1. Personal memories and the family album
Cultural awareness and an European identity can be presented in many ways.
Looking at the perspectives of the Hanvey model and the concept of
multiperspectivity it would be wise to start in our own environment, our person
surrounding.
This part of a European Identity can be divided in four smaller parts, going from a
personal perspective to a global perspective.
It can be divided in the following parts:
1. Me and my family
2. Me and my hometown
3. Me and my country
4. Me and my culture
Me and my
family
Me and my
hometown
Me and my
country
Me and my
culture
My European
Identity
www.european-teachers.eu

2. In the end all knowledge will be combined and used to create your own European
Identity. The levels can be seen as follow ups but all of them are also related in many
ways. For example, parts of Me and my family can be found in the level of Me and
my culture. This way all knowledge can be linked and combined. An European
teacher must be able to use this own created identity to teach about his culture and
can be an objective participant in discussions about the different identities in Europe.
If an European teacher is aware of this own Identity he can speak from knowledge
and can look at a more respectful way at other identities.
Me and my family
To create a global, European awareness takes a lot of strength. Looking at the
Hanvey model, Hanvey considered cross-cultural awareness as the most difficult to
attain because it refers to the highest level of global cognition. Many others (for
instance Haavenson) have been looking for the most effective ways to promote and
teach cross-cultural awareness. One of the promoted ways, using videos, is also
integrated in another part of the materials for European identity.
A teacher can grow to the level of being part of an European identity by looking at
their own personal surrounding. One of the first questions could be: Were do I come
from? A teacher must me capable to answer this, and many other, questions before
he/she can start think about an European Identity. He/she must research their own
personal identity. The best way to start this investigations is by creating a family
album. After this research a teacher must be able to transfer the outcomes to a
national and global level. He can describe how his own researched identity can be
seen as a part of our developing European Identity.
Multiperspectivity
To be sure that teachers in different countries can create a family album in the same
way the multiperspective point of view can be very useful. Multiperspectvity can give
them a schedule with different global aspects that can be found in any country and
culture. These aspects can not be seen as individual aspects, they are connected in
many ways. By using all aspects the students can create a complete awareness of
their personal identity.
The SLO (Stichting Leerplan Ontwikkeling)in Enschede, the Netherlands, creator of
the multiperspectivity theory, defined the following aspects: economic, social,
political, cultural, individual and natural aspect. In different assignments the aspects
be tested. In the examples for the creation of an family album the different aspects
will be mentioned. All dough all aspects can be used, it would be wise to select the
strongest aspects. By using different aspects in different subject, in total you will
create a complete multiperspectivic point of view. How do you work with it? For the
creation of the family album you can create (digital) family cards. Every card is for
one specific subject. The following examples are just two of the many possibilities. It
would be wise to choose at least five subjects. The chosen subjects can be different.
The (historical) circumstances can make that the choice for certain subject is not
possible. Please, keep in mind that all aspects of multiperspectivity must be found in
one the subjects.
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3. The family album: teacher’s example
The family album, family pictures Aspects: All
From the 1850s family pictures are
common in many countries. The costs for
making a picture dropped. At the end of
the nineteen century it was possible for
almost all group in a society to have
family pictures taken. These pictures are
important materials for the family album.
Pictures can tell you a lot about the
family past, for instance about the
professions, social and economic
groups, clothes, special occasions.
See if there are any old family pictures
left in your own family. Try to collect al
much information about this person.
Maybe there are still persons with person
memories about the person on the
picture.
Make the information into a family
document, using the following questions.
Questions: Goals:
What was the name of the person on the Create a complete historic picture of this
picture? person by using all the aspects of
When did this person live? multiperspectivity. Your past is a part of
Is there any information about were this your own personal identity
person lived, profession, religion and
family structure?
Are there any special stories about this
person?
This card is only one example. Cards can be made in various ways and do not have
to look like this one. Please keep in mind that it is important to have the subjects,
aspects, questions and goals on all cards.
