“our schoolbooks: how do they present europe, the european union and the european partners”

“Our schoolbooks: how do they present Europe, the European Union and the European

partners”

ITALY PORTUGAL ROMANIA SWEDEN TURKEY

EUROPE

Our schoolbooks

Steps and Method

Schoobooks Analysis

• PARTNERS• EUROPEAN UNION

Image • Comments• Reactions

Our schoolbooks

PARTICIPANTS

Steps and MethodSchoolbooks analysis

Building the grids• We started with a quantitative analysis of the references to each partner country and the

European Union. Those references could be measured in lines and/or pages. The references selected were text, images, and graphs. This information was exchanged among partners.

• Then we selected the main aspects to be analysed in the schoolbooks: Historical data/events, Geographical data, Culture (literature, art, music, customs, traditions), Political system (monarchy, republic, democracy…) and Economy.

• We built a grid to develop this analysis process. Analysing schoolbooks• We started analysing our schoolbooks, taking into account the aspects included in the grids.

Teachers of different subjects filled in the grids with the information required.• This information was exchanged among partners. So, the different partners could analyse the

references to their countries in the different schoolbooks.

Comments• Writing comments about the contents of our schoolbooks. Each partner made a comment about

the information collected

Analysing our partners` comments.• Each partner analysed the others´comments and reacted to them.

What IMAGE of our partner countries/nations do our school

books present?


In our text books, the Portuguese history starts to be studied from the 15th century when Portugal spearheaded the exploration of the world (Ferdinand Magellan), undertook the Age of Discovery, gained the first overseas colonies and started the colonization movements (Tordesillas Treaty). It is marked out that Philip II of Spain took possession of Portugal and became Philip I of Portugal in 1580. Then no relevant news is given till the early 1970s when the overseas provinces of Angola and Mozambique became independent. In geography Portugal is considered as part of the Iberian Peninsula, later as a single country. An exhaustive chart supplies data about surface, inhabitants, density of population, government, religion, language and other social indicators. Among Portuguese cities, Lisbon and Porto receive better information. Portugal is judged as a rather underdeveloped nation, at a low place in the EU gross domestic product list (GDP). There is no news on literature, art, music, customs and local traditions.

The texts of Junior High Schools usually pay low attention to the history of Romania. The first information goes back to the Roman period, then no relevant news is given till the two world wars and the overthrow and the execution of the dictator Ceausescu in the bloody Romanian Revolution of 1989. In Geography Romania is considered as part of the Balkan Peninsula, then it is considered as a single country. The land is equally distributed among mountainous, hilly and lowland territories. An exhaustive chart supplies data about surface, inhabitants, density of population, government, religion, language and other social indicators. Maps, graphs and photos are put in to comment and support the understanding. Among Romanian cities only Bucharest, as the capital city, receives better information. Students have the feeling of Romania as a rather undeveloped nation, with the majority of population living and working in rural districts. There is no news on literature, art, music, customs and local traditions, except for the legend of Dracula and the Neo-Latin origin of the Romanian language.

The Swedish history starts to be studied in our schools from the 16th century with the diffusion of the Lutheran Church.. Then it is mentioned in the Thirty Years’ War (1618/1648). No relevant news is given till 1862, when women were granted the right to vote. In geography Sweden is considered as a part of the Scandinavian Peninsula, then as a single country. An exhaustive chart supplies data about surface, inhabitants, density of population, government, religion, language and other social indicators. Maps, graphs and photos are put in to comment and support the understanding. Among Swedish cities only Stockholm, as the capital city, receives better information. The Country is perceived by our pupils as a wide country with a low population density, rich in woods, economically developed, with important programmes to promote renewable energy and to protect the environment. There is no news on literature, art, music, customs and local traditions excluding a passage written by Maria Gripe, a contemporary writer.

The texts of Junior High Schools pay attention to the Turkish people only starting from the 11th century during the Crusades. Then they describe the growth of the Ottoman Empire and the consequent actions built up by all the European Countries to contrast the Turkish invasion, till the decline of the Ottoman Empire in the 18th century. Then is mentioned the Italian assault to Turkey in 1911. Few years later the Turkish people took part in the 1st World War on the German side. After the end of it the President Kemal Ataturk completely renewed the Country through a strong reorganization and modernization of the state, making Turkey a secular state. It is underlined that Turkey, despite the application dated 1984, is not member of the EU yet, because the Partners believe that the human rights are not fulfilled in the nation and it is still pending the unsolved problem of Armenia and Kurdistan. There are not enough information about the geography and the economic situation of the Country. There is no mention of the Turkish culture (religion, local traditions, literature, art, etc.).

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BELLINI

FIRST LEVEL (14-15 years old: Focardi + Barello) - Students complain about the lack of a deeper insight (e.g. the book had to be integrated by studying Tabucchi’s Sostiene Pereira and Pessoa; what is presented is the history of the Portuguese colonies. In Geography there is no specific topic about PT, but about “Mediterranean area”, which comprises synthetic knowledge about Spain, Portugal, Greece! In Italy upper secondary school geography curriculum doesn’t include specific European nations (which are specific topics of lower secondary school).SECOND LEVEL (16-19: Brustia) - Portugal is presented as part of the Iberian peninsula and therefore linked to events common to Spain. Our school book above all presents political, military and economic events that show Portugal as a main actor in forming a colonial empire in Africa, India and Southern America, in controlling the spice and slave commerce (asiente) in XVI century and in maintaining relationship with the colonial empire states until now. Portuguese appear as a people that have got a “navigation vocation”.The general view is that of a weak country that underwent Spain’s political and ideological influence in various moments of its history; governed for long time by a dictatorship it had a hard way to development. In a few words, the main issues presented in our school book are the formation of the colonial empire and the long dictatorship of Salazar and his successors.

