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
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
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.
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
Students from several countries interviewed grandparents and great-grandparents about their experiences during World War II, learning about their lives under occupation in places like Italy, Germany, and Yugoslavia and their roles as civilians, forced laborers, partisans, and refugees. The interviews uncovered personal stories of fear, hardship, and acts of bravery during the war that provided the students a firsthand perspective on history from that era.
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.
Otto Frank was born in 1889 in Germany. He married his wife Edith and had two daughters, Margot and Anne. In the 1930s, to escape Nazi persecution as Jews, Otto and his family went into hiding in Amsterdam. They were hidden for over two years in the secret annex of Otto's business building until they were discovered in 1944. Only Otto survived the Holocaust. After the war, Otto worked to get Anne's diary published which brought worldwide attention to the Holocaust. Otto Frank died in 1980 in Switzerland.
The document provides information about Poland and Polish culture from the perspective of a group of Polish students. Some key facts presented include that Poland borders Germany, Czech Republic, Slovakia, Ukraine and Belarus. Famous Poles mentioned are Marie Curie and Pope John Paul II. The students note a recent tragic plane crash that killed Poland's president and other officials. Popular Polish foods include chicken and beetroot soups and dumplings. Easter traditions in Poland involve decorated baskets brought to church and shared meals. The students say they enjoy similar free time activities as their French peers such as spending time with friends and listening to music.
Russia (Arkhangelsk) / What do we teach about our neighbours?neighbours.vsb.lv
The document discusses what is taught about neighboring countries and peoples in Russian schools and universities. At the school level, the minimum compulsory content includes Russian history up until the 16th century, including its territorial expansions and relations with neighboring powers. University education includes a federal component on world regions and Russian regions/peoples, as well as region-specific components. Some issues are an imbalance favoring Russian political history over social/cultural contexts, a strong focus on conflicts, and lack of information exchange and reliable cross-regional resources.
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
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.
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
Students from several countries interviewed grandparents and great-grandparents about their experiences during World War II, learning about their lives under occupation in places like Italy, Germany, and Yugoslavia and their roles as civilians, forced laborers, partisans, and refugees. The interviews uncovered personal stories of fear, hardship, and acts of bravery during the war that provided the students a firsthand perspective on history from that era.
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.
Otto Frank was born in 1889 in Germany. He married his wife Edith and had two daughters, Margot and Anne. In the 1930s, to escape Nazi persecution as Jews, Otto and his family went into hiding in Amsterdam. They were hidden for over two years in the secret annex of Otto's business building until they were discovered in 1944. Only Otto survived the Holocaust. After the war, Otto worked to get Anne's diary published which brought worldwide attention to the Holocaust. Otto Frank died in 1980 in Switzerland.
The document provides information about Poland and Polish culture from the perspective of a group of Polish students. Some key facts presented include that Poland borders Germany, Czech Republic, Slovakia, Ukraine and Belarus. Famous Poles mentioned are Marie Curie and Pope John Paul II. The students note a recent tragic plane crash that killed Poland's president and other officials. Popular Polish foods include chicken and beetroot soups and dumplings. Easter traditions in Poland involve decorated baskets brought to church and shared meals. The students say they enjoy similar free time activities as their French peers such as spending time with friends and listening to music.
Russia (Arkhangelsk) / What do we teach about our neighbours?neighbours.vsb.lv
The document discusses what is taught about neighboring countries and peoples in Russian schools and universities. At the school level, the minimum compulsory content includes Russian history up until the 16th century, including its territorial expansions and relations with neighboring powers. University education includes a federal component on world regions and Russian regions/peoples, as well as region-specific components. Some issues are an imbalance favoring Russian political history over social/cultural contexts, a strong focus on conflicts, and lack of information exchange and reliable cross-regional resources.
The minutes summarize an AL4ED meeting of participating partners in Ioannina, Greece. Kari presented the mobility program planned in Norway, which will focus on youth and landscape work, excursions, and attending festivals. Simone prepared a draft final report which partners provided comments on. Partners were reminded to include descriptions of degraded areas visited in their countries and the historical and cultural importance of those places. The meeting also discussed following the application form dates and requirements for reporting on individual experiences, dissemination activities, and including partner contributions on the joint website.
This document provides background on Konstantin Päts, the first dictator of Estonia from 1934 to 1940. It discusses three different images and representations of Päts over time. First, it describes how Päts was propagandized and misrepresented in Estonia before independence, with political rivals portraying him as a socialist or Marxist to undermine his authority. Second, it analyzes an official portrait of Päts from his regime, examining how he wanted to portray himself as a figure of authority. Third, it discusses how Päts was portrayed in Soviet historiography after the occupation, with historians labeling him a fascist dictator to delegitimize his rule. The document seeks to move beyond these portray
- Poland is a country in central Europe with a capital of Warsaw and currency of zloty. It has a population of 38 million people within an area of 312,685 square kilometers.
- The history of Poland dates back to 966 AD when the country adopted Christianity. It was later partitioned and disappeared from maps from 1795-1918 but reemerged as an independent nation after World War 1. However, it was invaded again in 1939 and endured Nazi occupation until 1945.
- The document discusses the school's philosophy of combining tradition with new teaching methods and holding events to promote European culture and foreign language learning.
