EUHARMONIC ERASMUS+ TEACHER'S HANDBOOK by Angela Tsakiri

EU.H.A.R.MONIC

Croatia, Cyprus, France, Greece, Poland, Portugal

Teacher’s Handbook 2018 - 2021

Table of contents The Lesson Planning Handbook for Teachers

1st LTT - Cyprus Exploring a Historical Cultural Route - History and Art: Myths through mosaics - Differences and similarities through Cultural Heritage of Cyprus and Croatia - Modern Times Odyssey - Laces - Walking around the city - Nicosia

2nd LTT - Poland Industrial Heritage and Human Rights - Spanos and the forty Dragons - Stribor's Forest - Europe and the bull - The Cracow Dragon - The Legend of the Rooster of Barcelos

3rd LTT - Croatia Customs, Traditions and Social European heritage - Jobs that can be generated by cultural heritage - Architect - Unusual jobs related to St. Nicholas Fortress - Industrial Designer - Aspen Valley - Nature Phorographer

4th LTT - Portugal Natural Heritage Protection - Environmental protection and destruction - How to become an Eco-Activist - How to become an Eco-Hero - Poland: heaven for wildlife/Hi! I'm from Poland - where the white tailed eagle rules- project - Sustainable Development

5th LTT - Strasbourg Political heritage tells the tale of Europe

- European Political Heritage and active citizenship - Climate changes and how to adapt to them - European Political Heritage and active citizenship - Human Rights - What is a right? / what Humand Roghts should belong to every human being on Earth? - How is the EU relevant in our daily life?

6th LTT - Greece Digital Cultural European Heritage in Education - Once upon a time in Cyprus - From Disabilty to Crativity - Digitization of the Cultural Heritage of Lesvos - Polish Pioneer Maria Curie Sklodowska

- knowing is preserving - Portuguese pattern tiles

Appendices

The Lesson Planning Handbook for Teachers

WHAT YOU WILL FIND HERE The European Heritage in the politically and culturally changing world as means to fight radicalization (Acronym EUHARmonic) is the Erasmus+ 2018-1-EL01-KA229-047833_1 project which resulted from a successful TCA held in Germany in October 2017, in which the need for it occurred. The partnership which ran from September 2018-February 2021 composes of 5 Primary Schools: - Primary School of Skopelos, Lesvos, Greece (Coordinator) - Szkola Podstawowa Nr 1 im. Tadeusza Kosciuszki w Mierzecicach, Poland (Partner) - Primary School Daliou 2,Cyprus (Partner) - Escola Básica de Apúlia, Portugal (Partner) - Osnovna skola Jurja Sizgorica, Croatia (Partner) Most of the participating institutions are located on the borders of Europe, experiencing the immigration crisis, phenomena of xenophobia and radical views that have challenged us to find means to redefine our sense of belonging and develop open-mindedness along with social skills. Thus, the project explored several aspects of the European Heritage, the Historical, the Industrial, the Social, the Political, the Natural and the Digital tangible and intangible heritage, in the contemporary world, which has changed drastically, and how these shared cultural assets can be used in education as means to fight radical views and to strengthen the social cohesion and resilience of societies. OVERVIEW In recent years, the issue of cultural heritage is very high in the priorities of the countries of the European Union. In the discussions for the definition of policies for the development of culture but also for the reduction of phenomena such as radicalization, extremism, xenophobia and exclusion in education, the issue of cultural heritage dominates. These efforts essentially reflect the decisions on the one hand of Council of Europe and the Recommendation CM/Rec(2017)1 to member States on the “European Cultural Heritage Strategy for the 21st century” and on the other hand the European Heritage Alliance Manifesto of Europa Nostra named“Cultural Heritage: a powerful catalyst for the future of Europe”(2020). Cultural heritage, according to the above organizations, targets promoting diversity and dialogue through access to heritage to foster a sense of identity, collective memory and mutual understanding within and between communities.

AGE RANGE Our target groups were primarily more than 200 upper-elementary students of the partner schools, but the rest of the school students were also actively involved in the activities, as they were integrated in the school curriculum and there were project walls, Open days, exhibitions, blog entries, presentations and workshops in which they participated. Students with fewer opportunities and SEN were prioritized in the mobility actions. Parents-teachers' associations, policy makers such as school counselors, were also involved to achieve maximum dissemination and long-term impact by changing attitudes and school policies. LEARNING OBJECTIVES Through experiential learning techniques, blended learning and peer learning, which is the most appropriate methodology for the upper-elementary students that were targeted, in terms of comprehension and consolidation, we achieved our aim to promote cultural literacy, to raise awareness on the importance of preservation of the cultural heritage and active participation in social affairs with tolerance and resilience. The activities scheduled were numerous and short to keep the primary students motivated and engaged at all times, performed in transnational groups especially to carry the project through its preparation, implementation, consolidation, evaluation, dissemination stages to keep the intercultural communication flow and to foster intercultural approaches to heritage. The activities that were carried out during the mobilities featured the European Cultural Heritage but in the context of social inclusion, cultural understanding, in order to strengthen our identity as European citizens, to build resilience, to promote intercultural dialogue and change attitudes. The final-products of this collaboration have been designed to have long-term orientation purposes. Thus, what you have in your hands is a coursebook with the accumulated lesson plans and sub-products (links to digital material used and produced, dvd, scrapbooks, photos, etc), through which the project evolved. We hope it will serve as a handbook of good practices for teachers at local, regional, transnational level. It contains the six aspects of the European Heritage that the transnational school teams explored, the Historical, the Industrial, the Social, the Political, the Natural and the Digital tangible and intangible heritage.

This handbook consists of six different parts, one of each aspect of European Heritage. Totally, there are 31 lesson plans from the five partners of the project EUHARmonic : Cyprus, Poland, Croatia, Portugal and Greece. These lesson plans adopt interdisciplinary approaches, develop collaborative learning strategies and particularly, put into practice academic and social interactions and provide opportunities for students to learn how to collaborate in pairs, teams, or as an entire class. The first part of the learning scenarios deal with the Historic Heritage of Europe. The six lesson plans explore the interrelation of the local history with the European cultural heritage and how a cultural route can be formed with the contribution and interaction of various civilizations. Through the study of Cyprus’ cities and historical heritage, the activities help students to have better understanding of people, encourage positive thinking and open-mindedness, enable them to attack phenomena of stereotype and look for points of connection that have brought Europeans together to create common heritage. The second part of the book is related to the Industrial Heritage of Europe and its connection to legends and myths. In this section, the lesson plans develop learning about Culture through traditional stories aiming to raise students’ awareness on the sustainability of culture through storytelling. The characters in these stories travel, meet people or animals, have adventures, guard the hardworking people, but most significantly provide the European values and give to students a great possibility to discover new cultures, habits and life-styles. In consequence, they build respect for human rights as dignity and freedom. The third part of the Handbook examines the Social Heritage of Europe. The lesson plans constitute a guide to how Cultural Heritage can be a Job generator. Having in mind the quote from Winston Churchill “The farther back you can look, the farther forward you are likely to be”, the students should have the skills to know the past and work for the future. Therefore, by developing problem solving environments for the students, teachers help them to “think out of the box”, to be creative, to be flexible and develop advanced communication skills for their future challenges.

The fourth part of the Handbook researches the Natural Heritage of Europe. This set of lesson plans looks into the environmental threats that our planet has to face and provides plenty of experiential learning ideas on how to protect and preserve our European and global natural heritage. It facilitates the students to learn what sustainable development means, to contemplate and debate on issues like the pollution of water, air and land as well as how devastating a war can be for the environment. They focus on the EU policies and strategies on those matters for environmental protection and sustainable development as well as the role of the EU in the establishment of peace and what this means for the environment. The lesson plans in this section aim at raising the students’ awareness in order to lead more sustainable lives. The fifth part of the Handbook explores the Political Cultural Heritage of Europe. The lesson plans in this section aim at raising the students’ awareness on what it means to be active European citizens and how the political background of the formation of the EU has determined their present and will shape their future. At the same time, there are activities that strengthen their identity as European Citizens with rights and obligations. Through several techniques the students learn how to debate and have conversations based on arguments, to respect their fellow speaker, to dismiss unreliable sources of information and to promote a constructive dialogue. The last part of the Handbook is the Digital Heritage. The learning scenarios in this section aim at pointing out that the best way for cultural sustainability is digitization and that cultural heritage cannot only be preserved for the sake of tourism. It is a valuable source of information and can be used for educational purposes and community development. As a result the activities promote knowledge about culture and exploring the digital repositories of the European Cultural Heritage. Students experience a variety of learning modes, intercultural competence and use virtual collaboration spaces. Teachers who are interested to teach by adopting Cultural Heritage practices will find interest in this handbook. All activities help teachers and students explore the common European Heritage and its innovative educational value, within the framework of the politically and culturally changing world.

1st LTT - Cyprus Exploring A Historical Cultural Route

Historic Cultural Heritage 1st LTT Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : History and Art: Myths through mosaics

Teacher: Kakia Angelidou 2nd Primary School of Dali, Cyprus Date: 27/2/2019

Teaching Hours : 3-4 hours

Overview & Purpose To explore the interrelation of the local history with the European cultural heritage and how a cultural route can be formed with the contribution and interaction of various civilizations.

Education Standards 1. 2. 3. 4. 5. 6.

To understand concepts such as need and choice To express their own opinion using arguments To learn feelings related vocabulary To learn walking related vocabulary To be able to compare and contrast To practise ICT skills

Objectives 1. 2. 3. 4. 5. 6. 7.

The students should: Come in contact with the local and European cultural heritage. Develop positive attitude towards the local and European cultural heritage. Get to know the Paphos’ and Byzantine’s Museum mosaics. Be able to construct collaborative mosaics. Explore mosaic, through real works, photos, actions and research Observe, collect and process data useful for creation mosaic through primary and secondary sources

Materials Needed 1. 2. 3. 4. 5. 6. 7. 8. 9.

internet webpages, power point presentation, mythology books, mosaics pictures, students’ previous year’s mosaics, glue, mosaics tiles, wooden surface, toothpicks

Verification Steps to check for student understanding ● Individual questioning ● Group discussion ● Summative assessment : Diagrams and lists

● Partner work

Activity Description of the activities that will reinforce the lesson STAGE 1 Experiencing Lesson 1: 2X80 Presentation of the power point regarding the mosaic of Paphos. 1. Students observe the mosaics’ themes and materials. 2. Discuss them with their team. 3. On the occasion of the observation of the students that the mosaic themes are taken from mythology [e.g. Dionysos myth], there is a debate about myths. The students report myths they know about. 4 Then they explore myths on the internet and mythology books and develop a small scale essay with pictures. 5. The students present their final work to their class. STAGE 2 Defining Lesson 2: 1X40 Venue: Art classroom 1. Students observe the mosaics from the Byzantine Museum and the Cyprus Handicraft Centre web sites. http://www.makariosfoundation.org.cy/8.html http://www.mosaicart.gr/indexg.html 2. They reflect on the materials, colors and shapes of the mosaic tiles. 3. Students discuss about the characteristics of the mosaics and identify them. They observe the works of art exhibited in the museum and record observations in relation to project theme and how are placed on a surface. 4. Student experiment and create motifs with tiles. They also come in contact and they observe motifs that made students at previous school year. STAGE 3 Implementing Lesson 3: 2X80 Venue: Art classroom

Students create their own mosaics based on myths by working in groups. 1. Students work in groups in order to develop a collaborative work. 2. First they draw the scene on paper which they will create and then transfer to a wooden surface on which it will be the basis for their mosaic. 3. The students choose and classify, mosaic tiles. 4. They experiment with the mosaic tiles on their piece of wood without stick them. 5. The students, after deciding the combinations of the tiles they will use, they begin to stick them by using glue and toothpicks.

Assessment Activity: At the end, the students, having their finished mosaics in front of them, can get involved in discussion and reflection on the course of their work and express their feelings and thoughts about it. They can decide to display their mosaics permanently, like wall mosaics, on a particular wall of the school building, which they will choose after research. ● They contact all stages of mosaic creation and collaborate with their classmates to complete collective works. The students will experience the value of collaboration and teamwork, realizing the difficulties of completing such a project at an individual level. They will come into direct and indirect contact with the local and European cultural heritage through myths and mosaics and will respect them as part of their cultural identity.

Historic Cultural Heritage 1st LTT Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Differences and Similarities Through Cultural Heritage of Cyprus and Croatia (via photography)

Teacher: Ivana Rupić Juraj Šižgorić Primary School , Greece Date: 20/12/2018

Teaching Hours : 5 hours

Overview & Purpose Knowing the cultural heritage of Europe can help us better understand our past, thus creating a firm and decisive starting point for our future together. By putting the cultural heritage in the center of our research and observing it through the objective glass we come to appreciate its beauties and values and its importance for our relations with the rest of the world. Through photographs that our students will take during their LTTs in partner countries of our Erasmus + project, they will startnoticing similarities and differences with cultural heritage of their own country and their own town. Through the varieties of landscape, monuments, buildings, folk costumes and traditions, students will get to know natural and cultural beauties of each country as well as a certain universality in the search for creativity.

We will also meet our students with Europeana– a platform dedicated to digital heritage by European Union. It was initiated in order to gather all cultural treasure and heritage of Europe in one place.

(https://www.europeana.eu/portal/en).

The idea was to put together the digitalized items of European cultural heritage. It concerns both the well-known and the hidden ones, the unapproachable and unexplored riches hidden in libraries, archives, museums, galleries, private collections.

Education Standards 1. 2. 3. 4. 5. 6.

To explore different cultures, be able to compare their main features To enlarge their knowledge of the world around them To practice and improve their ICT skills To cooperate in a group To understand concepts such as digital cultural heritage To express their own opinion using arguments

Objectives •

To raise the conscience of students about the importance of cultural heritage

•

To encourage students to get to know the European cultural heritage as well as their own

•

To discover ways of protecting and promoting the beauties and importance of cultural heritage

•

To find and compare differences and similarities through cultural heritage of our European project partners

•

To develop creativity

•

To practice ICT skills

Materials Needed •

Magazines, monographs, literature on photography and ICT tools

•

Internet

•

Camera, mobile phones

•

Computer

•

Photo-editing program

Verification Steps to check for student understanding ● Individual questioning ● Group discussion ● Summative assessment : Diagrams and lists ● Partner work

Activity Description of the activities that will reinforce the lesson STAGE 1 Experiencing - Taking photos - Analyzing photos - Using photo-editing programs and applications in processing the photos Before the trip, students made brochures and presentations about the country they were about to visit. That way they had a chance to get familiar with cultural beauties and traditions of the country even before the visit. During their stay in Cyprus they were given a task to take photos of places, landscapes, objects and various details of destinations we visited. STAGE 2 Defining Analyzing the photos from Cyprus. Discussing the term ‘’cultural heritage’’ and its meaning, looking for similarities with the Croatian cultural heritage, finding differences among towns, streets, architecture, vegetation, landscapes. Observing, watching, detecting shapes and colors, recognizing differences and similarities. Encouraging students to explore their surroundings via photography. STAGE 3 Analysing Students will go through photos they took in Cyprus, analyze it and decide which ones to choose as guiding points to photographing cultural heritage of their own town. Next in line is a tour around the town and taking photos, followed by analyzing and choosing the ones suitable for the comparison with Cyprus. Editing photos in editing programs: students analyze the photos and think about ways of editing them and the composition. STAGE 4 Implementing We do it through editing photos with appropriate tools, creative expression through photo interventions, producing mutual relations and new compositions.

By communicating with students we find out how much they’ve learnt about the cadre composition, cultural heritage and similarities between two cultures. We revise all that we’ve learnt so far. Students carefully observe and detect if all the tasks have been done and if they are pleased with their work. They analyze and define the things which make some of the works more successful than the others and try to learn from them. We display all the works in school, upload them on school website and include them in the project Fanzine.

Historic Cultural Heritage 1st LTT Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Modern times Odyssey

Teacher: Anastasia Hatzisavva Primary School of Skopelos Lesvos, Greece Date: 20/12/2018

Teaching Hours : 2-3 hours

Education Standards 1. To understand concepts such as need and choice

2. To express their own opinion using arguments 3. To learn feelings related vocabulary 4. To learn walking related vocabulary 5. To be able to compare and contrast 6. To practise ICT skills

Objectives 1. To raise students’ awareness on the issue of immigration 2. To understand how a cultural route is created through diversity 3. To realize how local history can define the European history 4. To nurture feelings of cultural understanding and empathy

Materials Needed 1. 2. 3. 4.

