“Match!”: making connection between concepts and symbols in an entertaining manner
“The textbook is man-made’. Using history textbooks for active learning, critical thinking and citizenship-building’
A Key to Unlock the Past – History Education in Macedonia: An Analysis of Today Suggestions for the Future
Action Research: projects as active methods to develop civic skills
Active Learning for History and Social Studies Lessons
Augmentative Communication: the creation of visual vocabularies as a support in the study of works of art
Building Technological Bridges with History: the use of digital learning platforms to promote tailored History Education
Change and continuity through looking at the impact of a happening that is having a diverse impact on society
Connecting Europe through History: Experiences and Perceptions of Migration in Europe
Crossroad of Cultures
Difficult Path to Democracy, 1945-2000
Discovering Diversity: 6 Case Studies
Doing research on one’s own family history
Engaging in multi-perspective class discussions
ePACT Publication
Examine the past through a “Memory walk”
Fair and Balanced History
Feeling the Museum: putting oneself in the shoes of students with special needs to understand how to provide the best didactic experience possible
Find out what New Students Bring to the Classroom
Finding the roots of your own past Making students familiar with migration history
Guided Tours Using the Sign Language
Helping all student answer challenging questions about the causes of historical events and developments
Helsingor declaration
History is not only the past, the past is not yet history
History of the 20th Century and Education for Democratic Citizenship Education
History of the Epoch
History Teaching and Democratic Citizenship Education: Innovative Teaching Approaches
HistVlogs: taking information at face value vs. perspective taking
How do we decide what we believe? – Helping students learn how to question beliefs and test claims to become more (self) critical and evidence based in their thinking
How strategies of differentiation can help creating an inclusive environment for student development
How the process of historical enquiry helps to make school history more accessible
How we lived together in the 20th century in Georgia
Illusions and Disappointments, 1960-1970
Imagining a past that is no longer there: the use of interactive timelines
Including migration in history teaching will help end ‘us’ and ‘them’ syndrome
Innovating History Education for All – Needs Assessment
Innovative History Education, Examplar Activities
Learning about central but tricky concepts
Learning to Disagree – Needs Assessment
Making Sense of the Past that Refuses to Pass
Making your students more independent
Manifesto
Methodical Guide to History Education in Russia
Mosaic of Cultures
New Ways to the Past
On the Right “Track” to Learning History
Once Upon a Time…We Lived Together
Ordinary People in an Extraordinary Country
Project Citizen: engaging students in the active exercise of responsible citizenship
Reflecting Approaches and Perspectives
Retelling the History
Silent Learning: the use of Quizzes to motivate and assess participation and learning in the classroom
Silent Learning: the use of small-group learning and sharing to ensure full participation in the classroom
Strategies for Inclusion – Needs Assessment
Strategies for Inclusion – Policy Recommendations
Students as Mediators of Conflicts
Teaching 1815 – Rethinking Waterloo from Multiple Perspectives
Teaching History and Social Studies for multicultural Europe
Teaching History in the Secondary School
The AVATAR method: historical empathy through imagination
The Last Decade, 1945-1955
The Methodic Guidebook for Students and Starting Teachers
The Other, The Different, The Identical
The use of life stories to enhance students’ understanding of the connection between past and present
The use of matching exercises to assess the internalisation of notions
The use of popular games to develop basic citizenship competences
Together in One Land. Multicultural History of Ukraine
Understanding a shared Past – Learning for the Future
Understanding Historical Times through the use of layered timelines
Using Cards to Understand History
We in Latvia: Six Themes