Put the relevant website addresses on the whiteboard, split the class into pairs and give each pair a copy of the blank map in Resource 1.2.

Using the internet for information, ask them to work together to:

• identify all the countries in Europe;
• record the names of the countries on the blank map; and
• colour in those countries that are in the EU.

You can check their results using Resource 1.3.

Make certain the pupils keep their maps for use in the other activities in Session 1.

Divide the class into six groups, give each group a flip chart and assign them a question from Resource 1.4 to research. Provide a list of websites that the groups can use to find the answers. Instruct the groups to also obtain information from one website that they source themselves. Have them record their question and answer(s) on a flip chart. (Answers are available in Resource 1.5 should you need them.)

Using a carousel approach, allow the groups to rotate round to the other groups’ flip charts to gather information (two group members should stay with their chart to explain their answers to visiting classmates).

Once everyone has cycled back to their own group’s flip chart, they should record this new information about the EU on the maps they completed in Activity 1. Each group should then consider which website provided them with the most relevant answers to their question.

Finally, have each group complete the evaluation in Resource 1.6, stating if the:

• websites were easy to navigate;
• information was up-to-date; and
• information was relevant.

Put some relevant travel booking and currency exchange website addresses on the whiteboard, split the class into pairs and provide each pair with a new, blank copy of the map in Resource 1.2.

Ask the pairs to:

• identify the EU countries that use the euro; and
• identify the EU countries that still have their own currency;
• name the currencies of those countries not using the euro; and
• record all their findings on the map in Resource 1.2.

 

Use the completed map in Resource 1.7 to list the answers on the whiteboard, and ask the pairs to check that they have the correct information on their map.

Next, combine the pairs to make groups of four, provide each group with a copy of Resource 1.8 and assign each group one of the celebrities. Their task is to arrange travel to the two countries listed next to their celebrity. To do this, they must research a little bit about each country’s capital, currency, exchange rates, etc. Resource 1.9 includes instructions for the groups plus spaces to record their findings.

When they’ve completed their planning, each group must plan a summer fun day in each capital city for their celebrity and three of his/her friends (only two friends for the Cheeky Girls). Their budget is £70 per head per city. Ask them to plan the day using the price list in Resource 1.10 and to record their answers on the budget sheet in Resource 1.11.

Although the prices are quoted in the currency of the country they will be visiting, ask the groups to convert their sums to sterling using the exchange rates they recorded on Resource 1.9.

To conclude the activity, ask each group to share with the class their decisions and how well they managed to stay within budget.

Divide the class into five groups and provide each with poster-sized paper. Assign each group one of the following EU institutions or set of bodies:

• The European Commission
• The European Parliament
• The Council of the European Union
• The European Council/European Court of Justice/European Central Bank/the European Economic and Social Committee
• The European Ombudsman / the Committee of the Regions / the European Court of Auditors

Ask the groups to find six pieces of information on their EU institution/group of EU bodies and start to populate a poster with this information.

Next, copy Resource 1.12, cut out the pieces of information about the institutions and give them to the relevant groups. Ask them to read the statements and check the facts against the six facts they discovered through research. Are any of the statements new information? If so, have the groups think about and discuss how to explain the new statements in their own words and then add these new, rephrased statements to their posters.

Encourage them to embellish their posters by adding drawn or copied pictures of the institutions’/bodies’ logos, slogans, buildings, key representatives, etc.

Finally, invite each group to use their poster to present the information about their EU institution to the rest of the class.

Clarify the key points about each institution as necessary.

Copy and cut out the question and answer cards in Resource 1.13 and distribute these among the pupils. Make multiple copies if necessary. Explain to the class that some cards are questions and some are answers about what the EU does for them.

Ask them to read their card and then circulate with their classmates to find its match.

Take feedback from each pair to confirm that pupils have paired the correct question with the correct answer. You can elaborate on the answers by referring to the additional teacher information in Resource 1.14.

As a class, watch the three minute video called: How Does the EU Affect You? This is video appears in the Resources box.

Next, copy, cut out and distribute the statements in Resource 1.15 to your pupils. Ask them to read their statement cards, think about the information in the video and decide if the statements are true or false.

Ask the pupil holding Statement 1 to read their statement aloud, state whether they think it is true or false and to explain why they think this. Does anyone else think differently and can they share their reasoning? After discussion, provide the correct answers, which appear at the bottom of the resource sheet.

Next, copy the categories below onto seven pieces of card:

• EU Laws
• Environmental Issues
• Trade (Buying and selling)
• Consumer rights
• Freedom of movement
• Crime Prevention
• International Aid.

Place these cards around the room and have your pupils stand with the category that they feel their statement belongs to. Then, ask the pupils who are standing at that category to read their card aloud and, as a class, decide if they have chosen the correct category for their statement.

The statements fit with each category as follows:

Category	Statement
EU Laws	1, 2
Environmental issues	3,4,5,6,7
Trade (Buying and selling)	8,9,10,11,12,13
Consumer rights	14,15,16
Freedom of movement	17,18
Crime Prevention	20
International Aid	19

Explain to the class that in journalism publications, there is typically a page called the Editorial Page or the Op Ed page. Here, a paper or magazine publishes an opinion article written by a senior member of staff or a contributing writer. Gather some examples and provide these to the class for reference.

Explain that they will each be writing an editorial about at least one EU law and/or policy area that they learned about in Activity 6. Encourage them to choose one they particularly liked or disliked.

As a class, watch the video: 'How Does the EU Affect You' below?

Then, provide the following guidelines to the class. They must:

• express their opinion by stating the pros and cons of the issue;
• include facts to support their opinion;
• be persuasive, aiming to convince others that their viewpoint is correct;
• consider and address opposing views – putting forward the failings of any counter argument;
• use precise vocabulary to convey their thoughts, ideas and opinions;
• structure their article logically and coherently;
• keep it to a maximum of 500 words in length; and
• include an effective headline.

Provide them with relevant websites for them to research the laws or policies they are writing their article on.

Finish by inviting volunteers to read their editorial to the class.