The general aim of this project is to prepare pupils to become responsible European citizens who understand the value and the need of democratic principles in a multi-cultural society. In order to achieve this, we plan to develop the 8 key European competences of the pupils, so that they become critical thinkers, cultivate a sustainable and social philosophy of life and become careful planners of the future. We would also like to maintain a real connection among the partner pupils and teachers whose schools have been involved in the homonymous Comenius multilateral project since august 2010 and have successfully worked on EMSC I: On being a European in the EU: chances and challenges of active citizenship in our neighbourhoods Throughout the project, teachers supervise, elicit, keep track of the work in progress by emailing, keeping a blog, using the staffroom.

• Materias: Ciencias políticas , Ciudadanía , Derecho , Estudios europeos , Filosofía/Lógica , Historia , Historia de las culturas , Informática TIC , Lengua y literatura , Lenguas extranjeras , Multidisciplinar
• Idiomas: DE - EN - ES - FR - IT - NL - SV
• Edad de los alumnos: 12 - 18
• Herramientas a utilizar: Chat, Diario del proyecto, email, Entorno de Aprendizaje Virtual (comunidades, clases virtuales, ...), Foro, MP3, Otro software (Powerpoint, video, fotos y dibujos), Publicación Web, TwinSpace, Video conferencia
• Objetivos: More specific aims are: arousing students’ interest in the partners’ life, culture and country; getting pupils to become able to... más informaciónMore specific aims are: arousing students’ interest in the partners’ life, culture and country; getting pupils to become able to present and explain their own life, culture, and country, thus making them aware of their cultural identity and of issues connected to multiculturalism and European citizenship; making them reflect upon what democratic education means in their and their partners’ countries; triggering students’ creative potential on such themes as visions of utopian and ideal cities; widening students’ perspectives through a comparison between cultures. Intercultural learning will be possible when students work in a European team and choose a second language to communicate, organize their project work, define some tasks together and, in so doing, widen their social skills. If cooperation involves problems, they will have to learn how to cope with and overcome them, reacting in a proactive and tolerant way Students will sharpen their sensitivity to cultural traditions, habits, norms and will develop and deepen their competences in various fields of learning. ocultar
• Proceso de trabajo: MODULE 1: Meeting old friends and making new ones Aim: This ice-breaking activity follows the concept of online dating, focusing... más informaciónMODULE 1: Meeting old friends and making new ones Aim: This ice-breaking activity follows the concept of online dating, focusing on common likes and interests. Some kids involved in EMSC II already know each other, but there are many new friends who will join the project throughout this school year. Meeting each other at the beginning of a project becomes a fun activity and goes on to create a better collaboration and more stable team. Process Step1 Each pupil writes a self portrait of him/herself, the song and the book he/she likes most. All students choose a symbol that characterizes them. All descriptions (+ pictures) are published on the Twinspace both in the folder of his/her team (file archive) + on his/her profile page. (The pic of the symbol chosen may become the student’s image on the profile page). Teachers as well may write about themselves on their profile page Step2 Each pupil carefully reads all the descriptions and sends an email to the pupils who seem to be the most similar/interesting to him/her (he/she can also make an appointment in the chatroom) or write a comment in the forum trying to guess the personality of his/her partner on the basis of the likes and the symbols. MODULE 2: The concept of democracy. In the File archive students upload documents about a) important historic and historical documents; b) European advocates of democracy; c) democratic principles; d) democratic spaces in the cities of the past and of the present . Teachers and pupils may also follow the points below: 2.1 Let´s learn about the different political ideas (democracy, dictatorship, republic, oligarchy, monarchy, …) Students read about the different ones and focus on their differences (pupils may interview someone who lived under another political Regime, for example the dictatorship in Spain). 2.2 Democracy - Which are the powers that hold it? (The executive power –the government- , the judicial power - the legislative power – the congress- and the fourth power: the media) 2.3 The Constitution. What is its role in your life? Your right to education, to health care, right to belong to a trade union, right to strikes,…. Let´s choose an article of your Constitution and write about it from your point of view as these rights in the constitution affect students´ daily life. 2.4 Values that characterize democracy. 