FIRST LEVEL (14-15y: Barello)In our geography-book there is no specific topic about “Romania” but about “Central East European area”: therefore only a few specific knowledge about Romany. No information about the political system, but short mentions regarding transition from socialist economy to free market economy. Our upper secondary geography curriculum doesn’t include specific European nations (treated in lower secondary school).SECOND LEVEL (16-19y: Brustia)Romania is presented as a state formed in the XIX century by unification of the Moldavia, Walachia and Transylvania regions. Therefore the medieval and modern history regards these single regions and their subordination to Ottoman empire and to Hapsburg Empire for Transylvania since 1699.Romania’s history is treated within the so called “Balkan Question” which means instability and precariousness. Its political history is made by submissions to authoritarian and totalitarian regimes, first the pro-Nazi and then the pro-Soviet one. There is underlined the difficult transition after 1989 to an efficient and stable political system. A negative judgement is expressed about the manager class considered not trustworthy since it tended to maintain the region as a reservoir of low paid work craft for western Europe.

FIRST LEVEL (14-15y: Focardi + Barello)The topic “Sweden” is treated among the “Scandinavian and Baltic area”: there is only a few specific information about Sweden, but a special box about its particular way of life (welfare state), though without real explanations. Our upper secondary curriculum doesn’t include specific European nations (which are specific topics of lower secondary school).SECOND LEVEL (16-19y: Brustia)Our school book presents Swedes as a navigator people capable to establish relationships with the regions where it landed (e.g. Sicily). It followed its sovereigns in their attempts to conquer continental territories, but after the defeats it knew to refuse the war as an instrument of expansion and success. In the last year’s school book there are very positive comments about the political and social choices made by Sweden, as the country that remained immune from the Nazi contagion and, in the 30ies, operated a policy of guaranties for its citizens, first example of welfare that will be copied by Western Europe after WW II.

FIRST LEVEL (14-15y: Focardi + Barello) - In our geography books the topic “Turkey” is developed in a very synthetic way, among the “Asian Mediterranean countries”. There are mentioned only a few historic events; as for its culture, it’s called a “geographical and cultural bridge” between Asia and Europe. The books focus on Kurds and the genocide of Armenians, on the economy, but not on social questions. (But there is a short chapter about the Islamic veil.) The summary way of presentation depends on upper secondary geography curriculum that regards all countries in the world (except Europe). SECOND LEVEL (16-19y: Brustia) - Turkey is presented as a geographical region that since Middle Age follows the history of Ottoman Empire and its relationships with Europe. Culturally it’s presented as part of the Asian World and as an enemy empire of Italy and Europe, both because of its dangerousness for military expansion in the Balkan Region and of its Islamic religion that put Turks (called “misbelievers”) against Christians (fall of Constantinople, battle of Lepanto). Nevertheless there is underlined the religious tolerance practised by the Ottoman Empire toward the non Muslim communities (millet system). Since XIX century appeared the so called “Oriental Question” and Turkey assumed the role of “defence bulwark” against the expansionism of Russia becoming part of the European system of balance of powers. Various attempts of modernization of the Turkish administration system and reforms, but the conflicts within the political and military forces and exaggerated nationalism favoured conservative and reactionary groups which led to the massacre of Armenians and the repression of the Kurdish Independence movement; Mustafà Ataturks role in the formation of a Turkish Republic based on laic and modern institutions that make Turkey become closer to the European countries, but there is also underlined the repressive aspect against the ethnic minorities.

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LICEO CLASSICO

In our current schoolbooks there are only few information about Europe and European countries because the National Programmes for the Primary School consider we have to stop at Italy (Geography) and at the fall of the Roman Empire (History). We think that in our schoolbooks there should be more information because our children live in a world, in a society that haven’t any more borders; we talk about intercultural education but it’s impossible to do it without an idea of the world around us.




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Comments

IV CIRCOLO

From the four partner countries, Italy is the country with the most information in our schoolbooks. This is mainly due to its ancestral cultural influence in the Iberian Peninsula (since the Roman Empire), the cultural similarity (latin culture, the language), the physical proximity, the intense trade relations and the heavy tourist flux between the two countries. The fact that it is one of the founder members of the EU is also relevant.There are many references to historical events and the political system, as well as to the arts (History schoolbooks). There is also information about: economic issues, conveyed mainly through graphs and indicators, in comparison with other European countries (Economics schoolbooks); productive structures in the European context, transport network and accessibilities (Geography books); environmental policies (in Filosophy books); its role in the EU construction (Economics and Geography schoolbooks).The weakest point is culture: there are just slight references to latin cultures in Filosophy books, but none about Italian literature, music, writers, musicians... There is no concrete information about contemporary life, the cities, customs and traditions.

There is not much information about Romania in our schollbooks and most of it refers to the last decades, from the post-war times (as a member of the Warshaw agreement) to the post-soviet period and the recent EU integration. Most of the references are about the political system – dictatorship, popular democracy, free elections... , as well as the territorial integration by Russia and Bulgaria (History books). There is also information about the joining to NATO and the accession process to the EU (History, Geography and Economics). However, there is no concrete information about historical events, contemporary life, the cities, customs and traditions. There are no references to Romanian literature, arts, authors and artists. There is some general information about the recent flux of immigration from Romania (History books), latin culture and environmental policies (in Filosophy books). There are also slight references to the marine fish production, transport network and accessibilities of Romania in the European context (Geography). Most of the information comes in Economics schoolbooks, where Romania is dealt with in comparative graphs and indicators, among the other European countries.Although there are some similarities between Portugal and Romania in cultural and linguistic terms, the amout of information is quite reduced. This could be explained by the geographical distance, the political system and the fact that Romania is a recent member of the EU.

