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Heading:
1 with an array object. What can he reveal about the collection of historical artifacts for the education of hearing impaired students in World War II?

1 for a cross-curricular course. I can show the education perspective of hearing impaired students in World War

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Kraliçe Viktorya
Dünyanın hükümdarı, Avrupa'nın büyükannesi
Bu, Kraliçe Victoria’nın yaşamını baştan sona gösteren bir kaynak koleksiyonudur. Şan ve üzüntü içeren bir hikaye. Victoria (24 Mayıs 1819 - 22 Ocak 1901), Prens Edward, Kent Dükü ve III. George'un dördüncü oğlu Strathearn'in kızıydı. Hem Kent Dükü hem de Kral III. III. 1820'de öldü ve Victoria, Alman doğumlu annesi Prenses Victoria, Saxe-Coburg-Saalfeld'in yakın gözetimi altında büyüdü. Victoria, 18 yaşındaki tahtına babasının üç ağabeyi öldükten sonra hayatta kalan meşru çocuklar bırakmadığını söyledi. Birleşik Krallık zaten egemenlerin görece az doğrudan politik güce sahip oldukları yerleşik bir anayasal monarşi idi. Kapalı kapılar ardında, Victoria hükümet politikasını ve bakanlık atamaları etkilemeye çalıştı; Alenen, katı kişisel ahlak standartları ile özdeşleşmiş ulusal bir simge haline geldi. Victoria, 1840 yılında ilk kuzeni Saxe-Coburg Prensi Albert ve Gotha ile evlendi. Dokuz çocukları, kıtada kraliyet ve soylu ailelere evlendi, bu da Victoria'ya “Avrupa'nın büyükannesi” oldu. Albert'in 1861'de ölümünden sonra Victoria, derin yas tutmaya başladı ve halktan uzak durdu. Tecavüzünün bir sonucu olarak cumhuriyetçilik geçici olarak güçlendi, ancak hükümdarlığının yarısında popülaritesi düzeldi. Altın ve Elmas Jubilyaları, halkın kutlama zamanlarıydı. 63 yıl yedi ay saltanatı Victoria dönemi olarak bilinir. Birleşik Krallık'ta endüstriyel, kültürel, politik, bilimsel ve askeri bir değişim dönemiydi. ve İngiliz İmparatorluğu'nun büyük bir genişlemesi ile işaretlendi. Hanover House'un son İngiliz hükümdarıydı. Oğlu ve halefi Edward VII, Saxe-Coburg Evi'ne ve babasının hattı Gotha'ya aitti. Koleksiyon, kronolojik bir düzende düzenlenmiştir, çünkü ülkesinin yarım yüzyıldan fazla bir süredir yaşadığı gelişimi göstermektedir. Ayrıca, özellikle Altın ve Elmas Jubililerinden önceki dönemde, her zaman sadece insanlar tarafından takdir edilmediğini, eleştirildiğini de göstermektedir. Böylece kaynak toplama bu etkileyici tarihsel figüre çok yönlü bir yaklaşım vermeye çalışır. Koleksiyon, kronolojik bir düzende düzenlenmiştir, çünkü ülkesinin yarım yüzyıldan fazla bir süredir yaşadığı gelişimi göstermektedir. Ayrıca, özellikle Altın ve Elmas Jubililerinden önceki dönemde, her zaman sadece insanlar tarafından takdir edilmediğini, eleştirildiğini de göstermektedir. Böylece kaynak toplama bu etkileyici tarihsel figüre çok yönlü bir yaklaşım vermeye çalışır. Koleksiyon, kronolojik bir düzende düzenlenmiştir, çünkü ülkesinin yarım yüzyıldan fazla bir süredir yaşadığı gelişimi göstermektedir. Ayrıca, özellikle Altın ve Elmas Jubililerinden önceki dönemde, her zaman sadece insanlar tarafından takdir edilmediğini, eleştirildiğini de göstermektedir. Böylece kaynak toplama bu etkileyici tarihsel figüre çok yönlü bir yaklaşım vermeye çalışır.

