Name
Visions of Europe
Topic
European Geography
Learning time
5 hours and 10 minutes
Designed time
5 hours and 10 minutes
Size of class
20
Description
The course starts with the students drawing maps of Europe using just their memory. The students then have to interpret the maps they have drawn: What visions of Europe do they have? Do they share the same vision? How do you explain the similarities and the differences between the maps. Finally, the course engages the students in a reflexion and a production, about Europe, and the role of borders in Europe. The course was conceived and tested during an Erasmus project called "Broaden Horizons", in Lyon, France, in 2017.
Aims
European identity: We have geographical preconceptions that we are not necessarily aware of. If we realize what our preconceptions of Europe are, we can better understand our views on Europe, and possibly change them. Cartrography: The making and interpreting of maps are core geographic skills. This course develops the cartographic skills of the students, without them even realizing it. Group building: By confronting views and making a common final produciton, the course intends to create bonds between the students.
Outcomes
Draw, Formulate, Compare (and contrast), Argue
Editor
Erasmus5
Edit
Introduction: How to read a magazine article?
50 minutes)
  • Read Watch Listen
    10
    1
    1
    Students read a magazine article about people drawing world maps from memory
  • Read Watch Listen
    25
    4
    0
    Complete a worksheet in group: - Identify where the article is from and what it's about - Identify the goals of the experiment, its results and the reactions it triggered - Evaluate the success of the experiment
  • Produce
    15
    1
    0
    Have the students draw a map of Europe from memory with just a pen and a blank piece of paper
Notes:
The teacher collects the maps made by the students at the end of the class.
Resources linked: 0
Map analysis: A national vision of Europe?
50 minutes)
  • Read Watch Listen
    10
    4
    0
    Group work guided by a worksheet: - The students discover the 20 maps that were drawn at the end of last class (either on a tablet or through copies). - They identify some obvious similarities and differences between the maps. - Each group selects 3-4 different maps they will study in depth. If possible, the teacher guides the groups so that they don't all select the same maps.
  • Investigate
    25
    4
    0
    Each group answers the following questions: + Do the maps show a French vision of Europe? (The students were French students.) + Do the maps show a (West-)European vision of Europe? These questions are difficult: The students get help from the worksheet and the teacher.
  • Produce
    15
    1
    0
    Individual work: Each student writes a small text explaining what vision they have according to the map they drew: Do they have more of a national vision or a European vision of Europe?
Notes:
Resources linked: 0
Map and article analysis: Why so many borders?
50 minutes)
  • Read Watch Listen
    5
    20
    0
    The teacher draws the attention of the students to the fact that they drew national borders in Europe. It's interesting since: - It was not asked in the instruction. - When people draw the world from memory, they don't usually draw boders. => Does this mean we intrinsically associate Europe with borders?
  • Discuss
    15
    20
    0
    The students discuss the reasons why most of them drew so many borders.
  • Read Watch Listen
    10
    1
    0
    The students read an article on the Schengen area and the debate around it.
  • Read Watch Listen
    20
    4
    0
    The groups work on the article with a worksheet. They identify arguments in favor or against more borders in Europe. They know next class will start with a debate.
Notes:
Resources linked: 0
Debate and creation: European borders
50 minutes)
  • Read Watch Listen
    10
    20
    0
    The teacher explains how the debate is going to be organized and what rules apply. The debate can be organized in many different ways. I used a variation of the inside-outside circles debate: 1. The two circles are assigned a point of view to argue in the debate (for/against). 2. Each pair of students has a 5-minute debate. 3. Then the teacher asks the inner circle to rotate once. 4. Back to step 2. The debates can repeated 3-5 times. Each time, the students should improve their arguments.
  • Produce
    10
    1
    0
    Each student knows what side of the debate they are on. They prepare their aguments and take some notes.
  • Discuss
    30
    2
    1
    Debate on borders: Do we need more of fewer borders in and around Europe?
Notes:
Resources linked: 0
United in Europe - Preparation
50 minutes)
  • Read Watch Listen
    10
    20
    1
    The teacher explains that the class is given a task: To create a new vision of Europe that can be displayed in the school for everyone to see. This vision has to show how we are united in Europe. The teacher has prepared a giant cardboard puzzle of Europe. The class will have to paint that puzzle with what unites Europeans together.
  • Discuss
    15
    4
    0
    Each group is given a section of the puzzle and a set of given colors. Different groups have different colors. Each group discusses what they think unites Europeans together. They decide on a group topic that each member of the group will develop in their painting. Classic ideas: Sports, music, friendship...
  • Practice
    25
    1
    0
    Each member is given a subsection of the group section. They paint their ideas on a trial paper.
Notes:
Resources linked: 0
United in Europe - Production
50 minutes)
  • Produce
    50
    1
    0
    Each student paint their ideas for good on their piece of the final puzzle.
Notes:
Resources linked: 0
United in Europe - Display
10 minutes)
  • Discuss
    10
    20
    0
    The final puzzle is shown to the class. Students discuss it.
Notes:
Resources linked: 0

Learning Experience

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