Ready-to-use resources developed with partners by EUN Partnership aisbl

Maria Antónia Brandão, PT

dolores_brandao — 2018-05-14 11:00:24 UTC

Title of the activity: Forbidden Women
Link to the activity: http://la.historiana.eu/la/activity/forbidden-women/
Explanation of how i would use it in my classroom
I´m very interested on women's role on society...and as also im my country (Portugal) we had a fascist dictatorship...i would adapt this model to our reality

José María, Spain

2018-05-14 15:39:03 UTC

Title: How does propaganda work?
Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/
Explanation: Since I was a child, we were always educated so that we could take into account possible forms of mass manipulation. I think it is necessary to be always attentive in that aspect since the influence of social networks is today incredibly greater than in those times.

Cornelia Melcu, Ro

corneliaproiecte — 2018-05-14 16:13:19 UTC

Title: Should we feel anxious about Europe’s energy dependency?
Link: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/
I plan to use this in my Geography and Science classes as one important topics is Energy sources and Environment protection

Gabriela, SLOVAKIA

2018-05-14 16:23:24 UTC

Title
Forbidden women
Link http://la.historiana.eu/la/activity/forbidden-women/
Explanation Nice resource to learn about women in the past and bring the alive while practicing English. Good example of autobiography production aimed at learning history.

Joaquim Almeida, Braga, Portugal

joaquimalmeida — 2018-05-14 16:29:28 UTC

Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies?
Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/
Explanation:
As a Spanish teacher, I am concerned to discuss with my students topics related to the current situation in Spain. At present, given the current political situation in Spain, there is a growing concern with freedom of speech in Cataluña, arising from the crisis between the regional separatist government and the central executive. I think this activity would be perfectly feasible in our classes and would meet what I said earlier. This debate, based on the analysis of the documents made available, would lead to a reflection on the issues of freedom of speechin our days, not only in the most common media but also what we read and write on social networks.

Alessia, Italy

2018-05-14 16:30:28 UTC

Title
How does propaganda work?
Link

http://la.historiana.eu/la/activity/how-does-propaganda-work/

Explanation

I use the student worksheet for try to identify different techniques of propaganda

Patricia F.L., Spain

2018-05-14 16:41:34 UTC

Title: Forbidden Women
Link: http://la.historiana.eu/la/activity/forbidden-women/
Explanation: I would use it, above all, from the point of view of art: by showing the students how women have been depicted by art during fascist rule in Spain and Italy, we will try to reflect on the role played by women now and make comparisons with the role played nowadays.

Ercan Birbiri Adana/Türkiye

ercanbirbiri — 2018-05-14 16:53:00 UTC

Title: Animals in the Great War
Link:https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/
Explanation: Animal are always important. They were used to send and receive news. I will try it in my classes. Piegons or dogs were used a lot.

Elena Pezzi, Italy

elenapezzi — 2018-05-14 16:53:55 UTC

Title: Forbidden women

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

Explanation: I am an Italian teacher of Spanish, that is why I find this activity especially interesting for me and my pupils.
I have already worked on this topic with my elder students (18-19 years old, most of them girls), focussing on women's role at home.
This time I will broaden the activity by reflecting also on the limitations imposed at work.
The second step also is very interesting because it fosters students to think about their lives and discuss whether things have changed or not since that period.
A side activity could be an interview to elder women who really lived what pupils have read and seen on paper and screen (we did it last year and it was amazing!)

Eva Birger

2018-05-14 16:59:12 UTC

Title

Messages of the Monumentals

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

Explanation
Monuments speak more of the present than of the past they are supposed to illustrate. I would like to enable students to read in a critical way their messages .

Hussien al-behiri

2018-05-14 17:04:09 UTC

Egypt
Title: The war of words

Link:http://la.historiana.eu/la/activity/the-war-of-words/
Explanation:-

The aim of this lesson plan is to get your students to look at different propaganda posters from the First World War from multiple different countries. The students should aim to have a comprehensive answer to the question: How was propaganda used across the world in the First World War?

The purpose is to get them to look at posters from across the world rather than from a single country to investigate the similarities and differences in themes and values.

2018-05-14 17:05:14 UTC

Mihaela Marcu, Romania

Title of the activity Totalitarianism is universal or national?

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

Explanation I would like to discuss with pupils, starting from the materials offered, about manipulating pupils through historical images and texts. I would like to talk about the national - universal report in the current Romanian culture, starting from the case studies provided in the Historiana material.

Sophie, France

sophie_denizou — 2018-05-14 17:07:54 UTC

Title : World war 1 recruitment posters .
Link : http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/
Explanation : As and English as a foreign language teacher, I would like to usethis activity with my year 10 students (aged 14-15). They would work in groups to describe a poster, they would collaborate and then they would present their poster to the class.
I know they have already studied that period (WW1) with their History teacher so they could use all they have learned to analyze those recruitment posters and understand all the propaganda around them.

2018-05-14 17:08:23 UTC

How does propaganda works?

2018-05-14 17:10:45 UTC

I'd like my students to make a comparison among the different ways, different English-Speaking countries tried to convince people to join the army.

2018-05-14 17:21:20 UTC

2018-05-14 17:21:22 UTC

Elisabetta, Italy

2018-05-14 17:22:16 UTC

Title: Animals in the Great War
https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/
Explanation: Animals are very important in our life. During the Great War they were used to send news. I try to teach respect for animal to my students

clara.a, Spain

claraabad47 — 2018-05-14 17:35:32 UTC

Title: Investigation about phones history.
LinK: http://sas.historiana.eu/sas/collection/mobile-phones
Explanation: In the subject "Technology", encourage pupils to do schoolwork of investigation about phones history, from the first phone to the most sophisticated current smartphones. The activity is developed in small groups using Historiana platform. Then the group explain to their partners the investigation.

2018-05-14 17:39:00 UTC

Ana - Maria Ene, Romania

dinka_ana — 2018-05-14 18:01:03 UTC

Title: A new modern age
Link: http://la.historiana.eu/la/activity/a-new-modern-age/
Explanation: I will start the activity bu showing to the pupils 2 photos: one with a modern town, and one with an old town. So, this is haw the discussions will begin. The aim is that the cildren can make the difference betwin the old and the modern, to combine them and to accepte both of them.

Elena, Spain

2018-05-14 18:12:47 UTC

Title: Forbidden women
Link: http://la.historiana.eu/la/activity/forbidden-women/
Explanation: I would work the topic asking about the differences with the current time, specially in gender-steroptyped jobs. Talk about what's forbidden now in an indirect way and what they would think about it 50 years later.

Josefa Martín, Spain

fefimg — 2018-05-14 18:16:07 UTC

I have chosen the following Learning activity from Historiana. I find this resource really useful!
TITLE: Experiencing the end of WWI
LINK: https://demo.historiana.eu/#/learning-activity/experiencing-the-end-of-world-war-1
EXPLANATION: I would use it in the CLIL and FL lesson to explore the language used for emotion/feelings (numbness, anger, regret, bitterness, relief, loss, sadness, guilt, revenge, expectations, hope, hopelessness, ...) while studying CLIL history facts about the end of war and the lost generation.

Giuseppina De Giovanni, Italy

2018-05-14 18:16:08 UTC

Title of the activity: What roles did women play during WW1?
Link to the activity:

https://demo.historiana.eu/#/student/view/b9faf0fd-7f11-41bb-84ad-e1c672d01b5d/text/bb_0
Explanation of how I would use it in my classroom: I teach in an Artistic High School, and I will use this learning activity in my 5th class; my students will work in groups, to analyze the informations, and to create some different interpretations of the poster.

Isabel Domingo, Spain

2018-05-14 18:16:27 UTC

Title:
Ideas, still dangerous in democracy?
How does censorship work in non authoritarian societies?
Link:

http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/

Explanation of how I would use it in my classroom: This topic would be used in Geography, specifically in a unit about the different types of States and the characteristics of Democracy, paying attention to the last political events and the role of the freedom of speech

Arnaud, France

2018-05-14 18:20:15 UTC

Title of the activity : The world may be round, the map is not

Link to the activity : http://sas.historiana.eu/sas/collection/maps

Explanation of how you would use it in your classroom : This activity can be very interesting with primary school students because it helps to understand that the planispheres and globes are different, that they have advantages and disadvantages. Students can understand how we go from one to the other (a preview of two essential tools for the school in geography).

Theoni Dimopoulou, Greece

tetedimo — 2018-05-14 18:29:44 UTC

Title: Everyday inclusion and exclusion in Nazi society
Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/
Explanation of its classroom application: I teach English to pupils at different levels. I would use this activity with students at B2 level. They will have the chance to read short texts, look at the accompanying cartoons, talk about them and at the same time learn about life in Nazi Europe.

Roxanthi Nikou, Greece

Roxie — 2018-05-14 18:44:48 UTC

Title: Everyday Inclusion and Exclusion in Nazi society.
Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/
Explanation: a cartoon can reveal much more than what is depicted in it and be used as a great source to investigate history and express thought on it. Students can express thoughts on them, through critical thought and argumentation. Meanwhile they can refer to nowadays similar situations!

Ana Madalena, Lisbon PT

anamadalenaf_1972 — 2018-05-14 18:50:38 UTC

Title: Dangerous Art
Link: http://la.historiana.eu/la/activity/dangerous-art/
Explanation: I was very excited about this learning opportunity! As you possibly know, Portugal had the longer period of dictatorship of the 20th century in Europe. For 40 years all arts were censured in many ways, so I totally relate with the topic. I think my students would enjoy very much to do something similar in my arts class.

Dajana,Croatia

dajanajelavic — 2018-05-14 19:03:32 UTC

Title.Messages of the monumentals
Link:http://la.historiana.eu/la/activity/messages-of-the-monumentals/
Explanation:Every monument has its own story....1..Using narrative tenses let me know your favourite ^{one.2.Silence} is louder than words.What screams inside that silence ?

Nikkolaos Makris - Greece

nikolaomakri — 2018-05-14 19:09:21 UTC

· Title of the activity
Using political cartoons as evidence

· Link to the activity
https://demo.historiana.eu/#/learning-activity/using-political-cartoons-as-evidence

· Explanation of how you would use it in your classroom

Cartoons as depictions are very familiar representations to children. Moreover the specific approach makes possible to transfer elements of history and poliical personalities on the basis of cartoon’s playful expressions and their interpretation .

Dumitra Ducan, Romania

zdd_myx — 2018-05-14 19:18:52 UTC

Title of activity: The history of mobile phones
Link: http://sas.historiana.eu/sas/collection/mobile-phones
Explanation: I think this will be a catchy activity for my students since they are so fond of their phones. It will be very interesting for them to see how they looked like at the beginning and how they worked.

Silvia from Romania

2018-05-14 19:24:32 UTC

Chemistry and art
Coulors and chemistry in all clssrooms for all students in Europe .
It is a special lesson !

Sabina M, Poland

sabinamalik — 2018-05-14 19:31:51 UTC

Title: Mobile phones
Link: http://sas.historiana.eu/sas/collection/mobile-phones
Explanation: I found the material interesting and suitable for the age group I teach. Both information and pictures are well selected. I would make an online quiz for students based on the material and make the lesson a bit competitive.

Eva Pollakova, Slovakia

pollakova — 2018-05-14 19:33:35 UTC

Title of the activity:
How does propaganda work?
Link to the activity:

http://la.historiana.eu/la/activity/how-does-propaganda-work/

Explanation: I would use the designed activity plan, but I would bring and show more examples of today`s propaganda (leaflets, billboards of some political parties or nongovernmental organizations that are convincing the public). I can see a great potential for discussion and learning how to resist propaganda today (based on historical events).

mvk

maja_vicic1 — 2018-05-14 19:34:10 UTC

title: The Munich conference
link: http://la.historiana.eu/la/activity/the-munich-conference-of-1938/
Explanation: I would use it as it is, but in cooperation with english and german langugage teacher.

Giovanna, Italy

2018-05-14 19:48:55 UTC

Title:
Who were the forest brothers?
Link: http://graph.historiana.eu/la/activity/forest-brothers/
Explanation: Present it this way, through examples with modern times to make students understand the reasons for the development of the forest brothers' movement: the objectives and importance of forest brothers in Estonian history.

Elisa, Venice, Italy

elyragazzo — 2018-05-14 20:02:08 UTC

Pollution and the struggle to contain it
Link: https://historiana.eu/them
Explanation: in my lessons I often include Clil activities using English language. One of the topics I generally choose for my students is the pollution of the environment as well as the influence of human actions on our planet,the destruction of natural habitat and the extinction of animals.

Emilia, Poland

2018-05-14 20:04:55 UTC

Mariana, Romania

2018-05-14 20:05:14 UTC

Title of the activity: Heroes, but nonfighters
Link: https://surianoservizieditoriali.com/blog/
Explanation: This activity brings some extraordinary nonviolent people in front of the pupils, as some good exemple for our lives.

Emilia, Poland

2018-05-14 20:05:38 UTC

Title: How does popaganda work?
Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/
Explanation: Students would learn the examples and mechanism of propaganda

Sonsoles López

mlopezgonzalez23 — 2018-05-14 20:16:43 UTC

SPAIN

Title of the activity: A history of the WW1 through a range of objects
Link to the activity: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/
Explanation: Following Neil Macgregor, Objects can provide us feelings, experiences or historical facts of the Past. Students can reflect about people experiences in WW1 and finally, feel the need of conservation of these objects as testimonial documents of our ancestors.

2018-05-14 20:21:11 UTC

Forest Brothers

Anna, Italy

giannamaside — 2018-05-14 21:05:46 UTC

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: it's a good way to explain our students how important is the press and how censorship can change news.

nazım kırdaş

2018-05-14 21:06:51 UTC

explore common agricultural policy
https://demo.historiana.eu/#/learning-activity/exploring-the-common-agricultural-policy
create a group work by taking advantage of the activities to be carried out on the common agricultural policy.

2018-05-14 21:08:24 UTC

explore common agricultural policy

Sandra Santos, Portugal

santossandra640 — 2018-05-14 21:22:37 UTC

Title: Forbidden women
Link: http://la.historiana.eu/la/activity/forbidden-women/
Explanation: First of all, we would speak of totalitarian regimes, especially Portuguese. Next, we would analyze and compare the role of women in that time and today, pointing out similarities and differences. Then the students would express their feelings about the image and role of women based on available sources. Finally, they would work in groups and produce a written text / a ppt / drawings / research to present to the rest of their colleagues. The produced works could be displayed in the school library.

Teresa Lacerda, Portugal

teresalacerda — 2018-05-14 21:50:57 UTC

Title: Forbidden women
Link: HERE
Explanation: I choose this activity for students the last grade on secondary school in Portugal.
Students with 17 – 18 years old.
Subject: Biology, contraceptive methods.

Students from scientific subject don’t have History. The History contents are very useful promote the discussion about some subjects comparing with the past. To understand well the importance to have the freedoms to choice, the students must know the past. In one of the materials available in the link we can read about a “Guide For a Good Wife, Spain, 1953, Seccion Femenina (Female section of the Falange Española)”.
The challenge for students can be read and discuss the documents available in the link and after compare with nowadays, essentially in the contraceptive methods. In the end the students will promote a debate to present the conclusions.

Lucia Italy

2018-05-15 04:32:47 UTC

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/

Activity Plan for a Primary School
STEP 1

5 min.

Students answer the following questions together based on a definition of the word “dignity” from a dictionary:

· What does the term dignity for you?

· What are the most important features of human dignity?

· Who has the right to be treated with dignity?

· When, if ever, should anybody be deprived of their dignity?
STEP 2
Vision of the film "Life is beautiful" by Benigni Roberto
Step 3
Considerations and reflections on what has been seen

Palma from Spain

palmagarciahn — 2018-05-15 04:35:46 UTC

Tittle: forbidden women
Link:http://la.historiana.eu/la/activity/forbidden-women/
first compare the situation of women who lived through the civil war and the subsequent totalitarian regime where they were annulled as people to the current situation

Tihana, Croatia

t_svoren_kolarec — 2018-05-15 05:59:50 UTC

Title: The Music and Movies; Then and Now
Link: http://la.historiana.eu/la/activity/the-music-and-movies-then-and-now/

I teach English as a foreign language. In our classes we talk a lot about music and films. I also include a lot of civic education and history in my lessons. I think this would be a great lesson for 8th graders to correlate with history classes. I believe that it is important for my students know more about the history of their country. Their parents were children in Yugoslavia but my students know very little about life in Yugoslavia.

Claudia ,Italy

claudietta_ciucci — 2018-05-15 06:49:25 UTC

Title: inclusion and emotions
Links: http: //la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/
activity:
Game for children of 8 years, to do in the gym or in the garden. Conversation on the emotions experienced during the game. Drawing.
Analysis of a drawing by Europeana. Comparison of drawings.

Theodora Zakou - Ioannidou, Cyprus

t_zakou — 2018-05-15 06:52:11 UTC

Title: How does propaganda work?
Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/
My students are young but i think they can understand how propaganda works. I want to show them that they should not believe in everything they read at newspapers, watch on the tv etc.

Carla Sousa, Lagos, Portugal

2018-05-15 07:59:05 UTC

Why we don’t have refugees in our school?

Link: http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/

As we are partners in an Erasmus+ project – New Life, New Hope, and our refugee situation is very different from Turkey and Romanian partners the question about this difference is often asked in classroom.

So, applying this activity in classroom in 2 x45 minutes in our Citizenship class is a good way to achieve the answer in group working. Using the animated map of the activity and 3 guide answers to explore the main routes of refugees and origin countries, is a way to develop analysis skills. Exploring the stories of people who have to escape and asking 3 paragraphs about motivation, consequences to hosting countries and different opinions in presence, presented to the classroom, allows to improve multiperspective ideas.

José María Beito.

2018-05-15 08:24:35 UTC

How does propagada work?

Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/
My students will be concious how importat is he propaganda in may aspects of the life, so tey will read newspapers, magacine, tv etc....

Manuel Gutiérrez, Spain

2018-05-15 08:41:47 UTC

link:
http://la.historiana.eu/la/activity/using-political-cartoons-as-evidence/

My students will look for an adequate image of a file with magazines of the time, the illustrators of yesteryear were very good and surely give us the right image, once selected we will analyze it, relating it to the events of the moment, not forgetting the technical resources used to make the same

Rafael Climent, Spain

2018-05-15 09:42:26 UTC

Title: Economic imbalances in Europe. What kind of dilemmas my result from economic choices.
Link:
http://la.historiana.eu/la/activity/economic-imbalances-in-europe/
My students will work in teams made up by four members. One case study for each group the first session (50'). Once the conclusions have been prepared, presentation to the rest of the groups and peer assessment (50' second session).
A perfect additional work of my learning scenario about European Union citizenship!

Nunzia Gallo, Italy

nunzia_ga — 2018-05-15 10:41:21 UTC

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/
I teach English as L2 in a middle school and , on the second and third year, I usually deal with History and art.
I would include this activity on occasion of the Shoah memorial day. After introducing WW2 and totalitarism, discrimination and concentration camp, I can focus on important topics such as peace and dignity. I find Historiana lesson plans and materials particularly interesting so together with other collegues( Italian, History, Religious Education for example) we can start to carry out most of the activities suggested.

Ana Ventura, Spain

anavenmolina — 2018-05-15 10:42:43 UTC

Title
The War of Words
link http://la.historiana.eu/la/activity/the-war-of-words/
Explanation
I would use this text with ESO 3 and 4 students in English as a foreign language. Students in groups will read the text trying to understand it by using the dictionaries, others' students knowledge, digital translators ...
When all groups have finished reading it, they will present the rest of the class their own conclusions about the content of the text.

Vanda Franco - Madeira - Portugal

2018-05-15 10:45:31 UTC

Title: Ideas, still dangerous in democracy?

How does censorship work in non authoritarian societies? by Maria Laura Marescalchi & Enrico Cavalieri
Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/

Explanation: I would work this theme conecting this with salazar, a dictateur of Portugal. The aim is to make students aware of the different kinds and devices that the instrument of censorship can take nowadays. We would discuss the Freedom of Expression, and the right of the citizens to be informed about what happens around them and compare with times that thcitizens couldn't express themselves.

Best regards
Vanda Franco

Jasna Šojer/Croatia

jasna_sojer — 2018-05-15 11:33:32 UTC

Title: How does propaganda work?
Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/
Explanation: This will be very resourceful material in teaching Citizenship. Students can compare propaganada in the past and in present. How much media help developing propaganda.

Vincenzo M. Italy

2018-05-15 11:38:15 UTC

Title: Underlying causes of World war One http://la.historiana.eu/la/activity/underlying-causes-of-world-war-one/
Explore the material available to learners for teaching citizenship. active. Only in this way can we compare the present from the past, we must also say that today through these new means of communication we can simplify the tasks of the learners.

Indalecio - España - Gijón

2018-05-15 12:13:04 UTC

Title: Title: Which one do I stay with?
http://la.historiana.eu/la/activity/the-war-of-words/
The way to implement it in class, would be following the guidelines that emanate from those who have created it, Richard Kennett & Súsanna Margrét Gestsdóttir although they call it The War of Words (very successful).
We would have some propaganda sheets of the First World War, from different countries, but mainly from Germany, England, France ...
We would analyze what the images are like regarding recruitment, how they present us to the enemy, how they present us to allied partners and what the images are like in order to raise funds. We can also implement some other activity, on the aesthetic image of the propaganda, the use of colors on the posters ...
The orientations that appear in the work done by their authors, does not leave place that gather all the most important aspects of the subject.

Nektarios Farassopoulos, Greece

nektariosf — 2018-05-15 12:18:36 UTC

Title: Forbidden Women
Link: http://la.historiana.eu/la/activity/forbidden-women/
Explanation: As my students are very young (9 years old) I would use only a part of LA during the implementation of project about gender equality

Vasiliki Psaridou/Greece

psaridou — 2018-05-15 12:49:18 UTC

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 : Students at the age of 11-12 can be taught about camp conditions during War World II but in fewer details

Edit, Hungary

tothedit0610 — 2018-05-15 12:56:06 UTC

Title: World War 1 recruitment posters in the perspective of the present time

Analyzing and understanding the past in the perspective of the present
Link: https://demo.historiana.eu/#/learning-activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time
Explanation: Though I am not a History teacher, but English language, I could use this learning activity with my intermediate groups. We often use pictures or visual aids to support learning material. I could use it as a creative writing or for speaking tasks. (Giving opinions, comparing, contrasting ideas

Okan, Turkey

2018-05-15 13:08:19 UTC

Title: A new modern age
Link: http://la.historiana.eu/la/activity/a-new-modern-age/
Explanation:

As a communication skills, I can use this as

a writing and speaking activity (for any level groups of language learning) which aims the use of past and present expressions, comparing and describing events and people.

Carmen Conde. Spain.

2018-05-15 13:32:48 UTC

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: Actually the level of the part of the web called Historiana is high for the groups of students that I teach. However, I can use this lesson plan, obviously adapted, to introduce information and stimulate debate on everything related to the equality of women in Europe today, and the differences in the role of women throughout different periods of history.

Stamatia Stamati, Greece

dreamteam7gymioa — 2018-05-15 13:37:37 UTC

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

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

Explanation:
I could use this learning activity as a teaching method: creative writing, theatrical actions and reflection-interpretation.

Anita M., Croatia

anita_magic40 — 2018-05-15 13:51:32 UTC

Title oft he activity: People on the move

Link: https://historiana.eu/case-study/children-war-finnish-children-sent-safety-ww2

Explanation: After reading with understanding, the students would have the task to report on the read. By asking questions and answering the group, they would practice writing and oral expression of events in the past.

Suzana, Croatia

2018-05-15 14:02:58 UTC

Title:
Should we feel anxious about Europe’s energy dependency?
Link:http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/
Explanation: When I am teaching about energy and law of conservation of energy it is very important to discuss about state in Europe and energy resources in modern world.

