade Europe Assessment Formative Lesson 1 – Europe Drawings Lesson 2 – Population Map Lesson 10 – Europe Presentation District:

Calhoun ISD Social Studies Curriculum Design Project



G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g., European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population). C4.3.3 Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8countries (leading economic/political)). E3.1.3 Determine the impact of trade on a region of the Eastern Hemisphere by graphing and analyzing the gross Domestic Product of the region for the past decade and comparing the data with rend data on the total value of imports nd exports over the same period.

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Seventh Grade Europe Lessons Breakdown Title GLCEs Included

Resources Needed Resources Suggested

Resources Lesson 1

European Geography

G1.1.1 G1.3.1 G2.1.1

European Geography Pictures

Physical Map of Europe Regional Map of Europe Physical Features Map of Europe Climate Map of Europe

Lesson 2

Mapping Population in Europe

G1.2.4 G1.3.2

Outline Map of Europe Michigan Population Distribution Map Europe Population Distribution Map

Lesson 3

Medieval Europe

H1.4.2 E3.3.1 G2.2.1

Europe Sample Chart Medieval Europe Guiding Questions Economies PowerPoint

Medieval Economy Site Medieval Economy Video Medieval Government Site I Medieval Government Site II Town governments Medieval Arts and Entertainment Website Medieval Health Medieval Housing Medieval Cathedrals Medieval Religion Site I Medieval Religion Site II Medieval Religion Video

Lesson 4

Renaissance Europe

H1.4.2 E3.3.1 G2.2.1

Renaissance Guiding Questions

Overview Website Age of Exploration Video Exploration and Trade Exploration and Trade II Renaissance Government I Renaissance Government II Gutenberg Site Gutenberg Video Architecture Site Painting Site da Vinci video Reformation Video Renaissance Religion Site I

http://www.mapsofworld.com/europe-political-map.htm

http://www.sheppardsoftware.com/Europe/Eur_G0_1280_800.html

http://www.sheppardsoftware.com/Europe-georegion.html

http://maps.howstuffworks.com/europe-climate-map.htm

http://www.eduplace.com/ss/maps/pdf/eur_countrynl.pdf

http://www.ij-healthgeographics.com/content/figures/1476-072X-5-42-2-l.jpg

http://en.wikipedia.org/wiki/File:Population_density_Europe.png

http://www.historyonthenet.com/Medieval_Life/feudalism.htm

http://gtm-media.discoveryeducation.com/videos/25241/sec15890_256k.asf

http://www.historyforkids.org/learn/medieval/government/index.htm

http://www.learner.org/interactives/middleages/townlife.html

http://www.learner.org/interactives/middleages/moretown.html

http://www.learner.org/interactives/middleages/artsentr.html

http://www.learner.org/interactives/middleages/morhealt.html

http://www.learner.org/interactives/middleages/morehome.html

http://www.historyforkids.org/learn/medieval/architecture/cathedral.htm

http://www.learner.org/interactives/middleages/religion.html

http://www.historyforkids.org/learn/medieval/religion/

http://gtm-media.discoveryeducation.com/videos/Living%20in%20Medieval%20Europe/chp5168_300k.asf

http://www.st.cr.k12.ia.us/Renaissance/

http://gtm-media.discoveryeducation.com/videos/The%20Great%20Age%20of%20Exploration%201400-1550/sec2504_300k.asf

http://www.learner.org/interactives/renaissance/exploration.html

http://www.learner.org/interactives/renaissance/exploration_sub.html

http://www.st.cr.k12.ia.us/Renaissance/government.htm#Italian%20Renaissance

http://www.learner.org/interactives/renaissance/florence.html

http://www.learner.org/interactives/renaissance/printing.html

http://gtm-media.discoveryeducation.com/videos/19107/chp900926_256k.asf

http://www.learner.org/interactives/renaissance/symmetry_sub.html




http://www.learner.org/interactives/renaissance/printing_sub.html

Renaissance Religion Site II

Lesson 5

The Industrial Revolution

H1.4.2 E3.3.1 G2.2.1

Industrial Revolution Guiding Questions Economies PowerPoint

Industrial Revolution Economy Website I Industrial Revolution Economy Video I Industrial Revolution Economy Video II Industrial Revolution Government Website I Industrial Revolution Culture Video I Industrial Revolution Culture Website I Industrial Revolution Religion Video I Industrial Revolution Religion Video Ii Industrial Revolution Website I