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Kraliçe Viktorya
Dünyanın hükümdarı, Avrupa'nın büyükannesi
Bu, Kraliçe Victoria’nın yaşamını baştan sona gösteren bir kaynak koleksiyonudur. Şan ve üzüntü içeren bir hikaye. Victoria (24 Mayıs 1819 - 22 Ocak 1901), Prens Edward, Kent Dükü ve III. George'un dördüncü oğlu Strathearn'in kızıydı. Hem Kent Dükü hem de Kral III. III. 1820'de öldü ve Victoria, Alman doğumlu annesi Prenses Victoria, Saxe-Coburg-Saalfeld'in yakın gözetimi altında büyüdü. Victoria, 18 yaşındaki tahtına babasının üç ağabeyi öldükten sonra hayatta kalan meşru çocuklar bırakmadığını söyledi. Birleşik Krallık zaten egemenlerin görece az doğrudan politik güce sahip oldukları yerleşik bir anayasal monarşi idi. Kapalı kapılar ardında, Victoria hükümet politikasını ve bakanlık atamaları etkilemeye çalıştı; Alenen, katı kişisel ahlak standartları ile özdeşleşmiş ulusal bir simge haline geldi. Victoria, 1840 yılında ilk kuzeni Saxe-Coburg Prensi Albert ve Gotha ile evlendi. Dokuz çocukları, kıtada kraliyet ve soylu ailelere evlendi, bu da Victoria'ya “Avrupa'nın büyükannesi” oldu. Albert'in 1861'de ölümünden sonra Victoria, derin yas tutmaya başladı ve halktan uzak durdu. Tecavüzünün bir sonucu olarak cumhuriyetçilik geçici olarak güçlendi, ancak hükümdarlığının yarısında popülaritesi düzeldi. Altın ve Elmas Jubilyaları, halkın kutlama zamanlarıydı. 63 yıl yedi ay saltanatı Victoria dönemi olarak bilinir. Birleşik Krallık'ta endüstriyel, kültürel, politik, bilimsel ve askeri bir değişim dönemiydi. ve İngiliz İmparatorluğu'nun büyük bir genişlemesi ile işaretlendi. Hanover House'un son İngiliz hükümdarıydı. Oğlu ve halefi Edward VII, Saxe-Coburg Evi'ne ve babasının hattı Gotha'ya aitti. Koleksiyon, kronolojik bir düzende düzenlenmiştir, çünkü ülkesinin yarım yüzyıldan fazla bir süredir yaşadığı gelişimi göstermektedir. Ayrıca, özellikle Altın ve Elmas Jubililerinden önceki dönemde, her zaman sadece insanlar tarafından takdir edilmediğini, eleştirildiğini de göstermektedir. Böylece kaynak toplama bu etkileyici tarihsel figüre çok yönlü bir yaklaşım vermeye çalışır. Koleksiyon, kronolojik bir düzende düzenlenmiştir, çünkü ülkesinin yarım yüzyıldan fazla bir süredir yaşadığı gelişimi göstermektedir. Ayrıca, özellikle Altın ve Elmas Jubililerinden önceki dönemde, her zaman sadece insanlar tarafından takdir edilmediğini, eleştirildiğini de göstermektedir. Böylece kaynak toplama bu etkileyici tarihsel figüre çok yönlü bir yaklaşım vermeye çalışır. Koleksiyon, kronolojik bir düzende düzenlenmiştir, çünkü ülkesinin yarım yüzyıldan fazla bir süredir yaşadığı gelişimi göstermektedir. Ayrıca, özellikle Altın ve Elmas Jubililerinden önceki dönemde, her zaman sadece insanlar tarafından takdir edilmediğini, eleştirildiğini de göstermektedir. Böylece kaynak toplama bu etkileyici tarihsel figüre çok yönlü bir yaklaşım vermeye çalışır.

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http://sas.historiana.eu/sas/collection/queen-victoria

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I will tell you how many people died to defend my homeland

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Using sources as evidence
http://la.historiana.eu/la/activity/using-sources-as-evidence-why-august-1914/
analyze maps and other satyrical drawings on papers to point out different opinions about the war

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Characters confronting with war in the Romanian Literature
http://la.historiana.eu/la/activity/humanity-in-inhuman-times/
The real documents , the witnesses can help us answer better questions as :does war free people (both civils and soldiers) from moral responsibility for their actions? What makes them feel released from it?

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Title of the activity: Conflict and Cooperation: Alliances - What sort of alliances have been set up between nation states 1815-1945?

Link to the activity: https://historiana.eu/#/learning-activity/conflict-and-cooperation-alliances

Explanation of how you would use it in your classroom: I would use the material as worksheets for the students. First, I would organize a discussion group to answer the presentation questions. The search work could be done as homework in small groups, at least two people. And the conclusions should be presented in class in a 10 minute talk. Listeners should ask questions and comments about the presentations.