Reading material Paper Crayons Camera

5. Computers

Verification Steps to check for student understanding ● Individual questioning ● Group discussion ● Summative assessment : Diagrams and lists ● Partner work

Activity Description of the activities that will reinforce the lesson

STAGE 1 Experiencing Reading : “Jasmine, a life starting from the beginning” by Mercurios Avtzis

●

ΓΙΑΣΜΙΝ ΜΕΡΚΟΥΡΘΟΣ ΑΥΤΖΗΣ Category : Literature Subject : Social Age : 7-8 years old Publication Date : 19/01/2017 ISBN:978-618-01-1785-1 ISBN Ebook: 978-618-01-1786-8 A girl, Jasmine. A dog, Chnoudis. Their eyes meet and a precious love begins. Jasmine is a refugee without parents. She has lost them on the way to freedom. Chnoudis lives in a loving house. In this house, near people who know how to give love, Jasmine will start a new life from the beginning. STAGE 2 Defining The students think and talk about the reasons why people change locations (war, persecution, natural disasters, unemployment, studies, etc.) The teacher categorises the reasons under the words NEED and CHOICE The students reach the conclusion that depending on the reason why people migrate they are called either Refugees or Immigrants

STAGE 3 Analysing A. Comprehension Questions: What can a refugee carry when leaving home? ● Personal items (whatever he /she can) ● Feelings (fear, sadness, frustration, agony, insecurity, anger)

● Hopes and dreams ● Language ● Personality traits ● Education ● History and culture of his/her own country B. Debate on how people behave towards refugees and immigrants and why Learning emotions- relative Vocabulary ● Fear ● Indifference ● Compassion ● ● ● ●

Respect Empathy Rejection Acceptance The students talk about and draw their own emotions towards refugees and immigrants.

C. Comparison and contrast The students make a list of their own needs and another list of the needs of a refugee (food, shelter, education, health care, freedom, religion, free time, etc.) They compare and contrast the lists and talk about human rights. STAGE 4 Implementing A. Pantomime A student imitates the feelings of a refugee in the different stages of his life (eg.when he decides to leave, when he reaches his destination, etc.) and the rest of the students try to guess the feeling he depicts. B. Problem-Solving Activity ● A man leaves his country during a war and reaches another country without legal documents. What happens then? ● A group of people reach another country and while they are trying to disembark they are spotted and arrested. What happens then? ● A family lives in a refugee camp and suddenly one of its members gets sick. What happens then?

● A natural disaster occurs in our country and we have to evacuate it. What happens next? ● A refugee is selling his personal belongings. What happens next? ● A child reaches another country unaccompanied as he/she has lost his/her parents during a war. What happens next? C. Interview a refugee The students write down the questions they would like to ask a refugee D. Role play 

The students pretend to be refugees, take photos and make a slideshow and a powerpoint presentation as an exhibit for the House of European History see Appendix1



Practise Vocabulary Ways of Walking (run, flee, stagger, limp, ramble, stride, stumble, totter, wade, etc.)

Similarities Through Cultural Heritage of Cyprus/Poland/Belgium 1st LTT Learning about Culture Heritage Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Laces

Teacher:Maria Sliz The T. Kosciuszko Primary School No 1 in Mierzecice, Poland Date: 28/3/2019

Teaching Hours : 1-2 teaching hours Overview & Purpose To explore the interrelation of the local history with the European cultural heritage and

1 how a cultural route can be formed with the contribution and interaction of various civilizations

Education Standards 1. 2. 3. 4. 5. 6. 7.

To learn geography To be able to compare and contrast To practise finding and selecting information To practise ICT skills To develop receptive and productive skills To understand concepts such as traditions, cultural and social heritage To express their own opinion using arguments

Objectives To raise students’ awareness on the sustainability of culture heritage To develop positive attitude towards the local and European cultural heritage To raise the conscience of students about the importance of cultural heritage To encourage students to get to know the European cultural heritage as well as their own 5. To find and compare similarities through cultural heritage of European countries 6. To encourage and motivate learners 1. 2. 3. 4.

Materials Needed 1. Photos, different sources of cultural heritage 2. Internet, ICT tools, software - power point

Verification Steps to check for student understanding  Group discussion about cultural and social heritage  Group discussion about students` visit in Cyprus and Brussels

Cross Curricular Activities STAGE 1 Experiencing Before the trip, students get links of places in Cyprus. Their task was to get familiar with information about places they were about to visit s and traditions of Cyprus. They got also brochures, magazines sent us by The Embassy of the Republic of Cyprus. During

2 the visit they got the task to take pictures of visiting places, objects, monuments. STAGE 2 Defining The students talk about their visit in Cyprus and Brussels The students analyze the photos from those places The students define the meaning of cultural heritage The teacher helps them find similarities in Polish heritage and European heritage The teacher encourage students to compare different cultural heritages to look for information about them in the Internet STAGE 3 Analyzing and Implementing Assessment Activity: At the end students work in a group to prepare a power point presentation about laces as the example of cultural heritage, they get involved in discussion and reflection on the fact that we are the same but unique. They contact directlyas well as indirectly European cultural heritage through laces and respect them as part of their cultural identity.

Historical Cultural Heritage

1st LTT Learning about Culture Heritage Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project Title : Walking around the city Teachers: Silvina Carvalho Escola Básica de Apúlia, Portugal Teaching Hours : 3 teaching hours

Overview & Purpose

Students will be able to get to know the city of Nicosia, the capital of Cyprus and become aware of the importance of the historical heritage of the city and consequently, the European Heritage. The final product will be a Tour built online.

Education Standards -

To explore different cultures

To enlarge their knowledge of the world around them

To compare and contrast

To practice and improve their ICT skills

To cooperate in a group

Objectives -

To know the history of Nicosia

To revise and enlarge vocabulary related to the topic “The City”

To ask for and give directions

To describe a building

To use adjectives correctly and in context

To research

Materials Needed -

Projector and computers

Worksheets

Software

Books

Verification -

Direct observation in class

Final product – a Tour

Cross Curricular Activities

STAGE 1 Experiencing

The class will start with a visit to the exhibition about Cyprus. During the exhibition both students and teachers who visited Cyprus will serve as guides and will shortly explain their visit.

Afterwards in class students will watch two short videos about the capital city of Cyprus, Nicosia: https://www.youtube.com/watch?v=bDvj1lfW2Eg and https://www.youtube.com/watch?v=KOHCOgyHlMg .

While watching students take notes of the historical places they find most interesting and that they want to know more about.

STAGE 2 Defining

After watching and selecting, students will share their choices with the rest of the class. A list will be made registered on the board. Students have to select 10 historical or cultural sites of interest in the city of Nicosia. Through a debate students have to explain each other their choices and try to persuade their colleagues to choose theirs.

STAGE 3 Analysing and Implementing

Students are divided in pairs and each pair is given a site. They will have to research for information to write a short description of the site: its history and relevance. This research will be done at the school library using both books and the Internet.

STAGE 4

With a paper map of Nicosia, students have to locate their site in the map, pin it and establish the route to follow.

Students log in the Tour Bilder APP and start building their tour. Next to the 10 sites they have selected, they’ll write their description of the site and add a photo, from the photo album of Cyprus, when possible.

Final product

Besides the intangible product which is the learning experience, there will also be a tangible product which will be a tour through the city of Nicosia to show the school a little of their visit to Cyprus.

2nd LTT - Poland Industrial Heritage and Human Rights

Storytelling for Cultural Sustainability 2nd LTT Learning about Culture through traditional stories and legends Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : THE CRACOW DRAGON

Teacher:Maria Sliz The T. Kosciuszko Primary School No 1 in Mierzecice, Poland Date: 2019

Teaching Hours : 2 – 3/4 teaching hours Overview & Purpose Stories are a very good source of cultural, historical and social information.What is morestorytelling builds identity of readers, encourage students to understand the world

1 and become aware citizens

Education Standards 1. 2. 3. 4. 5. 6. 7. 8. 9.

To understand how legends can protect culture To practise storytelling To learn history To practise past simple tense To practice adjectives To be able to compare and contrast To practise ICT skills To develop receptive and productive skills To practise drawing acting skills

Objectives 1. To raise students’ awareness on the sustainability of culture through storytelling 2. To nurture feelings of cultural understanding 3. To remember the legend 4. To encourage and motivate learners

Materials Needed 1. 2. 3. 4.

Reading material andfilm Paper, crayons to draw a comic or to prepare puppets Camera Computers

Verification Steps to check for student understanding  Introducing new words  Watching the film and reading the story  Comprehension questions  Group discussion  Pair work  Reproduction of the legend through speaking, playing, art, ICT

Cross Curricular Activities STAGE 1 Experiencing Source: The Cracow Dragon. Reader. by Jenny Dooley, published by Express Publishing https://eshop.egis.com.pl/the-cracow-dragon-reader-poziom-a1-3-id-393

Introducing new words Watching the film (The Cracow Dragon), Telling the legend using visual aids. STAGE 2 Defining The students talk about the legend, answer comprehension questions, The students try to retell the story and describe characters with adjectives The students talk about different pictures, scenes of the legend They identity the Dragon as the sculpture seen in Cracow The teacher helps them identify the background and locations of the legend The students try to find reasons why Cracow is such an important city, they try to list virtues of the shoemaker STAGE 3 Analysing and Implementing

Storytelling for Cultural Sustainability 2nd LTT Learning about Culture through traditional stories and legends Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Stribor`s Forrest

Teacher: Anita Matić Date: 23/3/2019

Teaching Hours : 5 teaching hours

Overview & Purpose Folktales of different cultures have an important place in the social cultural heritage classroom. By quickening curiosity about other cultures, folktales can help students to appreciate the reality of human diversity. At the same time, the common elements in folktales may serve to increase children's empathy with people of other cultures. From time immemorial, storytellers have passed down tales to be shared by the members of a community-some purely for entertainment and others used to transmit a society's customs, attitudes, values, and even philosophies of life, to the next generation. Folktales "allow students to experience one of the ways a society develops a sense of moral behavior in its children." Children today can learn from this rich literary heritage, which provides both a window into other cultures, and a mirror that allows viewers to reflect more clearly on aspects of their own culture.

Education Standards 1. 2. 3. 4. 5. 6. 7.

To understand how mythology can preserve culture To practise storytelling To learn geography To learn adjectives related vocabulary To be able to compare and contrast To practise ICT and art skills To develop both receptive and productive skills

Objectives 1. 2. 3. 4. 5. 6. 7. 8.

To raise students’ awareness on the sustainability of culture through storytelling To realize how European history can define local history To appreciate the reality of human diversity To nurture feelings of cultural understanding To understand symbolism in mythology To make the story memorable To encourage and motivate learners To learn more about a society's customs, attitudes, values, and even philosophies of life

Materials Needed 1. 2. 3. 4.

Reading material Paper Crayons Computers

Verification Steps to check for student understanding  Comprehension questions  Group discussion  Partner work  Board game  Reproduction of the myth through writing, speaking, art, ICT

Cross Curricular Activities STAGE 1 Experiencing a) Playing a Hangman will introduce students with the enchanted world of Slavic mithology.

b) After discovering the names of important gods, they will explore legends related to these gods and their life in the mythology of the old Slavs. Working in pairs, students will write new insights about Slavic gods on the wall of the paddlet.

c) Students will listen to the audio recording of the fairy tale by Ivane Brlić - Mažuranić Stribors Forrest, a children's fairy tale about mother's love with elements of Slavic mythology.

STAGE 2 Defining The students talk about the fairy tale, answer comprehension questions, identify the main characters, the theme and talk about the different scenes. Working in groups, they are trying to narrate the fairytale using their own words. STAGE 3 Analysing and Implementing Students try to identify parts of Slavic mythology in this fairytale. Using the map of Europe, they are trying to find all Slavs and then color their countries

4 on the map of Europe. Pupils will divide fairytale in smaller sections following the most important events and rewrite them in English. Every part of a fairytale accompanies a drawing that they will draw and below the draw they will write a short version of fairy tale in English language.

Storytelling for Cultural Sustainability 2nd LTT Learning about Culture through traditional stories and legends Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE :Spanos and the forty Dragons

Teacher:AndriChristofi Primary School of Dali 2, Cyprus Date: 20/5/2019

Teaching Hours : 3-4 teaching hours Overview & Purpose Stories provide ideal opportunities to acquire cultural information as they reflect the environment, the background, the aspects of culture of the writer. They consist of historical, geographical, linguistic, social, artistic information. Storytelling builds on the prior knowledge of the readers, personal involvement and through visual and audio clues encourages and motivates

1 the learners to become aware of a wider world.

Education Standards 1. 2. 3. 4. 5.

To practise storytelling To learn adjectives related vocabulary To be able to compare and contrast To practise ICT skills To develop both receptive and productive skills

Objectives 1. 2. 3. 4. 5. 6.

To raise students’ awareness on the sustainability of culture through storytelling To nurture feelings of cultural understanding To understand symbolism in mythology To make the story memorable To encourage and motivate learners Explore materials and ideas related to the local cultural heritage

Materials Needed 1. 2. 3. 4. 5. 6.

Reading material –fairytale book Paper Crayons camera Computers Musical instruments

Verification Steps to check for student understanding  Comprehension questions  Group discussion  Partner work  Reproduction of the myth through writing, and art,

Cross Curricular Activities STAGE 1 Experiencing  Narration of folk and medieval fairy tales  In the context of the cultivation of the descriptive discourse, the children attend the narrative of folk and medieval fairy tales by a theatrical pedagogue, accompanied by

2 musical instruments.  Also, our famous engraver, Hambis Tsangaris, visited our school, who spoke to the children about his art and narrated the tale "Spanos and the 40 Dragons".".

STAGE 2 Defining     

The students talk about the tale, answer comprehension questions, identify the heroes and talk about the different scenes. List the elements of modern reality that exist in the tale "Spanos and the 40 Dragons Compare the image of the world in this "fairytale" with that of the "world" of traditional fairy tales. Where is the main difference? The teacher helps them identify the background and locations of the tale The students try to find reasons and reach the conclusion why this particular tale was chosen to represent the EU

STAGE 3 Analysing and Implementing

Art Comic creation

Language

Spanos and the 40

Social science

dragons

Transfer the Cypriot dialect of the tale to modern Greek language

Interview the artist

ICT Find information and write the story

Spanos and the forty dragons [the original story] Once upon a time, there was a man who could grow neither a moustache nor a beard, and his name was Spanos, meaning the Beardless One. Spanos however used to boast that there was no-one braver than him in the world. Everyone thought he was smart and powerful. His village, meanwhile, was tortured by a severe lack of water. Thevillagers necessarily needed the water to drink, cook, clean their homes and water their orchards. One afternoon his fellow villagers begged Spanos to kill the 40 dragons who did not let the water run from the village's source. And Spanos did so. He located the dragons and after he passed through many trials, he defeated them. Whatever he did, however, he certainly did it with his mind! After killing the feared dragons ,Spanos made his way to the river and broke open the weir and the water began flowing towards the village. Finally Spanos and his fellow villagers lived happily ever after, and we live happier still.

Spanos and the forty dragons [the story in different way] Once upon a time, there was a man who could grow neither a moustache nor a beard, and his name was Spanos, meaning the Beardless One. Spanos however used to boast that there was no-one braver than him in the world. Everyone thought he was smart and powerful. His village, meanwhile, was tortured by a severe lack of water. The villagers necessarily needed the water to drink, cook, clean their homes and water their orchards. One afternoon his fellow villagers begged Spanos to kill the 40 dragons who did not let the water run from the village's source. And Spanos did so. The most powerful of the 40 dragons was the dragon of Krakow! He kept the water under the salt of Poland "Velitsa" and left no village in that area to have drinking water. When Spanos approached him and asked him to let the water run in his village, he assumed that he would have to achieve the tribulations he would give him. In the first test Spanos had to fill a sack with salt and bring it to the earth surface. Spanos, though with wickedness, did it. The dragon of Krakow had a second test for Spanos: to fill one more sack, but this time with silver, from the "KopalniaSrebra" silver mine. Spanos managed it. He gave the whole sack of silver to the 40

dragons, so they became ver rich. Despite Spanos successes in tribulations, the dragons refused to let the water roll. So one night Spanos went secretly to Spodek and looks to confront the mighty dragon who lived there. But during the struggle, the protector of the miners, St. Barbara, appeared, and so the dragons frightened and let the water run into the village. Spanos returned a hero to his village. Finally Spanos and his fellow villagers lived happily ever after, and we live happier still.

Teacher: Angeliki Tsakyri Primary School of Skopelos Lesvos, Greece Date: 20/3/2019

Teaching Hours : 5-6 teaching hours

Overview & Purpose Stories provide ideal opportunities to acquire cultural information as they reflect the environment, the background, the aspects of culture of the writer. They consist of historical, geographical, linguistic, social, artistic information. Storytelling builds on the prior knowledge of the readers, personal involvement and through visual and audio clues encourages and motivates the learners to become aware of a wider world.