Lesson 6

European Government Today

C1.1.1 H1.4.2 G4.4.2 C4.3.3

Europe Today Guiding Questions European Government Today PowerPoint

Youtube video “50 Years EU

Lesson 7

European Economy Today

H1.4.2 G4.4.2

Europe Today Guiding Questions European Economy Today PowerPoint

Variety of resources to research European economy

Lesson 8

Graphing Economic Change

E3.1.3 GDP, Import, and Export Instructions Sample GDP Spreadsheet

Lesson 9

Culture and Religion in Europe Today

H1.4.2 G2.2.1

Europe Today Guiding Questions

Europe Today Religion Website I

http://www.st.cr.k12.ia.us/Renaissance/religion.htm

http://www.industrialrevolution.sea.ca/causes.html



http://www.history.com/encyclopedia.do?articleId=210855

http://gtm-media.discoveryeducation.com/videos/The%20Industrial%20Revolution%201750-1915/chp7290_300k.asf

http://www.industrialrevolution.sea.ca/impact.html

http://gtm-media.discoveryeducation.com/videos/Pilgrims%20and%20Puritans%201517-1962/sec2532_300k.asf


http://www.religionfacts.com/christianity/denominations/anglican_history.htm

http://www.youtube.com/watch?v=UvRznNKYl08

http://en.wikipedia.org/wiki/File:Europe_religion_map_en.png

Religion takes a back seat in Western Europe article

Lesson 10

Europe Capstone Project

H1.4.2 G2.2.1

Europe Presentation Overview and Rubric

Seventh Grade Europe Unit Lesson 1 Title: European Geography Grade Level: Seventh Unit of Study: Europe Unit GLCE: • 7 – G1.1.1: Explain and use a variety of maps, globes, and web based geography

technology to study the world, including global, interregional, regional, and local scales • 7 – G1.3.1: Use the fundamental themes of geography (location, place, human

environment interaction, movement, and region) to describe regions or places on earth. • 7 – G2.1.1: Describe the landform features and the climate of the region (within the

Western or Eastern Hemispheres) under study. Abstract: Students will use various map resources to create a sketch map of Europe as well as thematic maps that include climate, regions, and landforms. Key Concepts: Region, climate, physical boundaries, political boundaries Sequence of Activities:

1. To begin, students will receive the European Geography Pictures document. Explain to students that over the next several days they will be exploring the geography of Europe. In order to understand the geography, they will need to be able to use and understand a variety of maps.

2. Go through the instructions on each box of the European Geography Pictures document and have students begin with box one, the sketch map of Europe. For this box they will need to use a political map of Europe to find the required countries. A quality map can be found here.

3. The second box focus on the regions of Europe. Due to the fact that different sources have varying regions within Europe, the map here will be used for this unit. As such, students should use this map when completing the second box of the lesson.

4. For the third box, students will create a drawing of a landscape for the country they picked in box one. The idea behind this box is that students will research the physical features of their country (by using the map here) and create a picture that reflects the landscape in that area.

5. Finally, for the last box students will need to research the climate of their country (by using the map here) and create a drawing that represents what the climate is like.

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Connections: Instructional Resources: Equipment/Manipulative Computer lab or Internet access Student Resources Physical Map of Europe Regional Map of Europe Physical Features Map of Europe Climate Map of Europe Teacher Resources Technology Extensions The map resources mentioned above have been overlaid on Google Earth and can be found by accessing the European Geography on Google Earth file. See above





Seventh Grade Europe Unit Lesson 2 Title: Mapping Population in Europe Grade Level: Seventh Unit of Study: Europe Unit GLCE: • 7 – G1.2.4: Draw the general population distribution of the Eastern Hemisphere on a

map, analyze the patterns, and propose two generalizations about the location and density of the population.

• 7 –G1.3.2: Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns.

Abstract: Students will use various map resources to create a population map of Europe. In addition, students will form generalizations about what they’ve mapped. Key Concepts: population, distribution, generalization Sequence of Activities:

1. To begin, students will receive an outline map of Europe. A quality map can be found here.

2. Discuss with students where they believe most people live in Michigan. Show students the Michigan Population Distribution Map. Have students discuss why they believe people have populated these regions.

3. Establish that students have already learned about ancient civilizations that were organized around geographic features. Discuss what geographic features may have enabled places in Michigan to be settled.

4. Next, provide students with the Europe Population Distribution Map and have students map the general population pattern of Europe.

5. Once students have mapped the population, discuss reasons for heavy population patterns. Discuss possibilities such as climates, physical features, geographic features, and prevalence of ancient civilizations.

6. Finally, have students respond to the following prompt: Based on the European Population Map you just created, describe two reasons that may have lead to heavy populations in Europe.

Connections: Language Arts Instructional Resources: Equipment/Manipulative Computer lab or Internet access







Student Resources Outline Map of Europe Michigan Population Distribution Map Europe Population Distribution Map Teacher Resources Technology Extensions See above




Seventh Grade Europe Unit Lesson 3 Title: Medieval Europe; origins, economics, culture, and religion.

Grade Level: Seventh Unit of Study: Europe Unit GLCE: • 7 – H1.4.2: Describe and use themes of history to study patterns of change and

continuity. • 7 – E3.3.1: Explain and compare how economic systems (traditional, command, and

market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China).

• 7 – G2.2.1: Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions).