M.Mar Alonso

2018-05-15 16:18:08 UTC

España
Title
A history of World War 1 through a range of objects
Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/
Explanation
I am a lover of the antiques and it is obvious that the teachers transmit our preferences to our students, we must be motivated to get them to be.
History is accompanied by objects and objects bring us closer to history. My students are 10 years old. I would start with objects from a time that they have in their curriculum but the idea seems great.

ndrobnakova — 2018-05-15 17:33:47 UTC

M.Mar Alonso M.Mar Alonso España Title A history of World War 1 through a range of objects Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation I am a lover of the antiques and it is obvious that the teachers transmit our preferences to our students, we must be motivated to get them to be. History is accompanied by objects and objects bring us closer to history. My students are 10 years old. I would start with objects from a time that they have in their curriculum but the idea seems great. Suzana, Croatia Suzana, Croatia Title: Should we feel anxious about Europe’s energy dependency? Link:http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ Explanation: When I am teaching about energy and law of conservation of energy it is very important to discuss about state in Europe and energy resources in modern world. Anita M., Croatia Anita M., Croatia Title oft he activity: People on the move Link: https://historiana.eu/case-study/children-war-finnish-children-sent-safety-ww2 Explanation: After reading with understanding, the students would have the task to report on the read. By asking questions and answering the group, they would practice writing and oral expression of events in the past. Stamatia Stamati, Greece Stamatia Stamati, Greece Title: A history of World War 1 through a range of objects. Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: I could use this learning activity as a teaching method: creative writing, theatrical actions and reflection-interpretation. Carmen Conde. Spain. Carmen Conde. Spain. 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: Okan, Turkey Okan, Turkey Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: As a communication skills, I can use this as a writing and speaking activity (for any level groups of language learning) which aims the use of past and present expressions, comparing and describing events and people. Edit, Hungary Edit, Hungary Title: World War 1 recruitment posters in the perspective of the present time Analyzing and understanding the past in the perspective of the present Link: https://demo.historiana.eu/#/learning-activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time Explanation: Though I am not a History teacher, but English language, I could use this learning activity with my intermediate groups. We often use pictures or visual aids to support learning material. I could use it as a creative writing or for speaking tasks. (Giving opinions, comparing, contrasting ideas Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece 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 : Students at the age of 11-12 can be taught about camp conditions during War World II but in fewer details Nektarios Farassopoulos, Greece Nektarios Farassopoulos, Greece Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: As my students are very young (9 years old) I would use only a part of LA during the implementation of project about gender equality Indalecio - España - Gijón Indalecio - España - Gijón Title: Title: Which one do I stay with? http://la.historiana.eu/la/activity/the-war-of-words/ The way to implement it in class, would be following the guidelines that emanate from those who have created it, Richard Kennett & Súsanna Margrét Gestsdóttir although they call it The War of Words (very successful). We would have some propaganda sheets of the First World War, from different countries, but mainly from Germany, England, France ... We would analyze what the images are like regarding recruitment, how they present us to the enemy, how they present us to allied partners and what the images are like in order to raise funds. We can also implement some other activity, on the aesthetic image of the propaganda, the use of colors on the posters ... The orientations that appear in the work done by their authors, does not leave place that gather all the most important aspects of the subject. Vincenzo M. Italy Vincenzo M. Italy Title: Underlying causes of World war One http://la.historiana.eu/la/activity/underlying-causes-of-world-war-one/ Explore the material available to learners for teaching citizenship. active. Only in this way can we compare the present from the past, we must also say that today through these new means of communication we can simplify the tasks of the learners. Jasna Šojer/Croatia Jasna Šojer/Croatia Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: This will be very resourceful material in teaching Citizenship. Students can compare propaganada in the past and in present. How much media help developing propaganda. Vanda Franco - Madeira - Portugal Vanda Franco - Madeira - Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? by Maria Laura Marescalchi & Enrico Cavalieri Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: I would work this theme conecting this with salazar, a dictateur of Portugal. The aim is to make students aware of the different kinds and devices that the instrument of censorship can take nowadays. We would discuss the Freedom of Expression, and the right of the citizens to be informed about what happens around them and compare with times that thcitizens couldn't express themselves. Best regards Vanda Franco Ana Ventura, Spain Ana Ventura, Spain Title The War of Words link http://la.historiana.eu/la/activity/the-war-of-words/ Explanation I would use this text with ESO 3 and 4 students in English as a foreign language. Students in groups will read the text trying to understand it by using the dictionaries, others' students knowledge, digital translators ... When all groups have finished reading it, they will present the rest of the class their own conclusions about the content of the text. Nunzia Gallo, Italy Nunzia Gallo, Italy 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/ I teach English as L2 in a middle school and , on the second and third year, I usually deal with History and art. I would include this activity on occasion of the Shoah memorial day. After introducing WW2 and totalitarism, discrimination and concentration camp, I can focus on important topics such as peace and dignity. I find Historiana lesson plans and materials particularly interesting so together with other collegues( Italian, History, Religious Education for example) we can start to carry out most of the activities suggested. Rafael Climent, Spain Rafael Climent, Spain Title: Economic imbalances in Europe. What kind of dilemmas my result from economic choices. Link: http://la.historiana.eu/la/activity/economic-imbalances-in-europe/ My students will work in teams made up by four members. One case study for each group the first session (50'). Once the conclusions have been prepared, presentation to the rest of the groups and peer assessment (50' second session). A perfect additional work of my learning scenario about European Union citizenship! Manuel Gutiérrez, Spain Manuel Gutiérrez, Spain link: http://la.historiana.eu/la/activity/using-political-cartoons-as-evidence/ My students will look for an adequate image of a file with magazines of the time, the illustrators of yesteryear were very good and surely give us the right image, once selected we will analyze it, relating it to the events of the moment, not forgetting the technical resources used to make the same José María Beito. José María Beito. How does propagada work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students will be concious how importat is he propaganda in may aspects of the life, so tey will read newspapers, magacine, tv etc.... Carla Sousa, Lagos, Portugal Carla Sousa, Lagos, Portugal Why we don’t have refugees in our school? Link: http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/ As we are partners in an Erasmus+ project – New Life, New Hope, and our refugee situation is very different from Turkey and Romanian partners the question about this difference is often asked in classroom. So, applying this activity in classroom in 2 x45 minutes in our Citizenship class is a good way to achieve the answer in group working. Using the animated map of the activity and 3 guide answers to explore the main routes of refugees and origin countries, is a way to develop analysis skills. Exploring the stories of people who have to escape and asking 3 paragraphs about motivation, consequences to hosting countries and different opinions in presence, presented to the classroom, allows to improve multiperspective ideas. Theodora Zakou - Ioannidou, Cyprus Theodora Zakou - Ioannidou, Cyprus Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students are young but i think they can understand how propaganda works. I want to show them that they should not believe in everything they read at newspapers, watch on the tv etc. Claudia ,Italy Claudia ,Italy Title: inclusion and emotions Links: http: la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ activity: Game for children of 8 years, to do in the gym or in the garden. Conversation on the emotions experienced during the game. Drawing. Analysis of a drawing by Europeana. Comparison of drawings. Tihana, Croatia Tihana, Croatia Title: The Music and Movies; Then and Now Link: http://la.historiana.eu/la/activity/the-music-and-movies-then-and-now/ I teach English as a foreign language. In our classes we talk a lot about music and films. I also include a lot of civic education and history in my lessons. I think this would be a great lesson for 8th graders to correlate with history classes. I believe that it is important for my students know more about the history of their country. Their parents were children in Yugoslavia but my students know very little about life in Yugoslavia. Palma from Spain Palma from Spain Tittle: forbidden women Link:http://la.historiana.eu/la/activity/forbidden-women/ first compare the situation of women who lived through the civil war and the subsequent totalitarian regime where they were annulled as people to the current situation Lucia Italy Lucia Italy 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/ Activity Plan for a Primary School STEP 1 5 min. Students answer the following questions together based on a definition of the word “dignity” from a dictionary: · What does the term dignity for you? · What are the most important features of human dignity? · Who has the right to be treated with dignity? · When, if ever, should anybody be deprived of their dignity? STEP 2 Vision of the film "Life is beautiful" by Benigni Roberto Step 3 Considerations and reflections on what has been seen Teresa Lacerda, Portugal Teresa Lacerda, Portugal Title: Forbidden women Link: HERE Explanation: I choose this activity for students the last grade on secondary school in Portugal. Students with 17 – 18 years old. Subject: Biology, contraceptive methods. Students from scientific subject don’t have History. The History contents are very useful promote the discussion about some subjects comparing with the past. To understand well the importance to have the freedoms to choice, the students must know the past. In one of the materials available in the link we can read about a “Guide For a Good Wife, Spain, 1953, Seccion Femenina (Female section of the Falange Española)”. The challenge for students can be read and discuss the documents available in the link and after compare with nowadays, essentially in the contraceptive methods. In the end the students will promote a debate to present the conclusions. Sandra Santos, Portugal Sandra Santos, Portugal Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: First of all, we would speak of totalitarian regimes, especially Portuguese. Next, we would analyze and compare the role of women in that time and today, pointing out similarities and differences. Then the students would express their feelings about the image and role of women based on available sources. Finally, they would work in groups and produce a written text / a ppt / drawings / research to present to the rest of their colleagues. The produced works could be displayed in the school library. explore common agricultur explore common agricultural policy nazım kırdaş nazım kırdaş explore common agricultural policy https://demo.historiana.eu/#/learning-activity/exploring-the-common-agricultural-policy create a group work by taking advantage of the activities to be carried out on the common agricultural policy. Anna, Italy Anna, Italy 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: it's a good way to explain our students how important is the press and how censorship can change news. Forest Brothers Forest Brothers Sonsoles López Sonsoles López SPAIN Title of the activity: A history of the WW1 through a range of objects Link to the activity: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: Following Neil Macgregor, Objects can provide us feelings, experiences or historical facts of the Past. Students can reflect about people experiences in WW1 and finally, feel the need of conservation of these objects as testimonial documents of our ancestors. Emilia, Poland Emilia, Poland Title: How does popaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Students would learn the examples and mechanism of propaganda Mariana, Romania Mariana, Romania Title of the activity: Heroes, but nonfighters Link: https://surianoservizieditoriali.com/blog/ Explanation: This activity brings some extraordinary nonviolent people in front of the pupils, as some good exemple for our lives. Emilia, Poland Emilia, Poland Elisa, Venice, Italy Elisa, Venice, Italy Pollution and the struggle to contain it Link: https://historiana.eu/them Explanation: in my lessons I often include Clil activities using English language. One of the topics I generally choose for my students is the pollution of the environment as well as the influence of human actions on our planet,the destruction of natural habitat and the extinction of animals. Giovanna, Italy Giovanna, Italy Title: Who were the forest brothers? Link: http://graph.historiana.eu/la/activity/forest-brothers/ Explanation: Present it this way, through examples with modern times to make students understand the reasons for the development of the forest brothers' movement: the objectives and importance of forest brothers in Estonian history. mvk mvk title: The Munich conference link: http://la.historiana.eu/la/activity/the-munich-conference-of-1938/ Explanation: I would use it as it is, but in cooperation with english and german langugage teacher. Eva Pollakova, Slovakia Eva Pollakova, Slovakia Title of the activity: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: I would use the designed activity plan, but I would bring and show more examples of today`s propaganda (leaflets, billboards of some political parties or nongovernmental organizations that are convincing the public). I can see a great potential for discussion and learning how to resist propaganda today (based on historical events). Sabina M, Poland Sabina M, Poland Title: Mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I found the material interesting and suitable for the age group I teach. Both information and pictures are well selected. I would make an online quiz for students based on the material and make the lesson a bit competitive. Dumitra Ducan, Romania Dumitra Ducan, Romania Title of activity: The history of mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I think this will be a catchy activity for my students since they are so fond of their phones. It will be very interesting for them to see how they looked like at the beginning and how they worked. Silvia from Romania Silvia from Romania Chemistry and art Coulors and chemistry in all clssrooms for all students in Europe . It is a special lesson ! Dajana,Croatia Dajana,Croatia Title.Messages of the monumentals Link:http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation:Every monument has its own story....1..Using narrative tenses let me know your favourite one.2.Silence is louder than words.What screams inside that silence ? Nikkolaos Makris - Greece Nikkolaos Makris - Greece · Title of the activity Using political cartoons as evidence · Link to the activity https://demo.historiana.eu/#/learning-activity/using-political-cartoons-as-evidence · Explanation of how you would use it in your classroom Cartoons as depictions are very familiar representations to children. Moreover the specific approach makes possible to transfer elements of history and poliical personalities on the basis of cartoon’s playful expressions and their interpretation . Ana Madalena, Lisbon PT Ana Madalena, Lisbon PT Title: Dangerous Art Link: http://la.historiana.eu/la/activity/dangerous-art/ Explanation: I was very excited about this learning opportunity! As you possibly know, Portugal had the longer period of dictatorship of the 20th century in Europe. For 40 years all arts were censured in many ways, so I totally relate with the topic. I think my students would enjoy very much to do something similar in my arts class. Roxanthi Nikou, Greece Roxanthi Nikou, Greece Title: Everyday Inclusion and Exclusion in Nazi society. Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation: a cartoon can reveal much more than what is depicted in it and be used as a great source to investigate history and express thought on it. Students can express thoughts on them, through critical thought and argumentation. Meanwhile they can refer to nowadays similar situations! Theoni Dimopoulou, Greece Theoni Dimopoulou, Greece Title: Everyday inclusion and exclusion in Nazi society Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation of its classroom application: I teach English to pupils at different levels. I would use this activity with students at B2 level. They will have the chance to read short texts, look at the accompanying cartoons, talk about them and at the same time learn about life in Nazi Europe. Arnaud, France Arnaud, France Title of the activity : The world may be round, the map is not Link to the activity : http://sas.historiana.eu/sas/collection/maps Explanation of how you would use it in your classroom : This activity can be very interesting with primary school students because it helps to understand that the planispheres and globes are different, that they have advantages and disadvantages. Students can understand how we go from one to the other (a preview of two essential tools for the school in geography). Isabel Domingo, Spain Isabel Domingo, Spain Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation of how I would use it in my classroom: This topic would be used in Geography, specifically in a unit about the different types of States and the characteristics of Democracy, paying attention to the last political events and the role of the freedom of speech Giuseppina De Giovanni, Italy Giuseppina De Giovanni, Italy Title of the activity: What roles did women play during WW1? Link to the activity: https://demo.historiana.eu/#/student/view/b9faf0fd-7f11-41bb-84ad-e1c672d01b5d/text/bb_0 Explanation of how I would use it in my classroom: I teach in an Artistic High School, and I will use this learning activity in my 5th class; my students will work in groups, to analyze the informations, and to create some different interpretations of the poster. Elena, Spain Elena, Spain Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would work the topic asking about the differences with the current time, specially in gender-steroptyped jobs. Talk about what's forbidden now in an indirect way and what they would think about it 50 years later. Ana - Maria Ene, Romania Ana - Maria Ene, Romania Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: I will start the activity bu showing to the pupils 2 photos: one with a modern town, and one with an old town. So, this is haw the discussions will begin. The aim is that the cildren can make the difference betwin the old and the modern, to combine them and to accepte both of them. Josefa Martín, Spain Josefa Martín, Spain I have chosen the following Learning activity from Historiana. I find this resource really useful! TITLE: Experiencing the end of WWI LINK: https://demo.historiana.eu/#/learning-activity/experiencing-the-end-of-world-war-1 EXPLANATION: I would use it in the CLIL and FL lesson to explore the language used for emotion/feelings (numbness, anger, regret, bitterness, relief, loss, sadness, guilt, revenge, expectations, hope, hopelessness, ...) while studying CLIL history facts about the end of war and the lost generation. 📎 Photo clara.a, Spain clara.a, Spain Title: Investigation about phones history. LinK: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: In the subject "Technology", encourage pupils to do schoolwork of investigation about phones history, from the first phone to the most sophisticated current smartphones. The activity is developed in small groups using Historiana platform. Then the group explain to their partners the investigation. Elisabetta, Italy Elisabetta, Italy Title: Animals in the Great War https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animals are very important in our life. During the Great War they were used to send news. I try to teach respect for animal to my students 📎 Historiana Learning Activities 📎 Historiana Learning Activities How does propaganda works? How does propaganda works? I'd like my students to make a comparison among the different ways, different English-Speaking countries tried to convince people to join the army. 📎 Historiana Learning Activities Sophie, France Sophie, France Title : World war 1 recruitment posters . Link : http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/ Explanation : As and English as a foreign language teacher, I would like to usethis activity with my year 10 students (aged 14-15). They would work in groups to describe a poster, they would collaborate and then they would present their poster to the class. I know they have already studied that period (WW1) with their History teacher so they could use all they have learned to analyze those recruitment posters and understand all the propaganda around them. Mihaela Mihaela Marcu, Romania Title of the activity Totalitarianism is universal or national? Link to the activity http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/ Explanation I would like to discuss with pupils, starting from the materials offered, about manipulating pupils through historical images and texts. I would like to talk about the national - universal report in the current Romanian culture, starting from the case studies provided in the Historiana material. Eva Birger Eva Birger Title Messages of the Monumentals Link http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation Monuments speak more of the present than of the past they are supposed to illustrate. I would like to enable students to read in a critical way their messages . Elena Pezzi, Italy Elena Pezzi, Italy Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I am an Italian teacher of Spanish, that is why I find this activity especially interesting for me and my pupils. I have already worked on this topic with my elder students (18-19 years old, most of them girls), focussing on women's role at home. This time I will broaden the activity by reflecting also on the limitations imposed at work. The second step also is very interesting because it fosters students to think about their lives and discuss whether things have changed or not since that period. A side activity could be an interview to elder women who really lived what pupils have read and seen on paper and screen (we did it last year and it was amazing!) Hussien al-behiri Hussien al-behiri Egypt Title: The war of words Link:http://la.historiana.eu/la/activity/the-war-of-words/ Explanation:- The aim of this lesson plan is to get your students to look at different propaganda posters from the First World War from multiple different countries. The students should aim to have a comprehensive answer to the question: How was propaganda used across the world in the First World War? The purpose is to get them to look at posters from across the world rather than from a single country to investigate the similarities and differences in themes and values. Ercan Birbiri Adana/Türkiye Ercan Birbiri Adana/Türkiye Title: Animals in the Great War Link:https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animal are always important. They were used to send and receive news. I will try it in my classes. Piegons or dogs were used a lot. Patricia F.L., Spain Patricia F.L., Spain Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would use it, above all, from the point of view of art: by showing the students how women have been depicted by art during fascist rule in Spain and Italy, we will try to reflect on the role played by women now and make comparisons with the role played nowadays. Joaquim Almeida, Braga, Portugal Joaquim Almeida, Braga, Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: As a Spanish teacher, I am concerned to discuss with my students topics related to the current situation in Spain. At present, given the current political situation in Spain, there is a growing concern with freedom of speech in Cataluña, arising from the crisis between the regional separatist government and the central executive. I think this activity would be perfectly feasible in our classes and would meet what I said earlier. This debate, based on the analysis of the documents made available, would lead to a reflection on the issues of freedom of speechin our days, not only in the most common media but also what we read and write on social networks. Gabriela, SLOVAKIA Gabriela, SLOVAKIA Title Forbidden women Link http://la.historiana.eu/la/activity/forbidden-women/ Explanation Nice resource to learn about women in the past and bring the alive while practicing English. Good example of autobiography production aimed at learning history. Cornelia Melcu, Ro Cornelia Melcu, Ro Title: Should we feel anxious about Europe’s energy dependency? Link: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ I plan to use this in my Geography and Science classes as one important topics is Energy sources and Environment protection Alessia, Italy Alessia, Italy Title How does propaganda work? Link http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation I use the student worksheet for try to identify different techniques of propaganda José María, Spain José María, Spain Title: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Since I was a child, we were always educated so that we could take into account possible forms of mass manipulation. I think it is necessary to be always attentive in that aspect since the influence of social networks is today incredibly greater than in those times. Maria Antónia Brandão, PT Maria Antónia Brandão, PT Title of the activity: Forbidden Women Link to the activity: http://la.historiana.eu/la/activity/forbidden-women/ Explanation of how i would use it in my classroom I´m very interested on women's role on society...and as also im my country (Portugal) we had a fascist dictatorship...i would adapt this model to our reality

