This chapter was created with documents from Europeana, an amazing collection of European archives, libraries and museums to share cultural heritage for enjoyment, education and research
Aerial Bombing, Air-raid shelter, Alan Turing, Appeasement policy, Atlantic Charter, Atlantic Wall, Battle of Britain, Black Thursday, Blackshirts, Blitz, Blood, British Empire, BUF, churchill, Commonwealth, Crisis, Democracy, DNL, Enigma, Fascism, Free France, Great Britain, Great Depression, historicophiles, History, Home Front, Manhattan Project, Munich Conference, Neville Chamberlain, Penury, Populism, Ration coupons, Resistance, Second World War, Section euro, Section européenne, Sudeten Territory, Tears and Sweat, Toil, Total War, WWII
Lesson 1: What is Democracy?
The lesson is organized with an analysis of famous quotations about democracy
Lesson 2: Questioning the Strength of Democracy
Lesson 3: How democracy has been eroded or dismantled?
Lesson 4: What are the essential elements in a democracy?
Lesson 5: Is democracy at Risk in the World Today?
Click on the image to watch the opening credits of our lesson
Lesson 1: Why study Game of Thrones in the history class?
- The document: Suzannah LIPSCOMB, « Game of Thrones: Does Fantasy Fiction Beat Period Drama? », in History Today, 2014.
- The exercise: Associate the GOT stories with the historical events
Lesson 2: Are the Seven Kingdoms a metaphor of medieval England?
- How to understand the geography of Game of Thrones
- What is the story of the Seven Kingdoms?
- Why has G.R.R. Martin invented the story of the Seven Kingdoms?
Lesson 3: The history « Beyond the Wall »
- The Wall in the show
- The Wall in history
Activity: work in a team to write the dialogues of this scene with The Night’s Watch in Castle Black.
Lesson 4: The Starks and the Lannisters: a new war of roses?
Activity: Summarize the history of the War of the Roses using the Historic Tale Construction Kit.
Lesson 5: Who’s who?
Could you guess who as inspired G.R.R. MARTIN to create Game of Thrones characters?
armistice, Bataille de la Somme, Bataille de Verdun, brutalisation, Chemin des Dames, ensauvagement, expérience combattante, First World War, fusillés pour l'exemple, guerre de mouvement, guerre de position, Guerre totale, gueules cassées, History, Memory, Première Guerre mondiale, Société des Nations, traité de paix, traité de Versailles, triple alliance, triple entente, WWI
This chapter takes part in a Etwinning project.
Here is a map of our partners :
First of all, let’s begin with a survey to check what you know about WWI :
Lesson 1: What do the European students know about WWI?
This lesson has two goals:
- First, to produce a synthesis of the answers from the questionnaire with computer graphics,
- Then, to prepare the exam by learning how to comment on graphs and statistics.
You have to create computer graphics in order to sum up the results of the questionnaire about the students’ knowledge about WWI. Not only you have to represent the results with graphs, images and word clouds, but you have also to write each time a short sentence to comment on the results.
- Tool: piktochart
- You work by pairs
How to represent the results?
- Question 1: chart
- Question 2: chart
- Question 3: chart or word cloud (http://www.wordle.net/)
- Question 4: chart
- Question 5: chart or word cloud
- Question 6: chart
- Question 7: chart + word cloud
- Question 8: chart + map
- Question 9: word cloup
- Question 10: word cloud
How to comment on the graphs and statistics?
- Don’t forget to use the method
When your work is finished, you can:
- click on “publish”,
- copy and paste the first link on this page: http://fr.padlet.com/MBERTRAND/WWI
Be original and don’t forget to call your teacher if you have doubts or questions !
|The production is complete (all the information for each question)||3 points|
|Good choice of the tools to represent the information||3 points|
|The analyze is interesting and uses specific vocabulary to comment on graphs and statistics||7 points|
|The production is nice and original||4 points|
|Quality of the language||3 points|
Lesson 2: Find documents and archives to write a history of Lycée Anna Judic and Semur-en-Auxois during WWI
Publish your documents on this wall: padlet
- Don’t forget to mention your name
- Don’t forget to mention the source
- Don’t forget to translate it in English
Lesson 3: Create a video clip about WWI in our partners’ school
Tool to create an animated video: powtoon
Tool to create the soundtrack: audacity
Wall to publish your production: padlet