I played a game with my classmates today in class. I placed a picture card on one of the children’s heads. While the child couldn’t see the card, everyone else could.
The objective was for everyone to provide prompts and help the child guess what card they had. This game encourages children to learn how to ask questions and make associations.
In this particular instance, the little girl received this card…
Then, everyone began speculating about what the card could be, suggesting ideas like a ghost, faceless man, people from various countries, a president, and a diverse mix of men and women. These interesting answers emerged, but there was no “correct answer” since it was all in good fun. It’s normal for the children to have heard of the “EU” but not be familiar enough to make a direct connection. So, Mr. Lara quickly announced the answer outright – it was the “EU”! Now, the question arises: How can we provide a prompt for the “EU”? Even if we know that the picture card represents the European Union, the children may struggle to come up with a definition. The best approach, in this case, is to skip the prompt and move on.
Lively discussion on what is the EU
Because Mrs. Lara had long prepared for the upcoming lesson on the EU, I will set it aside for now and discuss it later.
The focus of this class is “Germany” (part 2). While preparing for the lesson, I came across the “Ruhr Industrial Area.” Generally, I wouldn’t include an “industrial area” in the curriculum as I consider it somewhat unrelated and straightforward. However, this time is different! Last year, we visited Dortmund, which is at the heart of this industrial area. We also learned that Dortmund, now renowned as one of the greenest areas in Germany, had a hidden history of severe pollution. (Lately, my concern about pollution has been growing…)
In Dortmund, there is a labor museum called DASA Arbeitswelt Ausstellung, where we experienced the harsh working conditions of miners. I shared a video of this experience with the class. It shed light on the significance of this area, which was previously dominated by coal mines. During World War II, it held immense importance as it supplied coal for various purposes, including weapons, equipment, and tanks. Unfortunately, it was also a prime target for enemy bombings. (Hence, the cities in this industrial area aren’t very picturesque due to the impact of World War II.)
However, after more than 30 years of dedicated efforts, this area has undergone a successful transformation. It has even gained recognition as the most beautiful mining area and is included in UNESCO’s list of world cultural heritage. Additionally, Dortmund boasts over 50% green spaces, showcasing its remarkable progress in becoming an environmentally conscious city.
https://www.facebook.com/pg/LaraGlobalpedia/photos/?tab=album&album_id=1855971094710486
Essen | Deutsche Customs Union Coal Industry Complex | UNESCO
The members of the coal and steel alliance that year included Germany, the Netherlands, Belgium, Luxembourg, France, and Italy. With that being said, the little girl who received the EU picture card at the beginning asked:
Girl: Teacher, is the UK in the EU?
Teacher: No, it’s not. A few months ago, I mentioned in class that the United Kingdom is leaving the EU… So it’s no longer a member….
Teacher: Well, that’s correct! A few months ago, we discussed in class that the UK would bid farewell to the EU, but they are still having debates internally, so there hasn’t been a final decision yet…
Student J: What does “debate” mean?
So, I explained what a debate is (this class truly encompasses various topics…)
From our museum experience, we observed coal and learned about the Ruhr industrial area (in the middle, we discussed the current state of industrial pollution) and delved into the topic of World War II. We traced the development from the largest industrial area in Europe at the time to the formation of the first transnational union, the European Coal and Steel Community, which served as the precursor to the European Union. And now, we have come full circle, returning to the topic of the “EU” from the beginning.
Doesn’t learning about the industrial zone in this way make it more engaging? ^^
