"My Europe, it will be ..."
Duration
4 hours
Age Group
15 - 16
Objectives
Promotion of EU citizenship, EU and democratic values and human rights
Enhancement of empathy outside school (friends, family, strangers
Development of empathic behavior at school
Enhancement of empathy outside school (friends, family, strangers
Development of empathic behavior at school
Needed material
Layout of space:
Organize the room in groups of tables for groups of 4 to 6 pupils.
No pupil should turn their backs on the board.
Necessary material:
A base map of each EU27 country (A3 format).
An EU base map with the outline of the EU member countries. It must be placed in the center of each table group.
At least two sets of colored pencils or markers (possibly material for tracing / drawing) per group of tables.
White sheets (at least 1 per pupil).
Pupils must be able to connect to the internet (cell phones, tablets, etc.)
Blu-tack
Organize the room in groups of tables for groups of 4 to 6 pupils.
No pupil should turn their backs on the board.
Necessary material:
A base map of each EU27 country (A3 format).
An EU base map with the outline of the EU member countries. It must be placed in the center of each table group.
At least two sets of colored pencils or markers (possibly material for tracing / drawing) per group of tables.
White sheets (at least 1 per pupil).
Pupils must be able to connect to the internet (cell phones, tablets, etc.)
Blu-tack
Emotional Intelligence Areas
Self-awareness
Empathy
Social skills
Empathy
Social skills
Description
The source makes it possible to work on the clichés conveyed about European countries, to lead pupils to question their European feelings and to make them understand that they can appropriate this space as being that of possibilities and of a common future.
This sequence allows non-traditional work but in groups and encourages common reflection and sharing between pupils. Each work phase is divided into two and includes a workshop time (research, reflection, creativity) and a time for sharing in front of the other groups.
Pupils have many opportunities to express themselves, in groups or alone, through collective drawing and script writing. Each pupil can speak at one time or another. The teacher gives open instructions for leading the work and encourages each pupil to reflect on the chosen topic, in an atmosphere of trust. Speech is free, no self-censorship. It is about expressing oneself, but without vulgarity and without barriers.
Weaknesses (and strengths at the same time): each group has a lot of freedom and the cohesion of the group will produce a work of more or less good quality (uncontrollable)
This sequence allows non-traditional work but in groups and encourages common reflection and sharing between pupils. Each work phase is divided into two and includes a workshop time (research, reflection, creativity) and a time for sharing in front of the other groups.
Pupils have many opportunities to express themselves, in groups or alone, through collective drawing and script writing. Each pupil can speak at one time or another. The teacher gives open instructions for leading the work and encourages each pupil to reflect on the chosen topic, in an atmosphere of trust. Speech is free, no self-censorship. It is about expressing oneself, but without vulgarity and without barriers.
Weaknesses (and strengths at the same time): each group has a lot of freedom and the cohesion of the group will produce a work of more or less good quality (uncontrollable)
Lesson Plan
The scenario takes place in two phases:
PHASE 1
- A workshop time (research, reflection, creativity): 1h15
- Sharing time in front of the other groups: 45 min
PHASE 2
- A workshop time (research, reflection, creativity): 1h15
- Sharing time in front of the other groups: 45 min
PHASE 1:
PART 1: The clichés have a hard life (1H15)
In the first part of phase 1, the pupils choose an EU member country, they are divided into groups of 4 to 6 pupils. They look for 3 emblematic elements of the chosen country and represent them with a simple visual on the map.
Then they look for 3 positive clichés of the inhabitants of the country, represent them with a simple visual on the map and do the same with 3 negative clichés.
PART 2: In the end are we so different? Update on what will look like us or what brings us together. (45 min)
The pupils write the stereotypes on a sheet, cut them out, mix them up in a basket. Each group chooses its representative who draws a piece of paper from the basket. The representatives must make the other groups guess the cliché without saying a word, by mime or drawing. The winning group is the one who guesses the most clichés. Ask the question: are the clichés true? Brainstorming with the whole class on what all the countries of the EU have in common. Play with the notion of bringing together and resembling and concluding with the European motto: “United in diversity” as a transition with the phase 2.
PHASE 2:
1) PART 1: Europe, I don't care ... or not (1 h)
Hang the different base maps on the board in order to reconstitute the EU.
Each group should:
- illustrate the EU's motto: "United in diversity" with a small stage, a collective drawing, collective photo, etc. The goal is to get them to dig into the fundamental values behind it.
