EUROPA EN GUERRA: UNA APROXIMACIÓN PARA EL APRENDI..
EUROPA EN GUERRA: UNA APROXIMACIÓN PARA EL APRENDIZAJE DE LOS ESTUDIANTES SOBRE COMO EVITAR CONFLICTOS. USAR LA PALABRA Y NO LA ESPADA. APRENDIENDO DE LA HISTORIA.
Date du début: 1 sept. 2015,
Date de fin: 31 août 2017
This project is the result of a multilateral school association with the aims of elaborating, investigating, teaching and exchanging knowledge on the topics such as, tolerance, gender equality and peaceful resolution of conflicts.
The World Wars and the period between them will be the source of information from which teachers and students will base their investigation to find the tools to resolve armed conflicts without violence. To focus this research, it will be of the most vital importance to praise democracy and respect as the basis for human understanding.
There are sixcountries and schools involved: IES Miguel de Cervantes (Spain), Malonstranske Gymnasium (Chezch Republic), Liceo Scientifico Statale (Italy), Kongsberg Vigederaende Skole (Norway), Durham Johnston Comprehensive School (England), Gürpinar Imkb Teknik Ve Endüstüri Meslek Lisesi (Turkey).
Below is the topic guide to develop our investigation
EUROPE AT WAR: AN APROACH TO TEACH STUDENTS HOW TO AVOID CONFLICTS USING WORDS AN NOT SWORDS, LEARNING FROM HISTORY
1.- Economic, political and ideological reasons for the conflicts
Reinforcing democracy to avoid imperialism and totalitarianism
a.-The World Wars in the countries implied
b.- Focus on remarkable battles and its consequences:
c.- Marne, Somme and Verdun-The Trench War
d.- Air raids
e.- Naval war
f.- War and its consequences: division of Europe and later political instability: Austria-Hungary Empire division.
g.- Ottoman Empire in The WWI, reasons for the neutrality in WWII
2.- Wars and Science. Destruction and side effects.
a.- Technological advances made and produced during the wars: new weapons in the WWI and WWII and their environmental consequences.
b.-Wars and our national heritages: restoration and analysis of what was lost forever.
3.- Minority groups: problems they faced:
a.- Jews: Life in Ghettoes and Concentration Camps
b.-Gays: Embodied in the outstanding English mathematician, Allan Touring
4.- Women´s roles during and after the war:
a.- Access to work
b.- Analysis of their roles and changes that took place
c.- Suffragettes in England and USA during the WWI and their role in the women rights in Europe
d.-Women´s roles today
5.-Music, literature, cinema and political propaganda at wartime
Each country will choose twenty five students to carry out research. They will be grouped in teams of five and will be in charge of one of the topics proposed. Non-linguistic subject teachers will coordinate and check the work done by their students and they will also attend the meetings organized for each thematic area.
Finally, students´ materials -videos, pictures, essays ,graphic materials, etc. will be used as the contents for our products:
Clil units on the five main topics that teachers and coordinators will elaborate using students´ investigations and materials.
Display panels with the final conclusion for each area.
A magazine which will gather all the information displayed on the panels.
The creation of an organization that will analyze the final results and conclusions reached in our last meeting.
This project will involve all our school communities and will stand the test of time thanks to the Clil units that will be published in English and Spanish. Our results will be made available and free for any school to use in the future. The digital magazine put forward by the organization will also help ensure that our project endures and develops the values we want to transmit: tolerance, democratic principles, peace and equality among countries.
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