Heritage

Contentsannex iii example lesson plans153• When children are encouraged to imagine themselves in a situation in thepast, ensure that the teaching process is based on Knowledge and insight intothe historical context.j Caution with re-enactment• Be aware that in the process of ‘rewriting’ historical letters there is a riskthat certain gaps or inaccuracies in historical knowledge will be filled withimagination or with a romanticized view of the past. Discuss these gaps inknowledge with the students.• Duration2 weeks• Location(s)Classroom• MaterialsInternet and relevant historical source booksDictionary, grammar bookWord processor• Short descriptionIn the course of a long-running twinning project, the Atheneum Vijverhof in Bruges(a UNESCO Associated School) and the Athénée Royal in Ganshoren decidedto focus on remembrance education and underwater cultural heritage in 2014.The Dutch-speaking pupils from Bruges were asked to imagine that they were troopsbrought in from the colonies to fight in Europe, or people fleeing to the US duringthe First World War. Their ship was under attack. The pupils were asked to write aletter home in French, which was to be thrown into the sea while the ship was sinking.The French-speaking pupils from Ganshoren ‘found’ these messages in a bottle andanswered them in Dutch. Both were to reflect on underwater cultural heritage, itshistorical significance and meaning for peace.• Assessment pointsThe teaching process contains the following elements.1. Both the Dutch-speaking and the French-speaking pupils concentrate on the navalsituation in the North Sea and the Atlantic Ocean during the First World War.2. They learn about the situation of the soldiers brought in from the colonies andabout the course of the war in Africa