Introduction
You were born in a country that happens to be a member of the European Union. As a result, you are both Greek and European citizens. How aware are you of what European citizenship entails? If you were to vote for your country to remain in or exit the European Union, how would make a decision? This WebQuest will help you shape an opinion after deliving into different aspects of the European Union.
As a group you are going to eaxplore the notion of European citizenship. Each member of the group will become en expert on one domain of the European Union. You will come back together to discuss the question of whether it is for your benefit to be a citizen of Europe based on the gained knowledge that each member will bring too the group.
I expect you to do a good job!
Please read the evaluation rubrics for this WebQuest that you can find attached on the evaluation page and try to meet the criteria as much as possible. I'm sure you'll do your best!
Task
Your task
The task you are expected to accomplish is to write an article for your class magazine answering the question: "Should we support our European citizenship? Should we fight for Europe to remain united?" The article will be the product of collaborative work and it will be uploaed on the school's website to be read by the members of the school community and any other visitor of it like the teachers and students of the European schools we have cooperated with in our Erasmus projects.
In order to carry out this task you must follow the steps outlined on the Process Page. During the process of your WebQuest, you will conduct research about the European Union and you will gain knowledge about various aspects of it. You will be visiting some recommended websites, reading articles, watching videos, listening to sound files so as to gather information, keep notes, answer questions, contribute constructively to a group discussion, formulate an opinion and finally write the article.
See the Process Page on the left and start your WebQuest.
Process
Step 1: (1 two-hour-teaching period)
1. Brainstorming/introduction
Before you begin on this project, why not do a QUIZ to see how much you know about the European Union and much remains to be learnt. Open a new tab with the link below, then click on > ages 15 and over and try the first set of quetsions under the heading 'What is the EU?' You can do the quiz online and get a score.
http://europa.eu/teachers-corner/
Step 2: (2 two-hour-teaching periods)
Background information
Before becoming an expert on one aspect of our topic, we'd better make sure that everyone on your WebQuest group knows the basics.
Visit the recommended websites below and answer the questions that follow. You can type your answers into the word document I've shared with you on Google docs (see Handout 1:Background information). Try to be specific because you'll need to go back to this information when you compose your article. Remember to cite the sources from which you drew the information you use in your answers. You will later need to include a list of references in your article. For in-text citation and for the list of references consult Handout 8:Referencing
If you need a dictionary for unknown high- frequency words, go to: https://en.oxforddictionaries.com/
N.B.: All handouts have been written on Google docs and I've shared them with you so you can edit them.
Remember !!! You must manage your time well.
You must have the answers for the questions 1-5 next week and for questions 6-10 the week after next.
Questions/note taking
- When was the EU set up? How did all started? What was the aim of this endeavor?
- Which were the founding countries? How many countries are members of the EU today? Which are they? When did each of them join the EU?
- What are the fundamental values of the EU?
- Explain the role that the following people played in uniting Europe: Konrad Adenauer, Winston Churchill, Alcide De Gasperi, Jean Monnet, Robert Schuman
- Which are the EU Institutions? Give a short description of each one of them.
- What are three important treaties for the EU? Name them and write a brief account of them.
- What is Greece's position in EU?
- What is the Eurozone? Are all member countries in the Eurozone? If not, which countries belong to the Eurozone?
- Which is the official language of the EU? Is it only one? If not, how many official languages are there?
- Are there any EU symbols? Which are they? What do they symbolise?
Recommended websites:
History of the EU
- https://europa.eu/european-union/about-eu/history_en
- https://europa.eu/european-union/about-eu/history/founding-fathers_en#box_8
- https://europa.eu/european-union/about-eu/eu-in-brief_en
- https://ec.europa.eu/neighbourhood-enlargement/policy/from-6-to-28-members_en
- https://europa.eu/european-union/about-eu/countries/member-countries/greece_en
- https://ec.europa.eu/info/business-economy-euro/euro-area_en
- https://europa.eu/european-union/about-eu/symbols_en
- http://ec.europa.eu/avservices/video/player.cfm?sitelang=en&ref=I125943&videolang=EN
- https://europa.eu/european-union/contact/institutions-bodies_en
- http://ec.europa.eu/europe2020/who-does-what/eu-institutions/index_en.htm
- http://ec.europa.eu/avservices/video/player.cfm?sitelang=en&ref=I131662
Note- taking table
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Notes sheet |
Name: ________________________ Topic: _________________________ Date:__________________________ |
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Questions |
Notes/references |
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Step 3: (3 two-hour-teaching periods)
Individual roles
Now that you have some overall background knowledge, you can go back to the main question. However, you cannot formulate an opinion and make such a serious decision unless you acquire more knowledge about various aspects of the European Union. So you will divide into four groups and the members of each group will undertake one of the roles listed below. This way the members of each group will become experts on one domain and then you will all gather to share your knowledge with the rest of the class.
