A Sustainable Europe
Teaching & Learning Package 2
A teaching resource from the Jean Monnet Teacher Education Project – University College Dublin, Ireland
ANNE O’BRIEN, UCD CONOR GALVIN, UCD
UNIT PLAN & ACTIVITIES
Start-Up
The key aim of this activity is to introduce how the EU works/operates using a video that explains how the EU works using metaphors.
Activity 1. How does the EU operate?
Anticipation Guide for students to verify their knowledge about how the EU works.
Preparation for Activities: Teacher should have the PowerPoint ready and make sure the video is embedded in the map of the EU on the first slide. Make sure all students have a copy of the Anticipation Guide and the “Match the Metaphor” worksheet.
A Note for a Teacher: Have students fill out the left-hand column of the Anticipation Guide. They will come back to this at the end of the lesson.
Estimated Time: 5 mins
Citizenship Reference: 1.3; 2.3; 3.2; 3.3; 3.7; 4.2 and 4.3
Description
- The main activity involves evaluating a series of statements related to the European Union (EU) by determining whether each is true or false. This activity is designed to assess and build knowledge about the EU’s structure, functions, and member states.
- Students review each statement provided in the guide and use the left-hand column to mark the statements as either True or False based on their current understanding or prior knowledge.
- After marking the statements, review the correct answers (to be provided later or in class discussion) and reflect on any misconceptions.
- Potential Questions for Deeper Understanding: How does the EU Commission differ from the European Parliament in terms of legislative powers? What are the core values of the EU, and how do they shape membership criteria? Why is it important for the European Parliament to discuss laws proposed by the EU Commission?
Activity 2. Video and Match the Metaphor.
Introduction to how the EU works looking at the EU Commission, EU Council, Council of Ministers and EU Parliament using metaphors found in the video.
Preparation for Activities: Show the video, which is approximately 5 minutes long. After watching, guide students to match the metaphors on their worksheet to the content presented in the video. If needed, play the video a second time to ensure students can accurately complete the matching activity. Follow up with a “shout-out” activity to assess and reinforce their understanding.
A Note for a Teacher: Encourage students to actively focus on the video, noting key themes or phrases that relate to the metaphors. Use the “shout-out” activity as an opportunity to clarify any misconceptions and spark a discussion about the metaphors’ meanings in context.
Estimated Time: 10-15 mins
Citizenship Reference: 1.3; 2.3; 3.2; 3.3; 3.7; 4.2 and 4.3
Description
- Explain to students that the activity uses metaphors to describe various aspects of the European Union (EU).
- Briefly discuss the listed metaphors and their general meanings (e.g., “head chefs” as leaders or “menu” as choices).
- Students must match each metaphor to what it represents or compares within the context of the EU.
- Potential Questions for Deeper Understanding: Why do you think the European Parliament is referred to as the “head chefs” in this metaphor? How do the “customers” (countries in the EU) influence the “restaurant” and its operation?
Development
The key aim of this activity is to provide students with a clear and structured understanding of how the EU Commission, Council of Ministers, European Council, and European Parliament function and interact within the European Union's decision-making process.
Activity 3.
Slides describing how the EU Commission, Council of Ministers, EU Council and Parliament work. This is content based and will help ensure that knowledge is learned.
Preparation for Activities: Put students in small groups of 4 or 5 students.
A Note for a Teacher: As students review the slides, they can complete the right-hand column of their Anticipation Guide to reflect what they have learned. Throughout the presentation, ask targeted questions to check for knowledge and understanding. (Refer to the “Description” section for suggested questions to engage students and reinforce key concepts.)
Estimated Time: 20 mins
Citizenship Reference: 1.3; 2.3; 3.2; 3.3; 3.7; 4.2 and 4.3
Description
- Review slides 3–11, engaging students with questions to encourage active participation and deepen understanding. For example:
- Who is the EU Commissioner?
- Who would represent your country at the EU Council?
- Which ministers from your country might occasionally participate in the Council of Ministers?
- Can you name three or four Members of the European Parliament (MEPs) from your country?
Consolidation
The key aim of this activity is to provide students with a collaborative and thorough understanding of the roles and functions of key EU institutions, fostering peer-to-peer learning and consolidating their knowledge of how these institutions contribute to the European Union's operations.
Activity 4. Jigsaw Activity
Preparation for Activities: Make photocopies of the EU Institution Cards and distribute one card to each group. Then, project slide 13 on the screen for reference.
A Note for a Teacher: This is a Jig-Saw Activity to consolidate the content learned in the lesson.
Estimated Time: 20 mins
Citizenship Reference: 1.3; 2.3; 3.2; 3.3; 3.7; 4.2 and 4.3
Description
- Divide the class into groups of 4–5 students and assign each group one EU institution to focus on: the EU Commission, the Council of the EU, the European Council, the European Parliament, the European Court of Justice, or the European Central Bank. Each group must thoroughly research and answer the questions provided on PowerPoint slide 13 for their assigned institution.
- Once prepared, have one member from each group rotate to other tables, explaining their institution to the new group. This process continues until all tables have been “visited” and every student has learned about all the institutions. This activity ensures a collaborative and comprehensive understanding for all participants.
Follow-Up
The key aim of these activities is to help students apply their understanding of how the EU functions while encouraging them to reflect on and identify the three most important insights they have gained about the EU.
Activity 5. Reflection
Preparation for Follow-up Activities: Students should be back in their original groups for this final summary of what they have learned in the lesson. Sample sentences are found on the last slide, no. 13.
A Note for a Teacher: An example of two sentences are on the slide and in the notes on the slide. Use either a Padlet or whiteboard to take down some suggested sentences from the students.
Citizenship Reference: 1.3; 2.3; 3.2; 3.3; 3.7; 4.2 and 4.3
Description
- In groups, have students collaborate to write two concise sentences summarising how the EU functions.
- For individual reflection, ask students to write down the three most important insights they have gained about the EU.
Disclaimer
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Call: ERASMUS-JMO-2021-OFET-TT
Project: 101048011