What I know about Europe


  • To re-activate their knowledge about Europe
  • To discover their view of the continent

Source of the activity

Derived from “Growing up in democracy”

Type of activity

Individual work, plenary discussion

Competences targeted by the activity

  • Civic mindedness
  • Analytical and critical thinking skills
  • Skills of listening and observing
  • Knowledge and critical understanding of the self
  • Knowledge and critical understanding of the world


Children work with a map of Europe. They indicate where they come from, they write down what cities they know, which countries are familiar to them, and which flags and other important things they know, etc.


  • Printed copies of the map of Europe, country portraits, pens, glue, scissors, atlas, books, Internet (if possible).

Group size

1 class

Time needed

(Collecting suggestions from CT)


(Collecting suggestions from CT)

Step-by-step instructions

  • The students are given a printed copy of a blank map of a country of Europe (ideally enlarged to A4 size). Their task is to re-activate what they know about countries of Europe.
  • They start to work on different questions listed underneath the map of the country they have been given (e.g. What’s the Capital of France? What’s the longest river in Italy?). They have to check the answer they think is correct among alternatives.
  • The teacher then presents the information pack about each country in the students’ handout section (capitals, flags, rivers, mountains and landforms).
  • The students will work with this material but can also collect information using other resources, as far as these are available in the classroom (Internet, atlas, books, etc.). Students will colour and draw on the blank map of the country assigned to them according to the information collected
  • Once students have finished, they will position their country on a larger blank map of Europe the teacher will provide whole class with. The finished maps of Europe is displayed on the wall. As homework, the students choose one European country to do research on at home (different than the one assigned in class). They fill in the “Country portrait” up to lesson 2.
“Country Portait”
Main Historical Events
Rich or Poor Country
* (students should learn hot to say a few words – e.g. Good Morning – in the language of the country they are focusing on)

Debriefing and Evaluation

Debrief the activity with “The telegraph”.

Tips for the teacher

(Collecting suggestions from the CT)

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