• Activity 1

    “The power of propaganda as a motivating force in human emotion”

    Students explored the concept of propaganda and the various ways in which propaganda functions through the use of a variety of tools such as pictures and videos.

    Also, students became acquainted with the following ideas which are directly or indirectly related to propaganda.

    Extremism, cynicism, disillusionment, nationalism, totalitarianism, racism, scapegoat, expansionism, stereotypes, economic recovery, patriotism, national dignity, national humiliation, propaganda, stigmatization, traditional values, social safety net, human rights


    Activity 2

    “Financial crisis workshop as experienced in all partner countries”

    Each partner school made a 10 minute presentation focusing on the following topics:

    • To what extent the current financial crisis has affected your country
    • If your country experienced a financial crisis in the past
    • What are the effects of the financial crisis on people in your country
    • What are the emotions of people as a result of the financial crisis ( the Greek school  analyzed people’s emotions as reflected in Greek music)


    Activity 3

    " Polarisation and extremism in the aftermath of financial crises"

    The students were made aware through exposure to different historical events how a financial crisis can cause people to embrace more radical ideologies and how dangerous this can become for society even nowadays.

    Activity 4


    This diagram was presented by the Greek contact person, Kostas, before doing the activity so that the students could get a basic grasp of the concepts of polarisation and the effects of a financial crisis.


    Activity 5

    Also, this crossword puzzle focusing on words related to polarisation and the rise of extremism in the aftermath of a financial crisis helped the students gain the necessary language in order to be able to answer the questions in Activity 3.


    Activity 6

    “ Disentangling emotional perceptions towards immigration in times of financial crises”

    Each partner school made a 10 minute presentation focusing on the following topics:

    • What is your country’s experience of the current refugee crisis?
    • Has your country experienced itself immigration waves to other countries? ( for example, Greeks emigrated to the US, Australia, Germany and other countries throughout the 20th century)
    • What is your country’s attitude to refugees and immigrants today? What emotions do people have for these people?


    Activity 7

    “ The emotional imprint of the financial crisis on language”

    Each partner school made a 10 minute presentation focusing on the following topics:

    • What are some words in your language related to the financial crisis that people started using?
    • What are the emotions associated with these words? What do people think when they hear or use them?
    • What is the language used in the press (for example, newspaper headlines) and what emotional reactions does it provoke in people? ( for example, panic)