ndrobnakova — 2018-05-15 17:33:49 UTC

M.Mar Alonso M.Mar Alonso España Title A history of World War 1 through a range of objects Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation I am a lover of the antiques and it is obvious that the teachers transmit our preferences to our students, we must be motivated to get them to be. History is accompanied by objects and objects bring us closer to history. My students are 10 years old. I would start with objects from a time that they have in their curriculum but the idea seems great. Suzana, Croatia Suzana, Croatia Title: Should we feel anxious about Europe’s energy dependency? Link:http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ Explanation: When I am teaching about energy and law of conservation of energy it is very important to discuss about state in Europe and energy resources in modern world. Anita M., Croatia Anita M., Croatia Title oft he activity: People on the move Link: https://historiana.eu/case-study/children-war-finnish-children-sent-safety-ww2 Explanation: After reading with understanding, the students would have the task to report on the read. By asking questions and answering the group, they would practice writing and oral expression of events in the past. Stamatia Stamati, Greece Stamatia Stamati, Greece Title: A history of World War 1 through a range of objects. Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: I could use this learning activity as a teaching method: creative writing, theatrical actions and reflection-interpretation. Carmen Conde. Spain. Carmen Conde. Spain. 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: Okan, Turkey Okan, Turkey Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: As a communication skills, I can use this as a writing and speaking activity (for any level groups of language learning) which aims the use of past and present expressions, comparing and describing events and people. Edit, Hungary Edit, Hungary Title: World War 1 recruitment posters in the perspective of the present time Analyzing and understanding the past in the perspective of the present Link: https://demo.historiana.eu/#/learning-activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time Explanation: Though I am not a History teacher, but English language, I could use this learning activity with my intermediate groups. We often use pictures or visual aids to support learning material. I could use it as a creative writing or for speaking tasks. (Giving opinions, comparing, contrasting ideas Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece 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 : Students at the age of 11-12 can be taught about camp conditions during War World II but in fewer details Nektarios Farassopoulos, Greece Nektarios Farassopoulos, Greece Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: As my students are very young (9 years old) I would use only a part of LA during the implementation of project about gender equality Indalecio - España - Gijón Indalecio - España - Gijón Title: Title: Which one do I stay with? http://la.historiana.eu/la/activity/the-war-of-words/ The way to implement it in class, would be following the guidelines that emanate from those who have created it, Richard Kennett & Súsanna Margrét Gestsdóttir although they call it The War of Words (very successful). We would have some propaganda sheets of the First World War, from different countries, but mainly from Germany, England, France ... We would analyze what the images are like regarding recruitment, how they present us to the enemy, how they present us to allied partners and what the images are like in order to raise funds. We can also implement some other activity, on the aesthetic image of the propaganda, the use of colors on the posters ... The orientations that appear in the work done by their authors, does not leave place that gather all the most important aspects of the subject. Vincenzo M. Italy Vincenzo M. Italy Title: Underlying causes of World war One http://la.historiana.eu/la/activity/underlying-causes-of-world-war-one/ Explore the material available to learners for teaching citizenship. active. Only in this way can we compare the present from the past, we must also say that today through these new means of communication we can simplify the tasks of the learners. Jasna Šojer/Croatia Jasna Šojer/Croatia Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: This will be very resourceful material in teaching Citizenship. Students can compare propaganada in the past and in present. How much media help developing propaganda. Vanda Franco - Madeira - Portugal Vanda Franco - Madeira - Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? by Maria Laura Marescalchi & Enrico Cavalieri Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: I would work this theme conecting this with salazar, a dictateur of Portugal. The aim is to make students aware of the different kinds and devices that the instrument of censorship can take nowadays. We would discuss the Freedom of Expression, and the right of the citizens to be informed about what happens around them and compare with times that thcitizens couldn't express themselves. Best regards Vanda Franco Ana Ventura, Spain Ana Ventura, Spain Title The War of Words link http://la.historiana.eu/la/activity/the-war-of-words/ Explanation I would use this text with ESO 3 and 4 students in English as a foreign language. Students in groups will read the text trying to understand it by using the dictionaries, others' students knowledge, digital translators ... When all groups have finished reading it, they will present the rest of the class their own conclusions about the content of the text. Nunzia Gallo, Italy Nunzia Gallo, Italy 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/ I teach English as L2 in a middle school and , on the second and third year, I usually deal with History and art. I would include this activity on occasion of the Shoah memorial day. After introducing WW2 and totalitarism, discrimination and concentration camp, I can focus on important topics such as peace and dignity. I find Historiana lesson plans and materials particularly interesting so together with other collegues( Italian, History, Religious Education for example) we can start to carry out most of the activities suggested. Rafael Climent, Spain Rafael Climent, Spain Title: Economic imbalances in Europe. What kind of dilemmas my result from economic choices. Link: http://la.historiana.eu/la/activity/economic-imbalances-in-europe/ My students will work in teams made up by four members. One case study for each group the first session (50'). Once the conclusions have been prepared, presentation to the rest of the groups and peer assessment (50' second session). A perfect additional work of my learning scenario about European Union citizenship! Manuel Gutiérrez, Spain Manuel Gutiérrez, Spain link: http://la.historiana.eu/la/activity/using-political-cartoons-as-evidence/ My students will look for an adequate image of a file with magazines of the time, the illustrators of yesteryear were very good and surely give us the right image, once selected we will analyze it, relating it to the events of the moment, not forgetting the technical resources used to make the same José María Beito. José María Beito. How does propagada work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students will be concious how importat is he propaganda in may aspects of the life, so tey will read newspapers, magacine, tv etc.... Carla Sousa, Lagos, Portugal Carla Sousa, Lagos, Portugal Why we don’t have refugees in our school? Link: http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/ As we are partners in an Erasmus+ project – New Life, New Hope, and our refugee situation is very different from Turkey and Romanian partners the question about this difference is often asked in classroom. So, applying this activity in classroom in 2 x45 minutes in our Citizenship class is a good way to achieve the answer in group working. Using the animated map of the activity and 3 guide answers to explore the main routes of refugees and origin countries, is a way to develop analysis skills. Exploring the stories of people who have to escape and asking 3 paragraphs about motivation, consequences to hosting countries and different opinions in presence, presented to the classroom, allows to improve multiperspective ideas. Theodora Zakou - Ioannidou, Cyprus Theodora Zakou - Ioannidou, Cyprus Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students are young but i think they can understand how propaganda works. I want to show them that they should not believe in everything they read at newspapers, watch on the tv etc. Claudia ,Italy Claudia ,Italy Title: inclusion and emotions Links: http: la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ activity: Game for children of 8 years, to do in the gym or in the garden. Conversation on the emotions experienced during the game. Drawing. Analysis of a drawing by Europeana. Comparison of drawings. Tihana, Croatia Tihana, Croatia Title: The Music and Movies; Then and Now Link: http://la.historiana.eu/la/activity/the-music-and-movies-then-and-now/ I teach English as a foreign language. In our classes we talk a lot about music and films. I also include a lot of civic education and history in my lessons. I think this would be a great lesson for 8th graders to correlate with history classes. I believe that it is important for my students know more about the history of their country. Their parents were children in Yugoslavia but my students know very little about life in Yugoslavia. Palma from Spain Palma from Spain Tittle: forbidden women Link:http://la.historiana.eu/la/activity/forbidden-women/ first compare the situation of women who lived through the civil war and the subsequent totalitarian regime where they were annulled as people to the current situation Lucia Italy Lucia Italy 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/ Activity Plan for a Primary School STEP 1 5 min. Students answer the following questions together based on a definition of the word “dignity” from a dictionary: · What does the term dignity for you? · What are the most important features of human dignity? · Who has the right to be treated with dignity? · When, if ever, should anybody be deprived of their dignity? STEP 2 Vision of the film "Life is beautiful" by Benigni Roberto Step 3 Considerations and reflections on what has been seen Teresa Lacerda, Portugal Teresa Lacerda, Portugal Title: Forbidden women Link: HERE Explanation: I choose this activity for students the last grade on secondary school in Portugal. Students with 17 – 18 years old. Subject: Biology, contraceptive methods. Students from scientific subject don’t have History. The History contents are very useful promote the discussion about some subjects comparing with the past. To understand well the importance to have the freedoms to choice, the students must know the past. In one of the materials available in the link we can read about a “Guide For a Good Wife, Spain, 1953, Seccion Femenina (Female section of the Falange Española)”. The challenge for students can be read and discuss the documents available in the link and after compare with nowadays, essentially in the contraceptive methods. In the end the students will promote a debate to present the conclusions. Sandra Santos, Portugal Sandra Santos, Portugal Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: First of all, we would speak of totalitarian regimes, especially Portuguese. Next, we would analyze and compare the role of women in that time and today, pointing out similarities and differences. Then the students would express their feelings about the image and role of women based on available sources. Finally, they would work in groups and produce a written text / a ppt / drawings / research to present to the rest of their colleagues. The produced works could be displayed in the school library. explore common agricultur explore common agricultural policy nazım kırdaş nazım kırdaş explore common agricultural policy https://demo.historiana.eu/#/learning-activity/exploring-the-common-agricultural-policy create a group work by taking advantage of the activities to be carried out on the common agricultural policy. Anna, Italy Anna, Italy 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: it's a good way to explain our students how important is the press and how censorship can change news. Forest Brothers Forest Brothers Sonsoles López Sonsoles López SPAIN Title of the activity: A history of the WW1 through a range of objects Link to the activity: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: Following Neil Macgregor, Objects can provide us feelings, experiences or historical facts of the Past. Students can reflect about people experiences in WW1 and finally, feel the need of conservation of these objects as testimonial documents of our ancestors. Emilia, Poland Emilia, Poland Title: How does popaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Students would learn the examples and mechanism of propaganda Mariana, Romania Mariana, Romania Title of the activity: Heroes, but nonfighters Link: https://surianoservizieditoriali.com/blog/ Explanation: This activity brings some extraordinary nonviolent people in front of the pupils, as some good exemple for our lives. Emilia, Poland Emilia, Poland Elisa, Venice, Italy Elisa, Venice, Italy Pollution and the struggle to contain it Link: https://historiana.eu/them Explanation: in my lessons I often include Clil activities using English language. One of the topics I generally choose for my students is the pollution of the environment as well as the influence of human actions on our planet,the destruction of natural habitat and the extinction of animals. Giovanna, Italy Giovanna, Italy Title: Who were the forest brothers? Link: http://graph.historiana.eu/la/activity/forest-brothers/ Explanation: Present it this way, through examples with modern times to make students understand the reasons for the development of the forest brothers' movement: the objectives and importance of forest brothers in Estonian history. mvk mvk title: The Munich conference link: http://la.historiana.eu/la/activity/the-munich-conference-of-1938/ Explanation: I would use it as it is, but in cooperation with english and german langugage teacher. Eva Pollakova, Slovakia Eva Pollakova, Slovakia Title of the activity: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: I would use the designed activity plan, but I would bring and show more examples of today`s propaganda (leaflets, billboards of some political parties or nongovernmental organizations that are convincing the public). I can see a great potential for discussion and learning how to resist propaganda today (based on historical events). Sabina M, Poland Sabina M, Poland Title: Mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I found the material interesting and suitable for the age group I teach. Both information and pictures are well selected. I would make an online quiz for students based on the material and make the lesson a bit competitive. Dumitra Ducan, Romania Dumitra Ducan, Romania Title of activity: The history of mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I think this will be a catchy activity for my students since they are so fond of their phones. It will be very interesting for them to see how they looked like at the beginning and how they worked. Silvia from Romania Silvia from Romania Chemistry and art Coulors and chemistry in all clssrooms for all students in Europe . It is a special lesson ! Dajana,Croatia Dajana,Croatia Title.Messages of the monumentals Link:http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation:Every monument has its own story....1..Using narrative tenses let me know your favourite one.2.Silence is louder than words.What screams inside that silence ? Nikkolaos Makris - Greece Nikkolaos Makris - Greece · Title of the activity Using political cartoons as evidence · Link to the activity https://demo.historiana.eu/#/learning-activity/using-political-cartoons-as-evidence · Explanation of how you would use it in your classroom Cartoons as depictions are very familiar representations to children. Moreover the specific approach makes possible to transfer elements of history and poliical personalities on the basis of cartoon’s playful expressions and their interpretation . Ana Madalena, Lisbon PT Ana Madalena, Lisbon PT Title: Dangerous Art Link: http://la.historiana.eu/la/activity/dangerous-art/ Explanation: I was very excited about this learning opportunity! As you possibly know, Portugal had the longer period of dictatorship of the 20th century in Europe. For 40 years all arts were censured in many ways, so I totally relate with the topic. I think my students would enjoy very much to do something similar in my arts class. Roxanthi Nikou, Greece Roxanthi Nikou, Greece Title: Everyday Inclusion and Exclusion in Nazi society. Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation: a cartoon can reveal much more than what is depicted in it and be used as a great source to investigate history and express thought on it. Students can express thoughts on them, through critical thought and argumentation. Meanwhile they can refer to nowadays similar situations! Theoni Dimopoulou, Greece Theoni Dimopoulou, Greece Title: Everyday inclusion and exclusion in Nazi society Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation of its classroom application: I teach English to pupils at different levels. I would use this activity with students at B2 level. They will have the chance to read short texts, look at the accompanying cartoons, talk about them and at the same time learn about life in Nazi Europe. Arnaud, France Arnaud, France Title of the activity : The world may be round, the map is not Link to the activity : http://sas.historiana.eu/sas/collection/maps Explanation of how you would use it in your classroom : This activity can be very interesting with primary school students because it helps to understand that the planispheres and globes are different, that they have advantages and disadvantages. Students can understand how we go from one to the other (a preview of two essential tools for the school in geography). Isabel Domingo, Spain Isabel Domingo, Spain Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation of how I would use it in my classroom: This topic would be used in Geography, specifically in a unit about the different types of States and the characteristics of Democracy, paying attention to the last political events and the role of the freedom of speech Giuseppina De Giovanni, Italy Giuseppina De Giovanni, Italy Title of the activity: What roles did women play during WW1? Link to the activity: https://demo.historiana.eu/#/student/view/b9faf0fd-7f11-41bb-84ad-e1c672d01b5d/text/bb_0 Explanation of how I would use it in my classroom: I teach in an Artistic High School, and I will use this learning activity in my 5th class; my students will work in groups, to analyze the informations, and to create some different interpretations of the poster. more_vert Elena, Spain Elena, Spain Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would work the topic asking about the differences with the current time, specially in gender-steroptyped jobs. Talk about what's forbidden now in an indirect way and what they would think about it 50 years later. Ana - Maria Ene, Romania Ana - Maria Ene, Romania Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: I will start the activity bu showing to the pupils 2 photos: one with a modern town, and one with an old town. So, this is haw the discussions will begin. The aim is that the cildren can make the difference betwin the old and the modern, to combine them and to accepte both of them. Josefa Martín, Spain Josefa Martín, Spain I have chosen the following Learning activity from Historiana. I find this resource really useful! TITLE: Experiencing the end of WWI LINK: https://demo.historiana.eu/#/learning-activity/experiencing-the-end-of-world-war-1 EXPLANATION: I would use it in the CLIL and FL lesson to explore the language used for emotion/feelings (numbness, anger, regret, bitterness, relief, loss, sadness, guilt, revenge, expectations, hope, hopelessness, ...) while studying CLIL history facts about the end of war and the lost generation. 📎 Photo clara.a, Spain clara.a, Spain Title: Investigation about phones history. LinK: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: In the subject "Technology", encourage pupils to do schoolwork of investigation about phones history, from the first phone to the most sophisticated current smartphones. The activity is developed in small groups using Historiana platform. Then the group explain to their partners the investigation. Elisabetta, Italy Elisabetta, Italy Title: Animals in the Great War https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animals are very important in our life. During the Great War they were used to send news. I try to teach respect for animal to my students 📎 Historiana Learning Activities 📎 Historiana Learning Activities How does propaganda works? How does propaganda works? I'd like my students to make a comparison among the different ways, different English-Speaking countries tried to convince people to join the army. 📎 Historiana Learning Activities Sophie, France Sophie, France Title : World war 1 recruitment posters . Link : http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/ Explanation : As and English as a foreign language teacher, I would like to usethis activity with my year 10 students (aged 14-15). They would work in groups to describe a poster, they would collaborate and then they would present their poster to the class. I know they have already studied that period (WW1) with their History teacher so they could use all they have learned to analyze those recruitment posters and understand all the propaganda around them. Mihaela Mihaela Marcu, Romania Title of the activity Totalitarianism is universal or national? Link to the activity http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/ Explanation I would like to discuss with pupils, starting from the materials offered, about manipulating pupils through historical images and texts. I would like to talk about the national - universal report in the current Romanian culture, starting from the case studies provided in the Historiana material. Eva Birger Eva Birger Title Messages of the Monumentals Link http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation Monuments speak more of the present than of the past they are supposed to illustrate. I would like to enable students to read in a critical way their messages . Elena Pezzi, Italy Elena Pezzi, Italy Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I am an Italian teacher of Spanish, that is why I find this activity especially interesting for me and my pupils. I have already worked on this topic with my elder students (18-19 years old, most of them girls), focussing on women's role at home. This time I will broaden the activity by reflecting also on the limitations imposed at work. The second step also is very interesting because it fosters students to think about their lives and discuss whether things have changed or not since that period. A side activity could be an interview to elder women who really lived what pupils have read and seen on paper and screen (we did it last year and it was amazing!) Hussien al-behiri Hussien al-behiri Egypt Title: The war of words Link:http://la.historiana.eu/la/activity/the-war-of-words/ Explanation:- The aim of this lesson plan is to get your students to look at different propaganda posters from the First World War from multiple different countries. The students should aim to have a comprehensive answer to the question: How was propaganda used across the world in the First World War? The purpose is to get them to look at posters from across the world rather than from a single country to investigate the similarities and differences in themes and values. Ercan Birbiri Adana/Türkiye Ercan Birbiri Adana/Türkiye Title: Animals in the Great War Link:https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animal are always important. They were used to send and receive news. I will try it in my classes. Piegons or dogs were used a lot. Patricia F.L., Spain Patricia F.L., Spain Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would use it, above all, from the point of view of art: by showing the students how women have been depicted by art during fascist rule in Spain and Italy, we will try to reflect on the role played by women now and make comparisons with the role played nowadays. Joaquim Almeida, Braga, Portugal Joaquim Almeida, Braga, Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: As a Spanish teacher, I am concerned to discuss with my students topics related to the current situation in Spain. At present, given the current political situation in Spain, there is a growing concern with freedom of speech in Cataluña, arising from the crisis between the regional separatist government and the central executive. I think this activity would be perfectly feasible in our classes and would meet what I said earlier. This debate, based on the analysis of the documents made available, would lead to a reflection on the issues of freedom of speechin our days, not only in the most common media but also what we read and write on social networks. Gabriela, SLOVAKIA Gabriela, SLOVAKIA Title Forbidden women Link http://la.historiana.eu/la/activity/forbidden-women/ Explanation Nice resource to learn about women in the past and bring the alive while practicing English. Good example of autobiography production aimed at learning history. Cornelia Melcu, Ro Cornelia Melcu, Ro Title: Should we feel anxious about Europe’s energy dependency? Link: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ I plan to use this in my Geography and Science classes as one important topics is Energy sources and Environment protection Alessia, Italy Alessia, Italy Title How does propaganda work? Link http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation I use the student worksheet for try to identify different techniques of propaganda José María, Spain José María, Spain Title: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Since I was a child, we were always educated so that we could take into account possible forms of mass manipulation. I think it is necessary to be always attentive in that aspect since the influence of social networks is today incredibly greater than in those times. Maria Antónia Brandão, PT Maria Antónia Brandão, PT Title of the activity: Forbidden Women Link to the activity: http://la.historiana.eu/la/activity/forbidden-women/ Explanation of how i would use it in my classroom I´m very interested on women's role on society...and as also im my country (Portugal) we had a fascist dictatorship...i would adapt this model to our reality

Olga M. - Italy

olga_mosca — 2018-05-15 18:23:52 UTC

Title
Children on the move
Link :
https://historiana.eu/case-study/children-war-finnish-children-sent-safety-ww2
Explanation
I teach in a Primary School and my students of 5th class ( 10 years ) are greatly interested on history and to know the life of children during times world. I will propose questions on the evacuation of children, they will read, they will think, they will reflect, they will discuss , they will debate and they will share their opinions about the reasons , the consequences, on the number of the surviving and then they will find pictures or photos of memorial.

Naďa, Slovakia

ndrobnakova — 2018-05-15 18:47:58 UTC

TITLE of ACTIVITY:
Dehumanisation and self-assertion.
LINK: https://demo.historiana.eu/#/learning-activity/dehumanisation-and-self-assertion
EXPLANATION: I am an English teacher and my oldest students are 15.
They are going to visit the concetration camp in AUSCHWITZ, POLAND and learn more about the camps of the Nazi Germany. Based on the knowledge from History lessons, from the shool trip and material at Historiana, they will study about Buchenwald Nazi camps, work in groups and exchange their ideas, explain their findings to the others.

Adelina, Poland

a_sagittarius — 2018-05-15 19:37:22 UTC

TITLE:

Using sources as evidence - Why August 1914?

What does this satirical map reveal about the causes of War in 1914?
Link to the activity:
http://la.historiana.eu/la/activity/using-sources-as-evidence-why-august-1914/
I think that it is a good idea to engage student to improve their knowledge about the history. Looking at the map they can create their theory about the reasons of World War I. They can associate the particular creatures with the country and its role in world. Using the questions they have improve their critical thinking.

Franck Maas, France

2018-05-15 19:43:49 UTC

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/
With this activity, we can link european history and science. For example, scientists from across the world come to work at CERN. This makes for a very creative workplace, as people from different backgrounds work on projects together. Students research use two contrasting case studies and then have a discussion.

Ioanna Giannopoulou

ioangiannop — 2018-05-15 20:40:57 UTC

Ioanna Giannopoulou, Greece

ioangiannop — 2018-05-15 20:40:59 UTC

How modern was society in 1914? Investigating the nature of society in 1914.
Link to the activity: http://la.historiana.eu/la/activity/a-new-modern-age/
It was very difficult for me to choose a specific section from Historiana as I'm a teacher of English, I work with primary school students and I'm not so aware of this part of history. However, I could use this topic to introduce the differences of the past and present societies of different European cities. A great amount of photos of Athens and other important Greek cities can be found and shown to pupils. Unfortunately I can't open the student material for this learning activity, but I would surely ask them to identify differences as far as architecture, fashion or entertainment.

Domenico, Italy

2018-05-15 21:16:04 UTC

TITLE:

Late 20th century

The Brooklyn Bridge over the East River in New York. (Ökand, Unknown, Arkitektur- och designcentrum via Europeana)

LINK:
http://sas.historiana.eu/objects/ee22e09e-9aef-439e-bf7e-08d36ca96abd/images/019_000_image.jpg

EXPLANATION:
I teach Technology and Design in a secondary school and I think I can use this topic both as a graphical exercise on the design of bridges, both as a study on materials and as part of a historical research on bridges over the centuries.

Maria Vasilopoulou, Greece

mbasilopoulou — 2018-05-15 21:18:49 UTC

Title: The role of Postcards in World War Link: HERE
Explanation: On the basis that a picture is worth a thousand words I would use the postcards from WW1 to initiate a discussion ina my class ,share knowledge ,views and feelings.

Catarina Rodrigues, P

canrodrigues — 2018-05-15 21:33:54 UTC

Title: Making an Imaginary map
Link: http://labs.historiana.eu/2017/06/making-imaginary-map/#more-373
Explanation: I'm a primary teacher and I can use this LA to develop their knowledge of geography.

Jorge Carvalho, Portugal

jorgoak — 2018-05-15 22:44:18 UTC

Title: What could they know? Censorship and Information about the November Pogrom 1938
Link: HERE
Explanation: I selected this activity because it seemed to me a very interesting approach to the resources of Europeana with a very important subject: the rise of Nazism and the attacks against the Jews.
From a perspective of historical thinking, this activity is very well structured and very focused on the critical analysis of historical sources, which seems to me very important in the teaching of History. Designed for students between the ages of 15 and 18, this activity could be developed by my 12th grade students.

Marija, Serbia

2018-05-16 08:44:36 UTC

Title: Economic imbalances in Europe
Link: http://la.
historiana.eu/la/activity/economic-imbalances-in-europe/
Explanation: I work in a bussiness school, so this activity could be very actual. We are not in EU yet, but crisis impact us much harder. And I think this is a good way to bring closer this thema to our students.

Arif Soğukpınar, Turkey.

2018-05-16 11:01:56 UTC

Title:
Why did the Central Powers lose the war?

Link: http://la.historiana.eu/la/activity/why-did-the-central-powers-lose-the-war/

Explanation:
WWI is very important for us and our history. It is both a die and a rebirth.

Elzbieta Pryłowska - Nowak

epn — 2018-05-16 11:47:54 UTC

Title: Mobile Phones
Link: https://demo.historiana.eu/#/sas/explore/mobile-phones
Explanation: I work in the teacher training center. I can use this resourses during my classes when we talk about the use of mobile devices in education.

Peris C., Ioannina, Greece

2018-05-16 12:26:21 UTC

Title:
Old fears and new threats: Western European defence negotiations
Link: http://la.historiana.eu/la/activity/old-fears-and-new-threats-western-european-defence-negotiations/
Explanation:
I chose this activity because it involves students’ role playing. As we face a crisis with its consequences not yet appeared in societies and the citizens it is a demand to revise history and the decisions made then so as to face the new age dilemmas with our history "wisdom".

Angela Quirós, Bruselas.

aquiroscolubi — 2018-05-16 13:55:17 UTC

Title:
Education Practices in Totalitarian Regimes
Link: http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/
Explanation: I would like the students think about how text book can be a tool for totalitarian regimes.
I would like to develop the critical thinking of my students, so that they can not be easily manipulated.

Jasminka, Croatia

japytom — 2018-05-16 14:11:36 UTC

Title: Impression
link: http://www.artstories.it/en/faces/
goal: how to compare the game with words in a poem with face games
For example, one letter makes a huge difference (qoute: U travi se žute cvjetovi vs. U travi su žuti cvjetovi). Kay word is yellow (žuti) - verb vs. yellow (žuti) - adjective. Faces is virtual playground where kids learn the basics of visual art but they can also notice how minor changes can make big differences.

Christos, Cyprus

p_christos — 2018-05-16 14:13:28 UTC

Title: Presenting the Past ( Ideas, still dangerous in democracy? )
Link --> http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/
Explanation I could use this learning activity as a teaching method to to make students aware of the different kinds and devices that the instrument of censorship can take nowadays

Emma Giurlani Italy

progettocanyouhelpme — 2018-05-16 14:13:37 UTC

title:
The challenge of European stability

How stable has Europe been 1945-today?

link:http://la.historiana.eu/la/activity/the-challenge-of-european-stability/
I would use the activities related to this unit to further implement the learning scenario that I already implemented with my class entitled ""The European Union Matters" (European Schoolnet: Europeana Education Community) I think the materials and activities proposed by Historiana can be very useful to a further imlementation. Beside that I could start also a discussioin to introduce and find my next learning scenario about Migration. I could ask students to discuss if there are any links and interactions between these two important aspects of our" European Home"

Esra-Turkey

esrademirhaneroglu — 2018-05-16 15:13:41 UTC

Title:Why do we learn what about World War 1?
link:https://demo.historiana.eu/#/learning-activity/why-do-we-learn-what-about-world-war-1
Explanation:I started here to help my students understand why we learned the war first.

