Civics Activity Book ‘Limburg’

1. Country: Netherlands

2. School/Organization, where the practice is collected:
Province of Limburg, Netherlands

Limburgs Museum
www.limburgsmuseum.nl

Peace Education Projects
https://www.vredeseducatie.nl/

3. Level of education:
☒ Primary
☒ Secondary
☐ Higher
☐ Adult education
☒ Other: The Activity Book 'Limburg' is primarily aimed at the highest years of primary education. However, parts of it can also be used in secondary education. For example, for classes of foreign-speaking newcomers or for some specific trajectories in secondary.

4. Context, where the practice is executed:
☐ Classroom
☒ School
☒ Local
☐ National

5. How is embedded in curriculum (optional for practices from NGOs):
The Civics Activity Book can be seen as an additional and cross curricular project in which national curriculum objectives have a regional and local perspective. Pupils can work on it themselves during school hours or for homework. Reflections in groups will strengthen the learning outcomes.

Tick boxes to which competencies the practice is related to.

Values
☒ Valuing human dignity and human rights
☒ Valuing cultural diversity
☒ Valuing democracy, justice, fairness, equality, and the rule of law

Attitudes
☒ Openness to cultural otherness and to other beliefs, world views and practices
☐ Respect
☒ Civic mindedness
☒ Responsibility
☐ Self-efficacy
☒ Tolerance of ambiguity

Skills
☒ Autonomous learning skills
☒ Analytical and critical thinking skills
☐ Skills of listening and observing
☒ Empathy
☐ Flexibility and adaptability
☒ Linguistic, communicative and plurilingual skills
☐ Cooperation skills
☐ Conflict-resolution skills

Knowledge and critical understanding
☒ Knowledge and critical understanding of the self
☐ Knowledge and critical understanding of language and communication
☒ Knowledge and critical understanding of the world

6. Description
The Limburg Museum and the Peace Education Projects foundation have developed an Activity Book on citizenship education. It is a variation on an educational book about CE that was developed by Peace Education Projects for all Dutch schools.

The idea for a specific book for the region of Limburg grew out of the idea that the place where you were born, where you grow up, study, live or work has a major influence on your life. It shapes your identity, the words you use, the traditions you share and the way you live with others.
Research shows the importance of being aware of your origin. It partly determines your well-being and happiness. It is striking that the greater the mobility, the more important your 'roots' become. That is why it makes sense to link Citizenship Education also to the region where you live. The Province of Limburg has a special history and its own traditions. There is a lot of diversity among his population. It is the outcome of a development over the past centuries. Last but not least, the Province of Limburg has an international location with the longest border with neighbouring countries Germany and Belgium.

The starting point of the Activity-book 'Limburg' is derived from the self-determination theory of Deci and Ryan (2002). People have three basic psychological needs that stimulate them. It is about autonomy, connectedness, and competence. When these needs are insufficiently met, their growth and development are hindered.
Autonomy. In the Activity-book, the students themselves are in control of the implementation of the various working methods. There is room for critical questions and students can process the assignments in their own way.
Connectedness. In the handbook the students investigate their 'roots', their 'home'. They ask themselves the questions: 'Where do I belong?' and 'Who do I want to be there for?' They discover that their identity develops in relation to others within a history, culture, traditions, and shared values.
Competence. In the 'Limburg' Activity Book, students can practice skills and enjoy them together with others. It is fascinating to discover things about the first inhabitants of Limburg, how democracy works and how they can contribute to it themselves.

The 'Limburg' activity book presents a multitude of themes and working methods. Mostly, short introductions that challenge students to do their own research. Some of the questions go 'in-depth'. The students should take their time to examine them. However, they are neither complicated nor childish. For several assignments there is suggested to perform them with the parent or grandparent to connect generations around a certain theme. The work methods are offered in print but have dozens of references to websites. Teachers who want to process teaching methods via their iWB can find a link to a printable PDF on the website of the Museum of Limburg.
The themes and working methods are centred around the following clusters: identity, my hometown, living together with others, Limburg, democracy, history of the region, my world.

The Activity Book is cross-curricular. The themes touch on subjects such as world orientation, history, and philosophy of life. The challenge for the school is to integrate Citizenship Education into the teaching content of the subjects.

7. Assessment:
☒ Yes
☐ No
If yes, describe what kind of assessment/feedback is included in practice?

The variety of educational and didactic approaches is enormous. As such, there is no prescription for assessment in the project. However, there are many possibilities. Teachers can choose which evaluation they will follow. In some schools, students describe the outcome of research or actions in their portfolio. Some other reflect in groups afterwards. There are schools who took a set of subjects for self-evaluation.

8.Images/Picture/Video