Teddy Walsh
SEC 300
April 26, 2012
Unit Plan: Western Europe
Overview:
This unit challenges students to examine changes in Western Europe’s culture, politics, economy, physical
geography, and landscape as a result of 20th and 21st Century globalization. Using various examples from current
media, historical events, and news reports, students will apply their understanding of globalization to historical
antecedents and current events. The application of such an understanding will benefit students’ worldviews and
prepare them to be 21st century citizens.
Timeline:
Monday
Introduction to
Western Europe
Class Research
Project: The
European Union
Tuesday
Integrative
Lesson Plan:
Changes in
Physical
Environment
Class Research
Project: The
European Union
Wednesday
Multimedia
Lesson Plan:
Portugal’s
Global History
Thursday
Direct
Instruction: The
Burqa Ban in
France
Friday
Conceptual
Lesson Plan:
Ethnic Conflict
Class Research
Project: The
European Union
Cooperative
Learning: The
Troubles in N
Ireland
Cooperative
Learning: The
Troubles in N
Ireland
Unit Standards, Unit Goals, Unit Objectives, Unit Assessments
There should be 1 -3 goals ,and between 3-8 major objectives that all have a specific behavior, condition
and criteria. These do not necessary match exactly to the objectives you already wrote in your lessons. The
criteria in the unit objectives should match your unit assessments.
Please use the chart below:
Standards
 12.G.1 – Apply geographic skills to understand the spatial relationship between humans
and their environment
 12.G.2 – Analyze the historical antecedents and the geographic factors that led to the
development of globalization
 12.G.3 – Analyze changes in the physical environment as a result of globalization
 12.G.4 – Analyze changes in culture as a result of globalization
 12.G.5 – Analyze changes in economic as a result of globalization
 12.G.6 – Analyze changes in politics as a result of globalization
Standards (technology)
 HS.SI.1.2 Evaluate resources for point of view, bias, values, or intent of information.

HS.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g.
online note-taking tools, collaborative wikis).
Unit Goals (1-3)
 Learners will understand the effects of globalization on Western European economy,
politics, religion, culture and society.
 Learners will strengthen writing skills using varied points of view, argumentative essays,
and correct spelling and grammar.
Teddy Walsh
SEC 300
Unit Objectives
 Using the integrative model, students will






demonstrate an understanding of the
changes in the physical environment of
Western Europe as a result of globalization
by examining three pairs of photos and
writing a one paragraph response outlining
each examined change.
When students consider religion and
ethnicities in the United states they will
describe three examples of religious and/or
ethnic conflicts in the United States as a
result of globalization.
Students consider religion and ethnicities in
Western Europe students will describe three
examples of religious and/or ethnic conflicts
in Western Europe as a result of
globalization.
Utilizing six electronic sources (three per
position), students will develop a position
regarding The Troubles for both the
Catholic Irish and Protestant English.
When students examine cultural change in
France, they will identify three reasons why
there is conflict over burqas in schools and
write a one page response outlining the
reasons.
When students examine the burqa ban in
France, they will use a graphic organizer to
compare religious laws in France and the
US and discuss at least one similarity and
one difference.
Utilizing research, including written and
electronic sources, students will identify five
antecedents accounting for Portugal's
global presence in the fifteenth, sixteenth
and seventeenth centuries.
April 26, 2012
Unit Assessments





After examining the six photos, students
will write one paragraph describing a
change in the physical geography of
Western Europe. The paragraphs will be
graded for a quality comparison between
the two photos, description of the change
(noting landscape, infrastructure,
geography), proper spelling and grammar.
A total of three paragraphs should be
submitted.
Students will create a graphic organizer
(as modeled below) citing three examples
of religious and/or ethnic conflict in the US
and three non-examples resulting from
globalization. They will give a one to two
sentence explanation below their example.
Students will identify three examples of
religious and/or ethnic conflict and prepare
a one-page description of the conflict
describing the follow components:
The two (or more) religions or ethnicities
involved (4 points)
How the religion or ethnicity was effected
(extermination, assimilation, grassroots
movements, etc) (2 point)
A description of the conflict (civil conflict,
protests, lobbying in the government,
terrorism) (2 point)
The outcome of the conflict (repatriation,
amnesty, cease and desist) (2 point)
Students will develop a position for both
the Catholic Irish and Protestant English
regarding The Troubles using six
electronic sources, with three pertaining to
the English and three pertaining to the
Irish. Students will write a one-page
outline of each position, outlining historical
context, goals, major events, key players,
and ideal outcome (i.e. ultimate goal
[occupation, nationalism, reunification]).
The two pages will be submitted for
grading.
Using credible world news sources,
students will find three articles discussing
the burqa ban in France. One article
should be pro-ban, one anti-ban, and the
other of their choice. Students will write a
one page response synthesizing the
articles and stating whether they agree or
Teddy Walsh
SEC 300
April 26, 2012