Abstract: In this lesson, students will use a variety of resources to explore many aspects of medieval life. Students will use guiding questions to develop a basis of understanding of the government, economics, religion, and culture of Medieval Europe. This unit will end with students creating a presentation that traces the changes in government, economics, religion, or culture between Medieval Europe and Europe today. Key Concepts: feudalism, serf, peasant, lord, Roman Catholic Sequence of Activities:

1. To begin, inform students that this lesson will begin a long investigation about the changes that have taken place in Europe over the past 500 years in the categories of government, economics, culture, and religion. At the end of the unit, students will create a presentation (PowerPoint, poster, podcast, or any other medium) that explains the changes in one of the areas mentioned above. Therefore, it is important for students to keep track of their notes and devise a way to efficiently compare changes between the time periods that will be studied (a sample chart is available and is called Europe Sample Chart).

2. This lesson will focus on the first European time period of study, Medieval Europe. Teachers have some leeway in this lesson due to its structure. Teachers could assign each category of life to a group and have the groups teach their peers or teachers can go through each topic as a class. The focus here is on guiding students to see the changes in government, economics, religion, and culture over the last 500 years.

3. Students should access the Medieval Europe Guiding Questions. Students will use a variety of resources here. Most resources are directly linked within the document and are mentioned below in the “Student Resources” section. However, students will need access to the Economies PowerPoint, which explains the difference between Command, Market, and Traditional economies.




4. Once students have completed their research and compiled their findings, teachers should reinforce naïve conceptions at the class or individual level.

Connections: Language Arts Instructional Resources: Equipment/Manipulative Computer lab or Internet access Student Resources Medieval Guiding Questions Europe Sample Chart Economies PowerPoint Medieval Economy Site Medieval Economy Video Medieval Government Site I Medieval Government Site II Town governments Medieval Arts and Entertainment Website Medieval Health Medieval Housing Medieval Cathedrals Medieval Religion Site I Medieval Religion Site II Medieval Religion Video Teacher Resources Technology Extensions See above













Europe Sample Chart

Government Economics Religion Culture Medieval Feudalism. The

government is controlled by a series of strict relationships between Kings, Lords, Knights, and Peasants. This type of government is a monarchy.

Renaissance Industrial Revolution

Europe Today

Europe – Lesson 3

Medieval Europe Guiding Questions

• Economy o Medieval Economy Site

Describe Feudalism and its structure of Kings, Barons, Knights, and Peasants. View the Economies PowerPoint, is Feudalism an example of a traditional,

market, or command economy? What clues tell you this? In a Feudal economy, who decides what is made, when it’s made, and how it’s

made? o Medieval Economy Video

• Government o Medieval Government Site I

What type of governments existed in Medieval Europe? Describe Feudalism and how it kept the king in power.

o Medieval Government Site II Describe how trade and the development of towns lead to the decline of

Feudalism. Describe town governments near the end of Medieval Europe.

• Culture o Medieval Arts and Entertainment Website

Describe the church’s impact on music and drama in Medieval Europe. o Medieval Health

Explain bloodletting as a medieval healthcare technique. o Medieval Housing

Describe the difference between the kitchen of a peasant’s house and the kitchen of a manor house.

o Medieval Cathedrals Many cathedrals in Europe were built in medieval times and were built in the

Romanesque and Gothic style. Describe these styles of architecture.

• Religion o Medieval Religion Site I

Describe the role of Bishops, Parish Priests, and Village Priests in the Medieval Catholic Church.

o Medieval Religion Site II Explain how Christians during the Medieval Ages dealt with other religions like

Jews and those believing in Roman gods and goddesses. o Medieval Religion Video

Explain how lords impacted religion in Medieval Europe.

Europe – Lesson 3













1. What should be produced?2. How will it be produced?3. How will it be distributed?4. Who will receive the benefits?

Most early civilizations had traditional economiesMostly based on agricultureTrading, no currency

1. What should be produced?What is needed to survive

2. How will it be produced?Any way possibleTradition

3. How will it be distributed?Traded in markets or between neighbors

4. Who will receive the benefits?Whoever owns the land

The government controls what is made, when it’s made and how it’s produced.Supplies and cost of goods are controlled by the government.Communism would be an example

1. What should be produced?The government decides what the people need

2. How will it be produced?Government run businesses and factories produce goods and services

3. How will it be distributed?The government will determine who needs the goods and services

4. Who will receive the benefits?The government

Prices are determined by the marketSupply and demand (if people want it, companies will produce it)Privately own companies COMPETE for business

1. What should be produced?People’s demand determines what should be produced

2. How will it be produced?Privately owned businesses determine how they want to produce their good or service

3. How will it be distributed?Private businesses research and determine the best way to deliver goods and services to customers.

4. Who will receive the benefits?The business owners and their employees

Seventh Grade Europe Unit Lesson 4 Title: Renaissance Europe: Into the Light & Out of the Dark! Grade Level: Seventh Unit of Study: Europe Unit GLCE: • 7 – H1.4.2: Describe and use themes of history to study patterns of change and continuity. • 7 – E3.3.1: Explain and compare how economic systems (traditional, command, and market)

answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China).