Well, are you ready to divide and reach a decision?
Please sign your name in Handout 6 Individual Roles for one of the roles in the following handouts (Handout 2:Home affairs delegate. Handout 3: Economy and funding delegate, Handout 4:Education and culture delegate, Handout 5: Energy and Environment delegate). Remember each group must consist of four members. Within the group you can allocate the questions among members of the group but always in a fair way and bring the results of your research to the group conference where you'll answer the main question as a group supporting your decision with arguments from your domain's perspective. Each member of each group must then write a paragraph illustrating one argument to support the joint decision of the group in the plenary conference. Your paragraph must be 10-12 lines long in Times New Roman, 12 (Apply the paragraph structure shown further down this page and in your handouts)
a. Home affairs delegate
Use the links below to learn more about your role. More specifically look for answers to the following questions:
Questions/note taking
- How can one obtain the European citizenship? What are the rights of a European citizen?
- The European Union’s motto is “united in diversity' whereas the United States' motto for example is “out of many, one'. What is the difference between the way diversity is perceived in each of these political institutions?
- How is the EU's motto reflected in the European policies and what is its impact on the member countries culture?
- What are the short-, medium- and long-term priorities of the European agenda on migration?
- What are the challenges the EU has to face today? What initiatives have been taken?
Recommended websites:
EU citizenship/migration
1. https://europa.eu/european-union/topics/eu-citizenship_en
2. https://ec.europa.eu/home-affairs/what-we-do/policies/borders-and-visas/schengen_en
3. https://ec.europa.eu/home-affairs/e-library/multimedia_en?qt-multimedia=1#qt-multimedia
4. http://www.europarl.europa.eu/oeil/home/home.do
5. https://ec.europa.eu/home-affairs/what-we-do/agencies_en
6. http://europa.eu/youreurope/citizens/index_en.htm
b. Economy and funding delegate
Use the links below to learn more about your domain. Then answer the questions that follow.
Questions/note taking
- What is the Single Market? What is EMU?
- How does Europe intend to boost employment and growth?
- How does the EU plan to tackle the economic crisis?
- What measures does the European Commission propose to address failings of the Digital Single Market?
- One of the priorities in Europe 2020 strategy is the 'inclusive growth'. What does that mean?
Recommended websites:
EU economic policy
3. http://www.europarl.europa.eu/oeil/home/home.do
4. http://ec.europa.eu/europe2020/documents/president-barroso-on-europe2020/index_en.htm
5. http://ec.europa.eu/europe2020/news/highlights/index_en.htm
6. http://ec.europa.eu/avservices/video/player.cfm?ref=I074443
7. http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/priorities/inclusive-growth/index_en.htm
c. Education and Culture delegate
Use the links below to learn more about your domain. Then answer the questions that follow.
Questions/note taking
- What are Europe's targets for education 2020?
- One of the priorities in Europe 2020 strategy is the 'smart growth'. What does that mean?
- What is student mobility? How is student mobility related to jobs prospects?
- How are knowledge, skills and qualifications recognized throughout Europe?
- What is the EU's attitude towards the European cultural heritage? hat policies does it adopt in association with the European culture/s? Name some such policies and explain how they related to culture.