disagree with the ban. The response will
be graded for proper spelling and
grammar, depth of analysis, the use of
credible sources, and correct citations.
Students will create a graphic organizer
comparing the US and France. Scenarios
and situations will be described on the
graphic organizer and students will mark
whether the scenario or situation would be
legal or illegal in France or the US.
Students will write one to three sentences
justifying their answer.
Using written and electronic resources
students will create a digital graphic
organizer identifying five antecedents
accounting for Portugal's global presence
in the fifteenth, sixteenth and seventeenth
centuries. The antecedents will identify
date/year, event, historical figure, and
provide one picture.
Pre and Post Assessments
Pre-Test: This unit’s pre-assessment is a graffiti board where students would be prompted to respond to the phrase:
Identify elements of Western Europe’s geography as it pertains to the physical environment, development of
globalization, changes in current culture as a result of globalization, economic changes, and changes in politics. The
class’s responses will be recorded and posted in the room for constant reference throughout the unit. This preassessment will not be graded.
Post-Test: This unit’s post-assessment is the paper mentioned as the essay example in the assessment section.
Please see below.
Gradebook
Please refer to uploaded gradebook.
Differentiation
Model Lesson Plan
Direct Instruction
Concept Development or Attainment
Inquiry
Cooperative Learning
Type of Differentiated Instruction with short
description.
Tiered instruction – students will be guided through the
module by the teacher as their abilities demonstrate. The
teacher will gradually increase depth and complexity of
discussion questions.
Student choice – students will choose which religious
conflicts they choose to research.
Flexible grouping – students will interact with various
classmates to gain a broader understanding of the
Teddy Walsh
SEC 300
April 26, 2012
conflict between Ireland and the United Kingdom
Integrative – multiple sets of data and questions that
correlate to student cognition and interests.
Choice (model of your choice)
Assessment Section
Project: Research and analyze the purpose and role of the European Union. What economic changes and policies
result from the EU? Additionally, what other factors of globalization are considered by the European Union
(immigration, education, etc)? Explore at least two. To present your findings, you may use a blog, wiki, Prezi,
PowerPoint or other appropriate technological medium. There will be a final presentation of your work.
Using the following rubric, complete your project. Be sure to use good research and writing practices, including
proper spelling, grammar, and citations.
Project
Component
Use of
appropriate
technology tools
1 Point
2 Points
3 Points
4 Points
Student uses
technology
throughout the
project, in
research and
presentation
Student
thoroughly
outlines
economic
changes and
cites at least
three examples
Student
thoroughly
outlines policies
and cites at least
three examples
Student
thoroughly
considers two
other factors of
globalization
Student uses
excellent eye
contact, body
language, pace,
and
demonstrates
thorough
knowledge of
project
_________/20
Student attempts
to effectively use
technology but
does not
Student uses
technology in
either research
or presentation
but not in both
Student uses
technology
throughout the
project but does
not
Outlines
economic
changes
Student attempts
to outline
economic
changes but
does not
Student outlines
economic
changes but
does not provide
example
Student outlines
economic
changes and
cites two
examples
Outlines policies
Student attempts
to outline
policies but does
not
Student outlines
policy changes
and cites two
examples
Considers 2
other factors of
globalization
Student attempts
to consider other
factors but does
not
Student outlines
policy changes
but does not
provide
examples
Student only
considers one
factor of
globalization
Student
Presentation
Student attempts
to present but
does not
Student does not
use good eye
contact, body
language, pace
and does not
demonstrate
knowledge of
project
Student uses
good eye
contact, body
language, pace
and is
knowledgeable
of project
Total
Student
considers two
other factors of
globalization
Teddy Walsh
SEC 300
April 26, 2012
Essay: Students will receive this essay at the conclusion of the unit.
Reflecting upon what we have learned about Western Europe thus far, identity the single most important factor of
globalization (physical geography/landscape, culture, politics, and economics, history). Demonstrate the importance
of this factor by thoroughly developing three real-world examples. You may cite current events, historical events, etc
using appropriate electronic resources, including news media. Use proper grammar, spelling, and citations.
Rubric: (15 points)
 Thesis statement defining important fact
 Proper grammar, spelling and citations
 Three real-world examples
 Length – 5 pages
 Use of appropriate resources
2 points
2 points
9 points
1 point
1 point
Multiple Choice Test: The following is an excerpt from a multiple-choice test about the physical geography and
landscape of Western Europe.
1. What is the capital of the United Kingdom?
a. London
b. Birmingham
c. Leeds
d. Edinburgh
e. Manchester
http://www.syvum.com/iosundry/quiz/europe/europem4.gif
2. Using the map above, which country is home to the Apennine Mountain range?
a. C9
b. C3
c. C15
d. C21
e. C6
3. Using the map above, which country utilizes the Thames River to support trade and industry?
a. C5
Teddy Walsh
SEC 300
April 26, 2012
b. C6
c. C3
d. C7
e. C11
4. Which country utilized the Mediterranean Sea a vehicle for expansion and connection in 750 BCE?
a. C8
b. C9
c. C15
d. C23
e. C24
5. What geographic engineering is used in the Netherlands to create more arable land?
a. Polders
b. Jetties
c. Break-walls
d. Hard stabilization
e. dams
Technology





Teacher use of Prezi to introude the Western Europe unit, http://prezi.com/fatto-_k2vk5/western-europe/
Teacher use of SMARTboard technology, see Portugal Lesson.
Teacher use of LED projector in Choice Lesson and others.
Student use of computer technologies and research in Choice, Conceptual Lesson Plan, Cooperative
Learning, Direct Instruction Lessons (see attached)
Student use of blog, wiki, Prezi or other appropriate
For further explanation and demonstration, please see uploaded lessons.