T

esrademirhaneroglu — 2018-05-16 15:13:43 UTC

Title:Why do we learn what about World War 1?
link:

Cinzia, Italy

2018-05-16 16:28:10 UTC

How was propaganda used across the world in the First World War?

http://la.historiana.eu/la/activity/the-war-of-words/

Propaganda has been used throughout history by leaders and governments to influence their citizens during times of national conflict and/or crisis. However, its use was escalated to an entirely new level during World War I. In order for students to understand the concept of propaganda and how and why it was and is used to influence people, it is necessary to examine primary sources from this time period, and compare it to how modern governments have used this technique in recent history .

Diana, Romania

2018-05-16 16:42:24 UTC

Title: Why is history important?
link:http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/
Explanation: Discussion about the objectives of history education nowadays.

Mirela, Romania

mirelaemiliapop — 2018-05-16 17:22:42 UTC

Title:
Messages of the Monumentals

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

Explanation:How to discover when monuments, memorials, or museums censor the past

Carmen, Spain

2018-05-16 18:03:00 UTC

Title: Unity in Diversity

Link: http://la.historiana.eu/la/activity/unity-in-diversity/

Explanation: I would start the activity comparing the weight of a global Europe with the power of the Roman and Hellenistic Empires, underlining the expression “Unity is strength” and emphasizing the differences in respect for the idiosyncrasy of the conquered peoples that both empires showed.

Nurcan Değerli, Turkey

ndegerli — 2018-05-16 19:13:17 UTC

Title : Messages of the Monumentals
Link :http://la.historiana.eu/la/activity/messages-of-the-monumentals/
Explanation : I would take the students to field trip in our area. We would gather information about the monuments. Then I would make them discuss about them.

Isabela, Romania

isabela_giorgi — 2018-05-16 20:53:31 UTC

Title: The impact of migration
Link:http://sas.historiana.eu/sas/collection/european-emigration-to-the-united-states-in-the-late-19th-century
Explanation: Students discover that migration is not a new phenomen and it is existed forever. They will identify the cause of emigration and became more tolerant.

Angelamaria Galderisi, Italy

soleemare_a — 2018-05-16 21:52:13 UTC

Title :
Key Moments in the War
Explanation I would use this Learning activity in a fifth year classroom of a Liceo Scientifico, where students are asked to study Word War I.The activities provoded could help students summarize the historical events in an active manner.

Link

Ester Gasparro - Italy

estergas89 — 2018-05-16 22:24:40 UTC

Title Pressure for Peace

Link https://historiana.eu/#/learning-activity/pressures-for-peace

Explanation I would use this activity as a further development of activities already done for the eTwinning project P.E.A.C.E.

I found also many other interesting activities about migration, however they are targeted for students older than mine.

Liliana,Italy

lilugiov — 2018-05-17 04:31:45 UTC

A visit to the museum of my city.
Explanation: I choose this activity because it involves students' role playing. Each team make a presentation showing their work to other student

Graça, Portugal

2018-05-17 05:16:33 UTC

Title of the activity: Mobile Phones - Could you survive without your mobile phone?

Link to the activity: https://historiana.eu/#/historical-content/source-collections/mobile-phones

Explanation of how you would use it in your classroom: I wil use to introduce the topic comunication and to promote critical thinking skills. After students have communicated their ideas, either orally in group discussions or in writing , they may be asked to reflect on what type of critical thinking the question“how will the cell phone change us?”

Suzie, Finland

2018-05-17 06:48:51 UTC

Title: Do they have the right to commemorate?

Link: http://la.historiana.eu/la/activity/do-they-have-the-right-to-commemorate/

How I would use it: to discuss "official" and "unofficial" commemorations connected to conflict and to start thinking about the politics connected to which types of heritage (and whose) are remembered or forgotten, and what the implications of this is for different communities and stakeholders.

Luís Pereira - Lisbon, Portugal

luis_pereira — 2018-05-17 08:21:51 UTC

Title: Economic Inbalances in Europe
Link: http://la.historiana.eu/la/activity/economic-imbalances-in-europe/
Explanation: This is a theme that I will use in my classes because it's something that, in one way or another, all the Portuguese were victims.

So, it would be interesting, in the classroom, with students, do activities in teams of four elements, in which they would have to report their experience during the crisis that affected us, and still affects, in recent years. Just to give you an idea of this crisis were lost, in Portugal, about of 290,000 jobs. More generally, would have to describe what led to this crisis, its causes and how we bounce back. Finally, each team could make a presentation showing their work to other students.

Rosa, Spain

rfuente — 2018-05-17 08:40:21 UTC

Tittle: How images can be used for explaining political thoughs?

Explanation: Analize how images express political ideas and have a great impact in wars

Patrícia, Portugal

2018-05-17 10:09:50 UTC

Title: Forbidden Women
Link: http://la.historiana.eu/la/activity/forbidden-women/
Explanation: I would use this topic to talk about gender equality, equal rights, to promote communication and critical thinking.
I would ask my students to research for recent news and see if things have changed or not so much...
I would ask them to create a role-play based on the topic as well.

Rossana, Ital

2018-05-17 10:20:26 UTC

Titolo of activity
‘Unity in Diversity’
link http://la.historiana.eu/la/activity/unity-in-diversit
I would use it to teach how is importante the comprehension in the relatonship among the people

use

Teresa, Spain

2018-05-17 11:28:14 UTC

Title:

Economy closely linked to the progress of the car.

Link:
https://historiana.eu/#/historical-content/source-collections/the-car

I use this article to do a activity about the study of economy.
It is very important to know the signs that change our economy