Education Standards 1. To understand how mythology can preserve culture 2. To practise storytelling 3. To learn geography 4. To learn adjectives related vocabulary 5. To be able to compare and contrast 6. To practise ICT skills

Objectives 1. To raise students’ awareness on the sustainability of culture through storytelling 2. To realize how local history can define the European history 3. To nurture feelings of cultural understanding

Materials Needed 1. Reading material 2. Paper 3. Crayons 4. Camera 5. Computers

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Partner work ● Board game ● Reproduction of the myth through writing, speaking, art, ICT

Cross Curricular Activities STAGE 1 Experiencing Narrate the myth of Europa and the bull using visual aids such as pictures or videos STAGE 2 Defining The students talk about the myth, answer comprehension questions, identify the heroes and talk about the different scenes. The teacher helps them identify the background and locations of the myth The students try to find reasons and reach the conclusion why this particular myth was chosen to represent the EU STAGE 3 Analysing and Implementing

STAGE 4 Presentation of Final products After the students collected the data they needed throughout the interdisciplinary sessions and took their own photos in Strasburg they digitized the myth of Europa and the Bull with talking pictures and presentation of Europeana art collections. Link to video : https://www.youtube.com/watch?v=YUGv9Iv-tNQ&feature=emb_logo

Animated Films for Cultural Sustainability 2nd LTT Learning about Culture through traditional stories and legends Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : The Legend of the Rooster of Barcelos

Teachers: Paula Sofia Carvalho and Alexandra Monteirinho Escola Básica de Apúlia, Portugal Date: 15/4/2019 Teaching Hours : 8-10 teaching hours

Overview & Purpose The area of the Animation Films and the principles of animation of images stimulates in the students the creativity, promoting the capacity to confabulate and create stories. Through the development of a project of animation of a traditional Portuguese legend the students arouse the interest in several areas of knowledge, namely education for the image, the understanding of the phenomenon of the animation of images, the filmic language, arts, history, geography, English and Portuguese language, etc. Whereas those technologies are a great attraction, the use of animation techniques and technological resources can provide students with a broad cultural experience, develop aesthetic appreciation, critical skills and stimulate creative production.

Education Standards 1. 2. 3. 4. 5. 6. 7.

To understand how mythology can preserve culture To practise storytelling To learn geography To learn adjectives related vocabulary To be able to compare and contrast To practise ICT skills To develop both receptive and productive skills

Objectives 1. 2. 3. 4. 5. 6. 7.

To raise students’ awareness on the sustainability of culture. To learn about cinema and the techniques of the Animation Films To know optical toys To create animations using the stop motion technique To nurture feelings of cultural understanding To develop values of justice; To encourage and motivate learners

Materials Needed 1. 2. 3. 4. 5.

Paper Crayons Camera Computers Video editing software

Verification Steps to check for student understanding ⚫ Group discussion ⚫ Partner work ⚫ Quizzes ⚫ Animated film

Cross Curricular Activities STAGE 1 Experiencing Read “The Legend of the Rooster of Barcelos” using books from school library. https://online.fliphtml5.com/uhwy/quwj/ STAGE 2 Defining

The students talk about the legend, identify the place, characters, different scenes and actions. The students create a script of the animation and create the storyboard. STORYBOARD - The Legend of the Rooster

Walking by the village of Barcelos, a stranger was on a pilgrimage to Santiago de Compostela. At this time, a crime happened.

Immediately the poor man was considered a suspect.

So, they decided to arrest him and put him in jail.

The pilgrim declared himself innocent and before being hanged asked to talk with the judge.

The judge with some friends was enjoying a delicious dinner. When the pilgrim arrived he said:

5 "It is so certain that I am innocent as it is certain that this rooster will crow when they hang me."

6 7

The people laughed and continued the great feast. According to the legend, the impossible happened: just as he was going to be hanged the rooster crowed. The judge ran to the place of the hanging and immediately they set the man free. Some years later the pilgrim returned to Barcelos and built a monument in honor of Santiago.

The students capture frames and edit de film.

The final product: https://youtu.be/mwy04yOcduk

STAGE 3 Analysing and Implementing

3rd LTT Customs, Traditions and Social European Heritage

Heritage Counts! 3rd LTT A guide to how Cultural Heritage can be a Job generator Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Jobs that can be generated by cultural heritage

Teacher: Anita Matić Juraj Šižgorić Primary School, Croatia Date: 11/5/2019

Teaching Hours : 5 teaching hours Level : Intermediate Overview & Purpose Re-use of abandoned or inefficiently used historic buildings is fundamental for reviving communities and improving quality of life. Preservation of cultural heritage is often understood as a barrier to economic development, though various economic benefits can be generated by cultural heritage and its preservation: creation of income and jobs, job training and maintenance of craftsmanship skills, revival of city centers, heritage tourism, increase in property values, enhancement of small business et cetera… This is precisely why the Public Institution Nature of Šibenik-Knin County has decided to compete for EU funds for the reconstruction of St. Nicholas Fortress, that unique monument of defense sistem of the city of Šibenik. Amongst all the Croatian towns on the Adriatic coast, the city of Šibenik is set apart by its unique location in a picturesque and open bay at the mouth of the Krka River that empties into

1 the 10 km long Bay of Šibenik which is connected to the open sea by the St Anthony Channel. St Anthony’s Channel links Šibenik’s harbour to the Adriatic Sea at the St Nicholas’ Fortress, the most important renaissance fortress on the eastern coast of the Adriatic. Due to the recent opening of the restored fortress we decided to place it at the center of our teaching of the cultural heritage of our homeland. It served as an excellent example of the recent opening of cultural heritage generated jobs and an example of a great revaluation of centuries-old heritage.

Education Standards 1. To raise the importance of preserving cultural heritage 2. To incorporate heritage education in the school curricula 3. To learn job and skills related vocabulary 4. 5. 6. 7.

To connect skills and qualifications with the particular job To be able to cooperate with other team members To explore heritage as a source of knowledge, inspiration, creativity and economy To practise ICT, writing and art skills

Objectives 1.

To develop a creative mindset

2. 3. 4. 5. 6.

To enhance problem - solving learning To learn how to write a CV To improve presentation skills To recognize the importance of marketing To enrich the quality of learning

Materials Needed 1. Personal computers or a tablet 2. Paper, crayons 3. Internet

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion and presentation ● Padlet collaborative worksheet ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing At this stage, it is very important to get to know the cultural heritage, whose revitalization will be our starting point for a job generator. Students task is to make a group research in a ICT program Padlet of a St. Nicholas Fortress. Each group is going to present results of their collaborative work. https://padlet.com/maticanita/ksf8m8zxe97o STAGE 2 Defining The St. Nicholas Fortress revitalization was possible because of a arrangement made by Public Institution Nature of a Šibenik-Knin County. The Institution applied for a EU funds in order to reconstruct the fortress. In this stage the students task is to brainstorming during group work and use their experience and creativity to identify jobs that will be generated when the Fortress opens up next month.

STAGE 3 Analysing and Implementing According to their brainstorm ideas students will form groups of the most unusual jobs related to St. Nicholas Fortress. Their new tasks are: ● To write a list of qualifications and skills needed for the job ● To describe the purpose of a job ● To list the necessary job materials

3 ● To draw the uniform of a job ● To write an ad for the particular job In order to encourage self - assessment each students is going to write their own CV with the qualifications and skills they possess. Afterwards they are going to pick the jobs the most related with their qualifications, skills and their preferences. The last task is to describe one day on their new work which is related with the St. Nicholas Fostress.

● Final Product : A presentation on how cultural heritage can become a job generator https://www.slideshare.net/secret/b5HU111nZYECuy

From Creativity to Every-day activity 3rd LTT A guide to how Cultural Heritage can be a Job generator Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Jobs that can be generated by cultural heritage - Architect

Teacher:KakiaAngelidou Primary School of Dali 2 - Cyprus Date: 30/6/2019

Teaching Hours : 4 teaching hours

1 either a process of “discovering” what has already been there as Isaac Newton did with gravity or a process of “inventing” something from start. The goal in both cases is to solve a problem. Thus, the ultimate objective of teachers is to create creative students able to cope with problems and feel confident enough to use their ideas to that means. Creativity can be found in all age ranges, all educational levels, all geographical and social contexts as long as it is given space to flourish.

Education Standards 1. To encourage an environment of trust in the school classroom 2. To set the framework for personalities, preferences and experiences to be expressed 3. 4. 5. 6.

To raise students’ awareness on the European social context and social heritage To teach what tangible and intangible heritage is To learn job and skills related vocabulary To distinguish between skills and qualifications

7. To associate qualifications to job responsibilities 8. To be able to associate skills to jobs 9. To practise ICT and writing skills

Objectives 

To understand the process of renovating a traditional house.



To compare the beginning and the final product of a renovated house.



To experience the cultural heritage and the social heritage.



To understand the importance of the sustainability of the traditional houses.



To develop observation skills.



To observe the materials needed for a traditional house renovation, to select related information and to.



To explore the materials needed for renovating a traditional houseand use them in a creative way.



To develop problem solving skills.



To develop interview questions for the architecture



To develop positive attitude and respect to the sustainability of the old town.

Materials Needed 1. 2. 3. 4. 5.

Interview with an architect specialized in renovating traditional houses. Flashcards- put cards in the right order Notebook Art materials Display board

6. Computers 7. Materials: straw, tile, wood, soil, stone

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Group work ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing 1. Student visit the old town of Nicosia-They the abandoned andruin houses in the center of Nicosia. During that visit they observe houses that have been renovated too. 2. They take records of their observation and write their comments.

STAGE 2 Defining 1. They make drawings of abandoned and renovated houses and make a small exhibition. 2. They write possible ways to help the renovation of those neighborhoods. 3. In this context an interview with an architect is important in order to learn more about the problem of old houses. 4. They invite an architect in their classroom.

STAGE 3 Analysing and Implementing

3 1. Prepare the interview with an architect who is specialized in renovating traditional houses- They work in groups of five and they write 10 questions for the interview. 2. The students make the interview with the architect and as a final product they have to write their impressions and the steps that she follow to develop the renovation. 3. Use flash cards to show the line of a traditional house renovation. 4. Study about the special/traditional materials [eco-friendly] needed for the traditional house renovation. Study the before and after architectural drawings. 5. Worksheet- Develop a board by showing the traditional materials with their names. 6. They develop an exhibition with their drawings, essays and models on the project.

From Creativity to Every-day activity 3rd LTT A guide to how Cultural Heritage can be a Job generator Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Jobs that can be generated by cultural heritage

Teacher: Angeliki Tsakyri Primary School of Skopelos Lesvos, Greece Date: 6/5/2019

Teaching Hours : 5 teaching hours Level : Intermediate

Overview & Purpose Due to recent changes in the current European society there has been a growing demand for creativity, flexibility, problem-solving and advanced communication skills. The students need to be able to “think out of the box” and to come up with solutions. Creativity can be defined as either a process of “discovering” what has already been there as Isaac Newton did with gravity or a process of “inventing” something from start. The goal in both cases is to solve a problem. Thus, the ultimate objective of teachers is to create creative students able to cope with problems and feel confident enough to use their ideas to that means. Creativity can be found in all age ranges, all educational levels, all geographical and social contexts as long as it is given space to flourish.

Education Standards 1. To encourage an environment of trust in the school classroom 2. To set the framework for personalities, preferences and experiences to be expressed 3. To raise students’ awareness on the European social context and social heritage 4. To teach what tangible and intangible heritage is 5. To learn job and skills related vocabulary 6. To distinguish between skills and qualifications 7. To associate qualifications to job responsibilities 8. To be able to associate skills to jobs 9. To practise ICT and writing skills

Objectives 1. To understand the importance of approaching course materials in a creative way 2. To exploit students’ prior knowledge and experiences and use them as the basis of creative tasks 3. To encourage innovative thinking 4. To acquire problem-solving skills 5. To experience cultural understanding, social heritage

2 6. To enrich the quality of learning

Materials Needed 1. Interview with a professional 2. Job flashcards 3. Worksheet to list qualifications and skills 4. Worksheet to match job responsibilities to qualifications and skills 5. Display board 6. Computers

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Partner work ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing Invite a professional in class to talk about his/her job. STAGE 2 Defining ● The students talk to the professional, ask and answer questions, identify the nature of his/her work. Task : An Interview with Elpisia Spathari, Industrial Designer who designed our Project Logo. ● The students ask questions, the industrial designer answers, the students record their questions and the answers and make a video of the interview. (YouTube videos of the Interview : Which university did you study at? https://youtu.be/RG8csKHILZk How many years did you study? https://youtu.be/dNHNV62r2fI Where do you work? https://youtu.be/9zonXq2B_Ls

3 How long have you been working? https://youtu.be/f6rLNut3RkM What do you usually design? https://youtu.be/vUT2G6yZE88 What is the most beautiful thing you have designed? https://youtu.be/VICULX1QiQ What tools do you use? https://youtu.be/o4UJ2lQbV6Q Where do you get your inspiration from? https://youtu.be/XXiwxvj-5aw What are the difficulties in your job? https://youtu.be/VRqg4B3hkiw What was your idea for our logo? https://youtu.be/tOU41xgnhPI Can you work in a cultural heritage site? https://youtu.be/7yEBR9e2Kkk ● The students work on worksheets to identify the terms “duty”, “responsibility”, “qualifications”, “skills” ● The students identify the jobs on Flashcards and talk about the ones which stem from cultural heritage sites or social heritage STAGE 3 Analysing and Implementing ● Create a relaxed atmosphere where students can talk about their parents’ professions and brainstorm ● Present the problem : To generate jobs stemming from cultural heritage sites or social heritage in their region ● Form workgroups according to their brainstorming ideas

● Provide the guidelines as to the final product, in this case a ppt presentation ● Provide the framework and create “constraints” (time limits, word limits, etc) for the end-product ● Identifying, spotting on the map, cultural heritage sites that are important for the region and defining what social heritage is as sources of inspiration.

4 ● Collect data, do research ● Discuss the idea, and find a creative way to present it to the rest of the class eg.pantomime, drawing, etc. ● Describe the job in written or oral form including the duties and responsibilities, place of work, uniform, working hours, salary ● List the qualifications and skills needed for the job

● Give the students information on the publication of their work to ensure motivation ● Encourage free criticism, critical thinking and peer-assessment and list the positive and negative points of each idea on a display board. Create a cooperative learning community. ● Add the group presentations in one to create the final product. ● Final Product : A presentation on how cultural heritage can become a job generator https://www.slideshare.net/secret/b5HU111nZYECuy

Teacher: Maria Sliz T. Kosciuszko Primary School no 1 in Mierzecice, Poland Date: 9/10/2019

Teaching Hours : 2 teaching hours Level : Pre -intermediate Overview & Purpose The goal of the lesson is to solve the problem in a creative way. As well as to combine learning with doing and playing. Our aim is to engage students to be brave to think, able to deal with problems using their creative ideas. They are supposed to use social emotional techniques as well

1 as to reach well-being in the class. Teacher`s task is to organize friendly conditions thanks to them students feel confident enough to use their ideas.

Education Standards 1. To encourage an environment of trust and well-being in the classroom 2. To teach and learn while doing and playing 3. 4. 5. 6.

To set the framework for skills and personal characters to be expressed To raise students’ awareness on the European social context and social heritage To teach what tangible and intangible heritage is To learn job and skills related vocabulary

Objectives 1.

To understand the importance of teaching and learning in a creative way, while doing and playing

2. To encourage innovative thinking 3. To acquire problem-solving skills 4. To experience cultural understanding, social heritage 5. To enrich the quality of learning

Materials Needed 1. 2. 3. 4.

Meeting with a professional DIY boxes to make an own aspen craft Job flashcards Youtube films, computers

5. Worksheet to list skills 6. Worksheet to list opportunities that cultural heritage can give (- preserve our cultures, - increase local incomes, - provide employment) 7. Display board

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Presentation through creative techniques

Cross Curricular Activities STAGE 1 Experiencing Invite a professional in class. Aspen Valleyis a local family company which uses cultural heritage to find job opportunities. Their region was famous for aspen crafts. So now they prepare aspen decorations, aspen jewellery. What is more they organise aspen workshops for schools, libraries, preschools, local youth centres). It gives possibility to play and learn while making an aspen craft as well as to talk about his job. STAGE 2 Defining ● The students talk to the professional, ask and answer questions, identify the nature of his/her work. The task – make the aspen craft, talk to the professional, ask him questions about the work, about the idea to set up a family company etc… ● The students work on worksheets to identify the terms “cultural heritage”, “employment”, “skills” ● The students list skills and choose those needed to work in OsikowaDolina STAGE 3 Analysing and Implementing ● Show students some short youtube films about OsikowaDolina and examples of its activities https://www.youtube.com/watch?v=4raaHS1lnVQ https://www.youtube.com/watch?v=piXm-WfIOUQ ● ● ● ●

Create a friendly atmosphere where students can ask and relax and achieve well-being Present the question: Why the cultural heritage can be a job generator? Brainstorm students` ideas, provide the guidelines if it is needed Collect data, do research

3 ● List the skills needed for the job ● Encourage free criticism, critical thinking and peer-assessment. Create a cooperative learning community. ● Present other cultural heritage professions that you know, do it in a creative way (pantomime, comics …)

Teacher: Verónica Silva Silvina Carvalho Date: March 2019

Teaching Hours : 5 teaching-hours Level : Citizenship and English Overview & Purpose In the area where we live employment is directly related to the cultural heritage (fishing, beach, tourism, agriculture). Therefore, it is particularly relevant for the students to know

1 and understand this relationship and find out how, through the cultural heritage of the area, new jobs can be created, different and more appealing to them. Nowadays, creativity is one of the most important/relevant characteristics in the work market, whereby it should be stimulated at an early age to assure the development of confident adults capable of overcoming adversities and fighting for their dream job.