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https://itunes.apple.com/us/course/world-war-i-battle-perspectives/id1048044178

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Dangerous Art

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This part of Historiana is developed within the Europeana Creative project and is co-funded by the European Union through the ICT Policy Support Programme as part of the Competitiveness and Innovation Framework Programme (CIP). This website reflects the views only of the author, and the Commission cannot be held responisble for any use which may be made o fhte information contained herein.

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‘Unity in Diversity’
http://la.historiana.eu/la/activity/unity-in-diversity/

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TIttle: Sequencing causes on a human timeline
Link:
hSettp://la.historiana.eu/la/activity/sequencing-causes-on-a-human-timeline/

I would use it as part of civic education so that the students could understand what could lead to the world war ...

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Title: Forbidden Womenn An excellent activity to challenge stereotypes
about women under the fascist dictatorship in Spain and Italy.

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The activity is aimed to focus on women's exclusion from the public space during fascist rule in Italy and in Spain and to raise awareness of the intertwinement between informative and productive censorship under the totalitarian regimes. It is also intended to elicit a comparison between past and present: has everything changed?

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The Title; Women İn World War

https://www.europeana.eu/portal/en/collections/world-war-I?f%5BPROVIDER%5D%5B%5D=Europeana+1914-1918&q=women&view=grid

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the societies, the aesthetic understanding and the place where they live. Will social values ​​differ?
http://la.historiana.eu/la/activity/how-similar-are-the-images-of-the-enemy-in-political-cartoons-during-wwii/

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The Title: The Secret Causes of the World War
http://la.historiana.eu/la/activity/underlying-causes-of-world-war-one/
A very important and practicable material has been developed in order to bring the world citizenship consciousness to the individuals.

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Title: European Union

Link: http://la.historiana.eu/la/activity/rising-from-the-ruins-rebuilding-europe-after-world-war-two/

Explanation: I would use this activity at a project for the European Union

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Title: The Music and Movies; Then and Now
Link: https://historiana.eu/#/learning-activity/the-music-and-movies-then-and-now
Explanation: Can we draw a parallel between the music and movies that were subjected to censorship in Romania and the situations today? I would use this lesson for a history class with a gymnasium group in order to compare censorship in Romania now and during communism.

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Title:  Forbidden women
Link:http://la.historiana.eu/la/activity/forbidden-women/

Explanation:
I would use this activity to focus on women’s exclusion from the public space during fascist rule in Italy and in Spain and to raise awareness of the role of women under the totalitarian regimes and nowdays.

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Title:
history of female emancipation

LInk:
https://historiana.eu/#/historical-content/source-collections/suffragettes-in-the-united-kingdom

Explanation:
I would have my students do an in-depth study of women's emancipation after reading Ibsen's" Doll House "

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Title
A history of World War 1 through a range of objects
Link
https://demo.historiana.eu/#/learning-activity/a-history-of-world-war-1-through-a-range-of-objects
Explanation
I would use this for children to give their interpretation of the meaning of an object from a conflict. We could do that in pairs, and later we could discuss the diferent interpretations that may appear, and we should them realise the link between their own experience and their interpretation. We could later see the real interpretaion professionals do about the objects and compare the results.

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The European Union and trade in a global context
http://la.historiana.eu/la/activity/the-european-union-and-trade-in-a-global-context/
I would use this resourse to explain students EU polices on the economy of developing countries.

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Title
How to stay human when you are being reduced to a number
Link
http://la.historiana.eu/la/activity/how-to-stay-human-when-you-are-being-reduced-to-a-number/
Explanation
I would use this resource in an Ethics and Values class to make students reflect deeply upon the value of life and sympathy for those suffering around you. Through the activities designed I could teach my pupils how important it is to respect and value the lives of every single human being as a crucial tool to avoid injustice and bring equality and peace to our world.

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The role of poscards in World War I.
https://historiana.eu/#/learning-activity/the-role-of-postcards-in-world-war-1

I would use the postcards in order to my pupils value the handwriting and the picturesque towns.Then,they could communicate by postcards with a pen friend from other countries.

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Forbidden women
http://la.historiana.eu/la/activity/forbidden-women/
Find out more about the situation of the women  and take part in a debate

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Title: How does propaganda work?
Explanation: I would use this activity as starting point of my students project in web design classes. First they should explore how propaganda works and then they should make pages that are structured and styled to grab audience attention on theme in focus.

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Historiana offers free historical content, ready to use learning activities, and innovative digital tools made by and for history educators across Europe.