Our school was founded in 1935 and was named after the famous Polish poet Maria Konopnicka in 1981. There are about 600 students in the school. Students can learn in 16 classrooms, a gym, and use facilities like a library, student lounge, and cafeteria. The school organizes events like European Day of Languages and Saint Valentine's Day celebrations. Teachers also lead school trips and work with students after lessons. The school participates in various competitions and often wins first prize in sports and other events.
The document discusses what topics related to neighboring countries are covered in Icelandic history curriculum. It notes that Icelandic history is closely intertwined with Norwegian and Danish history. As such, Nordic history is implicitly taught through Icelandic history. Key connection points discussed include Iceland becoming part of the Norwegian kingdom in 1262 and then the Danish kingdom in the 14th century. Modern Icelandic history, including its independence movements, are positioned in relation to Denmark. The document also outlines some topics related to Russia, Poland, and the Baltic states that are covered, such as Icelandic trade with the Soviet Union and these countries' experiences in World Wars I and II.
My school - Gimnazjum im.ks.Stanisława Konarskiego byMagdalena ptaszkowska 2bmagdajanusz
Our school was founded in 1999 and is located in the center of Grybów. It has 25 teachers and 279 students. The school has 14 classrooms for subjects like Polish, English, German, IT, history, chemistry, physics, art, and religion. It also has a sports hall and corridors. Various thematic competitions and a disco are held in the school. The patron of the school is priest Stanisław Konarski who was born in 1700 and died in 1773, and initiated the Collegium Nobilium school in Warsaw.
Russia (St. Petersburg) / What do we teach about our neighbours?neighbours.vsb.lv
The document discusses how Baltic history is taught in Russian textbooks. It notes that textbooks provide little information on the Baltic states, lack a unified perspective, and do not present a distinct positive or negative image of the Baltic peoples. The textbooks impartially acknowledge the Soviet annexation of the Baltic states in 1940 but avoid acknowledging direct Russian fault in order to not weaken Russia's position or establish dialogue between Russia and the Baltic states. Some newer textbooks discuss additional topics like the "Forest Brothers" resistance and the industrial recovery and national fronts in the Baltic republics after World War 2 and during perestroika.
The document provides information about a meeting with a man from Alsace-Moselle who discussed the tumultuous history of the region, including changing between French and German rule multiple times. He talked about his family's experiences, with his grandfather serving in the German army when the region was under German control, and his father serving in the French army. He wanted to restore solidarity between France and Germany after the hatred sowed by Hitler. The man viewed the dual culture of the region as a wealth and asset.
This document provides information about a junior high school in Grybów, Poland. The school has 26 teachers and 278 students. It has classrooms for subjects like English, Germany, Science, Maths, Information Technology, History, Art, and Religion. The school also has a gymnastic hall and corridors. The document was created by Natalia Lichoń of class 3C.
- Orest Subtelny was a historian who specialized in Ukrainian history. He studied under Omeljan Pritsak at Harvard, who focused on Central Asian history, but Subtelny was more interested in Ukraine.
- Subtelny's early works focused on Ukrainian Cossack history and sources, revealing his interest in Ukrainian national history rather than Pritsak's "territorial" views. These works were published by Ukrainian American institutions.
- Subtelny emerged as a master of multiple European languages in his writing and translations, which was unusual for American scholars at the time. He brought attention to understudied historical sources about Ukraine.
This document provides a summary of Thomas Prymak's visit to the Oseredok Ukrainian Museum and Library in Winnipeg, Manitoba. Some key points:
- Prymak, a Ukrainian Canadian scholar, was familiar with Oseredok's collection from previous research and was eager to revisit.
- At the library, he discovered many rare titles including early 20th century editions of Shevchenko and Franko's works. He also found books on Ukrainian history and literature that were difficult to access elsewhere.
- Prymak met with local scholars including a filmmaker working on a documentary about Ukrainian Canadians in World War 2.
- He learned that the library was considering reducing its space and
This document discusses literacy rates and cultures in several European countries. It provides the following key details:
- Germany and Russia have literacy rates of 99-100%. France and Italy are at 99% and 98% respectively. The UK rate is 99%.
- The main languages discussed are German, Russian, French, Italian, and English. Traditions mentioned include Oktoberfest, ballet, Bastille Day, opera, and afternoon tea.
- Religious practices in the countries include Christianity in Germany, Orthodox Christianity in Russia, Catholicism in France and Italy. Christmas traditions vary between countries.
So in summary, it compares literacy rates and examines some elements of language, customs, and traditions in
Literacy rate and culture no whatch sayingmarypardee
The document discusses literacy rates and traditions in several European countries. It reports literacy rates of 99-100% in Germany, Russia, France, Italy, and the United Kingdom. It describes the main languages of each country, including German, Russian, French, Italian, and English. It also provides examples of cultural customs and traditions for each country such as Oktoberfest in Germany, ballet in Russia, Bastille Day in France, opera in Italy, and afternoon tea in the United Kingdom.
This document summarizes bilingual education in Schleswig-Holstein, Germany. It began in the 1960s but grew more popular in the 1980s. Today there are 32 bilingual schools, mostly grammar schools, with English as the primary second language. Bilingual teachers teach two subjects but are not required to have special training. Schools can choose to offer bilingual programs with government support. While subjects are mostly taught in the second language, students can switch between bilingual and German classes. The challenges include a general lack of bilingual expertise and discord among teachers over bilingual education.
