Prezentacja Sycewice - wczoraj i dziś wykonana przez uczestników projektu Szkoła - nasze kulturowe dziedzictwo. Dotyczy historii szkolnictwa w Sycewicach na przestrzeni około 200 lat.
Mediaeval Poland had four major trade routes: a northern route to Prussia and Western Europe transporting goods like copper, wood, and fish; a western route to Germany and Silesia transporting salt, goods from the East, beer, and fish; a southern route to Hungary transporting copper, cloth, fish, lead, and salt; and an eastern route transporting silk, spices, and amber. Key cities for international trade included Krakow, Gdansk, Wroclaw, Kamieniec Podolski, Torun, Lublin, Lviv, Warsaw, and Poznan. Fairs were regularly held in major cities to facilitate trade between Poland and other European countries.
Gothic art originated in Europe between the 12th-14th centuries during a period of economic and social transformation. The term "Gothic" was used by Italian humanists to describe this style as barbaric compared to Romanesque art. Gothic art first emerged around 1140 with the choir of the Abbey of Saint-Denis in France and later spread throughout Europe, eventually reaching Italy. Key characteristics of Gothic architecture included vaulted ceilings, large stained glass windows, and ornate structures supported by flying buttresses.
The document lists several royal marriages between European powers between the 1st and 17th centuries, including between Poland and other countries like Norway, Italy, and France. It then provides more details on several French royal marriages, such as between Charlemagne and Desiderata of Lombardy in 770, Henry II and Catherine de Medici in 1533, and Louis XV and Maria Leszczyńska in 1725. The document concludes with details on the 1823 marriage between Oscar I of Sweden and Norway and Josephine of Leuchtenberg, who both had French origins.
1. Students from different countries have varying understandings of historical periods in their national histories. Some are able to identify periods like the Renaissance or Middle Ages, while others reference more country-specific periods like the Viking Era in Norway or the time of the Kings in France.
2. The viewed starting points of national histories also differ between countries. For Poland it is the baptism in 966, for Norway the Viking Era, and for Italy it is the 1861 unification and establishment of the Kingdom of Italy.
3. Famous individuals are mentioned to different degrees, with Poland mentioning many kings and historical figures and Italy focusing on Garibaldi and others related to independence.
This document summarizes the work done by students in France, Norway, Poland, and Italy on a history project comparing their national and family histories. The project involved:
1) Students introducing themselves and their home towns.
2) Creating a shared logo.
3) Researching and presenting on their family histories and origins.
4) Writing narratives on their country's history without preparation.
5) Comparing how they learned about history in each country.
6) Creating timelines and presentations on important dates in each country's history.
7) Researching and presenting on common historical topics across the four countries.
8) Studying major 20th century European events like
The Capetian order from 987 to 1328 was an important period in French history where the kingdom expanded and the kings struggled to consolidate their authority against powerful lords. Hugues Capet claimed the title of King of France with little actual power. Philippe August helped develop a national identity in France after his victory at Bouvines and by collecting taxes. Philippe IV further transformed France into a modern, centralized monarchy where the king's will was imposed on all through collecting a national tax.
Prezentacja Sycewice - wczoraj i dziś wykonana przez uczestników projektu Szkoła - nasze kulturowe dziedzictwo. Dotyczy historii szkolnictwa w Sycewicach na przestrzeni około 200 lat.
Mediaeval Poland had four major trade routes: a northern route to Prussia and Western Europe transporting goods like copper, wood, and fish; a western route to Germany and Silesia transporting salt, goods from the East, beer, and fish; a southern route to Hungary transporting copper, cloth, fish, lead, and salt; and an eastern route transporting silk, spices, and amber. Key cities for international trade included Krakow, Gdansk, Wroclaw, Kamieniec Podolski, Torun, Lublin, Lviv, Warsaw, and Poznan. Fairs were regularly held in major cities to facilitate trade between Poland and other European countries.
Gothic art originated in Europe between the 12th-14th centuries during a period of economic and social transformation. The term "Gothic" was used by Italian humanists to describe this style as barbaric compared to Romanesque art. Gothic art first emerged around 1140 with the choir of the Abbey of Saint-Denis in France and later spread throughout Europe, eventually reaching Italy. Key characteristics of Gothic architecture included vaulted ceilings, large stained glass windows, and ornate structures supported by flying buttresses.
The document lists several royal marriages between European powers between the 1st and 17th centuries, including between Poland and other countries like Norway, Italy, and France. It then provides more details on several French royal marriages, such as between Charlemagne and Desiderata of Lombardy in 770, Henry II and Catherine de Medici in 1533, and Louis XV and Maria Leszczyńska in 1725. The document concludes with details on the 1823 marriage between Oscar I of Sweden and Norway and Josephine of Leuchtenberg, who both had French origins.
1. Students from different countries have varying understandings of historical periods in their national histories. Some are able to identify periods like the Renaissance or Middle Ages, while others reference more country-specific periods like the Viking Era in Norway or the time of the Kings in France.
2. The viewed starting points of national histories also differ between countries. For Poland it is the baptism in 966, for Norway the Viking Era, and for Italy it is the 1861 unification and establishment of the Kingdom of Italy.
3. Famous individuals are mentioned to different degrees, with Poland mentioning many kings and historical figures and Italy focusing on Garibaldi and others related to independence.
This document summarizes the work done by students in France, Norway, Poland, and Italy on a history project comparing their national and family histories. The project involved:
1) Students introducing themselves and their home towns.
2) Creating a shared logo.
3) Researching and presenting on their family histories and origins.
4) Writing narratives on their country's history without preparation.
5) Comparing how they learned about history in each country.
6) Creating timelines and presentations on important dates in each country's history.
7) Researching and presenting on common historical topics across the four countries.