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http://la.historiana.eu/la/activity/remembering-the-assassination-in-sarajevo/

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I would use  Humanity in inhuman times
I would organize a debate for students:
Does war free people responsibility for their actions? What makes them feel released from it?

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Learning activity designed by Renata Kobylarz-Buła and Magdalena Kruk-Kuchcińska. This activity makes use of sources from the collection of the Central Prisoners-of-War Museum in Łambinowice-Opole. The development is financially supported by the Europe for Citizens programme of European Union.

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I would use the Memento Mori section https://www.europeana.eu/portal/en/search?page=2&q=MEMENTO+MORI&view=grid
I would use it to prepare introductory activities which will lead to the analysis of local paintings dating back to the 18th century and related to Lent. These paintings as the material  in this section of Europeana were used to remind people of the transience of life and material luxury.
Working in groups the students will make mind maps related to the theme (late 18th and early 19th century art portraying the transience of life) using a collaborative tool: coggle. This will be the first step to start analysing graveyard poems and gothic novels.

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Title : Unity in Diversity
Link: https://historiana.eu/#/learning-activity/unity-in-diversity

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Historiana offers free historical content, ready to use learning activities, and innovative digital tools made by and for history educators across Europe.

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Title: Piri Reis
Link: https://www.europeana.eu/portal/en/search?q=%22piri+reis%22&view=grid
In classroom, I wanted to research famous Turkish people in the world. By group works, they research on Europeana. All groups will presents their own research by using padlet or prezi. They will write project journey.

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"piri reis" - Search Results - Europeana Collections

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Bahriyye; Ce livre, qui a été écrit à l'usage des caboteurs de la Méditerranée, fut dédié par Piri Raïs, en l'année 930 de l'hégire (1523), au sultan Soleïman I, fils de Sultan Selim Ier (folio 2 verso) ; le nom de son auteur, dans le présent exemplaire (folio 2 verso) est...

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Meryem Eğrioğlu
Turkey
I  culd use this activity in history at the lesson.we all together will seé poster from the link and will make a poster
Aech group of student would prepare guestions

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Title: Migrant crisis and Schengen Agreement
Link: http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/

I would use the resources to encourage the students to a critical reflection on contemporary migrant crisis has influenced the UE. I would use the activity  getting the focus of attention on Schengen agreement.

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Title: The war of words

Link: https://historiana.eu/#/learning-activity/the-war-of-words

Explanation: I think analysing and trying to sort different propaganda posters is a good idea, since it covers many aspects of our national curriculum - not only in history but also in swedish. I would follow the description in The war of words quite closely. This would work great in my classes because there's not a lot of reading, there's collaboration, I think all my students would find the task quite easy but also meaningful for learning.

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Title:

The challenge of European stability

How stable has Europe been 1945-today?

By Francesco Scatigna and Helen Snelson

Link:

http://la.historiana.eu/la/activity/the-challenge-of-european-stability/

Explanation:

-I would incite my students to convert the timeline relevant to the European stability in a digital timeline by using the tool Timetoast https://www.timetoast.com/.

-I would organize a discussion about European Stability (causes, consequences, etc.)

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Title:
Messages of the Monumentals.How to discover when monuments, memorials, or museums censor the past-Maria Laura Marescalchi & Vódli Zsolt István
Link:
http://la.historiana.eu/la/activity/messages-of-the-monumentals/
Explanation:
1)A walk and a  collection of the photos or videos of the statues and monuments near our school.
2) class discussion about the importance of the monuments in our European History- making a poster.

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Title of the activity:   Messages of the Monumentals. How to discover when monuments, memorials, or museums censor the past. By Maria Laura Marescalchi & Vódli Zsolt István

Link to the activity: http://la.historiana.eu/la/activity/messages-of-the-monumentals/

Explanation of how you would use it in your classroom: Monuments sometimes born with political goal: they mark one vision, one opinion, one political strategy (i.e.: After the unification of Italy in a single kingdom, 1861, a square in each larger cities was dedicated to the hero Garibaldi, loved by the people, and each square had a statue of him. This contributed to create a feeling of national unity. So, students must be able to read the Messages of the Monumentals, also reading between the white lines.

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Title: Life in Europe 1945-1949
Link:
http://la.historiana.eu/la/activity/life-in-europe-1945-1949/
Explanation:
I plan to develop a dissuasion with my students and write their thoughts on Padlet.