Education Standards 1. To encourage an environment of trust in the school classroom 2. To set the framework for skills and personal characters to be expressed 3. To learn job and skills related vocabulary 4. To distinguish between skills and qualifications 5. To associate qualifications to job responsibilities 6. To be able to associate skills to jobs 7. To practise ICT and writing skills

Materials Needed 1. Interview with a professional photographer 2. Paper 3. Board 4. Cameras 5. Computers 6. Images editing software

Verification Steps to check for student understanding ●

Interview making off

●

Group discussion

● Partner work ● Presentation of the final work

Cross Curricular Activities STAGE 1 Experiencing Invite the professional nature photographer Carlos Rio to class for an interview about his job. Carlos Rio is a nature photographer and has, therefore, a great concern for the environmental issues, who has several books published with photographs taken in Portugal. STAGE 2 Defining Preparing the interview First students will be asked their opinion about the skills they think are necessary to be a nature photographer, both in the field and at home.

Then students will prepare the questions to be asked Carlos Rio: what has driven him to choose this career: the compensation, the major difficulty, how long has he been working, what training he has, what are his prospects for the future, what supports he has, what he would like to photograph more…

STAGE 3 Analysing and Implementing Field trip with Carlos Rio through the nature park, following his instructions, experiencing his work and the difficulties he has to face while working. Previously, to prepare themselves for the trip, students made a research about the fauna that could be photographed there. Parque Natural Litoral Norte http://www2.icnf.pt/portal/ap/p-nat/pnln Animals: http://www2.icnf.pt/portal/ap/p-nat/pnln/fauna Plants: http://www2.icnf.pt/portal/ap/p-nat/pnln/flora Habitats: http://www2.icnf.pt/portal/ap/p-nat/pnln/habit

5 STAGE 4 Final product Gathering all the information from the interview, his books and photographs, and their photographs taken during the field trip, students create presentations about him and his work.

4th LTT - Portugal Natural Heritage Protection

Sustainable Development 4th LTT A guide to how Natural Cultural Heritage can be protected and preserved Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Desenvolvimento Sustentável

Teacher: Verónica Silva Escola Básica de Apúlia Date: 02/12/2019

Teaching Hours: 6 teaching-hours Level : Citizenship and Natural Sciences Overview & Purpose Our planet is changing and most of the changes are man made. There is a growing concern with the environment. School as a means of education of children and teenagers has the duty to teach them the importance of their actions in our world and for the sustainability of our planet in the future. Therefore, a larger knowledge of the meaning of sustainable development and the consequences of man’s interference of man, may lead to a larger awareness by the students, in order to change thoughts and behaviours and promote in them a life philosophy that allows a greater protection of the species and the sustainability of the planet.

Education Standards

1. To teach what sustainability is 2. To acknowledge their duties, responsibilities towards the environment 3. To understand that the main factor of the environmental destruction is the human and its everyday decisions/choices 4. To understand that the change in our habits might help in the protections of our environment 5. To distinguish between harmful and environmentally-friendly habits 6. To encourage environmentally-friendly behavior in school and home 7. To raise students’ awareness on the world’s nature preservation 8. To promote active and responsible citizenship 9. To practise ICT, art, writing skills

Objectives 1. To understand that the environment changes due to different reasons and that can pose a threat for all living things 2. To exploit students’ prior knowledge and experiences on what improves and harms their natural environment 3. To encourage innovative thinking 4. To acquire problem-solving skills 5. To experience understanding, raise awareness on environmental issues 6. To enrich the quality of learning

Materials Needed 1. Board 2. Paper 3. Computers 4. Videos, photos and news 5. Poster and BD software 6. Youtube 7. Calameo 8. Padlet

Verification Steps to check for student understanding ●

Comprehension questions

●

Group discussion

●

Partner work

●

Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing The students are presented with authentic material (videos, photos, news) about environment changes. During a class discussion, they realise that their actions are making those changes and they learn about their ecological footprint. Brain-storming about what should be done to reduce ecological fingerprint.

https://sicnoticias.pt/mundo/2017-11-17-Os-riscos-e-o-impacto-das-alteracoes-climaticas-emPortugal https://sicnoticias.pt/mundo/2019-04-22-No-Dia-da-Terra-um-alerta-para-os-problemas-ambientaisque-o-Planeta-enfrenta STAGE 2 Defining Students do some search to complete the brain-storming about what should be done to reduce ecological fingerprint; search for Portugal’s protected areas and about endangered species of the world.

STAGE 3 Analysing and Implementing Activity 1 In groups students create posters alerting for the need to change our behavior and reduce our ecological footprint. The posters are presented in the classroom and then they will be distributed throughout the school to encourage environmentally-friendly behavior in the rest of school students.

Activity 2 Each group chooses one area of protected landscape, researches about it in order to build a padlet portraying the Portuguese protected areas. https://padlet.com/veroabsilva/xldxeeacybklwmi0

Activity 3 Each student selected an endangered animal, researched and built a PPT, a quiz, a poster or a comic about it, explaining what caused it to be in that position and what we could do or it’s already being done to avoid its extinction. They place all their work In the same padlet and build an e-book of their comic strips. Both the padlet and the e-book will be publicized for the whole school community in the school library blog.

https://pt.calameo.com/read/006535909dbbd45f6abfa?authid=WrwZwSkMz5Mb

Sustainable Development 4th LTT A guide to how Natural Cultural Heritage can be protected and preserved Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : How to become an Eco-Activist

Teacher: Anita Matić OsnovnaškolaJurjaŠižgorića, Šibenik Date: 15/9/2019

Teaching Hours : 5 teaching hours Level : Intermediate Overview & Purpose We are witnessing the daily climate change that is increasingly affecting our planet but also our homeland. Slowly we all realize that it is not only someone else's concern but

also our own responsibility. Children and young people around the world are protesting because they know what planet we are leaving behind and what future they can expect. Fewer plant and animal species, water, air and soil pollution are leading to the slow extinction and human race. What to do and how to fight for your home - the planet, our student activists will tell us.

Education Standards 1. To realise that humans have responsibility for their own planet 2. 3. 4. 5.

To explore global natural resources, renewable energy and sustainability To realise that our choices can affect the wider community To acknowledge their duties, responsibilities towards the environment To encourage environmentally-friendly behavior in school and home

6. To encourage eco friendly activity 7. To teach them how to be an activist 8. To raise students’ awareness on the European nature preservation context and natural heritage 9. To associate their own activities and habits to the global effect on nature 10. To promote active and responsible citizenship 11. To practise ICT, art, writing skills

Materials Needed 1. Paper, colours 2. Computers 3. Videos and photos of authentic material 4.

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Partner work ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing The students will get only one name - the name of a girl Greta Thunberg. Their task is to watch the videos and read everything online about Greta Thunberg. Then they will discuss who she is, her activities, plans, goals and aim. STAGE 2 Defining The students need to explore and define 10 most largest pollutants in the planet and write their answers on a padlet board: https://padlet.com/maticanita/4iz0wraa543 There, they also need to identify climate changes in their own city and write it also.

STAGE 3 Analysing and Implementing The students task is to make a climate change campaign and to become a climate activist.

Activity 1

3 Students will pretend they are eco detectives and identify all the ways that the school and their family are damaging the planet. They will make plans/guide for their own home and school how to be an eco friendly and represent it to their parents and headmaster. Activity 2 Students will make an eco slogans for their posters and join a #school4climatestrike in their hometown.

Activity 3

4 Students will make a eco campaign and apply for funds in environmental competition. They will decide how to spend the money given to them by a environmentally friendly association. Activity 4 Students will participate in eco-friendly cleaning of school space and nearby beaches and in that way they will become ECO HEROES.

Sustainable Development 4th LTT A guide to how Natural Cultural Heritage can be protected and preserved Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Environmental protection and destruction

Teacher:KakiaAngelidou B’ DemotikoIdaliou Date: 15/1/2020

Teaching Hours : 5 teaching hours Level : Intermediate Overview & Purpose Environmental destruction has become a common concern for people over the past decades. The environmental problems are caused by human activities such as the pollution of sea, ocean and air, the overusing of soil and natural resources, the

increasing of waste and the increasing using of plastic. So the young people like students should be sensitive about environmental problems and should realize the relationship between human and the natural environment. They should be aware of the problems associated with it and to be active in order to contribute to overall effort.

Education Standards 1. To study how the environmental destruction is been shown 2. To explore ways that cause the environmental destruction 3. To mention examples of environmental pollution in the area of Cyprus 4. To suggest ways to protect the environment in their community, their country and the world. 5. To understand that the main factor of the environmental destruction is the human and its everyday decisions/choices 6. To understand that the change in our habits might help in the protections of our environment [e.g. plastic, waste, power] 7. To develop the right behavior and practices in order to stop pollution of the environment. 8. To associate their own activities and habits to the global effect on nature 9. To be able to associate war and peace to the effects on nature 10. To promote active and responsible citizenship 11. To practice ICT, art, writing skills

Toencourageinnovativethinking To acquire problem-solving skills To experience understanding, raise awareness on environmental issue. To enrich the quality of learning

Materials Needed 1. Computers 2.

Videos and photos of authentic material

3. Texts 4. Paper/Color pencils

Verification Steps to check for student understanding ●

Comprehensionquestions

●

Groupdiscussion

●

teamwork

●

Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing The students watching the film with title “Man” for the internet and discuss in their teams how the human destroy the environment. They present their findings in the class group. https://www.youtube.com/watch?v=WfGMYdalClU STAGE 2 Defining The students study pictures and texts regarding ocean/sea pollution, the fires in Australia and Amazon, the over using of natural resources. Then they will define the problem and solutions to the problem in their groups.

STAGE 3 Analysing and Implementing Activity 1 Students make a list of the major environmental problems of our country and the world. After that they make suggestions how to cope with those problems. Activity 2 Students after a visit around the school neighborhood take records of the environmental problems. After that they write a letter to the major mention the environmental problems of their community and give some suggestions.

Activity 3 Students prepare for every classroom recycle bins for paper and PMD. In this way, they inform students from the rest of the school about recycling and all together make a small step to save the environment.

Activity 4 They to prepare ‘ therecycle day” by organizing a small bazar among the students of our school. First students to bring to school books, board games, dolls etc that they do not need and sell them for one euro to other students.

Activity 5 Students will make a poster with the title “Save our planet” and communicate it with students of other classrooms.

Sustainable Development 4th LTT A guide to how Natural Cultural Heritage can be protected and preserved Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : How to become an Eco-Hero

Teacher: Angeliki Tsakyri, Chatzisavva Anastasia Primary School of Skopelos Lesvos, Greece Date: 15/9/2019

Teaching Hours : 5 teaching hours Level : Intermediate

Overview & Purpose This set of lesson plans looks into the environmental threats that our planet has to face and provides plenty of experiential learning ideas on how to protect and preserve our European and global natural heritage. It facilitates the students to learn what

sustainable development means, to contemplate and debate on issues like the pollution of water, air and land as well as how devastating a war can be for the environment. Students also explore aspects of over-use of natural resources, overpopulation, deforestation, water shortage & overfishing, climate change and alternative energies. We focus on the EU policies and strategies on those matters for environmental protection and sustainable development as well as the role of the EU in the establishment of peace and what this means for the environment. The lesson plans in this section aim at raising the students’ awareness in order to lead more sustainable lives.

Education Standards 1. To realise that there is human and natural geography 2. To explore global natural resources 3. To realise that their choices can affect the wider community 4. To acknowledge their duties, responsibilities towards the environment 5. To encourage environmentally-friendly behavior in school 6. To set the framework for further environmental initiatives in the students’ microsociety 7. To raise students’ awareness on the European nature preservation context and natural heritage 8. To teach what natural heritage is 9. To teach what sustainability is 10. To teach what renewable energy is 11. To distinguish between harmful and environmentally-friendly habits 12. To associate their own activities and habits to the global effect on nature 13. To be able to associate war and peace to the effects on nature 14. To promote active and responsible citizenship

2 15. To practise ICT, art, writing skills

Materials Needed 1. Display board 2. Computers 3. Videos and photos of authentic material 4. Containers

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Partner work ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing

3 The students are presented with authentic material (videos, photos, etc.) which is about environmental pollution. After a group discussion they have to identify Cause - Effect in each situation.

STAGE 2 Defining The students define the different types of pollution (air pollution, water pollution, etc.)

STAGE 3 Analysing and Implementing Activity 1 The students go out of their classrooms in the schoolyard, identify forms of pollution and clean up their playground. Activity 2 Students perform scientific experiments related to the time various objects take to dissolve and decompose naturally. A group discussion follows to note down the results of the experiments and a debate is initiated to suggest solutions to improve the situation. Activity 3 A reference to the four R’s principle (Refuse, Reuse, Reduce, Recycle) is made. The students suggest practical ideas that can be applied in their everyday lives and create a leaflet to raise awareness of the rest of the schoolchildren and wider community. Activity 4 The students create a questionnaire for parents about the packaging and containers of products they buy and where these end up. The students bring containers to school, identify and classify them according to the material they were made. Then they decide which of these can be recycled and where. A paper recycling workshop takes place at school in which students recycle paper to create invitations for a school event. Activity 5

4 The students are presented with the terms “Sustainability”, “Alternative sources of energy”, “Natural, Human, Capital Resources” to associate all their conclusions to the improvement of the quality of life and the sustainable development. Preservation of nature →Sustainable development → Survival The students suggest ways to apply sustainable development in their everyday lives, eg.walk to school or use environmentally friendly means of transport, get involved in outdoor activities.

Activity 6 The students compare and contrast works of art inspired by the environment and make drawings on how these pictures would end up if the environment is polluted. They create a digital presentation of “Before-After”. They create the Unesco cultural city of Porto using containers.

Activity 7 The students become “Eco-Heroes”, and take action. They draw their “Eco-School”, make an appointment with the Mayor, interview him/her on the relative matters and offer their drawings of the “eco-school”. Activity 8 They try to change the school policy by creating green areas in their school, eg.a vegetable garden or a greenhouse, by using a compost box and recycling bins.

Sustainable Development 4th LTT A guide to how Natural Cultural Heritage can be protected and preserved Cross-Curricular Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Poland: Haven for Wildlife / Hi! I'm from Poland- Where the whitetailed eagle rules- project.

Teacher: Patrycja Bentkowska-Hetmańczyk Primary School of Kosciuszko, Mierzęcice, Poland Date: 07/01/2019

Teaching Hours : 2 teaching hours Level : Pre-Intermediate (A2+)

Overview & Purpose This set of lesson plan looks into threats of wildlife in Poland. It provides some ideas of how to protect life of endangered species in Poland. The topic encourages students to learn what is a wildlife, especially Polish wildife. Students also explore aspects of Polish history in the context of wildlife. Additionally, it provides historical context of Polish emblem. Students explore aspects of animals in danger and human influence on that.

Education Standards 1. 2. 3. 4. 5. 6. 7.

To realise and teach what wildlife is To explore wildlife in Poland. To know about endangered species in Poland To raise students’ awareness of the Polish nature preservation context and natural heritage To teach what natural heritage is To promote active and responsible citizenship To practise ICT, writing, speaking and listening skills

Objectives 1. To understand that the problem of wildlife and endangered species 2. To exploit students’ prior knowledge about wildlife in their closest area 3. To encourage innovative thinking 4. To experience understanding, raise awareness on wildlife issues 5. To raise awareness on historic issues about Polish emblem and its legend 6. To enrich the quality of learning

Materials Needed 1. 2. 3. 4.

Display board Computers Videos and photos of authentic material Photocopies of different tasks

Verification Steps to check for student understanding

3 ● ● ● ● ●

Group discussion Partner work Reading Comprehension Listening Comprehension Presentation through writing, speaking, ICT, class vote etc.

