A new EuroClio project: Who were the victims of the National Socialists?

Enabling young people to gain a deeper understanding of the roots of discrimination in the present by researching the victims of National Socialists is the goal of our new project. To achieve this, we will design, develop, and test local youth-empowered history projects around the key question “Who were the victims of the National Socialists?” in six countries. This will be done by an interdisciplinary cross-border team of history educators, specialists in the history of National Socialism, and museum educators in close cooperation with youth and community members.

Rationale for this project

On paper all citizens are treated equally. Constitutions do not differentiate between sex, gender or religion, ability, and all citizens above a certain age have voting rights.  The reality, however, is very different: Every day there are people in Europe who are suffering from racism, LGBTIQ hostility, anti-Semitism, anti-gypsism, discrimination, and xenophobia. The lack of justice and equality in society, makes people lose faith in democracy and human rights, give space for nationalism and populism, and undermines democratic values and systems. The best chance to realise a future that does justice to the promise of democracy and human rights, is education. To achieve this, there is a lot of potential to learn from the history of the National Socialist in Europe, especially since is the topic that might be most common in the history curricula in Europe.

Youth empowered history projects

As part of this project, students and educators from 6 countries representing North Europe, West Europe, Central Europe, East Europe, South Europe, and South East Europe. Our idea so far, is that students will start learning from the sources they like - such as games, tv series and books. They will then continue learning through place-based learning at museums, memory sites, archives, and NGO’s, and use their findings to improve their answers. Finally, they will learn from historical sources – selected by their teacher - to get an even fuller understanding of who the victims were. By this point, students will have acquired deep knowledge of all victims, including those who received less attention in the past (such as people with disabilities, Roma, Sinti, and Travellers, LGBTIQ, political dissenters). As a final step, the students will us their acquired knowledge to reflect on contemporary issues and think what can be done to prevent historical injustices to continue in the present. In each step of the process, the students will work together with peers, share research findings and lessons learned.

Outcome of the project

The project will result in several outputs that EuroClio and the Max Mannheimer Study Centre, intend to use as part of their educational programmes and membership services, and which will enable them to spread this as an inspiring practice across Europe:

  • A promotional video with footage from students and educators who are directly involved in the project that explains the rationale for the project, demonstrates how the project works in practice, and convinces educators to explore and use the toolkit.
  • A toolkit with a step-by-step instruction on how to design the history project for students, support materials (such as the peer-to-peer tutorials) for each step, including preparation and assessment. The toolkit will be translated in the official languages of the countries where the student history projects take place.
  • A research report on the effectiveness of the project in terms of learning outcomes.
  • An internal and external evaluation of the project.

A say for communities affected by the history

For the development of the project, we will consult representatives and members of the Jewish community, LGBTIQ community, Roma, Sinti, and Travellers, and people with disabilities on the design of the toolkit, and seek advice from academics who are specialised on the history of these groups during the National Socialist era. For each of these group there will be a Council Member representing this group.

A new partnership

The Max Mannheimer Study Centre is an extra-school educational institution that aims to enable, first and foremost, young people from throughout the world to take a more in-depth look at contemporary history. The educational services include single or multiple study day courses for school classes, youth association groups, students, and other interested groups. The Max Mannheimer Study Centre is running a variety of projects, including international youth exchanges, and offers educational programme for schools, teachers in training, and NGO’s. The focus is placed on examining and discussing the National Socialist period in general, with special reference given to the history of the Dachau concentration camp. Our joint project offers the Study Centre an opportunity to make teaching about the Holocaust easier in Europe, to reach more teachers and more students through participant-centred-learning. The project teams will benefit a lot from the knowledge and experience of the Study Centre, on the Holocaust and crimes committed by the National Socialists.

A new agenda

The project is supported as part of the Education Agenda NS-Injustice, an initiative of the German Federal Ministry of Finance (BNF) and the EVZ Foundation Remembrance, Responsibility and Future, which was created in response to the worrying increase in antisemitism, antigypsyism, racism and LGBTIQ hostility and acts of violence and attacks, such as the recent attacks in Hanau and Halle, are occurring with increasing frequency. The idea is that lesson about the National Socialist past and the visualization of experiences of those affected by persecution, will reinforce democratic attitudes, and counteract antisemitism, antigypsyism, racism and LGBTIQ hostility, and project like these, are needed because learning about this period is on the decrease, with generation of survivors and with increasing temporal distance.

