eTwinning history projects
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1. The document summarizes two history education projects led by Daniel Eisenmenger, a regional eTwinning ambassador in Germany. 2. The first project was a French-German project on World War I where students discussed the significance and causes of WWI through forums and film reviews. 3. The second project called classroom4.eu was a European history textbook project where teachers and students from different countries researched and wrote stories on topics of European civilization to publish online.
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This document outlines a lesson plan on nationalism and the unification of Italy. It includes an anticipatory set, objectives, procedures, materials, and assessment. The lesson will have students take a quiz on German unification, learn about the obstacles to Italian unification, and key leaders like Garibaldi and Cavour through direct instruction and group work analyzing documents on the topic. Students will create concept maps and take notes to demonstrate their understanding.
English Lesson - WWI diaries
This lesson plan aims to teach secondary school students about World War I soldiers' experiences through analyzing their diaries and memoirs. Over two lessons, students will:
1) Research the historical background of WWI in groups and present their findings. They will then read individually about the soldiers' experiences.
2) In groups, students will analyze excerpts from four WWI diaries based on style, tone, sensory details, and character development. They will share their findings.
3) The goal is for students to gain a deeper understanding of what life was like for soldiers on the front lines and far from home during WWI through critically examining firsthand accounts.
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The document summarizes activities from an Erasmus+ exchange program hosted in Eupen, Belgium from April 23-29. On the first day, participants met school administrators and received an overview of the week's activities. They toured the newly renovated school facilities and attended a workshop on interactive whiteboards. Later in the week, the group took a day trip to Brussels where they toured the city and met with an MEP at the European Parliament. Other activities included science experiments, guided tours of Aachen and Montjoie, and student presentations on what they learned from the exchange. The week concluded with a visit to the Parliament of the German-speaking Community of Belgium.
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The document summarizes a workshop on #InEurope, a project where students create video documentaries about themes like migration or climate change and share them with partner schools in other countries. The workshop covers an introduction to #InEurope, a theme on migration, and how to start participating. Students will research their theme, create a video, and discuss their work with other European students. The goal is for students to exchange perspectives on important topics. The piloting with 44 schools from 16 countries begins in December 2019.
Textura Special Edition: deutsch-polnische Geschichte Beispiel
„Textura“ ist ein Ansatz, der die narrative Kompetenz von Schülerinnen und Schülern im Geschichtsunterricht fördert und damit zugleich erworbenes Wissen vertieft und anwendbar macht. Durch den modularen Aufbau sind die Anwendungen des Spiels flexibel, weshalb „Textura“ zu jedem Themenkomplex bzw. jeder Epoche und damit in jeder Schulart und Klasse eingesetzt werden kann.
Mit der „Special Edition“ von Textura haben wir versucht ein Spiel zu schaffen, das Interesse an der engen deutsch-polnischen Verflechtungsgeschichte weckt.
Ermöglicht wurde die Umsetzung durch den „Ideenwettbewerb“ der BpB zum 100. Jahrestag der Wiederherstellung des polnisches Staates, in dem das Textura-Projekt zur deutsch-polnischen Geschichte als eins von zehn förderwürdigen Projekten ausgewählt und gefördert wurde. Unterstützt wurden wir bei der Erarbeitung der Inhalte von Herrn Mack vom Deutschen Polen-Institut sowie von Herrn Dr. Pick vom Zentrum für Historische Forschung Berlin der Polnischen Akademie der Wissenschaften.
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Students do research on aspects of European civilization and share their findings to collaboratively create an open textbook about Europe. The textbook aims to portray Europe as a network of communication and exchanges. Teachers can access guidelines and instructions on how to have their students contribute entries to the interactive textbook being developed on the classroom4.eu and classroom4wiki.eu websites.
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eTwinning history projects
- 1. eTwinning Experience Germany Daniel Eisenmenger Teaching French & History Eichendorff-Gymnasium Koblenz Regional eTwinning ambassador
- 2. Presentation of 2 projects 1. French-German project on World War I 2. European project: classroom4.eu
- 3. French-German project on WWI Source: http://dvd.senator.de/interaktiv/wallpaper/
- 4. French-German project on WWI 0. Ice-breaking activitiy 1. Forum: Significance of WWI 2. Causes of WWI and question of war guilt 3. Trench warfare 4. Film: Merry Christmas / Joyeux No ël (2005) 5. Film review and discussion
- 5. Ideas for history projects Traces of the the Hanseatic League Holy Roman Empire & Polish-Lithuanian Union Universities (Prague, Kraków, Vilnius, Cologne) Architectual styles (Medieval fortifications, Baroque, Jugendstil/Art nouveau) 1945, may 8 – End of war and terror? 1989 (Round table, Baltic Way, Berlin Wall)
- 7. Starting point European Academy of Yuste in Spain www.fundacionyuste.es Declaration (June 2008): What all European pupils should learn about Europe - Towards an interactive curriculum on European civilization for high school students -> Some members are preparing a textbook
- 13. Any questions?
- 14. Paldies! A čiū! Dziękuję! Tänan!
Editor's Notes
- Noise: „hello“, not content related talk Strucutre: necessary – get used too, students generally use it in their spare-time => different approach You may noted it: reading -next text arriving, maybe different topic, even if not for younger pupils problem not yet learned typing techniques All about structure
- Good topcis are a) controversial b) taken from the every day life of the students, e.g. school, hobbies Or c) A lack of information to be filled, certain interest to ask questions 5-6 active users maximum to really talk about the contet and to have a a course of action to be followed.
- Special tasks: one on one situation: talk about your hometown, get information about school life etc. afterwards presentation and comparison of results in classroom.