Cross Curricular Activities STAGE 1 Experiencing The students are presented with authentic material (videos, photos, etc.) which is about wild animals. During a class discussion, they talk about books of Polish wildlife.

STAGE 2 Defining The students define the different types of animals and match them in the photos with the words. Through the listening exercises they answer the questions about endangered species in Poland.

STAGE 3 Analysing and Implementing Activity 1 Students during speaking exercises talk about animals in the photos (such as: bison, grey seal, lynx, pond turtle wolf, white-tailed eagle) that live in their area. Activity 2 Students read the quiz about a white-tailed eagle and choose the answers. Later they listen and check the answers. Activity 3 Students get to know that white-tailed eagle appears on Polish emblem. They read the text about appearance of it and complete it with the words from the box. Activity 4 The students read another text about the eagle-a legend: how it became the symbol of Poland. Their task is to put the story in the correct order. The teachers asks them about other versions of this story. Activity 6 Students prepare a project: an animal quiz. Their task is to choose animal that is endangered in Poland, they go online and find interesting facts about it, they write a quiz and test their classmates, they get points for each correct answer. Later they vote for the best quiz in class.

5th LTT - Strasbourg Political Heritage Tells the Tale of Europe

5th LTT Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE :Climate changes and how to adapt to them

Teacher:Ivana Dujić OŠ JurjaŠižgorića, Šibenik

Date:09/03/2020

Teaching Hours :5 teaching hours Level : Intermediate Overview & Purpose Climate changes are visible all around us. They have become part of our lives and we can see more and more observable effects on the environment. Glaciers have shrunk, ice on rivers and lakes is breaking up earlier, plant and animal ranges have shifted and trees are flowering sooner.Effects from global climate change that scientists had predicted in the past are now taking place: loss of sea ice, accelerated sea level rise and longer, more intense heat waves.

5 Informing younger generations and making them not only aware of the problem, but also teaching them how to think about ways to reduce pollution in order to reduce climate changes, could be crucial for saving our planet for the future generations.

Education Standards 1. 2. 3. 4.

To raise students’ awareness on climate changes To explore all the observable climate changes around us To realize that their choices can affect the wider community To acknowledge their duties andpromote active and responsible citizenship

5. 6. 7. 8.

To encourage responsible behavior To talk about ways we can reduce pollution To do a research on EU Climate Laws and their implementation To learn about the possibilities that EU has in reducing climate changes

9. To promote and encourage critical thinking 10. To practise ICT, debating and writing skills

Objectives 1. To promote the ideaof European Union as an active member in the world fight against climate changes 2. To understand the importance of EU in effecting climate changes. 3. 4. 5. 6.

To encourage innovative thinking To acquire problem-solving skills through debate and role-playing techniques To experience understanding, raise awareness on climate changes To enrich the quality of learning

Materials Needed 1. Youtubevideos on climatechangesandtheeffectsithas on theenvironment: https://www.youtube.com/watch?v=-D_Np-3dVBQ https://www.youtube.com/watch?v=4Uy9b87cYRs 2. Video on Greta Thunberg global climate movement activism: https://www.youtube.com/watch?v=uRgJ-22S_Rs

3. Documents on Climate Laws and European Green Deal: https://ec.europa.eu/clima/policies/eu-climate-action_en EU presentation on fighting climate change together, ‘’Our Planet, Our Future’’ https://ec.europa.eu/clima/sites/youth/about_en 4. Computers or mobiles for watching the videos and doing the research 5. Paper and pen for students’ notes, a blank poster paper 6.

Red, yellow, green, blue, white, black cardboard hats

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing Firststage is dedicated to watchingvideos on climate changesin order tobecome acquainted with the problems which are affecting the environment. https://www.youtube.com/watch?v=-D_Np-3dVBQ https://www.youtube.com/watch?v=4Uy9b87cYRs In our next step we try to encourage active citizenship through Greta Thunberg video, showing them how being a child doesn’t mean that they don’t have an obligation to think about our planet and the right to fight for its future. https://www.youtube.com/watch?v=uRgJ-22S_Rs After each video students try to point out most important features and conclusions which are then put on paper.

STAGE 2 Defining After a thorough research on the climate changes, the students are ready for part 2 – defining the means they could use to deal with these issues. In the defining stage they will analyze a presentation on fighting climate change together, ‘’Our Planet, Our Future’’. Here they can find interactive maps on causes, impacts, solutions and milestones. For revision and broadening of the previous stage, go through causes and impact and for this particular stage focus on milestones and solutions in order to get the students familiar with laws and resolutions which are already active in the fight for saving our planet. https://ec.europa.eu/clima/sites/youth/about_en The last step is a bit more serious one – going through and analyzing the official EU documents on climate laws and European green deal. Getting familiar with the already established laws will give them a sense of the adaptations we need to implement in our everyday lives and which EU has determined obligatory for all its member states, through a detailed yearly plan. https://ec.europa.eu/clima/policies/eu-climate-action_en We talk with students about what they have remembered and write down the most important things.

STAGE 3 Analysing and Implementing Activity 1 Depending on number of students, they can work individually or in groups. First activity will be a quiz on climate changes, to see how much they have learnt on the topic. The quiz is made in Wiser.me application. You can enter the link to open it as teachers via your own account, so you can assign it to your students and get their results. Go through the correct results together in the class and comment on the answers. https://app.wizer.me/learn/CHVLLD

5 Activity 2 For our second activity we will use the same presentation as in the Stage 2, this time focusing on ‘’What about you?’’ part. Here you have videos form children around the world talking about ideas of helping the environment. https://ec.europa.eu/clima/sites/youth/what-about-you_en

Activity 3 After watching the videos students think about their own ideas on saving the environment. They write down the notes with the best ones and decide on the Top 10 which they write down on a classroom poster. Activity 4 The topic given to the students for the debate is: EU adaptation to climate changes The students have time to prepare for their roles in Edward De Bono Six-Thinking Hats technique, and then have a debate on the topic. In the previous stages the students have researched and accumulated information for the above topic. They work in teams or individually, depending on number of students, each team wearing one of colours of the six thinking hats. Each hatcolour plays a particular role in the debate so they pick hats after they have been presented with the role they have to play. Activity 5 Final Product :After the debate the students have to write a summary of their discussion under the area of the thinkinghatthey represented.

5th LTT A guide to how European Constitutional Heritage can be protected Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : European Political Heritage and active citizenship

Teacher:Kakia Angelidou, Andri Christofi 2nd Primary School of Dali, Cyprus

Date: 30/3/2020

Teaching Hours : 5 teaching hours Level : Intermediate Overview & Purpose Sharing European heritage means sharing EU values which are founded on respect for human rights and human dignity, freedom, democracy, equality, law. The main goals of the set of principles governing the EU are to promote peace and the well-being of all EU citizens, to provide security, justice, freedom, progress, stability and sustainable growth. These can only be

5 achieved within the framework of inclusion, tolerance, respect to diversity, solidarity, social cohesion.

These goals and values form the basis of the EU and are laid out in the Lisbon Treaty and the EU Charter of fundamental rights. In 2012, the EU was awarded the Nobel Peace Prize for advancing the causes of peace, reconciliation, democracy and human rights in Europe.

The lesson plans in this section aim at raising the students’ awareness on what it means to be active European citizens and how the political background of the formation of the EU has determined their present and will shape their future.

Education Standards 1. To realise that there is economic, social and territorial geography 2. To explore the rights of an EU citizen 3. 4. 5. 6.

To realise that their choices can affect the wider community To acknowledge their duties, responsibilities towards society To encourage responsible behavior To set the framework for further initiatives in the students’ micro-society

7. To raise students’ awareness on the European political context 8. To learn about EU institutions and their function 9. To combat exclusion, discrimination, negative behavior towards minorities 10. To associate their own activities and habits to the effect on society 11. To be able to associate war and peace with the formation of the EU 12. To promote active and responsible citizenship 13. To practise ICT, critical thinking, writing skills

Objectives 1. To promote the ideaof European Union. 2. To understand the importance of EU in promoting social values . 3. To understand the contribution of European Great Personalities to the creation of EU ideas and values. 4. To encourage innovative thinking

5 5. To acquire problem-solving skills through debate and role-playing techniques 6. To experience understanding, raise awareness on political issues 7. To enrich the quality of learning

Materials Needed 1. Youtubevideo: “Πόζο δημοκραηική είναι η Ευρωπαϊκή Ένωζη;” (HowdemocraticisEE?)https://www.youtube.com/watch?v=eQJa2cN1kkw 2. Video from Council of Europe: https://www.youtube.com/watch?v=L8z8NLPBRsw 3. Power Point presentation. 4. Computers, 5. The quiz “The history of EU” from the project’s google classroom 6. Red, yellow, green, blue, white, black cardboard hats –thinking hats

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing First the students watch the video https://www.youtube.com/watch?v=L8z8NLPBRsw regarding the human rights in Europe. Discussion about the human rights. Then they watch the video fromYouTubewiththetitle: “ΠόζοδημοκραηικήείναιηΕυρωπαϊκήΈνωζη;” (How democratic is EE?). Then they discuss the video at their groups and present to the preliminary session: A. 3 values of EU mentioned in the video, B. 2 problems that arise in EUby developing the values plan C. 1 question they have after watching the videos. https://www.youtube.com/watch?v=eQJa2cN1kkw https://www.cram.com/flashcards/games/jewel/--4608313

STAGE 2 Defining

5 After discussion andsearchthe EU websitestudents define the meaning of 1. Values in EU and 2. Important practices of EU STAGE 3 Analysing and Implementing Activity 1 Students working in groups of five and by using a map of EU on their computer they match: α. 5 countries with their flags b.the languages spoken at each of those 5 countries c. a cultural heritage building. They announce their results to their mates and at the end they play the following matching game. https://www.cram.com/flashcards/games/jewel/--4608313 Activity 2 Students in their groups search in the project’s google classroom and play the quiz about “The history of EU”. The winner is going to be the group with the most right answers. Activity 3 The students search and write about a Great Personality of Europe and its contribution to the value system of EU. For example: Pablo Picasso (Spain), Mikis Theodorakis (Greece), Vasco da Kama (Portugal), Marie Curie (France), Nikola Tesla (Croatia), John Paul II (Poland), Christopher Pissarides (Cyprus). They present their finding to their classmates and write in their group a humoristic dialogue with a Great Personality to show one of the values of EU e.g. equality, democracy, human rights, justice, and freedom. Activity 4 Two questions are given to the students: a. b.

What does the European Cultural Heritage mean? Do we want Europe’s Cultural Heritage to be taught at school?

The students have time to search the subject and have a debate by using the Edward De Bono Six-Thinking Hats technique: The students have researched and accumulated information for the above subject. They work in teams, each team have one of the six thinking hats to wear. Each hat plays a particular role in the debate so they pick hats after they have been presented with the role they have to play.

5 Activity 5 Final Product : After the debate the students have to write a resume of their discussion under the area of the thinkinghat they represented.

5th LTT A guide to how European Constitutional Heritage can be protected Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : European Political Heritage and active citizenship

Teacher: Angeliki Tsakyri, Chatzisavva Anastasia Primary School of Skopelos Lesvos, Greece Date: 30/1/2020

5 These can only be achieved within the framework of inclusion, tolerance, respect to diversity, solidarity, social cohesion.

Education Standards 1. To realise that there is economic, social and territorial geography 2. To explore the rights of an EU citizen 3. To realise that their choices can affect the wider community 4. To acknowledge their duties, responsibilities towards society 5. To encourage responsible behavior 6. To set the framework for further initiatives in the students’ micro-society 7. To raise students’ awareness on the European political context 8. To learn about EU institutions and their function 9. To combat exclusion, discrimination, negative behavior towards minorities 10. To associate their own activities and habits to the effect on society 11. To be able to associate war and peace with the formation of the EU 12. To promote active and responsible citizenship 13. To practise ICT, critical thinking, writing skills

Objectives 1. To understand the need which led to the formation of the EU 2. To exploit students’ prior knowledge and experiences on fundamental human rights 3. To encourage innovative thinking

5 4. To acquire problem-solving skills through debate and role-playing techniques 5. To experience understanding, raise awareness on political issues 6. To enrich the quality of learning

Materials Needed 1. Board game “Europe Matters - a question of values” 2. Authentic material : Flags, posters, cards, maps, euros and symbols, articles from newspapers, CDs 3. Computers and slide presentations 4. Authentic material of the House of European History 5. “Τα αστέρια της Ευρώπης” (The Stars of Europe) European Union Bookshop Author : Thodoris Papaioannou, European Commission - Greece, License : Free, ISBN 978-92-79-37401-2 // Pages : 41 // Publication Year: 2014 6. Red, yellow, green, blue, white, black cardboard to make the thinking hats 7. Printouts of teaching Kit EUROPE Better together! https://op.europa.eu/webpub/com/europe-better-together/en/index.html 8. Let’s explore Europe booklet https://europa.eu/learning-corner/lets-exploreeurope_en

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Partner work ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing

5 The students explore authentic material brought in class to initiate the subject of Europe and the European Union. The EU flag, posters, symbols, euros, etc. They brainstorm on them, we derive their prior knowledge to build on. They identify Europe on the map, they distinguish between the continent and the members of the European Union. They listen to the EU anthem “Ode to Joy” and talk about European symbolisms. They read the book “The stars of Europe” and answer the comprehension questions posed by the teacher. STAGE 2 Defining The students use the official website of the European Union dictionary https://europa.eu/european-union/documents-publications/language-andterminology_en to define the different terms : Europe, European Union, European parliament, Council of Europe, European Commission, MEP, elections, euro, political heritage, human rights, democracy, presidency, solidarity, etc. and make a word cloud with the terms.

STAGE 3 Analysing and Implementing Activity 1 The students watch the presentation slides “Europe in a nutshell” (Source: https://europa.eu/learning-corner/learning-materials_en ) and do the quiz to check their acquired knowledge. They enter the EUHARmonic Google Classroom, add slides to a collaborative presentation with the title “ European Institutions and European Values “ and answer the questions of the quiz prepared by the Cypriot students https://docs.google.com/presentation/d/1pHB3TeI3jJyB4sGjhmYQUioEMHLRhjDT/edit #slide=id.p1 Activity 2 The students play the board game “Europe Matters - a question of values”, discuss what it means to be a European citizen. They study the printouts of the teaching Kit EUROPE Better together! They make two posters, one with the advantages and one with the disadvantages of belonging to the EU. They can visualize the benefits of their citizenship. They choose a subject to elaborate on (eg. equal rights, freedom to work and travel in all EU countries, protection of the environment, consumers’ rights, etc.)

5 Activity 3 The students study the material uploaded in the EUHARmonic Google Classroom to research a subject that they will debate on and keep notes. They read articles of local newspapers and watch local news. They read articles of European press https://www.euractiv.gr/ , https://www.euronews.com/european-affairs/europeannews They compare and contrast the local media to the European media and discuss the priorities of the press in each case. They add the headlines to a collaborative padlet wall to compare and contrast the media priorities of all project partner countries. Activity 4 The students role-play the Members of the EU Parliament, take seats after having explored the seating arrangement of the MEPs and debate on the subject they have researched using the Edward De Bono Six-Thinking Hats technique : The students pick a European subject that they have researched and accumulated information. They work in six teams, each team picking one of the six colorful thinking hats to wear. Each hat plays a particular role in the debate so they pick hats after they have been presented with the role they have to play. They debate on the subject of Equal Rights for men and women in the EU.

Activity 5

5 Final Product : The students create a presentation with the results of their debate. They cover the classroom floor with red and green balls of paper. Two students, a boy and a girl are given two bowls and are asked to collect the red balls in one bowl and the green in another bowl. After they have finished, the girl is rewarded with less sweets that those the boy is rewarded with. All the students protest about this fact and vote for a “law” on equal payment for both sexes.

5th LTT A guide to howEuropeanConstitutionalHeritagecan be protected InterdisciplinaryLesson Plan for EUHARmonic Erasmus+ Project TITLE : Human rights –Whatis a right ? Whathumanrightsshouldbelong to everyhumanbeing on earth?

Teacher:Joanna Wołowiec Primary School of Mierzęcice, Poland

Date: 28/2/2020

TeachingHours : 3 teachinghours Level : Intermediate Overview&Purpose Human rightsare a set of rightswhicheveryhumanisentitled to. Everyhumanbeingisinherited with theserights no matterwhatcaste, creed, gender, the economic status theybelong to. Human

rights areveryimportant for makingsurethatallhumansgettreatedequally. Theyare in factessential for a good standard of living in the world. Through aninteractivemarketplaceactivity and Rusing the metod of sixthinkinghats, studentsdiscoverthat we neverhave to chooseourhumanrights, theybelong to everybody in the world and everyhumanrightisneeded to live and grow. Overtwolessonsstudentswill be introduced to the concept of „Human Rights‟ and the strong link betweenrights and personalresponsibility. Theywill design theirownclass charter and explore the broadertopic of humanrights and responsibilitiesthroughchallenging and thoughtprovokingexperiences. The lessonplans in thissectionaimatraising the students‟ awareness on whatitmeans to haverights and usethemevery single day in manydifferentsituations.How do theyimpacttheirpresent and future life.