The document provides information about cultures and traditions in several European countries. It discusses the languages, literacy rates, and customs/traditions of Germany, Russia, France, Italy, and the United Kingdom. The main points covered include the official languages, high literacy rates above 98% across countries, and some iconic cultural traditions like Oktoberfest, ballet, opera, and afternoon tea.
Patricia Polacco is an author and illustrator born in 1944 in Michigan. She grew up hearing stories from her ethnically diverse extended family and developed strong storytelling abilities. Though she struggled in school, she began writing down stories and illustrations in her 40s, publishing her first books in 1985. Some of her most famous works include Thunder Cake, Thank You, Mr. Falker, and Chicken Sunday, which draw from her childhood experiences and focus on themes of diversity, bullying, and imagination.
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.
The document discusses Primark, an Irish retail company that operates low-cost fashion stores across Europe. It notes that Primark operates in 9 countries with 268 stores, employing over 48,000 people. While known for low-cost ladies fashion, Primark also stocks items like kids clothes, menswear, footwear, accessories, home goods, beauty products and confection. The summary provides an overview of Primark's business model, geographic presence and product range.
Katalin KÉRI: The education of subnormal children in Spain in the nineteenth ...Ambrus Attila József
Normalität, Abnormalität und Devianz.
Gesellschaftliche Konstruktionsprozesse und ihre Umwalzungen in der Moderne
Internationales Symposion
Oktober 9-11. 2009.
Katolisches Priesterseminar, Eger
A conference entitled Long Way Towards Inclusive Education was held in Pamplona June 2009. I was the only
Hungarian participant and I had the possibility to gain insight into the colourful and successful history of the
education of subnormal children in Spain. This paper intends to present and outline the history of specialised
education in Spain, focusing mainly on the 19th century relying partly on lectures delivered on the above
conference, primary sources and literature on the topic. As background information I would like to mention the
enormous and invaluable help with which the Miguel Cervantes Virtual Library1 contributed to my being able to
expand my research with its millions of freely available digital volumes and books of utmost importance
concerning the history of the education of subnormal children in Spain from the medieval times to the present,
unabridged in the original pictured versions in Spanish and/or Catalan.
First of all, I would like to briefly discuss the initial steps of therapeutic education in Spain from the Middle
Ages up to modern times. Then I am going to mention the special schools and basic books used in the 19th century
and finally I intend to present the way the Spanish (in some places Catalan) terminology reflected the changes in
the treatment and acceptance of people (children) with aptitudes and abilities different from the ‘normal’ from the
Middle Ages up to the present.
Let me also call attention to the limitations of this study: although I have pursued smaller and larger research
in the past two decades touching upon the history of education in Spain, as a researcher I have not dealt with the
history of the education of subnormal children so far. Therefore, in some places I had difficulties understanding
the special terminology fully and rendering it properly into English and Hungarian.
The document outlines a lesson plan about Jews in Poland. The aims are for students to understand the Jewish contribution to European culture, know about famous Jews, and learn about the World War II exodus and slaughter of Jews in Poland. The plan involves a presentation, group work, and tasks analyzing photos and biographies of important Jewish figures like Richard Horowitz, Janusz Korczak, and Irena Sendler. Students will discuss the culture and history of Jews in Poland and commemorate those who lost their lives.
The document discusses the history and purpose of the European Day of Languages, which is celebrated annually on September 26th. It notes that in 2001, UNESCO proclaimed the 21st century as the century of polyglots, or multilingual people, and the first European Day of Languages was established. The goal of the holiday is to promote cultural and linguistic diversity and encourage language learning. The document provides background on the history of different European languages and their roles over time, and discusses stereotypes about different European nationalities.
The minutes summarize an AL4ED meeting of participating partners in Ioannina, Greece. Kari presented the mobility program planned in Norway, which will focus on youth and landscape work, excursions, and attending festivals. Simone prepared a draft final report which partners provided comments on. Partners were reminded to include descriptions of degraded areas visited in their countries and the historical and cultural importance of those places. The meeting also discussed following the application form dates and requirements for reporting on individual experiences, dissemination activities, and including partner contributions on the joint website.
This document provides background on Konstantin Päts, the first dictator of Estonia from 1934 to 1940. It discusses three different images and representations of Päts over time. First, it describes how Päts was propagandized and misrepresented in Estonia before independence, with political rivals portraying him as a socialist or Marxist to undermine his authority. Second, it analyzes an official portrait of Päts from his regime, examining how he wanted to portray himself as a figure of authority. Third, it discusses how Päts was portrayed in Soviet historiography after the occupation, with historians labeling him a fascist dictator to delegitimize his rule. The document seeks to move beyond these portray
- Poland is a country in central Europe with a capital of Warsaw and currency of zloty. It has a population of 38 million people within an area of 312,685 square kilometers.
- The history of Poland dates back to 966 AD when the country adopted Christianity. It was later partitioned and disappeared from maps from 1795-1918 but reemerged as an independent nation after World War 1. However, it was invaded again in 1939 and endured Nazi occupation until 1945.
- The document discusses the school's philosophy of combining tradition with new teaching methods and holding events to promote European culture and foreign language learning.
Our school was founded in 1935 and was named after the famous Polish poet Maria Konopnicka in 1981. There are about 600 students in the school. Students can learn in 16 classrooms, a gym, and use facilities like a library, student lounge, and cafeteria. The school organizes events like European Day of Languages and Saint Valentine's Day celebrations. Teachers also lead school trips and work with students after lessons. The school participates in various competitions and often wins first prize in sports and other events.