8) Studying major 20th century European events like
The Capetian order from 987 to 1328 was an important period in French history where the kingdom expanded and the kings struggled to consolidate their authority against powerful lords. Hugues Capet claimed the title of King of France with little actual power. Philippe August helped develop a national identity in France after his victory at Bouvines and by collecting taxes. Philippe IV further transformed France into a modern, centralized monarchy where the king's will was imposed on all through collecting a national tax.
The document summarizes some key events in Eastern Europe in the late 1980s and early 1990s, including the fall of the Berlin Wall in 1989, the reunification of Germany in 1990, and the dissolution of the Soviet Union in 1991. It also describes life in Eastern Europe before 1989, when there were closed borders, food shortages, and limited goods, compared to after 1989 when it became easier to travel, with fewer controls and a growing availability of goods and services. The fear of Russian influence in Northern Norway also decreased after these events, along with declining military forces and revealed cases of surveillance.
Archaeologists have found evidence that Vikings were present in parts of Poland from the 8th to 9th centuries, including places like Janów Pomorski, Wolin, Kałdus, Dziekanowice, and Ostrów Legnicki. The first contacts with Vikings were likely for trade, as the earliest harbor from the 8th century at Trusco was discovered. In later centuries, some Vikings served in the Polish army and settled in important towns, intermingling with the local Slavic populations through military experience sharing and intermarriage. There is also evidence of political marriages between Scandinavian and Polish royalty. Some historians believe the legendary Jómsborg described in Norse literature may have been
The Great Orchestra of Christmas Charity is one of the largest non-governmental charity organizations in Poland, founded in 1993. It organizes an annual nationwide fundraising event called the Great Finale on the first Sunday of the new year, where volunteers collect donations door-to-door. The funds are used to purchase medical equipment for hospitals across Poland. Over the years, the organization has collected over $60 million to support healthcare. In addition to the Great Finale, it also organizes free concerts and educational programs.
Poland was baptized in 966 by Czech clergymen with German permission. Mieszko I, the ruler of Poland, was baptized. In 968, the first bishopric was established in Poznań and came under the authority of Rome. The first bishop was Jordan and his successor was Unger.
Christianity first came to Europe through the efforts of Paul and Peter in Rome in the 1st century AD. Early Christians faced periods of persecution from Roman authorities for refusing to worship the emperor. By the 300s, Constantine legalized Christianity and it grew rapidly throughout the Roman Empire. Christianity then spread from Rome to other parts of Europe, being introduced to France in the 200s but facing early persecution. In the late 400s, the Frankish king Clovis converted to Christianity, helping establish it as the dominant religion in his kingdom. Christianity also spread to Poland in the 10th century through the baptism of King Mieszko I, and to Norway in the early 1000s through the efforts of King Olaf Har
The Cold War had some impacts on Norway but did not greatly affect everyday life. Norwegians were aware of tensions with Russia and events like the Berlin Wall, and feared potential Russian influence. However, Norway found itself involved through incidents like a government official who was caught spying for the KGB, and increased military presence and surveillance in northern areas near Russia.
966 - Mieszko I married a Czech princess, took baptism, improving Poland's international standing.
1025 - Bolesław Chrobry's coronation established the tradition of an independent Polish kingdom.
1320 - Władysław Łokietek's coronation reunited divided Polish lands under one ruler.
Norwegian newspapers and magazines published Nazi propaganda during WWII, including the magazine "Alle kvinner" which spread propaganda against Bolshevism and Jews. Toralv Øksnevad helped communicate information from the exiled Norwegian government in London to boost resistance spirit. There was also significant propaganda supporting the national Nazi party and targeting communism, including many posters with Nazi symbols.
Ostuni is a city in southern Italy known as "the White Town" for its white walls and architecture. Some important sites near Ostuni include the trulli buildings of Alberobello, declared a UNESCO World Heritage site, and Castel del Monte, a 13th century castle noted for its blending of architectural styles. Lecce is nicknamed "The Florence of the South" for its rich Baroque monuments, including the Cathedral with its bell tower and the Roman amphitheater in St. Oronzo's square. The Basilica of St. Nicholas in Bari houses the relics of St. Nicholas and features impressive sculptures, including the Lion Portal and bishop's throne.
France experienced a period of economic prosperity and rising living standards from 1945-1975 known as "The Glorious Thirty". During this time, unemployment was non-existent, salaries increased allowing people to purchase household appliances like refrigerators and washing machines, and some could even afford cars. As the decades progressed, car ownership became more common, televisions entered many homes, supermarkets were built, minimum wages were established, and consumers gained increased access to credit, enabling the purchase of new products and the ability to take holidays and travel.
My great-grandfather Pietro fought in World War I for Italy against Austria from 1915-1918. Soldiers endured harsh conditions in trenches, often dying from cold, starvation, or injuries. After a major defeat at Caporetto in 1917, teenage boys were sent to the front. Despite hardships, soldiers supported each other across regional differences. My great-grandfather felt sad remembering comrades who didn't survive. He witnessed desperate scenes on his long walk home, helping families in need. This selfless act during difficult times impressed upon me the importance of solving problems peacefully and showing solidarity with others.
The document provides information about the Vikings from Scandinavia who raided and traded throughout Europe between the 8th and 11th centuries. It describes how the Vikings explored many lands, including settling in places like Normandy, Iceland, Greenland, and even reaching North America. They established settlements and ports in countries like Ireland, England, and Poland. The Vikings played an important role in European history and had a significant impact through both their raids and peaceful colonization efforts.
The beginning of European Union
The representatives of Belgium, Holland, Luxembourg, Germany, Italy and France started the new European movement after World War 2 to rebuild Europe. Known as the "Fathers of Europe", they established organizations like the European Coal and Steel Union to promote economic integration and secure peace between countries. Over time, more countries joined these organizations, which became the European Union with the goal of political and economic cooperation through treaties like the Maastricht Treaty.