There is not much information about Sweden in our schollbooks. There is general information about the political and economic system (History, Geography and Economics schoolbooks), and the EU accession process (Geography and Economics). There are slight references to nordic culture and environmental policies (in Filosophy books), transport network and accessibilities (Geography books). However, there is no concrete information about historical events, contemporary life, the cities, customs and traditions. There are no references to Swedish literature, arts, authors and artists.Most of the information comes in Economics schoolbooks, where Sweden is dealt with in comparative graphs and indicators, among the other European countries.Being “close” to Portugal due to the political system and the trade relations since early times, including the heavy tourist flux, one would expect wider information about Sweden in our schoolbooks!

From all the partner countries, Turkey is the one with the least information in our schollbooks. The information provided is very general, from a historical and cultural point of view. There is no concrete information about contemporary life, the cities, the political system, the regional differences, customs and traditions. There are no references to Turkish literature, arts, authors and artists. There is some information, but in general terms, about islamic culture and environmental policies (in Filosophy books) and a text about the integration of Turkish immigrants in European countries (in English books). There are references about the Turkish wish and intentions to join the EU (History, Geography and Economics books).The most information comes in Economics schoolbooks, where Turkey is dealt with in comparative graphs and indicators, among many other European and non-European countries.This lack of information is understandable because of the geographical and cultural distance, the religious bias and because Turkey is not yet a member of the EU.

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Comments

JOAQUIMCARVALHO

History teacher comment: Data regarding Italy are numerous in the Romanian schoolbooks considering the historical links between the 2 nations: common Latin origin for both people and language.The books present information on: Founding of Rome and the evolution of Rome from Republic to Empire ending with the fall of Roman Empire (48 pages) , Middle Age period in Italy (1 page ) , Renaissance and Humanism ( 2 pages) , Republic of Venice ( 1 page ) ,and evolution of Italy from Vienna Congress to our times, including the participation in the 2 WW and the participation in founding of European Economic Community (about 8 ½ pages ).Thus the Romanian students may follow during the low secondary school the evolution from the town-state to republic and empire and finally to national state in XIX century.

History teacher comment: Data regarding Portugal are not so many due to the different historical evolution of 2 people Romanian and Portuguese. The students may follow the common origin (Latin ) of 2 nations ( 1 row ) , about the foundation of the colonial Portuguese Empire (1 page ) , about the participation of Portugal in the Vienna Congress (1 row ), about Portugal's colonies in Africa and joining the EEC ( 2 rows ).

History teacher comment: Like in case of Portugal, the data regarding Sweden in the Romanian schoolbooks are poor due to the different historical evolution of the 2 countries (Romanian and Swedish ). There are mentions on the Germain Origin of the Swedish people (1 row ), participation of Sweden in 30 years War (2 pages ), participation of Sweden in Vienna Congress and joining EU in 1994 (2 rows ).

History teacher comment: Data regarding Turkey are the most numerous among all partner countries in the project,due to the impact of Ottoman Empire (starting with XIV-XV centuries ) and then Turkey in the history of Romanian people. The books present the born of Islam ism (1 ½ pages ),founding of Ottoman Empire and its evolution , but also the links of Ottoman Empire with the Romanian Countries(2 ½ pages ),participation of Turkey in the 1 st WW (3 pages ),the foreign policy between the 2 WW and after the 2nd WW (about ½ page ).The book of last grade in gymnasium which presents the history of Romanians allows much more information about the relationships between Turkey and the Romanian Counties in a structure of 25 pages.

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Comments

ŞCOALA 80

The Roman – Italian culture has made a major impact on the Western European Civilisation.An important tourist country.

Portugal is presented as a former important colonial power. Nothing about present day Portugal.

Romania is mostly mentioned in connection with the USSR, although emphasizing its relatively independent attitude towards the USSR.Romania is the eastern European country that has the fastest development.

Turkey has a great past with the Ottoman Empire. In recent times there is considerable migration from Turkey to find jobs in other countries.In the most recent edition (2007) of our History school book Kemal Atatürk is mentioned which shows the increasing importance of Turkey in Europe.

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Comments

GUDLAV BILDERSKOLAN

As Italy is a close country to Turkey, we have more information about this country compared to other countries. In Primary School Curriculum, we do not have a course including countries, so information given in our books is limited.Only general information about the country is given in Social Science and some passages in English books.

Portugal is a remote country to Turkey. Besides, we have limited relationship with Portugal. Due to this fact, our course books don’t include enough information about the country. The capital city is shown on some maps and information about Portugal is not in details. Also, our curriculum doesn’t include geography of countries.That is why we have limited information about the country.

Our curriculum doesn’t contain geography of countries. So, only general information about the country is given. We have limited data about the country in our course books. Romania is mentioned in wars that it is involved in and the capital city is shown on some maps.

Sweden is a far away country to Turkey. Also, the relationship between the two countries is limited. So, we have only a few maps on which the capital city of the country is shown. Since our curriculum doesn’t include geography of countries,we don’t have enough information about Sweden in our course books.

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GÜMÜŞHANE

The relationship with Italy dates back to the Byzantine times. Since both Turkey and Italy have a coast to Mediterranean Sea and there has always been a trade between the two countries, there is a lot of information about Italy in most of the books especially in geography and history lessons. Although there had been some wars in the past, the data is not negative except the occupation of south Anatolia.

Since we share neither a border nor coast with Portugal, there is only some historical and geographical data about Portugal. There is not any information about the culture or traditions of Portugal but just the essential data such as currency, population, religion, etc.

Despite the fact that we share a coast to Black Sea, there is not so much information about Romania. There is only some historical data and the essential information such as language, geography, location in Europe, etc. There is not any information about the traditions or customs of Romania.

Sweden located far from Turkey so there is not so much information. There is only some historical data and the essential information such as language, geography, location in Europe, etc. There is no clue about the literature, the traditions or customs of Sweden.

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KIRIKKALE

What INFORMATION about the EUROPEAN UNION do our pupils

receive from our current school books?