2018-05-17 12:06:09 UTC

Teresa, Spain Teresa, Spain Title: Economy closely linked to the progress of the car. Link: https://historiana.eu/#/historical-content/source-collections/the-car I use this article to do a activity about the study of economy. It is very important to know the signs that change our economy Rossana, Ital Rossana, Ital Titolo of activity ‘Unity in Diversity’ link http://la.historiana.eu/la/activity/unity-in-diversit I would use it to teach how is importante the comprehension in the relatonship among the people use Patrícia, Portugal Patrícia, Portugal Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would use this topic to talk about gender equality, equal rights, to promote communication and critical thinking. I would ask my students to research for recent news and see if things have changed or not so much... I would ask them to create a role-play based on the topic as well. Rosa, Spain Rosa, Spain Tittle: How images can be used for explaining political thoughs? Explanation: Analize how images express political ideas and have a great impact in wars Luís Pereira - Lisbon, Portugal Luís Pereira - Lisbon, Portugal Title: Economic Inbalances in Europe Link: http://la.historiana.eu/la/activity/economic-imbalances-in-europe/ Explanation: This is a theme that I will use in my classes because it's something that, in one way or another, all the Portuguese were victims. So, it would be interesting, in the classroom, with students, do activities in teams of four elements, in which they would have to report their experience during the crisis that affected us, and still affects, in recent years. Just to give you an idea of this crisis were lost, in Portugal, about of 290,000 jobs. More generally, would have to describe what led to this crisis, its causes and how we bounce back. Finally, each team could make a presentation showing their work to other students. Suzie, Finland Suzie, Finland Title: Do they have the right to commemorate? Link: http://la.historiana.eu/la/activity/do-they-have-the-right-to-commemorate/ How I would use it: to discuss "official" and "unofficial" commemorations connected to conflict and to start thinking about the politics connected to which types of heritage (and whose) are remembered or forgotten, and what the implications of this is for different communities and stakeholders. Graça, Portugal Graça, Portugal Title of the activity: Mobile Phones - Could you survive without your mobile phone? Link to the activity: https://historiana.eu/#/historical-content/source-collections/mobile-phones Explanation of how you would use it in your classroom: I wil use to introduce the topic comunication and to promote critical thinking skills. After students have communicated their ideas, either orally in group discussions or in writing , they may be asked to reflect on what type of critical thinking the question“how will the cell phone change us?” Liliana,Italy Liliana,Italy A visit to the museum of my city Ester Gasparro - Italy Ester Gasparro - Italy Title Pressure for Peace Link https://historiana.eu/#/learning-activity/pressures-for-peace Explanation I would use this activity as a further development of activities already done for the eTwinning project P.E.A.C.E. I found also many other interesting activities about migration, however they are targeted for students older than mine. Angelamaria Galderisi, Italy Angelamaria Galderisi, Italy Title : Key Moments in the War Explanation I would use this Learning activity in a fifth year classroom of a Liceo Scientifico, where students are asked to study Word War I.The activities provoded could help students summarize the historical events in an active manner. Link Isabela, Romania Isabela, Romania Title: The impact of migration Link:http://sas.historiana.eu/sas/collection/european-emigration-to-the-united-states-in-the-late-19th-century Explanation: Students discover that migration is not a new phenomen and it is existed forever. They will identify the cause of emigration and became more tolerant. Nurcan Değerli, Turkey Nurcan Değerli, Turkey Title : Messages of the Monumentals Link :http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation : I would take the students to field trip in our area. We would gather information about the monuments. Then I would make them discuss about them. Carmen, Spain Carmen, Spain Title: Unity in Diversity Link: http://la.historiana.eu/la/activity/unity-in-diversity/ Explanation: I would start the activity comparing the weight of a global Europe with the power of the Roman and Hellenistic Empires, underlining the expression “Unity is strength” and emphasizing the differences in respect for the idiosyncrasy of the conquered peoples that both empires showed. Mirela, Romania Mirela, Romania Title: Messages of the Monumentals http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation:How to discover when monuments, memorials, or museums censor the past Diana, Romania Diana, Romania Title: Why is history important? link:http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/ Explanation: Discussion about the objectives of history education nowadays. Cinzia, Italy Cinzia, Italy How was propaganda used across the world in the First World War? http://la.historiana.eu/la/activity/the-war-of-words/ Propaganda has been used throughout history by leaders and governments to influence their citizens during times of national conflict and/or crisis. However, its use was escalated to an entirely new level during World War I. In order for students to understand the concept of propaganda and how and why it was and is used to influence people, it is necessary to examine primary sources from this time period, and compare it to how modern governments have used this technique in recent history . T T Title:Why do we learn what about World War 1? link: Esra-Turkey Esra-Turkey Title:Why do we learn what about World War 1? link:https://demo.historiana.eu/#/learning-activity/why-do-we-learn-what-about-world-war-1 Explanation:I started here to help my students understand why we learned the war first. Emma Giurlani Italy Emma Giurlani Italy title: The challenge of European stability How stable has Europe been 1945-today? link:http://la.historiana.eu/la/activity/the-challenge-of-european-stability/ I would use the activities related to this unit to further implement the learning scenario that I already implemented with my class entitled ""The European Union Matters" (European Schoolnet: Europeana Education Community) I think the materials and activities proposed by Historiana can be very useful to a further imlementation. Beside that I could start also a discussioin to introduce and find my next learning scenario about Migration. I could ask students to discuss if there are any links and interactions between these two important aspects of our" European Home" Christos, Cyprus Christos, Cyprus Title: Presenting the Past ( Ideas, still dangerous in democracy? ) Link --> http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation I could use this learning activity as a teaching method to to make students aware of the different kinds and devices that the instrument of censorship can take nowadays Jasminka, Croatia Jasminka, Croatia Title: Impression link: http://www.artstories.it/en/faces/ goal: how to compare the game with words in a poem with face games For example, one letter makes a huge difference (qoute: U travi se žute cvjetovi vs. U travi su žuti cvjetovi). Kay word is yellow (žuti) - verb vs. yellow (žuti) - adjective. Faces is virtual playground where kids learn the basics of visual art but they can also notice how minor changes can make big differences. Angela Quirós, Bruselas. Angela Quirós, Bruselas. Title: Education Practices in Totalitarian Regimes Link: http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/ Explanation: I would like the students think about how text book can be a tool for totalitarian regimes. I would like to develop the critical thinking of my students, so that they can not be easily manipulated. Peris C., Ioannina, Greece Peris C., Ioannina, Greece Title: Old fears and new threats: Western European defence negotiations Link: http://la.historiana.eu/la/activity/old-fears-and-new-threats-western-european-defence-negotiations/ Explanation: I chose this activity because it involves students’ role playing. As we face a crisis with its consequences not yet appeared in societies and the citizens it is a demand to revise history and the decisions made then so as to face the new age dilemmas with our history "wisdom". Elzbieta Pryłowska - Nowak Elzbieta Pryłowska - Nowak Title: Mobile Phones Link: https://demo.historiana.eu/#/sas/explore/mobile-phones Explanation: I work in the teacher training center. I can use this resourses during my classes when we talk about the use of mobile devices in education. Arif Soğukpınar, Turkey. Arif Soğukpınar, Turkey. Title: Why did the Central Powers lose the war? Link: http://la.historiana.eu/la/activity/why-did-the-central-powers-lose-the-war/ Explanation: WWI is very important for us and our history. It is both a die and a rebirth. Marija, Serbia Marija, Serbia Title: Economic imbalances in Europe Link: http://la. historiana.eu/la/activity/economic-imbalances-in-europe/ Explanation: I work in a bussiness school, so this activity could be very actual. We are not in EU yet, but crisis impact us much harder. And I think this is a good way to bring closer this thema to our students. Jorge Carvalho, Portugal Jorge Carvalho, Portugal Title: What could they know? Censorship and Information about the November Pogrom 1938 Link: HERE Explanation: I selected this activity because it seemed to me a very interesting approach to the resources of Europeana with a very important subject: the rise of Nazism and the attacks against the Jews. From a perspective of historical thinking, this activity is very well structured and very focused on the critical analysis of historical sources, which seems to me very important in the teaching of History. Designed for students between the ages of 15 and 18, this activity could be developed by my 12th grade students. Catarina Rodrigues, P Catarina Rodrigues, P Title: Making an Imaginary map Link: http://labs.historiana.eu/2017/06/making-imaginary-map/#more-373 Explanation: I'm a primary teacher and I can use this LA to develop their knowledge of geography. Maria Vasilopoulou, Greece Maria Vasilopoulou, Greece Title: The role of Postcards in World War Link: HERE Explanation: On the basis that a picture is worth a thousand words I would use the postcards from WW1 to initiate a discussion ina my class ,share knowledge ,views and feelings. Domenico, Italy Domenico, Italy TITLE: Late 20th century The Brooklyn Bridge over the East River in New York. (Ökand, Unknown, Arkitektur- och designcentrum via Europeana) LINK: http://sas.historiana.eu/objects/ee22e09e-9aef-439e-bf7e-08d36ca96abd/images/019_000_image.jpg EXPLANATION: I teach Technology and Design in a secondary school and I think I can use this topic both as a graphical exercise on the design of bridges, both as a study on materials and as part of a historical research on bridges over the centuries. Ioanna Giannopoulou Ioanna Giannopoulou Ioanna Giannopoulou, Greece Ioanna Giannopoulou, Greece How modern was society in 1914? Investigating the nature of society in 1914. Link to the activity: http://la.historiana.eu/la/activity/a-new-modern-age/ It was very difficult for me to choose a specific section from Historiana as I'm a teacher of English, I work with primary school students and I'm not so aware of this part of history. However, I could use this topic to introduce the differences of the past and present societies of different European cities. A great amount of photos of Athens and other important Greek cities can be found and shown to pupils. Unfortunately I can't open the student material for this learning activity, but I would surely ask them to identify differences as far as architecture, fashion or entertainment. Franck Maas, France Franck Maas, France 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/ With this activity, we can link european history and science. For example, scientists from across the world come to work at CERN. This makes for a very creative workplace, as people from different backgrounds work on projects together. Students research use two contrasting case studies and then have a discussion. Adelina, Poland Adelina, Poland TITLE: Using sources as evidence - Why August 1914? What does this satirical map reveal about the causes of War in 1914? Link to the activity: http://la.historiana.eu/la/activity/using-sources-as-evidence-why-august-1914/ I think that it is a good idea to engage student to improve their knowledge about the history. Looking at the map they can create their theory about the reasons of World War I. They can associate the particular creatures with the country and its role in world. Using the questions they have improve their critical thinking. Naďa, Slovakia Naďa, Slovakia TITLE of ACTIVITY: Dehumanisation and self-assertion. LINK: https://demo.historiana.eu/#/learning-activity/dehumanisation-and-self-assertion EXPLANATION: I am an English teacher and my oldest students are 15. They are going to visit the concetration camp in AUSCHWITZ, POLAND and learn more about the camps of the Nazi Germany. Based on the knowledge from History lessons, from the shool trip and material at Historiana, they will study about Buchenwald Nazi camps, work in groups and exchange their ideas, explain their findings to the others. Olga M. - Italy Olga M. - Italy Title Children on the move Link : https://historiana.eu/case-study/children-war-finnish-children-sent-safety-ww2 Explanation I teach in a Primary School and my students of 5th class ( 10 years ) are greatly interested on history and to know the life of children during times world. I will propose questions on the evacuation of children, they will read, they will think, they will reflect, they will discuss , they will debate and they will share their opinions about the reasons , the consequences, on the number of the surviving and then they will find pictures or photos of memorial. M.Mar Alonso M.Mar Alons M.Mar Alonso M.Mar Alonso España Title A history of World War 1 through a range of objects Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation I am a lover of the antiques and it is obvious that the teachers transmit our preferences to our students, we must be motivated to get them to be. History is accompanied by objects and objects bring us closer to history. My students are 10 years old. I would start with objects from a time that they have in their curriculum but the idea seems great. Suzana, Croatia Suzana, Croatia Title: Should we feel anxious about Europe’s energy dependency? Link:http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ Explanation: When I am teaching about energy and law of conservation of energy it is very important to discuss about state in Europe and energy resources in modern world. Anita M., Croatia Anita M., Croatia Title oft he activity: People on the move Link: https://historiana.eu/case-study/children-war-finnish-children-sent-safety-ww2 Explanation: After reading with understanding, the students would have the task to report on the read. By asking questions and answering the group, they would practice writing and oral expression of events in the past. Stamatia Stamati, Greece Stamatia Stamati, Greece Title: A history of World War 1 through a range of objects. Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: I could use this learning activity as a teaching method: creative writing, theatrical actions and reflection-interpretation. Carmen Conde. Spain. Carmen Conde. Spain. 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: Okan, Turkey Okan, Turkey Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: As a communication skills, I can use this as a writing and speaking activity (for any level groups of language learning) which aims the use of past and present expressions, comparing and describing events and people. Edit, Hungary Edit, Hungary Title: World War 1 recruitment posters in the perspective of the present time Analyzing and understanding the past in the perspective of the present Link: https://demo.historiana.eu/#/learning-activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time Explanation: Though I am not a History teacher, but English language, I could use this learning activity with my intermediate groups. We often use pictures or visual aids to support learning material. I could use it as a creative writing or for speaking tasks. (Giving opinions, comparing, contrasting ideas Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece 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 : Students at the age of 11-12 can be taught about camp conditions during War World II but in fewer details Nektarios Farassopoulos, Greece Nektarios Farassopoulos, Greece Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: As my students are very young (9 years old) I would use only a part of LA during the implementation of project about gender equality Indalecio - España - Gijón Indalecio - España - Gijón Title: Title: Which one do I stay with? http://la.historiana.eu/la/activity/the-war-of-words/ The way to implement it in class, would be following the guidelines that emanate from those who have created it, Richard Kennett & Súsanna Margrét Gestsdóttir although they call it The War of Words (very successful). We would have some propaganda sheets of the First World War, from different countries, but mainly from Germany, England, France ... We would analyze what the images are like regarding recruitment, how they present us to the enemy, how they present us to allied partners and what the images are like in order to raise funds. We can also implement some other activity, on the aesthetic image of the propaganda, the use of colors on the posters ... The orientations that appear in the work done by their authors, does not leave place that gather all the most important aspects of the subject. Vincenzo M. Italy Vincenzo M. Italy Title: Underlying causes of World war One http://la.historiana.eu/la/activity/underlying-causes-of-world-war-one/ Explore the material available to learners for teaching citizenship. active. Only in this way can we compare the present from the past, we must also say that today through these new means of communication we can simplify the tasks of the learners. Jasna Šojer/Croatia Jasna Šojer/Croatia Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: This will be very resourceful material in teaching Citizenship. Students can compare propaganada in the past and in present. How much media help developing propaganda. Vanda Franco - Madeira - Portugal Vanda Franco - Madeira - Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? by Maria Laura Marescalchi & Enrico Cavalieri Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: I would work this theme conecting this with salazar, a dictateur of Portugal. The aim is to make students aware of the different kinds and devices that the instrument of censorship can take nowadays. We would discuss the Freedom of Expression, and the right of the citizens to be informed about what happens around them and compare with times that thcitizens couldn't express themselves. Best regards Vanda Franco Ana Ventura, Spain Ana Ventura, Spain Title The War of Words link http://la.historiana.eu/la/activity/the-war-of-words/ Explanation I would use this text with ESO 3 and 4 students in English as a foreign language. Students in groups will read the text trying to understand it by using the dictionaries, others' students knowledge, digital translators ... When all groups have finished reading it, they will present the rest of the class their own conclusions about the content of the text. Nunzia Gallo, Italy Nunzia Gallo, Italy 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/ I teach English as L2 in a middle school and , on the second and third year, I usually deal with History and art. I would include this activity on occasion of the Shoah memorial day. After introducing WW2 and totalitarism, discrimination and concentration camp, I can focus on important topics such as peace and dignity. I find Historiana lesson plans and materials particularly interesting so together with other collegues( Italian, History, Religious Education for example) we can start to carry out most of the activities suggested. Rafael Climent, Spain Rafael Climent, Spain Title: Economic imbalances in Europe. What kind of dilemmas my result from economic choices. Link: http://la.historiana.eu/la/activity/economic-imbalances-in-europe/ My students will work in teams made up by four members. One case study for each group the first session (50'). Once the conclusions have been prepared, presentation to the rest of the groups and peer assessment (50' second session). A perfect additional work of my learning scenario about European Union citizenship! Manuel Gutiérrez, Spain Manuel Gutiérrez, Spain link: http://la.historiana.eu/la/activity/using-political-cartoons-as-evidence/ My students will look for an adequate image of a file with magazines of the time, the illustrators of yesteryear were very good and surely give us the right image, once selected we will analyze it, relating it to the events of the moment, not forgetting the technical resources used to make the same José María Beito. José María Beito. How does propagada work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students will be concious how importat is he propaganda in may aspects of the life, so tey will read newspapers, magacine, tv etc.... Carla Sousa, Lagos, Portugal Carla Sousa, Lagos, Portugal Why we don’t have refugees in our school? Link: http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/ As we are partners in an Erasmus+ project – New Life, New Hope, and our refugee situation is very different from Turkey and Romanian partners the question about this difference is often asked in classroom. So, applying this activity in classroom in 2 x45 minutes in our Citizenship class is a good way to achieve the answer in group working. Using the animated map of the activity and 3 guide answers to explore the main routes of refugees and origin countries, is a way to develop analysis skills. Exploring the stories of people who have to escape and asking 3 paragraphs about motivation, consequences to hosting countries and different opinions in presence, presented to the classroom, allows to improve multiperspective ideas. Theodora Zakou - Ioannidou, Cyprus Theodora Zakou - Ioannidou, Cyprus Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students are young but i think they can understand how propaganda works. I want to show them that they should not believe in everything they read at newspapers, watch on the tv etc. Claudia ,Italy Claudia ,Italy Title: inclusion and emotions Links: http: la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ activity: Game for children of 8 years, to do in the gym or in the garden. Conversation on the emotions experienced during the game. Drawing. Analysis of a drawing by Europeana. Comparison of drawings. Tihana, Croatia Tihana, Croatia Title: The Music and Movies; Then and Now Link: http://la.historiana.eu/la/activity/the-music-and-movies-then-and-now/ I teach English as a foreign language. In our classes we talk a lot about music and films. I also include a lot of civic education and history in my lessons. I think this would be a great lesson for 8th graders to correlate with history classes. I believe that it is important for my students know more about the history of their country. Their parents were children in Yugoslavia but my students know very little about life in Yugoslavia. Palma from Spain Palma from Spain Tittle: forbidden women Link:http://la.historiana.eu/la/activity/forbidden-women/ first compare the situation of women who lived through the civil war and the subsequent totalitarian regime where they were annulled as people to the current situation Lucia Italy Lucia Italy 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/ Activity Plan for a Primary School STEP 1 5 min. Students answer the following questions together based on a definition of the word “dignity” from a dictionary: · What does the term dignity for you? · What are the most important features of human dignity? · Who has the right to be treated with dignity? · When, if ever, should anybody be deprived of their dignity? STEP 2 Vision of the film "Life is beautiful" by Benigni Roberto Step 3 Considerations and reflections on what has been seen Teresa Lacerda, Portugal Teresa Lacerda, Portugal Title: Forbidden women Link: HERE Explanation: I choose this activity for students the last grade on secondary school in Portugal. Students with 17 – 18 years old. Subject: Biology, contraceptive methods. Students from scientific subject don’t have History. The History contents are very useful promote the discussion about some subjects comparing with the past. To understand well the importance to have the freedoms to choice, the students must know the past. In one of the materials available in the link we can read about a “Guide For a Good Wife, Spain, 1953, Seccion Femenina (Female section of the Falange Española)”. The challenge for students can be read and discuss the documents available in the link and after compare with nowadays, essentially in the contraceptive methods. In the end the students will promote a debate to present the conclusions. Sandra Santos, Portugal Sandra Santos, Portugal Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: First of all, we would speak of totalitarian regimes, especially Portuguese. Next, we would analyze and compare the role of women in that time and today, pointing out similarities and differences. Then the students would express their feelings about the image and role of women based on available sources. Finally, they would work in groups and produce a written text / a ppt / drawings / research to present to the rest of their colleagues. The produced works could be displayed in the school library. explore common agricultur explore common agricultural policy nazım kırdaş nazım kırdaş explore common agricultural policy https://demo.historiana.eu/#/learning-activity/exploring-the-common-agricultural-policy create a group work by taking advantage of the activities to be carried out on the common agricultural policy. Anna, Italy Anna, Italy 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: it's a good way to explain our students how important is the press and how censorship can change news. Forest Brothers Forest Brothers Sonsoles López Sonsoles López SPAIN Title of the activity: A history of the WW1 through a range of objects Link to the activity: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: Following Neil Macgregor, Objects can provide us feelings, experiences or historical facts of the Past. Students can reflect about people experiences in WW1 and finally, feel the need of conservation of these objects as testimonial documents of our ancestors. Emilia, Poland Emilia, Poland Title: How does popaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Students would learn the examples and mechanism of propaganda Mariana, Romania Mariana, Romania Title of the activity: Heroes, but nonfighters Link: https://surianoservizieditoriali.com/blog/ Explanation: This activity brings some extraordinary nonviolent people in front of the pupils, as some good exemple for our lives. Emilia, Poland Emilia, Poland Elisa, Venice, Italy Elisa, Venice, Italy Pollution and the struggle to contain it Link: https://historiana.eu/them Explanation: in my lessons I often include Clil activities using English language. One of the topics I generally choose for my students is the pollution of the environment as well as the influence of human actions on our planet,the destruction of natural habitat and the extinction of animals. Giovanna, Italy Giovanna, Italy Title: Who were the forest brothers? Link: http://graph.historiana.eu/la/activity/forest-brothers/ Explanation: Present it this way, through examples with modern times to make students understand the reasons for the development of the forest brothers' movement: the objectives and importance of forest brothers in Estonian history. mvk mvk title: The Munich conference link: http://la.historiana.eu/la/activity/the-munich-conference-of-1938/ Explanation: I would use it as it is, but in cooperation with english and german langugage teacher. Eva Pollakova, Slovakia Eva Pollakova, Slovakia Title of the activity: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: I would use the designed activity plan, but I would bring and show more examples of today`s propaganda (leaflets, billboards of some political parties or nongovernmental organizations that are convincing the public). I can see a great potential for discussion and learning how to resist propaganda today (based on historical events). Sabina M, Poland Sabina M, Poland Title: Mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I found the material interesting and suitable for the age group I teach. Both information and pictures are well selected. I would make an online quiz for students based on the material and make the lesson a bit competitive. Dumitra Ducan, Romania Dumitra Ducan, Romania Title of activity: The history of mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I think this will be a catchy activity for my students since they are so fond of their phones. It will be very interesting for them to see how they looked like at the beginning and how they worked. Silvia from Romania Silvia from Romania Chemistry and art Coulors and chemistry in all clssrooms for all students in Europe . It is a special lesson ! Dajana,Croatia Dajana,Croatia Title.Messages of the monumentals Link:http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation:Every monument has its own story....1..Using narrative tenses let me know your favourite one.2.Silence is louder than words.What screams inside that silence ? Nikkolaos Makris - Greece Nikkolaos Makris - Greece · Title of the activity Using political cartoons as evidence · Link to the activity https://demo.historiana.eu/#/learning-activity/using-political-cartoons-as-evidence · Explanation of how you would use it in your classroom Cartoons as depictions are very familiar representations to children. Moreover the specific approach makes possible to transfer elements of history and poliical personalities on the basis of cartoon’s playful expressions and their interpretation . Ana Madalena, Lisbon PT Ana Madalena, Lisbon PT Title: Dangerous Art Link: http://la.historiana.eu/la/activity/dangerous-art/ Explanation: I was very excited about this learning opportunity! As you possibly know, Portugal had the longer period of dictatorship of the 20th century in Europe. For 40 years all arts were censured in many ways, so I totally relate with the topic. I think my students would enjoy very much to do something similar in my arts class. Roxanthi Nikou, Greece Roxanthi Nikou, Greece Title: Everyday Inclusion and Exclusion in Nazi society. Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation: a cartoon can reveal much more than what is depicted in it and be used as a great source to investigate history and express thought on it. Students can express thoughts on them, through critical thought and argumentation. Meanwhile they can refer to nowadays similar situations! Theoni Dimopoulou, Greece Theoni Dimopoulou, Greece Title: Everyday inclusion and exclusion in Nazi society Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation of its classroom application: I teach English to pupils at different levels. I would use this activity with students at B2 level. They will have the chance to read short texts, look at the accompanying cartoons, talk about them and at the same time learn about life in Nazi Europe. Arnaud, France Arnaud, France Title of the activity : The world may be round, the map is not Link to the activity : http://sas.historiana.eu/sas/collection/maps Explanation of how you would use it in your classroom : This activity can be very interesting with primary school students because it helps to understand that the planispheres and globes are different, that they have advantages and disadvantages. Students can understand how we go from one to the other (a preview of two essential tools for the school in geography). Isabel Domingo, Spain Isabel Domingo, Spain Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation of how I would use it in my classroom: This topic would be used in Geography, specifically in a unit about the different types of States and the characteristics of Democracy, paying attention to the last political events and the role of the freedom of speech Giuseppina De Giovanni, Italy Giuseppina De Giovanni, Italy Title of the activity: What roles did women play during WW1? Link to the activity: https://demo.historiana.eu/#/student/view/b9faf0fd-7f11-41bb-84ad-e1c672d01b5d/text/bb_0 Explanation of how I would use it in my classroom: I teach in an Artistic High School, and I will use this learning activity in my 5th class; my students will work in groups, to analyze the informations, and to create some different interpretations of the poster. more_vert Elena, Spain Elena, Spain Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would work the topic asking about the differences with the current time, specially in gender-steroptyped jobs. Talk about what's forbidden now in an indirect way and what they would think about it 50 years later. Ana - Maria Ene, Romania Ana - Maria Ene, Romania Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: I will start the activity bu showing to the pupils 2 photos: one with a modern town, and one with an old town. So, this is haw the discussions will begin. The aim is that the cildren can make the difference betwin the old and the modern, to combine them and to accepte both of them. Josefa Martín, Spain Josefa Martín, Spain I have chosen the following Learning activity from Historiana. I find this resource really useful! TITLE: Experiencing the end of WWI LINK: https://demo.historiana.eu/#/learning-activity/experiencing-the-end-of-world-war-1 EXPLANATION: I would use it in the CLIL and FL lesson to explore the language used for emotion/feelings (numbness, anger, regret, bitterness, relief, loss, sadness, guilt, revenge, expectations, hope, hopelessness, ...) while studying CLIL history facts about the end of war and the lost generation. 📎 Photo clara.a, Spain clara.a, Spain Title: Investigation about phones history. LinK: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: In the subject "Technology", encourage pupils to do schoolwork of investigation about phones history, from the first phone to the most sophisticated current smartphones. The activity is developed in small groups using Historiana platform. Then the group explain to their partners the investigation. Elisabetta, Italy Elisabetta, Italy Title: Animals in the Great War https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animals are very important in our life. During the Great War they were used to send news. I try to teach respect for animal to my students 📎 Historiana Learning Activities 📎 Historiana Learning Activities How does propaganda works? How does propaganda works? I'd like my students to make a comparison among the different ways, different English-Speaking countries tried to convince people to join the army. 📎 Historiana Learning Activities Sophie, France Sophie, France Title : World war 1 recruitment posters . Link : http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/ Explanation : As and English as a foreign language teacher, I would like to usethis activity with my year 10 students (aged 14-15). They would work in groups to describe a poster, they would collaborate and then they would present their poster to the class. I know they have already studied that period (WW1) with their History teacher so they could use all they have learned to analyze those recruitment posters and understand all the propaganda around them. Mihaela Mihaela Marcu, Romania Title of the activity Totalitarianism is universal or national? Link to the activity http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/ Explanation I would like to discuss with pupils, starting from the materials offered, about manipulating pupils through historical images and texts. I would like to talk about the national - universal report in the current Romanian culture, starting from the case studies provided in the Historiana material. Eva Birger Eva Birger Title Messages of the Monumentals Link http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation Monuments speak more of the present than of the past they are supposed to illustrate. I would like to enable students to read in a critical way their messages . Elena Pezzi, Italy Elena Pezzi, Italy Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I am an Italian teacher of Spanish, that is why I find this activity especially interesting for me and my pupils. I have already worked on this topic with my elder students (18-19 years old, most of them girls), focussing on women's role at home. This time I will broaden the activity by reflecting also on the limitations imposed at work. The second step also is very interesting because it fosters students to think about their lives and discuss whether things have changed or not since that period. A side activity could be an interview to elder women who really lived what pupils have read and seen on paper and screen (we did it last year and it was amazing!) Hussien al-behiri Hussien al-behiri Egypt Title: The war of words Link:http://la.historiana.eu/la/activity/the-war-of-words/ Explanation:- The aim of this lesson plan is to get your students to look at different propaganda posters from the First World War from multiple different countries. The students should aim to have a comprehensive answer to the question: How was propaganda used across the world in the First World War? The purpose is to get them to look at posters from across the world rather than from a single country to investigate the similarities and differences in themes and values. Ercan Birbiri Adana/Türkiye Ercan Birbiri Adana/Türkiye Title: Animals in the Great War Link:https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animal are always important. They were used to send and receive news. I will try it in my classes. Piegons or dogs were used a lot. Patricia F.L., Spain Patricia F.L., Spain Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would use it, above all, from the point of view of art: by showing the students how women have been depicted by art during fascist rule in Spain and Italy, we will try to reflect on the role played by women now and make comparisons with the role played nowadays. Joaquim Almeida, Braga, Portugal Joaquim Almeida, Braga, Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: As a Spanish teacher, I am concerned to discuss with my students topics related to the current situation in Spain. At present, given the current political situation in Spain, there is a growing concern with freedom of speech in Cataluña, arising from the crisis between the regional separatist government and the central executive. I think this activity would be perfectly feasible in our classes and would meet what I said earlier. This debate, based on the analysis of the documents made available, would lead to a reflection on the issues of freedom of speechin our days, not only in the most common media but also what we read and write on social networks. Gabriela, SLOVAKIA Gabriela, SLOVAKIA Title Forbidden women Link http://la.historiana.eu/la/activity/forbidden-women/ Explanation Nice resource to learn about women in the past and bring the alive while practicing English. Good example of autobiography production aimed at learning history. Cornelia Melcu, Ro Cornelia Melcu, Ro Title: Should we feel anxious about Europe’s energy dependency? Link: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ I plan to use this in my Geography and Science classes as one important topics is Energy sources and Environment protection Alessia, Italy Alessia, Italy Title How does propaganda work? Link http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation I use the student worksheet for try to identify different techniques of propaganda José María, Spain José María, Spain Title: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Since I was a child, we were always educated so that we could take into account possible forms of mass manipulation. I think it is necessary to be always attentive in that aspect since the influence of social networks is today incredibly greater than in those times. Maria Antónia Brandão, PT Maria Antónia Brandão, PT Title of the activity: Forbidden Women Link to the activity: http://la.historiana.eu/la/activity/forbidden-women/ Explanation of how i would use it in my classroom I´m very interested on women's role on society...and as also im my country (Portugal) we had a fascist dictatorship...i would adapt this model to our reality M.Mar Alonso M.Mar Alons M.Mar Alonso M.Mar Alonso España Title A history of World War 1 through a range of objects Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation I am a lover of the antiques and it is obvious that the teachers transmit our preferences to our students, we must be motivated to get them to be. History is accompanied by objects and objects bring us closer to history. My students are 10 years old. I would start with objects from a time that they have in their curriculum but the idea seems great. Suzana, Croatia Suzana, Croatia Title: Should we feel anxious about Europe’s energy dependency? Link:http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ Explanation: When I am teaching about energy and law of conservation of energy it is very important to discuss about state in Europe and energy resources in modern world. Anita M., Croatia Anita M., Croatia Title oft he activity: People on the move Link: https://historiana.eu/case-study/children-war-finnish-children-sent-safety-ww2 Explanation: After reading with understanding, the students would have the task to report on the read. By asking questions and answering the group, they would practice writing and oral expression of events in the past. Stamatia Stamati, Greece Stamatia Stamati, Greece Title: A history of World War 1 through a range of objects. Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: I could use this learning activity as a teaching method: creative writing, theatrical actions and reflection-interpretation. Carmen Conde. Spain. Carmen Conde. Spain. 