The document discusses what topics related to neighboring countries are covered in Icelandic history curriculum. It notes that Icelandic history is closely intertwined with Norwegian and Danish history. As such, Nordic history is implicitly taught through Icelandic history. Key connection points discussed include Iceland becoming part of the Norwegian kingdom in 1262 and then the Danish kingdom in the 14th century. Modern Icelandic history, including its independence movements, are positioned in relation to Denmark. The document also outlines some topics related to Russia, Poland, and the Baltic states that are covered, such as Icelandic trade with the Soviet Union and these countries' experiences in World Wars I and II.
My school - Gimnazjum im.ks.Stanisława Konarskiego byMagdalena ptaszkowska 2bmagdajanusz
Our school was founded in 1999 and is located in the center of Grybów. It has 25 teachers and 279 students. The school has 14 classrooms for subjects like Polish, English, German, IT, history, chemistry, physics, art, and religion. It also has a sports hall and corridors. Various thematic competitions and a disco are held in the school. The patron of the school is priest Stanisław Konarski who was born in 1700 and died in 1773, and initiated the Collegium Nobilium school in Warsaw.
Russia (St. Petersburg) / What do we teach about our neighbours?neighbours.vsb.lv
The document discusses how Baltic history is taught in Russian textbooks. It notes that textbooks provide little information on the Baltic states, lack a unified perspective, and do not present a distinct positive or negative image of the Baltic peoples. The textbooks impartially acknowledge the Soviet annexation of the Baltic states in 1940 but avoid acknowledging direct Russian fault in order to not weaken Russia's position or establish dialogue between Russia and the Baltic states. Some newer textbooks discuss additional topics like the "Forest Brothers" resistance and the industrial recovery and national fronts in the Baltic republics after World War 2 and during perestroika.
The document provides information about a meeting with a man from Alsace-Moselle who discussed the tumultuous history of the region, including changing between French and German rule multiple times. He talked about his family's experiences, with his grandfather serving in the German army when the region was under German control, and his father serving in the French army. He wanted to restore solidarity between France and Germany after the hatred sowed by Hitler. The man viewed the dual culture of the region as a wealth and asset.
This document provides information about a junior high school in Grybów, Poland. The school has 26 teachers and 278 students. It has classrooms for subjects like English, Germany, Science, Maths, Information Technology, History, Art, and Religion. The school also has a gymnastic hall and corridors. The document was created by Natalia Lichoń of class 3C.
- Orest Subtelny was a historian who specialized in Ukrainian history. He studied under Omeljan Pritsak at Harvard, who focused on Central Asian history, but Subtelny was more interested in Ukraine.
- Subtelny's early works focused on Ukrainian Cossack history and sources, revealing his interest in Ukrainian national history rather than Pritsak's "territorial" views. These works were published by Ukrainian American institutions.
- Subtelny emerged as a master of multiple European languages in his writing and translations, which was unusual for American scholars at the time. He brought attention to understudied historical sources about Ukraine.
This document provides a summary of Thomas Prymak's visit to the Oseredok Ukrainian Museum and Library in Winnipeg, Manitoba. Some key points:
- Prymak, a Ukrainian Canadian scholar, was familiar with Oseredok's collection from previous research and was eager to revisit.
- At the library, he discovered many rare titles including early 20th century editions of Shevchenko and Franko's works. He also found books on Ukrainian history and literature that were difficult to access elsewhere.
- Prymak met with local scholars including a filmmaker working on a documentary about Ukrainian Canadians in World War 2.
- He learned that the library was considering reducing its space and
This document discusses literacy rates and cultures in several European countries. It provides the following key details:
- Germany and Russia have literacy rates of 99-100%. France and Italy are at 99% and 98% respectively. The UK rate is 99%.
- The main languages discussed are German, Russian, French, Italian, and English. Traditions mentioned include Oktoberfest, ballet, Bastille Day, opera, and afternoon tea.
- Religious practices in the countries include Christianity in Germany, Orthodox Christianity in Russia, Catholicism in France and Italy. Christmas traditions vary between countries.
So in summary, it compares literacy rates and examines some elements of language, customs, and traditions in
Literacy rate and culture no whatch sayingmarypardee
The document discusses literacy rates and traditions in several European countries. It reports literacy rates of 99-100% in Germany, Russia, France, Italy, and the United Kingdom. It describes the main languages of each country, including German, Russian, French, Italian, and English. It also provides examples of cultural customs and traditions for each country such as Oktoberfest in Germany, ballet in Russia, Bastille Day in France, opera in Italy, and afternoon tea in the United Kingdom.
This document summarizes bilingual education in Schleswig-Holstein, Germany. It began in the 1960s but grew more popular in the 1980s. Today there are 32 bilingual schools, mostly grammar schools, with English as the primary second language. Bilingual teachers teach two subjects but are not required to have special training. Schools can choose to offer bilingual programs with government support. While subjects are mostly taught in the second language, students can switch between bilingual and German classes. The challenges include a general lack of bilingual expertise and discord among teachers over bilingual education.
The document provides information about cultures and traditions in several European countries. It discusses the languages, literacy rates, and customs/traditions of Germany, Russia, France, Italy, and the United Kingdom. The main points covered include the official languages, high literacy rates above 98% across countries, and some iconic cultural traditions like Oktoberfest, ballet, opera, and afternoon tea.