1. The document outlines the history projects completed by students in France, Norway, Poland, and Italy over two years as part of a Comenius program. Students introduced themselves and their home regions, created a logo, and explored their family histories.
2. Students then summarized the history of their nation in 3 sentences or less, showing a focus on political and military events from a national perspective. They also learned 10 key dates in the history of each country.
3. Finally, students examined common topics and events in European history in the 20th century, including life during World War 2, postwar reconstruction, Cold War propaganda, and the fall of communism in Eastern Europe. The program helped students better understand history in
The document summarizes medieval trade in several regions. It describes how navigators during this period imported spices, goods, and other rare items in exchange for precious metals. Improvements to roads and security helped develop trade. Important trade fairs were held in places like Champagne, France where merchants could safely sell goods. Major trading cities in Poland included Krakow and Gdansk, where various products were traded. Bergen, Norway emerged as an important trading port, controlled by the Hanseatic League, where stockfish was a main export. The League influenced Norwegian society and established fishing communities. Florence became a prominent banking center as trade flourished across Europe. Genoa introduced gold coins and dominated Mediterranean trade until wars damaged
The students created a map on their classroom wall showing the origins of their families, connecting colored strings from grandparents' hometowns in various countries to the students' four hometowns. The map revealed that half of the French students' families came from abroad, from countries like Italy, Germany, and North Africa, showing France has long been an immigrant nation. In contrast, the Polish students' families were all native to Poland, and the same was true for most Norwegian and Southern Italian students, though those countries have recently seen more immigration from Africa. Creating the map helped the students understand how migration has interconnected the peoples and histories of different European countries.
Kraków is the second largest and oldest city in Poland, located on the Vistula River. It has historically been a center of Polish academic, cultural, and artistic life as well as an economic hub. Kraków has grown from a Stone Age settlement to Poland's second most important city, with a population of around 760,000 people and 8 million within 100 km. It has been the capital of Poland multiple times throughout history and contains many beautiful historic buildings and places, including the Old Town, St. Mary's Church, Cloth Hall, and Wawel Castle.
Kraków is the second largest and one of the oldest cities in Poland, located on the Vistula River in the Lesser Poland region. It has historically been a center of Polish academic, cultural, and artistic life and one of Poland's most important economic hubs. The city has grown from a Stone Age settlement to Poland's second most important city today, with a population of over 760,000 in the city and 8 million in the surrounding area. Kraków has served as the capital of Poland at various points throughout its history and remains the capital of the Lesser Poland Voivodeship. It is known for its well-preserved medieval Old Town and architectural landmarks like Wawel Castle.
Two out of ten French people don't know anything about the end of communism in Europe. Of those who learned about it, most did so through television or newspapers, while a few learned in school or from parents. Some could name leaders like Vaclav Havel or Lecj Walesa. The events mentioned included the fall of the Berlin Wall, Solidarnosc strikes in Poland, and the Velvet Revolution in Czechoslovakia. When asked if it was important, some felt German reunification or the end of the Cold War were most significant, while others cited former communist countries joining the EU or economic changes in Europe.
The document describes the economic changes in France between 1945-1975 known as "The Glorious Thirty". During this period, unemployment disappeared, salaries increased allowing people to purchase household appliances like refrigerators and washing machines. Car ownership also became more common. After 1955, many more people could afford cars. Television ownership spread widely in the 1960s, bringing comfort and convenience. Supermarkets were built in the 1970s and a minimum wage was established, while access to credit in the 1960s enabled purchases of new products and holidays.
The document summarizes some key events in Eastern Europe in the late 1980s and early 1990s, including the fall of the Berlin Wall in 1989, the reunification of Germany in 1990, and the dissolution of the Soviet Union in 1991. It also describes life in Eastern Europe before 1989, when there were closed borders, food shortages, and limited goods, compared to after 1989 when it became easier to travel, with fewer controls and a growing availability of goods and services. The fear of Russian influence in Northern Norway also decreased after these events, along with declining military forces and revealed cases of surveillance.
Archaeologists have found evidence that Vikings were present in parts of Poland from the 8th to 9th centuries, including places like Janów Pomorski, Wolin, Kałdus, Dziekanowice, and Ostrów Legnicki. The first contacts with Vikings were likely for trade, as the earliest harbor from the 8th century at Trusco was discovered. In later centuries, some Vikings served in the Polish army and settled in important towns, intermingling with the local Slavic populations through military experience sharing and intermarriage. There is also evidence of political marriages between Scandinavian and Polish royalty. Some historians believe the legendary Jómsborg described in Norse literature may have been
The Great Orchestra of Christmas Charity is one of the largest non-governmental charity organizations in Poland, founded in 1993. It organizes an annual nationwide fundraising event called the Great Finale on the first Sunday of the new year, where volunteers collect donations door-to-door. The funds are used to purchase medical equipment for hospitals across Poland. Over the years, the organization has collected over $60 million to support healthcare. In addition to the Great Finale, it also organizes free concerts and educational programs.
Poland was baptized in 966 by Czech clergymen with German permission. Mieszko I, the ruler of Poland, was baptized. In 968, the first bishopric was established in Poznań and came under the authority of Rome. The first bishop was Jordan and his successor was Unger.
Christianity first came to Europe through the efforts of Paul and Peter in Rome in the 1st century AD. Early Christians faced periods of persecution from Roman authorities for refusing to worship the emperor. By the 300s, Constantine legalized Christianity and it grew rapidly throughout the Roman Empire. Christianity then spread from Rome to other parts of Europe, being introduced to France in the 200s but facing early persecution. In the late 400s, the Frankish king Clovis converted to Christianity, helping establish it as the dominant religion in his kingdom. Christianity also spread to Poland in the 10th century through the baptism of King Mieszko I, and to Norway in the early 1000s through the efforts of King Olaf Har
The Cold War had some impacts on Norway but did not greatly affect everyday life. Norwegians were aware of tensions with Russia and events like the Berlin Wall, and feared potential Russian influence. However, Norway found itself involved through incidents like a government official who was caught spying for the KGB, and increased military presence and surveillance in northern areas near Russia.