Next steps

The next steps will be to work with the project advisors and partners, on the human resourcing of the project. As soon as we are complete, we will all the team members together for a work meeting early next year at the Max Mannheimer Study Centre in Dachau.

Are you interested in this new EuroClio project or believe that you can help us achieve the project outcomes? Please email Executive Director Steven Stegers (secretariat@euroclio.eu).

In Memoriam of Annemarie Cottaar

On the 6th of October 2021 Annemarie Cottaar, Dutch historian, passed away. Annemarie lived to be only 66 years old. She contributed significantly to the history of different groups of migrants in the Netherlands.

Annemarie was born in Amsterdam in 1955 and grew up in The Hague. She continued her secondary education at the evening Athenaeum (preparatory academic education). There she met Wim Willems, who became her partner for life and with whom she would write several papers and books. She studied History at Leiden University. She told me they wrote their history masters’ theses already together - really romantic in my eyes - about the so called Indische Nederlanders (East-Indian-Dutch immigrants who came to The Netherlands during and after the Indonesian National Revolution)

Our paths crossed. The path of the migration historian Annemarie Cottaar and the history educators of EuroClio, in particular that of Steven Stegers (at the time Senior Manager, nowadays Executive Director) and of myself (member since 1991 and currently EuroClio Ambassador). Our paths crossed at the start of a new EuroClio initiative: An international education programme called Historiana - Your Portal to the Past. With Historiana, EuroClio was developing an online educational tool that offers access to trans-border, comparative approaches to history and heritage, as an alternative to a printed history of Europe and beyond.

We found each other at the end of January 2010 in a snow-and-ice-covered suburb of Berlin,  to deliberate the how and what of the first case studies for EuroClio’s brand-new digital component 'Historiana', conceived by Steven Stegers. The first Historiana project should be “Discovering Diversity”. And the theme became “People on the Move: An integrative approach towards the history of migration”. It was based on the experiences of migrants, with data collected and retrieved following a fixed pattern of questions. This framework with its standard set of key questions would allow comparisons between the different modules. This approach was right up Annemarie’s alley. Based on thorough archival research and in-depth interviews she had already published several accessible books on groups of newcomers in the Netherlands.  She had knowledge of the collections of the Centre for the History of Migrants (Het Centrum voor de Geschiedenis van Migranten). And at Leiden University, she had developed the Spoorzoekers (Track Seekers) Project. This tracker method trains children of migrants to collect and describe photos and documents from their own families, in order to add them to the collective heritage. In this way a selection of these were brought together in an online database, the Historisch Beeldarchief Migranten (Historical Image Archive of Migrants), forming a unique source for Dutch migration history. Annemarie pointed to the power of images for research. At last Steven found also the newly published website about ‘Five centuries of Migration’ hosted by the International Institute of Social History (IISH). The driving power behind both initiatives was Annemarie Cottaar.

Back to Berlin. In rooms of the Freie Universität, the first ideas of Professor Bob Stradling from Edinburgh were developed in consultation with the international team of developers gathered. We brainstormed which topics to choose and how to approach them. We thought of case studies. Every developer thought aloud: which group of migrants s/he would like and be able to tackle and also what period in the history of his/her country. Annemarie and I worked cordially together in our different roles of expertise. We looked for successful migrants on their way to integration in the new homeland. Annemarie knew of Roma caravan dwellers, Italian terrazzo workers, Chinese restaurant owners, Moroccan and Turkish guest workers. We rather quickly decided to base our case study on her book about 'Sisters from Suriname' (2003).

Dutch Prime Minister Drees' call shortly after World War II was powerful and beautiful: ”Please, nurses of Suriname, come to the Netherlands. We need you and you have an advantage: you already speak the language.” Annemarie had studied how the group of Surinamese young women were received in Dutch society. In live interviews they spoke about how they were treated and felt recognised in the hospitals by educators and patients, how far they integrated in society. Annemarie had followed the lives of several of them in the Netherlands and during the commemoration service for Annemarie on 14 October I realised my seat was on the same row as one of the former nurses.

With the pattern of basic questions Annemarie always managed to find the right sources to get answers to the key issues at hand. At the time Steven noticed that “we were the only couple”, the other members of the Historiana Editing Team operated more separately. He remembered the harmony of our collaboration. We both enjoyed the work a lot. I still remember how we proudly presented in The Hague the PowerPoint “Nurses from Suriname”, which she had made from her archive with the material discussed. And she told how the book was followed by a well-visited exhibition in both the Netherlands and in Paramaribo.