Patricia Polacco is an author and illustrator born in 1944 in Michigan. She grew up hearing stories from her ethnically diverse extended family and developed strong storytelling abilities. Though she struggled in school, she began writing down stories and illustrations in her 40s, publishing her first books in 1985. Some of her most famous works include Thunder Cake, Thank You, Mr. Falker, and Chicken Sunday, which draw from her childhood experiences and focus on themes of diversity, bullying, and imagination.
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.
The document discusses Primark, an Irish retail company that operates low-cost fashion stores across Europe. It notes that Primark operates in 9 countries with 268 stores, employing over 48,000 people. While known for low-cost ladies fashion, Primark also stocks items like kids clothes, menswear, footwear, accessories, home goods, beauty products and confection. The summary provides an overview of Primark's business model, geographic presence and product range.
Katalin KÉRI: The education of subnormal children in Spain in the nineteenth ...Ambrus Attila József
Normalität, Abnormalität und Devianz.
Gesellschaftliche Konstruktionsprozesse und ihre Umwalzungen in der Moderne
Internationales Symposion
Oktober 9-11. 2009.
Katolisches Priesterseminar, Eger
A conference entitled Long Way Towards Inclusive Education was held in Pamplona June 2009. I was the only
Hungarian participant and I had the possibility to gain insight into the colourful and successful history of the
education of subnormal children in Spain. This paper intends to present and outline the history of specialised
education in Spain, focusing mainly on the 19th century relying partly on lectures delivered on the above
conference, primary sources and literature on the topic. As background information I would like to mention the
enormous and invaluable help with which the Miguel Cervantes Virtual Library1 contributed to my being able to
expand my research with its millions of freely available digital volumes and books of utmost importance
concerning the history of the education of subnormal children in Spain from the medieval times to the present,
unabridged in the original pictured versions in Spanish and/or Catalan.
First of all, I would like to briefly discuss the initial steps of therapeutic education in Spain from the Middle
Ages up to modern times. Then I am going to mention the special schools and basic books used in the 19th century
and finally I intend to present the way the Spanish (in some places Catalan) terminology reflected the changes in
the treatment and acceptance of people (children) with aptitudes and abilities different from the ‘normal’ from the
Middle Ages up to the present.
Let me also call attention to the limitations of this study: although I have pursued smaller and larger research
in the past two decades touching upon the history of education in Spain, as a researcher I have not dealt with the
history of the education of subnormal children so far. Therefore, in some places I had difficulties understanding
the special terminology fully and rendering it properly into English and Hungarian.
The document outlines a lesson plan about Jews in Poland. The aims are for students to understand the Jewish contribution to European culture, know about famous Jews, and learn about the World War II exodus and slaughter of Jews in Poland. The plan involves a presentation, group work, and tasks analyzing photos and biographies of important Jewish figures like Richard Horowitz, Janusz Korczak, and Irena Sendler. Students will discuss the culture and history of Jews in Poland and commemorate those who lost their lives.
The document discusses the history and purpose of the European Day of Languages, which is celebrated annually on September 26th. It notes that in 2001, UNESCO proclaimed the 21st century as the century of polyglots, or multilingual people, and the first European Day of Languages was established. The goal of the holiday is to promote cultural and linguistic diversity and encourage language learning. The document provides background on the history of different European languages and their roles over time, and discusses stereotypes about different European nationalities.
This document outlines the gifted program at a school. It discusses which students are included in the program, how the program is run through various departments and cross-curricular projects, and examples of specific projects for different grade levels. The main objectives of the program are for gifted students to feel included and for activities to motivate and engage their peer groups. A work plan is also outlined that coordinates the program between a coordinator, counselor, and teachers throughout the school year.
Społeczne i kulturalne aspekty działalności polskich jezuitó w erze globaliza...ZespolSzkolJezuitow
Presentation entitled "Cultural and social aspect of Polish jesuits' activity in the era of globalization" performed during Jesuit History Congress in Palermo
The document lists eight schools from different European countries that participated in a Erasmus+ project on European history from 1945-2015. It provides an introduction to the project, outlining its goals of improving knowledge of European history, promoting critical thinking on EU issues, and developing students' sense of European identity and citizenship. The project activities described include research, debates, lectures, conferences, and study visits. The expectation is that it will offer students new perspectives and skills while helping teachers introduce a more European dimension to their lessons.
The document lists eight schools from different European countries that participated in a Erasmus+ project on European history from 1945-2015. It provides an introduction to the project, outlining its goals of improving knowledge of European history, promoting critical thinking on EU issues, and developing students' sense of European identity and citizenship. The project activities described include research, debates, lectures, conferences, and study visits. The expectation is that it will offer students new perspectives and skills while helping teachers introduce a more European dimension to their lessons.
The international language (called esperanto)eraonlus
1. The document discusses the issue of foreign language instruction in Italian schools becoming dominated by English alone. It argues for the introduction of a non-ethnic but truly international language like Esperanto to avoid this problem and promote multilingualism.
2. Esperanto was created in 1887 to be a universal language that could promote international communication and brotherhood. It grew rapidly in the early 20th century with international congresses and associations. While estimates of current speakers vary, Esperanto remains the most widely spoken constructed international language.