966 - Mieszko I married a Czech princess, took baptism, improving Poland's international standing.
1025 - Bolesław Chrobry's coronation established the tradition of an independent Polish kingdom.
1320 - Władysław Łokietek's coronation reunited divided Polish lands under one ruler.
Norwegian newspapers and magazines published Nazi propaganda during WWII, including the magazine "Alle kvinner" which spread propaganda against Bolshevism and Jews. Toralv Øksnevad helped communicate information from the exiled Norwegian government in London to boost resistance spirit. There was also significant propaganda supporting the national Nazi party and targeting communism, including many posters with Nazi symbols.
Ostuni is a city in southern Italy known as "the White Town" for its white walls and architecture. Some important sites near Ostuni include the trulli buildings of Alberobello, declared a UNESCO World Heritage site, and Castel del Monte, a 13th century castle noted for its blending of architectural styles. Lecce is nicknamed "The Florence of the South" for its rich Baroque monuments, including the Cathedral with its bell tower and the Roman amphitheater in St. Oronzo's square. The Basilica of St. Nicholas in Bari houses the relics of St. Nicholas and features impressive sculptures, including the Lion Portal and bishop's throne.
France experienced a period of economic prosperity and rising living standards from 1945-1975 known as "The Glorious Thirty". During this time, unemployment was non-existent, salaries increased allowing people to purchase household appliances like refrigerators and washing machines, and some could even afford cars. As the decades progressed, car ownership became more common, televisions entered many homes, supermarkets were built, minimum wages were established, and consumers gained increased access to credit, enabling the purchase of new products and the ability to take holidays and travel.
My great-grandfather Pietro fought in World War I for Italy against Austria from 1915-1918. Soldiers endured harsh conditions in trenches, often dying from cold, starvation, or injuries. After a major defeat at Caporetto in 1917, teenage boys were sent to the front. Despite hardships, soldiers supported each other across regional differences. My great-grandfather felt sad remembering comrades who didn't survive. He witnessed desperate scenes on his long walk home, helping families in need. This selfless act during difficult times impressed upon me the importance of solving problems peacefully and showing solidarity with others.
The document provides information about the Vikings from Scandinavia who raided and traded throughout Europe between the 8th and 11th centuries. It describes how the Vikings explored many lands, including settling in places like Normandy, Iceland, Greenland, and even reaching North America. They established settlements and ports in countries like Ireland, England, and Poland. The Vikings played an important role in European history and had a significant impact through both their raids and peaceful colonization efforts.
The beginning of European Union
The representatives of Belgium, Holland, Luxembourg, Germany, Italy and France started the new European movement after World War 2 to rebuild Europe. Known as the "Fathers of Europe", they established organizations like the European Coal and Steel Union to promote economic integration and secure peace between countries. Over time, more countries joined these organizations, which became the European Union with the goal of political and economic cooperation through treaties like the Maastricht Treaty.
1. The document outlines the history projects completed by students in France, Norway, Poland, and Italy over two years as part of a Comenius program. Students introduced themselves and their home regions, created a logo, and explored their family histories.
2. Students then summarized the history of their nation in 3 sentences or less, showing a focus on political and military events from a national perspective. They also learned 10 key dates in the history of each country.
3. Finally, students examined common topics and events in European history in the 20th century, including life during World War 2, postwar reconstruction, Cold War propaganda, and the fall of communism in Eastern Europe. The program helped students better understand history in
The document summarizes medieval trade in several regions. It describes how navigators during this period imported spices, goods, and other rare items in exchange for precious metals. Improvements to roads and security helped develop trade. Important trade fairs were held in places like Champagne, France where merchants could safely sell goods. Major trading cities in Poland included Krakow and Gdansk, where various products were traded. Bergen, Norway emerged as an important trading port, controlled by the Hanseatic League, where stockfish was a main export. The League influenced Norwegian society and established fishing communities. Florence became a prominent banking center as trade flourished across Europe. Genoa introduced gold coins and dominated Mediterranean trade until wars damaged
The students created a map on their classroom wall showing the origins of their families, connecting colored strings from grandparents' hometowns in various countries to the students' four hometowns. The map revealed that half of the French students' families came from abroad, from countries like Italy, Germany, and North Africa, showing France has long been an immigrant nation. In contrast, the Polish students' families were all native to Poland, and the same was true for most Norwegian and Southern Italian students, though those countries have recently seen more immigration from Africa. Creating the map helped the students understand how migration has interconnected the peoples and histories of different European countries.
Kraków is the second largest and oldest city in Poland, located on the Vistula River. It has historically been a center of Polish academic, cultural, and artistic life as well as an economic hub. Kraków has grown from a Stone Age settlement to Poland's second most important city, with a population of around 760,000 people and 8 million within 100 km. It has been the capital of Poland multiple times throughout history and contains many beautiful historic buildings and places, including the Old Town, St. Mary's Church, Cloth Hall, and Wawel Castle.
Kraków is the second largest and one of the oldest cities in Poland, located on the Vistula River in the Lesser Poland region. It has historically been a center of Polish academic, cultural, and artistic life and one of Poland's most important economic hubs. The city has grown from a Stone Age settlement to Poland's second most important city today, with a population of over 760,000 in the city and 8 million in the surrounding area. Kraków has served as the capital of Poland at various points throughout its history and remains the capital of the Lesser Poland Voivodeship. It is known for its well-preserved medieval Old Town and architectural landmarks like Wawel Castle.
Two out of ten French people don't know anything about the end of communism in Europe. Of those who learned about it, most did so through television or newspapers, while a few learned in school or from parents. Some could name leaders like Vaclav Havel or Lecj Walesa. The events mentioned included the fall of the Berlin Wall, Solidarnosc strikes in Poland, and the Velvet Revolution in Czechoslovakia. When asked if it was important, some felt German reunification or the end of the Cold War were most significant, while others cited former communist countries joining the EU or economic changes in Europe.
