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Multicultural Interdisciplinary Handbook
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Item 1848-’49 in Italy: a war of people, a war of armies(Università Ca’ Foscari – Venezia, 2011) Crivellari, CinziaOf the three revolutionary cycles, echoing through the U.S.A. and Europe following the Congress of Vienna, the last one definitely revealed the typical features of the Italian movement. These were a democratic demand for a Constitution, a yearning for national independence in order to free Italian territories from the “foreign” presence and build a new independent State, in which way was yet to be defined. These two feelings have often blurred and blended: in some episodes the demands for equality are overwhelming, while in other cases the will and need to establish as soon as possible a State based on “freedom and independence” appears to prevail. A number of thinkers, artists scholars, poets and musicians encouraged this wide movement in different ways: on one side, by fighting as volunteers in irregular armies. Others, in parallel, were indirectly helping the struggle by secretly canvassing and supporting the organisation from abroad. The most important and active was with no doubt Giuseppe Mazzini. Victim of persecution in his own country, while living in different cities like Geneva, Marseille and London, he had restlessly plotted and attempted coups on absolute monarchies' kings. Ultimately, the goal he was to pursue so hard was the ideal of Italy as a Republic, united from north to south free from any kind of foreign domination. During the 1848/49 biennium, some temporary governments were instituted in many Italian cities, as a consequence of revolutionary uprising. They didn’t just limit their action to a military defence, but they even passed real constitution, in order to ensure public order and enforce laws. As popular uprisings were taking place in some cities against despotic rulers and foreign domination, the Savoy Kingdom of Sardinia took military action: it declared war on the Austrian Empire and moved its armies towards Lombardy and the Veneto. Thus began what would become in the official history of Italy the First War of Independence, in which the monarchist armies of Savoy, Giuseppe Garibaldi’s volunteers, the Pontifical troops of Pius IX and those of Leopold of Tuscany would fight together against the common enemy, Austria, until diplomatic reasons and political opportunism would lead the Pope to withdraw his forces unexpectedly and the King of Sardinia to sign an unexpected, disappointing armistice with the Austro – Hungarian empire.Item Analysis of National Curricula of Geography and History(2010) Crivellari, CinziaHistory and geography feature in the national curriculum of all the project partner states; differences exist, however, in denomination and practice, considering them either as separate subjects or combining them with one another (geo–history) or with other social sciences. In most cases history and geography are treated as distinct subjects, even where a single teaching qualification covers both subjects and therefore are taught by the same teacher who possesses the qualifications that covers the humanities. In some countries there is a teacher who deals solely with these two subjects (as in France) while elsewhere the corresponding teaching qualification includes other subjects such as literature or philosophy (as in Italy and Spain).Item Arbeitsmigranten in den 60er und 70er Jahren in der Bundesrepublik - "Gastarbeiter"(Siegen University, 2011) Kuhn, Bärbel; Fenske, Uta; Guse, Klaus-Michael; Heck, Volker; Klotz, Anna-LenaBedingt durch den wirtschaftlichen Wiederaufbau der Bundesrepublik gab es einen langanhaltenden wirtschaftlichen Boom(„Wirtschaftswunder“) mit einem hohen Bedarf an Arbeitskräften. Bis 1961 konnte der wachsende Bedarf durch den Zuzug qualifizierter Arbeitskräfte aus der DDR gedeckt werden. Nach dem Bau der Mauer 1961 versiegte diese Quelle schlagartig und die Bundesrepublik war auf Arbeitskräfte aus anderen Regionen angewiesen. In den 60er und 70er Jahren wurden aus Südeuropa Arbeitskräfte angeworben, zunächst aus Italien, dann aus Portugal und Spanien, später aus südosteuropäischen Ländern und zunehmend aus der Türkei. 