This guide is a product of the Monument(al) Challenges project and the result of extensive research and consultation with educators, teacher educators, student teachers, and museum educators.

In this teacher’s guide, we have compiled some challenging situations that educators may encounter when implementing the lessons from the Monumental Challenges Toolkit. This guide aims to better support the implementation of the Toolkit in the classroom and offer educators some guidance on how to navigate these critical incidents that might happen in the classroom. Please note that the answers to these questions may not be applicable in all scenarios, as cultural, social, and political contexts must be considered, as they intersect in all classroom settings. These answers are designed as guidance for educators and do not provide definite answers to the questions posed. However, they might provide a starting point and offer guidance and support for those hesitant to adopt a place-based learning approach.

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

  • The use of popular games to develop basic citizenship competences
  • Building Technological Bridges with History: the use of digital learning platforms to promote tailored History Education
  • Feeling the Museum: putting oneself in the shoes of students with special needs to understand how to provide the best didactic experience possible
  • Students as Mediators of Conflicts
  • Find out what New Students Bring to the Classroom

    As a response to an increase in new students in the Swedish educational system, the Swedish Board of Education tasked a group of schools and universities to find a way to assess what newly arrived students know in order to provide the best possible education for each student, as well as focusing on their strengths rather than their weaknesses. This resulted in the formation of materials for conducting discourse around history for the purpose of assessing the historical competencies of newly arrived students. This is done in the form of a 70-minute conversation between a teacher and a student. The assessment is meant to provide valuable insight into what the students are already familiar with, so that teachers can take this into account when creating lesson plans.