Heritage

66 heritage for peace and reconciliation | manual for teacherContents1914), Papeete, Tahiti (September 1914), Gallipoli, Turkey (April 1915 and January1916), Otranto, Italy (May 1917), and Oostende and Zeebrugge on the North Sea(April 1918). A short overview of these battles can be found in Annex II of this publication.tp Teaching practicef The students demonstrate the ability to integrate, synthesize and apply varioustypes of historical information to arrive at reasoned conclusions. The students integratethe historical information into an ‘infotainment show’ using different artisticmedia.Sint-Jozef-Klein-Seminarie from the town of Sint-Niklaas in Flanders is integratingthe underwater cultural heritage theme into a teacher-and-pupil based infotainmentshow as part of an already running, long-term project on the first World War.Several basic aspects of the First World War will be discussed in a 100-minute creative,informative show: new weapons, neutrality, the Christmas Truce, shell shock, propaganda,etc. The students will make several contributions to this show on a voluntarybasis: by making a short film, doing book presentations, theatre, putting war poems tomusic and performing them live with an occasional band, presenting documents (letters,diaries) from their grandparents, etc. The underlying objective is the promotionof peace. The underwater cultural heritage aspect will be realized by focusing on theflooding of the Yser plain and the story of Gallipoli, as well as special contributionsmade by pupils with a Turkish background.Additionally, all courses will look at the First World War from a subject-specific perspective.The maritime archaeology aspect will feature in science lessons (e.g. site protection,artefact preservation, corrosion, biological processes, etc.).The good, the bad and a lot in betweenpa Pedagogical approach‘Historical empathy’ reveals itself in different ways, according to the perspective taken.Thus, we can talk about concern for the fate of victims, empathy with bystanders andgaining awareness of the motives of perpetrators. Or are the perpetrators sometimesalso the victims?