• 1957 - “The six” (Belgium, West Germany, France, Italy, Luxemburg, Netherlands) signed the Treaty of Rome (birth of EEC)

• 1973 - The European Communities enlarged to nine Member States (+Ireland, United Kingdom, Denmark)

• 1981/1986 - The Member States became twelve (+Spain, Portugal, Greece)• 1992 - The EU was formally established in the Maastricht Treaty• 1995 - The Member States grew to fifteen (+ Austria, Sweden, Finland)• 2002 - Euro notes and coins replaced the national currencies in twelve of the

Member States• 2004 - The Member States became twenty-five (+Latvia, Estonia, Lithuania, Poland,

Czech Rep., Slovakia, Hungary, Slovenia, Malta, Cyprus)• 2007 - The Member States are twenty-seven (+ Rumania and Bulgaria)

Historical process ofintegration

• 50 years of stability, peace and economic welfare • Better standard of life• Creation of the single market and adoption of the Euro

currency• Heavier power of Europe all over the world

European values(human rights/

democracy/Peace/market economy etc.

• Comparison between Euroland (all the Member States using Euro) and the USA.

• Connection among UE and the main associations like EFTA • Comparison with NAFTA, ASEAN, all free trade areas

Comparisonbetween EU and

other areas

• Institutions of the European Union:• Council of the European Union; European Commission; European

Parliament; European Council; European Court of Justice• Process of decisions:

• All Member States vote for the European Parliament, they are represented on the Council and they sent commissioners to the European Commission to propose legislation, regulations and directives, which govern aspects of EU, operations in trade, competition, single market and other areas.

References toEU institutionsand process of

decisions

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BELLINI

• 1957 - The CEE was founded (6 nations)• 1979 - 1st election of the European Parliament• 1992 - The EU was founded ( Maastricht)• 1999 - EURO money• 2007 - The EU includes 27 nations• Turkey has asked to join EU


• EU has got political and economic purposes: to create relations of peace, co-operation and mutual help between nations, to improve commerce and trade




other areas

• European Parliament: gives opinions about law draft and approves the budget of Europe

• European Council: enact laws• European Commission: acts as the EU's executive arm and is

responsible for initiating legislation and the day-to-day running of the EU

• Court of Justice: interprets and applies the treaties and the law of the EU


decisions

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IV CIRCOLO

• Quickly described, but according to the historical evolution (6 – 27 countries)- importance of the fall of the Berlin wall

• OECE (1948) ; Coal and Steel Community (1951) • Treaty of Rome (1957) and foundation of EEC; from 6 to 27

members - Schengen convention ; Maastricht treaty and common currency (Euro)

• Same data as above, but developed more widely and with deeper insights


• Rather realistic than idealistic approach, therefore very precise issues of macro-economy, immigration. Particular attention dedicated to remote reasons of still present ethnic-religious conflicts still present (Kosovo, Basques, Macedonia) and to the question of a Turkish membership

• Peace among European and extra European countries - Political and economic union - Democratic model - Common projects

• Evidence of both values that originally made begin EEC: peace, stability, democracy, welfare deriving from economic liberism, and of those fixed in the Chart of fundamental Rights (Nizza): dignity, freedom, equality, solidarity, citizenship, justice.

• As part of the Schengen treaty that actuate free circulation of people there is added also security as a value; in more recent years, also the environmental protection is added as a value



• Problems linked to the Turkish question; relationship EU - ex URSS. The book underlines the lost of importance of the Old Continent that anyway could be corrected through a new “cosmopolitan” question (the book doesn’t deal with though)

• In economy comparison with USA and Japan; Comparison between EU cities and cities all over the world

• Food and people from EU countries and countries in the other Continents.• No stereotypes or prejudices. Positive atmosphere. One world with different people,

food, climate, habits.


other areas

• Well presented in a specific chapter (much better than the single states). Only lack: the aridity of certain schemes and also the choice of proposed issues: Europe: asylum or fortress? – European Institutions

• UE is a confederation of States, indeed it is ruled by treaties and not by a Constitution. It is ruled by five institutions: the European Parliament, the European Commission, the Council of Ministers and Chiefs of Governments, the Court of Justice, the Court of Accounts.

• 1986 – vote by qualified majority• There are only some general indications of the decisional processes, both because they

are very complex and because there is no teaching of Law in our school.


decisions

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LICEO CLASSICO

• History schoolbooks: Dates of Foundation and enlargements. • Geography and Economics schb: The European Comunity of Coal

and Steel; The European Comunity of Atomic Energy (Euratom); The Treaty of European Economic Community (Rome-EEC); The Treaty of European Community (Lisbon-EC); The Treaty of European Union (Maastricht-EU); The Treaty of Amsterdam;

• The Treaty of Nice; Monetary Union; Enlargement dates• Economics schb: Integration process: history, causes,

consequences; Enlargement steps: chronology; The Single European Act; Agenda 2000: consequences, costs.


• Filosophy schb: – Human Rights, Democracy, Peace, Environmental Policy.

• Geography schb: Human rights, democracy, peace, security, economic and sustainable development, free market, international cooperation; European citizenship and free movement; Preservation of natural resources; Renewable energies and global Warming; Sustainability of marine resources; The Agricultural Common Policy; The Transport Common Policy and European networks.

• Economics schb: The Rights Charter; participation in elections; environmental policies; Investigation, Development and EU Programmes.



• Geography schb: Demography in EU and in the World; Economic activity areas and unemployment; Urban rates; Literacy rates and qualification of human resources; Energy Consumption (global and per capita); Fishing fleets; Agricultural productions; Wealth levels.

