Learning local history through a project that integrates various subjects – “Journey in medieval Saaremaa” – Page 5 – EuroClio – Inspiring History and Citizenship Educators

The integration project “Journey in medieval Saaremaa”, which introduces students to medieval churches located on Estonia’s largest island – Saaremaa, is a good example of the possibility to include various school subjects through tailormade activities. By using the knowledge coming from different fields, students prepare a model of a church at the end of the project. This project can be applied and replicated in students’ hometown, city or country.

What kind of issue does this practice address? Through research-based activities, one learns about the local, cultural life in a historical context. This creative work can be stimulated by employing the skills and knowledge that students acquire in different subjects (history, languages, technology, mathematics). Only then, students are able to see how and where they can apply the knowledge and how different subject areas are related to each other.

Applying the Teaching Practice

In order for all supervising teachers to have the same understanding of expectations, a training was organized which involved the preparation of informational texts and anticipated aims of the project. Students and teachers jointly prepared the assessment guide for the project.

Students were divided into groups in accordance with the number of medieval churches. Each group studied one church. The project was carried out with four different classes (103 students all together) and in each class the students were divided into groups in the same way.

The first task was to understand how to make a model of a church. The students visited the Saaremaa museum and put together models of the Kuressaare fortress in groups. After that, the project activities were initiated as group work in the class. History teachers and Estonian language teachers chose three texts concerning each of the churches, which were shared with students in the Padlet environment.

In history class, students studied these texts. They tried to find descriptions to the following keywords: altar, spire, arch, portal, time of construction, material (limestone), roof material, stained glass. In the Estonian language class, students continued to work with their groups on the church source materials to find answers to the following questions: What is a good informational text?; Which description do you like and why?; What are the characteristic features of the text?; What is highlighted?

Subsequently, students wrote a short (5-sentence) informational text about the church they were researching. The texts were then exchanged with other groups, and each group could make suggestions to complement the work of the others. Finally, the updated texts were returned to their authors. An information text prepared and edited in the Estonian language class had an attached photo of the respective church. Then, an interactive poster was created on the computer, showing six medieval churches in Saaremaa.

Church in Valjala, Saaremaa Island

In the foreign language lesson, students translate the terms found in the informational text into a different language. For instance, English, German, Russian, and Chinese are studied at our school. Then, by using the Internet, students investigated the examples of churches in different language areas and cultures.

Next, each group prepared a 10-slide presentation about the church they have studied. In the presentation, students elaborated on the construction materials, the location and time of construction of the church as well as different pictures of churches’ interior and exterior.

In mathematics class, the plan of the church is calculated and drawn under the guidance of the teachers. It took two 45-minute lessons. In the last step, the models of churches were made in art and technology classes.

Last but not least, students visited the medieval center of Saaremaa. Various workshops and games were held in the center, which helped students to better understand the discussed historical period (Middle Ages). On this day, they were able to try medieval crafts, learned about herbs, and danced medieval dances. A study tour was also organized to all investigated churches.

The project results were presented in the form of a student conference. In addition to the models made as a creative work, students also shared their written contributions which were distributed as presentations. The models were displayed at the school for all interested parties to see.

Target age group: 14+/-

Time : Multiple steps involved, depends on the individual circumstances (age of students, arrangements at school)

Didactic medium used: Creative work, presentations, interdisciplinary skills

The goal: Learning about local history through the lenses of multiple school subjects (history, languages, technology, art); the ability to connect the skills while conducting a single school project

Obstacles and Lessons Learned

If the task is implemented in a different age group, it needs to be simplified or made more demanding accordingly. The teacher should prepare in advance the recommended written sources and informational texts so that students are not overwhelmed or spend too much time searching for relevant materials. Younger students can explore simpler buildings, such as old houses, which do not have as many complex construction details.

The Effect of the Practice

This practice has a positive impact on the ability to learn more about the surrounding, local environment. It teaches you to value your home area, community or town. Examples from the local environment can serve as a convincing illustration of more complex ideas and skills. Most importantly, within the framework of project work, students make use of knowledge and skills coming from different subjects. They start to notice their interconnectedness and this makes the learning process more meaningful.

About the Author

Anni Haandi is a history and social studies teacher at Kuressare State High School, being the leader of many integration projects at the school.

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.