We continued to work on interesting tasks based on sources. Six modules were developed by the team during capacity building and hands-on workshops. In January 2011 the last of these workshops was organised in Istanbul:  the 2nd Historiana Capacity Building Seminar together with a training seminar for Turkish history educators. The last editing meeting took place in London. The project finalised in 2011, produced six historical online case studies on groups of people that were on the move.

In Istanbul, Annemarie and I stayed two days longer. There it happened that Annemarie said to me, on 24th January 2011: “I got so tired of walking, yesterday, l will visit a doctor back home.” It turned out to be a pleura cancer; she would live another ten years. We stayed friends in a less intensive way. Her partner, Wim, sent exactly 50 “progress messages” of Annemarie’s well-being and less-well-being till the end of this summer...

We remember Annemarie as a refreshing friend, a groundbreaking and original thinker; when dealing with major social themes she never lost sight of the human dimension. She strengthened Euroclio's mission and attitude how to deal with the past. What struck me in her character was her strength and self-confidence, her unfrozen way of knowing what she wants, her frankness, her straight opinion. We matched; we kept our friendship alive during her ten years of struggle for live. I miss a dear friend, she stays in my heart.

The EuroClio community will also miss a dear friend and we will not forget her.

Written by Ineke Veldhuis-Meester, EuroClio Ambassador, 6 November 2021



Online workshop 11 November: The Power of Song

Andreas Holtberget Opportunities ,

Do some songs refer to a significant historic moment or time? Remember when a song brought back memories? What do the words of that song even mean? Songs have been used from propaganda to national anthems and beyond throughout history.

Join the workshop on the Power of Song and learn how to use carefully chosen songs in your history classroom. How might you deconstruct parts of a song in a fun and interactive way?

Workshop Leaders:
Elise Storck and Hiranyada Dewasiri

This event will be in English and Sinhala with simultaneous interpretation to Tamil.

Join us online 11 November at 13:30 CET (18:00 Colombo)

Online workshop 28 October: Using Historical Reasoning in the Classroom

Andreas Holtberget Opportunities , ,

Co-organised with historicaldialogues.lk, EuroClio is pleased to invite to a webinar on the use of counterfactual history in the classroom Thursday 28 October at 14:30 CEST (18:00 Colombo)

What if counterfactual history didn’t exist? What would that mean for our understanding of history and especially for history taught in schools? In this workshop we investigate the difference between the past and history. We will see that – while ‘the Past’ isn’t – ‘History’ is as much a construction as ‘Counterfactual History’ is and that the possibilities of counterfactual thinking for historical reasoning can enhance the quality of history taught in schools and the motivation of our pupils for history.

All starts with the 'What-if’ question with which this introduction began. If there wasn’t counterfactual thinking or counterfactual history, then history education would be much more boring and less motivating for our students.

This workshop will explore this concept of Historical reasoning using examples of counterfactual situations from popular Sri Lankan history with inputs from pedagogues. We are open to discussing in what form and space these ideas could be tried out in the classroom.

Workshop Leaders: Paul Holthuis and Dilshan Fernando

Language: English with Sinhala and Tamil Interpretations options

Online Workshop 16 October: Using Oral History in the Classroom

Andreas Holtberget Opportunities ,

EuroClio and historicaldialogue.lk are pleased to invite to a new workshop on creative teaching methods. This time we look at strategies for using oral history in the classroom.

We explore theoretical underpinnings, discuss connections to curricula, provide step-by-step strategic guidance for designing and implementing a project, and explore completed and ongoing oral history projects.

The workshop is part of History that Connects - Sri Lanka, an initiative to support the development of History Didactics in Sri Lanka, but we encourage all educators with an interest in oral history for use in education to join the workshop regardless of their location.

Join us on Saturday 16 October at 12:30PM CEST / 4PM Colombo. Registration is free of charge and the workshop will feature simultaneous interpretation from the English original to Sinhala and Tamil.

Online Workshop 25 September: Connecting to History through Graphic Novels

Andreas Holtberget Opportunities

What is a graphic novel? How could graphic novels be used as a source of engaging with history in the classroom? What are existing novels that look at history through a critical lens? How do we tell stories of difficult pasts through this medium? How might you go about creating your own graphic novels? This is an introductory workshop that will discuss some of these questions with space for brief activities with participants.

Simultaneous translations from English are offered in Sinhala and Tamil. Ensure to join through the desktop application to access these channels.