- Each group plays its scene or presents its drawing in front of the class.
PART 2: My Europe, it will be… (1 h)
Recall the utopia of Thomas More and its etymology. (possibility to bounce back on Erasmus and talk about the Erasmus program)
Group reflection around the theme: "Imagine an ideal world in which you live. What are the three values of this world that you would like to take with you to your next planet?"
Each group shares its values. Write them on the tables. Circle those that are already those of the EU.
Back to reality: ask them the question: who are the actors of the world of tomorrow? get them to answer "we".
How to defend its values?
Out of time: pick up ideas and continue the project by writing a letter to the President of the European Commission: “Our Ideal Europe” and have the pupils sign.
PHASE 1
- A workshop time (research, reflection, creativity): 1h15
- Sharing time in front of the other groups: 45 min
PHASE 2
- A workshop time (research, reflection, creativity): 1h15
- Sharing time in front of the other groups: 45 min
PHASE 1:
PART 1: The clichés have a hard life (1H15)
In the first part of phase 1, the pupils choose an EU member country, they are divided into groups of 4 to 6 pupils. They look for 3 emblematic elements of the chosen country and represent them with a simple visual on the map.
Then they look for 3 positive clichés of the inhabitants of the country, represent them with a simple visual on the map and do the same with 3 negative clichés.
PART 2: In the end are we so different? Update on what will look like us or what brings us together. (45 min)
The pupils write the stereotypes on a sheet, cut them out, mix them up in a basket. Each group chooses its representative who draws a piece of paper from the basket. The representatives must make the other groups guess the cliché without saying a word, by mime or drawing. The winning group is the one who guesses the most clichés. Ask the question: are the clichés true? Brainstorming with the whole class on what all the countries of the EU have in common. Play with the notion of bringing together and resembling and concluding with the European motto: “United in diversity” as a transition with the phase 2.
PHASE 2:
1) PART 1: Europe, I don't care ... or not (1 h)
Hang the different base maps on the board in order to reconstitute the EU.
Each group should:
- illustrate the EU's motto: "United in diversity" with a small stage, a collective drawing, collective photo, etc. The goal is to get them to dig into the fundamental values behind it.
- Each group plays its scene or presents its drawing in front of the class.
PART 2: My Europe, it will be… (1 h)
Recall the utopia of Thomas More and its etymology. (possibility to bounce back on Erasmus and talk about the Erasmus program)
Group reflection around the theme: "Imagine an ideal world in which you live. What are the three values of this world that you would like to take with you to your next planet?"
Each group shares its values. Write them on the tables. Circle those that are already those of the EU.
Back to reality: ask them the question: who are the actors of the world of tomorrow? get them to answer "we".
How to defend its values?
Out of time: pick up ideas and continue the project by writing a letter to the President of the European Commission: “Our Ideal Europe” and have the pupils sign.
Assessment
Achievements :
- a better knowledge of the EU countries, knowing how to locate them on a map and knowing the images of Epinal of these countries apart from clichés (eg emblematic monuments).
- better knowledge of stereotypes (positive and negative)
- better knowledge of the values conveyed by Europe (liberal democracy, individual freedoms, of expression, of movement, of commerce), the guarantee of the rule of law
- know how to take a step back from one's opinions and representations and adopt an attitude of tolerance, respect and welcome towards other cultures
How to assess:
The final task in both phases assesses the depth of work provided by the groups.
This activity can be assessed as part of the EMC in first class (moral and civic education) or assessed in the student report card to enhance their participation in a European educational project.
Participation can also be valued in the school record book and as part of the sup course (new registration platform for higher education)
- a better knowledge of the EU countries, knowing how to locate them on a map and knowing the images of Epinal of these countries apart from clichés (eg emblematic monuments).
- better knowledge of stereotypes (positive and negative)
- better knowledge of the values conveyed by Europe (liberal democracy, individual freedoms, of expression, of movement, of commerce), the guarantee of the rule of law
- know how to take a step back from one's opinions and representations and adopt an attitude of tolerance, respect and welcome towards other cultures
How to assess:
The final task in both phases assesses the depth of work provided by the groups.
This activity can be assessed as part of the EMC in first class (moral and civic education) or assessed in the student report card to enhance their participation in a European educational project.
Participation can also be valued in the school record book and as part of the sup course (new registration platform for higher education)
Download further documentation
TESTING AND ASSESSMENT