2.5 Assessing the advantages and disadvantages of democracy. To analyze the differences among the right and the left political parties´ programmes. 2.6 Threats to democracy corruption. In the Photo Gallery: Pupils upload photos connected to topics dealt with in the file archive Students comment on articles and images in a forum MODULE 3: Signs of democratic life in our environment. PROCESS: Step 1 : Brainstorming Each class reflects upon how democratic life develops for example within the following environments: 3.1 Institutions (e.g. : European Parliament, Council of the European Commission, European Court of Justice, European Council, the ombudsman, schools with their administration, subjects, projects, trips, school projects, teaching methods or alternative teaching/learning methods, - Summerhill school ); 3.2. Family life today and in the past (interviews with grandparents); 3.3. Local authorities; 3.4 Charities; 3.5 Churches; 3.6 NGOs; 3.7 local libraries; 3.8. associations (e.g. practicing informal education). In addition, each class explores the following points: 3.2 Other ways of ctizen participation in the social life: Wiki-leaks, social nets (The Arabian spring), the movement 15M (The Spanish Revolution, its effect in other countries) or any other tendencies or movements of change in our countries, "think tanks" or group who generate ideas. 3.3 Why don’t people trust Democratic systems? Do politicians represent democracy or just political and economical interests? Step 2 Pupils write and upload in the Twinspace articles about the outcomes of their reflections and research work. Step 3 Partners discuss the articles using the TwinSpace chat and/or forum. Step 4 2.7 Partners discuss on the possible ‘material’ products of modules 2,3 which may be presented at Tenerife project meeting: a poster of an imaginary political party; role plays, a programme for a political party with a poster/pamphlet: debates on democratic system in one’s partner countries ( Let´s create our own political party). Approx. Duration of Modules 1-2-3 4 months (November-December-January-February) MODULE 4: Utopian and Dystopian societies: extrapolations of the present for an improvement in the future. PROCESS: Step 1 : Brainstorming Students reflect about these questions and share their responses. Types of utopias in philosophy (e.g. Bacon, Th. More, Campanella) Types of utopias in literature (e.g. Aldous Huxley, G. Orwell). Types of utopias in films (e.g 1984, Gattaca). Analysis of their common denominators in terms of social rules, architecture, spaces, resources (environment, sustainability). Step 2 Each student or group of students will select the aspects they want to analyse and write information cards and/or articles and/or presentations about them, find pictures, links, etc. They will file them in the Twinspace. Step 3 Partners discuss the articles using the TwinSpace chat and/or forum. MODULE 5: Utopian, ideal and educating cities. Step 1 : Brainstorming Students reflect about the concepts of utopian, ideal and educating cities. Take into consideration: the Charter of educating cities (theory and then practical approach); ‘cities of children’ (e.g. in Italy, Ravenna, Pesaro, Parma, Torino; the “slow” cities); and play with the concepts of Cometwinius, Twintopia, Eurotopia, Eurotwintopia Step 2 a) Each student or group of students will select the aspects they want to analyse and write information cards and/or articles and/or presentations about them, find pictures, links, etc. They will file them in the Twinspace. b) Each student or group of students will try and build a model of ideal city c) Each student or group of students will debate with city planners, politicians, citizens to find sponsors for Eurotwintopia. Step 3 Partners discuss the articles using the TwinSpace chat and/or forum. Step 3 Partners discuss on the possible ‘material’ products of modules 2,3 which may be presented at the Kramfors project meeting. For instance, pupils may practice 'collaborative writing' by inventing their own utopian place (by allocating a chapter to each nation, the partner school has to take up the ideas expressed in one chapter and continue). MODULE 6: Evaluation Students evaluation will be based on o Their productions during the brainstorming stage, if any. o Participation in class and group discussions o Systematic research on particular culture aspects, o The quality of their presentations o Their teamwork abilities o The quality of their information exchange with their partner groups Duration: 6 months (for MODULES 4 -5-6) (February 2011 – end of June/July 2012) ocultar
• Resultados esperados: Exchange of text messages on the forum, power point presentations, texts on topics of common interest, photos, videos.

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