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Title: What’s in the news?
link:
https://historiana.eu/#/learning-activity/opening-europes-borders-border-controls-in-a-post-schengen-world
Explanation: The resources include in the activity «Opening Europe's borders: border controls in a (post-) Schengen world» can be very useful to debate in class the news about migrants that we have in daily TV journals. I would associate these resources to another database available in Portugal (RTP Ensina).

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Title: Weighing Gorbachev: the world in the 1980s
What was the role of Gorbachev in ending the Cold War?
Link: http://la.historiana.eu/la/activity/weighing-gorbachev-the-world-in-the-1980s/
Explanation: The analysis of historical sources. Students make collabaratively digital timelines of the events in the 1980s in Soviet Union and Europe in general.

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Activity designed for Historiana by Pascal Tak, with the support of the Historiana Learning. The development is financially supported by the European Union Europe for Citizens Programme.

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Title:
Gulag
Using forced labour to build the economy of the state - free labour, using people in the interest of the state. How the Soviet Union used prisoners of the Gulag as free labour to build economy of the state.
Link:
http://la.historiana.eu/la/activity/gulag/

Explanation: For inquiry based learning scenario. Students work as groups to explore how totalitarian economic system depended on forced labour

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Title:
Forbidden women

What was forbidden and what was enhanced in women’s image and role under the fascist dictatorships? What about nowadays?
Link: http://la.historiana.eu/la/activity/forbidden-women/
Explanation: for role plays and debates (comparison then and now, has anything changed?)

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HUmanity in inhuman times
http://la.historiana.eu/la/activity/humanity-in-inhuman-times/
Students will use the materials offered by the platform, be encouraged to find others, and discuss the responsibility of the participants in the war starting from the testimonies and journals they have read

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Title: The role of postcards in World War 1
http://la.historiana.eu/la/activity/the-role-of-postcards-in-world-war-1/
My students comment on postcards and write stories about the war from the postcards they choose.

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Title:
How revealing is this postcard of fighting around Ypres in World War 1?
Link: http://la.historiana.eu/la/activity/how-revealing-is-this-postcard-of-fighting-around-ypres-in-world-war-1/
Explanation: I would invite the children to fully observe the postcard and then speak about what it represents and compare it to the time when our country was during the World War II, and discuss together how the people felt at that time and the everyday goings.

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Title of the activity

Link to the activity

Explanation of how you would use it in your classroom

Unfortunately, none of the activities presented match the age group of my kids but if it were for me to teach something I would choose:

Title of the activity: Education prcatices in totalitarian regimes

Link to the activity:http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/

Explanation of how you would use it in your classroom:

I would compare education nowadays and education then and learn through comparison. Learn what my students know about the actual educational system and present the educational system in the totalitarian regimes

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Title:
Using political cartoons as evidence

How revealing is a political cartoon of imperialist attitudes before World War 1?

https://demo.historiana.eu/#/learning-activity/using-political-cartoons-as-evidence
We can debate about the political cartoons and make brainstorm, it makes them more creative and I think it makes students to dream, think and speak. Reading from a text is easy but, reading from the pictures could contain lot of different opinnions.

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Title:  Forbidden women
http://la.historiana.eu/la/activity/forbidden-women/
The activity is aimed to focus on women’s exclusion from the public space during the totalitarian regimes. I would use it as a comparison between past and present: has everything changed?

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Title:
A history of World War 1 through a range of objects

What can a collection of artefacts reveal about how people experienced the First World War?

http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/

I would be able to show WW1 with a French perspective for a cross-curricular lesson.

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Title: Role of the women then and now
Link: https://historiana.eu/#/learning-activity/forbidden-women

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Title: A new modern age
Link: http://la.historiana.eu/la/activity/a-new-modern-age/
I could use this activity in history at the lesson about the First Warld War. Students could better identify what are the differences between the modern period of 1914 and  the one day today.

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The Music and Movies; Then and Now,
It seems that today we consider news, music, movies and everything else served by media as granted and true as it can be. But it wasn't always like that, and probably isn't still... Can students realize what and why is it going on? Why it happened before? It should be interesting investigation.

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Historiana offers free historical content, ready to use learning activities, and innovative digital tools made by and for history educators across Europe.

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Title: “Animali nella Grande Guerra eBook”.
Link
https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/
Explanation:

I think I can use it for an interdisciplinary activity with the colleague of my institute for better learning and
Knowledge
 of animals involved in Great War

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Title: Gli animali nella Grande Guerra
Link to the activity:
https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/
Explanation: I can use this activity in collaboration with my science collegue for better learning and the knowling of Gli animali nella Grande Guerra.