3. The document provides historical context on the many constructed language projects over centuries to achieve a universal language for international communication. Volapük and Esperanto were the most
The International language (called Esperanto)eraonlus
MINISTRY OF ITALIAN PUBLIC INSTRUCTION
International Language (known as Esperanto) Commission, Interministerial Decree April 29/October 5 1993
STUDY
Published in the Official Bulletin of the Italian Ministry of Public Instruction, no. 21-22, May 25-June 1, 1995: p. 7-43
Foreward
1. The International Language
1.1. Official recognition
1.2 The International Language as introductory linguistic language
1.2.1 Pedagogic Experiments
1.3 Conclusion
2. Proposals
Bibliography
Notes
The document provides an overview of Philippine literary history from pre-colonial times to the contemporary period. It discusses the key characteristics and works of different literary periods in the Philippines, including the pre-Spanish, Spanish, American, Japanese, post-WWII, martial law, EDSA revolution, and 21st century periods. The document aims to help students understand the geographic, linguistic, and ethnic dimensions and evolution of Philippine literature over time as shaped by the country's history and diverse regions. It includes activities for students to identify works and authors from different periods.
This document discusses multicultural education in Poland. It provides definitions of multicultural education and notes that while Poland has become more diverse, it remains fairly homogeneous. There is little available e-learning material on multicultural topics in Polish schools. When materials do exist, they are typically created by NGOs and focus on Polish minorities and topics like religion, history with Germany and Jews in Poland. Multicultural topics are not well integrated into the formal curriculum and there are no dedicated courses, limiting meaningful discussion of these issues. Some initiatives have emerged, like a Polish-German history textbook developed through bilateral cooperation.
The document provides an introduction to a class on the European Union taught by Professor Brian Butler in Barcelona, Catalonia, Spain. It includes information about the professor's background and qualifications, as well as expectations and rules for the class. The class will cover topics like nationalism in Europe, differences between EU and US views on equality, the history and crisis issues facing Spain, and the regions of Catalonia, Basque Country, and Andalusia. Students will discuss their observations of Spain and review material from previous lectures.
The final product of the comenius partnership the guidebook for youngstersFilip Buček
This document provides information about several European countries including Finland, Hungary, Spain, Slovakia and Poland. It discusses their geography, history, culture and education systems. In chapter 1, it gives basic facts about each country's location, population, languages, flags, anthems, famous historical figures and places of interest. Chapter 2 focuses on the tertiary education systems in the partner countries. Chapter 3 examines unemployment issues in Europe and Poland. Chapter 4 provides guidance on business etiquette in Spain. The following chapters discuss disability issues, first aid, and the author's Comenius experience.
Anne Frank In Historical Perspective A Teaching Guide For Secondary SchoolsNatasha Grant
This document provides an overview of the uniqueness of the Holocaust compared to other modern tragedies. It argues that while other events involved large-scale loss of life, they did not target the total destruction of an entire people in the way that the Holocaust did against European Jews. Specifically, it notes that the atomic bombings of Hiroshima and Nagasaki aimed to end the war, not destroy the Japanese people. Treatment of Native Americans and African slaves involved exploitation for economic gain rather than a goal of extermination. Japanese internment in the US during WWII was due to security concerns, not a plan for murder. While the Armenian genocide and other mass killings were atrocities, they did not have the same industrialized system of mass
The document discusses the importance of French culture in France. It notes that French is the main language spoken in France and its capital is Paris. Some key aspects of French culture discussed include lifestyle, language, and foods. The French lifestyle can be an adjustment for foreigners due to cultural differences. French foods like baguettes, crepes and French toast are popular worldwide. Understanding elements of French culture like language, lifestyle and cuisine is important for experiencing the country.
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.
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.
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.
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.
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 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 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 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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
The stories of your history
1. THE STORIES OF YOUR
HISTORY
INTRODUCING OURSELVES
Introducing the students
Before the first meeting in France, we made films in which students introduced
themselves
Introducing the towns and regions
For the meeting in France in November 2011, in Norway in March 2012, in Poland in
May 2012 and in Italy in October 2012, students shew presentations of their towns,
their regions to the other students, teachers and parents.
Students prepared presentations of local museums and towns they shew in Poland.
CREATING A LOGO
Students produced different logos for the project. The logos were sent to the different
countries and one was elected in Poland in May 2012.
STEP 1: THE FAMILY STORIES
The circle of origins
The circle is divided in 8 parts, one for each of the grandparents. Students drew the
flags of the original country of their grandparents.
The map of the origins
2. Italy, Germany, Portugal, Belgium, Poland, Austria, Russia, Turkey, North Africa…
France is clearly an immigration land.
On the contrary, Polish families are native of Poland which makes Poland rather an
emigration country. It is roughly the same for Norway and South Italy even if these
two countries have become lately countries of immigration (from Africa especially).
This work was interesting because students became aware that Europe is a
continent where people moved a lot and the different countries are connected to
each other through migrations.
The map of Europe we’ve drawn on the wall of the class room enables us to see the
origins of the families. Colored strings were placed from the original towns or
countries of the grand parents to the 4 towns (Morestel, Nowa Dęba, Carovigno,
Hoyanger).
It appears that half of the French students’ families come from abroad.
The family tree
Each students filled this family tree. Then we gathered them in a booklet.
The family story narrative
Each student wrote a narrative of his/her family story, put in a booklet with the circles
of origins and the family trees.
Then some stories were chosen and presented in other ways: films, cartoon, diaries,
PowerPoint… These works were presented in Norway, in March 2012
STEP 2: THE NATIONAL HISTORY
The narrative of the national history
Students were told to write the history of their country, as they know it, without any
preparation. They had about 45 minutes to do so.