Abstract: In this lesson, students will use a variety of resources to explore many aspects of Renaissance life, with a focus on life in Italy. Students will use guiding questions to develop a basis of understanding of the government, economics, religion, and culture of Renaissance Italy. Key Concepts: market economy, oligarchy, printing press, humanism, protestant reformation Sequence of Activities:

1. Before the Renaissance lesson, teachers should reinforce major Medieval Europe concepts such as Feudalism, power of the Catholic Church, tradition based economies, towns and trading, and architecture and learning. Next, in order to set the stage for the transition between Medieval Europe and the Renaissance, students will read the Overview section of the US West website (stopping at the Reformation and Martin Luther). Students may also view the Age of Exploration Video segment. During this reading students should discuss the following questions:

a. What political and geographical advantages did Italy have that made it the starting place for the Renaissance?

b. How did trade serve as a catalyst for the Renaissance? c. How did the printing press impact religion during the Renaissance? d. Describe Humanism. e. How did Martin Luther and the sale of Indulgences by the Catholic Church impact the

religion during the Renaissance? 2. Once students have read the overview and discussed the questions above, they should have a

basic knowledge of the drivers for change between Medieval Europe and the Renaissance. The drivers are Italy’s government, trading (which lead to a resurgence in learning and other cultures, particularly Greek and Roman learning), the printing press, and changes in religious views (Martin Luther).







3. Students should access the Renaissance Guiding Questions. Students will use a variety of resources here. Resources are directly linked within the document and are mentioned below in the “Student Resources” section.

4. Once students have completed their research and compiled their findings using the method they have selected to use for this unit, teachers should reinforce naïve conceptions at the class or individual level.

Connections: Language Arts Instructional Resources: Equipment/Manipulative Computer lab or Internet access Student Resources Renaissance Guiding Questions Overview Website Age of Exploration Video Exploration and Trade Exploration and Trade II Renaissance Government I Renaissance Government II Gutenberg Site Gutenberg Video Architecture Site Painting Site da Vinci video Reformation Video Renaissance Religion Site I Renaissance Religion Site II Teacher Resources Technology Extensions See above















Renaissance Guiding Questions

Renaissance Overview Video

1. What political and geographical advantages did Italy have that made it the starting place for the Renaissance?

2. How did trade serve as a catalyst for the Renaissance? 3. How did the printing press impact religion during the Renaissance? 4. Describe Humanism. 5. How did Martin Luther and the sale of Indulgences by the Catholic Church impact the religion

during the Renaissance?

Renaissance (Focus on Italy)

• Economy o The economy during the medieval times was based on growing or making whatever

your manor or lord needed. However, during the Renaissance, the economy of Italy was based on trading valuable goods that couldn’t be found in Europe. The opportunity to bring spices and silk back from Africa and Asia meant that those explorers and their companies could make a lot of money. The desire to make money from exploration created the Age of Exploration in Europe. Trading companies and trade guilds became very powerful, especially in Italy. After reading the articles below, describe how exploration and trade during the renaissance is different than growing food and making clothes simply for the peasants and lords of a manor.

Exploration and Trade Exploration and Trade II

• Government o The government of medieval times was based on the feudal system. Kings granted land

and manors to lords who controlled knights and peasants. On the other hand, in Italy during the Renaissance, people lived in city‐states that were governed by wealthy families (similar to an oligarchy) and guilds (organizations for lawyers, craftsmen, textile workers, artists, and other professionals). After reading the articles below describe how the government of Florence, Italy was different than the feudal system of Medieval Europe.

Renaissance Government I Renaissance Government II

• Culture o Much of the culture within Medieval Europe focused on religion. Peasants had little time

to learn to read and write because they were busy working the land for the lords. In Italy, during the Renaissance, culture was focused on trade with other countries. When explorers returned with valuable goods, they also returned with knowledge of other cultures. Italians were very interested in the culture and ideas of others, particularly the

Europe – Lesson 4





Europe – Lesson 4

Ancient Greeks and Romans. This rediscovery of Greek and Roman ideas lead to massive changes in art, writing, theater, and architecture during the Renaissance.

o Describe how Johann Gutenberg’s printing press changed the way people view and accessed learning in the Renaissance.

Gutenberg Site Gutenberg Video

o How did the architecture of the Renaissance differ from medieval architecture? Architecture Site

o Describe how humanist painters changed the way art was viewed during the Renaissance.

Painting Site o Leonardo da Vinci had a tremendous impact on culture during the Renaissance.

Summarize da Vinci’s accomplishments. da Vinci video

• Religion o Religion was a major part of life in Medieval Europe. The Roman Catholic Church was

very wealthy and powerful. After watching the videos and reading the article below, describe how the printing press, Martin Luther, and humanism changed the view of religion during the Renaissance.