Workshop Leaders:
Misko Stanisic is a co-founder of Terraforming, an NGO based in Novi Sad in Serbia. Since 2008 he has developed educational methodologies and teaching materials in the field of teaching about the Holocaust and combating antisemitism, anti-gypsyism and other forms of xenophobia, combining best practices in contemporary pedagogy with new-media technologies.

Irushi Tennekoon is an illustrator, animator and educator based in Sri Lanka. She has a background in English Studies with a particular academic interest in graphic memoirs and teaches at the University of Colombo. Most recently she produced an animated series ‘Animate Her’ on exceptional female role models working and living in Sri Lanka.

Join us online via Zoom 25 September 12:30 CEST (16:00 Colombo).

Call to Action: In Europe Schools

Adriana Fuertes EUROCLIO ,

Following the success of last year in which we welcomed over 120 participating schools from all over Europe, we invite you to join the new round of In Europe Schools!

Head over to www.vprobroadcast.com/ineuropeschools and select your Education Kit of preference:

In an effort to constantly keep innovating and improving the program, and as a result of last years' feedback session, we are launching an Online Start of the Project and Inspiration Session with every new cycle (thus taking place in October and February). During these sessions, teachers across Europe partaking in the project will have the opportunity to meet each other (digitally), get acquainted with In Europe Schools, and share ideas or experiences.

Do you want to join, but only later this school year? That's no problem! You can already register via this form or send an email to eugenie@euroclio.eu to subscribe to the In Europe Schools Newsletter. 

Interested in our latest student-made documentaries? You can find them on the In Europe Schools  YouTube Channel.

For the Fall cycle, please make sure to register before November 1st, and we can match you with your partner school right away!

EuroClio is mentioned in the new report of the Special Rapporteur on the right to education

Adriana Fuertes EUROCLIO , ,

The new report of the Special Rapporteur ​UN OHCHR on the cultural dimensions of the right to education or the right to education as a cultural right is now available, and EuroClio's input is mentioned six times in the document.

The UN Special Rapporteur, Dr. Koumbou Boly Barry, calls for the right to education to be viewed as a cultural right – that is, as the right of each person to the cultural resources necessary to freely follow a process of identification, to experience mutually rewarding relations, to deal with the crucial challenges facing our world and to engage in the practices that make it possible to take ownership of and contribute to these resources. This cultural dimensions of the right to education is crucial to ensure that the universal right to inclusive and quality education is realized, as called for in Sustainable Development Goal 4.

Some of the contributions that have been considered from EuroClio are that intercultural education is important to address issues of national minorities and indigenous communities, as well as migrants and refugees. However, the situation varies by country - sometimes with a very small curriculum - where existing multicultural realities are not covered.

Moreover, some submissions emphasized the importance of giving schools a degree of freedom when it came to defining their learning program, with standard requirements for each subject by compulsory common topics but without defining specific learning content, which allows schools to take into account the cultural diversity of its students appropriate to their specific context. However, in many cases, education systems remain highly centralized and local actors are deprived of the opportunity to develop curricula that take into account cultural diversity and the local situation. Nevertheless, there are countries where alternative historical narratives have developed as a result of national policies on minorities.

In any case, what is unique about this approach is its conception of educational life as a living relationship between actors (students, educators, organizations, and other associated actors) and collections of knowledge that form shared cultural resources, vectors of identity, values and meaning, without which action is impossible.


In Europe Schools – Building an Online Safe Space

An online meetup with your partner school is very exciting, but can also be a bit challenging or overwhelming for both you and your students. To ensure a safe and fruitful online learning environment, we have created Guidelines for an Online Safe Space. Before meeting up online with your partner school, read and discuss the document with your students. This way, we can create a virtual classroom, in which both teachers and students will feel safe to engage in conversations and discussion while feeling respected and valued at all times.


In Europe documentaries: developing new skills, learning with enthusiasm – A conversation with teachers & students

Giulia Verdini Articles ,

In 2019, EuroClio joined forces with Dutch public broadcaster VPRO for the development of In Europe Schools, an online exchange project meant for European schools, teachers and youngsters to meet and cooperate. By 2021, more than 110 schools from 30 different countries have registered, and many decided to start a new round of the project.

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In Europe Schoolsencourages a transnational approach of teaching Modern European History: European schools partner up to cooperate in the research, filming, documentary-making and finally exchanging not only their respective documentary, but also their ideas, experiences and opinions on rather controversial themes, such as difficult history, migration, climate change and gender equality. The project aims to foster collaboration between European teachers and youngsters and ultimately strengthens students’ capability of doing research and their media literacy skills, but it also enables them to acknowledge history as history in the making.