Subject
In this part a teacher or student gives information on a chosen subject. This includes
a picture and written text. Both must be in the proportions. If there is more material
on the subject, use the internet links.
Aspects
Choose two or three aspects to create an multiperspective view on your subject. It is
important to seen how the aspects are connected.
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4. Questions
Make as much questions as possible on the subject. There are two kinds of
questions. Fist the questions you have on your subject. Second some questions
others may have on the subject.
Goals
How can this subject be of interest to others? How can it help to create an European
Identity?
This includes your own personal reflection on these questions.
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5. The family album: students’ examples
Me and my family Aspects: social and historical
The Battle of Sarikamis between the
Russian and Ottoman Empire from
December 22, 1914 to January 17, 1915
- part of the Caucasus Campaign -
resulted in a Russian victory. The
Ottoman troops, being ill-prepared for
winter conditions, suffered major
casualties at Allahüekber mountains.
The Turkish official history states; 32,000
killed in action, 15,000 died sickness,
7,000 prisoners, 10,000 wounded, some
50,000 casualty.
One of those soldiers was my
grandfather’s father.His name was
Süleyman KUM.He was born in
1895.When he joined the battle he was
only 20 years old.He was married and
had a baby.Bu t he was in the army and
he had to fight for his country.So he left
his family.The conditions were very bad
for the battle.The weather was so cold
and their materials-equipments weren’t
so good enough for a battle,they didnt
have got enough clothes,food etc.
Because of these conditions he couldn’t
survive.It’s thought that he was one of
the frozen soldiers.His dead body
couldnt be found.We are proud of him
becasuse he died for his country.
Questions: Goals:
When did the battle start? The battle’s conditions were against to
Why did Ottoman Republic lose the us.We lost it.We are proud of our
battle? soldiers because they made the battle for
Why is he so important for our family? our nation.
Literature:
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6. Me and my family Aspects: social and historical
My family name in Dutch is ‘Bloem’.
In English it means Flower. Family-
names often comes from job names
through the history and from addresses.
Maybe the first family name what was
flower was cold after their street; ‘the
flowerstreet.
Also through the last century, people
gave themselves a last name what was
called to their job, or something what has
to do with their job. If you look to the
name ‘Bloem’ then, it can also come
from a florist. Or It can come from a
rollerman who used meal, because meal
is in Dutch also flower (‘Bloem’).
BLOEM
From the internet:
Dutch and North German (in the Lower
Rhine area): from Dutch bloem, Middle
Low German blom ‘flower’, possibly
applied as a nickname, an ornamental
name, or a metonymic occupational
name for a gardener or florist.
Questions: Goals:
What do you see on the picture? It can be very interesting if you search for
Does it has anything to do with the the meaning of your name. What is the
country? meaning of your family name?
What does it mean?
Where do you think the name ‘Bloem’
comes from?
Literature:
http://www.searchforancestors.com/surnames/origin/
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7. Me and my hometown Aspects: Culture and historical
From the 1860’s a lot of Dutch men and
women earn there money in the textile
industry.
In Twente the textile industry was very
important. It made city’s like Hengelo
and Enschede as big as they are now.
In this picture you see the textile fabric
of Delden.
Around 1970 the textile industry
collapse. There was to many
competition from foreign countries.
The fabric of Delden were closed.
Many people lost there jobs.
The association of culture decided that
the building must be a monument of the
textile history.
Nowadays the chimney and a part of
the fabric is still standing in the centrum
of Delden
Questions: Goals:
Where is this building standing? To create a historic image of the textile
What is the function of this building? industry in Twente by using the aspects
Are there any special stories about this of multiperspectivitiy. The past of your
building? hometown is apart of your living
What impact had this building on the Dutch nowadays.
society?
Is there any information about why this
building was build?
What are the consequences for the workers
when the industry collapse.