Reformation Video Renaissance Religion Site I Renaissance Religion Site II









Seventh Grade Europe Unit Lesson 5 Title: The Industrial Revolution Grade Level: Seventh Unit of Study: Europe Unit GLCE:

• 7 – H1.4.2: Describe and use themes of history to study patterns of change and continuity.

• 7 – E3.3.1: Explain and compare how economic systems (traditional, command, and market) answer four basic questions: What should be produced? How will it be produced? How will it be distributed? Who will receive the benefits of production? (e.g., market economies in Africa, Europe; command economy in North Korea; and the transition to market economies in Vietnam and China).


Abstract: In this lesson, students will use a variety of resources to explore many aspects of life during the European Industrial Revolution. Students will use guiding questions to develop a basis of understanding of the government, economics, religion, and culture of England during the Industrial Revolution. Key Concepts: capitalism, Cottage Industry, constitutional monarchy, parliament Sequence of Activities:

1. To begin, discuss with students the differences they discovered between Medieval Europe and the Renaissance. Students should highlight the major differences in government, economics, religion, and culture.

2. Share with students that they will begin their investigation on their third time period of study; the Industrial Revolution.

3. Students should access the Industrial Revolution Guiding Questions. Students will use a variety of resources here. Resources are directly linked within the document and are mentioned below in the “Student Resources” section. Students will also need to access the Economies PowerPoint to complete the “economics” section.


Connections: Instructional Resources: Equipment/Manipulative




Computer lab or Internet access Student Resources Industrial Revolution Guiding Questions Economies PowerPoint Industrial Revolution Economy Website I Industrial Revolution Economy Video I Industrial Revolution Economy Video II Industrial Revolution Government Website I Industrial Revolution Culture Video I Industrial Revolution Culture Website I Industrial Revolution Religion Video I Industrial Revolution Religion Video Ii Industrial Revolution Website I Teacher Resources Technology Extensions See above










Industrial Revolution Guiding Questions

• Economy o Based on the Economies PowerPoint’s definition of Capitalism, how was the economy of Great

Britain during the Industrial Revolution an example of Capitalism? Industrial Revolution Economy Website I

o While the textile industry was a large business in Italy, much of the cloth and thread that was spun was done at home by employees. The employees would fill orders by business owners and ship the finished product to them. This required many employees, from all over the countryside completing work and sending it to the business owner. This took lots of time and energy to coordinate the order and employees.

o Describe the Cottage Industry economic system and how the Industrial Revolution in England hurt the rural poor farmers.

o Contrast the difference between tools used in Cottage Industry to hydraulic powered machines in the textile industry. How did these new machines improve productivity in the textile industry?

Industrial Revolution Economy Video I Industrial Revolution Economy Video II

• Government o One reason that the Industrial Revolution started in England was due to their new form of

government. Great Britain’s government is a constitutional monarchy with a parliamentary democracy. Basically, there is a king or queen, but they don’t have much official power. In addition, there is a legislative branch (called Parliament).

o In the article, scroll down to the “government” section. Describe the role of the queen, Prime Minister, House of Lords, and the House of Commons. How is this government system different from Feudalism and an Oligarchy?

Industrial Revolution Government Website I

• Culture o Factory work changed the way families operated during the Industrial Revolution. After watching

the video and reading the articles below, describe how factory work changed families during the industrial revolution.

o Describe the impact of early factory work on women and children. Industrial Revolution Culture Video I Industrial Revolution Culture Website I

• Religion o During the Renaissance, Martin Luther began the Protestant Reformation in Europe. This was

one of the first challenges to the Roman Catholic Church. After reading the articles and watching the videos, describe how King Henry VIII established the Church of England and how Catholics and Protestants did not get along afterwards.

Industrial Revolution Religion Video I Industrial Revolution Religion Video II Industrial Revolution Website I

Europe – Lesson 5










1. What should be produced?2. How will it be produced?3. How will it be distributed?4. Who will receive the benefits?

Most early civilizations had traditional economiesMostly based on agricultureTrading, no currency

1. What should be produced?What is needed to survive

2. How will it be produced?Any way possibleTradition

3. How will it be distributed?Traded in markets or between neighbors

4. Who will receive the benefits?Whoever owns the land

The government controls what is made, when it’s made and how it’s produced.Supplies and cost of goods are controlled by the government.Communism would be an example

1. What should be produced?The government decides what the people need

2. How will it be produced?Government run businesses and factories produce goods and services

3. How will it be distributed?The government will determine who needs the goods and services

4. Who will receive the benefits?The government

Prices are determined by the marketSupply and demand (if people want it, companies will produce it)Privately own companies COMPETE for business

1. What should be produced?People’s demand determines what should be produced

2. How will it be produced?Privately owned businesses determine how they want to produce their good or service

3. How will it be distributed?Private businesses research and determine the best way to deliver goods and services to customers.

4. Who will receive the benefits?The business owners and their employees

Seventh Grade Europe Unit Lesson 6 Title: European Government Today Grade Level: Seventh Unit of Study: Europe Unit GLCE: • 7 – C1.1.1 Explain how the purposes served by government affect relationships between the

individual, government, and society as a whole and the differences that occur in monarchies, theocracies, dictatorships, and representative governments.

