Implementation of ‘A Timeline of women’s rights in Europe’ (SOI-GR-246)


This learning scenario A Timeline of women’s rights in Europe (IT-LS-559) is an amazing learning scenario for legal, humanities, and social sciences.

The Implementation Context (when, where, how) 

I implemented this learning scenario with a group of 10 students in the first class of STEM club in Evangeliki Model School in Greece for 2 hours (less than suggested, because students worked at least 3 hours as homework). In the STEM club, that I managed, students select the role of a professional and simulate their career. In this framework, students take the role of stakeholders in women’s rights e.g., layer, sociologist, and study the subject in the past, the present, and the future.

Learning Process

Students watch the short video First Women at the Polls, to help them understand how this right has affected politics and particularly that regarding public spending on social issues. But also, they search for more videos that explain women’s rights: A global history of women’s rights, in 3 minutes, 7 ridiculous rules women still face in 2021, The Past and Future of the Women’s Rights Movement, The Fight For Women’s Rights and discuss for topics how gender equality benefits everyone and they suggest that “Feminism is just another word for equality.” These videos are a very important part of the LS for introducing students to the topic.

The most useful part of the LS was that the Historiana source collection focuses on how work carried out by women has been visually represented at different times in the past and across different cultures. Students expressed their enthusiasm for the source collection, which is made by Marissa Young and Bob Stradling of the Historiana editing team. The collection makes use of sources from the Europeana Collections.

We don’t implement the activities with mind maps because instead of this students took as homework to write articles about the laws that exist in EU countries for woman’s rights and most searched articles on human rights of UNESCO.

The annexe of the LS includes rubrics that are very supportive on teachers’ evaluation of the learning process.

Learning Outcomes 

Moreover, students develop deep content knowledge, critical thinking, creativity, and scientific literacy, as they search for information in the Historiana that is based on sources from the Europeana portal.

In general, students enjoyed this learning scenario and it was a great way to learn about women’s rights based on the cultural heritage of Europe through the Europeana portal.

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A Timeline of women’s rights in Europe (IT-LS-559)

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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Wellcome Collection.

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