Learning from history — experience of totalitarian regimes of the 20th century

The approach and methodology behind the project “Education against anti-Semitism: a multimedia toolkit”:

KARTA has over 40 years of experience in presenting the history events from the grassroot perspective.
Our mission says: We discover, safeguard and popularize history as seen from the perspective of the individual. We thus ensure that the past becomes a basis for understanding, for building a civic community and encouraging reconcilement. And that is how we repair the future. The methodology developed and implemented by KARTA and Partners will be a fundamental aspect of the project. Central to the approach is the preservation and amplification of voices of survivors, victims, and witnesses of historical events. In our work we use direct testimonies such as diaries, memoirs, letters, and oral histories to provide a personal and authentic perspective on past experiences. Our goal is to not only preserve these historical sources but also make them accessible to a wider audience.

Through acclaimed publications, e.g. the book series “The Polish Jews” (firsthand testimonies of Jewish individuals who endured the Holocaust), as well as the quarterly magazine “Karta”, KARTA has established itself as a leading source of historical documentation in Poland. Additionally, educational websites developed by KARTA serve as platforms for disseminating these invaluable testimonies to a broader audience. In the context of our project, the developed tools will draw upon this rich source material, presenting insightful descriptions of individual experiences in a manner that allows young people to connect with the past on a personal level.

By engaging with these firsthand accounts, students will be able to not only understand historical events through the perspectives of those who lived through them but also derive universal truths and lessons applicable to contemporary society. The incorporation of direct testimonies in the project’s educational materials will serve to enhance the authenticity and impact of the educational experience, fostering a deeper understanding and appreciation of history.

Methodological approaches – Overview
The project adopts a comprehensive, multi-faceted approach to address the gaps in the Polish educational system regarding the history of World War II, the Holocaust, and anti-Semitic attitudes. The methodology integrates innovative educational tools, participatory learning techniques, and collaborative partnerships to achieve the project’s objectives.
1. Interdisciplinary approach
Definition: integrates various disciplines and sources to provide a holistic understanding of historical events.
Application: the multimedia toolkit will include resources that connect history with civic education, literature, and human rights, showing the relevance of historical events to contemporary issues. Building upon Consortium Partners extensive experience gained from previous projects, the upcoming project will benefit from the wealth of knowledge and resources that have proven successful in our educational endeavors. The website UczycSiezHistorii.pl run by KARTA since 2005, with its diverse range of materials and dedicated user base, provides a solid foundation upon which to further enhance and expand the project’s offerings.

2. Participatory and collaborative learning
Definition: involves active teacher and students participation in learning processes, making education interactive and engaging.
Application: integral to the project’s success will be the active involvement of teachers and educators via online consultations and in situ meetings, who will not only serve as recipients of the developed tools but also as collaborative partners in the project’s execution. By engaging educators in the creative processing and enhancement of materials curated by Consortium Partners we aim to tailor the project to meet their specific needs in real time, fostering a truly collaborative and dynamic exchange of ideas. Students will be encouraged to conduct their own research, engage in discussions, and present their findings. Activities will include project-based learning, local history projects, and interactive workshops.

3. Critical pedagogy
Definition: emphasizes critical thinking and reflection, encouraging students to question historical narratives and understand the complexities of historical events.
Application: teachers will be equipped with multimedia toolkits that include lesson plans with discussion guides, and critical questions to foster an analytical approach to history.

4. Blended learning
Definition: combines traditional classroom methods with online digital media and interactive activities.
Application: the project will utilize an online portal to provide resources, multimedia content, and interactive tools. This portal will support in-person learning with digital components such as podcast and interactive maps. At the same time, a strong emphasis will be placed on education and communication in face-to-face/in situ meetings between Partners with teachers/educators and later teachers/educators with students.

5. Ethical and inclusive pedagogy
Definition: ensures that all educational practices are inclusive, non-discriminatory, and respect the dignity of all participants.
Application: educational materials and activities will be designed to be inclusive of diverse backgrounds, ensuring that no teacher, educator or student is marginalized. The project will promote understanding and respect for all cultures and identities.