• Economics schb: Graphs: Salaries, inflation and unemployment rates; Life expectancy; Taxes; GIP; Productivity.


other areas

• Geography and Economics schb: Institutions and their functions: European Commission, European Parliament, European Council, Committee of Regions; General laws, Operational Programmes, Structural funds, Common Policies.


decisions

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JOAQUIM CARVALHO

• 1949 The Council of Europe; 1950 May 9th-Schuman's plan for deeper cooperation

• 1951 European Coal and Steel Community; 1957 European Economic Community; 1986 The Single European Act; 1992 Treaty on European Union Maastricht economic and political integration-single currency, foreign and security policy, close cooperation in Justice and home affairs

• 1995 Schengen Agreement; The Enlargement from six members in 1950 to 25 in 2004 and 27 in 2007- Europe's western and eastern parts are reunited, from the Atlantic to the Black Sea (in the last 2 years of the 4 of the gymnasium )

• primary level grade 4th-History and Geography books -what is E U , founding year, the symbol, the flag, the hymn, day of Europe


• 1950-European Convention of Human Rights• The Human Rights Court in Strasbourg addresses to those

who have intended a complaint about human rights violation ( third year of gymnasium book )

• To observe the human rights, to have a real democracy and market economy these are the basic obligation to become member of E U)




other areas

• The European Parliament represents the EU’s citizens and is directly elected

• The Council of the E U represents the individual member states(heads of states and foreign affairs ministers )

• The European Commission seeks to uphold the interests of the Union

• The Court of Justice upholds the rule of European law, • The Court of Auditors checks the financing of the Union’s

activities. • The European Economic and Social Committee represents civil

society,


decisions

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SCOALA 80

• 1951 The Treaty of Paris: the European Coal and Steel Community.

• 1957 The Treaties of Rome: European Economic Community (EEC) and the European Atomic Energy Community(Euratom)

• 1992 The Maastricht Treaty • 1997 The Treaty of Amsterdam amending former treaties.• 2000 The Treaty of Nice on enlargement.


• “Cooperation instead of war” thoughts behind the European movement.

• “The inner market without borders” about the four liberties

• “Supranational and integrational”



• Comparisons and contrasts between the EES (EU-EFTA) and

• NAFTA (The North American Free Trade Agreement),

• ASEAN (the Association of South East Asian Nation), • APEC (Asia Pacific Economic Cooperation)


other areas

• An outline of the EU institutions• The Council of the European Union• The European Commission• The European Parliament• The European court of Justice• The Schengen Agreement• The European Central Bank/EMU


decisions

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IV CIRCOLO





other areas


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GÜMÜŞHANE

• There is no information about the European Union in the school books except that it is referred whether the country is a member or not.





other areas


decisions

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KIRIKKALE

We think that the information provided in Italian junior high schoolbooks about Portugal is satisfactory. However, and as in the other partner countries, cultural references are insufficient. Although the image of Portugal is quite negative, we have to agree with it.

What do we think about our partner’s comments?

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BELLINI

First part shows how Romania is presented in the Italian books and this is a fact. On the accuracy of information, please note Romania is not part of Balkan Peninsula , but Romania is part of continental Europe. Considering Students opinions unfortunately they are rather emotionally made at random. With such an exhaustive map plenty of information the Students should think differently ( Romania is an emerging economy , etc...).


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BELLINI

Regarding women’s right to vote: In 1862 a woman could vote in the local elections if she was a juridical person, that is the owner of a company or a farm and votes were granted in accordance with fortune. In 1863 there was a law that said that women would come of age at the age of 25. Universal sufferage including women was granted in 1921. Regarding Maria Gripe we are a bit surprised that she is represented but not Astrid Lindgren who wrote Pippi Longstocking and The Children of Noisy Village for example. Her work is translated into over 40 languages.


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GAZİPAŞA PRIMARY SCHOOL - GÜMÜŞHANEWe don’t have a religious fight against Armenians, Arabs, Kurds, Greeks.Also, there is not a country called Kurdistan, so it is impossible for us to have problems with a nonexistent country. As for Kurdish People, we don’t have any problem with them. They are Turkish Citizens and we are all equal. Moreover, we fought against the invaders in the Independence War together. There is a misunderstanding; the problems are caused by terrorist groups not by Kurdish People. Armenia: if you mean so-called Armenian Genocide, we don’t have such an event in our history, and it can be solved by researching the archives by the historians as Turkey has suggested. Human Rights: There can be undesirable events in any country, but that doesn’t mean that human rights aren’t fulfilled there. Turkey is a member of some international organizations whose aims are to provide human rights and prevent violation of human rights.

KIRIKKALE ANATOLIAN HIGH SCHOOLWe are sorry that that there is not any information about our culture. The Turkish policy had never been directly the diffusion of religion. If it had been so, during the Ottoman Empire, people of different cultures would have been forced to become Muslim. On the contrast there was a tolerance to the different religions.When it comes to the human right, many laws have been enacted to improve the rights. But we have to point out that every citizen has the same equal rights before the law and no ethnic group or no religious sect is superior to the other. About the problem Armenia and Kurds –there is no country or region called Kurdistan all over the world but there are some parts in Türkiye where the number of Kurdish people living is more-, the reality is oppositely different. The main problem in south-eastern region or the subject of ''Kurd'' is not related with Kurdish people but directly related with the terrorist group ''PKK''. Although PKK seems to defend the rights of Kurdish people who are living in Türkiye, the terrorist group just wants a chaos in this region of Türkiye. For the Armenians, we do not accept the so-called genocide allegations. The Turkish Govenrment has opened all its archives including military records to all the researchers, has encouraged the historians, scholars and researchers too freely examine and discuss this historical issue. Unfortunately even Armenia, Türkiye has officially proposed to the Govenment of Armenia the establisment of a joint commission of historians and experts to study the archives of not only these two countries but also all the relevant countries, has not responded positively to this initiative.


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We think that the information provided in Italian secondary schoolbooks about Portugal is satisfactory, taking into account the proximity of the two cultures and our common origin (culturally speaking). There are references to all the aspects we have analyzed, especially historical data, with the exception of the political system. The information is correct and updated.We agree with our partners comment: it corresponds to the information provided and the reality of the country.


