In 1992, the European Union first adopted the system for the protection of geographical indications and the designations of origin of agricultural products and foodstuffs and the rules on the certificates of specific character for agricultural products and foodstuffs.
Based on this, we have the PDO (Protected designation of origin), PGI (Protected geographical indication), and TSG (Traditional specialities guaranteed) categories that represent excellence in European food production and are both the result of a unique combination of human and environmental factors characteristic of a certain geographical area.
Have you ever heard that?
Geographical indication (GI) schemes can play a special role in promoting sustainable rural development, improving farm income and opening new export potential. Natural factors such as soil, climate and plant varieties play a major role in producing a unique product. Usually, GIs comprises knowledge and skills passed on from generation to generation, helping to protect local heritage. General rules concerning geographical indications (for food products) are the same in all European Union countries.
There are currently more than 10,000 protected Geographical Indications or GIs in the world. Many are well-known names but there are many more that are less known and often unprotected.
Do you want to explore them and gain a clear understanding of the geographical indications and traditional specialties guaranteed concepts, and of the general international context for geographical indications?
Keep in mind that GIs are now increasingly perceived as an opportunity in many countries that have unique physical and cultural attributes that can be translated into product differentiation. These physical and cultural assets form the basic value-giving characteristics upon which GIs are built. A GI signals a link not only between a product and its specific place of origin but also with its unique production methods and distinguishing qualities. A certain market credibility and authenticity are therefore implicit in many GIs.
Task
Imagine that you are working on the EU Food Quality Schemes Policy and you have to make a report for the PDO, PGI, and TSG products in one of the following countries: Jordan, Tunisia, France, Austria, Serbia, Italy, Turkey, and Greece. Each team has to find the PDO,PGI, and TSG of each country and create an interactive map where will be indicated the products per geographic area and some basic information.
In order to help you gain a piece of clear knowledge about them, you will take part in some teaching and learning activities in your school on European Policy For Quality Agricultural Products, based on an edition of the European Union (https://ec.europa.eu/agriculture/publi/fact/quality/2007_en.pdf)
Process
Students will work on national and international mixed teams as follows:
Step 1 – Introduction
Students and teachers, in national classes, take part in some teaching and learning activities related to the schemes of products (PDO, PGI, TSG) that we are going to explore. We, as teachers, can use any educational method, tools, and resources, but please include the one given on the Task page, too.
( https://ec.europa.eu/agriculture/publi/fact/quality/2007_en.pdf )
Pay attention to research all the following:
What are Geographic Indications? Which is the importance of Geographical Indications? What types of products can be GIs? What are the benefits of GIs? Which are the international agreements on GIs? Why do these need protection? How are GIs protected?
What are PDO and PGI? What is the difference between PDO and PGI?
What is TSG?
Do not forget to add school activities (e.g. lesson plans, photos, material created by your students) that took part in this step to the twinspace.
At the end of this step, all the students will take part in a Kahoot(It will be the same for all).
Step 2 -Search
Students work in international mixed teams. In each team the mentor teachers will support and encourage the students in their team to search for PDO, PGI, TSG products in her country (the teacher’s country) by using the worksheet1: https://docs.google.com/document/d/1dAyHeD_5Jq10fJyBLYYB28vfmTa5ud84aOeOF95eUrY/edit?usp=sharing.
After uploading the list with the products each member of the team has to find information for one product and to share it to theirs padlet presenting it to their peers.
Step 3 – Knowledge gained Evaluation
Each international team’s teacher support the students to create a quizz based on the collected info and post it on the twinspace to be answered from the member of the other teams.
Step 4 – Final product
Students work in national teams. In each team, the teacher will use with her students the Thinglink App in order to be used from her students to transfer there the info that were collected from the international mixed teams. Each country will transfer the info in an interactive map, for an another country, by using the Worksheet2: https://docs.google.com/document/d/12tC28EDfqhR1jnJlhyxLDbkKEfyTMut9b-6I5h7iFeU/edit?usp=sharing as follows:
Greece – Serbia
Austria – Italy
France- Tunisia
Jordan – Azerbaijan
Moldova-Turkey
Evaluation
This is how your work will be evaluated.
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Beginning 1 |
Developing 2 |
Qualified 3 |
Exemplary 5 |
Score /20
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Teamwork |
There is one person doing all the work, and the team is NOT working together. |
The team is working individually on their own role, and using limited talked with others in a group |
Team is working together, but not using the inflammation to connect with one another. |
The whole team is working together, helping each other out, and connecting information with one another. |
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Research / Understanding
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Don’t use sources given & information is not factual. Student lacked knowledge |
Use sources were given. Students understood information but couldn’t apply it to their projects |
Use sources are given, and students understood information but lacked creativity and informational facts |
Use sources, get all information asked and goes beyond to get and applied extra information to give to their classmates a better idea on the subject |
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Presentations |
No creativity to their presentation, such a little information that classmates aren’t able to understand |
Students created a presentation with only text and nothing else. |
Students were able to create a good presentation. |
Great creativity, students are able to understand |
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Final project Interactive map |
No final project |
The final project is lacking key components. |
The final project contains all key components |
The final project contains all key components and some extra information so it is complete and more useful to anyone interested in its theme. |
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