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: Okan, Turkey Okan, Turkey Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: As a communication skills, I can use this as a writing and speaking activity (for any level groups of language learning) which aims the use of past and present expressions, comparing and describing events and people. Edit, Hungary Edit, Hungary Title: World War 1 recruitment posters in the perspective of the present time Analyzing and understanding the past in the perspective of the present Link: https://demo.historiana.eu/#/learning-activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time Explanation: Though I am not a History teacher, but English language, I could use this learning activity with my intermediate groups. We often use pictures or visual aids to support learning material. I could use it as a creative writing or for speaking tasks. (Giving opinions, comparing, contrasting ideas Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece 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 : Students at the age of 11-12 can be taught about camp conditions during War World II but in fewer details Nektarios Farassopoulos, Greece Nektarios Farassopoulos, Greece Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: As my students are very young (9 years old) I would use only a part of LA during the implementation of project about gender equality Indalecio - España - Gijón Indalecio - España - Gijón Title: Title: Which one do I stay with? http://la.historiana.eu/la/activity/the-war-of-words/ The way to implement it in class, would be following the guidelines that emanate from those who have created it, Richard Kennett & Súsanna Margrét Gestsdóttir although they call it The War of Words (very successful). We would have some propaganda sheets of the First World War, from different countries, but mainly from Germany, England, France ... We would analyze what the images are like regarding recruitment, how they present us to the enemy, how they present us to allied partners and what the images are like in order to raise funds. We can also implement some other activity, on the aesthetic image of the propaganda, the use of colors on the posters ... The orientations that appear in the work done by their authors, does not leave place that gather all the most important aspects of the subject. Vincenzo M. Italy Vincenzo M. Italy Title: Underlying causes of World war One http://la.historiana.eu/la/activity/underlying-causes-of-world-war-one/ Explore the material available to learners for teaching citizenship. active. Only in this way can we compare the present from the past, we must also say that today through these new means of communication we can simplify the tasks of the learners. Jasna Šojer/Croatia Jasna Šojer/Croatia Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: This will be very resourceful material in teaching Citizenship. Students can compare propaganada in the past and in present. How much media help developing propaganda. Vanda Franco - Madeira - Portugal Vanda Franco - Madeira - Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? by Maria Laura Marescalchi & Enrico Cavalieri Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: I would work this theme conecting this with salazar, a dictateur of Portugal. The aim is to make students aware of the different kinds and devices that the instrument of censorship can take nowadays. We would discuss the Freedom of Expression, and the right of the citizens to be informed about what happens around them and compare with times that thcitizens couldn't express themselves. Best regards Vanda Franco Ana Ventura, Spain Ana Ventura, Spain Title The War of Words link http://la.historiana.eu/la/activity/the-war-of-words/ Explanation I would use this text with ESO 3 and 4 students in English as a foreign language. Students in groups will read the text trying to understand it by using the dictionaries, others' students knowledge, digital translators ... When all groups have finished reading it, they will present the rest of the class their own conclusions about the content of the text. Nunzia Gallo, Italy Nunzia Gallo, Italy 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/ I teach English as L2 in a middle school and , on the second and third year, I usually deal with History and art. I would include this activity on occasion of the Shoah memorial day. After introducing WW2 and totalitarism, discrimination and concentration camp, I can focus on important topics such as peace and dignity. I find Historiana lesson plans and materials particularly interesting so together with other collegues( Italian, History, Religious Education for example) we can start to carry out most of the activities suggested. Rafael Climent, Spain Rafael Climent, Spain Title: Economic imbalances in Europe. What kind of dilemmas my result from economic choices. Link: http://la.historiana.eu/la/activity/economic-imbalances-in-europe/ My students will work in teams made up by four members. One case study for each group the first session (50'). Once the conclusions have been prepared, presentation to the rest of the groups and peer assessment (50' second session). A perfect additional work of my learning scenario about European Union citizenship! Manuel Gutiérrez, Spain Manuel Gutiérrez, Spain link: http://la.historiana.eu/la/activity/using-political-cartoons-as-evidence/ My students will look for an adequate image of a file with magazines of the time, the illustrators of yesteryear were very good and surely give us the right image, once selected we will analyze it, relating it to the events of the moment, not forgetting the technical resources used to make the same José María Beito. José María Beito. How does propagada work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students will be concious how importat is he propaganda in may aspects of the life, so tey will read newspapers, magacine, tv etc.... Carla Sousa, Lagos, Portugal Carla Sousa, Lagos, Portugal Why we don’t have refugees in our school? Link: http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/ As we are partners in an Erasmus+ project – New Life, New Hope, and our refugee situation is very different from Turkey and Romanian partners the question about this difference is often asked in classroom. So, applying this activity in classroom in 2 x45 minutes in our Citizenship class is a good way to achieve the answer in group working. Using the animated map of the activity and 3 guide answers to explore the main routes of refugees and origin countries, is a way to develop analysis skills. Exploring the stories of people who have to escape and asking 3 paragraphs about motivation, consequences to hosting countries and different opinions in presence, presented to the classroom, allows to improve multiperspective ideas. Theodora Zakou - Ioannidou, Cyprus Theodora Zakou - Ioannidou, Cyprus Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students are young but i think they can understand how propaganda works. I want to show them that they should not believe in everything they read at newspapers, watch on the tv etc. Claudia ,Italy Claudia ,Italy Title: inclusion and emotions Links: http: la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ activity: Game for children of 8 years, to do in the gym or in the garden. Conversation on the emotions experienced during the game. Drawing. Analysis of a drawing by Europeana. Comparison of drawings. Tihana, Croatia Tihana, Croatia Title: The Music and Movies; Then and Now Link: http://la.historiana.eu/la/activity/the-music-and-movies-then-and-now/ I teach English as a foreign language. In our classes we talk a lot about music and films. I also include a lot of civic education and history in my lessons. I think this would be a great lesson for 8th graders to correlate with history classes. I believe that it is important for my students know more about the history of their country. Their parents were children in Yugoslavia but my students know very little about life in Yugoslavia. Palma from Spain Palma from Spain Tittle: forbidden women Link:http://la.historiana.eu/la/activity/forbidden-women/ first compare the situation of women who lived through the civil war and the subsequent totalitarian regime where they were annulled as people to the current situation Lucia Italy Lucia Italy 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/ Activity Plan for a Primary School STEP 1 5 min. Students answer the following questions together based on a definition of the word “dignity” from a dictionary: · What does the term dignity for you? · What are the most important features of human dignity? · Who has the right to be treated with dignity? · When, if ever, should anybody be deprived of their dignity? STEP 2 Vision of the film "Life is beautiful" by Benigni Roberto Step 3 Considerations and reflections on what has been seen Teresa Lacerda, Portugal Teresa Lacerda, Portugal Title: Forbidden women Link: HERE Explanation: I choose this activity for students the last grade on secondary school in Portugal. Students with 17 – 18 years old. Subject: Biology, contraceptive methods. Students from scientific subject don’t have History. The History contents are very useful promote the discussion about some subjects comparing with the past. To understand well the importance to have the freedoms to choice, the students must know the past. In one of the materials available in the link we can read about a “Guide For a Good Wife, Spain, 1953, Seccion Femenina (Female section of the Falange Española)”. The challenge for students can be read and discuss the documents available in the link and after compare with nowadays, essentially in the contraceptive methods. In the end the students will promote a debate to present the conclusions. Sandra Santos, Portugal Sandra Santos, Portugal Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: First of all, we would speak of totalitarian regimes, especially Portuguese. Next, we would analyze and compare the role of women in that time and today, pointing out similarities and differences. Then the students would express their feelings about the image and role of women based on available sources. Finally, they would work in groups and produce a written text / a ppt / drawings / research to present to the rest of their colleagues. The produced works could be displayed in the school library. explore common agricultur explore common agricultural policy nazım kırdaş nazım kırdaş explore common agricultural policy https://demo.historiana.eu/#/learning-activity/exploring-the-common-agricultural-policy create a group work by taking advantage of the activities to be carried out on the common agricultural policy. Anna, Italy Anna, Italy 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: it's a good way to explain our students how important is the press and how censorship can change news. Forest Brothers Forest Brothers Sonsoles López Sonsoles López SPAIN Title of the activity: A history of the WW1 through a range of objects Link to the activity: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: Following Neil Macgregor, Objects can provide us feelings, experiences or historical facts of the Past. Students can reflect about people experiences in WW1 and finally, feel the need of conservation of these objects as testimonial documents of our ancestors. Emilia, Poland Emilia, Poland Title: How does popaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Students would learn the examples and mechanism of propaganda Mariana, Romania Mariana, Romania Title of the activity: Heroes, but nonfighters Link: https://surianoservizieditoriali.com/blog/ Explanation: This activity brings some extraordinary nonviolent people in front of the pupils, as some good exemple for our lives. Emilia, Poland Emilia, Poland Elisa, Venice, Italy Elisa, Venice, Italy Pollution and the struggle to contain it Link: https://historiana.eu/them Explanation: in my lessons I often include Clil activities using English language. One of the topics I generally choose for my students is the pollution of the environment as well as the influence of human actions on our planet,the destruction of natural habitat and the extinction of animals. Giovanna, Italy Giovanna, Italy Title: Who were the forest brothers? Link: http://graph.historiana.eu/la/activity/forest-brothers/ Explanation: Present it this way, through examples with modern times to make students understand the reasons for the development of the forest brothers' movement: the objectives and importance of forest brothers in Estonian history. mvk mvk title: The Munich conference link: http://la.historiana.eu/la/activity/the-munich-conference-of-1938/ Explanation: I would use it as it is, but in cooperation with english and german langugage teacher. Eva Pollakova, Slovakia Eva Pollakova, Slovakia Title of the activity: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: I would use the designed activity plan, but I would bring and show more examples of today`s propaganda (leaflets, billboards of some political parties or nongovernmental organizations that are convincing the public). I can see a great potential for discussion and learning how to resist propaganda today (based on historical events). Sabina M, Poland Sabina M, Poland Title: Mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I found the material interesting and suitable for the age group I teach. Both information and pictures are well selected. I would make an online quiz for students based on the material and make the lesson a bit competitive. Dumitra Ducan, Romania Dumitra Ducan, Romania Title of activity: The history of mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I think this will be a catchy activity for my students since they are so fond of their phones. It will be very interesting for them to see how they looked like at the beginning and how they worked. Silvia from Romania Silvia from Romania Chemistry and art Coulors and chemistry in all clssrooms for all students in Europe . It is a special lesson ! Dajana,Croatia Dajana,Croatia Title.Messages of the monumentals Link:http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation:Every monument has its own story....1..Using narrative tenses let me know your favourite one.2.Silence is louder than words.What screams inside that silence ? Nikkolaos Makris - Greece Nikkolaos Makris - Greece · Title of the activity Using political cartoons as evidence · Link to the activity https://demo.historiana.eu/#/learning-activity/using-political-cartoons-as-evidence · Explanation of how you would use it in your classroom Cartoons as depictions are very familiar representations to children. Moreover the specific approach makes possible to transfer elements of history and poliical personalities on the basis of cartoon’s playful expressions and their interpretation . Ana Madalena, Lisbon PT Ana Madalena, Lisbon PT Title: Dangerous Art Link: http://la.historiana.eu/la/activity/dangerous-art/ Explanation: I was very excited about this learning opportunity! As you possibly know, Portugal had the longer period of dictatorship of the 20th century in Europe. For 40 years all arts were censured in many ways, so I totally relate with the topic. I think my students would enjoy very much to do something similar in my arts class. Roxanthi Nikou, Greece Roxanthi Nikou, Greece Title: Everyday Inclusion and Exclusion in Nazi society. Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation: a cartoon can reveal much more than what is depicted in it and be used as a great source to investigate history and express thought on it. Students can express thoughts on them, through critical thought and argumentation. Meanwhile they can refer to nowadays similar situations! Theoni Dimopoulou, Greece Theoni Dimopoulou, Greece Title: Everyday inclusion and exclusion in Nazi society Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation of its classroom application: I teach English to pupils at different levels. I would use this activity with students at B2 level. They will have the chance to read short texts, look at the accompanying cartoons, talk about them and at the same time learn about life in Nazi Europe. Arnaud, France Arnaud, France Title of the activity : The world may be round, the map is not Link to the activity : http://sas.historiana.eu/sas/collection/maps Explanation of how you would use it in your classroom : This activity can be very interesting with primary school students because it helps to understand that the planispheres and globes are different, that they have advantages and disadvantages. Students can understand how we go from one to the other (a preview of two essential tools for the school in geography). Isabel Domingo, Spain Isabel Domingo, Spain Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation of how I would use it in my classroom: This topic would be used in Geography, specifically in a unit about the different types of States and the characteristics of Democracy, paying attention to the last political events and the role of the freedom of speech Giuseppina De Giovanni, Italy Giuseppina De Giovanni, Italy Title of the activity: What roles did women play during WW1? Link to the activity: https://demo.historiana.eu/#/student/view/b9faf0fd-7f11-41bb-84ad-e1c672d01b5d/text/bb_0 Explanation of how I would use it in my classroom: I teach in an Artistic High School, and I will use this learning activity in my 5th class; my students will work in groups, to analyze the informations, and to create some different interpretations of the poster. Elena, Spain Elena, Spain Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would work the topic asking about the differences with the current time, specially in gender-steroptyped jobs. Talk about what's forbidden now in an indirect way and what they would think about it 50 years later. Ana - Maria Ene, Romania Ana - Maria Ene, Romania Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: I will start the activity bu showing to the pupils 2 photos: one with a modern town, and one with an old town. So, this is haw the discussions will begin. The aim is that the cildren can make the difference betwin the old and the modern, to combine them and to accepte both of them. Josefa Martín, Spain Josefa Martín, Spain I have chosen the following Learning activity from Historiana. I find this resource really useful! TITLE: Experiencing the end of WWI LINK: https://demo.historiana.eu/#/learning-activity/experiencing-the-end-of-world-war-1 EXPLANATION: I would use it in the CLIL and FL lesson to explore the language used for emotion/feelings (numbness, anger, regret, bitterness, relief, loss, sadness, guilt, revenge, expectations, hope, hopelessness, ...) while studying CLIL history facts about the end of war and the lost generation. 📎 Photo clara.a, Spain clara.a, Spain Title: Investigation about phones history. LinK: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: In the subject "Technology", encourage pupils to do schoolwork of investigation about phones history, from the first phone to the most sophisticated current smartphones. The activity is developed in small groups using Historiana platform. Then the group explain to their partners the investigation. Elisabetta, Italy Elisabetta, Italy Title: Animals in the Great War https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animals are very important in our life. During the Great War they were used to send news. I try to teach respect for animal to my students 📎 Historiana Learning Activities 📎 Historiana Learning Activities How does propaganda works? How does propaganda works? I'd like my students to make a comparison among the different ways, different English-Speaking countries tried to convince people to join the army. 📎 Historiana Learning Activities Sophie, France Sophie, France Title : World war 1 recruitment posters . Link : http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/ Explanation : As and English as a foreign language teacher, I would like to usethis activity with my year 10 students (aged 14-15). They would work in groups to describe a poster, they would collaborate and then they would present their poster to the class. I know they have already studied that period (WW1) with their History teacher so they could use all they have learned to analyze those recruitment posters and understand all the propaganda around them. Mihaela Mihaela Marcu, Romania Title of the activity Totalitarianism is universal or national? Link to the activity http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/ Explanation I would like to discuss with pupils, starting from the materials offered, about manipulating pupils through historical images and texts. I would like to talk about the national - universal report in the current Romanian culture, starting from the case studies provided in the Historiana material. Eva Birger Eva Birger Title Messages of the Monumentals Link http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation Monuments speak more of the present than of the past they are supposed to illustrate. I would like to enable students to read in a critical way their messages . Elena Pezzi, Italy Elena Pezzi, Italy Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I am an Italian teacher of Spanish, that is why I find this activity especially interesting for me and my pupils. I have already worked on this topic with my elder students (18-19 years old, most of them girls), focussing on women's role at home. This time I will broaden the activity by reflecting also on the limitations imposed at work. The second step also is very interesting because it fosters students to think about their lives and discuss whether things have changed or not since that period. A side activity could be an interview to elder women who really lived what pupils have read and seen on paper and screen (we did it last year and it was amazing!) Hussien al-behiri Hussien al-behiri Egypt Title: The war of words Link:http://la.historiana.eu/la/activity/the-war-of-words/ Explanation:- The aim of this lesson plan is to get your students to look at different propaganda posters from the First World War from multiple different countries. The students should aim to have a comprehensive answer to the question: How was propaganda used across the world in the First World War? The purpose is to get them to look at posters from across the world rather than from a single country to investigate the similarities and differences in themes and values. Ercan Birbiri Adana/Türkiye Ercan Birbiri Adana/Türkiye Title: Animals in the Great War Link:https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animal are always important. They were used to send and receive news. I will try it in my classes. Piegons or dogs were used a lot. Patricia F.L., Spain Patricia F.L., Spain Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would use it, above all, from the point of view of art: by showing the students how women have been depicted by art during fascist rule in Spain and Italy, we will try to reflect on the role played by women now and make comparisons with the role played nowadays. Joaquim Almeida, Braga, Portugal Joaquim Almeida, Braga, Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: As a Spanish teacher, I am concerned to discuss with my students topics related to the current situation in Spain. At present, given the current political situation in Spain, there is a growing concern with freedom of speech in Cataluña, arising from the crisis between the regional separatist government and the central executive. I think this activity would be perfectly feasible in our classes and would meet what I said earlier. This debate, based on the analysis of the documents made available, would lead to a reflection on the issues of freedom of speechin our days, not only in the most common media but also what we read and write on social networks. Gabriela, SLOVAKIA Gabriela, SLOVAKIA Title Forbidden women Link http://la.historiana.eu/la/activity/forbidden-women/ Explanation Nice resource to learn about women in the past and bring the alive while practicing English. Good example of autobiography production aimed at learning history. Cornelia Melcu, Ro Cornelia Melcu, Ro Title: Should we feel anxious about Europe’s energy dependency? Link: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ I plan to use this in my Geography and Science classes as one important topics is Energy sources and Environment protection Alessia, Italy Alessia, Italy Title How does propaganda work? Link http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation I use the student worksheet for try to identify different techniques of propaganda José María, Spain José María, Spain Title: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Since I was a child, we were always educated so that we could take into account possible forms of mass manipulation. I think it is necessary to be always attentive in that aspect since the influence of social networks is today incredibly greater than in those times. Maria Antónia Brandão, PT Maria Antónia Brandão, PT Title of the activity: Forbidden Women Link to the activity: http://la.historiana.eu/la/activity/forbidden-women/ Explanation of how i would use it in my classroom I´m very interested on women's role on society...and as also im my country (Portugal) we had a fascist dictatorship...i would adapt this model to our reality M.Mar Alonso M.Mar Alonso España Title A history of World War 1 through a range of objects Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation I am a lover of the antiques and it is obvious that the teachers transmit our preferences to our students, we must be motivated to get them to be. History is accompanied by objects and objects bring us closer to history. My students are 10 years old. I would start with objects from a time that they have in their curriculum but the idea seems great. Suzana, Croatia Suzana, Croatia Title: Should we feel anxious about Europe’s energy dependency? Link:http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ Explanation: When I am teaching about energy and law of conservation of energy it is very important to discuss about state in Europe and energy resources in modern world. Anita M., Croatia Anita M., Croatia Title oft he activity: People on the move Link: https://historiana.eu/case-study/children-war-finnish-children-sent-safety-ww2 Explanation: After reading with understanding, the students would have the task to report on the read. By asking questions and answering the group, they would practice writing and oral expression of events in the past. Stamatia Stamati, Greece Stamatia Stamati, Greece Title: A history of World War 1 through a range of objects. Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: I could use this learning activity as a teaching method: creative writing, theatrical actions and reflection-interpretation. Carmen Conde. Spain. Carmen Conde. Spain. 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: Actually the level of the part of the web called Historiana is high for the groups of students that I teach. However, I can use this lesson plan, obviously adapted, to introduce information and stimulate debate on everything related to the equality of women in Europe today, and the differences in the role of women throughout different periods of history. Okan, Turkey Okan, Turkey Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: As a communication skills, I can use this as a writing and speaking activity (for any level groups of language learning) which aims the use of past and present expressions, comparing and describing events and people. Edit, Hungary Edit, Hungary Title: World War 1 recruitment posters in the perspective of the present time Analyzing and understanding the past in the perspective of the present Link: https://demo.historiana.eu/#/learning-activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time Explanation: Though I am not a History teacher, but English language, I could use this learning activity with my intermediate groups. We often use pictures or visual aids to support learning material. I could use it as a creative writing or for speaking tasks. (Giving opinions, comparing, contrasting ideas Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece 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 : Students at the age of 11-12 can be taught about camp conditions during War World II but in fewer details Nektarios Farassopoulos, Greece Nektarios Farassopoulos, Greece Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: As my students are very young (9 years old) I would use only a part of LA during the implementation of project about gender equality Indalecio - España - Gijón Indalecio - España - Gijón Title: Title: Which one do I stay with? http://la.historiana.eu/la/activity/the-war-of-words/ The way to implement it in class, would be following the guidelines that emanate from those who have created it, Richard Kennett & Súsanna Margrét Gestsdóttir although they call it The War of Words (very successful). We would have some propaganda sheets of the First World War, from different countries, but mainly from Germany, England, France ... We would analyze what the images are like regarding recruitment, how they present us to the enemy, how they present us to allied partners and what the images are like in order to raise funds. We can also implement some other activity, on the aesthetic image of the propaganda, the use of colors on the posters ... The orientations that appear in the work done by their authors, does not leave place that gather all the most important aspects of the subject. Vincenzo M. Italy Vincenzo M. Italy Title: Underlying causes of World war One http://la.historiana.eu/la/activity/underlying-causes-of-world-war-one/ Explore the material available to learners for teaching citizenship. active. Only in this way can we compare the present from the past, we must also say that today through these new means of communication we can simplify the tasks of the learners. Jasna Šojer/Croatia Jasna Šojer/Croatia Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: This will be very resourceful material in teaching Citizenship. Students can compare propaganada in the past and in present. How much media help developing propaganda. Vanda Franco - Madeira - Portugal Vanda Franco - Madeira - Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? by Maria Laura Marescalchi & Enrico Cavalieri Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: I would work this theme conecting this with salazar, a dictateur of Portugal. The aim is to make students aware of the different kinds and devices that the instrument of censorship can take nowadays. We would discuss the Freedom of Expression, and the right of the citizens to be informed about what happens around them and compare with times that thcitizens couldn't express themselves. Best regards Vanda Franco Ana Ventura, Spain Ana Ventura, Spain Title The War of Words link http://la.historiana.eu/la/activity/the-war-of-words/ Explanation I would use this text with ESO 3 and 4 students in English as a foreign language. Students in groups will read the text trying to understand it by using the dictionaries, others' students knowledge, digital translators ... When all groups have finished reading it, they will present the rest of the class their own conclusions about the content of the text. Nunzia Gallo, Italy Nunzia Gallo, Italy 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/ I teach English as L2 in a middle school and , on the second and third year, I usually deal with History and art. I would include this activity on occasion of the Shoah memorial day. After introducing WW2 and totalitarism, discrimination and concentration camp, I can focus on important topics such as peace and dignity. I find Historiana lesson plans and materials particularly interesting so together with other collegues( Italian, History, Religious Education for example) we can start to carry out most of the activities suggested. Rafael Climent, Spain Rafael Climent, Spain Title: Economic imbalances in Europe. What kind of dilemmas my result from economic choices. Link: http://la.historiana.eu/la/activity/economic-imbalances-in-europe/ My students will work in teams made up by four members. One case study for each group the first session (50'). Once the conclusions have been prepared, presentation to the rest of the groups and peer assessment (50' second session). A perfect additional work of my learning scenario about European Union citizenship! Manuel Gutiérrez, Spain Manuel Gutiérrez, Spain link: http://la.historiana.eu/la/activity/using-political-cartoons-as-evidence/ My students will look for an adequate image of a file with magazines of the time, the illustrators of yesteryear were very good and surely give us the right image, once selected we will analyze it, relating it to the events of the moment, not forgetting the technical resources used to make the same José María Beito. José María Beito. How does propagada work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students will be concious how importat is he propaganda in may aspects of the life, so tey will read newspapers, magacine, tv etc.... Carla Sousa, Lagos, Portugal Carla Sousa, Lagos, Portugal Why we don’t have refugees in our school? Link: http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/ As we are partners in an Erasmus+ project – New Life, New Hope, and our refugee situation is very different from Turkey and Romanian partners the question about this difference is often asked in classroom. So, applying this activity in classroom in 2 x45 minutes in our Citizenship class is a good way to achieve the answer in group working. Using the animated map of the activity and 3 guide answers to explore the main routes of refugees and origin countries, is a way to develop analysis skills. Exploring the stories of people who have to escape and asking 3 paragraphs about motivation, consequences to hosting countries and different opinions in presence, presented to the classroom, allows to improve multiperspective ideas. Theodora Zakou - Ioannidou, Cyprus Theodora Zakou - Ioannidou, Cyprus Title: How does propaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ My students are young but i think they can understand how propaganda works. I want to show them that they should not believe in everything they read at newspapers, watch on the tv etc. Claudia ,Italy Claudia ,Italy Title: inclusion and emotions Links: http: la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ activity: Game for children of 8 years, to do in the gym or in the garden. Conversation on the emotions experienced during the game. Drawing. Analysis of a drawing by Europeana. Comparison of drawings. Tihana, Croatia Tihana, Croatia Title: The Music and Movies; Then and Now Link: http://la.historiana.eu/la/activity/the-music-and-movies-then-and-now/ I teach English as a foreign language. In our classes we talk a lot about music and films. I also include a lot of civic education and history in my lessons. I think this would be a great lesson for 8th graders to correlate with history classes. I believe that it is important for my students know more about the history of their country. Their parents were children in Yugoslavia but my students know very little about life in Yugoslavia. Palma from Spain Palma from Spain Tittle: forbidden women Link:http://la.historiana.eu/la/activity/forbidden-women/ first compare the situation of women who lived through the civil war and the subsequent totalitarian regime where they were annulled as people to the current situation Lucia Italy Lucia Italy 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/ Activity Plan for a Primary School STEP 1 5 min. Students answer the following questions together based on a definition of the word “dignity” from a dictionary: · What does the term dignity for you? · What are the most important features of human dignity? · Who has the right to be treated with dignity? · When, if ever, should anybody be deprived of their dignity? STEP 2 Vision of the film "Life is beautiful" by Benigni Roberto Step 3 Considerations and reflections on what has been seen Teresa Lacerda, Portugal Teresa Lacerda, Portugal Title: Forbidden women Link: HERE Explanation: I choose this activity for students the last grade on secondary school in Portugal. Students with 17 – 18 years old. Subject: Biology, contraceptive methods. Students from scientific subject don’t have History. The History contents are very useful promote the discussion about some subjects comparing with the past. To understand well the importance to have the freedoms to choice, the students must know the past. In one of the materials available in the link we can read about a “Guide For a Good Wife, Spain, 1953, Seccion Femenina (Female section of the Falange Española)”. The challenge for students can be read and discuss the documents available in the link and after compare with nowadays, essentially in the contraceptive methods. In the end the students will promote a debate to present the conclusions. Sandra Santos, Portugal Sandra Santos, Portugal Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: First of all, we would speak of totalitarian regimes, especially Portuguese. Next, we would analyze and compare the role of women in that time and today, pointing out similarities and differences. Then the students would express their feelings about the image and role of women based on available sources. Finally, they would work in groups and produce a written text / a ppt / drawings / research to present to the rest of their colleagues. The produced works could be displayed in the school library. explore common agricultur explore common agricultural policy nazım kırdaş nazım kırdaş explore common agricultural policy https://demo.historiana.eu/#/learning-activity/exploring-the-common-agricultural-policy create a group work by taking advantage of the activities to be carried out on the common agricultural policy. Anna, Italy Anna, Italy 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: it's a good way to explain our students how important is the press and how censorship can change news. Forest Brothers Forest Brothers Sonsoles López Sonsoles López SPAIN Title of the activity: A history of the WW1 through a range of objects Link to the activity: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/ Explanation: Following Neil Macgregor, Objects can provide us feelings, experiences or historical facts of the Past. Students can reflect about people experiences in WW1 and finally, feel the need of conservation of these objects as testimonial documents of our ancestors. Emilia, Poland Emilia, Poland Title: How does popaganda work? Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Students would learn the examples and mechanism of propaganda Mariana, Romania Mariana, Romania Title of the activity: Heroes, but nonfighters Link: https://surianoservizieditoriali.com/blog/ Explanation: This activity brings some extraordinary nonviolent people in front of the pupils, as some good exemple for our lives. Emilia, Poland Emilia, Poland Elisa, Venice, Italy Elisa, Venice, Italy Pollution and the struggle to contain it Link: https://historiana.eu/them Explanation: in my lessons I often include Clil activities using English language. One of the topics I generally choose for my students is the pollution of the environment as well as the influence of human actions on our planet,the destruction of natural habitat and the extinction of animals. Giovanna, Italy Giovanna, Italy Title: Who were the forest brothers? Link: http://graph.historiana.eu/la/activity/forest-brothers/ Explanation: Present it this way, through examples with modern times to make students understand the reasons for the development of the forest brothers' movement: the objectives and importance of forest brothers in Estonian history. mvk mvk title: The Munich conference link: http://la.historiana.eu/la/activity/the-munich-conference-of-1938/ Explanation: I would use it as it is, but in cooperation with english and german langugage teacher. Eva Pollakova, Slovakia Eva Pollakova, Slovakia Title of the activity: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: I would use the designed activity plan, but I would bring and show more examples of today`s propaganda (leaflets, billboards of some political parties or nongovernmental organizations that are convincing the public). I can see a great potential for discussion and learning how to resist propaganda today (based on historical events). Sabina M, Poland Sabina M, Poland Title: Mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I found the material interesting and suitable for the age group I teach. Both information and pictures are well selected. I would make an online quiz for students based on the material and make the lesson a bit competitive. Dumitra Ducan, Romania Dumitra Ducan, Romania Title of activity: The history of mobile phones Link: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: I think this will be a catchy activity for my students since they are so fond of their phones. It will be very interesting for them to see how they looked like at the beginning and how they worked. Silvia from Romania Silvia from Romania Chemistry and art Coulors and chemistry in all clssrooms for all students in Europe . It is a special lesson ! Dajana,Croatia Dajana,Croatia Title.Messages of the monumentals Link:http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation:Every monument has its own story....1..Using narrative tenses let me know your favourite one.2.Silence is louder than words.What screams inside that silence ? Nikkolaos Makris - Greece Nikkolaos Makris - Greece · Title of the activity Using political cartoons as evidence · Link to the activity https://demo.historiana.eu/#/learning-activity/using-political-cartoons-as-evidence · Explanation of how you would use it in your classroom Cartoons as depictions are very familiar representations to children. Moreover the specific approach makes possible to transfer elements of history and poliical personalities on the basis of cartoon’s playful expressions and their interpretation . Ana Madalena, Lisbon PT Ana Madalena, Lisbon PT Title: Dangerous Art Link: http://la.historiana.eu/la/activity/dangerous-art/ Explanation: I was very excited about this learning opportunity! As you possibly know, Portugal had the longer period of dictatorship of the 20th century in Europe. For 40 years all arts were censured in many ways, so I totally relate with the topic. I think my students would enjoy very much to do something similar in my arts class. Roxanthi Nikou, Greece Roxanthi Nikou, Greece Title: Everyday Inclusion and Exclusion in Nazi society. Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation: a cartoon can reveal much more than what is depicted in it and be used as a great source to investigate history and express thought on it. Students can express thoughts on them, through critical thought and argumentation. Meanwhile they can refer to nowadays similar situations! Theoni Dimopoulou, Greece Theoni Dimopoulou, Greece Title: Everyday inclusion and exclusion in Nazi society Link: http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/ Explanation of its classroom application: I teach English to pupils at different levels. I would use this activity with students at B2 level. They will have the chance to read short texts, look at the accompanying cartoons, talk about them and at the same time learn about life in Nazi Europe. Arnaud, France Arnaud, France Title of the activity : The world may be round, the map is not Link to the activity : http://sas.historiana.eu/sas/collection/maps Explanation of how you would use it in your classroom : This activity can be very interesting with primary school students because it helps to understand that the planispheres and globes are different, that they have advantages and disadvantages. Students can understand how we go from one to the other (a preview of two essential tools for the school in geography). Isabel Domingo, Spain Isabel Domingo, Spain Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation of how I would use it in my classroom: This topic would be used in Geography, specifically in a unit about the different types of States and the characteristics of Democracy, paying attention to the last political events and the role of the freedom of speech Giuseppina De Giovanni, Italy Giuseppina De Giovanni, Italy Title of the activity: What roles did women play during WW1? Link to the activity: https://demo.historiana.eu/#/student/view/b9faf0fd-7f11-41bb-84ad-e1c672d01b5d/text/bb_0 Explanation of how I would use it in my classroom: I teach in an Artistic High School, and I will use this learning activity in my 5th class; my students will work in groups, to analyze the informations, and to create some different interpretations of the poster. Elena, Spain Elena, Spain Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would work the topic asking about the differences with the current time, specially in gender-steroptyped jobs. Talk about what's forbidden now in an indirect way and what they would think about it 50 years later. Ana - Maria Ene, Romania Ana - Maria Ene, Romania Title: A new modern age Link: http://la.historiana.eu/la/activity/a-new-modern-age/ Explanation: I will start the activity bu showing to the pupils 2 photos: one with a modern town, and one with an old town. So, this is haw the discussions will begin. The aim is that the cildren can make the difference betwin the old and the modern, to combine them and to accepte both of them. Josefa Martín, Spain Josefa Martín, Spain I have chosen the following Learning activity from Historiana. I find this resource really useful! TITLE: Experiencing the end of WWI LINK: https://demo.historiana.eu/#/learning-activity/experiencing-the-end-of-world-war-1 EXPLANATION: I would use it in the CLIL and FL lesson to explore the language used for emotion/feelings (numbness, anger, regret, bitterness, relief, loss, sadness, guilt, revenge, expectations, hope, hopelessness, ...) while studying CLIL history facts about the end of war and the lost generation. 📎 Photo clara.a, Spain clara.a, Spain Title: Investigation about phones history. LinK: http://sas.historiana.eu/sas/collection/mobile-phones Explanation: In the subject "Technology", encourage pupils to do schoolwork of investigation about phones history, from the first phone to the most sophisticated current smartphones. The activity is developed in small groups using Historiana platform. Then the group explain to their partners the investigation. Elisabetta, Italy Elisabetta, Italy Title: Animals in the Great War https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animals are very important in our life. During the Great War they were used to send news. I try to teach respect for animal to my students 📎 Historiana Learning Activities 📎 Historiana Learning Activities How does propaganda works? How does propaganda works? I'd like my students to make a comparison among the different ways, different English-Speaking countries tried to convince people to join the army. 📎 Historiana Learning Activities Sophie, France Sophie, France Title : World war 1 recruitment posters . Link : http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/ Explanation : As and English as a foreign language teacher, I would like to usethis activity with my year 10 students (aged 14-15). They would work in groups to describe a poster, they would collaborate and then they would present their poster to the class. I know they have already studied that period (WW1) with their History teacher so they could use all they have learned to analyze those recruitment posters and understand all the propaganda around them. Mihaela Mihaela Marcu, Romania Title of the activity Totalitarianism is universal or national? Link to the activity http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/ Explanation I would like to discuss with pupils, starting from the materials offered, about manipulating pupils through historical images and texts. I would like to talk about the national - universal report in the current Romanian culture, starting from the case studies provided in the Historiana material. Eva Birger Eva Birger Title Messages of the Monumentals Link http://la.historiana.eu/la/activity/messages-of-the-monumentals/ Explanation Monuments speak more of the present than of the past they are supposed to illustrate. I would like to enable students to read in a critical way their messages . Elena Pezzi, Italy Elena Pezzi, Italy Title: Forbidden women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I am an Italian teacher of Spanish, that is why I find this activity especially interesting for me and my pupils. I have already worked on this topic with my elder students (18-19 years old, most of them girls), focussing on women's role at home. This time I will broaden the activity by reflecting also on the limitations imposed at work. The second step also is very interesting because it fosters students to think about their lives and discuss whether things have changed or not since that period. A side activity could be an interview to elder women who really lived what pupils have read and seen on paper and screen (we did it last year and it was amazing!) Hussien al-behiri Hussien al-behiri Egypt Title: The war of words Link:http://la.historiana.eu/la/activity/the-war-of-words/ Explanation:- The aim of this lesson plan is to get your students to look at different propaganda posters from the First World War from multiple different countries. The students should aim to have a comprehensive answer to the question: How was propaganda used across the world in the First World War? The purpose is to get them to look at posters from across the world rather than from a single country to investigate the similarities and differences in themes and values. Ercan Birbiri Adana/Türkiye Ercan Birbiri Adana/Türkiye Title: Animals in the Great War Link:https://surianoservizieditoriali.com/gli-animali-nella-grande-guerra/ Explanation: Animal are always important. They were used to send and receive news. I will try it in my classes. Piegons or dogs were used a lot. Patricia F.L., Spain Patricia F.L., Spain Title: Forbidden Women Link: http://la.historiana.eu/la/activity/forbidden-women/ Explanation: I would use it, above all, from the point of view of art: by showing the students how women have been depicted by art during fascist rule in Spain and Italy, we will try to reflect on the role played by women now and make comparisons with the role played nowadays. Joaquim Almeida, Braga, Portugal Joaquim Almeida, Braga, Portugal Title: Ideas, still dangerous in democracy? How does censorship work in non authoritarian societies? Link: http://la.historiana.eu/la/activity/ideas-still-dangerous-in-democracy/ Explanation: As a Spanish teacher, I am concerned to discuss with my students topics related to the current situation in Spain. At present, given the current political situation in Spain, there is a growing concern with freedom of speech in Cataluña, arising from the crisis between the regional separatist government and the central executive. I think this activity would be perfectly feasible in our classes and would meet what I said earlier. This debate, based on the analysis of the documents made available, would lead to a reflection on the issues of freedom of speechin our days, not only in the most common media but also what we read and write on social networks. Gabriela, SLOVAKIA Gabriela, SLOVAKIA Title Forbidden women Link http://la.historiana.eu/la/activity/forbidden-women/ Explanation Nice resource to learn about women in the past and bring the alive while practicing English. Good example of autobiography production aimed at learning history. Cornelia Melcu, Ro Cornelia Melcu, Ro Title: Should we feel anxious about Europe’s energy dependency? Link: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/ I plan to use this in my Geography and Science classes as one important topics is Energy sources and Environment protection Alessia, Italy Alessia, Italy Title How does propaganda work? Link http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation I use the student worksheet for try to identify different techniques of propaganda José María, Spain José María, Spain Title: How does propaganda work? Link to the activity: http://la.historiana.eu/la/activity/how-does-propaganda-work/ Explanation: Since I was a child, we were always educated so that we could take into account possible forms of mass manipulation. I think it is necessary to be always attentive in that aspect since the influence of social networks is today incredibly greater than in those times. Maria Antónia Brandão, PT Maria Antónia Brandão, PT Title of the activity: Forbidden Women Link to the activity: http://la.historiana.eu/la/activity/forbidden-women/ Explanation of how i would use it in my classroom I´m very interested on women's role on society...and as also im my country (Portugal) we had a fascist dictatorship...i would adapt this model to our reality