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LICEO CLASSICO

It seems your books pay tribute to an anachronic vision about this part of Europe (namely the authors). Romania is rather neighbour than part of Balkan Question. In fact its political history should be considered as a struggle for independence, fighting the authorian and totalitarian regimes imposed in that part of Europe, in medieval period by Othoman and Austro Hungarian Empires and in modern times by nazi and communist. A Latin Nation resisted at the assaults of Empires and totalitarian regimes and finally after 1990 joined the free Europe.


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LICEO CLASSICO

We find the above comment impressive. We realize that we do not look upon Sweden ourselves from the same perspective regarding the notion of “the welfare state”. However we are well aware of our long period without wars and what that has meant to Sweden and her population.


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LICEO CLASSICO

GAZİPAŞA PRIMARY SCHOOL - GÜMÜŞHANEIt is surprising that only Wars Turkey was defeated are mentioned in your books, no information about Preveza Sea War, Otronto or conquest of Cyprus. Proclamation of Turkish Republic was in 1923. So-called Armenian genocide is unacceptable for us. We don’t have such an event in our history. We think that we should trust the researches of historians as Turkey has suggested. All archives must be searched so that the true information can be received. Otherwise, it remains as a political affair that some countries want to make use of it. So-called Armenian Genocide is just a claim of some countries which is not accepted by Turkey and not approved by the claimers. As for Kurds, we don’t have any problems with Kurdish People. We fought against the invasors together in our Independence War. Also, we don’t have a Kurdish Independence Movement. In those days, some people were stirred up to a rebellion by other countries, but none was successful. It wasn’t an Independence Movement. What we have in Turkey now isn’t related with Kurdish people but terrorist groups. And we just want to stop it. According to Lozan Agreement, signed by Allies, we don’t have such a minority group in Turkey. We are all Turkish Citizens and have the equal rights. Also, in Turkey some women use a scarf (not all of them) which is different from veil.

KIRIKKALE ANATOLIAN HIGH SCHOOLFirst of all it is much better to call the climate in the inland regions of Anatolia as continental not waterless, as it is rainy in spring and autumn and snowy in winter but hot and dry only in summer. Secondly, Avicenna written as Ibn-i Sina is a Turkish philosopher but Averroes written as Ibn-i Rüst is an Islamic philosopher. We were surprised to see that in your school books only the battles that we had lost are referred to, not all of them. As in our school books we deal with all the wars, lost or won, equally.We want to make it clear that in Türkiye women do not wear veil as it is forbidden. The number of the people wearing veils is only a small amount. But the ones who are religious may wear scarf only in public places, not at schools or official places such as state institutions. Türkiye is really a cultural and geographical bridge between Asia and Europe as a result of its place, and its historical background. Many cultures and states were directly related with Türkiye. When it comes to the so-called genocide of Armenians, since 1071 we have been living with the Armenians in peace. If we had aimed a genocide, we would have done this before 1915. The Armenians had worked at important statues such members of the parliament, merchandises during the Ottoman Empire. But in times of war they were provocated by the Western forces to rebellion which caused to their being expelled from Anatolia to Syria which was also in Ottoman borders. Türkiye has officially proposed to the Govenment of Armenia the establisment of a joint commission of historians and experts to study the archives of not only these two countries but also all the relevant countries, the Government of Armenia hasnot responded positively to this initiative.There is a conflict in your statements “Nevertheless there is underlined the religious tolerance....” and “but there is also underlined the repressive aspect....” During the Ottoman era, no minority group suffered from repression. When it comes to the present, that all the inhabitants of Türkiye without any distinction are equal (also recognized with the Lausanne Entity). There is not the idea of minority. The Kurdish had never proclaimed independence. We have always lived in peace but the terrorist group PKK has always provocated the people living in that region and kill all the Turkish people, chil or woman, mercilessly.


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BACK LICEO CLASSICO

It seems that in Italian primary schoolbooks there is hardly any information about European countries, Portugal included. We quite agree with our partners´ comments – there should be at least very general information about the EU, so that the children know the world around them.


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IV CIRCOLO

Same in the Romanian scholl books at this level.The primary level stays within region or country information , not transpassing.


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IV CIRCOLO

We have looked into primary school curriculae and found that it is the same in Sweden. They focus on Swedish history and geography. We fully agree with the thoughts about how it should be.


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IV CIRCOLO

GAZİPAŞA PRIMARY SCHOOLWe totally agree that our school books should have much more information about other countries in the world.As for the information in your school books about Kurds, we have to make a correction that they aren’t a minorty group in Turkey. They are Turkish Citizens and have the equal rights. There isn’t any distinction between Turkish and Kurdish people. Many Kurdish People have high ranked positions in Turkey. Moreover, according to Lozan Agreement, signed by Allies, we don’t have any minority group in Turkey.

KIRIKKALE ANATOLIAN HIGH SCHOOLWe can not understand why there is a descriptive text about the Kurdish culture but not the Turkish culture in general. There is no problem of minority in Türkiye. That The Turkish Government undertakes to assure full and complete protection of life and liberty to all inhabitants of Türkiye without distinction of birth, nationality, language, race or religion has been recognized since the Treaty of Peace signed at Lausanne. Therefore the all Kurds like rest of all the Turkish citizens has the same equal right before the law.


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CIRCOLO

BELLINIThe quoted Portuguese school books give a great number of general information about Italy, either for historical events or geographic, economical and political aspects. This particular attention is chiefly due to historical reasons and old traditions of mutual relationships. In history books, the Roman Empire in ancient history, the birth of Universities in medieval times and the growing of cultural centres during the Renaissance are dealt with. Instead, there are very scarce data regarding modern history. As to contemporary history the unification of Italy, the two World Wars and the Fascism are taken into consideration.In geography books, Italy is examined through specific topics and is not considered as a whole.In art history, isolated movements born in the middle of the 70s, such as the Transavant-garde with Chia and Clemente, are examined. They come out as isolated art movements, not included in a wider speech.