Suitability for achieving objectives
1. Enhancing critical thinking
The use of critical pedagogy and participatory learning ensures that students develop the ability to analyze and critique historical narratives, which is essential for understanding complex historical events and their contemporary implications.
2. Engaging and interactive education
Blended learning and experiential learning methodologies make education more engaging and relevant for students, helping them to retain information and understand its significance.
3. Holistic understanding
The interdisciplinary approach provides a comprehensive view of history, linking it to other fields and contemporary issues, thereby deepening students’ overall understanding and empathy.
4. Inclusivity and Ethical Considerations
Ethical and inclusive pedagogy ensures that all students, regardless of their backgrounds, can participate fully and benefit from the project. This approach also promotes values of tolerance and respect, which are crucial for combating anti-Semitism and other forms of discrimination.
Drawing upon our past experiences, each component of the project will be designed to have lasting educational value beyond its initial implementation. This includes: development of Multimedia Toolkit and teachers–educators–students trainings/workshops on its basis (in situ in Witryna Domu Wschodniego – The SHOW-WINDOW of the Eastern House – run by KARTA in Warsaw plus in
Consortium Partners places).
The developed content will be the basis for “in situ trainings/workshops organized with teachers and students by Partners. Narrative topics on the website featured on the primary source materials; presentations; interactive maps; local thematic paths; lesson plans; online workshops for educators; booklets featuring direct testimonies of Holocaust survivors: these components will work in synergy to address the diverse and complex needs of project participants.
By strategically dividing the project’s components, we aim to ensure a structured and systematic implementation process, allowing for each element to be developed and executed effectively. Through this approach, we hope to maximize the impact and reach of the project, ultimately enriching the educational landscape and fostering a deeper understanding of history among students and educators alike.

Ethical and safety considerations
1. Protection of vulnerable groups
Special care will be taken to ensure that materials are sensitive to the experiences of vulnerable groups. Content will be reviewed by experts to avoid triggering or harmful depictions.
2. Informed consent and privacy
All participants in the project, including students and teachers, will provide informed consent. Personal data will be protected according to GDPR standards, and any research involving human subjects will follow ethical guidelines.
3. Cultural sensitivity
Educational content will be developed with an awareness of cultural sensitivities, ensuring that it respects the diverse backgrounds of students.
4. Emotional and psychological support
The project will provide resources for emotional and psychological support to students who may find the
historical content distressing. Teachers will be trained to handle sensitive topics with care and to provide appropriate support.

Project’s expected results
1. Creation and promotion of a multi-perspective multimedia educational toolkit based on historical individual sources for teachers, history educators, and students, used within the project for several meetings/workshops for educators and students. Developed tools will be available for use by teachers, educators, and students also even after the project is over.
2. Integration of a significant number of individual narratives into a wider range of historical sources to enrich the educational process with diverse perspectives.
3. Deepening the knowledge and understanding of historical processes among participants and recipients, strengthening their commitment to democracy, and making them more resilient to political manipulation. This will promote an open-minded approach to the past, free from nationalistic or ideological biases.
4. Introduction and consolidation of educational methods and tools that support an equal and inclusive approach. Integrate perspectives of all genders (including age groups for intergenerational dialogue) throughout all project stages and activities.

Instruments and tools
1. Educational Toolkits
Comprehensive sets of materials including lesson plans, multimedia content, and interactive activities designed to facilitate critical and participatory learning.
2. Workshops and training sessions
Interactive sessions for teachers and educators to train them in using the toolkit and to foster a community of practice.
3. Community engagement activities
Initiatives that involve students in local history projects and encourage them to engage with their communities (including people of different ages for intergenerational dialogue), promoting a deeper connection to the subject matter.
4. Online portal
A digital platform providing access to educational resources, multimedia content, and interactive tools to support blended learning. This platform will serve as a central hub for integrating and accumulating all the materials and tools developed during the project. It will become a valuable reference point for teachers and students seeking information on the Holocaust, providing a lasting legacy after the project
concludes. Additionally, the platform will function as a nexus for the network of connections between Consortium Partners, and the target groups we will reach through the project.

Financed by the EU. The views and opinions expressed are solely those of the author(s) and do not necessarily reflect those of the European Union or the European Executive Agency for Education and Culture (EACEA). Neither the European Union nor the EACEA is responsible for them.