EducationStandards 1. To explore the value of humanrights 2. To realisethattheirchoicescanaffect the wider community 3. To acknowledgetheirduties, responsibilitiestowardssociety 4. 5. 6. 7.

To encourageresponsiblebehavior To set the framework for furtherinitiatives in the students‟ micro-society To raisestudents‟ awarenessabouthumanrights To learnabouthumanrights and theirfunction

8. To understandthathumanrightsbelong to everybody. 9. To understandthateveryhumanrightisimportant for humanbeings to live and grow. 10. To practise ICT, criticalthinking, writingskills

Objectives 1. To promote the ideaofhumanrights. 2. Tounderstand the importance of humanrights. 3. To understand the value of humanrights in the modern life. To encourageinnovativethinking 4. To acquire problem-solvingskillsthroughdebate and role-playingtechniques 5. To experienceunderstanding, raiseawarenessabouthumanrights

6. To enrich the quality of learning 7. To developanunderstanding of whathumanrightsare 8. To appreciate the relationshipbetweenrights and responsibilities 9. To analysewhoisresponsible for upholdinghumanrights 10. To appreciate the meaning and significance of the Universal Declaration of Human Rights 11. To apply the concepts of humanrights to theirownlives 12. To knowabout the history of humanrights 13. To understandsome of the principlesbehindhumanrights 14. To identifyhumanrightsabuses

Materials Needed 1. Digital interactivelesson - Introduction to Human Rights and Responsibilities https://www.humanrights.gov.au/introhumanrights/ and https://www.humanrights.gov.au/publications/what-universal-declarationhuman-rights 2. Interactive Whiteboard 3. Teacher notes - Teacher Reference Sheet: Universal Declaration of Human Rights: 

Article 17 – Everyonehas the right to ownpropertyYouhave the right to ownthings and nobodyhas the right to takethese from youwithout a goodreason.



Article 18 – Everyonehas the right to freedom of thought, conscience and religionYouhave the right to haveyourownreligionorbelief. Thisincludes the right to changeyourreligionorbeliefifyou want, to practiceyourreligioneither on yourownor with otherpeople and to peacefully express yourbeliefs in teaching, practice and worship.



Article 19 – Everyonehas the right to freedom of opinion and expressionYouhave the right to haveyourownideas and opinions and to express them to others. Youhave the right to seek, receive and shareinformation and ideas with people from anyother country



Article 21 – Everyonehas the right to take part in the government of their country Youhave the right to take part in yourcountry‟spoliticalaffairseither by belonging to the governmentyourselfor by choosingpoliticians to representyou. Governmentsshould be voted for regularly, throughfree and fair votingprocedures. Everyoneshouldhave a vote and allvotesshould be countedequally.



Article 22 - Everyone, as a member of society, has a right to socialsecurityYouhave the right to affordablehousing, medicine, education, and

childcare, enoughmoney to live on and medicalhelpifyouareillorold. The society in whichyou live shouldhelpyou to develop and to make the most of all the advantagesthatareoffered to you. 

Article 28 – Everyonehas the right to live in a free and fair worldYouhave the right to live in the kind of worldwhereyourrights and freedomsarerespected.



Article 29 – Everyonehas a responsibility to respect and protecthumanrights We allhave a responsibility to respect and protect the rights of others. Article 30 – Everyonehashumanrights and theycannot be takenaway No person orgroupshouldtry to takeyourhumanrights and freedomsaway.

4. Worksheet – humanrightscardshttps://www.equalityhumanrights.com/en/file/7061/download?token=l7 ghY_ab 5. Slides of humanrights: https://www.equalityhumanrights.com/en/file/7081/download?token=R7g5IlEl 6. Note-paper and pens for students 7. Youtube video fromUniversal Declaration of Human Rights: https://www.youtube.com/watch?v=5RR4VXNX3jA ok 8. Power Point presentation. 9. Computers, 10. The quiz “The history of humanrights” from the project‟sgoogleclassroom 11. Red, yellow, green, blue, white, blackcardboardhats –thinkinghats

Verification Steps to check for student understanding ● Comprehensionquestions ● Groupdiscussion ● Presentation throughwriting, speaking, art, ICT, etc.

Cross CurricularActivities STAGE 1 Experiencing

First the studentswatch the video https://www.youtube.com/watch?v=MOcmUQTgjCwregarding the humanrights in Europe. Discussionabout the humanrights. Then theywatch the presentationabout the importance of humanrightsprepared by one of the students.Then theydiscuss the presentationattheirgroups and present to the preliminary session: A. The most importantvalues of humanrightsmentioned in the presentation, B. Somequestionstheyhaveafterwatching the presentation Finallytheyanswer the questionsposed by the teacher. STAGE 2 Defining Afterdiscussion andsearchthe EU websitestudentsdefine the meaning of 1.Rights , 2.Values of humanrights and 3 The importance of humanrights in the modern world. STAGE 3 Analysing and Implementing Activity 1 The studentswatchthe presentationslides ( Source: https://www.equalityhumanrights.com/en/file/7081/download?token=R7g5IlEl and do the quiz to checktheirknowledge. Theywatch the Youtube video from Universal Declaration of Human Rights: https://www.youtube.com/watch?v=5RR4VXNX3jA and answer the questionsprepared by the teacher. Activity 2 Students in theirgroupssearch in the project‟sgoogleclassroom and play the quiz about “The history of humanrights”. The winnerisgoing to be the group with the most rightanswers. Activity 3 Twoquestionsaregiven to the students:

a) Whatis a right? b) Whathumanrightsshouldbelong to everyhumanbeing on earth?

The studentshavetime to search the subject and have a debate by using the Edward De Bono Six-ThinkingHatstechnique: The studentshaveresearched and accumulatedinformation for the abovesubject. Theywork in teams, each team have one of the sixthinkinghats to wear. Eachhatplays a particular role in the debatesotheypickhatsaftertheyhavebeenpresented with the role theyhave to play.

Final Product : After the debate the studentscreate a presentation with the results of theirdebateTheyhave to write a resume of theirdiscussionunder the area of the thinkinghattheyrepresented.

5th LTT A guide to how European Constitutional Heritage can be protected Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : How is the EU relevant in our daily life?

Teacher: Silvina Carvalho Date: September 2020

Teaching Hours : 5 teaching hours Level : Intermediate - Citizenship and English Overview & Purpose

5 The main goals of the set of principles governing the EU are to promote peace and the well-being of all EU citizens, to provide security, justice, freedom, progress, stability and sustainable growth. These can only be achieved within the framework of inclusion, tolerance, respect to diversity, solidarity, social cohesion.

These goals and values form the basis of the EU and are laid out in the Lisbon Treaty and the EU Charter of fundamental rights.

At the end of this lesson students should be able to identify the set of principles of the EU, its relevance, the importance of the EU in their daily life and what it means to be an European citizen.

Education Standards 1. To explore the rights of an EU citizen 2. To realise that their choices can affect the wider community 3. To acknowledge their duties, responsibilities towards society 4. To encourage responsible behavior 5. To raise students’ awareness on the European political context 6. To learn about EU institutions and their function 7. To combat exclusion, discrimination, negative behavior towards minorities 8. To be able to associate war and peace with the formation of the EU 9. To promote active and responsible citizenship 10. To practise ICT, critical thinking, writing skills

Objectives 1. To understand the need which led to the formation of the EU 2. To encourage students to think about their role as European citizens 3. To encourage students to take positions in a debate either in favour or against their country belonging to the EU. 4. 5. 6. 7.

To encourage innovative thinking To acquire problem-solving skills through debate and role-playing techniques To experience understanding, raise awareness on political issues To enrich the quality of learning

Materials Needed ● Book “Europa & Eu” (Europe & I) ● Book “The European Story” ● Computers ● Paper hats ● Worksheets

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Partner work ● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing Through a picture of the EU flag students are asked to think about its meaning. What do the stars symbolize? Why did they choose this number of stars?

Teacher writes down their answers on the board. In the school library and using tablets students do a little research to find out if they were correct.

They share their findings with the class. Through a worksheet they check their answers.

Worksheet

STAGE 2 Defining Teacher tells students that the EU guides itself through some fundamental principles which were also the original goals of European integration. Students are asked their opinion about those principles and to name them. Teacher brainstorms their ideias on the board. Teacher shows quotes and images from the book “The European Story”, students guess each principle and check if they have guessed it. If not, it is added to the list. At the end they will have the list of the fundamental principles which guide the European Union.

Example:

PEACE - DEMOCRACY - SOLIDARITY - FREEDOM - PROSPERITY - DISCOVERY - OPPORTUNITY - EQUALITY - WELL-BEING - SUSTAINABILITY - INFLUENCE - DIVERSITY Bearing in mind those principles, students are asked to answer the question: How is the EU relevant to your daily life?

5 Students read the article from the book “Europe & I” (pages 36/37) “The EU in your daily life” to check their answers.

Class is divided into groups and each group should select the Top 3 most relevant aspects of the EU in their daily life. A spokesperson of each group presents their choices to the class and explain the reasons behind those choices. STAGE 3 Analysing and Implementing Activity 1 After collecting all the information, students are know ready to participate in a debate about the EU and its relevance. Teacher explains the rules of the debate technique the Six Thinking Hats, the meaning of the colours of the hats and their individual roles in the debate.

To set the theme of the debate they watch the video:

(https://www.youtube.com/watch?v=XxutY7ss1v4)

The debate will focus itself on the following questions:

Do you think that the EU is worth it? Should Portugal continue to be a member of the EU?

Final Product :

6th LTT - Greece Digital Cultural European Heritage in Education

6th LTT Digitization of the European Cultural Heritage Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE :Digitization of the cultural heritage of Lesvos

Teacher:AngelikiTsakyri, Chatzisavva Anastasia Primary School of Skopelos Lesvos, Greece Date: 10/1/2020

Teaching Hours : 5 teaching hours Level : Intermediate Overview & Purpose “Digitization is the process of converting information into a digital (i.e. computerreadable) format. The result is called digital representation or, more specifically, a digital image, for the object”. (source Wikipedia). Cultural heritage breathes a new life with digital technologies and the Internet. The citizens have now unprecedented opportunities to access cultural material, while the institutions can reach out to broader audiences, engage new users and develop creative and accessible content for leisure and education.

The lesson plans in this section aim at pointing out that cultural heritage cannot only be preserved for the sake of tourism but it is a valuable source of information and can be used for educational purposes and community development. Although the European Union has attempted to do this by creating Europeanaand appointing a group of teachers to develop lesson plans with the use of Europeana(https://classic.europeana.eu/portal/en?utm_source=newwebsite&utm_medium=button), heritage education is still not included in mainstreamcurriculum;there is inadequate training of teachers on that subject, and not enough educationalmaterial and collaboration between institutions and schools. Since the way students learn has changed radically and the pandemic crisis has obliged schools to resort to e-learning, it is a good opportunity to exploit existing digital resources or to create our own digital material through the gamification process which is the most appropriate for the age of our learners.

Education Standards  To experience e-participation and transnational collaboration  To acquire important life-skills, key competences like transnational collaboration,ICT and language skills  To explore the digital European Cultural Heritage and its potential in education and participate in this procedure  To integrate gamification in the curriculum  To enhance the participation for SEN students by adapting the material properly  To experience a variety of learning modes, intercultural competence and use virtual collaboration spaces  To be actively involved in the learning process  To enrich the quality of learning

Objectives  To celebrate cultural diversity and safeguard the common European Heritage  To raise awareness to European common heritage and develop open-mindedness  To empower active participation in the preservation of cultural heritage 

To prevent phenomena of radicalization

 To create joint resources that will enable us to use educational means to build resilience 

To promote intercultural dialogue and change attitudes

 To promote improvements in education and involve policy-makers  To share the outputs at local, regional, national and European level through dissemination practices and digital means  To achieve sustainability beyond the funding period for the wider community  To comprehend and accept the new reality  To multiply the impact of our project reaching a big number of receptors

Materials Needed -

Old school furniture

Old school objects

Old school photos

Computers, camera

dictionaries

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Partner work ● Presentation through images, senses, writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing and Defining During their Language class the students define the term “museum” using their prior knowledge and the dictionaries. Then, they explore the exhibits; they explore the authentic material brought in class to initiate the subject of cultural heritage in school. They play a “Treasure Hunt”, using their 5 senses (smelling, touching, listening to sounds, etc.), trying to identify and guess how each object was used and write down the definitions of school furniture. They brainstorm on them; we derive their prior knowledge to build on. Teachers act as students to confirm and showcase the use of each object. Parents or grandparents of students can be invited to show old school photos and explain what life used to be like in the past. Students then create labels for each object containing its use, origin and approximate date and produce a crossword with the terms. They express their feelings on the collection, compare and contrast the school objects of past, present and write an article for the local newspaper and the Fanzine issue 6.

https://crosswordlabs.com/view/2021-02-15-180

STAGE 2 Gamification During their English class the students combine learning a foreign language via gamification of language, thus acquiring at the same time language and ICT skills. The students use English dictionaries to define the different terms and make a Quizletwith the termsthey learned and photos. https://quizlet.com/_9920fv?x=1qqt&i=3cr57n

5 Digital Flashcards

Various learning modes

Various game modes

STAGE 3 Analysing and Implementing Art Class  Artistic representation of museum objects  Creation of school objects using different materials eg. clay, wood, paper, etc.  Photo display of old objects and modern school objects  Collage or photo album of old school photos collected by students MathsClass  CLIL –Measurement and geometry , classification of objects according to shape, size, weight and natural qualities  Matching the objects to geometrical shapes  Defining the terms, comparative study of “geometrical shapes” and “geometrical solids”

 Use of school objects to create and solve mathematical problems. History and Environmental Studies Class  Comparative study of materials used in the past to produce the school objects and notes on the effects on the environment  Identifying the needs of school students of the past as compared to those of the present. Special reference to the face masks used against COVID-19. Production of essay on the subject “Benefits and drawbacks of the materialization of the modern civilization”.  Interviews of parents and grandparents to record school incidents and stories in order to acquire knowledge of school life in the past and preserve our cultural heritage.

 As our school participates in the national project “School Meals” the students identify how and why in each period in history school meals were provided, the type, quality and quantity of the school meals, the containers used, etc. Role play “Common meals - past and present”

STAGE 4 Final product A collaborative online presentation https://docs.google.com/presentation/d/1Nk7HzSBHnp1pmGVRJ0ihO_T71iUiW60ziwErMRdC9Q/edit?usp=sharing

and e-book https://online.fliphtml5.com/fhpxc/yjrr/?1609840009049

6th LTT Digitization of the European Cultural Heritage Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : From Disability to Creativity

Teacher: Anita Matić Osnovna škola Jujra Šižgorića, Šibenik, Croatia Date: 15/10/2020

Teaching Hours : 5 teaching hours Level : Intermediate Overview & Purpose Cultural heritage is what unites and connects us all. That is why it is very important to preserve and protect it. That is why the European Commission has launched a digital platform for cultural heritage - Europeana (https://www.europeana.eu) with the aim of preserving the centuries old cultural heritage. Designed as an educational portal but also

as an inexhaustible source of inspiration, it also serves teachers by inspiring them to use numerous digital sources of cultural heritage in everyday teaching. This cross-curricular project/lesson plans seeks to introduce students to different communication scenarios, to give them an insight into the everyday situations of blind/impaired people, to strengthen their empathy and social skills. Students will be motivated by Louis Braille’s life story and his struggle and perseverance that resulted in the Braille Alphabet. Students will understand how every life difficulty can be a motivation to innovation and improvement of the world.

Education Standards 

To acquire important life-skills, key competences like transnational collaboration, ICT and language skills



To explore the digital European Cultural Heritage and its potential in education and participate in this procedure



To integrate gamification in the curriculum



To enhance the participation for SEN students by adapting the material properly



To be actively involved in the learning process



To enrich the quality of learning

Objectives •

To develop creative self-confidence

•

To improved team skills

•

To develop logical thinking during decoding

•

To strengthened social skills

•

To develop empathy and creativity in everyday life situations

•

To celebrate cultural diversity and safeguard the common European Heritage

5 •

To raise awareness to European common heritage and develop open-mindedness

•

To empower active participation in the preservation of cultural heritage

•

To prevent phenomena of radicalization

•

To share the outputs at local, regional, national and European level through dissemination practices and digital means

Materials Needed Online Resources: Rebus Braille Alphabet Design Thinking video Europeana Resources: Resource 1 Resource 2 Resource 3 Resource 4 Offline teaching materials: Paper, crayons, wooden puzzles, food to taste, school supplies, eye-covers, cards with words in Braille, tablets, mobile phones.