LICEO CLASSICOBarello – It’s curious to find that the weakest point is the cultural one (on the contrary, most schoolbooks of the other countries give information only about culture and tourism), I think it’s a positive step to know about historical events, economic issues, political system and values too.Brustia - I appreciate very much the Portuguese partners’ comments and also the good and wide information their school books propose about Italy. I agree with the note about the weak cultural information (which probably concerns also our Italian schoolbooks about the other partners), but I think it’s impossible to say everything about each partner, unless one provides an encyclopaedic knowledge that would damage the quality of information. That’s why I think that, before the knowledge of general culture, knowledge of the historical context is fundamental, which allows to explain the birth of a certain philosophical, literary, juridical, musical, artistic way of thinking: therefore some determinant historical information must be selected, even beyond the curricula. After those premises, I repeat that for understanding Italy it is important to know some facts of 20th century, e.g. fascism and its fall, Resistance, proclamation of Republic and promulgation of the new Constitution. I also want to inform my colleagues that in Italy the ministerial curricula were changed by the minister Berlinguer focussing in the last HS year only on the 20th century history.

IV CIRCOLOThe Portuguese school books give a great number of general information about Italy: historical events or geographic, economical and political aspects. We think there should be more information about contemporary life, customs and traditions.


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BACK JOAQUIMCARVALHO


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JOAQUIMCARVALHO

The Portuguese reaction is mutual, since we are a bit astonished that there is so little in our schoolbooks about Portugal.


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JOAQUIMCARVALHO

GAZİPAŞA PRIMARY SCHOOL - GÜMÜŞHANEWe generally agree with your comments. We aren’t close countries, so lack of information is understandable due to the geographical and cultural distance as you have mentioned.In 1923, M. Kemal ATATÜRK proclaimed the Turkish Republic. It wasn’t a multi-party system because of the hard conditions of the country. However, it can’t be called as dictatorship because we had an assembly whose members were selected by Turkish People and Turkey had adopted its first constitution in 1920 before founding the Republic. Also, Ottoman Empire wasn’t governed by dictatorship.

KIRIKKALE ANATOLIAN HIGH SCHOOLWe understand the lack of information, since we also do not have enough information about Portugal as a result of the geographical distance and cultural differences.In 1923 The Republic of Türkiye was founded. Since it was just after the Independence War and the people were trying to heal their wounds, there were not many ministers and there was only one political party with the leadership of Kemal Atatürk who was aiming to build a new and modern Türkiye. We do not and cannot, therefore, say it was a period of dictatorship.


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JOAQUIMCARVALHO

BELLINIThe Romanian school books give a quite complete image of Italy, supplying a lot of information about historical, geographic, economical and political aspects. Particularly the gymnasium school books provide a quite systematic work about Rome in the ancient history (the birth of the city, the foundation of the Republic, the organization of the Roman Empire and its fall). Great attention is also paid to medieval Italy with the rising of the Italian States, specially the growth Venice Republic. Modern history is not taken into consideration at all. As to contemporary history the Italian situation is taught starting from the Congress of Vienna, then the Italian Risorgimento, up to the national unification, followed by information about the two World Wars and the war in Ethiopia. The Nato and the creation of EEC are the last topics considered.From the geographic point of view a wide description of our country is given. Pictures, maps and exhaustive charts supply data about surface, inhabitants, density of population, government, religion, language, social and economical indicators.The Italian culture is broadly depicted and the evolution of art is explained through Leonardo, the Renaissance, the Baroque, then, after a “jump” of few centuries, to Boccioni. Verdi for music, De Amicis and Collodi for literature are mentioned. It is not clear in which cultural contest travellers like Marco Polo and Christopher Columbus are considered. The Romanian books draw attention to the Italian Constitution written in 1948 and the role of Italy as a founding Member State of the European Union.

LICEO CLASSICOBarello – I agree with you about needing more information regarding political activities of Italy and the other EU partners, about their governments etc.: sharing more information on this is a basic step to make young people aware of their own values, of rights (and duties!) of being European citizens.Brustia - From the text no quality comment emerges about the image Romania has got of Italy, especially contemporary Italy. It’s significant to note that, among the numerous information about Italian history the pupils achieve, there is no information about fascism, its fall, resistance, proclamation of republic and the Constitution, which would help understand why Italy is one of the founder countries of EU.

IV CIRCOLOThe Romanian school books give a quite complete image of Italy with a lot of information about historical, geographic, economical and political aspects. Perhaps it should be better if Romanian school books have more information concerning contemporary Italy.


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BACK ŞCOALA 80

Analysing the grid, we were surprised with the amount of information provided in Romanian schoolbooks about Portugal, so we don’t quite agree with the comment made by the history teacher… We think the information is very satisfactory and varied, referring not only to the past but also to the present, including historical data, geographical situation, political system and some aspects regarding economy and the integration in the E.U. In what concerns culture, there is very little information but the same happens in all the other partner countries. The information is correct, with the exception of the Romanian origin of the Portuguese people.


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ŞCOALA 80

We are surprised that there is a mention about Sweden participating in the Vienna Congress. This fact is not at all mentioned in Swedish schoolbooks.


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ŞCOALA 80

GAZİPAŞA PRIMARY SCHOOL - GÜMÜŞHANEIt is really a great pleasure for us to notice that your students get so much information about our country. Your school books include not only information about our history but also current life in Turkey, which is impressive. Atatürk didn’t change the name of Constantinople, it had been changed before.

KIRIKKALE ANATOLIAN HIGH SCHOOLIt is not surprising that most of the information you have is on history and geography which is as the same with us.The president is not elected by the public but by members of the Grand National Assembly every 5 years. It was not Kemal Atatürk who changed the name Constantinople into Istanbul. It had been called as Istanbul long before Atatürk. But it was Atatürk who moved the capital from Istanbul to the city of Ankara.