At the end of the school year 2020-2021, EuroClio sat down with some of the schools that joined the project to know more about their experiences, discuss the strengths of the project, but also difficulties and suggestions for improvement. Several teachers - but also students! - were interviewed, among which Deirdre from the Kandinsky College, Kristina from Elgoibar Ikastola, Matej from OŠ Belokranjskega odreda Semič, and Amaia from Santo Tomas Lizeoa. In addition to that, teachers from different schools had the opportunity to meet each other, exchange experiences and practices, and share thoughts and feedback with EuroClio during the peer learning event, held on 17 June 2021.

Meet the teachers: Amaia, Matej, Kristina and Deidre

Why did you decide to participate in this project? 

Amaia: We wanted our students to connect with students from other European countries, give them the opportunity to discuss their work and exchange experiences with students in other countries.

Matej: I wanted to give my students the opportunity to participate in an international project. The topic of migrations is close to my students, as we live at the Schengen border and illegal migrations are common. I also wanted my students to communicate with students from other countries.

Kristina: Our school is committed to international projects. In addition, the goal of the project is in line with our curriculum and competency model.

Deirdre: It is a great opportunity for students to work on beneficial topics with students from other countries.


How has the response of the students changed throughout the project?

Amaia: In the beginning, our students were not so confident with their knowledge of the topic and their command of foreign languages, but participating in the project has helped them to gain confidence.

Matej: My students started this project very open-mindedly, despite the fact that we live in a conservative region, where immigrants are not appreciated, or rather local people feel a certain amount of fear towards immigrants. Different perspectives, given in the project, even enlarged student’s empathy towards immigrants.

Kristina: Although the task at first seemed abstract and difficult for them, they gradually adapted to the task and came out with a very tidy job.

Deirdre: They have become more involved in the history lessons.


What was the biggest challenge?

Amaia: Finding interviewees was quite difficult. Language has been an added difficulty for some of our students, but not all. Finding the right rhythm for both schools was difficult, since we often had holidays and exams at different moments and therefore, we had difficulties to agree on deadlines and online meetings. We had to make some changes in our organization to be able to keep the contact. 

Matej: Due to Covid-19 our country experienced one of the longest lockdowns in Europe. For 6 months we had online school. Making documentaries was quite a big challenge. All communication was made via online meetings.

Kristina: The hardest part has been finding close and real testimonials. It’s not easy to put people in front of the camera.

Deirdre: Time, planning and research skills of students. While the lesson plans are very clear, we realised that the research part is quite open, so students either step up to the challenge or lose it a bit.


Were there any clashes in the classroom because of different opinions/perspectives?

Amaia: Not really, our students were mostly of the same opinion, and when they discussed with our partner school students, we discovered that they had similar views on the topic.

Matej: No, not really. However, we were not able to discuss the topic as thoroughly as we wanted. 

Kristina: Even though the affair was tough and difficult to deal with, the students kept their distance.

Deirdre: Not really. We do encourage an open atmosphere in class so it was ok to debate some topics.


How did Covid-19 affect the outcome?

Amaia: Last year´s lockdown made it very difficult for us to organise and coordinate the groups. Finding interviewees and making the interview was more difficult due to Covid-19 restrictions. But in the end, we managed. 

Matej: We had some problems finding time for all the activities in the project. That is also the reason why we needed a lot of time for our documentaries. 

Kristina: Of course, the pandemic has not made it easier to interact with people. And in our case, we wanted to deal with similar experiences.

Deirdre: Group work proved to be tricky as well as keeping distance while creating documentaries and carrying out interviews.


Did you create a meaningful relationship with your partner school?

Amaia: I think we did. We ended the project with a final online meeting of the different groups, and this event was highly valued by our students. They were very happy to have the opportunity to get to know students from other countries and talk to them about their experiences.

Matej: Sadly, no. We even changed our partner school. We sent our documentaries to the school and I tried to organise an online meeting. I was not successful with that. We also did not get any feedback on our work or received documentaries from other schools. I am very disappointed because of that. 

Kristina: In our case, we couldn’t fit a better colleague. The teacher is very knowledgeable, hardworking and ideal for directing this type of work and project.

Deirdre: Yes, our Spanish partners were great. With our Turkish partners, it was a little more difficult due to expectations and time differences. 


Do you have any suggestions on how this project could be implemented?