The document describes the economic changes in France between 1945-1975 known as "The Glorious Thirty". During this period, unemployment disappeared, salaries increased allowing people to purchase household appliances like refrigerators and washing machines. Car ownership also became more common. After 1955, many more people could afford cars. Television ownership spread widely in the 1960s, bringing comfort and convenience. Supermarkets were built in the 1970s and a minimum wage was established, while access to credit in the 1960s enabled purchases of new products and holidays.
The document summarizes Cold War propaganda in France after World War 2. It describes how the Marshall Plan helped rebuild Western Europe but was criticized by French communists as a way for the US to gain economic control. Propaganda posters from both sides of this issue are shown. The document also discusses later Cold War tensions in France in the 1950s-1980s, including divisions over capitalism vs communism and the Vietnam War. French citizens had varying views influenced by their exposure to American and Soviet media and propaganda during this period.
Life was difficult for French citizens during World War 2 due to rationing and fears of the German occupation. Food rationing was severe, with families receiving barely enough to survive on. People grew small gardens and traded goods on the black market to get more food. There was constant fear of German soldiers, who were present on the streets enforcing curfews. Families hid in cellars during air raids and bombings. Many witnessed German soldiers kidnapping French citizens. The occupation created food shortages, curfews, and fears of violence from the German forces that controlled much of the country during this period.
5. what do french people think about european unionnowadeba
The European Union has brought economic benefits like new money, open borders, common trade policies and agriculture support to France, fueling a period of growth. Politically, it has increased environmental protections, pursued peace between members, and advanced cooperation on security and justice issues. While the EU has facilitated communication and trade between countries, some French citizens view the shared euro currency as negative due to its economic impacts.
This document summarizes discussions between students from Poland, France, and Norway about major 20th century events in Europe. The students presented on topics like life during World War II, reconstruction after the war, Cold War propaganda, the fall of communism in Eastern Europe, and views on the European Union. They found many common experiences during WWII like food rationing and bombings. However, Poland faced greater hardships under Nazi occupation including the Holocaust. After the war, the countries had different experiences under Western or Soviet influence during the Cold War era. Poland transitioned to democracy in 1989 while views on European integration varied between support, indifference, and skepticism.
5. what do french people think about european unionnowadeba
The European Union has brought economic benefits like new money, open borders, common trade policies and agriculture support to France, fueling a period of growth. Politically, it has increased environmental protections, pursued peace between members, and advanced cooperation on security and justice issues. While the EU has facilitated communication between countries by opening borders and increasing trade, some French citizens view the shared euro currency as a negative aspect of the union.
The document summarizes Cold War propaganda in France after World War 2. It describes how the Marshall Plan helped rebuild Western Europe but was criticized by French communists as a way for the US to gain economic control. Propaganda posters from both sides of this issue are shown. The document also discusses later Cold War tensions in France in the 1950s-1980s, including divisions over capitalism vs communism and the Vietnam War. French citizens had varying views influenced by their exposure to American and Soviet media and politics during this era.
Life was difficult for French citizens during World War 2 due to rationing and fears of the German occupation. Food rationing was severe, with families receiving barely enough to survive on. People grew small gardens and traded goods on the black market to get more food. There was constant fear of German soldiers, who were present everywhere and imposed curfews. Families hid in cellars during air raids and bombings. Some French citizens joined the resistance to collect information from Germans and support the allied forces. Throughout it all, children still found ways to play and enjoy life despite the hardships of war all around them.
Two out of ten French people don't know anything about the end of communism in Europe. Of those who learned about it, most did so through television or newspapers, while a few learned in school or from parents. Some could name leaders like Vaclav Havel or Lecj Walesa. The events mentioned included the fall of the Berlin Wall, Solidarnosc strikes in Poland, and the Velvet Revolution in Czechoslovakia. When asked if it was important, some felt German reunification or the end of the Cold War were most significant, while others cited former communist countries joining the EU or economic changes in Europe.
The document discusses the industrialization of several European countries in the 19th century, including the development of industries like mining, steel, textiles, and manufacturing in places like England, Poland, France, and Norway; it also describes improvements to working conditions and infrastructure like railroads that accompanied industrialization. Key industries and areas of growth varied by country, but all saw populations shift from rural to urban as industrialization modernized their economies.
The document summarizes key points from students' writings about Norwegian history:
1) The students focused on a few central events like the Viking era, unions with Denmark and Sweden, the 1814 constitution, and World War 2 without providing dates or context.
2) Figures like Harald Hårfagre and Leiv Eiriksson were mentioned but not connected to historical events.
3) Most discussed the Viking era, 1814 constitution, and unions, while about half covered Christianity, the Black Plague, and World War 2. Few discussed independence in 1905 or industrialization.
4) The students provided facts without analysis, context, or point of view in a mix of
The students at "Cavallo-Morelli" middle school produced carefully researched stories about Italian national history that drew from many sources. While they have not formally studied the period of Italian unification in class yet, they demonstrated knowledge of important events and figures through their papers. They located major historical periods and people on the timeline, and discussed figures like Garibaldi, Mazzini, Galileo, Dante, and Frederick II. The stories focused on events like rebellions prior to unification, the wars of independence, and Garibaldi's Expedition of the Thousands.
1. OPOWIEŚCI TWOJEJ HISTORII
PRZEDSTAWIAMY SIĘ
• Uczniowie przedstawiają się
Przed pierwszym spotkaniem we Francji zrobiliśmy filmy, w których uczniowie
przedstawili się.
• Przedstawiamy miasta i regiony
Na spotkaniu we Francji w listopadzie 2011 roku, w Norwegii w marcu 2012 roku, w
Polsce w maju 2012 i we Włoszech w październiku 2012 roku uczniowie pokazywali
prezentacje o swoich miastach nauczycielom, rodzicom i pozostałej młodzieży.