Recommended websites:
Education/culture
1.http://eacea.ec.europa.eu/education/eurydice/index_en.php
2. http://www.europarl.europa.eu/oeil/home/home.do
3. http://ec.europa.eu/education/
5. http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/priorities/smart-growth/index_en.htm
8. http://europa.eu/european-union/topics/education-training-youth_en
9. http://europa.eu/european-union/topics/culture_en
d. Energy and environment delegate
Use the links below to learn more about your domain. Then answer the questions that follow.
Questions/note taking
- One of Europe's priorities for the year 2020 is 'sustainable growth' What does that mean?
- What is Europe's strategy for the environment and economic growth?
- What is the Energy Union plan?
- The EU energy union strategy is made up of 5 closely related and mutually reinforcing dimensions. These are: a. security/solidarity/trust, b. a fully-integrated internal energy market, c. energy efficiency, d. climate action-decarbonising the economy, e. research, innovation and competitiveness. Write a brief description of each of them.
Recommended websites:
Energy/environment
1. http://www.europarl.europa.eu/news/en/top-stories/20150316TST34725/energy-union
2. http://www.europarl.europa.eu/oeil/home/home.do
3. http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/priorities/sustainable-growth/index_en.htm
5. https://ec.europa.eu/commission/priorities/energy-union-and-climate_en
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Topic sentence introduces the topic supporting sentences justifications/explanations/examples |
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Step 4:(2 two-hour-teaching periods)
Synthesis / composing the article
Now the time has come for you to complete your main task that is to write the article answering the main question as it was set at the beginning of the project.
Each group of experts/delegates will designate the representative of the group who will present the group's position on the issue under research along with four written arguments in the form of well-structured paragraphs, each written by a different member of the group.
After the presentation of arguments from all four perspectives, it will become clear how you will answer the main question. You can start writing your article collaboratively. Your article can be two-page- long and it will consist of three main parts: Introduction- main body- conclusion. Please edit your article before you hand it in. (For more instructions, consult Handout 7: Opinion article plan and shown below)
Opinion article plan
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Title |
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Introduction Paragraph 1: introduce the topic and state your opinion |
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Main Body Paragraphs 2,3,4,5: express your viewpoints with justifications/explanations and examples (One viewpoint per paragraph) Paragraph 6: express an opposing viewpoint with justification and contradict this viewpoint with some reasoning and suggestion |
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Conclusion |
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Final paragraph Summarize /restate your opinion/make suggestions |
Evaluation
The grade you will be given for this WebQuest will be based on both individual and group work as well as the end-product of the project. All three parts are assessed according to a set of criteria you can find in the relevant assessment tables below.
Use the grading sheets (Handout 9a, 9b) to assess yourself, your peers in your group and your end-product.
Handout 9a Article evaluation criteria
Teacher name: ________________________
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Category |
10 Above Standards |
8 Meets Standards |
6 Approaches Standards |
4 Below Standards |
Score |
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Attention Grabber |
The introductory paragraph has a strong attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. |
The introductory paragraph has an attention grabber, but it is weak, rambling or inappropriate for the audience. |
The author has an interesting introductory paragraph but the connection to the topic is not clear. |
The introductory paragraph is not interesting AND is not relevant to the topic. |
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Position Statement |
The position statement provides a clear, strong statement of the author's position on the topic. |
The position statement provides a clear statement of the author's position on the topic. |
A position statement is present, but does not make the author's position clear. |
There is no position statement. |
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Support for Position |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.
