Should we feel anxious about Europe’s energy dependency? Graph: http://www.eea.europa.eu/data-and-maps/indicators/total-primary-energy-intensity/total-primary-energy-intensity-assessment-2 Map: Copyright - public domain. https://commons.wikimedia.org/wiki/File:Europe_night.png How far can we answer our question from these two sources?

Should we feel anxious about Europe’s energy dependency? The map highlights Norway, Algeria, OPEC and Russia. The link is that these are the main importers of energy into Europe. Ask students how much money they think the EU spends every day on importing energy. (answer: 1B Euros per day). You could then ask whether students see any problems with this (eg. Paying so much money to countries with different approaches to human rights) Map: ISBN 978-92-79-42192-1 doi:10.2775/60236 Page 8 What links these countries? What issues might this raise?

Should we feel anxious about Europe’s energy dependency? This lesson we will be: Learning about some consequences of European Energy dependency Thinking about why Europe’s energy dependency might cause some people anxiety, and whether we personally would share that concern. Creating an answer to the question that is evaluative and uses historical knowledge.

Should we feel anxious about Europe’s energy dependency? You will now look at different historical examples of the impact of Europe’s energy dependency to help us to answer our question. The students should be in small groups for this activity. There five cards: The 1973 Oil Price Crisis, The European Coal and Steel Community (1952), The gas crisis in the Ukraine 2009, the potential for the Cyprus gas fields to be a catalyst for peace, where we buy our energy needs from. The students cards are short summaries, there are also longer explanations in the supporting documents. Students should collect one card, read it and then discuss in a small group or pair whether that event makes them think that our energy needs are more likely to lead to peace or war. They then place a X on the spectrum to reflect this. Students then swap this card for another one. They place a cross on the spectrum to show where they think it should be now that know about 2 events, with a sentence to explain why it has moved. A model is provided in the following slides. This can be easily differentiated by reducing the number of cards, teachers should just ensure that a balance of perspectives remains.

Should we feel anxious about Europe’s energy dependency? Anxious Confident You could print this slide on A3 to save a little time.

Should we feel anxious about Europe’s energy dependency? Read your card and then make a X on the spectrum to reflect whether, based on that example, our energy needs are more likely to lead to peace or war Anxious Confident

Should we feel anxious about Europe’s energy dependency? Hence, if you had read the card about the 1973 Oil Price Crisis, you might put your X here: Anxious Confident X 1973 Oil Price Crisis

Should we feel anxious about Europe’s energy dependency? Now swap that card for another. You should then put an X on your spectrum to reflect where it should be now that you know about both events. Anxious Confident X 1952 Coal and Steel Community X 1973 Oil Price Crisis Although energy needs had caused a crisis in 1973, the 1952 Coal and Steel community shows that European countries can co operate over energy.

Should we feel anxious about Europe’s energy dependency? You now need to answer our question. A really good answer will include references to several of the events we have studied, and use evaluative language to show that you understand that the answer is not simple. Words and phrases you could use: There is a model paragraph demonstrating evaluative language on the teacher notes. Teachers could follow this with Kagan All Stand Consensus or All Write. (see teacher notes) Evaluative language Referring to historical examples Although… Despite… Even though… We can see this in the ……. However, the example of ….. Shows us that….