Labour Market and Women Through Centuries (LS-HR-352)

How to address the issue of women’s rights, obligations and their role in society throughout centuries? How to raise awareness and make students think critically about gender equality, human rights and working conditions for women? Check this learning scenario! It is also suitable for remote teaching.

Distance learning

The learning scenario was implemented for the English classes during the Covid-19 pandemic when schools were closed and students were learning in online classrooms. Although the usage of ICT was quite challenging, it made the lessons feasible as well as enjoyable. 15-year-old students (eighth-graders), did their tasks from home, using their own devices.

Introducing the topic and Europeana Collections

The learning material Labour Market and Women Through Centuries was introduced to students using the presentation programme Sway. The first task for them was to go through and study the Europeana Collection called Women at Work. They were instructed to find out when the photos were taken, what kind of jobs women did in the past, how hard their life was back then and to speculate if they were happy about the working conditions.

After that, students were directed to another, Pixabay collection called Women at Work and asked to compare the photos, give their impressions and thoughts about the women’s working conditions.

Our communication

Real-time feedback was made possible using Mentimeter presentation. The teacher asked questions and students answered them directly via this online collaboration application.

Students feedback using Mentimeter
Students feedback using Mentimeter

The assignments were sent to the students through Microsoft Teams, a communication and collaboration platform that enables turning in, correction and returning of students’ work as well as storing files and video conferencing.

The teacher communicated with students using Microsoft Teams and e-mail. In addition, daily communication was carried out through a WhatsApp group that was created for this occasion.

Assignment 1: What was her day at work like?

Three different assignments were created based on the level of students’ English language knowledge and abilities. For this, using Office 365 Forms, students voted and chose a photo of a woman working in a factory.

The first assignment was to imagine a typical working day of a woman in a particular photo and write a story about it, following given instructions. They submitted their work via Microsoft Teams, using the turn in option. The teacher corrected their work, returned it to students. A standard rubric for writing assignment was used to assess students’ performance.

Assignment 2: Let’s interview her!

The other assignment was connected to a photo taken from the teacher’s family album. The task was to interview the woman (teacher’s grandmother) in the photo. It was done in the form of an open-ended dialogue. The end result was created using Comic Life, a photo-comic software. The speech balloons with questions and answers were added to the photo. The assessment was done using the rubric.

A photo of teacher's grandmother whom students had to interview
A photo of teacher's grandmother whom students had to interview

Telling her story

The focus of the next task was a photo book created by Comic Life (photo-comic software) and published online using ISSUU (digital publishing platform). It follows the life of the teacher’s grandmother from 1918 till 1966. The learning material was presented to students using Adobe Spark presentation tool. Students were directed to the page called Mini Saga. Students were asked to write a mini-saga about the family. A mini-saga is a piece of writing containing 50 words exactly excluding the title that can contain up to 15 words. They submitted their work via Microsoft Teams. After the correction, students uploaded their sagas onto Sway.

The mini sagas wrote by students
The mini sagas wrote by students


Using the appropriate rubric that students were made familiar with, summative assessment of the written task was implemented.

Questions about the text, facts, opinions and impressions were asked using Mentimeter that allowed students to give real-time feedback.

Students were asked to do the 3-2-1 activity using Microsoft Forms. They wrote about three things they had learned during the lessons, two things they had found interesting and one thing they would like to work on a bit more.

Microsoft Teams video conferencing enabled a good old-fashioned real-time discussion about the topic and lessons.

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CC BY-SA 4.0: the featured image used to illustrate this article has been found on Europeana Collections and provided by

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