Amaia: The project as it is designed right now does not require much contact between partner schools until the end. We would suggest starting collaborating and getting to know each other from the beginning: instead of each school making their own videos and then showing them to their partner school, it could be more productive to mix the groups from the start, making them international from the beginning, so that the relationship between students becomes more collaborative from the first stages of the project. It would make the organization more complex, but it would also be a more enriching experience.

Matej: I would like to thank Eugenie from Euroclio, for all the help and support. It was very hard sometimes to continue with this project, but her emails of support helped us to finish our work. I think being in contact with project leaders is very important, even when it is only about moral support. 

Kristina: Everything was fine, maybe next year we can share part of the research or we can mix our students up.

Deirdre: Although I know it would be more difficult to arrange, I think it would be more beneficial if the students could actually work with their International partners to create one documentary.

What do students say?

All students agreed that such initiatives offer a new approach to history as a subject, and a different way of learning which enabled them not only to get an insight into specific moments of history, different perspectives and cultures, but also to encounter direct witnesses. 

Although researching is often the most difficult part, students are trained to find reliable information and develop their media literacy skills: overall, they genuinely enjoyed discovering facts that most likely they would have not encountered in a text, and coming across interesting anecdotes that they did not know of. It inevitably pushed them to further investigate their findings, test their knowledge and develop their research skills.

Everybody enjoyed creating a documentary from scratch, starting from researching the topic and then filming. It proved to be an effective way to learn about the past and about the way our past is so deeply interconnected with our present, which positively contributes to shaping a more informed society. It obviously helped them develop their digital skills: they learnt how to record and design the video. Video making was their favourite part: from doing the interviews to filming, video editing and seeing the documentary coming together. They were all excited whilst seeing their ideas taking shape, and eventually satisfied and proud of seeing what they were able to create.

Also watching documentaries from the partner school proved to be fascinating, as they found that they could learn a lot more about different histories of different countries compared to solely reading the history book envisaged in their curriculum.

Students’ views regarding the theme did not necessarily change, but they did get to learn a lot more: researching made them understand the topic better, and encountering multiple, at times contrasting perspectives was thought-provoking. Others affirmed that prior to the project, they did not have much knowledge about their topic, so ‘In Europe’ helped them to form an opinion. For privacy reasons, we cannot share their names, but we are proud to share some of the positive comments we received:

These kinds of initiatives raise awareness, especially among young people, about problems in the world. We were also able to express our opinions. 

We have learnt new things, met people, and practised English, but at the same time you have to work hard and the topic can be sensitive. 

We developed both academic and creative skills. 

It was such a fun way to learn about a topic and it’s very nice to learn differently than just sitting in the classroom. 

You learn a lot more about different histories of different countries than you learn in the book. 

It was an interesting and fun approach to help students know more about world history. 

I got to know the perspectives of both sides of the difficult history and formed an opinion. 

Where are we going from here?

Teachers found the project to be well organized and the different steps clear, and they also appreciated the assistance provided by EuroClio. They were particularly happy about the fact that they could decide which topic to focus on, for example, in order to select a relevant topic for the history of their country or to still be able to follow their history curriculum. 

The main difficulties revolved around the communication and the cooperation between the schools, however, coordinating with the partner school is truly the key to the success of the project: students can benefit a lot from online meetings and they particularly appreciate having the chance to engage with other European students - in some schools, this relationship continued after the project thanks to social media! For this reason, the implementation of a platform for communication could be of great use in order to enable schools to work together and build a stronger network and relationships.

Few schools have mentioned the importance of having clearer guidance on what recording/editing programmes shall be used for the making of the documentary, and others would appreciate having more resources categorized per topic.

We are genuinely grateful for the positive feedback we received, and we are also working on improvements. EuroClio will implement new sessions to explain the project and the toolkits, networking sessions for teachers and try to create an online learning community for students as well.

Both teachers and students really enjoyed taking part in this project because it’s a different kind of activity for teachers, but also a different way of learning for students, that keeps them more motivated and engaged. Some schools are planning to do this project as an interdisciplinary project between different subjects. Most schools will join again next year, because students want to do it again!

Written by Giulia Verdini

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Are you struggling with keeping students motivated and engaged in the classroom? Let them investigate, film and tell their own current (hi)story! Climate Change, Gender Equality, Migration, as well as Difficult History, are the histories and challenges of all of us today. Sign up here for next year! 

Watch the latest documentaries!

You can find all the videos made by students on our YouTube Channel.

Source Image: Turkish Migration | Titus Brandsma College