Context of the project.Our societies have been experiencing fast changes during the last decades. The extension of new technologies, their influence in social life, the change of the labour market and the internationalization have no precedents. Though, sometimes schools are not flexible enough to adapt to those changes and still rely too much on the use of textbooks and traditional teaching methods. These facts pose a challenge to education in our schools. History can also be a very practical matter helping students to understand how History is linked to human actions and feelings. In this project we have linked a new research field, the study of emotion´s role in history, to the teaching of the subject. This project will allow our students to achieve a better knowledge of how the past and present events in their countries are connected to human emotions and specifically to their own emotions. Analyzing events, creating historical simulations and discussing what emotions they provoke in our students can be a powerful tool to achieve a meaningful understanding of History and its dynamics. Awareness of the social influence of human emotions will give our students tools for an active citizenship. Students will enhance the ability to implement introspection techniques on emotions and apply them to social analysis. Objectives.The main objective of this project is to establish connections between the understanding of emotions and historical events linked to them. Our project will aim psychological characteristics in history. The participant schools will focus on some relevant historical events in every countries. Additionally we will have a topic about power´s influence in emotions. The goal is to see how historical events that have played an important role in History are linked to people`s lives and feelings. The aim is to research about national topics, linking them to emotional factors. Every country will have a period of twentieth century history to analyze and will compare it to relevant topics in our present time. We will also have a common topic which is the influence of mass media in manipulating emotions in the people. Other relevant objectives will be: improving the language skills of the students, their capacity for team working, their knowledge of other cultures and their use of ICT.Number and profile of participants.The six participating institutions in this project are in countries which are faced with educational and social challenges. One of their primary aims is is adopting innovative teaching methods and communicating the need to prepare citizens with a global outlook. A total of above 300 students between 14 and 17 years old will benefit directly of the project, together with their families and teachers who also will be the target groups.Activities.Students will be asked to compare and contrast the emotions in different historical moments in their countries and as a common topic we will analyze the financial crisis of the last decade, focusing on the implications of the emotional aspects of people that led to historical developments and draw lessons for their place. They will analyze public emotion towards immigration, refugees, extremism and populism in all participating countries. Methodology.The methodology will be active and team based with the teachers helping the students in their learning process. The students will be working in international groups focusing on the goals, using ICT and sharing different ideas about their countries. Working on the analysis of emotions in history will be an excellent methodological tool that will help us accomplish a shared vision in our schools.Results and impact.The results we expect are: effective use of more appealing methods with our students, researching and using CLIL for the subject of history, a video of the experience focusing on the topic of emotions in history. Several debates, a workshops on social events and the emotions related to them, team work sessions with pupils investigating speeches of politicians in different countries and their influence in people´s emotions and changes in society, creation of blended transnational teams of teachers and students and a documentary video showing the different contents worked on the project. The results will be published in a booklet, printed by each partner. The impact in our students will be an increased knowledge of a foreign language and greater awareness of the European Union, the impact in our teachers will be an improvement in their teaching skills and professional development. The impact in our institutions will be a benchmark in our international bonds.Potential longer term benefits.The opportunity to take part in an Erasmus project will result into a breakthrough for our students, teachers, families and schools involved. Our schools will have the opportunity to be a reference within our communities for European partnerships based on innovative teaching methodologies.

"Background: Teaching and learning history doesn´t have to be limited to using textbooks and some punctual writings of students. It also has to be a mean to develop cross curricular competences and abilities. History can be taught as a practical subject and additionally through the CLIL approach, used to learn about contents as well as English as a foreign language. In order to achieve this successfully, innovative methodologies have to be implemented. This is why the use of strategical board games with students can be useful. The need for a proper learning of competences and skills can be fulfilled by a methodology implying active strategies for students. The use of Historical board games helps our students to process actively information, acquire knowledge about history in their countries and at a European level. It enhances their ability to conceive History as a vivid reality in which people play an active role. The development of ICT competences is another need focused by pupils, as they developed their work recording tutorials, editing videos and accessing the Etwinning platform.Objectives: The main objective of this project was to introduce the use of historical board games into the process of teaching history to students as an active and innovative learning method. Participants: The schools of the participating countries (Spain, Poland, Turkey, Czech, Italy and Bulgaria) focused on the use of the use of board games to learn about the main historical events in every country and their common History using an international board game called ""Twilight Struggle"". There were at least 300 people directly taking part on the project. The participants, once acquired some basic skills related to boardgaming, created and printed a board game about the current historical events of refugees in Europe, called ""Refugees"".Description of activities: The students played strategy board games in their board game clubs in each school. The rules and working language of these games were in English. During the mobilities students acted in mixed, international teams. Language test were held to assess the acquisition of English skills. The results of the diagnostics language test were shared among the partners. Some students lead activities in their project groups at schools in order to show the others how to play Twilight Struggle game which was practiced regularly during meetings. The rules of the Twilight Struggle game were uploaded on the Etwinning platform and also a video about students and teachers’ experiences. Skype conferences were held for online playing games. Each school prepared an exhibition about the results of the project including pictures from mobilities, board game player, videos from school board game clubs and mobilities. Pupils created a collage which was exhibited in the mobility in Poland. Later, the collage was uploaded on the Etwnning project page as well as on the webpage of the project.Methodology: We intended to implement in our schools the CLIL methodology, as a teaching approach based on competence learning. The methods aimed to develop students' skills to learn actively, as the had to learn to take decisions, determine strategies and plan the steps to be taken. It fostered team working, as students played the games in pairs or groups and discussed about the best options to achieve their goals. The learning approach was student centered, the teachers acted as facilitators and delegators within the pupils learning process. Results and impact envisaged: The results of this project had a direct impact on our students and schools, using new teaching methods developed in a transnational context. The main physical result was a board game published by the partner schools. Different video tutorials and about the experience were elaborated. Potential longer term benefits: Once this project has finished, our schools and communities will have the opportunity to be a reference within our cities for European partnerships based on innovative teaching methodologies. The results of the experience can be used to train other teachers interested in this approach."