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Gaziantep / TURKEY

Title: Republican Literature ( New Literature )

https://historiana.eu/#/historical-content/key-moments/world-war-1
Explanation: I can use for better learning, the political and military reasons of Turkish literature after World War I.

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Title of the activity: Learning from our  Historical Archives.
Link to the activity:
http://la.historiana.eu/la/activity/archive-strategy-learning-how-archive-makes-history/
Explanation: First visiting The General Archive of Simancas. It is an official archive located in the castle of Simancas founded in 1540. It is dedicated to conservation, cataloging and investigation with the large funds that are hosted there.
Analyzing the visit and preparing a display  to show the visit and what we have learned.

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‘Unity in Diversity’

What makes it possible for European countries to work together to operate as a global power?
http://la.historiana.eu/la/activity/unity-in-diversity/

I'd use this to make my students reflect on the concepts of "unity" and "diversity".

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Title: Life and Leisure: The history of ordinary people
Link: https://demo.historiana.eu/#/learning-activity/life-and-leisure-the-history-of-ordinary-people
Explanation: I would use this activity to teach Hobbies and Leisure time in English conversation as a part of this topic to compare spending leisure time at present and in the past.

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Title: A new Modern age. How modern was society in 1914? Investigating the nature of society in 1914.
Link: http://la.historiana.eu/la/activity/a-new-modern-age/
Explanation: I could use this activity for introduction to Croatian modern literature. Students could discuss what the term "modern" meant in 1914 and what it means today, in relation to literature and culture characteristic of each period.
*I also came across this collection which could find its place in my classroom: https://historiana.eu/collection/history-future

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I'd like to use Historiana learning activities in my English classes to make the pupils aware of describing past events.
Title: Key Moments in World War 2
Link: https://historiana.eu/#/student/view/28844a7a-6bfd-45e3-903f-c39b25e9186a/text/bb_0
Explanation: I would use this activity with the 8 graders in my school to show the use of English to describe past events

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Title: Would you like to play in the orchestra?
Link: http://la.historiana.eu/la/activity/would-you-like-to-play-in-the-orchestra/
Explanation: I would use in 10th grade (15-16 years old) when I teach the political regimes in Europe in the inter-war period. One of the political practice of the dictators is censorship, so I use this activity to illustrate the use of the press for political reasons.

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Title: How to manage conflicts in Europe
http://la.historiana.eu/la/activity/managing-conflict-in-europe-in-times-of-change-1648-1945/
It is a nactually updated issue, since Europe is once and again in crisis.
It mixes history, politics and phillosophy, and teaches us what was the good and the bad ways to resolve conflicts in Europe, and how to learn from them to resolve our own conflicts

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I'd like to use 'Art Stories Faces', especially 'Cities Colouring Book' & 'Recipe Book" ...it will be great for my young learners. Thanks! :)

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World Food

Having discovered what people eat around the world, it is now time to take some risks: try the recipes out and pick your favourite cuisine!
Download

Art Stories Cities

Now be bold with colours and share your point of view on skylines: it will be beautiful!

Download

Faces

Did you solve all Faces app minigames? Now you are ready to draw your portrait!

Download

Paper Toy

Have you ever acted as a proper builder? Take the chance and build your observation wheel!

Download

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World Food Having discovered what people eat around the world, it is now time to take some risks: try the recipes out and pick your favourite cuisine! Download Art Stories Cities Now be bold with colours and share your point of view on skylines: it will be beautiful!

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Why has it proved so difficult to agree a common European foreign policy?

Examining the evidence to explore dilemmas and decisions about European foreign policy.

Chris Rowe and Helen Snelson

http://la.historiana.eu/la/activity/why-has-it-proved-so-difficult-to-agree-a-common-european-foreign-policy/

I would use this to my classroom as a starting point to discuss the difficulties in reaching an agreement in the EU.

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How does knowledge help us to use a source as evidence?

Applying knowledge to evaluate cartoons and vice versa to understand and compare the past with the present.

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"Forbidden women"
http://la.historiana.eu/la/activity/forbidden-women/
After researching the sources the class will be divided in groups according to the debating scheme to debate the topic " Forbidden women nowadays"

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-"Giants of the Industrial Revolution"
https://demo.historiana.eu/#/student/view/a6c09218-8ea6-4c9f-ac3f-9b9c9a3f807e/text/bb_0
The students will be looking at four of the most important inventors of this period. They will see four pictures of notable inventors from the period, and four pictures of their inventions. Their task is to match the inventor with his invention.
Follow-up
They will make a project about these inventors and their inventions (biography, the necessary skills, responsibilities and activities, science etc.).

