A century ago, as the First World War devastated Europe, Americans watched in horror at the war’s human costs. But they did not just watch- they got involved. Volunteers distributed food, clothing, and medicine to soldiers and civilians in Belgium and France. They drove ambulances, operated field hospitals, and steered relief trucks. Some served under arms as soldiers or pilots in the French and British armies. Prompted by altruism, personal ambition, a search for adventure, or hope for the redemption of a devastated Europe, volunteers engaged with the world before the United States entered the conflict. The choice that tens of thousands of young men and women made transformed the meanings of volunteerism as well as the position of the United States in the world.
The Volunteers: Americans Join World War I, 1914-1919 is a free curriculum consisting of twenty-two lesson plans aligned with UNESCO Global Learning standards for secondary school classrooms worldwide. The curriculum helps students analyze the history of World War I through the lens of this volunteer service, both before and after the period of American neutrality. It also aims to continue the legacy of volunteerism established during World War I by encouraging students to engage in local, regional, and international service.
The Volunteers: Americans Join World War I, 1914-1919 was created by AFS Intercultural Programs and received an official endorsement from the U.S. World War I Centennial Commission. The curriculum was generously supported by the General Representation of the Government of Flanders to the USA, and was developed in partnership with the National World War I Museum and Memorial and the curriculum specialists at Primary Source, a non-profit resource center dedicated to advancing global education.
Learn more and download the free curriculum at http://thevolunteers.afs.org.
EuroClio partner, The Center for Democracy and Reconciliation in Southeast Europe (CDRSEE), will publish two new Joint History Project workbooks in an upcoming European Parliament event “History of the Future” on 15 November. The event will be hosted by Ms Ulrike Lunacek, European Parliament Vice-President, and four other MEPs: Ms. Tanja Fajon, Mr. Eduard Kukan, Mr. Knut Fleckenstein and Mr. Ivan Jakovcic.
These workbooks deal with a recent past, covering the period from 1944 to 2008. They offer teachers and students an opportunity to research and study 20th century history, including the sensitive years of the 1990s, without giving ready truths. The workbooks offer a methodology for reading the history of any given time period.
CDRSEE works to foster democratic, pluralist, and peaceful societies in Southeast Europe. EuroClio is a key partner in a CDRSEE project on education reform in Southeast Europe, called ePACT.
New Eurydice Reports
Below are short summaries and links to two new reports made by Eurydice. Eurydice is a network whose task is to explain how education systems are organised in Europe and how they work, and is co-funded under the Erasmus+ programme.
The Structure of the European Education Systems 2016/17
This report examines the structure of mainstream education in European countries from pre-primary to tertiary levels for the 2016-2017 school and academic year. Forty-three education systems are included covering 38 countries participating in the EU’s Erasmus+ programme (28 Member States, Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the Former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey). In the first part of the report, the main organisational models of pre-primary and compulsory education is investigated. The latter part provides a guide on how to read the diagrams in the report. The third and final section provides the national schematic diagrams.
The Structure of the European Education Systems 2016/17: Schematic Diagrams
Compulsory Education in Europe 2016/17
The publication focuses on the duration of compulsory education and/or training in Europe. Furthermore, it highlights the starting and leaving ages as well as distinguishes the notions of full-time and part-time compulsory education and/or training. The information in this publication is available for 43 European education systems that cover 38 countries participating in the European Union’s Erasmus+ programme.
Compulsory Education in Europe – 2016/17
Facing History and Ourselves is a non-profit international educational and professional development organization. Their mission consists of engaging students from diverse backgrounds to examine racism, antisemitism, and prejudice to promote the development of a more humane and informed citizenry. The guide leads with the following paragraph, which puts the topic of constructive public discourse at the heart of the future needs of the democratic country,
In the midst of a divisive United States presidential election; ongoing issues related to race, justice, and policing; and a series of tragic acts of violence around the world, educators are rightly concerned about the lessons that today’s middle and high school students might be absorbing about problem solving, communication, civility, and their ability to make a difference. The next generation of voters needs models for constructive public discourse to learn from; the strength of our democracy requires it. But such examples seem few and far between.
Facing History and Ourselves have produced a Guide for Classroom Conversations; a 16-page guide providing tools on how to help prepare the classroom and your students to practice civil discourse in a way that develops a reflective classroom community, a classroom contract, creates opportunities for student reflection, establishes a safe space for sensitive topics, and implements effective teaching strategies.
Access the guide through this link.
MasterClass in History Education (Bloomsbury Academic, 2016) is a new resource for all history teachers who wish to stay alert on current research on how history is taught and learned in classrooms today.
From the publisher:
At the heart of the book is a series of professional enquiries carried out by experienced history teachers, working in a range of contexts. Each history teacher addresses clear questions arising from their practice and together they illustrate various approaches to data collection, data analysis and argument. These history teachers also show how they drew on diverse scholarship in history and history education, including many publications by other history teachers. In eight further chapters, other experts, ranging from practitioner-scholars to researchers in diverse fields (such as history, history education, teacher education, teacher research and curriculum theory) reflect on the distinctive insights that these teachers offer and explore connections with their own fields.
The combination of perspectives and the depth of knowledge of the varied contributors reveal the importance of different kinds of relationship between ‘theory’ and ‘practice’. The links between classroom realities and research and the critical use of different kinds of text will support history teachers in developing their practice and professional voice.
See more at: http://www.bloomsbury.com/uk/masterclass-in-history-education-9781472534873/#sthash.H8VApm1L.dpuf