• 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. • 7 – G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g.,

European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).

• 7 – C4.3.3 Explain why governments belong to different types of international and regional organizations (e.g., United Nations (UN), North Atlantic Treaty Organization (NATO), Organization of the Petroleum Exporting Countries (OPEC), European Union (EU), and African Union (AU), G-8countries (leading economic/political)).

Abstract: In this lesson, students will examine the governmental structure of the European Union by comparing the government structure of the EU to the United States government. Key Concepts: European Union, European Commission, European Parliament, European Council, Court of Justice Sequence of Activities:

1. To begin, discuss with students the differences they discovered between Medieval Europe, the Renaissance, and the Industrial Revolution. Students should begin to see a change in all areas. Have students share their method of organizing this information as well as any project ideas they might be thinking about for the end of the unit.

2. Share with students that the class will be examining a new form of European government; the European Union.

3. Begin your look at the EU by checking out the Youtube video “50 Years EU”. This video provides a great overview of the history of the EU as well as their mission.

4. Students should access the Europe Today Guiding Questions. Students will use a variety of resources here. Resources are directly linked within the document and are mentioned below in the “Student Resources” section.



http://www.youtube.com/watch?v=UvRznNKYl08



Connections: Instructional Resources: Equipment/Manipulative Computer lab or Internet access Student Resources Europe Today Guiding Questions European Government Today PowerPoint Teacher Resources Technology Extensions See above


• Economy o After viewing the European Economy Today PowerPoint, describe the currency

controversy and how the Euro has solved this problem. o Describe trade barriers that occurred before the EU. o How has the EU created free trade? o How is the EU economy stronger than just one country alone?

• Government o After viewing the European Government Today PowerPoint, describe the similarities and

differences between the European Union government and the US government. o Is the EU government a monarchy, oligarchy, or democracy? How do you know?

• Culture

• Religion o Religion has come a long way in Europe. From the Catholic Church to the Protestant

Reformation, things have changed significantly. After reading the articles and maps below. Describe the main religion of Europe and why some believe that religion isn’t as popular in Europe as it once was.



Europe – Lessons 6‐9


European Government Today

The European Union

U.S. Government

Executive

(President)

Legislative

(House of Representative and

Senate)

Judicial

(Supreme Court)

European Union

Executive

(European Commission)

Legislative

(European Parliament and

Council)

Judicial

(Court of Justice)

Creates laws and sends them to:

Approves laws and sends them to:

Proposes and sends laws to:

Elected every 5 years by the people of Europe. This group works with the European Council to pass laws

proposed by the European Commission.

Made up of elected officials from countries that belong to the EU. This group works with the European

Parliament to pass laws proposed by the European Commission.

Is made up of 27 people

1 PRESIDENT26 COMMISSION

MEMBERS

Chosen by member states governments.

Nominated by their government and approved by the European

Parliament.

27 JUDGES

One judge per member country. This group decides if the laws passed by the Parliament and

Council are fair.

Seventh Grade Europe Unit Lesson 7 Title: European Economy Today Grade Level: Seventh Unit of Study: Europe Unit GLCE: • 7 – H1.4.2: Describe and use themes of history to study patterns of change and continuity. • 7 – G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g.,

European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).

Abstract: In this lesson, students will examine the economy of the European Union by comparing economic policies of the EU to prior European policies. Key Concepts: Euro, tariff, embargo, standard, exchange, import, export Sequence of Activities:

1. Review with the class the ideas of the EU’s government. Share with them that today they will be examining the EU’s economic impact.

2. The teacher should present the European Economy Today PowerPoint to students. Focus attention on the change in currency and trading policies for EU member countries.

3. Students should access the Europe Today Guiding Questions. Students will use a variety of resources here. Resources are directly linked within the document and are mentioned below in the “Student Resources” section.


Connections: Instructional Resources: Equipment/Manipulative Computer lab or Internet access




Student Resources Europe Today Guiding Questions European Economy Today PowerPoint Teacher Resources Technology Extensions See above






• Culture







European Economy Today

The European Union

Before the EU…

Before the EU there were many forms of currency in Europe.

Currency Controversy…

Traveling to different countries was difficult because you had to exchange your money. Some countries’ money was worth more than others.

Solution: The Euro

The European Union’s solution to the currency problem was to introduce the Euro, a currency that all members of the EU would use.

Before the EU, trade between countries was difficult.

• Some countries had powerful economies (Great Britain, France, Germany).

• Some countries had weak economies.

• It was expensive to trade with some countries. These are called trade barriers.

Trade Barriers Before the EUBefore the EU, some

countries had to pay a tax to sell their goods in

another country. This tax is called a tariff.

If Germany had a car they wanted to sell in France, they would have to pay a tariff. This added cost would make

the cost of their car increase in France. It was more expensive to sell the car in France than Germany.

