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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Sidopoulou, Georgia | - |
| dc.contributor.author | Panagiotopoulou, Anna | - |
| dc.date.accessioned | 2022-05-04T21:16:09Z | - |
| dc.date.accessioned | 2022-09-13T06:31:04Z | - |
| dc.date.available | 2022-05-04T21:16:09Z | - |
| dc.date.available | 2022-09-13T06:31:04Z | - |
| dc.date.issued | 2022-02 | - |
| dc.identifier.uri | http://repository.include-erasmus.eu/jspui/handle/7112/52 | - |
| dc.description | Since1821, the Greek Revolution was the starting point for Europe to reconsider Greece’s historical and ideological connections with the other European states. The philhellenic movement tried to project the ancient Greek legacy, the cause of the Greeks, the notion of liberty, the significance of suffering and sacrifice and thus created a wave of support and solidarity to the oppressed. This scenario explores the origins of the movement and its connection to art (painting, literature) and politics. | en_US |
| dc.language | en | en_US |
| dc.publisher | INCLUDE | en_US |
| dc.subject | History | en_US |
| dc.subject | Visual Arts Education | en_US |
| dc.subject | Language | en_US |
| dc.subject | Political & Social Sciences | en_US |
| dc.title | Philhellenism | en_US |
| dc.type | image | en_US |
| dc.type | text | en_US |
| dc.type | educational scenario - lesson plan | en_US |
| dc.type | video | en_US |
| dc.type | audio | en_US |
| dc.type | educational game | en_US |
| dc.type | exploration | en_US |
| dc.type | artifact | en_US |
| dc.type | conceptual map | en_US |
| dc.type | glossary | en_US |
| dc.type | timeline | en_US |
| dc.keyword | Greek revolution, oppression, massacre, outrage, withstand, Europe | en_US |
| dc.age | 15 | en_US |
| dc.keywordsPerFile | painting, Souliotes, Haag, Delacroix, warrior, victim, von Hess, Mpotsaris, ancestors, Lipparini, Marsigli, slaves, Perlberg, Jacobs | en_US |
| dc.keywordsPerFile | worksheet_2nd teaching hour.pdf | en_US |
| dc.keywordsPerFile | literature, Lord Byron, Messolonghi, Percy Selley, Hellas | en_US |
| dc.keywordsPerFile | worksheet_3rd teaching hour.pdf | en_US |
| dc.keywordsPerFile | action, Philhellenes, rebels, journalists, pamphlet, cause, legitimacy, Great Forces | en_US |
| dc.keywordsPerFile | worksheet_4th teaching hour.pdf | en_US |
| dc.keywordsPerFile | origins, music, Rossini, romanticism, enlightenment | en_US |
| dc.keywordsPerFile | PHILHELLENISM_final.pdf | en_US |
| dc.school | 1o peiramatiko gymnasio Athinas | en_US |
| dc.module | The Greek Revolution of 1821 in the context of emergence of nationalism and liberalism in Europe | en_US |
| dc.unit | Greek revolution and Europe | en_US |
| dc.englishLevel | B2 | en_US |
| dc.duration | 4 | en_US |
| dc.keycompetences | Detailed Competences::1. Literacy Competence | en_US |
| dc.keycompetences | Detailed Competences::2. Multilingual Competence | en_US |
| dc.keycompetences | Detailed Competences::4. Digital Competence | en_US |
| dc.keycompetences | Detailed Competences::5. Personal, social and learning to learn Competence | en_US |
| dc.keycompetences | Detailed Competences::6. Citizenship Competence | en_US |
| dc.keycompetences | Detailed Competences::8. Cultural awareness and expression Competence | en_US |
| dc.learningOutcome | Breaking down stereotypes and prejudices - the teaching of history and especially of the philhellenic movement promotes intercultural dialogue, as it reveals the universality of characteristics that are considered national, thus leading to bridging the gaps between peoples and cultures. It is a thought process that cultivates the understanding and deconstruction of stereotypes (intercultural approach). The mental-psychic processes are activated for the development and creation of mental shapes (translation / interpretation / linguistic approach of the visual works) - The processing of visual material enables the students to "read", to "translate" the visual icons into a verbal symbolic code (visual literacy). Cultivation of students' critical thinking through the observation of works of art and the connection of new and old knowledge - The approach of pictorial testimonies focuses mainly on their effect on children's imagination, on exploring different forms of thought and expression, on their role in sharpening the emotional world of children and on promoting the learning processes. The "journalistic" role of art in the era of the revolution - students perceive, via interacting with the selected works of art, a different role of art at that time, the "journalistic" one, as it captures reality, informs and influences public opinion. students are given the opportunity to “meet” figures and incidents of the Greek revolution from a different perspective Learning is an active process of building knowledge and critical thinking so that students better understand the world around them (constructivism). Mobilizing the students through active participation - Familiarisation with the teamwork method Familiarisation with multimodal expression Practicing students in exploratory learning Associate history with practices of cultural and social action Personal, socio-emotional and cultural development of students | en_US |
| dc.transversalSkill | Information literacy | en_US |
| dc.transversalSkill | Creativity and Innovation | en_US |
| dc.transversalSkill | Collaboration and Communication | en_US |
| dc.europeanity | “The cause of Greece, the cause of Europe”: this motto of Byron’ s circle (1823-24) reveals the idea that Greece and its legacy will contribute to construct the notion/idea of Europe. From 1821, the Greek Revolution was the starting point for Europe to reconsider Greece’s historical and ideological connections with the other European states. Europe had already acknowledged the role of ancient Greece to the Renaissance era and to the transition from a theocratic to a humanist way of perceiving and understanding the world. In the 19th century, it was time to “discover” and give prominence to contemporary Greece. The notion of freedom was tied both to the Classical inheritance and to the contemporary political climate of Europe, resulting from the Enlightenment era. The concepts of natural rights (life, liberty, and property) and social contract (government was created through the consent of the people to be ruled by the majority) were already widely accepted by the people. The time has come to apply these revolutionary political ideals to a more practical context. The Greek struggle for liberty could potentially reform, or at least change, the European state system. Consequently, we find ourselves in front of a paradox: although Greece was considered corrupted and degraded, the Greek cause was the crucial event that led to a philhellenic movement throughout Europe, which surmounted separate origins, languages and cultures and united the European people against tyranny, showing, maybe for the first time to such extent, solidarity, empathy and support. In the end, Europe supported the cause of Greece and Greece gave Europe a cause to fight for. | en_US |
| dc.isced | ISCED2 | en_US |
| Appears in Collections: | Include | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| PHILHELLENISM_final.pdf | 318.81 kB | Adobe PDF | View/Open | |
| worksheet_2nd teaching hour.pdf | 1.32 MB | Adobe PDF | View/Open | |
| worksheet_3rd teaching hour.pdf | 416.42 kB | Adobe PDF | View/Open | |
| worksheet_4th teaching period.pdf | 532.73 kB | Adobe PDF | View/Open |
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