Anita, Croatia

anita_simac — 2018-05-17 12:28:53 UTC

https://historiana.eu/#/historical-content/source-collections/the-human-impact-of-world-war-one
The huge impact on Europe during and after WW1 would be a very interesting topic to explire combinig hostory and mathematics (the number of casualties alone per country would be an example).

Violeta Cumak, Lithuania

violeta_cumak — 2018-05-17 13:23:32 UTC

Title: War after war
Link: http://la.historiana.eu/la/activity/forest-brothers/
Explanation:
I would use the topic to talk about "war after war". I would ask my students to compare this period in Baltic countries, to describe the living conditions of Forest Brothers. I would discuss who the Forest Brothers were - national heroes or bandits and is it correct to discuss like this.

Inmaculada González, Spain

2018-05-17 13:26:26 UTC

Tittle: Images can reflect the social moment.

link: http://la.historiana.eu/la/activity/the-role-of-postcards-in-world-war-1/
I like these postcards and I think they are usefull for children to realize the different focus of war through images.
First, we can describe some of these postcards in whole group and groups.

Second, we will try to reflect nowadays life through postcards that we will desing by pairs, and explain them to our classmates.

Snjezana KOvacevic, Croatia

knjiznica_zlata — 2018-05-17 13:41:47 UTC

Title:
What roles did women play during WW1?
Link: https://demo.historiana.eu/#/student/view/b9faf0fd-7f11-41bb-84ad-e1c672d01b5d/text/bb_0
I would use it in situation when we are going to celebrate International women's day in our school im March.

Dimitra,Greece

dimitrazoro1 — 2018-05-17 13:56:14 UTC

Title:
Paintings of everyday life.Link:https://demo.historiana.eu/#/teaching-learning

Eleftheria, Greece

elekaloudi — 2018-05-17 16:04:24 UTC

The role of postcards in World War 1
I would choose this activity because i find it very interesting for my students to see the war under the "filter" of the postcards and let them understand how propaganda works before and during a war.
https://demo.historiana.eu/#/learning-activity/postcard-of-fighting-around-ypres-in-world-war-1

Alessandra Amideo

2018-05-17 16:31:57 UTC

ITALY
TITLE:

Why was it so difficult to agree on a common European foreign policy?

I use this topic with the students to work on the debate. I find it an interesting practice to improve the argumentative discourse.
I find the topic chosen very interesting to build a comparison with the current reality of the European Community.
LINK:

lgi_1988 — 2018-05-17 17:08:21 UTC

Alina

2018-05-17 17:11:54 UTC

https://historiana.eu/#/my/activities

A

2018-05-17 17:13:39 UTC

Alina

2018-05-17 17:13:39 UTC

https://historiana.eu/#/my/activities
Art around the world is the title of activities.
I will use the pictures to express feeling. And to encourage students to express feelings

Lourdes, Spain

lgi_1988 — 2018-05-17 17:22:25 UTC

- Title:
A new modern age.
- Link: http://la.historiana.eu/la/activity/a-new-modern-age/
- Explanation of how you would use it in your classroom:
I choose this activity because it has sugered to me that we can learn with the ederly people. My small pupils can collect photos, objects and stories with their grandparents help. We can see some old photos and some grandparentes or great-grandparents can come to the school to explain how was the childhood a lot of year ago.

María Pellón, Spain

2018-05-17 17:26:56 UTC

Title: Sarajevo 28 June 1914
Link: http://la.historiana.eu/la/activity/sarajevo-28-june-1914/
Explanation: when teaching WWI, this is great to show the outbreak of the war. After introducing the causes of First World War it could be very useful to see the trigger. There is a video and then the kids have to check if the information they have in their worksheets (ready as well with this material) in named in the video. It doesn't take so much time, something that it is important too

lgi_1988 — 2018-05-17 17:29:02 UTC

I choose this activity because it has sugered to me that we can learn with the ederly people. My small pupils can collect photos, objtects and stories with tehir grandparents help.

Elena, Valladolid(Spain)

2018-05-17 18:24:37 UTC

Title: Work and Technology:
Technology, transport and communication Link:: https://historiana.eu/themes/#

Explanation: Technology dominates the field of communication and it has totally changed society and culture over the last years. One of the greatest technological breakthroughs ever made, is that we can access an incredible amount of information at any time and anywhere. Besides, technology today has made life easier and more comfortable for everyone. Education has been greatly advanced due to its natural tendency to enhance our society. Schools use a wide range of ICT tools to communicate, create, disseminate, manage and store information. Technology is effective as long as it helps improve our students. Consequently, we might enhance our knowledge in all areas of technology. No sooner had we experienced the new technologies than students were able to learn efficiently.

Paola, Italy

paola_oggi — 2018-05-17 20:04:18 UTC

Title : How does propaganda work?
Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/
Explanation: With this activity, students will be able to define the term propaganda and identify different techniques that are used to make propaganda during the period of World War I.

Rohita, India

2018-05-18 04:44:33 UTC

Title: Experiencing the end of World War 1
Link: http://la.historiana.eu/la/activity/experiencing-the-end-of-world-war-1/
My Grade 7 students have a subject, Humanities where the world war is one of the main subjects. i can and will definitely use this link to enhance my knowledge and my students knowledge . In this way they will get to know things not only thru leader's point of view but also through various people's point of view which is also important.

Grosu Monica, Romania

corneliaradutodor — 2018-05-18 06:35:30 UTC

Title: Gulag

Why was the Gulag system created? To what extent did it meet political interests, to what extent economic interests?
Link: https://demo.historiana.eu/#/learning-activity/gulag
Explanation: with this topic disscussions in class, my students will get to know more about the Russian: “Chief Administration of Corrective Labour Camps”), the system of Soviet labour camps and accompanying detention and transit camps and prisons that from the 1920s to the mid-1950s housed the political prisoners and criminals of the Soviet Union.

Forbidden women

2018-05-18 08:44:20 UTC

The idea is to make the students see that there are no things, colors, activities or obligations of men or women. That almost everything, except what is biologically impossible, can be done either by women or by men.
A debate of daily activities that are currently associated with a specific gender can be proposed, giving examples, and seeing how it is possible that they can be carried out independently of the gender.

Maria Rita, Italy

mariarita_pepe — 2018-05-18 08:47:44 UTC

Title: How effective is education as a tool to influence society?
Link: http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/
Explanation: I would follow the lesson plan provided because it is very detailed and then I would add a final activity after the debate asking students to research a contemporary case of education being limited by a non-democratic regime.

Cristina Elena Voicu, Romania

voicuelena18 — 2018-05-18 12:42:58 UTC

Title: Sarajevo 28 June 1914; Reasons why Archduke Franz Ferdinand and his wife, Sophie, were killed on 28th June 1914.
Link: http://la.historiana.eu/la/activity/sarajevo-28-june-1914/
Explanation of how I should use it in the classroom: Students will watch the four minutes short clip about the assassination from Sarajevo. During the video, students will have to take some notes about the reasons. Next step will be a debate and a analysis of this reasons. At the end of the activity they will understand that the assassination was the trigger but not the reason of the first world war.

Michela, Italy

2018-05-18 14:02:52 UTC

Title: Life in Europe 1945-49
Link: https://demo.historiana.eu/#/learning-activity/life-in-europe-1945-1949
Explanation of how you would use it in your classroom: Students will study the life experience of a person who lived in Europe in the period 1945-49. Students will then learn more about what life was like in Europe in these years from some textbook pages. They will suggest where their character’s experiences support what is written in the textbook pages and what Europe’s people needed to have a good life in the future.

Daniela Bonomo, Italy

2018-05-18 14:10:22 UTC

Title: Sequencing causes of WWI on a human timeline
Link: http://la.historiana.eu/la/activity/sequencing-causes-on-a-human-timeline
Explanation of how you would use it in the classroom: First of all I would ask the students to read at home the causes of WWI; once in the classroom I would ask them to pick up one explation card with one WWI cause, to stick it on their chests and sequencing causes /themselves on a human timeline. This activity focuses on enabling students to understand the chronology of the causation of World War but also enpowering their critical and thinking skills by understanding the relationships between causes and effects in the human timeline. In my opinion this activity could be also 'emotional' due to the fact that each student would be the cause/effect of the WWI; the lesson would end with a debate on the possible solutions and way-outs that could have avoided WWI.

Viki Dogani Greece

2018-05-18 14:40:15 UTC

title learn from monuments
link
explanation try to find what monuments say
and explain how we can use it today

Irene, Torino

irene_pologruto — 2018-05-18 16:04:44 UTC

Title: Art, Propaganda and Politics
http://la.historiana.eu/la/activity/how-does-propaganda-work/
Explanation: To make an interdisciplinary lesson I would ask students to find in historiana archives posters, photos, pictures which were used to convince men to enlist in WW1in Great Britain where recruitment was not compulsory. By observing and analyzing all material I would try to elicit from students the messages conveyed by the pictures and how those pictures managed to convince so many young men to leave for the front and die in trenches.

Erika mtll, Italy (Milan)

szazie — 2018-05-18 16:13:46 UTC

Developing a project called “Citizenship and Constitution”, mainly addressed to children of different ages (6-11 years old) and nationalities who do not attend courses of Catholic Religion, I might decide to adapt and use the following learning activity of the Historiana Platform.
It belongs to the section “Applying Historical Knowledge”.

Title: Iconic Images.
What are the iconic images of World War 1?
Link: http://la.historiana.eu/la/activity/iconic-images/
Explanation of how I would use it:
After reading three different poems about war and about peace written by different poets, I could ask my students (10-11 years old), divided into groups (made of three students), to search for two iconic images of World War 1.
All the students in a group would have different roles:
Firstly, one of the students should explain the reasons of his/her group’s choice to the other groups.
Secondly, another student should describe the image his/her group found, looking for some extra information, for example, the possible author (if known), the exact moment of the year when the photo was taken, the exact place where the photo was taken, some background information (the personal histories of the people involved, if known).
Thirdly, the last student should write a short text in a PPT presentation (one slide) adding all the information collected by the second student and the reasons of the choice explained by the first student.
All the PPT Presentations should be corrected by the teacher and shared through an online platftorm like Nearpod.

Anna Maria Indiati – Italyhttps://historiana.eu/#/historical-content/key-moments/world-war-1/how-the-war-was-foughthttps://demo.historiana.eu/#/sas/explore/trench-artI would use this activity because it is the subject of my learning scenario “Life in the trench”; so I want my students study at home the documents and then at school they debate about how the war was fought and above all about the war on land, speaking about trench life by paintings or letters written by themselves as soldiers.

laprofindiati — 2018-05-18 16:52:15 UTC

Zoi K, Greece

2018-05-18 18:39:10 UTC

Title:
How does propaganda work?
Using examples from the World War 1 to understand how propaganda works and to learn how to identify it.Link:http://la.historiana.eu/la/activity/how-does-propaganda-work/
Explanation: I will provide the students with posters or images from WW1 and other simiral cases where propaganda exists and we will try to identify different techniques that are deployed to make propaganda work. They will then identify for themselves some examples of modern propaganda. Furthermore, I will implement this activity in other subjects . For example I wiil use articles, posters or even resources from school books to identify if propaganda exists in the the future job choice and perceptions of specific occupations.

Niki Petsi - Greece

2018-05-18 20:48:29 UTC

Title : Life and Leisure : The history of ordinary people
Link : http://la.historiana.eu/la/activity/life-and-leisure-the-history-of-ordinary-people/
Explanation : Me and my students will try to research the life of a young man, aged 18, who was born in Yugoslavia and who had to go into the German Army in WW2. We' re going to trace his journey using maps and research the events that impacted on him from an online timeline.

Nataša Sajko

natasa_sajko — 2018-05-18 21:14:40 UTC

Title: How did people in the Renaissance imagine life after death?
Link: http://bit.ly/2rUtP97
Explanation: As an introduction in reading and interpretation of Dante's La divina commedia. I usually do the same with PPT presentation.

aurora, romania

2018-05-19 04:14:55 UTC

Title:Economic imbalances in Europe

Students will engage in a debate about possible answers to economic imbalances and weigh up the pros and cons.

Nadia - Italy

lagana044 — 2018-05-19 08:37:20 UTC

Title: Messages of the Monumentals - How to discover when monuments, memorials or museums censor the past.
Link: http://la.historiana.eu/la/activity/messages-of-the-monumentals/
Explanation:

This activity will concern the Arts and Computer sciences: the aspects related to the monument will be examined in depth and a digital presentation will illustrate the work carried out. Interdisciplinary links with the History and Italian subjects are foreseen.

Students will be divided into groups. Each group will choose a monument of the city that recalls the victims linked to a historical event. Later they will do a research related to the historical period, its literary and artistic production, in particular to the chosen monument that represents it, together with the message that the author wants to transmit.

Christos T. , Greece

xrtsapan — 2018-05-19 08:56:50 UTC

Title of the activity
The role of postcards in World War 1: How far do postcards reveal what happened in World War 1?

Link to the activity
http://la.historiana.eu/la/activity/the-role-of-postcards-in-world-war-1/
Explanation
I think this activity is a useful introduction to discover daily life during WW1 in Europe. Postcards are a very interesting visual and written source because they enable us to have a look at the daily lives of soldiers and their families. Students will practice their observation skills and discuss pieces of information and effects of the postcards in the daily life of Europeans during WW1.

Marta, Poland

2018-05-19 09:51:52 UTC

Title: How does propaganda works? Using examples from WWI to understand how propaganda works and to learn how to identify it.
Link: http://la.historiana.eu/la/activity/how-does-propaganda-work/
I think this scenario is very much up to date in our fast changing world of social media and in my opinion it is very important to remember what propaganda is, how harmful it can be and above all what can be the consequences of it. I would highlight how important perception and understanding of the information that reaches us is.

Clara Cristino (Portugal)

clara_cristino — 2018-05-19 11:07:30 UTC

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

As an example, in our city we have a bridge which has been named according to political leadership and political change. Ponte Sobre o Tejo was inaugurated on August 6th 1966 and named after the dictatiorship leader António de Oliveira SALAZAR, later after the revolution of April 25th 1974 its name was changed to Ponte 25 de Abril.

Bridge over the river Tagus, Lisbon centre:

Early name of the bridge (1966 to 1974):

Later name of the bridge (1974 to nowadays):

Aksoy, TURKE

AKSOY — 2018-05-19 11:57:59 UTC

Title of the activity-Forest Brothers
Who were the forest brothers?
Link to the activity-https://demo.historiana.eu/#/learning-activity/forest-brothers
Explanation of how you would use it in your classroom
I can use this work with the name "forest brothers" while describing the importance of the struggle of the people of Anatolia against the occupation in the period of national struggle.

Nataša, Croatia

malanana66 — 2018-05-19 13:39:23 UTC

Title: A history of WW1 through a range life objects
Link: http://la.historiana.eu/la/activity/a-history-of-world-war-1-through-a-range-of-objects/
Explanation : I could use it as introduction for reading short stories and poems made in WW1 hoping this would motivate students to imagine how WW1 effected on peoples life.
Students could create an exhibition combining objects, parts of poetry, stories for there peers on history class

Argiro, Greece

2018-05-19 13:46:25 UTC

Title: Sequencing causes on a human timeline
Link: http://la.historiana.eu/la/activity/sequencing-causes-on-a-human-timeline/
Explanation: This activity can offer students the chance to interact with the past and see from a different view the facts that led to the war. It can present them with the opportunity to deepen into the cause-effect relationship of the decisions that were made and the results they gave.

Jose Teixeira, PT

2018-05-19 15:46:28 UTC

Title:
Unity in Diversity
Link: http://la.historiana.eu/la/activity/unity-in-diversity/
Explanation:
In Spanish lesson we have to work about the topic “Unity in Diversity”, so I can use this learning activity to motivate students to work about this topic and discuss how European countries could strengthen their relationships.

meryem eğrioğlu

megri_1971 — 2018-05-19 16:10:03 UTC

turkey
In Work and Technology you can try some solution. Historiana can be used as it appears or it can also be an idea to start a new field of work in your class.

https://demo.historiana.eu/#/sas/explore/music-recordings

Narciso José López, Spain

njlopezg — 2018-05-19 18:37:14 UTC

Title: How to record music. History of sound recording artifacts.
Link: https://demo.historiana.eu/#/sas/explore/music-recordings
Explanation: Students can read the information offered by historiana about the different artifacts that have been invented throughout history to record sounds. Later, they will have to look for old recordings and make a brief comparative study related to the duration and the quality of these recordings. Finally, they will listen to selected recordings from different moments of the story and will try to arrange them from the oldest to the most modern and, if possible, find out what type of machine was used for recording.

