Histoire et mémoire: des horreurs de la Seconde Guerre mondiale à la défense des droits de l'Homme

By carrying out this project and its universal values of freedom, tolerance, and humanism, we had pedagogical, linguistic, and cultural objectives. -The pedagogical aspect took place in a series ...

By carrying out this project and its universal values of freedom, tolerance, and humanism, we had pedagogical, linguistic, and cultural objectives. -The pedagogical aspect took place in a series of actions aimed at gradually developing in young students a European civic attitude, through the theme of our project: the creation of a dictionary of words in link with the project in the language of the country and in english, the common study of movies and documentaries by the three schools (for instance "Schindler's List" made the museum visit easier in Krakow for the French and Greek students), the persistence of post-World War II conflicts, and the creation of posters on Human Rights. -From a linguistic point of view, the use of English throughout all stages of the project allowed the exchange of different views between adults and students. -The project's intercultural dimension was supported by different types of exchanges. Indeed, the students got to know each other through a video conferencing tool at the very beginning of the project. Then, visiting the Polish school or when the Polish students came to France enabled them to discover another culture: language, teaching, built or natural heritage, food …

Three mobilities were made possible thanks to our Erasmus + KA2 project. These three mobilities were all located in the three beneficiary countries of the project: • Greece (Chrysoupouli), • Poland (Piekary Slaskie), • France (Clermont-Ferrand). We carried out two types of mobilities: • One mobility for adults to prepare, confirm, or amend the details of activities involving students; • Two student mobilities accompanied by their teachers, first to Poland and then to France at the end of the project. The first mobility was the core of our project, as all the students involved gathered in Poland and worked together in groups on all aspects of the project. The common language was English, which added a deeply cultural dimension to the project. Due to budget constraints we then decided to organize a final mobility for the Polish students who came to France. These mobilities were one of the two activities of the project. The second activity, the cornerstone of the project, involved working throughout the school year: thus, the Baudelaire Collège class involved in the project had in their schedule 2 hours per week which were entirely dedicated to the project.

The mobilities were integrated into a comprehensive program with specific steps: • Beforehand: exchanges between the three participants on the eTwinning platform; • During and after the mobilities: regular contact with our hierarchy, use of acquired knowledge, organization of events related to European citizenship (#ErasmusDays), or events to share our experience (communication in the local press and on the Rectorat website, setting up exhibitions, etc.). As for the impacts, they fall into three categories: • First and foremost on the students: consolidation of their knowledge by visiting historical sites, improvement in language skills (in English), increased motivation to engage with European citizenship; • On the teachers: discovery of European schools and of different teaching practices; • On each school: strengthened teamwork, establishing progressive development, and gaining visibility as a resource hub in the area. Finally, Baudelaire school has taken advantage of these achievements to enhance its reputation, based on connections with associations and European counterparts in order to forge links.