1 by Rosanna Santaniello – IIS Amaldi di Orbassano (TO) url:

2 Introduction What does “border” mean? How does it work? Why someone decide about setting up it? How people, living on border land, feel about it? How border could influence people identity?What does “border” mean? How does it work? Why someone decide about setting up it? How people, living on border land, feel about it? How border could influence people identity? This Project aims to understand how different or similar was the political, social and economic development in bordering nations after the first and second world war.This Project aims to understand how different or similar was the political, social and economic development in bordering nations after the first and second world war.

3 Tasks It would be interesting to reach the following tasks: to compare our memories with historical facts and data.to compare our memories with historical facts and data. To gather information (foto, data, video, etc) about the landscape to explain local economic and social development.To gather information (foto, data, video, etc) about the landscape to explain local economic and social development. To analyse the moving from a military garrison to Shengen Convention in the European spaceTo analyse the moving from a military garrison to Shengen Convention in the European space To arrange an historic and artistic itinerary for a travel that would be placed during the projectTo arrange an historic and artistic itinerary for a travel that would be placed during the project

4 Resources AGE GROUP14-18AGE GROUP: DURATION3 years (from september 2006 to june 2007)DURATION: 3 years (from september 2006 to june 2007) ICT TOOLS s, instant messaging, discussion forums, video-conferencing, word files, pdf, power point presentations, audios, videos, pictures, web site, twinspace in e- twinning, etc.ICT TOOLS: s, instant messaging, discussion forums, video-conferencing, word files, pdf, power point presentations, audios, videos, pictures, web site, twinspace in e- twinning, etc. THE COMMUNICATION LANGUAGEenglishTHE COMMUNICATION LANGUAGE: english

5 Process Exchange information and learn with and from others: Share photographs and URLs (Web site information) with partner class.Share photographs and URLs (Web site information) with partner class. Share the class in groups of 3-4 pupils.Share the class in groups of 3-4 pupils. Organise a chat or videoconference on what the groups would see and do if they were to visit the partner school region. It may be useful for pupils to prepare their guided tour of the region and they can chat about it online. Organise a chat or videoconference on what the groups would see and do if they were to visit the partner school region. It may be useful for pupils to prepare their guided tour of the region and they can chat about it online. Organise a discussion forum about: What does “border” mean? How does it work? Why someone decide about setting up it? How people, living on border land, feel about it? How border could influence people identity?Organise a discussion forum about: What does “border” mean? How does it work? Why someone decide about setting up it? How people, living on border land, feel about it? How border could influence people identity? Organise a discussion forum about the importance of landscape to the way people live in their region. This discussion forum could have threads for them to contribute to like travel and transport, jobs, tourism, farming, buildings and where they are located, forests, water resources and the way we live for example.Organise a discussion forum about the importance of landscape to the way people live in their region. This discussion forum could have threads for them to contribute to like travel and transport, jobs, tourism, farming, buildings and where they are located, forests, water resources and the way we live for example. Share resources (data, images, word documents, pdf) on twinspaces of twinningShare resources (data, images, word documents, pdf) on twinspaces of twinning Questionary to interview veterans or grandparents about their memory of warQuestionary to interview veterans or grandparents about their memory of war Research data about history, economy, memories of the world wars.Research data about history, economy, memories of the world wars.

6 Evaluation Take an example of evaluation process. example

7 Conclusion There are various ways to evaluate the experience. On a teacher-to-pupil level, you could focus on evaluating the content. In particular it will be important for each pupil to reflect on what they have learned. Groups of pupils can reflect together on what they learned and instruct one another. You could also examine to which extent pupils profited from the collaborative work.On a teacher-to-pupil level, you could focus on evaluating the content. In particular it will be important for each pupil to reflect on what they have learned. Groups of pupils can reflect together on what they learned and instruct one another. You could also examine to which extent pupils profited from the collaborative work. What were the most significant outcomes of the project?What were the most significant outcomes of the project? What was learned and which gaps remain?What was learned and which gaps remain? Which other areas in an international context would they like to explore?Which other areas in an international context would they like to explore? What are the conclusions and consequences you can draw from them?What are the conclusions and consequences you can draw from them?

8 Useful links The research needs a complete schedule of useful links teacher have to prepare before starting to work on the project

9 Web Quest