1. Rhine-Danube Industrial Corridor
What does that even mean?
Rhine & Danube = Rivers in Europe
Industry = Economic activity concerned with the processing of raw materials and manufacture of goods in factories
Corridor = A passageway, route, or strip of area connecting two or more places; usually identified by a common characteristic or purpose
I use this slide for discussion with my students. I tell them that we’re going to be talking about the Rhine-Danube Industrial Corridor today. This is usually met with confused faces because it’s not a term that 7th graders are usually familiar with. To help with understanding, we look at each of the parts of the term one at a time. I ask them if they’ve heard of the term before, in what context, and what they think the words means. Then, I reveal the notes so they know how I want them to be thinking of the terms. Keep in mind this is still just an introduction and students will be much more familiar with what the Rhine-Danube Industrial Corridor is and why it’s important by the end of the lesson.

2. Rhine-Danube --- links waterway systems between North Sea & Black Sea

3. Rhine-Danube --- links waterway systems between North Sea & Black Sea
Rhine River
Danube River
Man-made canals & smaller rivers

4. Why do you think the Rhine-Danube is important?
I use this more zoomed out map slide to discuss why they think the Rhine-Danube might be important. Students usually point out what I’ve already told them (connects the North Sea to the Black Sea), but they also add observations about how many countries it touches, that it helps link western & eastern Europe, that landlocked countries have access to a water-based trade route, and that it connects Europe with the Middle East.

5. Why do you think the Rhine-Danube is important?
Helps with the movement of goods into and out of the interior* of Europe from/to shipping ports on the coast
*interior = middle of Europe (landlocked inner counties not on the outside touching the ocean)

6. Why do you think the Rhine-Danube is important?
Touches 13 countries and about 70 cities, giving them all access to the sea
Who can name some countries it touches?
Netherlands, Germany, Austria, Liechtenstein, France, Switzerland, Slovakia, Hungary, Serbia, Croatia, Romania, Bulgaria, Ukraine

7. Why do you think the Rhine-Danube is important?
In 2010, 5,211,918 tons* of goods moved through the canal.
How do you think this affects the region?
This slide is also used for discussion. When asking how the movement of goods through the corridor affects the region, I like students to bring up points like:
Brings in lots of money to the region with all of that trading going on
Can lead to cooperation/conflict in the region
Cooperation since countries have to work together.
Conflict since countries might fight over access to the corridor.
Can lead to cultural diffusion (spread of language, food, etc.) since so many different countries can come in contact with one another
Can attract tourists on river cruises and that sort of thing since the rivers go through so many countries
Can be hard on the environment since boats run on fuel & rivers that weren’t connected naturally are now connected
Can lead to mixing species?
* That’s 10,423,836,000 pounds, people!

8. I use this slide to lead a discussion about what goods students think are moved along the industrial corridor.
Answers should include: Manufactured products, coal, other minerals
I also like to discuss how the rivers provide hydroelectric power to the region at this point too.

9. Do you think the Rhine-Danube corridor links or divides the region?
What about rivers in general?
What about these physical features?
High mountain ranges
Deserts
Seas/Oceans
I use this slide to review the concept of physical features being able to link/divide regions. It’s not necessary for the lesson on the Rhine-Danube, but I think it’s a nice tie-in.
Rivers = Link
Mountains = Divide
Deserts = Divide
Seas/Oceans = Link or Divide depending on the particular situation

10. Planes, Trains, Automobiles & Boats
What do you think is the best way to move goods?
Rank these in order of best to worst:
Airplanes
Trains
Trucks
Boats
Think about what makes them good & what makes them bad.
This next activity is used to help students make the connection between why a water trade route can be such a big deal. First, I have students think about the question (What do you think is the best way to move goods?) and rank the different forms of transportation (airplanes, trains, trucks, boats) on their own. Next, I have them get with a partner and discuss their thought process together. You might also consider having students work in small groups of 3-4, but keep in mind that larger groups can also lead to more distraction and not everyone’s voice being heard.

11. Pros
Cons
Airplanes
Trains
Trucks
Boats
While students are discussing the different ways to move goods with their partners, they’re all filling out a chart that looks like this. I usually model the kind of answers I’m looking for in a chart by asking a student to provide a pro about airplanes (they’re fast) and a con about airplanes (expensive to use). My class keeps a notebook, so I have them draw a chart that looks just like this on one of their pages.
Once the partnerships have had enough time to discuss the pros and cons of each form of transportation and add notes to their charts, I have them come up to the board and rank the different forms according to their partnership’s answer ranking. (You can see this on the next slide)
After discussing the pros and cons, rank them in order of best to worst.

12. Partnership Rankings
Airplanes
Trains
Trucks
Boats
After all of the partnerships have ranked the forms of transportation, the SMARTBoard will look something like this. If you do not have access to a SMARTBoard, this is easily done with a plain dry erase board.
At this point, the class goes back to their individual seats and we have a discussion about the results. Generalizations are made (most of you thought airplanes are the best way to move goods, trucks were generally ranked the lowest, etc.) I allow students to make arguments for why the ranked the forms of transportation the way they did. Students are surprisingly passionate about their answers. Once I’ve gotten some good discussion, I go back to the pros and cons chart and we fill it out as a class to ensure that all answers the partnerships have come up with are included.
After discussing the pros and cons, rank them in order of best to worst.

13. Pros
Cons
Airplanes
Trains
Trucks
Boats
A finished pros and cons chart (after class discussion) can look like this. I saved this slide after multiple classes, so I’ve included a few examples in case you find them useful.
After discussing the pros and cons, rank them in order of best to worst.

14. Pros
Cons
Airplanes
Trains
Trucks
Boats
Another example of a finished pros & cons chart (after class discussion). I apologize for my bad SMARTBoard penmanship.
After discussing the pros and cons, rank them in order of best to worst.

15. Pros
Cons
Airplanes
Trains
Trucks
Boats
Another example of a finished pros & cons chart (after class discussion).
After discussing the pros and cons, rank them in order of best to worst.

16. Pros
Cons
Airplanes
Trains
Trucks
Boats
Another example of a finished pros & cons chart (after class discussion).
Once we’ve filled out this pros and cons chart together (and students have added anything they forgot to their individual charts in their notebook), I ask the students if they would change their answers. Some of them stick to their original ranking, but a lot of them come to see that boats are a great way to move goods. I usually end the day by asking students why they think I made them do this activity. Every class was able to make the connection that boats are a great way to move goods and therefore part of the reason why the Rhine-Danube Industrial Corridor is so important to Europe.
After discussing the pros and cons, rank them in order of best to worst.