| Project description |
| The project aims to investigate and know the places in Europe that are part of our common history and of which we do not keep a pleasant memory for being places where terrible things happened (concentration camps, places of great battles, persecutions, famines, natural catastrophes, eruptions…) These are aspects of our history that can provide us with knowledge about human behavior with the aim of teaching new generations what should NOT be done, confronting fears head on, confronting them in order to overcome them.
Places that are the object of our study, for example, could be: the beaches of Normandy, the extermination camps, the Somne trenches, the refugee camps, the walls and barriers that still exist in Europe, the streets and places where revolutions began. |
| Subjects |
| History and Geography, Ethics and Citizenship, Philosophy, ITC’s |
| Communication between teachers |
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Through the twinspace tools -
Through a shared folder on Google where design the base activities -
Through a group of WhatsApp |
| Objectives |
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Know the European heritage. -
Collaborate in an ABP project with centers throughout Europe. -
Remind the current European society of the places where the dark facts of its history took place with the aim of not repeating them or at least being aware of the size and meaning of the place where they are. -
Analyze the deprivation of human rights suffered by the victims to understand what happens when the values that make us an advanced and democratic European society disappear or are ignored |
| Curricular contents |
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Distant and immediate causes of the Great War. Development and consequences -
Notion of crisis: the crisis of liberal states in Europe and mass society -
Totalitarianisms in Europe -
Notion of multiple causality: international context and causes of World War II. -
Repercussions of the war in civil society and the rearguard. -
The Holocaust. -
The new world geopolitics after World War II: the Cold War -
The challenges of the process of democratic consolidation: coup, terrorism, nationalist and social tensions. -
The collapse of the Soviet system and its consequences. -
Jihadist terrorism in Europe and its consequences that threaten the European welfare state. -
Climate change and environmental crisis: treatment of concrete examples and natural catastrophes. -
The challenges of Europe today: immigration issue, accessions and secession. |
| Activities / Tasks |
| Activities: first tasks of self-knowledge of the participants; research on dark places in each country and those common to all of Europe; creation of an interactive map (or an APP) to locate them and provide the necessary information; exchange of videos and information through videoconferences; etc. In the following section there is a short description of each of the tasks to be carried out along with its timing. |
| Temporary programming |
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january 2019 TASK 3 INITIAL EXPLORATION AND EXPLANATION OF THE PROJECT FOR STUDENTS IN PREPARATION
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january 2019 TASK 4 FIRST WORLD WAR (look for places related to the main battles of the First World War, locate them on a map and add information related to that historical period and photographs of the time that are sought and can be found. Empathize with the soldiers from the front by writing a letter in which the student will assume the role of a soldier and write to his family telling how life is in the trenches. We will scan the letters and share them in our twinspace, twitter and school website. The letters will be written in English and the students will have pedagogical material at their disposal to know the living conditions in the trenches in which they can be documented) -
february 2019 TASK 5 LOCAL PLACES OF DARK EUROPEAN CULTURAL HERITAGE (as SPANISH CIVIL WAR g.e.) Each country will search in its environment for a place that belongs to the dark European cultural heritage and will prepare a small exhibition (photographs, videos, location on a map, written information and historical contextualization) for the rest of their European colleagues (in prezi, genialy, presentations of google, canva or some similar application) In this way we will take advantage to create national work teams and explore their possibilities. All the information obtained will be added to the common map that we will have created as the final product of the project and that will be our database for the creation of an app as the final product of the project. -
march 2019 TASK 6 SECOND WORLD WAR Creation of plurinational working groups, contact between students and organization of cooperative work for this and the following tasks. The students will communicate through the forums, the videoconferences and all the channels that twinspace puts at our disposal.
In this task, students will locate different places of major European battles during World War II and add it to the map with the information already explained in the previous task -photos, videos, locations on a map, etc.- and add it to the map. common cooperative that we will be doing little by little and with which we could then make an app. -
march 2019 TASK 7 HOLOCAUST The plurinational groups already formed will continue their cooperative work. The students will communicate through the forums, the videoconferences and all the channels that twinspace puts at our disposal.
In this task, the students will locate different places related to the Holocaust-extermination camps, ghettos, railway stations where the main deportations took place ...- with the information already explained in the previous task -photos, videos, locations in a map, etc- and they will add it to the cooperative common map that we will be doing little by little and with which we could then make an app. -
april 2019 TASK 8 COLD WAR Plurinational groups will focus on the Berlin Wall and locate specific points of the wall in which personal stories of heroism were produced - leakages, reunions of families, checkpoints, the construction of the wall, some significant graffiti, the fall of the wall and relevant aspects of the history of this construction and everything that it represented. Then everything will be added to the common cooperative map as in the rest of the tasks. -
april 2019 TASK 9 OPEN Teachers and students can decide in this task what historical aspect of the time to work (some examples could be the democratic transition in Spain and the ETA nationalist terrorism problem, the Balkan War, the Solidarity trade union conflict in Gdansk, or any other fact related to the dark history of Europe in the period between 1980 and 2000.
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may 2019 TASK 10 YIHADISM IN EUROPE Investigate and locate as in the rest of tasks the most significant attacks that the self-styled Islamic state has perpetrated in European territory in the 21st century -
may 2019 TASK 11 NATURAL AND PERSONAL DISASTERS
natural and personal disasters related to nature, the Mediterranean migratory phenomenon, the refugee crisis, etc. This timing is only a forecast that can vary depending on the pace of work of students and teachers, the difficulty of the task and the time we can devote to it. |
| ICT tools used |
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| Common results and products |
| Videos and self-prepared presentations in various formats.
Mobile application with all the information and the location of the investigated places, of public character and usable as an open tourist guide.
Public event as a photographic exhibition and realization whenever possible of material in VR.
Working with online maps |
| Dissemination of the project / Communication |
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Creation of an own account of the project in social networks for the diffusion of our project.
Twitter Account of the project User: @DarkEuropean Password: dechproject
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| Evaluation process |
| We are going to incorporate the project into curriculum and all the tasks (or some of them) that the students do will be evaluable and they will count towards their grade.
We should do a mid-term evaluation and a final evaluation of the project (we can do it triple -self-evaluation, between peers and the teacher's own in rubrics-) |
| Others (Information and links of interest) |
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