How can big industry be effective for the
whole world?
Why are many people looking for a job in
another country nowadays?
Literature:
http://www.industrieelerfgoedtwente.nl/pages/erfgoed.htm
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8. Me and my hometown Aspects: Culture and historical
My hometown is a place called Eastwood,
which is within Nottinghamshire. It is a small
town but has lots of history. The famous
author, poet and artist, D.H Lawrence (1885-
1930), was born and lived in Eastwood
throughout his childhood. The school which he
attended is still being used by children today
and I myself and my siblings attended this
infant school, ‘D.H. Lawrence Infant School’.
The D. H Lawrence Birthplace Museum is also
situated in Eastwood, as his childhood home;
it has now been restored as much as possible
to how it would have been in the 1800s. This
house is available to visitors and many school
trips visit here. The scenery of Eastwood’s
surrounding areas is what inspired D.H
Lawrence when writing his novels. His most
popular novel (which made him famous
worldwide) was ‘Lady Chatterley’s Lover’. D.H
Lawrence has great historical importance
within Eastwood and his symbol of the
Phoenix is recognisable in many places
throughout the area. The blue lines painted in
his memory throughout the town lead people
to his Birthplace Museum. I feel that this local
history is something to be proud of as a
recognisable symbol of my home town.
Questions: Goals:
How can having information about your To teach about cultural recognition
local town help to build up your own To allow international students to become aware
individual cultural self? of others cultural history, whilst making them more
How can knowing about someone else’s interested/ aware of their own- cross cultural
cultural history allow you to become a awareness.
more European student? To learn how a particular historical event can
What impact does this particular effect how a person views a particular town and
historical event have on the how this can represent a town and its values.
representation of the town in which you
live?
Literature:
http://www.dh-lawrence.org.uk/
http://www.lawrenceseastwood.co.uk/
http://www.quasar.ualberta.ca/css/Css_38_3/ARburnouf_global_awareness_perspec
tives.htm
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9. Me and my country Aspects: Culture and Social
For millions of years, the mighty
volcanoes of the Central Anatolian
Plateau erupted and spewed their
contents across the land that would
become the cradle of civilization.
'Fairy chimneys,' cones and strange
rock formations have been sculpted
by wind and rain.
Cappadocia which is in our days
one of the most important tourism
centers of Turkey is visited every
year by hundred thousands of
tourists coming from every part of the
world.
Questions: Goals:
Where does the Cappadocia stand? Cappadocia has a volcanic and
What did the volcanoes cause? geographic history. And it’s a kind of
How had the fairy chimneys been shaped? place that we can’t see often. The
aim is to make people see this place
and understand how did it happen.
Literature: http://www.wikipedia.org/
http://www.cappadociaturkey.net/
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10. Me and my country Aspects: historical and culture
Schönbrunn Palace Schönbrunn Palace together with its
ancillary buildings and extensive park is by
virtue of its long and colourful history one of
the most important cultural monuments in
Austria. Scheduled as a listed monument,
the whole ensemble, including the palace,
the park with its architectural features,
fountains and statues and the zoo – the
oldest of its kind in the world – was placed
on the UNESCO World Cultural Heritage List
in 1996. The history of Schönbrunn and the
former buildings that stood on this site goes
back to the Middle Ages. The whole estate
was referred to as the Katterburg from the
beginning of the 14th century and belonged
to the manor of the monastery at
Klosterneuburg.
In 1728 Emperor Charles VI acquired
Schönbrunn, but used the estate only for
shooting pheasants. Eventually he made a
gift of it to his daughter, Maria Theresa, who
is documented as having always had an
especial fondness for the palace and its
gardens. Maria Theresa's reign marked the
opening of a brilliant epoch in Schönbrunn's
history, with the palace becoming the centre
of court and political life. Under her personal
influence and the supervision of the architect
Nikolaus Pacassi, Joseph I's grand hunting
lodge was rebuilt and extended into a
palatial residence.Schönbrunn Palace was
not only an imperial residence and the
setting for countless festivities, but also a
place where famous artists and craftsmen
from many different epochs created interiors
of great beauty.
