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Felhasználóbarát honlap 2009-2010

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Statements, different approaches, youth culture

2005. október 17.
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EXAMPLES or alternatives for using the topic: INTERDEPENDENCE

1. What is Europe? Several clubs started with raising this question (they were advised to do so) a Greek legend
 
Started with familiarization exercises - finding locations of European countries in the map, destroying stereotypes, and thinking about the importance of interdependence of our times, the possible means of communication (i.e. using different languages) etc.

Clubs acted or studied these topics as they wanted it.
 
 
2. INTERDEPENDENCE TABLE (used in a country school 9-14 age groups)

Boxes were set up for the interviews

ELECTRIC BULBS //CARS // TELEVISION SETS // WASHING MACHINES // WATCHES // SHOES // HOLIDAYS // CHEESE // HAM // SAUSAGE // FISH etc.

How was work carried out? Based on participants personal experiences (to begin with)
The names of boxes were written on a flip - chart / or a board - they could fill in - any of the boxes they had an answer for...where do these products come from?
They learned about different trademarks, brands and also studied the origin of the different makes and goods and located those on the map. (also visited firms etc.)
The outcome of the studies could be discussed in the context of interdependence.

At the same time the pupils started learning also about the Hungarian goods and products - where those are or were exported ... etc. (.... they started out and tried to get informed, - also to find out what means or ways of transportation can or could be used to send Hungarian goods abroad...etc.)
(for brainstorming video films and different advertisements were also used)
Interactive methods: learning by doing
 
 
3. SHELVES IN THE SUPERMARKETS - organizing the activity was the first step (to demonstrate diversity of the origins of food!)

Can interdependence be proved? Locate the countries where the different goods come from ...try to read and translate what is written on the tins or boxes, (is it on exchange basis we send and get items or different articles?)

Multicultural shopping lists - handed out to find the different items of the list - and understand a new foreign language.
 
 
4. Another example of learning about INTERDEPENDENCE with drawings and pictures:

In a group of 6-7-8 year old children, pictures helped with understanding and interpretation.
Milk, soup, eggs, apple, bread etc. were seen in the pictures. From different countries, the names of these objects were put down in the children's mother tongues. In the big map of Europe they could locate the different countries and the words origin, and also stick them on the map.
 
 
5. 10-14 year old pupils took FOOD for their topic in the club. But their approach was completely different. It needed and included Science, Mathematics, History, Geography knowledge, too. (they were divided in groups.)

FOOD
places to get it or to buy it: your own garden - shops - supermarkets - markets - from abroad
how much to pay (money - cards - types of payment)
packing - wrapping - volume (capacity - weight- size etc.)
transportation - ways of storage
cooking - recipes - restaurants etc.
healthy food (proteins, fats, etc.) diet - no salt

Food and holiday - customs - links set up with different countries for discussion (drawings, pictures etc.) Exchanges of materials.

What do people eat in other countries? Study, ask, and read about it.

PARTIES WERE ORGANIZED with their own home made food etc. ...guests invited.
 
 
6. EUROPE IN MY SHOPPING BASKET - POSTERS were publicized
Parents and civil societies were involved.
Started correspondence with friends abroad about their shopping and shopping habits
Visits were paid to different shopping places (parents involved)
Each item bought was checked and listed - origin consulted on the map
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