Verification Steps to check for student understanding ● rubric ● ● ● ●

Comprehension questions Group discussion Partner work Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing As an introduction to a series of lessons, students will, divided into groups, solve puzzles of 4 words: assistance, dog, white, cain, printed on the paper. After solving the rebuses, they will try to connect those four words and explain the connection between them.

What does the word “blind” mean exactly? (Class discussion) The students will brainstorm everything that they can think of when they hear the words: blind /visually impaired people. What obstacles do blind people face? Do you know something that makes their lives easier? Students, still in groups - each group has a tablet or computer, explore Europeana and Louis Braille (https://classic.europeana.eu/portal/en?utm_source=new-website&utm_medium=button). Each group will make a poster on the topic 5 things you didn’t know about Louis Braille. The groups will then present their posters and each member of the group will evaluate their work, as well as work of their team members using this evaluation form.

STAGE 2 Defining Divided into groups, students will explore Europeana photos of books written in Braille. They will conclude what Braille Alphabet looks like and what it consists of. Each group will receive a series of cards with words in Latin and Braille Alphabet. It is very important that the cards cover all the letters of the alphabet. The task is to make an alphabet in Braille so that they decipher each letter in the words on the cards. Each group will be given a list of words - from 5 to 10 in total, which they will translate in Braille Alphabet using a 6-point form on a paper. Each group will be given a different list of words, all of them naming things from classroom. The groups will exchange a list of words written in Braille and will go on a hunt for things in the classroom by trying to decipher the written words. The group that collects the most items from the list is the winner.

5 STAGE 3 Analysing and Implementing During this activity, students are divided into groups. There are several different scenarios set up in the classroom- one for each group of students. Students will go through their group scenario with their group partner in ways that the first student is blindfolded and later the second one. Scenarios are part of a child's everyday life: a) playroom: here students will try to put together wooden puzzles of different shapes, play board game b) school: here students will try to take out of their schoolbag books, notebooks and school supplies that their partner gives them for the task and also they will try to write something on a paper c) eating: students will taste different food/drink and try to guess which food/drink they are tasting, they will also try to make their own sandwich d) shop: by touching various products they will try to guess the objects e) movement: under the supervision of the teacher, the students will try to get from the school entrance to their classroom blindfolded.

STAGE 4 Final product Students will be given a worksheet to write down their reflections and describe how they felt during the scenarios they went through with a blindfold. All of them will read their reflections and we will discuss situations that blind/visually impaired people have to face and about our possibilities of helping others. Divided into groups, students will be introduced to the Design Thinking Method which aims to find a solution to everyday problems. Students will watch a video about the new method, and since they have already experienced some of the scenarios of blind/visually impaired people and seen all the problems they encounter, now they will work on the Idiate phase in which they will suggest solutions to help blind/visually impaired people in these situations. Each group will be given a different scenario for the task: school, playroom, shop, movement, eating, and they will design devices for their scenario that will help the blind person in these situations. All of the groups will present their inventions, explain their drawings and how do they work. During this presentation group will be assessed my other groups – peer assessment, according to a rubric.

6th LTT Digitization of the European Cultural Heritage Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Once upon a time in Cyprus

Teacher:KakiaAngelidou 2nd Primary School of Dali, Cyprus Date: 27/2/2021

Teaching Hours : 4 teaching hours Level : Intermediate Overview & Purpose “Digitization is the process of converting information into a digital (i.e. computerreadable) format. The result is called digital representation or, more specifically, a digital image, for the object”. (source Wikipedia). Cultural heritage breathes a new life with digital technologies and the Internet. The citizens have now unprecedented opportunities to access cultural material, while the institutions can reach out to broader audiences, engage new users and develop creative and accessible content for leisure and education.

The lesson plans in this section aim at pointing out that cultural heritage cannot only be preserved for the sake of tourism but it is a valuable source of information and can be used for educational purposes and community development. Although the European Union has attempted to do this by creating Europeanaand appointing a group of teachers to develop lesson plans with the use of Europeana(https://classic.europeana.eu/portal/en?utm_source=newwebsite&utm_medium=button), heritage education is still not included in mainstreamcurriculum;there is inadequate training of teachers on that subject, and not enough educationalmaterialand collaboration between institutions and schools. Since the way students learn has changed radically and the pandemic crisis has obliged schools to resort to e-learning, it is a good opportunity to exploit existing digital resources or to create our own digital material through the gamification process which is the most appropriate for the age of our learners.

To prevent phenomena of radicalization

 To create joint resources that will enable us to use educational means to build resilience 

To promote intercultural dialogue and change attitudes

Materials Needed -

Cyprus traditional cloths for men and women

Traditional Music

computers

fabrics, papers, scissors, glue

http://archeia.moec.gov.cy/sd/352/agrotiki_zoi_kai_kypriaki_paradosi.pdf

https://vasilitzia.org.cy/?s=κσπριακες+φορεσιες&lang=el

https://www.europeana.eu/el/search?page=1&view=grid&query=traditional%20co stume%20cyprus

https://ellinikesendymasies.gr/

https://online.fliptml5.com/fhpxc/igpq/

Verification Steps to check for student understanding ● Comprehension questions ● Group discussion ● Group work ● Presentation through senses, writing, speaking, art, ICT, etc.

Activities STAGE 1 Experiencing and Defining A. The children are divided into groups. At each group the following materials are given:  a traditional Cypriot costume for men or women  pencils and notebook. 1. Each group should answer the following question: “Which are the main parts of the traditional costume?”. They discuss in their groups, make their observations and record them. 2. We discuss their observations and then study the following link. Class discussion for the characteristics of the traditional costumes -

https://vasilitzia.org.cy/?s=κσπριακες+φορεσιες&lang=el

3. They name the main parts of the costumes.

B. Students study from Europeana pages “how Cypriot people wear in old times the specific clothes”. They discuss the pictures and the role of specific clothes in their lives. https://www.europeana.eu/el/search?page=1&view=grid&query=traditional%20co stume%20cyprus For more information they refer to the presentation: http://archeia.moec.gov.cy/sd/352/agrotiki_zoi_kai_kypriaki_paradosi.pdf

C. Students study the webpage:https://ellinikesendymasies.gr/ They make some comparisons regarding the traditional costumes of Cyprus and Greece.

STAGE 2 Gamification D. In the art lesson, they make dolls to wear traditional clothes. E. Frozen images: Children are divided into groups and are given Cypriot costumes and traditional objects to make a scene from the old days. F. The students are given the following context: “You are in the square of your village, one Sunday afternoon and you take walks”. They make the representation under the sound of Cypriot traditional music. STAGE 3 Final product G. the children collaborate and using a computer program present the Cypriot and Greek traditional costumes H. https://online.fliptml5.com/fhpxc/igpq/

6th LTT Digitization of the European Cultural Heritage Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Polish

pioneer Maria Curie-Skłodowska. Teacher:Anna Łukasik Primary School in Mierzęcice, Poland Date: /1/2020

Teaching Hours : 3/4 teaching hours Level: Intermediate

Overview & Purpose “Digitization is the process of converting information into a digital (i.e. computerreadable) format. The result is called digital representation or, more specifically, a digital image, for the object”. (source Wikipedia). Cultural heritage breathes a new life with digital technologies and the Internet. The citizens have now unprecedented opportunities to access cultural material, while the institutions can reach out to broader audiences, engage new users and develop creative and accessible content for leisure and education. The lesson plans in this section aim at pointing out that cultural heritage cannot only be preserved for the sake of tourism but it is a valuable source of information and can be used for educational purposes and community development. Although the European Union has attempted to do this by creating Europeana and appointing a group of teachers to develop lesson plans with the use of Europeana (https://classic.europeana.eu/portal/en?utm_source=new-website&utm_medium=button), heritage education is still not included in mainstream curriculum; there is inadequate training of teachers on that subject, and not enough educational material and collaboration between institutions and schools. Since the way students learn has changed radically and the pandemic crisis has obliged schools to resort to e-learning, it is a good opportunity to exploit existing digital resources or to create our own digital material through the gamification process which is the most appropriate for the age of our learners.

Education Standards 

To experience e-participation and transnational collaboration



To acquire important life-skills, key competences like transnational collaboration, ICT and language skills



To explore the digital European Cultural Heritage and its potential in education and participate in this procedure



To integrate gamification in the curriculum



To enhance the participation for SEN students by adapting the material properly



To experience a variety of learning modes, intercultural competence and use virtual collaboration spaces



To be actively involved in the learning process



To enrich the quality of learning

Objectives 

To celebrate cultural diversity and safeguard the common European Heritage



To raise awareness to European common heritage and develop open-mindedness



To empower active participation in the preservation of cultural heritage



To prevent phenomena of radicalization



To create joint resources that will enable us to use educational means to build resilience



To promote intercultural dialogue and change attitudes



To promote improvements in education and involve policy-makers



To share the outputs at local, regional, national and European level through dissemination practices and digital means



To achieve sustainability beyond the funding period for the wider community



To comprehend and accept the new reality

5 

To multiply the impact of our project reaching a big number of receptors

Materials Needed -

Nobel Prize winner's biography - “Maria Skłodowska-Curie ijejcórki” by Shelley Emling

Digital materials on page https://www.europeana.eu

Presentation https://mierzecicemy.sharepoint.com/:p:/g/personal/anna_lukasik_mierzecice_onmicrosoft_com/EVXP7M a2dY9Ji2XONbP2A9YBi90Jd0i0feX_Yhv8-KqQ-A?e=Oyyzfd

Article on Europeanahttps://www.europeana.eu/en/blog/marie-curie-an-inspirationalwoman-for-international-womens-day

Photos of Maria Curie for digital quizzeshttps://classic.europeana.eu/portal/en/search?f%5BREUSABILITY%5D%5B%5 D=open&f%5BTYPE%5D%5B%5D=IMAGE&page=2&q=curie&view=grid

Padlethttps://padlet.com/anilukasik/oi8zyujdrckrh829

Verification Steps to check for student understanding  Comprehension questions  Group discussion  Partner work  Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing The students brainstorm what famous Polish people they know. The teacher narrows the discussion to the science. It is sure they say Maria Curie Skłodowska among different scientists.

5 The teacher raises awareness to European common heritage and gives the example of Euroepana as a valuable source of information. The students explore material in Europeana to know the biography of famous Polish scientist. The students read the short presentation about Maria Curie and her family and discuss the most interesting facts about extraordinary Polish scientist and her family. They share their findings with the class https://www.europeana.eu/en/blog/marie-curie-an-inspirational-woman-for-internationalwomens-day https://mierzecicemy.sharepoint.com/:p:/g/personal/anna_lukasik_mierzecice_onmicrosoft_com/EVXP7Ma2dY9Ji 2XONbP2A9YBi90Jd0i0feX_Yhv8-KqQ-A?e=Oyyzfd

STAGE 2 Defining During their computer sciencelesson the students find and write the most interesting facts about Maria Curie and her family and save them on Padlet: https://padlet.com/anilukasik/oi8zyujdrckrh829

STAGE 3 Analysing and Implementing Activity 1 After collecting all the information, students are now ready to complete Padlet. They can select the most interesting and most valuable facts about the scientist and finally prepare collaborative online presentation. At the end they will have the list of the needed facts. Polish version: https://mierzecicemy.sharepoint.com/:p:/g/personal/anna_lukasik_mierzecice_onmicrosoft_com/EQspupnNGNpO h5JyVRoewuYBEhKXhHfyupYS-JIf0YvVLg?e=XbriA5 English version: https://mierzecicemy.sharepoint.com/:p:/g/personal/anna_lukasik_mierzecice_onmicrosoft_com/EadkmFkLFhZJss DsM2zHlEYBGJCodG0_ZmPl9ZLh0cDSmw?e=Ygx6JH

5 Activity 2 They prepare the photoalbum presenting the Curie family and their achievements. The students create joint resources to have active participation in the preservation of cultural heritage. They select pictures of the family. They explore Europeana as well as other internet pages. They use Scratch program and LearningApps applications to create games. Polish version: https://learningapps.org/display?v=p12it0h3321 https://scratch.mit.edu/projects/486685538

English version: https://learningapps.org/watch?v=pczxq386a21 Activity 3 The students prepare Wordwall game – true/false questions to use gamification in the learning process. In all these activities the students integrate ITC skills, art skills and language skills.

STAGE 4 Final product 

A collaborative online presentations



Computer game in Scratch



LearningApps game -true/false questions

6th LTT Digitization of the European Cultural Heritage Interdisciplinary Lesson Plan for EUHARmonic Erasmus+ Project TITLE : Knowing is preserving – Portuguese pattern tiles Teacher: Paula Sofia Carvalho and Silvina Carvalho Teaching Hours :8 teaching hours Level :Intermediate

Overview & Purpose In this work unit, students are offered the opportunity to develop creativity by creating their own module and pattern. Students should develop skills in the context of the repetition and rotation of an image initially conceived. They should also produce awareness posters for the preservation of Portuguese tiles. To complete the project, students will conduct research at Europeana on pattern tiles in Portugal. Collaboration and communication play a very significant role in this scenario. Students will work in teams, discussing their ideas and choices and creating collaboratively The class contains activities based on various digital tools including research elements looking for free images in Europeana Collections.

1 Europeana is the European platform dedicated to digital cultural heritage that allows free online access to more than 53 million digitized items from museums, archives, libraries and galleries in Europe. Its confirmed results of achievements are visible in terms of creating access, interoperability, visibility and use of the European cultural heritage in the following five target audiences: European Citizens, Education, Research, Creative Industries and Cultural Heritage Institution. The heritage theme is specifically contemplated in the operationalization of essential learning to identify different cultural manifestations of local and global heritage, as well as knowing how to distinguish the module as a generator element of the structure, creating and representing patterns through the use of creation laws in Art. In the guidelines of Citizenship and Development, namely in the field of Education for Security and National Defense, the need for knowledge of the historical matrix of Portugal is contemplated, namely as a way of raising awareness of the importance of cultural heritage.

Education Standards 1. To raise students’ awareness on the Portuguese historic heritage and on the need to preserve it 2. To promote active and responsible citizenship 3. To develop creativity 4. To actively communicate and share ideas 5. To develop different types of learning: collaborative learning, project-based and cloud-based learning. 6. To develop 21st century skills: Critical thinking, Creativity, Collaboration, Communication, Information literacy, Media literacy and Technology literacy.

Objectives 1. To identify different cultural manifestations of local and global heritage 2. To know new research tools and sources of information 3. To practise ICT, art and writing skills 4. To work collaboratively with peers 5. To argue to defend their point of view

2 6. To develop their digital skills 7. To encourage innovative thinking 8. To acquire problem-solving skills 9. To enrich the quality of learning

Materials Needed 1. Display board 2. Computers 3. Pencil, colored pencils, ruler and paper 4. 5. 6. 7. 8.

Padlet Quizizz.com Mentimeter Genially Canva

Verification Steps to check for student understanding ● ● ● ●

Comprehension questions Group discussion Partner work Peer assessment

● Presentation through writing, speaking, art, ICT, etc.

Cross Curricular Activities STAGE 1 Experiencing Students are organized on small groups to carry out their reseacrh about Portuguese pattern tiles. In Europeana Collections using key words such as Art – Tiles, they select information about the topic. Students should treat the information collected selecting the most relevant and create a multimedia resource to present it to the other groups.

3 After all the groups have presented their work, each group should answer a quiz about what they learnt from each other presentations.

STAGE 2 Defining Using all the drawing techniques they have learnt students should now create their own individual study to create a module and pattern.

5 STAGE 3 Analysing and Implementing Each group must select one of the studies carried out by its members to create a poster to raiseawareness to the need of preservation of the Portuguese tiles. Students can use Genially, Canva or a similar digital tool to create their poster.~

They will publish their poster in a Padletwhich will be shared with all the school community both in the school website and in the Facebook.

Appendices

The alphabet of Cyprus hospitality

The alphabet of Cyprus hospitality • Aphrodite • Basketry • Choirokoitia • Dali • Exploration • Fun • Cavo Greco

The alphabet of Cyprus hospitality • House of Dionysos • Island • Joy • Koulouri (Cyprus bread) • Lefkara • Meeting each other • Nicosia

The alphabet of Cyprus hospitality • Olives • Paphos • QR codes • LaRnaka • Souvlaki • Thalassa museum • United as a team

The alphabet of Cyprus hospitality • Values • Weather • Xaloumi • Ayia Napa • Zivania

The brass plate of Idalion “Plate of Onasilos”

The brass plate of Idalion What is this plate?  The plate is an archeological finding of unique value for our culture.  It is the most important finding in the archeological area of ancient Idalion.  It was found by a farmer in 1850, passed into the possession of the French Duke de Louis and was given to the National Library of Paris.  This sign is written in the Cypro-Syllabic script and provides important insights into the socio-economic system of the kingdom of Idalion during a war with the Kitians.