SYNOPSIS: Researching about History doesn`t have to mean only aiming old books in silent libraries. It can also be a very practical matter helping students to understand how history affected directly their relatives´ lives and, as a consequence, themselves. In this project we have linked two different fields of knowledge: History, as the study of past events and Personal Histories which are related mainly to Autobiographical Memory research. The project will allow our students to have a better knowledge of their own countries as well as the partner countries. They will enhance the ability to implement research techniques and develop speaking skills in their own language during the survey and in English, which will be the common language. They also will make use of ICT as a mean of developing their work, using the twinspace platform as well as different tools.CONTEXT: The adult people of our countries have witnessed amazing economical, political and social changes which have made appear new rules, habits and ways of living and organizing our societies. This has happened in a very fast way and many people have valid information reflected on their own lives.OBJECTIVES: The main objective of this project is to establish connections between personal histories of our students’ families and historical events which have taken part after the end of World War II. Our project will aim national characteristics in history. The goal is to see how historical events that have played an important role in our nations’ History are linked to people`s lives. The common aim is to research about a common topic, which are migrations. Other relevant objectives will be: improve the language skills of the students, their capacity for teamworking, their knowledge of other cultures and their use of new technologies. PARTICIPANTS: The schools of the countries participating (Spain, Germany, Turkey, Poland, Portugal and Romania) will focus on the main historical events in every country and the common topic about migrations. For all the partners there is one main subject that plays an important role in the lives of people of all the European nations: Migrations. Since World War II ended, migration has been a fact, a problem, a question of humanity, a necessity, a need for the economical systems of some nations, a cultural challenge, a question of “good neighborhood”, a question of organizing everybody’s work and much more. So, all our partners will have made their experiences with the consequences or effects of migrations in their countries. The students would research in every country the following topics: For Spain, the topics will be the transition to democracy and the failed military coup of 1981. For the German group, the topics will be the foundation of the Federal Republic of Germany and the German Democratic Republic, including the existence of two German states at the same time and the German Reunification in 1990. For the Polish group the national topics would be the influence of the political and economic changes on the lives of Polish people after World War II and the social transformations that have occurred in the Upper -Silesian region since the World War II. The topics for Romania will be the Communism era and the National Economical Crisis based on the International crisis in 2008. The topics in Turkey will be the establishment of Turkish Republic and the status of Turkey after the Second World War. The two national topics for Portugal will be the 25th April Revolution (when the dictatorship ended and democracy arose) and the 10th June, as it is the day of Portugal, the poet Camões and the Portuguese Communities.Activities: The project includes a survey which will be implemented by the pupils, asking for the consequences in family and private lives of people after certain historical events and/or global range. METHODOLOGY: It is planned that the pupils will ask people of all ages (relatives, neighbours, friends, teachers, politicians of all kinds, etc.) about their knowledge and memories of these events and in what way these events had an impact on their private situation. Personal interviews and/or questionnaires in written form will be the important tools in order to find out the results. During the mobilities/visits in the countries of the partners the students will have the chance of encounters with “contemporary witnesses” – either in museums or in reality. Information given by experts (In the case of Spain, the researchers of the Historical Archive from Albacete) or people directly involved may be added in order to complete the project. RESULTS, IMPACT AND LONGER TERM BENEFITS: These results will be published in a little booklet printed by each partner. It is also considered to make a video about interviews, results and of places that symbolize special events or regulations. All the results of all the partners will be published in a common book showing the international results.