Strategies for Inclusion

The purpose of this page is to provide more information in facilitating the making of history and citizenship education more inclusive and accessible. The collection will help educators learn from leal life experiences of their colleagues, and help them to think strategically and consider adapting the practices to their own contexts.

The collection of practices provides detailed information about the use of strategies for inclusion and how it can be adapted to various educational contexts. Each documented item helps to understand how the strategy was actually implemented, what factors influenced its use, and what challenges were encountered during its implementation.

These resources are all part of the collection of practices in which educators, professionals and scholars were interviewed in order to provide examples of strategies used to promote high-quality history and citizenship education amongst students and with students who are blind or partially sighted and students who encounter issues related to motivation and behaviour.

We have encountered many fascinating practices during the implementation of the project and we are really glad to share them with you here below.

Table of Contents

How the process of historical enquiry helps to make school history more accessible (Michael Riley, School History Project, United Kingdom)

Change and continuity through looking at the impact of a happening that is having a diverse impact on society (Helen Snelson, University of York, UK)

How strategies of differentiation can help creating an inclusive environment for student development (Kariman Mango, the Ahliyyah School for Girls, Jordan)

Making your students more independent (Monika Mandelickova, Labyrinth – Laboratory School, Czech Republic)

Understanding Historical Times through the use of layered timelines (Marjan de Groot-Reuvekamp, Fontys University of Applied Science and University of Amsterdam, The Netherlands)

On the Right “Track” to Learning History (Jacek Staniszewski, Akademia Dobrej Edukacji, Poland)

Examine the past through a “Memory walk” (Barry van Driel, Anne Frank House, The Netherlands)

Engaging in multi-perspective class discussions (Fatma Afiyon, CVO Accent Centrum Praktijkonderwijs in Rotterdam, the Netherlands)

Reflecting Approaches and Perspectives (Gottfried Kößler, Pädagogisches Zentrum des Fritz Bauer Instituts und des Jüdischen Museums, Germany)

“The textbook is man-made’. Using history textbooks for active learning, critical thinking and citizenship-building’ (Benny Christensen, Denmark)

The AVATAR method: historical empathy through imagination (Pascal Tak, School at Sea, The Netherlands)

Building Technological Bridges with History: the use of digital learning platforms to promote tailored History Education (Ana Batalha, Atouguia da Baleia School Cluster, Portugal)

Guided Tours Using the Sign Language – Isabel Correia, ESEC (Coimbra Education School), Polytechnic Institute of Coimbra, Portugal

Feeling the Museum: putting oneself in the shoes of students with special needs to understand how to provide the best didactic experience possible (Ana Alcoforado, Machado de Castro National Museum, Coimbra, Portugal)

Augmentative Communication: the creation of visual vocabularies as a support in the study of works of art (Virgínia Gomes, Machado de Castro National Museum, Coimbra, Portugal)

Doing research on one’s own family history (Karsten Korbøl, The Norwegian Historical Association, Norway)

The Other, The Different, The Identical (Teodora Nikolova, 33OU “Sanct Peterburg”, Bulgaria)

Students as Mediators of Conflicts – Ariana Cosme, Faculty of Psychology and Science of Education, University of Oporto, Portugal

The use of popular games to develop basic citizenship competences (Florenca Stafa, University of Elbasan, Albania)

The use of life stories to enhance students’ understanding of the connection between past and present (Milos Vukanovic, National Museum of Montenegro, Montenegro)

“Match!”: making connection between concepts and symbols in an entertaining manner (Ofelia Asatryan, History teacher at John Kirakosyan Yerevan school # 20, Armenia)

Silent Learning: the use of small-group learning and sharing to ensure full participation in the classroom (Ofelia Asatryan, History teacher at John Kirakosyan Yerevan school # 20, Armenia)

Silent Learning: the use of Quizzes to motivate and assess participation and learning in the classroom (Ofelia Asatryan, History teacher at John Kirakosyan Yerevan school # 20, Armenia)

The use of matching exercises to assess the internalisation of notions (Ofelia Asatryan, History teacher at John Kirakosyan Yerevan school # 20, Armenia)

Learning about central but tricky concepts (Lise Kvande, Norwegian University of Science and Technology, Norway)

Using Cards to Understand History (Patrizia Seidl, Restschule, Germany)

HistVlogs: taking information at face value vs. perspective taking (Patrizia Seidl, Restschule, Germany)

Imagining a past that is no longer there: the use of interactive timelines (Patrizia Seidl, Restschule, Germany)

Project Citizen: engaging students in the active exercise of responsible citizenship (Sona Danielyan, Yerevan High School # 60, Armenia)

Helping all student answer challenging questions about the causes of historical events and developments (Richard Kennett, Redland Green School, United Kingdom)

How do we decide what we believe? – Helping students learn how to question beliefs and test claims to become more (self) critical and evidence based in their thinking (The Big History Project)