1. Heraclion, June 2008 Historical Recreation and School Project Works J osé J uan de P az S ánchez

3. … . obviously it has to do with history, but its tematic extends from political and military history to some aspects related to mentality and/or daily life .

4. It develops as an historiografic process: from political and military history to a new thematic: - Daily life - mentality history and - collective events - “events” history

5. It is not a theatral performance It is not a carnival It is not a fancy dress party It is not a tourist attraction Actually, it is expected the integration of historical knowledge about: - Political history - Economic history - Social history - Daily life history - Mentality history

6. WHAT DO WE SEEK WITH HISTORICAL RECREATION? - A show? - A mere commemorative celebration? - Approaching a historic period? - A historic knowlege of global nature !

9. AIMS OF RECREATION IN SCHOOLS 1.- To provide students with a deeper and more general understanding of historical processes, as a means to recognise their own identity . 3.- To know their historic heritage . 4.- To contribute to the conser-vation of historic heritage . 5.- To generate attitudes which are cooperative and intercultural. 2.- To instil respect for authenticity and the significance of one’s historical heritage, within a framework of investigation-action .

11. - PARTICIPATION : Relying on local institutions, authorities and community Avoiding a commercial nature in spite of the existence of “markets” Providing cultural and social benefits (integration and identity) Incorporation of the local educational authority - INVESTIGATION-ACTION: Scientific : based on scientific studies. Open : allowing updating, widening the scope and revision. Assessment : Evaluation by means of a process of assessment which permits recycling and reorientation. Curricular Integration : allowing its inclusion in the teaching- learning process. Activity : using an active methodology. Educational : generating of conceptual and instrumental attitudes and competence.

12. HOW CAN WE DO HISTORICAL RECREATION IN SCHOOLS? 1.- Encouraging the inclusion of these recreation activities within the framework of the curriculum 2.- Stimulating the imagination and developing creativity 3.- Planning the educational activity beyond the walls of the school 4.- Providing conceptual elements to assume its own identity 5.- Increasing social values and instrumental competence 6.- Generating attitudes of respect for historical heritage 8.- Promoting relations between school and community 7.- Promoting trends of social affectivity and a cooperative spirit

14. PROJECT WORKS CHARACTERISTICS - B ased on the development of relational and global knowledge . - M anaged as an investigation in the field of the school community . - E ach PW can substitute the division of the different subjects of the curriculum, although not in a definite way, but in a concrete situation or period and always according to the educative needs and the curriculum development itself at that moment. - In western Europe it appears in a frame of democratic restoration and regeneration before the II World War. - Taking up the ideas again come up in the inter-wars period, related to the so called progressive methods (Dewey, Decroly, Freinet, Dalton Plan, Cousinet, etc…). - This method was not fully accepted until the 80s, when its direction was revised in order to fix its systhematic procedures. (KNOLL, 1997).

15. The boom of the ICT represents an important developing pad for PW methodology, understanding it as a set of formulas and strategies to integrate the different informatic devices, but going further away and using them in promoting teaching-learning strategies leading to meaningful constructions in the resolution of problems or the development of diverse investigations, to transfer them to the community or to other areas in the knowledge. Webquests (ADELL, 2004). The Teaching of competences in the handling of Information (CMI) through Model Big 6 by Einsenberg & Verkowitz (2005) Learning based on global projets, by Hutchings & Standley (2004), Telecolaborative Projects by Harris (1998, 2001) Learning through Projects by Moursund (1999),

16. is an educative work that may last three or four weeks and in which students have a great participation regarding its raising, design, carrying out and monitoring and that promotes research and cooperative work among students. PROYECTO.- es un trabajo de investigación en profundidad - sobre un aspecto concreto de la realidad - para responder a determinadas preguntas - conectado con los intereses del alumnado - insertado en el curriculum - asociado a la promoción de relaciones sociales

17. It is an educative work that may last three or four weeks and in which students have a great participation regarding its raising, design, carrying out and monitoring and promoting research and cooperative work among students. PROJECT WORK.- - a process of in-depth investigation about a certain aspect of reality - trying to find the answer to a set of questions - connecting with the pupils’ interests - integrated in the curriculum - promoting social relations

18. 2.-WORKING WITH MATERIALS 3.- FINAL SYNTHESIS 3.d.- COMUNICATION: 3.d.1.- Final report: introduction, report body and conclusions . 3.d.2.- documentary appendix. 3.d.3.- Resources and bibliography. . 2.C.- In comparison with hypothesis . 2.A.- Information selection 2.B.- Information analysis and organisation. 2.D.- Putting in common. 3.C.- CONTINUITY 3.A.- MAKING FINAL SYNTHESIS 3.B.- GIVING CONCLUSIONS 1.- STARTING POINT: Election of the topic and aproach to previous ideas 1,B.- Posing problems. 1.E.- Working plan 1.C. - Previous ideas 1. D.- Questions to answer 1.A.- Choosing the topic 3.D.- COMMUNICATION

20. TEACHER’S ROLE : They have to help students widen their interest fields: Shaping and defining the themes suggested by students and delimiting and concreting the scope . Proposing the possibility of the continuity . Supervising their plans and the work done and helping them fix limits . Creating a secure environment. Watchin out the exact fulfilment of the activities. Helping students make a good communication of the result of their work. Keepping an open and flexible attitude to interact along the process. Among others …

21. Choosing the topic: Integrating the different subjects of the curriculum as well as the instruments and competences to develop Getting in touch with their historical heritage Discovering students’ previous ideas: assembly,… Questions net Planning activities Resources Starting stage Topic choice

22. Interdisciplinar contents Research stage Taking into account curriculum integration Choosing, organising, analysing information Posing and checking hypothesis. Sharing in common 2.b.1.- Locating and choosig the different sources of information: images, bibliography, internet,…. 2.b.2.- obtención, análisis y organización de esa información. 2.b.3.- comparación de la información con las hipótesis de trabajo y las preguntas planteadas. 2.b.4.- emitir las propias conclusiones en un ámbito de intercambio de propuestas 2.b.5.- estimular la creatividad en el desarrollo de actividades de expresión artística, literaria y/o coloquial y de carácter lúdico. 2.b.6.- Incrementar los valores cooperativo y de integración social mediante la exposición de los resultados del TP a través de la propia RH y a lo largo de su realización. Answering previous questions.

23. Promoting creative expression COMMUNICATION STAGE Ellaborating resultsºreport Performing the Historical Recreation event. Raising new challenges: transfer and continuity.

24. Thank you for your attention

25. ► what kind of society took part in this event ?, ► where they different in any way?, how were they different ? ► how did they lead their daily life? (food, clothing, education, leisure, etc), ? ► what was the impact of all these discoveries for the people of the time? (structural changes) ? ► which technical and scientific advances made them possible ? ► did the discoveries give pace to new advances and knowledge ? ► did the discoveries give pace to new knowledge ?

26. LIVING HISTORY LIVING HISTORY LIVING HISTORY LIVING HISTORY LIVING HISTORY LIVING HISTORY