2019: 100 years of Women for Peace

This blog post is about the highly interested Inter-Allied Women's Conference that took place during the Paris Peace Conference, which is unfortunately rather neglected in our collective memory of the treaty of Versailles. This blog post gives a little bit of background information about the women and how I taught about this conference using a website Thinglink.

Learning to disagree: How?

Student populations are no longer homogenous in our globalized classrooms, therefore there is an increased likelihood of spontaneous disagreements in the classroom. In light of the project “Learning to Disagree”, EUROCLIO aims to support educators in discussing controversial topics by developing teaching materials and guidelines. This blog post focuses on preparatory work for educators before bringing... Continue Reading →

Visibility Matters: Queer History

Teaching Tolerance (2018 - 2019). “Queer America”. In partnership with University of Wisconsin Press. Hosted by Leila Rupp and John D’Emilio. Available on Spotify, Google Music, Apple Podcasts.  Podcasts are a great way to engage with new thoughts and insights, as they are entertaining yet highly informative and always available. All of the above is applicable to the podcasts series... Continue Reading →

The 1619 Project: a Very European History

August 2019 marked the 400th anniversary of the first arrival of enslaved Africans on the shores of nowadays United States (US). In order to shed light on the immense importance of this occurrence, the New York Times (NYT) produced an issue of their magazine about the event and its aftermath, the 1619 Project. The magazine consisted of more... Continue Reading →

A Lesson in Humanity

Even though the end of the academic year is almost here, the most intense lessons were during the last weeks of the year. One of the topics in the IB history curriculum is authoritarian states, of which Hitler and Nazi Germany were discussed in my lessons. Last year, I taught the same syllabus, but I was disappointed with lack of depth in the lessons. Hence, I wanted to make sure that the outcome of the lessons series was more meaningful, rather than "just knowing" what happened. Therefore, the big idea that I wanted to convey was the role of the bystander; the person who witnesses but does nothing to stop it. To what extent is that allowing for atrocities to happen? The tools I used for teaching this idea were the Universe of Obligation and The Pyramid of Hate.

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