Angela Metallinou, Athens/Greece

2018-05-19 18:44:52 UTC

Title of the activity

"Everyday inclusion and exclusion in Nazi society"

Link to the activity

http://la.historiana.eu/la/activity/everyday-inclusion-and-exclusion-in-nazi-society/

Explanation of how you would use it in your classroom

I am a German teacher and history is something important to me... my students have due to Historiana the opportunity to learn something more about the German history and the consequences to the whole world. As there is a lesson plan proposed I will follow it...

Anaely, Mexico.

anaelypb — 2018-05-19 19:33:52 UTC

TITLE: Europe's Energy Dependecy
LINK: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/
EXPLANATION: It can be used in Physics lessons about energy and also nuclear reactions. In Math lessons it can be used when talking about percentages, estimates about daily consumption and the cost, just to mention some examples.

grace_garofalo — 2018-05-19 20:20:36 UTC

Ramona Răducan, Romania

2018-05-20 03:16:33 UTC

Title: "Humanity in inhuman times"

Link: http://la.historiana.eu/la/activity/humanity-in-inhuman-times/

Explanation:
I. - As a school counselor I can do projects on subjects like: character/ values building , learning peace and non-violent reactions. This subject can be used in Evocation part of the projects, then in the part of the Sense building: case study as a starting point for debate and collaborative knowledge co-creation.
II. - As a teacher of Psychology, I can use it in the chapter Personality - Characterial dimension: again, in the Evocation part of the lesson, and then, in the part of the Sense building: case study as a starting point for debate and collaborative knowledge co-creation about what character means and how it is molded by the contextual features

Angeliki Kougiourouki, Greece

akougiou — 2018-05-20 09:02:35 UTC

Title: How revealing is a political cartoon of imperialist attitudes before World War 1?
Link: http://la.historiana.eu/la/activity/using-political-cartoons-as-evidence/
Explanation: Students some times learn easier history when using a cartoon or a comic as a teaching methodology because the image hides important messages that pupils can interpret when encouraging to study them. Using a political cartoon of imperialists attitudes before World War I, I would encourage my students to have a deeper observation in the political conditions before World War I, formulating their own questions and trying to give answers, learning about imperialism before 1914 and finally trying to answer questions on how revealing could be a political cartoon.

Catalina, Spain

catygarciaalvarez — 2018-05-20 09:23:04 UTC

TITLE: Liberation from the camps.
LINK: http://la.historiana.eu/la/activity/liberation-from-the-camps/
EXPLANATION: Students learn about History by looking at this touching picture. Besides, they learn that people must emotionally try to get over after terrible natural or man-made disasters.
On the other hand, the image shows that we must think twice before creating big conflicts.
This photo shows optimism and future projects.
I would use it in class as a speaking activity to talk about emotions.

2018-05-20 10:20:10 UTC

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

Explanation:The aim of this learning activity is for students to research, and set in their historical context, a number of objects (artefacts) from World War 1, in order to reveal something of what it was like to experience the war

Esada Čirić-Delić, Bosnia and Herzegovina

esada_ciric — 2018-05-20 12:25:37 UTC

Title: Reasons why Archduke Franz Ferdinand and his wife, Sophie, were killed on 28th June 1914.
Link: http://la.historiana.eu/la/activity/sarajevo-28-june-1914/
Explanation:
The students will learn of the historical events that led to the WWI as well as the specific language used for news communication.
The students will also use the role play to develop language speaking skills.

A

2018-05-20 12:56:31 UTC

Title: Education practices in totalitarian regimes
Link:http://la.historiana.eu/la/activity/education-practices-in-totalitarian-regimes/
Use in classroom: As a language teacher, I can provide vocabulay practice, reading and writing activities based on this resource.

Aglaia Koutra, Greece

akoutra — 2018-05-20 13:45:42 UTC

Title: Should we feel anxious about Europe's energy efficiency?
Link: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/
Use in classroom: This activity could be used to explain students Europe's dependancy from conventional fuels and how renewable energy sources could give a solution to Europe's energy efficieny.

Emilia/Romania

Emilia_T22 — 2018-05-20 15:33:46 UTC

Title: Forbidden women
http://la.historiana.eu/la/activity/forbidden-women/
Use in classroom: Students will make a comparison between past and present: has everything changed regarding the way women are viewed in society?They will analyze the figures of important women in history.The resource given by Historiana will be simplified as I am a language teacher.

Emiliana Rufo, Italy

emiliana_rufo — 2018-05-20 15:59:10 UTC

Title:
World War 1 recruitment posters in the perspective of the present time
Use in the classroom:
Students may work in groups by finding and understanding the young people's decision to be recuited.
http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/

Joëlle , France

joelle_hoel — 2018-05-20 16:35:24 UTC

title : Propaganda posters
link:
http://la.historiana.eu/la/activity/world-war-1-recruitment-posters-in-the-perspective-of-the-present-time/
explanation : students in groups will study different posters and analyse the devices and the historical context. Then, they will recap their ideas . We 'll try to understand and define how it works.

Araceli de la Pisa, Spain

2018-05-20 16:40:05 UTC

Title: Underlying causes of World War One

Link: http://la.historiana.eu/la/activity/underlying-causes-of-world-war-one/

Explanation:

I will separate the class in six groups. Each group will have to investigate one of the underlying causes of World War One (The Alliance System, the Imperialism, the economic rivalry, Arms Race and the militarism) and after half an hour they will prepare a short roleplay to the rest of the class. At the end of the six roleplays each group must make a diagram with arrows to represent the main causes of World War One.

Christothea Papadaki, Greece

c_papadaki287 — 2018-05-20 18:01:54 UTC

Title of the activity: The role of postcards in world war I
Link to the activity: http://la.historiana.eu/la/activity/the-role-of-postcards-in-world-war-1/
Explanation of how you would use it in your classroom:

As a teacher of English to primary schoollearners, I would use a selection of postcards to present and talk about the WWI. In groups they would observe and describe the cards using relevant vocabulary and structures and thus have the opportunity to learn about the life of soldiers and ordinary people and their relationships during the war, decipher the mood of soldiers and people, have a look at the messages even in French and German and discuss the role of cards besides communication.

Monica Iorga, Romania

2018-05-20 19:05:33 UTC

Title:How to stay human whwn 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 of how you would use it in your classroom:
The material can be used to teach the lessons about Holocaust. Students will use the material to describe the way what some victims of the Holocaust could survive.

Doinita B., Romania

2018-05-20 20:11:07 UTC

Title of the activity

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

Link to the activity

http://la.historiana.eu/la/activity/opening-europes-borders-border-controls-in-a-post-schengen-world/

Explanation of how you would use it in your classroom
I intend to use this resource for a debate in which students analyze the consequences of Romania's accession to the Schengen area.

Özlem Senan, Turkey

ozlemsenan — 2018-05-20 22:04:21 UTC

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 will interpret the postcards themselves and write a story about the war from a postcard they want.

Stefania Puccini Italia

2018-05-20 22:31:02 UTC

Title: Forbidden women
Link: http://la.historiana.eu/la/activity/forbidden-women/
Explanation: Through reading, analysis, comparison of sources to make students reflect on the role of women in a totalitarian regime and the value of democracy.

Elena FP, Italy

2018-05-21 08:50:45 UTC

Title: The challenge of European stability
Link:http://la.historiana.eu/la/activity/the-challenge-of-european-stability/
Explanation:This activity could be used as part of a CLIL module on the Cold War (5th grade-Secondary School), to give an insight of the its impact on Europe. Students can do the activities in class, divided into small groups, discussing the sources and preparing a simple debate. These activities reinforce critical thinking skills.

Rosanna. Italia

2018-05-21 12:38:29 UTC

Title of the activity

The role of Postcards in World War 1

Link to the activity

http://la.historiana.eu/la/activity/the-role-of-postcards-in-world-war-1/

Explanation of how you would use it in your classroom

This activity is useful for making students understand how ordinary people saw war. The war cards reflect, in fact, the mood of the troops and the nation. The students, who have already studied the pages of the World War I textbook, work in 2 groups. After delivering a selection of postcards, I ask the first group to set them in a timeline and link them with the course of the war, while I ask the second to categorize them by topic, theme or message. The results of the work will then be discussed in the classroom.

grace,sicily

grace_garofalo — 2018-05-21 12:44:06 UTC

module 3.1
Title:should we feel anxious about Europe's energy dependency?
·link http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/

Explaination:it could be
an interdisciplinary lesson which involves Science (energy and how to create clean energy)
Technology(find new alternative and sustainable forms of energy)
Maths (use percentages on consumption,tables,graphs,pie charts,diagrams )
Citizenship (how to preserve the health of our planet,moderate the use of energy,reduce the impact human beings have on the environment;create sustainability)Geography (find out the extent of Europe's energy dependence)
History(use one of the five historical events for example ''The coal and steel community 1952'' and discover how European countries can co-operate over energy)

grace_garofalo — 2018-05-21 12:47:47 UTC

grace_garofalo — 2018-05-21 12:48:16 UTC

grace_garofalo — 2018-05-21 12:51:07 UTC

Colette, Valladolid, Spain

colettejohns — 2018-05-21 13:29:15 UTC

Title : The Role of postcards in WW1
Link to the activity :
http://la.historiana.eu/la/activity/the-role-of-postcards-in-world-war-1/
Although this activity is for older pupils, I could adapt it for use with my 10 year olds and link it to the theme of landmarks and landscapes, contrasting and comparing how we use postcards nowadays and how they were used in times of war.

Amalia, Italy

Amaliam — 2018-05-21 13:37:49 UTC

Title: The power of propaganda in the Deutsche Demokratische Republik
Link to the activity: https://demo.historiana.eu/#/sas/explore/posters-from-the-ddr
Explanation: These postcards could be used to explain the important role played byn propaganda in the Deutsche Demokratische Republik during the period of the Cold War. The students could analyse the positive message expressed throught the propaganda in order to influence the public opinion

Mirela Avdibegović, Sarajevo, Bosnia and Herzegovina

mirela_avdibegovic — 2018-05-21 15:00:02 UTC

Title: Remembering the assassination in Sarajevo
Link to the activity: http://la.historiana.eu/la/activity/remembering-the-assassination-in-sarajevo/
Explanation: we can arrange debate: was the assassination necessary? Afterwards the students should make blog including debate results, make a survey and put statistic results in a blog as well.

Stavroula Lada, Greece

pde4424 — 2018-05-21 15:34:42 UTC

Title Living in war
Link http://la.historiana.eu/la/activity/life-in-europe-1945-1949/
Explanation I would use this Learning Activity in my class, as a trigger for my students to think about the value of having PEACE, and how WAR can change our lives.

Filippa Ferro, Italy

2018-05-21 16:37:24 UTC

Title: How to stay human when you are being reduced to a number.

Explanation: The students will work in group and they have to search for the documents and all the materials that deal with the World War II and particularly the inhuman way f living in the concentration camp. Then they have to discuss in class what they have found supporting their ideas. In addition they have to explain to the other students the inhuman conditions of the Jewish prisoners in the concentration camp through the use of videos, photoes and images
Link:

Roberta, Italia

2018-05-21 17:17:52 UTC

Title: The propaganda or the systematic dissemination of doctrine.
Link: https://demo.historiana.eu/#/learning-activity/how-does-propaganda-work
Explanation: the students work in group.
They give the definition of propaganda by brainstormig.
Then the teacher provide students with some modern examples.
In addition they compare the World War 1 posters with the modern example.

Dragana , Macedonia

dragananikolova3 — 2018-05-21 18:13:50 UTC

Title of the activity: Do we need to feel disturbed by the energy dependence of Europe?
Link to activity: http://la.historiana.eu/la/activity/should-we-feel-anxious-about-europes-energy-dependency/
An explanation of how you will use it in your classroom: This topic will help us a lot in science classes. When should we research energy? Students will easily find what they need.

2018-05-21 19:10:47 UTC

Artur, Portugal

2018-05-21 19:55:48 UTC

none of the activities in the suggested link are relevant either to the age range of my pupils (12-14) or to the classes i teach (ICT).

Daniela, Italy

daniela_camurri — 2018-05-21 22:40:20 UTC

Looking for Jeanne : J. d'Arc hero and princess?
It could be interesting for my students (French FLE learners) to use these resources to do a lesson about Jeanne d'Arc, "patronne" of France, and to look for the original girl to the source of her legend.
https://demo.historiana.eu/#/sas/explore/jeanne-darc

Andreja, Croatia

j_andreja22 — 2018-05-22 05:11:16 UTC

Title: Life in Europe 1945.-1949.
Link: http://la.historiana.eu/la/activity/life-in-europe-1945-1949/

Students will then learn more about what life was like in Europe in these years and from some textbook pages and a life story from the time .

Title : Using political cartoons as evidenceLink to the activity : http://la.historiana.eu/la/activity/using-political-cartoons-as-evidence/I would use this activity as part of a media literacy lesson

ekoitanidou — 2018-05-22 19:12:58 UTC

Efi, Greece

Nada, Serbia

nada4web — 2018-05-22 20:22:24 UTC

Title: The Music and Movies; Then and Now
Link: http://la.historiana.eu/la/activity/the-music-and-movies-then-and-now/
Explanation : Students will lear about censorship, musik and movies

Maja Hadzic, Serbia

2018-05-22 20:30:09 UTC

Title: Queen Victoria, Ruler of the world, grandmother of Europe
Link: http://sas.historiana.eu/sas/collection/queen-victoria
Explanation: Jigsaw reading. Comparison to some national figures of similar importance for the nation. Similarities and differences. Royal families in Europe in general.
The topic would stay general since I teach English in a primary school.

Alexandra, Pt

2018-05-22 21:30:59 UTC

I am a biology teacher and at first sight none of the activities seems to be contextualizable to my classes.

Emilia De Simone, Italy

desimone_emi — 2018-05-23 08:04:44 UTC

Title of the activity: 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 would like to use the materials to introduce the problem of inclusion, the importance of the same, and above all to understand the consequences of the lack of inclusion, of what the difference and the exclusion of the "different" can involve at the social level.

Elisa, Italy

2018-05-23 09:00:32 UTC

Title: Secret services and their role: defend democracy or tyranny?
https://demo.historiana.eu/#/student/view/c907d953-437d-4331-b3b3-a64c06d31bcc/text/bb_0
I would like tiom use this material to help students reflect on the dark side of Secret Services and the role they have still today in maintaining political balance. I'd like them to acquire a critical attitude.
As a follow-up, since I teach English, I'd like to make them consider the character of the most famous fiction spy James Bond.

Bosiljko, Croatia Title:Mobile Phones

2018-05-23 09:23:48 UTC

link:http://sas.historiana.eu/sas/collection/mobile-phones
I`m teaching my students about sound, and this could be use as a extra materials

Asta Lendzbergiene, Lithuania TITLE: The role of postcards in World War 1

astajuventa — 2018-05-23 13:10:28 UTC

A good material for 8th grade students . I would like to use this material in integrated history-art lessons. After studies about WWI during history lessons, in my art lesson students in group could analyze one card and make a report about their understanding, based on history knowledges. Each group of students would prepare questions for discussion for audience. Students would consolidate their comrehension about WWI and would explore the visual message from postcard.

antonio teixeira

2018-05-23 16:25:22 UTC

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"

Lindita,Shkoder-Albania

2018-05-23 23:24:22 UTC

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

Zina, Italy

2018-05-24 12:30:13 UTC

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.

Miguel Angel, Burgos (Spain)

2018-05-24 15:35:13 UTC

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.

Marija, Croatia

damjanov_ma — 2018-05-24 17:58:51 UTC

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.

Alejandro, Spain

2018-05-25 06:56:06 UTC

Title of the activity:

Mariola, Spai

2018-05-25 09:09:42 UTC

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 .

War of Words

ELT_Trainer — 2018-05-25 10:48:12 UTC

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.

Paweł/Krakow

2018-05-25 11:10:44 UTC

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.

Anis Amouri(Tunisia)

amourianis — 2018-05-25 17:26:50 UTC

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

Antonietta, Italy

miaaba — 2018-05-25 17:39:00 UTC

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.

vittoria - Italy

user_1412801285 — 2018-05-26 07:21:46 UTC

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?

Jolanta, Poland

jolanta_stefanska — 2018-05-26 10:10:37 UTC

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

Bahar G./Turkey

baharkazik82 — 2018-05-26 12:12:31 UTC

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.

Sylwia, Poland

2018-05-26 19:57:10 UTC

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.

2018-05-26 22:49:12 UTC

Silvia, Italy

silvia_azzi — 2018-05-27 12:15:46 UTC

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.

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

2018-05-27 13:36:07 UTC

Angela Dimitriu, Moldova

andimitriu337 — 2018-05-27 14:39:07 UTC

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/

Oya YELİM,Turkey

yakari_14021980 — 2018-05-27 15:13:48 UTC

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.}

Hasime, Macedonia

hasime — 2018-05-27 16:07:17 UTC

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

Oğuz ÇEVLİK,Turkey

yakari_14021980 — 2018-05-27 16:58:13 UTC

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.

Francisco R. Merino, Spain

franciscormm — 2018-05-28 06:22:05 UTC

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.

http://la.historiana.eu/la/activity/the-war-of-words/

2018-05-28 08:51:46 UTC

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

Marta .A.S Spain

martxiky — 2018-05-28 11:59:50 UTC

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.

Elizabeth Di Cataldo, Roma

2018-05-28 13:05:25 UTC

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

Lorena Olaru, RO

leoatomix — 2018-05-28 16:10:37 UTC

-"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.).

ToniaC-Italy

tonia_calo — 2018-05-28 18:40:16 UTC

"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"

Georgia, Cyprus

gtheopha — 2018-05-29 08:03:46 UTC

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.

Maro Constantinou, Cyprus

mconstantinou1 — 2018-05-29 08:40:02 UTC

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.

Reneta Raicheva, Bulgaria

2018-05-29 10:10:18 UTC

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

Luis, Palencia

2018-05-29 11:08:59 UTC

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

Mihaela Hendres, Romania

2018-05-29 11:49:31 UTC

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.

Fatih TOY / Turkey

mrtoy — 2018-05-29 13:55:55 UTC

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

Marina A., Croatia

marina_antolkovic — 2018-05-29 17:08:12 UTC

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

Marcela, Slovakia

marcelkajahnova — 2018-05-29 19:50:02 UTC

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.

Teresa M., Spain

2018-05-30 09:23:00 UTC

‘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".

Belén, Spain

mbgomezr — 2018-05-30 11:29:11 UTC

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.

Savaş İSTEMİ

savasistemi — 2018-05-30 11:34:35 UTC

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.

Maria DC, Italy

mariadecarlo — 2018-05-30 13:53:34 UTC

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.

Anna Gri Italy

annagrignetti — 2018-05-30 13:53:46 UTC

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

Krunoslav, Croatia

prof_stefanek — 2018-05-31 11:52:00 UTC

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.

Monica, Romania

monicatoderita — 2018-05-31 13:26:29 UTC

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.

Tanja, Croatia

2018-05-31 14:21:31 UTC

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

Mégane, England

2018-05-31 19:06:03 UTC

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.

Elvisa, Croatia

elvisa_halkic — 2018-05-31 20:41:54 UTC

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?

Damla Güder, Turkey

dml — 2018-06-01 20:55:28 UTC

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.

dml — 2018-06-01 21:03:39 UTC

Adriana Barcean, Romania

2018-06-02 07:33:05 UTC

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

Natalie, Malta

2018-06-02 13:53:44 UTC

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.

Yeşim Demirtaş

ysmdemirtas — 2018-06-02 17:25:26 UTC

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.

Manuela Iacob, Romania

manuela_iacob12 — 2018-06-03 06:24:03 UTC

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

Holzli Iulia, Romania

2018-06-04 07:50:39 UTC

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?)

Juha-Pekka Lehtonen, Finland

2018-06-04 10:25:13 UTC

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

Sari Halavaara, Finland

2018-06-04 10:32:56 UTC

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.

Conceição, Portugal

caleixonline — 2018-06-04 11:34:56 UTC

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).

Milijana, Serbia

petrovic_milijana3 — 2018-06-04 16:32:08 UTC

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.

Riccardo Lopes. Italy

2018-06-04 22:09:00 UTC

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.

Ipermahia Christodoulou, Greece

2018-06-05 17:48:21 UTC

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.

Ourania Lampou, Greece

ranialampou — 2018-06-05 18:14:34 UTC

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.)

Annica, Sweden

FrkenAnnica — 2018-06-06 10:02:06 UTC

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.

Maria Grazia - Italy

mariagraziasassu — 2018-06-06 18:56:55 UTC

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.

megri_1971 — 2018-06-06 19:24:00 UTC

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

Sevi Ozisik

sozisik — 2018-06-06 20:26:07 UTC

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.

Karim ben hssan

2018-06-07 00:43:44 UTC

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

Mariella Brunazzi, Italy

mariella_brunaz — 2018-06-07 15:19:01 UTC

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.

Milena, Serbia

2018-06-07 16:17:54 UTC

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?

Marija,Serbia

marijadikic73 — 2018-06-07 17:26:20 UTC

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

Jasna,Serbia

ets_racunari — 2018-06-07 17:34:26 UTC

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.

Lavinia, Romania

laviniamuresan4 — 2018-06-07 20:17:40 UTC

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

Vanesa,Spain.

2018-06-08 15:15:31 UTC

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.

Paloma, España

2018-06-08 17:28:40 UTC

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.

Bruno,Croatia

2018-06-08 17:45:00 UTC

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.

Sonia, Spain

sonia_marlo — 2018-06-08 19:31:30 UTC

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.

Vita, Italia

2018-06-08 21:02:52 UTC

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 "

Elvisa, Croatia

elvisa_halkic — 2018-06-09 13:44:30 UTC

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.

Cristina P., Romania

thepreducas — 2018-06-09 19:19:47 UTC

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.

Konstantina, Greece

konstantinakokmotou — 2018-06-10 17:39:57 UTC

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

Samet Yavuz TERZİ , TURKEY

2018-06-11 12:36:52 UTC

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.

İbrahim Turk, Turkey

ogr_ibrahimturk — 2018-06-11 13:06:05 UTC

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/

Nilüfer Güreşçi

nil35b — 2018-06-11 20:51:21 UTC

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

Lilian Villafuerte, Spain

2018-06-11 22:39:00 UTC

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

Marta,Croatia

marta_perak — 2018-06-12 18:28:12 UTC

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 ...

Ramona Vasilescu

vochinramona — 2018-06-12 18:59:37 UTC

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

Ana, Croatia

2018-06-13 15:23:06 UTC

Dangerous Art

World War I

2018-06-13 22:06:02 UTC

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

Carmen Rafecas, Spain

crafecasc — 2018-06-14 11:50:13 UTC

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.

Alina Balan, Romania

allapryl_me — 2018-06-15 18:37:14 UTC

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?

Iulia, Romania

2018-06-28 16:47:52 UTC

Gabriella, Italy

2018-09-18 21:09:28 UTC

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

şerife, Turkey

serife_aybek — 2018-10-15 06:03:34 UTC

Yasemin Tekbaş, Kahta http://la.historiana.eu/la/activity/the-role-of-postcards-in-world-war-1/

2018-12-17 19:33:39 UTC

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

using sources as evidence

2018-12-28 20:40:45 UTC

Adeviye Alcıl TURKEY

deyados — 2019-01-26 20:55:51 UTC

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

AYŞİ

aysin_72 — 2019-02-11 18:20:06 UTC

AYŞİN /TURKEY

aysin_72 — 2019-02-11 18:20:06 UTC

şengül barış

sengulbaris33 — 2019-02-25 11:30:14 UTC

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.

aleyna_nuray — 2019-03-11 20:44:08 UTC

http://vangoyourself.com/paintings/evening-lecture/#form-panel1

aleyna_nuray — 2019-03-11 20:45:57 UTC

m.sahin

2019-05-13 06:17:36 UTC

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