The Gallipoli Battle, fought between the Ottoman Empire and the Allied Forces during WW1, left a legacy of respect for both sides of the fight to this day, and is an important moment in history not only for Turkey, but also for Australia and New Zealand, who commemorate it every year as the Anzac Day.
This learning scenario is meant to be used with students who have a prior knowledge of the Gallipoli Battle, but not sufficient or detailed information about it. The main aims of the scenario is to identify the life conditions during WW1; understand how this event affected people; allow students to have a clear idea of the devastation that the Gallipoli battle brought; identify the countries involved in this historic event; use the Europeana Collections to search for information related to this topic; understand the importance of working collaboratively; develop English language skills with the use of past simple tense, irregular verbs and their uses; understand and apply the basic principles of copyrights; develop ICT skills regarding the development of digital products; and realise how important cultural heritage is in order to create a better future. This scenario was aimed for students who use the Europeana Collections for the first time and it was implemented with the 9th graders (15 years old) during English language class.
Step 1: Introduction to Europeana and setting up
As the warm-up, the teacher showed a youtube video about the Gallipoli Battle and asked for what they had already known about the battle. The students gave their answers. Then, the teacher identified the aims of the lesson, gave a short overview of Europeana website. The teacher also explained how to use it to make a search. After that, the teacher explained the next activities to do and let the students discuss and decide what to do. The students created their teams. On group of soldiers who fought in the battle, and the other the people who suffered from the battle. They assigned team managers for each team, decided the roles. The students developed a plan. They created one Padlet page for their own group and shared their opinions there. They made a search via their mobile phones about the battle, the reasons, the results, the effects using Europeana. By this way, the students learned how to navigate through Europeana.
Step 2: Role playing
They selected relevant data to write a play according to their investigation on Europeana, and the plan. They decided what to use. They decided to share the roles. Then, they started to write about their five-minute-play. After that, they enacted their roles. In this process, they showed their feelings.
Step 3: Wrap-up
After each play, students discussed the topic, and how they felt about it; how it felt to be in the shoes of the people involved in the battle, how could the war have been avoided, what they would change if they had the chance. They also shared their thoughts about using Europeana. After the lesson, they wrote a post for the school Facebook page. The teacher also created a Flipgrid. By using this tool, students commented about the lesson to assess and evaluate.
The aims of the lesson have been fulfilled, students have learned how to use Europeana, how to find information, they have improved their teamwork and collaboration skills, critical thinking, online research abilities and language competences. Finally, students enjoyed the lesson and they could give their feedback.
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