Questions: Goals:
Since which year takes the Schönbrunn Get to know something about the history of the
palace place on the UNESCO World building.
Cultural Heritage List?
What are the most important parts of the
palace?
Under whose regency became
Schönbrunn the centre of court and
political life?
Literature:
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11. Me and my culture Aspects: historical, culture
The current design of the Turkish flag is directly
FLAG OF TURKEY derived from the late Ottoman flag, which had
acquired its final form in 1844. It is known that the
Ottomans used red flags of triangular shape at
least since 1383, which came to be rectangular
over the course of history.
The flag has a complex origin since it is an ancient
design, and uses the same symbols of the late
flag of the Ottoman Empire which was adopted in
1844 with the Tanzimat reforms; though the
shape, placement and shade of the color varies.
The geometric proportions of the flag were legally
standardized with the Turkish Flag Law in 1936
The origin of the flag is the subject of various
legends in the country, some contradicting the
historical knowledge about the Ottoman Flag.
LEGEND
After the Battle of Kosovo on July 28 1389, Murad
I was assassinated and on that night there was a
unique moment of Jupiter and the Moon next to
each other. If one considers this sight on a pool of
blood, the current structure of the Turkish flag can
be seen easily. One problem with this theory is
that the Battle of Kosovo actually took place over
a month earlier - on the 15th of June in the Julian
Calendar
Questions: Goals:
What are the colours of Turkish A flag is a piece of cotton, often flown from a
flag? pole or mast, generally used symbolically for
What are symbols of Turkish flag? signaling or identification. It is important to
What is the legend about Turkish learn about nationality.
flag?
Literature:
Picture 1: http://www.resimler.tv/resim1646.htm
Picture 2 : http://img369.imageshack.us/img369/3718/bayrak7pa16wm1nr.jpg
Text: http://en.wikipedia.org/wiki/Flag_of_Turkey
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12. Me and my culture Aspects: culture, social
The anniversary is the day on which one
celebrates that he/she has become a
year older. This is related to people, but
celebrating an anniversary is also
possible related to, for example, a
company or an association. There are
people who celebrate the anniversary of
their pet.
In many countries, among which agree
the Netherlands and Belgium, the
anniversary is similar to the birth day.
Who ever is born on 13 April celebrates
this year his anniversary on 13 April
2009.
Anniversaries go accompanied by getting
gifts from family and friends and treating
on school or on the work. Also it is usual
that one goes to visit the person whose
birthday it is.
At children it is usual that the living room
is decorated with beams. Further it is
usual that on that day the people sing for
the person whose birthday it is. Also a
childsparty can be kept.
Frequently there are some special
anniversary rituals on primary schools:
sing birthday songs, treating, visit other
classes with or without a birthday cart,
birthday crown and beams.
You can also send a birthday cart to the
one who’s birthday it is to congratulate
him/her with is his/her birthday.
Questions: Goals:
Name some special anniversary rituals You know how we celebrate birthdays in
on primary schools. The Netherlands.
When do we call somebody an
Abraham?
Where can a birthday be celebrated as
well?
Literature:
http://en.wikipedia.org/wiki/Birthday
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13. Final notes
Making the cards is just a part of creating an European identity. Teachers shoot
notice that personal comments are important to work on the identity. The personal
reflection on the goals for the created cards can help. By explaining his or her
personal point of view students are able to discuss not only the created cards but
also why the cards can be used for the creation of an European identity. The
discussion can help use to work on the cross cultural awareness, the part of the
Hanvey model that can be noticed as the hardest part to achieve. The cards are not
the way to help, but only a way. I hope they are useful to many European teachers.
Remarks on the family album method are welcome. It give use the possibility
improve the cards in the future.
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