1964 gab es bereits über eine Millionen Arbeitsmigranten in der Bundesrepublik. Nach dem Verständnis der Unternehmen, der Regierungen und eines Großteils der Bevölkerung wurden die Arbeitsmigranten als vorübergehende Gäste angesehen, daher nannte man sie auch „Gastarbeiter“. Nach einer gewissen Zeit, wenn sie ökonomisch nicht mehr gebraucht werden sollten, sollten sie in ihre Länder zurückkehren. Viele blieben jedoch dauerhaft und später zogen teilweise auch ihre Familien nach. In dem Modul geht es im Wesentlichen um das Bild, das sich die Deutschen von den Fremden in ihrem Land machten.Item Chapter 1. Introduction(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, CinziaItem Chapter 2. Learning Object model and framework design for the digital modules production(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, CinziaItem Chapter 3. Digital Modules' Presentation: A comparison of the treatment of some topics(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, CinziaItem Chapter 4. Methodology: Didactic criteria and suggestions for in-class use(2011-06) Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, Cinzia; García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, AliciaItem Chapter 5. About the use of the DMS in CLIL classes(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, CinziaItem Chapter 6. Polish case studies focused on the intercultural education in the field of History(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, CinziaItem CLIL & MIH Digital Modules(2011-09-15) Consonni, AnnaSurface cross-curricular linking: Linguistic design and links with other curricular areasItem Comparative Survey of Geography Textbooks(2010) Rocca, LorenaItem Comparative Survey of History Textbooks(2010) Crivellari, CinziaItem Die befreiung von nationalsozialistischen konzentrationslagern am beispiel mauthausen(PHT - Pedagogical University Tyrol, 2011) Krimbacher, AndreaDie Todesstiege vom Granitsteinbruch „Wiener Graben“ hinauf zum KZ Mauthausen wurde zu einem Symbol für die Idee der Nationalsozialisten, Menschen durch harte Arbeit auszubeuten und zu töten. Im März 1938 besetzten Truppen des nationalsozialistischen Regimes Österreich. Das Land wurde in „Ostmark“ umbenannt – im „Gau Oberdonau“ in der Nähe der Stadt Linz, auf einer Anhöhe über der Donau wurde nur wenige Wochen nach dem „Anschluss“ mit dem Bau eines Konzentrationslagers begonnen. Das Lager wurde an dieser Stelle errichtet, da sich in unmittelbarer Nähe ertragreiche Granitsteinbrüche befanden. Die Organisation des Lagers lag in den Händen der SS, deren oberster Kommandant Heinrich Himmler war Ziel der SS in Mauthausen war es, die Arbeitskraft der Häftlinge bis zu ihrer kompletten Erschöpfung und bis zu ihrem Tod auszunützen. Tausende von Häftlingen arbeiteten von 1938 bis 1945 am Bau des Lagers und der vierzig Nebenlager, für Rüstungsbetriebe oder im Bergbau. Rund 200 000 Menschen wurden in diesen Jahren in Mauthausen ausgebeutet, jeder Zweite überlebte dies nicht! Das Lager wurde im Mai 1945 durch amerikanische Truppen befreit.Item eLearning Strategies in Multicultural and Multilingual Contexts(2011-09-16) García Peñalvo, Francisco J.Item eResearching in History classrooms(2011-09-16) Popp, SusanneMinimal standards of e-research in the History classroom. Work steps in the classroom: Searching, collecting and evaluating the information in the internet; Working on the information; Communicating via internet; Collecting and presenting the results. Conclusion: European relevance of e-researching in the History classroom: MIHItem EURESCL and MIH Projects. A Comparative View(2011-09-16) Mesnard, EricItem European borders(UPEC - University of East Paris Créteil - IUFM, 2011) Mendibil, DidierThe geographic boundaries of Europe have been determined by history. They distinguish the territories of European peoples with more or less clarity and relevance according to places: for instance the oriental boundaries of Europe are rather fuzzy. The internal borders of Europe, which have often changed their location in the eighteenth century, show the marks of its eventful history because border changes often accompanied significant political events, especially wars. A close examination of the borders shows the diversity of reasons why they came into existence and the intricacy of their economic, politic, cultural and social consequences. One can come to a conclusion that borders reveal a historic and geographic complexity; thus, one has to learn to refer to them cautiously, depending on the local context.Item European migrations to the United States(UPEC - University of East Paris Créteil - IUFM, 2011) Mesnard, EricBetween 1850 and 1930, the US greeted millions of migrants and its population increased from 23 to 130 million inhabitants. Most of those migrants were European. Thanks to these men and women who dreamt of a “promised land”, the “new country” grew.Item Euroregions(Università Ca’ Foscari – Venezia, 2011) Consonni, AnnaA Euroregion is a transational cooperation structure between two or more territories of different countries of European Union (one in Italy and one in France, for instance) or of Europe (an Italian region and a Swiss canton, for instance). This cooperation main aim is to promote shared interests of borderlands populations. Euroregions shall be acknowledged by all nations involved, as their operating skills match those of their local authorities. Their characteristics and statute, as well as their functioning are not always the same everywhere. At the present time, there are more than 60 euro regions to be divided in 4 different main categories.