Uczniowie przygotowali też prezentacje o lokalnych muzeach i zabytkowych
miastach w celu zaprezentowania ich na spotkaniu w Polsce.
TWORZENIE LOGO
Uczniowie przygotowali propozycje loga projektu, które wysłane zostały do
wszystkich szkół i ostatecznie jeden z nich został wybrany na spotkaniu w Polsce w
maju 2012.
KROK 1: HISTORIE RODZINNE
•Diagramy przedstawiające pochodzenie rodzin
Uczniowie w formie graficznej przedstawiali pochodzenie rodzin, rysując flagi krajów,
z których pochodzą dziadkowie.
•Mapa ilustrująca migracje rodzinne
2. Włochy, Niemcy, Portugalia, Belgia, Polska, Austria, Rosja, Turcja, Afryka
Północna... Francja jest oczywiście krajem imigracji.
Wręcz przeciwnie, polskie rodziny pochodzą głównie z Polski, która jest raczej
krajem emigracji. Podobnie jest w Norwegii i Południowych Włoszech, nawet jeśli te
dwa kraje stały się w ostatnim czasie krajami imigracji (zwłaszcza z Afryki).
Ta praca była interesująca, ponieważ uczniowie dowiedzieli się, że Europa jest
kontynentem, gdzie ludzie często przemieszczają się, a migracja łączy ze sobą różne
kraje.
W sali historycznej w Morestel została narysowana mapa, pozwalająca zobaczyć
pochodzenie rodzin. Oznaczono na niej 4 miasta (Morestel, Nowa Dęba, Carovigno,
Hoyanger) i od nich przeciągnięto kolorowe tasiemki w kierunkach, skąd pochodzą
dziadkowie.
Wydaje się, że połowa rodzin francuskich uczniów pochodzi z zagranicy.
•Drzewo genealogiczne
Każdy uczeń przygotował drzewo genealogiczne. Następnie zebraliśmy je w formie
broszury.
•Opowieści o rodzinach
Każdy uczeń napisał opowieść o swojej rodzinie, która też stała się częścią broszury.
Wtedy niektóre opowieści zostały wybrane i przedstawione w inny sposób: filmy,
komiksy, pamiętniki, PowerPoint... Te prace były prezentowane w Norwegii w marcu
2012.
KROK 2: HISTORIA NARODOWA
•Opowieści o dziejach narodu.
Uczniowie napisali historię swojego kraju bez wcześniejszego przygotowywania -
mieli na to 45 minut.
PORÓWNANIE OPOWIEŚCI O DZIEJACH NARODU
1. Czy uczniowie używają nazw okresów historycznych? Czy znają je?
Chronologia nie jest mocną stroną uczniów. Rzadko używają nazw okresów
historycznych. Czasami piszą o renesansie lub średniowieczu, ale to wszystko. Znają
fakty, ważne daty, ale rzadko łączą je z okresami.
Jednak niektórzy z nich używają nazw okresów typu «era wikingów» w Norwegii,
«czas królów» we Francji.
2. Jakie wydarzenie/okres uważany jest za początek historii narodowej?
Odpowiedzi są oczywiście bardzo różne.
3. Polscy uczniowie wskazują chrzest Polski w 966 r. Niektórzy z nich wspomnieli o
wcześniejszych czasach(Słowianie).
Norwescy uczniowie wskazują epokę wikingów.
Dla włoskich uczniów ich historia rozpoczyna się w 1861 po wojnie o niepodległość i
ogłoszeniu Królestwa Włoch.
Francuscy uczniowie nie odpowiedzieli jasno na pytanie. Bardzo niewielu wspomina
o pochodzeniu państwa; mówią wtedy o Galach, Frankach.
To ciekawe, że dla polskich uczniów początek państwa jest związany z wydarzeniem
religijnym, dla Norwegów i Francuzów początek ma charakter etniczny, a dla
Włochów - polityczny. Chociaż Włosi mają tak bogatą kulturalną przeszłość, to
początków swego państwa upatrują w 1861 roku. W Norwegii, Polsce i Francji
pochodzenie jest starsze i bardziej związanie z kulturą.
3. Jakie postacie są wymienione? Czy mówią o ludziach? Indywidualnościach?
Norwegia: Harald Hårfagre, Saint Olav, Leiv Eriksson, Snorre, Karl Johan, Harald V,
ABB.
Uczniowie nie łączą za bardzo wydarzeń historycznych z postaciami.
Włochy: najbardziej znane historyczne postacie to Giuseppe Garibaldi i Giuseppe
Maldini, związani z niepodległością. Poza tym uczniowie wiedzą o bardzo ważnych
indywidualnościach, jak Galileo, Dante, Frederik II.
Polska: wszyscy uczniowie wymieniają postacie. Zwykle są to polscy królowie.
Niektórzy wspominali o następujących bohaterach (nie tylko Polakach): św.
Wojciech, Otton III, Gall Anonim, Kopernik, Tadeusz Kościuszko, Piłsudski, Jan
Paweł II, Lech Wałęsa, Napoleon. Były to osoby związane z ruchem narodowym,
końcem komunizmu, dziedzictwem kulturowym i pojawia się też papież.
Francja: wymieniono wiele osób, postaci związanych z polityką. Wielu królów
francuskich (Ludwik XIV, Ludwik XVI), prezydentów V Republiki, Napoleona.
4. Jakie wydarzenia wymieniono?
Włochy: Wydarzenia często wymieniane to bunty przeciw jedności, wojna o
niepodległość, Wyprawa Tysiąca.
Ten okres historyczny jest częścią planu nauczania i omawia się go ze względu na
chronologię pod koniec roku szkolnego.