Trade Barriers Before the EUBefore the EU, some

countries would get upset with each other and refuse to trade. This is called an embargo.

If Germany was mad at the United Kingdom, they could choose to not trade at all with them. They would impose an embargo.

Trade Barriers Before the EUBefore the EU, some countries would not

import goods because of their low quality. This is

called a standard.

If Lithuania produced cars that were not safe, the United

Kingdom could choose to not trade with Lithuania because of

its car standards.

Trading Within the EUNow, the EU members are guaranteed Free Trade. This means that the members can trade with each other without

tariffs and embargos.

However, countries can still set standards for imported goods.

The EU’s Global Power

Now that the EU uses the same currency and trades freely, they have a lot of power in the global economy. The EU makes decisions about trading with other countries (like America and China) based on whether or not it will benefit EU countries. Working together makes the EU powerful.

The EU’s Global Power

Benefits of the EU

1. One currency allows travelers and businesses to use the Euro, instead of exchanging money.

2. Free trade allows countries to easily trade with each other without trade barriers like tariffs and embargos.

3. The EU has a lot of power in the global market because they work together to make decisions that benefit their members.

Seventh Grade Europe Unit Lesson 8 Title: Graphing Economic Change Grade Level: Seventh Unit of Study: Europe Unit GLCE:

• 7 – E3.1.3 Determine the impact of trade on a region of the Eastern Hemisphere by graphing and analyzing the gross domestic product of the region for the past decade and comparing the data with trend data on the total value of imports and exports over the same period.

Abstract: In this lesson, students will create a graph that shows the value of grow domestic product, imports, and exports for the European Union over a five year period. Key Concepts: gdp, import, export, trend line Sequence of Activities:

1. Discuss with students that they have just explored the power of the EU economy. The EU has created a very large and powerful global market.

2. Today students will collect information that will tell them just how powerful the EU has gotten over the last five years. The information they will collect with be on gross domestic product, import, and export totals. Share with students how these numbers can be vital signs of an economy.

3. To begin the activity, provide students with the EU GDP, Import, and Export Instructions document. This document details how to use the CIA World Factbook site.

4. Students will also need direction on setting up their Excel document. Teachers and students may refer to the Sample GDP Spreadsheet for direction on one way to organize this document.

5. When students are finished, they should share whether or not they believe the EU economy is growing. Their explanation should be based on their trend data and actual figures they have collected.

Connections: Instructional Resources: Equipment/Manipulative Computer lab or Internet access




Student Resources GDP, Import, and Export Instructions Sample GDP Spreadsheet Teacher Resources Technology Extensions See above

EU GDP, Import, Export Lesson

During this lesson you will graph the Gross Domestic Product, Import, and Export totals for the European Union. This number indicates the strength of the country’s economy. You will graph five years worth of data, so you should be able to tell if the economy is growing or shrinking.

Terms:

Gross Domestic Product – The total value of goods and services produced within a country for a given year.

Import – The total value of all of the goods imported.

Export – The total value of all of the goods exported.

Resources:

• You will use the CIA World Factbook Website to collect the GDP, Import, and Export data.

• Refer to the Sample Excel Spreadsheet

Directions:

1. Use Microsoft Excel to set up your data table. 2. Access the CIA World Factbook Website. 3. Collect the GDP, Import, and Export totals for 2009 through 2005. 4. Enter the data in the Excel table (remember to convert trillions to billions if you need to). 5. Create a bar graph with GDP, Import, and Export data. 6. Add a trend line to your graph based on the GDP.

Using the CIA Factbook:

Select the year

Europe – Lesson 8

http://www.theodora.com/wfb/

Select “Economy”

Select Current Economic Profile

Scroll down to find GDP, Import, and Export data

Europe – Lesson 8

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

2009 2008 2007 2006 2005

USD

(Trillion

s)

European Union GDP, Import, Export

2009 2008 2007 2006 2005GDP 14.82Export 1.95Import 1.69

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

2009 2008 2007 2006 2005

USD

(Trillion

s)

European Union GDP, Import, Export

Seventh Grade Europe Unit Lesson 9 Title: Culture and Religion in Europe Today Grade Level: Seventh Unit of Study: Europe Unit GLCE:



Abstract: In this lesson, students will use a variety of resources to explore religion and culture in Europe today. Key Concepts: Sequence of Activities:

1. This lesson focuses on the culture and religion of Europe today. Students will finish their investigation of government, economics, religion, and culture.

2. For the culture sections, teachers will select a current events article that pertains to art, music, sport, or any other area of culture. Students compare their current cultural category to one from Medieval Europe, the Renaissance, or the Industrial Revolution. a. One interesting article here mentions Germany’s approach to maternity benefits for mothers.

This could be a good comparison to women’s working conditions during the Industrial Revolution.

3. In the religion section, students will examine a map of religion in Europe and access the Religion takes a back seat in Western Europe article in order to see how Europe has come full circle from the repressive ways of medieval times.