NATIONAL HISTORIES COMPARISON
1. Do they use the Periods ? Do they know them?
Chronology isn’t the students’ major concern. They rarely use historical
Periods. Sometimes Renaissance, the Middle Ages but that’s all. They know
facts, important dates but rarely make links between the periods.
However some of them use their periods, I mean « the Viking era » in Norway, « the
Kings time » in France.
2. What event/Period is considered as the beginning of the national
history?
The answers are obviously very different.
3. Polish students agree on baptism of Poland 966. Some of them mentioned about
earlier times (the Slavic people).
Norwegian students mention the Viking era.
For Italian students Italian national history starts in 1861 after the Wars of
Independence and the proclamation of the Kingdom of Italy.
French students don’t answer very clearly to the question. Very few mention the
origin of the state: they talk then about the Gauls, the Francs.
It is interesting to see that for Polish students the origin is a religious event ;
for Norwegian and French people it is an ethnic origin ; for Italian it is a
political event. Although Italy is full of cultural richness, students place the
birth of the country in 1861. For Norway, Poland and France, the origin is old
and more cultural.
3. What characters are mentionned ? Do they speak about people ?
individuals?
Norway : Harald Hårfagre, Saint Olav, Leiv Eriksson, Snorre, Karl Johan, Harald V,
ABB are individuals that are mentioned. The laps are also mentioned.
They don't connect historical events very much to individual people.
Italy : the best known historical characters are Giuseppe Garibaldi and Giuseppe
Maldini, connected to Independence. Besides, students know about very important
characters such as Galileo, Dante, Frederik II.
Poland : all students said about characters. They usually mentioned Polish Kings.
Some of them mentioned about individuals (not only Poles) : Saint Wojciech ; Otton
III ; Gallus Anonymus ; Copernicus ; Tadeusz Kosciuszko ; Pilsudski, Pope Jan
Pawel II, Lech Walesa, Napoleon. Individuals connected with national movement,
the end of communism, cultural heritage, and the Pope.
France : many individuals, political characters are mentioned. Many are the Kings
of France (Louis XIV, Louis XVI), the presidents of the Vth Republic, Napoleon.
4. What events are mentionned?
Italy : The events frequently mentioned are the rebellions before the unity, the wars
of Independence and the Expedition of the Thousands.
This historical period is part of the curriculum plan, but is set at the end of the
year because of its chronological subdivision.
Therefore, our students have not studied yet, with method, the events and the
most important historical people in Italy as a state. However, in 2011we
celebrated the 150th
anniversary of the unity in Italy, so students had the
opportunity to learn a lot about that historical period thanks to the numerous
events fostered.
Norway: The constitution of 1814 is mentioned by everybody, the Viking era by
almost everybody. The unions by about 75% of the students. Christianity, the black
plague and Second World War by about 50%. The terror attack is mentioned by one
third! The discovery of oil by about one fourth of the students. Democratic movement,
industrialization, migration patterns are never or almost never mentioned. The
independence from Sweden in 1905 is mentioned by few students.
4. The choice is very much connected to the curriculum. In primary school, pupils
work mainly on the Viking era.
Poland : The main topics told by the students are the baptism of Poland, the first
Kings of Poland ; the different partitions ; the Napoleonic wars ; the birth of Poland in
1918 ; World War two and the Warsaw ghetto ; Communism ; the election of Pope
John Paul II ; The creation of Solidarność, the autumn of nation, Poland part of
NATO and EU.
The choice is also connected to the curriculum but students know their close
history by what they’ve been told by their families or whoever. Religious
events are part of Polish identity.
France: The French Revol is often spoken of, mostly «la prise de la Bastille», the
Declaration of Rights, Louis16 beheaded. Then they mention the World Wars with
very few details, and the Middle Ages (knights, peasants, crusades). Very few talk
about the industrial revolution, the football cup, Clovis, women getting the right to
vote.
We can notice that the choice of events is clearly connected to the curriculum
and the context: the French Revolution has been learnt a few months ago, as
well as the industrial revolution. The Middle Ages is in the curriculum of the
previous year. They haven’t learnt about the WW : that’s why these events are
just mentioned and not detailed. One specific thing is that many French
students mention the symbols of the Republic as part of the History.
Some of them mention the tsunami which has happened a few months ago.
5. What is their point of view?
The stories are mainly told in a political and military point of view : revolutions,
Kings, rights are frequent. The religious point of view is specific to Polish stories
when Norwegian stress on the social point of view, French and Norwegian mention
the ethnic belonging (the Vikings, the Francs, the Gauls).
The stories are mainly told in a national point of view. The choice of events is
clearly national, and when the events are European (for example the WW), they are
told in a national point of view. Which leads us to the third step of our work, the
European history.
The students mainly write about simple facts with no connection to the context and
with little content and understanding, cohesion. They show no personal point of
view; they don't say «I think» etc.
6. The narrative:
The narrative is usually not linear. It has little cohesion. It is a list of non connected
and non detailed events. It's not a militant or judgment narrative. These
characteristics we find in the four countries.
We think that the students were quite young (from 12 to 15) to have a personal point
of view or a critical approach on events. Moreover, they were not prepared for this
exercise. We then have what they remember, it is a raw material.