The brass plate/sign of Idalion What is this plate?  the text is a formal agreement between the king and the doctor Onasilos where he defined the pay[the transfer of land] of Onasilos and his brothers for the care he provided to the wounded warriors. The pay was the transfer of land.  It is also the oldest document in Cyprus that refers to land ownership. This is the reason that it is used as a badge by the Department of Lands and Surveys [Ministry of Interiors]

 Give information how the active citizenship was rewarded.  Inform us about the democratic governance and decision making of the king as he did not gather all his powers

The brass plate/sign of Idalion Where is it located?  The original of the sign is from the late 19th century [1862] at the National Library of Paris.

 The National Library of Paris in collaboration with other scientific institutions in France, has created a true copy of the brass plate and was given to the Local Archaeological Museum in 2010  The true copy is exhibited in the first room of the Museum

The brass plate of Idalion

The brass plate of Idalion Why have we chosen the brass plate?  It is very important to our culture and very important to our community of Idalion.  We feel proud about this finding as it was found in the land of our community.  We decided to select the brass plate because the archaeological place of ancient Idalion is very close to our school- less than a 100 meters away.

The brass plate of Idalion What is the connection of the plate to Europe?  The respect that the French archeologist shown to our culture  They appreciated the importance of the plate that it has created a true copy of the brass plate and was given to the Museum of Idalion.

 The democratic beliefs and values that we share with European community

The story of CRAvAt

• • • •

HISTORY OF CRAVAT IMPORTANCE IN THE WORD MARKING DAY OF CROATA INTERESTING FACTS

History of crAVAT

• Croatian soldiers served in many European armies since the 17th century, and France was one of them. • During the reign of Louis XIII, there was an army composed exclusively of the Croats who wore a piece of cloth around their neck as part of their uniform. • These soldiers gave the world something that is today unavoidable in fashion: the tie, called la cravate by the French - the expression which was formed from the Croatian name, and mentioned for the first time in 1651.

• The French boy-king Louis XIV began wearing a lace cravat around 1646, when he was seven, and set the fashion for French nobility. • This new article of clothing started a fashion craze in Europe; both men and women wore pieces of fabric around their necks. • From its introduction by the French king, men wore lace cravats, or jabots, that took a large amount of time and effort to arrange.

History of craVAt

History of croata • The English king Charles II, on returning to England from exile in 1660, imported Cravat with him as the latest new word in fashion. • During the wars of Louis XIV of 1689– 1697, the flowing cravat was replaced with the more current, and equally military. • The steinkirk was popular with men and women until the 1720s.

Importance in the world • A necktie, or simply a tie, is a long piece of cloth, worn usually by men, for decorative purposes around the neck, resting under the shirt collar and knotted at the throat. • During its long history Cravat became one of the most important pieces of men’s clothing. • It can be used just for decorative purposes or to show class status, attract respect or simply to look formal for the situation.

Importance in the world • Women wear them as well but usually not as often as men. • Neckties can also be worn as part of a uniform (military, school, waitstaff • Variants of todays Cravat include: the ascot tie, bow tie, bolo tie, zipper tie, cravat, Knit Tie and clip-on tie.

• In 1997, a nonprofit called the Acadorganizationemia Cravatica was founded to promote the cravat as a symbol of Croatia. • Since October 18, 2003, the Day of Cravat is marked. • For that occasion an oversized cravat was made and wrapped around the Arene in Pula • The cravat was 800 m long

The world cravat day

• The Croatian Parliament, on October 17, 2008, made a cravat specially honored by proclaiming the Day of Ties celebrated on October 18th. Since then, Day is cravating and officially celebrating in Croatia.

The world cravat day

interesting facts • The most expensive necktie in the history of the world was made by Satya Paul Design Studio. The interesting thing about the tie was that it had 150 g of gold and 71 diamonds. • Another interesting fact is that a a personm who collects ties and cravats is called grabatologist.

• Back in 17th century, the English designed neck wear, which were so thick that even a sword couldn’t cut through them • There is a design difference between ties made in America and ones made in Britain. For the most part, American neck ties have stripes that run down from top right, while the British ties run down from top left to the bottom right.

interesting facts

• There are several popular knots that you can choose from when tying a cravat or a necktie.

Half windsor

Windsor

Victoria knot

Eldredge knot

A Deinotherium in Lesvos & other life stories… EUHARmonic Erasmus+ Project

An exhibit for the House of European History 1st LTT Cyprus January 2019

Once upon a time….more likely 19 million years ago, in prehistoric times, a strange animal came to our island. It was huge and looked like an elephant. It was called Deinotherium. But an elephant in Europe??? Where did it come from? How did it get to Lesvos? Why did it come? Was it a matter of need or a matter of choice?

After evolving in Africa, the Deinotherium likely migrated into Asia and then Europe with the formation of the "Gomphotherium land bridge”

Prodeinotherium bavaricum (Proboscidea, Mammalia) de l'île de Lesvos, Grèce ; apparition des déinothères en mer Méditerranée orientale Article Jan 2003 George D. Koufos

It came looking for food and better living conditions. Its bones were found in September 1999 in Lesvos prehistoric sub-tropical forest, which a volcanic eruption turned into a petrified forest and helped preserve the fossils. It is the oldest found in Europe.

Source: Natural History Museum of Sigri Lesvos (http://www.lesvosmuseum.gr/site/home/ws/secondary+menu/library/gallery.csp)

Nowadays in Lesvos you can find lots of travellers following the same route of survival….

Flamingo migratory birds looking for food in Kalloni Gulf wetlands…

…and thousands of people fleeing from wars, hunger, bad living conditions trying to survive.

A few pictures cannot tell the whole story but we can….

The students tried to step into their shoes in order to empathize and to become active citizens who will work to make this world a better place for everyone

Leaving his/her country…. What can a refugee carry? - a few personal items - feelings - hopes and dreams - language - personality - education - history and culture

Their load is really heavy…..mostly feelings of distress, grief for what is left behind and agony for the future….

Running fast to escape danger all along the way…

Walking for hours, days, months, years. The load gets heavier and heavier…..

Mothers carrying their kids, sons carrying their elderly parents

Reaching a new land…wondering what to do…

The exhibit we would like the House of European History to include is the solidarity that the people of Lesvos have shown, as part of the common European history.

Photos: various newspapers

The EU principles

By the students of the 5th Class of the Primary school of Skopelos, Lesvos, Greece

WIELICZKA SALT MINE

EUHARmonic Erasmus+ Project An exhibit for the House of European History 1st LTT Cyprus January 2019

WIELICZKA IS A SMALL TOWN IN THE SOUTH OF POLAND.

THE CHAPEL

WIELICZKA SALT MINE

THE BALLROOM in WIELICZKA

KRAKÓW CRACOW

KRAKÓW AND WIELICZKA ARE WORTH INCLUDING IN THE HOUSE OF EUROPEAN HISTORY BECAUSE: -many places in Cracow were written on the UNESCO list (for example Wawel) -Cracow is one of the best tourist town in Europe (the best in 2015) - Wieliczka Salt Mine was written on the UNESCO list -of the health attributes of salt

"If you could add an exhibit from your region to the House of European History what would it be?"

https://asenhoradomonte.com/

In Apulia the use of the sargassum weed as fertilizer in agriculture was of great importance in the past.

The inhabitants of the land, men and women, on certain occasions, went to the beach to collect the sargassum weed and to spread it on the sand to dry.

http://lugardoreal.com

The unmistakable dress that men wore for picking up the sargassum weed, is a source of great admiration. They even remind us of

the tunics of the ancient Romans.

http://www.sargaceiros.com.pt

The reason for the use of such clothing was to allow

the “sargaceiro” to enter the sea to collect the sargassum weed.

In the old days there were no quick-drying fabrics and people dressed in linen, cotton or wool that took a long time to dry. If the “sargaceiro” wore trousers, shorts, or even underpants, he could not get into the water because he would be wearing wet tissue for hours, causing inflammation in his skin. That's why he wore skirts with nothing underneath. http://lugar-pedrinhas.blogspot.com/

On his head, the “sargaceiro” wore a kind of Roman helmet, with a four-pointed crown and two blades that allowed

him to pass through the waves without wetting his head, neck and back.

We believe that the “Sargaceiro”, his costume and his ancient art, should be in the House of European History.

This way we intend to call attention to the importance of the Natural Heritage Protection in

our area.

https://youtu.be/dbGRrGQmwcM

EUHARmonic European Natural Heritage Picture Dictionary

Portugal October 2019

Castro de São Lourenço is located on the hill with the same name, in Esposende in Portugal. It is located at a height of 200 meters above sea level, in one of the granite spurs of a fossil cliff . In this castro there are areas that were occupied at different times and in different ways. For this reason, archeologists have divided it into sectors, just for the sake of better understanding its differences. interventions Archaeological have been carried out until today, having started in 1985.

In order to better understand the Castro, and interpret the entire geographicarchaeological area of the municipality, The Interpretative Center of S. Lourenço (CISL) was built. It is a permanent, non-profit institution that is at the service of society, contributing to its progress. Its purpose is to promote the cultural dynamism of an important archaeological site constituted by the fort of S. Lourenço and a space that includes the surrounding area. It intends to enhance this attractive pole of the municipality, working with the community with scientific information, for educational and recreational purposes.

The building also houses the Municipality's Cultural Heritage Service, which, in addition to studies on the municipality's archaeological and historical heritage, strongly invests in the Educational Service aimed at a wide range of audiences. CISL has a permanent exhibition, which is intended to be sensory and interactive with the public and promotes the framing of the space and transformations of the territory. There we gather information to create our European Natural Heritage Picture Dictionary.

GR : χρυσός PL: złoto CRO: zlato

GR:Χαλαζίας PL: Kwarc CRO: kvarc

GR:Σχιστόλιθος PL: Łupek CRO: škriljevac

GR:Γρανίτης PL/CRO: Granit

GR:Άργιλος PL/CRO: Glina

GR: μπιζέλι PL: Groszek CRO: grašak

GR:Φάβα PL: bób CRO: bob

GR:Βρώμη PL: owies CRO: zob

GR:κριθάρι PL: jęczmień CRO: ječam

GR:σίκαλη PL: żyto CRO: raž

GR:Καλαμπόκι κεχρί PL: kukurydza painco CRO: kipasti muhar

GR:Κεχρί PL: proso uprawne CRO: usjevni proso

GR:Σιτάρι PL: pszenica zwyczajna

CRO: pšenica

GR:Μαλακό Σιτάρι PL: pszenica płaskurka CRO: dvozrni pir

GR:Άγριο σιτάρι PL: orkisz CRO: pravi pir

GR:Σκληρό Σιτάρι PL: pszenica durum CRO: pir

GR: όστρακο πάπιας PL porcebes CR: patka školjka

GR:οστρακοειδές PL: Małż dywanowy CR: kućica - školjkaš

GR: οστρακοειδές PL: Sercówka jadalna CR: kapica - školjkaš

GR: σφυρίχτρα PL: Rozkolec farbiarski CRO: bodljikavi volak

GR: πεταλίδα PL: Czaszołka pospolita CRO: priljepak

GR: Μύδι PL: Omułek jadalny CRO: dagnja

GR: κουνέλι PL: królik CRO zec

GR: κάπρος PL: dzik CRO: vepar

GR: Aλεπού PL: lis CRO: lisica

GR: λύκος PL: wilk CRO: vuk

GR: πρόβατο PL: owca CRO: ovca

GR: αίγαγρος PL: koza CRO: divokoza

GR: Χοίρος PL: świnia CRO: svinja

GR: βόδι PL: wół CRO: vol

GR: άλογο PL: koń CRO: konj

GR: μπακαλιαράκι PL Bielmik CR: ugotica

GR: τσιπούρα PL: dorada CRO: orada

GR: λυθρίνι PL: pagrus CRO: pagar

GR: μπακαλιάρος PL: morszczuk CRO: oslić

Primary School of Skopelos, Lesvos, Greece

Definition of Digitalization • Digitization is the process of converting information into a digital (i.e. computer-readable) format. The result is called digital representation or, more specifically, a digital image, for the object. • Digitization is of crucial importance to data processing, storage and transmission, because it "allows information of all kinds in all formats to be carried with the same efficiency and also intermingled". Though analog data is typically more stable, digital data can more easily be shared and accessed and can, in theory, be shared indefinitely, without generation loss, provided it is migrated to new, stable formats as needed. This is why it is a favored way of preserving information for many organizations around the world. (Source Wikipedia)

Digitalization in Cultural Heritage • Cultural heritage breathes a new life with digital technologies and the internet. The citizens have now unprecedented opportunities to access cultural material, while the institutions can reach out to broader audiences, engage new users and develop creative and accessible content for leisure and education. • The Georgios Iakovidis Digital Art Museum is the first of its kind in Greece and one of the few in Europe. This Digital Museum uses new technologies to present the work and life of one of Greece's greatest painters, who was born in Lesvos Georgios Iakovidis Digital Art Museum

New technologies bring cultural heritage sites back to life. Virtual Museums offer visitors the possibility to see art works residing in different places in context and experience objects or sites inaccessible to the public.

•

http://www.museumteriade.gr/en/

•

The Museum – Library Stratis Eleftheriadis – Tériade opened to the public in August 1979. It hosts, preserves and displays all the works of Stratis Eleftheriadis – Tériade, an inspired and unique personality and artist. The Museum also hosts the works of renowned artists which are displayed together with issues of the “Great Books” and of Verve editions with lithographs by Marc Chagall, Henri Matisse, Pablo Picasso, Fernand Léger and others. The exhibition also includes works of the folk painter Theophilos and paintings by significant Greek artists.

•

Apart from the permanent exhibition of all the works of Stratis Eleftheriadis – Tériade, the Museum also organizes retrospective exhibitions of visual arts in cooperation with other organizations and publishers, cultural events, meetings/ seminars, bookpresentations and exhibitions of new artists, etc, related to its profile and character. It also organizes educational programmes in collaboration with the Museology Laboratory of the Department of Cultural Technology and Communication of the University of the Aegean.

Digital Educational Material • • • • • • • • • • • • •

Digital Tour of the Museum Find the Word Game Find the missing piece game Memory Game 1 Memory Game 2 Juan Gris puzzle Theofilos Chatzimichael puzzle Fernand Leger puzzle Theofilos Chatzimichael puzzle Fernand Leger puzzle Juan Gris puzzle Marc Chagall puzzle Marcel Gromaire puzzle

University of the Aegean The Library of the University of the Aegean has digiitized 170,000 pages of rare and old items of its collection, which is available to the public to search for, preview and download via the Hellanicus Repository. Hellanicus Repository The criteria for selecting the materials for digitization were the scientific and historical value of the original printed items, the necessity to protect them against further damage, as well as the fact that these were not available in a digitized form by other institutions.

• Petrified Forest Museum of Sigri The Natural History Museum of the Lesvos Petrified Forest is a place of education, knowledge and inspiration. Following the current theory and practices of Museum Education, it designs and implements digital educational programs for students of all levels of education, children of all ages and families.

The Central Public Library of Mytilene • It is a guardian of the history and culture of Lesvos and of the Aeolian land, the basic objective of which is to gather, preserve and make available to the public, the printed and audiovisual material related to the island of Lesvos and the Asian Minor coasts up to 1922. • The vision of the Library is to function as a memory bank, which through digitization will preserve, highlight and promote items related to the history, culture, the material and immaterial traditions of our land for free. To accomplish this objective the Library should become a modern Digital Library, launching a new form of a public/popular library, with priority given to salvage and preservation, survival, reinforcement and highlighting local culture, history and science, through the use of new technologies.

• http://repositoryrefugeeobservatory.ekt.gr/refugeeobservatory/?locale=en It aims to collect, process, document, digitalize and make publicly available various categories of documents connected with the refugee and migration crisis in the Aegean. Τhe Repository was created to constitute a key source of reference and reliable information for the research community in Greece and abroad, as well as the local communities, wider publics, institutions of public administration and humanitarian governance, and populations on the move.

The Ergani repository showcases documented archival material that illustrates 200 years of local history, culture and entrepreneurialism in northeastern Aegean. You can research political developments, follow the pioneers of olive oil production and read personal letters and diaries reflecting on daily life of the middle class on the island of Lesvos during the 19th and 20th centuries

By the Primary School of Skopelos, Lesvos, Greece November 2020