4. To finish the lesson, teachers should wrap up by briefly reviewing students’ findings in the areas of government, economics, culture, and religion in order to prepare students for their presentation project.

Connections: Instructional Resources: Equipment/Manipulative Computer lab or Internet access Student Resources Europe Today Guiding Questions


http://www.nytimes.com/2006/12/29/world/europe/29iht-babies.4051221.html



Religion takes a back seat in Western Europe article Europe Today Religion Website I Teacher Resources Technology Extensions See above







• Culture







Religion takes a back seat in Western Europe By Noelle Knox, USA TODAY

Every major religion except Islam is declining in Western Europe, according to the Center for the Study on Global Christianity at the Gordon-Conwell Theological Seminary in South Hamilton, Mass. The drop is most evident in France, Sweden and the Netherlands, where church attendance is less than 10% in some areas.

Last month, Pope Benedict XVI lamented the weakening of churches in Europe, Australia and the USA. "There's no longer evidence for a need of God, even less of Christ," he told Italian priests. "The so-called traditional churches look like they are dying."

The forces driving the decline include Europe's turbulent history, an increasing separation between the church and government — and perhaps ... most of all, the continent's unprecedented affluence.

"For most of history, people have been on the borderline of survival," says Ronald Inglehart, director of the World Values Survey, a Swedish-based group that tracks church attendance. "That's changed dramatically. Survival is certain for almost everyone (in the West). So one of the reasons people are drawn to religion has eroded."

Though many Europeans say they consider themselves Christians, far fewer actually attend services. One need only see the overwhelming number of gray-haired heads in church pews to know attendance will keep falling if something doesn't change dramatically.

Benedict, who visits Cologne, Germany, next week for World Youth Day, is expected to tell some 400,000 young people there that they are the future of the church. But the pope and other leaders of traditional churches admit that their struggle for souls in Western Europe is their greatest challenge.

Adapted from http://www.usatoday.com/news/world/2005-08-10-europe-religion-cover_x.htm

Europe – Lesson 9

Seventh Grade Europe Unit Lesson 10 Title: Europe Capstone Project Grade Level: Seventh Unit of Study: Europe Unit GLCE:



Abstract: In this lesson, students complete their investigation of Europe’s human characteristics (government, economics, religion, and culture) by creating a presentation that details the changes on one of the areas mentioned above. Key Concepts: government, culture, religion, economics, feudalism, monarchy, oligarchy, capitalism, traditional market, protestant reformation, industrial revolution, cottage industry, European Union, Euro, trade barriers, tariff, embargo, standard. Sequence of Activities:

1. To begin, provide students with the Europe Presentation Overview and Rubric document. Review the expectations with students.

2. Brainstorm project ideas with students (projects can take many forms: PowerPoint, digital story, podcast, poster, essay, etc.). Have students share major comparisons that they have found between the time periods.

3. Due to time constraints, it is suggested that students complete this project out of class.

Connections: Language Arts Instructional Resources: Equipment/Manipulative Computer lab or Internet access Student Resources Europe Presentation Overview and Rubric Teacher Resources Technology Extensions


European Presentation Overview and Rubric

Over the last several weeks you have investigated several European time periods (Medieval Europe, the Renaissance, the Industrial Revolution, and Europe today). In order to demonstrate what you have learned about the topics of government, economics, religion, and culture, you will create a presentation that shows the changes in one of these areas.

Your project can take several forms (PowerPoint, essay, digital story, podcast, poster, etc.). However, your project must address the following questions:

1. What are the main characteristics of each time period in the area you will compare? For example, what are the main characteristics of economics during Medieval Europe, the Renaissance, the Industrial Revolution, and Europe today?

2. How have these characteristics changed over the years? 3. What images show these changes? 4. What is your prediction for the future in the area you’ve chosen to research? For example, what

do you predict will happen in government, economics, culture, or religion? Why do you think this?

3 2 1

Main Characteristics

The presentation clearly explains the main

characteristics of each time period.

The presentation explains the main characteristics. However, some explanations are

unclear.

The presentation does not explain the

characteristics of some time periods.

Changes in Characteristics

The presentation clearly explains how the characteristic has changed over time.

The presentation explains how the characteristic has changed. However, some changes are missing or unclear.

The presentation does not explain how the characteristic has changed over time.

Images

The presenter has chosen images that clearly illustrate changes that have

taken place.

The presenter has included images that

show change. However, some images are

unclear.

The presentation does not include images that

show change.

Predication

The presenter clearly describes his or her prediction for the future and supports their explanation.

The presenter describes his or her prediction for the future. However, the explanation is

unclear.

The presenter does not provide a prediction for

the future.

Europe – Lesson 10

Europe – Lesson 10

Organization

The presentation is well organized so that the reader can easily

understand all of the information.

The presentation is organized. However, some parts or aspects are unclear and cause confusion for the

reader.

The presentation is poorly organized. The reader is left confused

at several spots.

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