However the teaching methods are different. In France students are taught how to
write a historical narrative. But it’s a very new teaching methods and we can see
through this exercise that the students are not at ease with it. Norwegian teachers
focus on the links, but that’s not to be seen in the narratives. In Poland and Italy
historical narrative isn’t a key skill at school.
5. 10 major dates of the construction of the nation
We wanted our students to know a bit more about the history of other countries. We
decided to work on the construction of the nations and chose 10 dates for each
country.
Students made a PowerPoint presentation of each date.
We put all the dates on a timeline.
Timeline
French people made a game called timeline, to be played at the last meeting in
France. The cards were made after the 10 dates.
Rules
Each player (or group of players) receives 4
cards, side back.
The other cards are left on the deck.
One card is put in the middle of the table,
side up.
Each player places one of his cards near the
original card, before (on the left) or after (on
the right) in the timeline.
Then he flips over the cards and checks if the
date is correctly placed in the timeline. If not
he takes a card on the deck.
6. Common Topics
As the narrative shew mainly a political and national point of view, as the dates were
on the construction of the nation, we chose to work on « Common Topics » : these
topics would be more economical and cultural ; they would be common to the four
countries.
The topics we worked on are :
- the christianization of Europe because it is a common heritage ;
- the expansion of the Vikings who went as far as South Italy.
- Trade in the Middle Ages which developed exchanges in Europe, economical
but also cultural exchanges: as the roads were safer, students, painters,
teachers could travel.
- Gothic art is to be found in all the countries ;
- Industry in the XIXth century: Europe is the first industrialized continent which
has made it ahead for more than a century.
- Royal Marriages : this topic was more political
Students prepared information in advance; then they met in Italy, shared their
information and did common PowerPoint.
STEP 3: EUROPEAN HISTORY
For this part, Italy had ceased working with us.
We chose to work on major European events of the XXth century:
- Life during World War Two
- Reconstruction after WW2
- Propaganda during the Cold War
- Autumn of the nations
- The feeling about European Union
Students mainly looked for witnesses, documents and made presentations in
Poland in March 2013.
This work was very interesting for students and for teachers as well. Especially
talking about Cold War and the differences in everyday life between Eastern and
Western countries. Recent history is needed to understand our world today, and it
appeared that few students really knew what had happened 30 years ago.
Working on it, talking to witnesses made things more concrete.
Here is a sum up of the debate which took place after the students’ presentations.
7. About the living conditions during WWII, we noticed many common points:
food rationing, curfew, bombing, black market, children set to the countryside…
Norway, Poland and France were invaded by the Nazis.
But in Poland things were worse for different reasons: the Shoah took place in
Poland ; German camps were set there. There were ghettos for Jews. Around
99% of the polish Jews died during this period.
Krakow was the German capital of Eastern Europe. Polish people bowed to
Germans like slaves. Farmers gave all their food to Germans.
They couldn't go to the cinema, couldn't use cars, paid phones...
Universities were closed. They used to have classes in private flats secretly...
Monuments, factories, houses, in both countries were destroyed but we can
report that Germans bombed all the north of Norway because they didn't want to
leave anything for Russians.
From London, French and Polish resistance started to be organized.
The Norwegian government was also established in this town. They tried to
motivate people to fight against the advancing German invasion.
Post-War period:
Reconstruction
American helped the 3 countries (Marshall Plan).
After the war, France and Norway were under the influence of Americans.
who were seen as heros. They called them Öthe SavioursÜ.
Of the 68's generation, this situation changed specially during the Vietnam War.
In Poland, at the beginning Americans were their enemy but after a while they
tried to look like them! However, they appeared Evil in Poland.
Cold War propaganda
Studying propaganda during the Cold War was very interesting because Poland
was not part of the same camp. Obviously our points of view are different.
After World War II, Communist Terror started for the polish population. They were
very scared (spies, denouncements...). They missed food and they were very
poor. Americans, English and Russians drew the polish borders without any
consultation with the polish government. Everything belonged to the nation (no
private companies). They imposed an economic plan. The Church was also
persecuted. They couldn't travel; it was very difficult for them to get a visa. People
tried to escape their country to find a life of freedom.
In France and Norway, it was different.
The births exploded (baby boom).The Economy continued to grow up with stable
governments. Work for everyone!! They were free to go anywhere.
They lived under Democracy.
The autumn of nations
This was a major event for Poland who became free in 1989. The first free
elections took place, it has since been a democracy.
8. In France and Norway people haven’t always understood how important this was.
Some people followed the news intensely, but the majority knows something has
happened, but when ? Where ? Why ?
European feelings
Poland belongs to the European Union since 2004, France since 1957 but
Norway isn't a member state of the EU.
Polish people have a very positive point of view about European union. They
have benefited from the EU and have joined it recently.
French people are mostly in favor of EU except for the common currency because
of the growth of prices in everyday life.
Norwegian people think EU is good, but not for their country, for others !
ADVERTISING THE PROJECT
During the two years of the project, we tried to share our work regularly with the
parents, the other teachers, the towns…
Mayors welcomed us in the town halls at each meeting.
Parents were invited to meet the foreign teachers and students.
Medias were solicited. In Norway a journalist interviewed all the teachers for the
local newspaper.
In France teachers and two students of each country were interviewed by the
local radio. A short radio show about Comenius was to heard at the end of May
2013 on «radio France bleu Isère».
Many articles have been written about the project in various newspapers.