Uczniowie nie poznawali w szkole wydarzeń i postaci historycznych Włoch jako
zjednoczonego państwa. Jednak w 2011 obchodzili 150. rocznicę zjednoczenia się
Włoch, więc uczniowie mieli okazję dowiedzieć się wiele na ten temat.
Norwegia: Konstytucja 1814 jest wymieniana przez wszystkich, era wikingów przez
prawie wszystkich. Zjednoczenie przez około 75 % uczniów. Chrześcijaństwo, czarna
zaraza i II wojna światowa przez około 50%. Atak terrorystyczny wskazuje jedna
trzecia! Odkrycie ropy około jedna czwartą uczniów. Ruch demokratyczny,
industrializacja, migracje - nigdy lub prawie nigdy o tym nie wspomniano.
Niezależność od Szwecji w 1905 roku jest wymieniana przez kilku uczniów.
4. Wybór jest związany z programem nauczania. W szkole podstawowej uczniowie
omawiają głównie okres wikingów.
Polska: Główne zagadnienia poruszane przez uczniów to chrzest Polski, pierwsi
królowie, rozbiory, wojny napoleońskie, odzyskanie niepodległości w 1918 roku, II
wojna światowa, getto warszawskie, komunizm, wybór Papieża Jan Paweł II,
utworzenie Solidarności, Jesień Narodów, wstąpienie Polski do NATO i UE.
Wybór jest również związany z programem nauczania, ale uczniowie znają
najnowszą historię dzięki m. in. opowieściom rodzinnym. Wydarzenia religijne są
częścią polskiej tożsamości.
Francja: uczniowie często mówią o rewolucji francuskiej, szturmie na Bastylię,
Deklaracji Praw, ścięciu Ludwika XVI. Potem wspominają wojny światowe z
nielicznymi szczegółami, średniowiecze (rycerze, chłopi, krucjaty). Bardzo niewielu
wspomina rewolucję przemysłową, piłka nożną, Clovis, uzyskanie przez kobiety
prawa do głosowania.
Możemy zauważyć, że wybór wydarzeń jest wyraźnie związane z programem
nauczania i kontekstem: o Rewolucji Francuskiej uczyli się kilka miesięcy temu, też o
rewolucji przemysłowej. Średniowiecze było w programie nauczania poprzedniego
roku. Nie uczyli się o II wojnie światowej: to dlatego te wydarzenia są tylko
wymienione. Szczególną rzeczą jest, że wielu francuskich uczniów podaje symbole
Republiki jako część historii.
Niektórzy z nich wspominają o tsunami sprzed kilku miesięcy.
5. Jaki jest ich punkt widzenia?
Historia jest głównie przedstawiona z politycznego i wojskowego punktu widzenia:
rewolucje, królowie, prawa. Religijny punkt widzenia jest charakterystyczny dla
polskiej historii, a Norwegowie kładą nacisk na społeczny punkt widzenia, Francuzi i
Norwegowie wymieniają przynależność etniczną (wikingowie, Frankowe, Galowie).
Dzieje są głównie opowiedziane z krajowego punktu widzenia. Wybór zdarzeń jest
wyraźnie powiązany z krajową optyką, a gdy zdarzenia są europejskie (np. II wojna
światowa) to ukazane są też w perspektywie krajowej. To prowadzi nas do trzeciego
etapu naszej pracy - historii europejskiej.
Uczniowie głównie pisali o prostych faktach bez kontekstu, niewiele treści,
zrozumienia, brak spójność. Brak osobistego punktu widzenia, nie mówią: "myślę,
uważam" itp.
6. Narracja:
Narracja zwykle nie jest liniowa. Ma trochę spójności. Jest to lista połączonych i
niezbyt szczegółowych wydarzeń. Te cechy odnajdujemy we wszystkich krajach.
Uważamy, że uczniowie są zbyt młodzi (od 12 do 15), aby posiadać osobisty punkt
widzenia i krytyczne podejście do wydarzeń. Ponadto wykonali zadanie bez
przygotowania.
Metody nauczania w naszych krajach są różne. We Francji młodzież uczy się narracji
historycznej. Ale są to nowe metody nauczania i spostrzegamy, że sprawia to
5. uczniom trudność. Norwescy nauczyciele koncentrują się na powiązaniach, ale nie
ćwiczą narracji. W Polsce i we Włoszech narracja historyczna nie jest niekluczową
umiejętnością w szkole.
10 ważnych dat budowy narodu
Chcieliśmy, aby nasi uczniowie wiedzieli więcej o historii innych krajów.
Zdecydowaliśmy się na wybór 10 wydarzeń ważnych dla każdego kraju.
Uczniowie przygotowali prezentacje PowerPoint, po jednym slajdzie dla każdej daty.
Umieściliśmy wszystkie daty na osi czasu.
• Timeline
Francuzi przygotowali grę o nazwie Timeline, w którą grano na ostatnim spotkaniu w
Morestel. Karty dotyczyły 10 wydarzeń ważnych w dziejach naszych krajów.
• Wspólne tematy
W narracji pokazano głównie polityczny i narodowy punkt widzenia, daty ukazywały
budowę narodu, dlatego do pracy nad «wspólnymi tematami» wybraliśmy
zagadnienia ekonomiczne i kulturalne, wspólne dla czterech krajów.
Pracowaliśmy nad tematami:
-chrystianizacja Europy, ponieważ jest to wspólne dziedzictwo;
-ekspansja wikingów, która dosięgła południa Włoch;
- handel w średniowieczu, który rozwinął wymianę w Europie pod względem
ekonomicznym, ale również kulturalnym: drogi były bezpieczniejsze, więc studenci,
malarze, nauczyciele mogli podróżować;
- sztuka gotycka - występuje we wszystkich krajach;
- rewolucja przemysłowa w XIX w.- Europa jest pierwszym uprzemysłowionym
kontynentem.
- małżeństwa dynastyczne - ten temat był bardziej polityczny.
