3 How to use the different tools

3.2 Historical Episodes and Short Movies

3.2.4 Examples from the pilots

In the European Heart Project, as a first step, the participating pupils worked with the booklets on the historical episodes, which are part of the “Needs and Strategies” – Toolkit. As a second step, the structure for the Booklets “Let´s learn from History” has been developed. History teachers were given a template to fill in about the historical episode they chose:

In a third step, pupils worked with their teachers on one of the four booklets “Let´s learn from History”. After this process, they were invited to choose the relevant actors for their script and develop a story board. For this, the experts of the PHST provided two exercises:

Exercise 1: Ideas for an interesting and exciting story

Think of your main character; give him/her a name, and name his/her attributes.
Write down what comes into your mind right now? What are you thinking of right now?

• Who or what is your character?
• What does he/she look like?
• How old is he/she?
• What is your character like? (Is she/he brave or anxious, is she tall or small?)
• Does he/she have many friends?
• Can he/she do something particularly good or not at all?

Exercise 2: Give your character a voice

What someone says or how s/he speaks can express a lot about his or her character. Answer the following questions in writing. Look again at your personal description above.

What would your character say if you asked him/her:

• What have you already experienced?
• What is your daily routine like?
• What do you like?
• What do not you like?
• What is your favourite thing to do?
• What annoys you the most?
• What are you afraid of?
• What else would you like to do or achieve in your life?

Work with the answers from the task above and now let your character be the narrator – s/he tells us about his/her life.

• You should consider:
• How does your figure express him/herself?
• For example, is she talking very posh or perhaps rather casual?
• What kind of voice does he/she have? (e.g., high or a low?)
• Does he/she do anything special when speaking?

Figure 5: Sarrigeorgiou, G. (2021). The puppets created by the 3rd Laboratory Center of East Attica. [Photograph]. Rafina. 3rd Laboratory Center of East Attica.

Exercise 3: Storytelling Activities

Freewriting: Writing down all your thoughts without stopping, and without regard for spelling, grammar, or any of the usual rules for writing. For about five minutes using a pencil and a sheet of paper. Topic: something you like.

Explore the difference between spoken and written language: Write a short chapter on topic X (you can choose any topic you like). Then use your smartphone and record yourself ONE minute – “talking about your topic X” – then listen to it, record it again, listen to it, record it again and then write it down. You will see that there is a difference between written and spoken texts. In Module 5, you find a more detailed explanation.

Using Teleprompter Mirror:  with that tool you can work on our vocal dynamics. (telepromptermirror.com)

Figure 6: Display of Teleprompter Mirror [Screenshot].

Vocational High School Julien Rontaunay FR

The materials were in our classes as follows: as part of the second baccalaureate professional program: the theme entitled Circulations, colonizations and revolutions (XVth century- XVIIIth century). The page of History chosen concerning Edmond Albius is part of this theme. We contextualized with the plantation economy in Reunion (Bourbon) in the seventeenth century-eighteenth century, slavery at the heart of the political, economic, social system.

1st High School of Rafina GR

The Historical Episode was shaped in the context of the history lesson. An event from modern Greek history on the subject of claiming democratic rights was selected, which touches on the interests and sensitivities of adolescents. The students then suggested historical and imaginary characters as protagonists of the episode. Finally, they tried with empathy to put themselves in the place of the heroes and to argue in favour of their decisions.