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#InEurope: History caught in the act
Brussels, 23 november 2019
Workshop overview
1.Presentation of #InEurope
a) Basic information: Who? What? Why?
b) Working with #InEurope in your classroom
2. Theme „Migration“
a) Introducing the project
b) Steps and activities
3.Starting #InEurope
a) Piloting
b) How to participate
4.Feedback and discussion
#InEurope
¡ACTIVITY! After watching the video please answer the
following questions in pairs (5 min.):
What do the students have to do?
How? With whom?
Why? What is the objective?
Who are the authors?
#InEurope
Answers:
#InEurope is created by Euroclio and VPRO
The objective is to exchange perspectives on the topic
between students from all over Europe.
Students will create a video documentary about one of the
themes, like e.g.: difficult history, migration, climate change, ......
Students will share their documentaries with a partner school
from another country.
#InEurope
What has happened in Europe over the past 20 years?
Ten years ago, VPRO Broadcasting company worked with
the author Geert Mak to create the television series In
Europe about the history of the 20th century. In the
autumn of 2019, a follow-up series will be made focusing
on the turbulent years since 1999. Where on earth did we go
wrong these past two decades?
Make your own In Europe
A clear video instruction, tailored excerpts
from the series, and an education kit to
facilitate teachers and students in making
video clips. A one-of-a-kind European
exchange project, in which students film
their recent history, and research and
compare themes like democracy, human
rights, privacy, climate change and
migration.
In Europe at school
In line with the television series, VPRO is
working with Euroclio to create an
interactive education kit for students in
grades 3 and 4 of senior secondary
education and pre university education or
grade 4 of prevocational secondary
education which will contribute to forming
opinions, citizenship and media literacy.
Working in the classroom
Different themes starting with a research question:
How should we deal with.... ?
Theme 2: migration
Research question:
How should we deal with migration?
Learning outcomes: Students...
 acquire knowledge about migration
 learn to recognize repeated patterns in migration
 learn to see and evaluate different perspectives
 develop a fact-based view on migration
 present and explain their solution with rationale arguments
 participate actively in the public debate on migration
Over the past 20 years, Europe became a fortress. Attitudes towards migrants
are dividing Europeans: some people don’t want to have any migrants, and
make no exception for refugees. Others welcome migrants. At the same time,
some European countries are concerned with migration within Europe, as they
see their most talented citizens move away.
Step 1: introducing the project
1) presenting the project & getting to know the partner class
2) introducing the theme: migration
¡ACTIVITY! After watching the starter clip about migration
please discuss the following questions in groups:
What are the protagonists’ opinions on dealing with migration?
Why do people have different opinions about it?
How would you deal with migration?
Step2: Learning about the context
Part 1 Timeline and legislation:
 Students learn about the
history of migration in Europe
and about the migration policies
of the European Union
Part 2 Different perspectives:
 Students analyse and
compare different perspectives
on migration based on the
starter clip.
Step 2.2: character cards
¡ACTIVITY!
Analyse the character cards in
groups of four people (5 minutes)
Share the characters cards
so that everyone has 2 different characters.
Read the cards carefully and
report to the group the different perspectives about
migration.
Step 3: Research and creation
Step 3: Research and creation
Step 4: Sharing and discussing
Starting #InEurope
 If you want to participate
 in this project, please
 subscribe on vpro.nl/ineuropa
 write to o.toeset@vpro.nl OR alice@euroclio.eu
 December 1st: The piloting begins in European schools
 44 schools from 16 countries
 December 22nd: First episode VPRO TV series
 March 1st: End of piloting & feedback
 September 2020: Open to all European schools
 5 different topics
 130 schools already registered
Feedback and discussion
Your thoughts are welcome:
What do you think about #InEurope and its
approach?
Would you like to work with one of the kits in
your classroom? Why (not)?
Is there anything we can improve before
getting started?

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euroclio teaching europe - presentation in europe

  • 1. #InEurope: History caught in the act Brussels, 23 november 2019
  • 2. Workshop overview 1.Presentation of #InEurope a) Basic information: Who? What? Why? b) Working with #InEurope in your classroom 2. Theme „Migration“ a) Introducing the project b) Steps and activities 3.Starting #InEurope a) Piloting b) How to participate 4.Feedback and discussion
  • 3. #InEurope ¡ACTIVITY! After watching the video please answer the following questions in pairs (5 min.): What do the students have to do? How? With whom? Why? What is the objective? Who are the authors?
  • 4. #InEurope Answers: #InEurope is created by Euroclio and VPRO The objective is to exchange perspectives on the topic between students from all over Europe. Students will create a video documentary about one of the themes, like e.g.: difficult history, migration, climate change, ...... Students will share their documentaries with a partner school from another country.
  • 5. #InEurope What has happened in Europe over the past 20 years? Ten years ago, VPRO Broadcasting company worked with the author Geert Mak to create the television series In Europe about the history of the 20th century. In the autumn of 2019, a follow-up series will be made focusing on the turbulent years since 1999. Where on earth did we go wrong these past two decades? Make your own In Europe A clear video instruction, tailored excerpts from the series, and an education kit to facilitate teachers and students in making video clips. A one-of-a-kind European exchange project, in which students film their recent history, and research and compare themes like democracy, human rights, privacy, climate change and migration. In Europe at school In line with the television series, VPRO is working with Euroclio to create an interactive education kit for students in grades 3 and 4 of senior secondary education and pre university education or grade 4 of prevocational secondary education which will contribute to forming opinions, citizenship and media literacy.
  • 6. Working in the classroom Different themes starting with a research question: How should we deal with.... ?
  • 7. Theme 2: migration Research question: How should we deal with migration? Learning outcomes: Students...  acquire knowledge about migration  learn to recognize repeated patterns in migration  learn to see and evaluate different perspectives  develop a fact-based view on migration  present and explain their solution with rationale arguments  participate actively in the public debate on migration Over the past 20 years, Europe became a fortress. Attitudes towards migrants are dividing Europeans: some people don’t want to have any migrants, and make no exception for refugees. Others welcome migrants. At the same time, some European countries are concerned with migration within Europe, as they see their most talented citizens move away.
  • 8. Step 1: introducing the project 1) presenting the project & getting to know the partner class 2) introducing the theme: migration ¡ACTIVITY! After watching the starter clip about migration please discuss the following questions in groups: What are the protagonists’ opinions on dealing with migration? Why do people have different opinions about it? How would you deal with migration?
  • 9. Step2: Learning about the context Part 1 Timeline and legislation:  Students learn about the history of migration in Europe and about the migration policies of the European Union Part 2 Different perspectives:  Students analyse and compare different perspectives on migration based on the starter clip.
  • 10. Step 2.2: character cards ¡ACTIVITY! Analyse the character cards in groups of four people (5 minutes) Share the characters cards so that everyone has 2 different characters. Read the cards carefully and report to the group the different perspectives about migration.
  • 11. Step 3: Research and creation
  • 12. Step 3: Research and creation
  • 13. Step 4: Sharing and discussing
  • 14. Starting #InEurope  If you want to participate  in this project, please  subscribe on vpro.nl/ineuropa  write to o.toeset@vpro.nl OR alice@euroclio.eu  December 1st: The piloting begins in European schools  44 schools from 16 countries  December 22nd: First episode VPRO TV series  March 1st: End of piloting & feedback  September 2020: Open to all European schools  5 different topics  130 schools already registered
  • 15. Feedback and discussion Your thoughts are welcome: What do you think about #InEurope and its approach? Would you like to work with one of the kits in your classroom? Why (not)? Is there anything we can improve before getting started?