Uczniowie przygotowane wcześniej informacje wykorzystali tworząc wspólnie
prezentacje PowerPoint podczas spotkania we Włoszech w październiku 2012.
KROK 3. HISTORIA EUROPY
W tej części Włosi przestali z nami pracować.
Zdecydowaliśmy się pracować nad największymi europejskimi wydarzeniami XX
wieku:
- życie w czasie II wojny światowej
6. - odbudowa po II wojnie światowej,
- propaganda w czasach zimnej wojny,
- Jesień Narodów,
- refleksje o Unii Europejskiej.
Uczniowie głównie szukali świadków, dokumentów i przygotowali prezentacje
pokazane w Polsce w marcu 2013 roku.
Praca ta była bardzo interesująca dla uczniów, jak również nauczycieli. Szczególnie
dyskusje o zimnej wojnie i różnicach w życiu codziennym między krajami Wschodu i
Zachodu. Najnowsza historia jest potrzebna, aby zrozumieć nasz współczesny świat.
Okazało się, że niewiele osób tak naprawdę nie wiedziało, co się wydarzyło 30 lat
temu. Pracując nad tym, rozmawiając ze świadkami uzyskaliśmy bardziej konkretną
wiedzę.
Podsumowanie debaty, która odbyła się po uczniowskich prezentacjach.
Odnośnie warunków życia w czasie II wojny światowej, zauważyliśmy wiele
wspólnych punktów: racjonowanie żywności, godzina policyjna, bombardowanie,
czarny rynek, dzieci zostawione na wsi... Norwegia, Polska i Francja były okupowane
przez hitlerowców.
Ale w Polsce były zjawiska gorsze z różnych powodów: Shoah, niemieckie obozy
zagłady, getta dla Żydów. Około 99% polskich Żydów zginęło w tym okresie.
Kraków był niemiecką stolicą Europy Wschodniej. Polacy byli dla Niemców jak
niewolnicy. Rolnicy musieli oddawać im swoje plony.
Nie mogli pójść do kina, uczyć się. Uniwersytety były zamknięte. Studenci mieli
zajęcia w prywatnych mieszkaniach po kryjomu...
Pomniki, fabryki, domy zostały zniszczone, ale warto zauważyć, że Niemcy
bombardowali wszystko też w północnej Norwegii, ponieważ nie chcieli zostawić
niczego dla Rosjan.
Zaczęto organizować francuski i polski ruch oporu z Londynu.
Rząd Norwegii ustalono również w tym mieście. Starał się motywować ludzi do walki
przeciwko postępującej inwazji niemieckiej.
Okres powojenny: rekonstrukcja
Amerykanie pomagali 3 krajom (plan Marshalla).
Po wojnie Francja i Norwegia były pod wpływem Amerykanów, których postrzegano
jako bohaterów.
Dla pokolenia roku 68 sytuacja ta zmieniła się, szczególnie podczas wojny w
Wietnamie.
W Polsce na początku Amerykanie byli wrogami, jawili się jako zło.
7. Propaganda Zimnej Wojny
Analizowanie propagandy było bardzo ciekawe, ponieważ Polska nie była częścią
tego samego obozu. Oczywiście nasze punkty widzenia są różne.
Anglicy, Amerykanie i Rosjanie podzielili granice Polski, bez konsultacji z rządem
polskim. Po II wojnie światowej w Polsce rozpoczął się terror komunistyczny. Ludzie
byli wystraszeni ( szpiedzy, denuncjatorzy...). Brakowało jedzenia, panowała bieda.
Wszystko należało do narodu (nie było prywatnych fabryk, zakładów). Opracowano
plany gospodarcze. Kościół był prześladowany. Nie można było podróżować, bo było
bardzo trudno dostać wizę. Ludzie próbowali uciec z kraju, chcąc znaleźć wolność.
We Francji i Norwegii było inaczej. Rodziło się wiele dzieci ("baby boom"),
gospodarka rozwijała się, rządy były stabilne. Praca dla każdego! Ludzie byli wolni i
mogli podróżować wszędzie. Żyli w ramach demokracji.
Jesień Narodów
To było wielkie wydarzenie dla Polski, która stała się wolnym krajem w 1989 roku.
Odbyły się pierwsze wolne wybory, to od tej pory nastała demokracja.
We Francji i Norwegii ludzie nie zawsze rozumieli, jakie to było ważne. Niektórzy
śledzili wiadomości intensywnie, ale większość wiedziała, że coś się stało, ale kiedy?
gdzie? dlaczego?
Europejskie odczucia
Polska należy do Unii Europejskiej od 2004 r., Francja od 1957 roku, a Norwegia nie
jest członkiem Unii Europejskiej.
Polacy mają bardzo pozytywne zapatrywania na Unię Europejską. Skorzystali wiele
wchodząc do UE i przyłączyli się niedawno.
Francuzi są przychylni Unii Europejskiej, z wyjątkiem wspólnej waluty z uwagi na
wzrost cen.
Norwegowie uważają, że UE jest dobra, ale nie dla ich kraju, dla innych!
PROPAGOWANIE PROJEKTU
W ciągu dwóch lat trwania projektu, staraliśmy się dzielić naszą pracą regularnie z
rodzicami, innymi nauczycielami, miastami...
Burmistrzowie witali nas w ratuszach na każdym spotkaniu.
Rodzice byli zapraszani na spotkania zagranicznych nauczycieli i uczniów.
Media były informowane o projekcie. W Norwegii w lokalnej gazecie dziennikarz
przeprowadził wywiad ze wszystkimi nauczycielami.
We Francji z nauczycielami i uczniami z każdego kraju przeprowadzono wywiad dla
lokalnego radia. Krótka audycja o Comeniusie została nadana pod koniec maja 2013
r. w radiu «France Bleu Isère».
Wiele artykułów na temat projektu ukazało się w różnych gazetach.
