Europe from Maastricht to Brexit

The article deals with the development of the European Union (EU) in the area of ​​tension between integration and (Eastern) enlargement and the challenge posed by internal conflicts as well as three major crises (euro debt crisis, “refugee crisis”, Brexit) and their consequences. Since the development has not yet been completed, there are always opportunities for discussion for the learning group due to current references. The aim of the amount is to get the students to make a balanced and well-founded judgment about the possibilities and constraints in the design of a supranational organization like the EU, which is unique to this day. Successes and failures should be taken into account in equal measure. The learning group should also have the opportunity to assess historical opportunities and risks.

The end of the Cold War gave new impetus to European unification. The EC became the EU in 1992, and twelve became 28 member states by 2013. With the failure of the constitutional treaty in 2005, the first cracks appeared in the “European project”, which became rifts with the euro debt crisis (from 2010) and the “refugee crisis” (2015). The undermining of the rule of law and democracy practiced by Visegrád states such as Poland and Hungary opened up an additional problem area. Britain was the first EU member to say goodbye in 2020. This so-called “Brexit” at the latest made it clear that there is a fundamental conflict about the orientation, scope and future of the Union. These teaching materials trace the development of the EU and help learners to form their own reasoned opinions.

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Table of Contents:

  • Scientific part
  • EU: integration, enlargement, challenges
  • Euro Debt Crisis
  • migration and refugees
  • Brexit
  • Didactic-methodical hints
  • literature and media
  • materials and work orders
  • The EU: integration, enlargement, challenges
  • The euro debt crisis
  • migration and refugees
  • The Brexit
  • Exam proposal + proposed solutions

The students learn:

The students learn to analyze sources properly and to classify them historically (professional competence). At the same time, the learners practice using maps, tables and graphics (methodological competence), which they evaluate and relate to the texts. In addition, they create their own diagrams. Caricatures as well as audio and video sequences represent another type of source whose analysis is practiced. Another focus lies in the discussion and the formulation of own statements, especially with regard to current references (reflection and orientation competence). The learners develop their own opinion on the subject of the EU by considering, weighing and reflecting on all sides.