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Title:
How does knowledge help us to use a source as evidence?  http://la.historiana.eu/la/activity/how-does-knowledge-help-us-to-use-a-source-as-evidence/ This would be a good activity for helping students to evaluate resources for IB Extended Essay

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Title: Sequencing causes on a human timeline

Link: https://historiana.eu/#/learning-activity/sequencing-causes-on-a-human-timeline

Explanation: The first thing is to adapt the content to the studentsso they can understand the content. aprovenchando to work the unit of time. so little by little they acquire and understand the difference between peace and war.

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Propaganda in different  countries in WW1
I would use the material
already designed and also I would add some poster pictures I have from
Cardiff castle where there is a permanent
collection of World War posters.
Rosa Sp

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Title:
Forbidden women
Link:
http://la.historiana.eu/la/activity/forbidden-women/
Explanation:
We will adapt this content to primary children and encourage them and families to search information about Women (historical) to display their lifes, knowledges, discoveries... in the month of april. We will specially devote this month to women and how they have been forgotten through the history.

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Title:

World War 1

Link:
https://historiana.eu/#/historical-content/key-moments/world-war-1
Explanation:I will use this activity to make my students to understand how we created Strong Turkish Republic.

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Title:The Spanish Civil War in Poster
Link: http://sas.historiana.eu/sas/collection/the-spanish-civil-war-in-poster
Explanation: I divide students in three groups. We all together will see posters from the link and each group will make a poster that will describe the war in general

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Title:

World War 1

Link to the activity: https://historiana.eu/#/historical-content/key-moments/world-war-1
Explanation:  ı WOULD LOVE MY STUDENTS TO UNDERSTAND HOW WE BECOME a modern Republic after a very harsh period and to understand the importance of peace and the devastating wars.

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Title:
Weighing Gorbachev: the world in the 1980s

What was the role of Gorbachev in ending the Cold War?
I will use this activity for the curriculum topic Fact file of the Republic of Moldova. Taking into consideration that fro 1939 to 1990 Moldova was a Soviet Union Republic and it became independent after Gornaciov's promotion of democracy through Perestroica.
http://la.historiana.eu/la/activity/weighing-gorbachev-the-world-in-the-1980s/

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Activity designed for Historiana by Pascal Tak, with the support of the Historiana Learning. The development is financially supported by the European Union Europe for Citizens Programme.

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Roberta, Italy      Title:  Censorship and Propaganda: reality in fiction   link:  https://historiana.eu/#/historical-content/units/silencing-citizens-through-censorship/the-historical-context-in-the-7-country-cases                         and the link  https://historiana.eu/#/historical-content/source-collections/adolf-hitler                  Explaination: I found the section dedicated to censorship very interesting for the students. This year my students have read G.Orwell’s 1984 in English.  I could ask them to prepare a presentation of the novel aslo referring to the links above.  I would organize the class in different groups and I would ask each group to explore more deeply some important aspects or themes present in the novel:  e.g. Forms of censorship in the totalitarian regimes of the past and of the present.  The use of images to influence people’s opinions (think about the novel and refer to some meaningful  examples available on Historiana) The totalitarian regimes in XX century Europe. etc

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Roberta, Italy      Title:  Censorship and Propaganda: reality in fiction   link:  https://historiana.eu/#/historical-content/units/silencing-citizens-through-censorship/the-historical-context-in-the-7-country-cases                         and the link  https://historiana.eu/#/historical-content/source-collections/adolf-hitler                  Explaination: I found the section dedicated to censorship very interesting for the students. This year my students have read G.Orwell’s 1984 in English.  I could ask them to prepare a presentation of the novel aslo referring to the links above.  I would organize the class in different groups and I would ask each group to explore more deeply some important aspects or themes present in the novel:  e.g. Forms of censorship in the totalitarian regimes of the past and of the present.  The use of images to influence people’s opinions (think about the novel and refer to some meaningful  examples available on Historiana) The totalitarian regimes in XX century Europe. etc

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Title: Life in Europe 1945-1949- What was it like to live in postwar Europe.
Link: http://la.historiana.eu/la/activity/life-in-europe-1945-1949/
Explanation: I would like my students to think about the differences between their lives and the life in the forties.

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Title:

Forbidden women

What was forbidden and what was enhanced in women’s image and role under the fascist dictatorships? What about nowadays?