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Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). |
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Evidence and Examples |
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. |
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. |
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. |
Evidence and examples are NOT relevant AND/OR are not explained. |
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Accuracy |
All supportive facts are reported accurately. |
Almost all supportive facts are reported accurately. |
Most supportive facts are reported accurately. |
Most supportive facts were inaccurately reported. |
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Sequencing/ transition |
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Closing paragraph |
The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. It includes at least one suggestion |
The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. It includes only one suggestion |
The author's position is restated within the closing paragraph, but not near the beginning. It does not include any suggestion |
There is no conclusion - the paper just ends. |
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Sources |
All sources used for quotes, statistics and facts are credible and cited correctly. |
All sources used for quotes, statistics and facts are credible and most are cited correctly. |
Most sources used for quotes, statistics and facts are credible and cited correctly. |
Many sources are suspect (not credible) AND/OR are not cited correctly. |
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Audience |
Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. |
Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. |
Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. |
It is not clear who the author is writing for. |
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Language structure (syntax-Grammar-Spelling, Punctuation, Capitalization) |
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Total |
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Handout 9b Self- and peer assessment of collaboration
Student name: ___________________________________
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Myself
Name
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Peer 1 Name
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Peer 2 Name
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Peer 3 Name
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CATEGORY |
10 Excellent |
8 Good |
6 Satisfactory |
4 Poor |
Score |
Score |
Score |
Score |
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1. Contributions |
a. Routinely provides useful ideas when participating in the group and in classroom discussion. b. A definite leader who contributes a lot of effort. |
a. Usually provides useful ideas when participating in the group and in classroom discussion. b. A strong group member who tries hard! |
a. Sometimes provides useful ideas when participating in the group and in classroom discussion. b. A satisfactory group member who does what is required |
a. Rarely provides useful ideas when participating in the group and in classroom discussion. b. May refuse to participate. |
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2.Quality of Work |
Provides work of the highest quality. |
Provides high quality work. |
Provides work that occasionally needs to be checked/ redone by other group members to ensure quality. |
Provides work that usually needs to be checked/ redone by others to ensure quality. |
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3.Time-management |
a. Routinely uses time well throughout the project to ensure things get done on time. b. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. |
a. Usually uses time well throughout the project, but may have procrastinated on one thing. b. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. |
a. Tends to procrastinate, but always gets things done by the deadlines. b. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. |
a. Rarely gets things done by the deadlines. b. Group has to adjust deadlines or work responsibilities because of this person's inadequate time management. |
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4.Working with Others/ Attitude |
a. Almost always listens to, shares with, and supports the efforts of others. b. Tries to keep people working well together. c. Never is publicly critical of the project or the work of others. d. Always has a positive attitude about the task(s). |
a. Usually listens to, shares, with, and supports the efforts of others. b. Does not cause "waves" in the group. c. Rarely is publicly critical of the project or the work of others. d. Often has a positive attitude about the task(s). |
a. Often listens to, shares with, and supports the efforts of others. b. Sometimes is not a good team member. c. Occasionally is publicly critical of the project or the work of other members of the group. d. Usually has a positive attitude about the task(s). |
a. Rarely listens to, shares with, and supports the efforts of others. b. Often is not a good team player. c. Often is publicly critical of the project or the work of other members of the group. d. Often has a negative attitude about the task(s). |
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5. Focus on the task |
a. Consistently stays focused on the task and what needs to be done. b. Very self-directed. |
a. Focuses on the task and what needs to be done most of the time. b. Other group members can count on this person. |
a. Focuses on the task and what needs to be done some of the time. b. Other group members must sometimes nag, prod, and remind to keep this person on-task. |
a. Rarely focuses on the task and what needs to be done. b. Lets others do the work. |
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Total |
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Conclusion
Congratulations!
You have successfully completed your WebQuest and you learned a lot about the European Union's history, its values, its institutions, its plans for the future of Europe. Your research helped you formulate an opinion of whether the European endeavor is worthwhile. During your research you did a lot of intensive and extensive reading of authentic resources, answered a lot of questions, wrote short texts, collaborated in writing an article, discussed, presented your work.
However, there is always more to learn!
Therefore, you can follow my suggestions if you like.
1. If you want to check how knowledgeable you became of different aspects of the European Union by working on this project, why not try the quiz below. Click on the link http://europa.eu/teachers-corner/quiz,
do all four sections and get your score.
2. You can read other Europeans' views and see what other European citizens think of the European Union. Click on the link below:
Teacher Page
This WebQuest is about the European Union and it would take 10 two-hour-teaching periods to complete. It requires an intrinsic interest on the part of the students to research this specific topic.
It has been designed for EFL learners of C1 level according to the CEFR (Council of Europe, 2001),aged 16-18. Its fits with the Greek curriculum for teaching English as a foreign language in Senior High School. Its main aim is to teach reading for specific information and its culminating product is an opinion article. Besides, it aims at helping learners develop their critical thinking and their ability to transform information and make decisions. It also engages them in collaborative and cooperative work which leads to an increase in knowledge and the development of all language skills.