Maria Laura Marescalchi & Harri Beobide
Link: http://la.historiana.eu/la/activity/forbidden-women/
Explenation:
It's  worth to know and understand the present,"Women on tractors" and "Youth. I will show the image to the students and we will discuss the meaning of it- I think they will find sth out.

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Title:
World War 1 recruitment posters in the perspective of the present time
Link: http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/
Explanation:That's really good idea to implement in order to see the past events effects on present time and posters will attract their attention and be focused on the subject more and also have fun during the  course.

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Title: Opening Europe's borders: border controls in a (post-)Schengen world

How did the migrant crisis shake the foundations and principles of the European Union?

Link: http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/
Explanation: to find out and to compare the countries from different parts of UE, especially Poland, where the eastern border is actually blocked - The Border of Shame

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TITLE:
Humanity in inhuman times
EXPLANATION: I'd like to use this activity with my fifth graders during the month of January to prepare them to a big reflection about the Shoah and consequences. During the activity they will be led to answer in groups and individually to these questions: does war free people (both civils and soldiers) from moral responsibility for their actions? What makes them feel released from it?

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Learning activity designed by Renata Kobylarz-Buła and Magdalena Kruk-Kuchcińska. This activity makes use of sources from the collection of the Central Prisoners-of-War Museum in Łambinowice-Opole. The development is financially supported by the Europe for Citizens programme of European Union.

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TITLE:
Life in Europe 1945-1949

What was it like to live in postwar Europe?
LINK: http://la.historiana.eu/la/activity/life-in-europe-1945-1949/
EXPLANATION: In this module, students find out about a life story from the time and then use the experience of the person they have studied as evidence to support themes relating to Europe 1945-49. They can then go on to research from evidence files to present on the topic of postwar Europe.

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TITLE:
World War 1 recruitment posters in the perspective of the present time
Link:http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/
explanation:
Pendants can be considered starting point from which students to finish other suspensions with the change in the techniques of coloring and the introduction of new materials such as cloth and newspaper papers

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Title of the activity: Interdisciplinary Work
Link to the activity: http://la.historiana.eu/la/context/teaching-methods/interdisciplinary-work/
This kind of sctivities is necessery in a music history learning. For exmple during study on 18th century serenata or oratorio in Rome is a very important to know details from every-day life in that time and place. Knowing of diaries describing church ceremonies or court habits can place the history of this generes in a wide colrural and social context.

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link: http://la.historiana.eu/la/activity/the-war-of-words/
explanation: compare and contrast posters from different countries during WWI to see how propaganda was used then, with focus on four categories.

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Title:
Archive Strategy: learning how archive makes history
Link to the activity
http://la.historiana.eu/la/activity/archive-strategy-learning-how-archive-makes-history/
Explanation of how i would use in my classroom.
I would use  original document's from the Monastery of Yuso Archive to learn about  how was built this monument .

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Title of the activity:

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1. Title of the activity:
Arrests and Internment: Can a Guiltless Person be Guilty?

2. Link to the activity:
http://la.historiana.eu/la/activity/arrests-and-internment/

3. How I would use it in my classroom:
Since I also teach Philosophy and Ethics, I would use this learning activity in my class to discuss the use and misuse of power in political regimes. While following the plan of this learning activity, students could reflect about defining what is moral - is it universal, or is it something that is proscribed by the most powerful in the social structure, what is punishment and for which actions should people be punished and by whom.

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Title of the activity: Should we feel anxious about Europe’s energy dependency?
Link to the activity: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/
Explanation of how you would use it in your classroom: The implementation of the activity in the classroom is perfectly detailed in the 'Lesson plan' document (Energy Dependency - teacher - teacher's guide) using the presentation Energy Dependency - teacher - powerpoint.

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Title:
How does propaganda work?
Link:  http://la.historiana.eu/la/activity/how-does-propaganda-work/
I would use the resources to encourage the students to a critical reflection on contemporary propaganda in Italy. I would enter the activity within a communication path.

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Title:
The Music and Movies; Then and Now
http://la.historiana.eu/la/activity/the-music-and-movies-then-and-now/
I am a music lover and I like to distinguish the music fro time to time and I like my students to do so. It help to know better the integration of our people and the cultural heritage that is saved in years and centuries

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Title: Inclusion for ever: what and why.
Link to the activity: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/
Explanation:
I will use the materials to do group work and introduce the importance of social inclusion, and the problem of "difference"