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ŞCOALA 80

BELLINIThe quoted Swedish school books point out the role of the Latin culture on the western civilization. Particularly history books consider the Roman Empire in ancient history, the merchant cities of Florence and Venice in the Middle Ages and Marco Polo’s journey to China in the Renaissance. There are very scarce data regarding modern history. As concerning contemporary history, the unification Italy, the two World Wars and the Fascism are dwelt on.There are a lot of references to the EU and to the economical organizations to which Italy is one of the members.The geographical aspects are quite insignificant and generally related to tourism.The Italian Art is lectured through pictures of Renaissance painters and the Italian Literature is taught through Boccaccio and Dante together with Pirandello and Fo (Nobel Prize winners).

LICEO CLASSICOBarello – I notice that most of the information is about tourism and not about values, perhaps because it’s taken fro granted that between Sweden and Italy there are strong and valid common values as they are members of EU. Brustia - The comments are very generic and express a positive evaluation/judgement (I wonder if it is the same the students perceive?). Like in the grids sent by the other partners, from the grid about the main events there emerges a “hole” that doesn’t allow to explain the reasons why Italy was one of the founder nations of EU. I refer to the fall of fascism and monarchy, to the proclamation of Republic and the promulgation of the Constitution.

IV CIRCOLOThe Swedish school books have only a few information about Italy. But like says our partner “Italian culture had a major impact on the Western European Civilisation”. We notice that the level of Sweden Primary school schoolbooks is the same of our Primary school books


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GUDLAV BILDERSKOLAN

We think that the information provided in Swedish schoolbooks about Portugal is insufficient, especially because there is nothing about the present and nothing about geographical data, political system and only one reference about culture. So we agree with our partners´ comment.We were expecting more information in Swedish schoolbooks since the Swedish investment is significant in our country and Portugal is also a common tourist destination for Swedish people.


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GUDLAV BILDERSKOLAN

Swedish and Romanian are even on the information about partner country.


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GUDLAV BILDERSKOLAN

GAZİPAŞA PRIMARY SCHOOL - GÜMÜŞHANEWe are pleased to notice that your school books include some information about Turkey despite the geographical distance between the two countries and restricted relationship in our history. Also, it is so satisfactory that some of our well-known poets and authors (Aziz NESİN, Yaşar KEMAL, Orhan PAMUK, Nazim HİKMET) and our great leader ATATÜRK take part in your school books. Moreover, you mention the increasing importance of Turkey in Europe, which is a pleasure for us.

KIRIKKALE ANATOLIAN HIGH SCHOOLWe are please to learn that the authors and poets important for us are referred to in your books and also Kemal Atatürk is mentioned, too. Aziz Nesin, Yasar Kemal and Nazim Hikmet Ran are all known as having discussed the problems of our people. Orhan Pamuk having won The Nobel Price have many readers.


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BACKGUDLAV

BILDERSKOLAN

BELLINIThe considered Turkish school books give various and wide information about Italy.The historical reports are quite rich both in the primary books and in the high school ones. Events from ancient history (Rome), from Middle Ages (the role of the Catholic Church and the trades), from contemporary history (unified Italy, the Libyan War, the two World Wars, the Fascism and the Independence Turkish War) are widely analysed.In the primary school books, the geographic description of Italy is rather fragmentized, while in the high school books, Italy is broadly described even with economical indications.There are a variety of unexpected news about scientists like Galileo, Torricelli, Avogadro, Volta and Fermi; as well as about philosophers like Campanella and Croce; or about writers as Dante and Macchiavelli; or artists like Leonardo and Michelangelo.

LICEO CLASSICOBarello - It’s very interesting what you said about getting more information on EU from mass media: it means, I think, that pupils need information on the possibilities to share common values with European countries. Teachers play an important role too!As for Italy, I notice with pleasure the richness of information about Italy’s culture and I think it’s very important to discover common roots and common values, not only between Turkey and Italy, but, through this experience, between Turkey and EU countries too.Brustia - I recognize that there is only a few information about Italy and that there is missing info especially about the 20 th century. Info indeed ends at the Libyan war. That’s why I am perplexed about the notice of “Adaption of Turkish Criminal Law from Italy”, quoted out of the historical context. In our Kirikkale meeting we had the impression that that happened during fascism, probably the Rocco Codex of 1930, that also included death penalty. Therefore it’s extremely important to underline that in Italy fascism was won, that the Republic was proclaimed in 1946 and a new Constitution in 1948. If the “Adaption of Turkish Criminal Law from Italy” were a fact, we couldn’t but complain that, but we think we should talk about the changes happened afterwards. Only the Republican Constitution made Italy able to become a supporter of EU and its values.

IV CIRCOLOThe considered Turkish school books give only a few information about Italy, especially there is missing info about the 20 th century. We notice that the level of Turkish Primary school books is the same of our Primary school books.


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GÜMÜŞHANE

We think that the information provided in Turkish schoolbooks about Portugal is satisfactory, especially because there are references to all the aspects we have analyzed and the information is correct and updated. We were not expecting much more information, specially when comparing with the other partners, and considering the cultural distance and the fact that Turkey is not a member of the E.U. (of course there is different information in the primary and secondary level – we took that into account).


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GÜMÜŞHANE

At primary level is normal.


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GÜMÜŞHANE

We find it understandable that there is not much about Sweden in Turkish schoolbooks. It is the same case with our schoolbooks regarding Turkey. We could mention as a matter of curiosity that the Swedish king Charles XII spent five years in exile in Turkey, 1709 – 1714, after having been defeated by the Russians in Poltava, so that is something Swedish schoolchildren at lower school levels read about.


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GÜMÜŞHANE

BELLINIThe considered Turkish school books give various and wide information about Italy.The historical reports are quite rich both in the primary books and in the high school ones. Events from ancient history (Rome), from Middle Ages (the role of the Catholic Church and the trades), from contemporary history (unified Italy, the Libyan War, the two World Wars, the Fascism and the Independence Turkish War) are widely analysed.In the primary school books, the geographic description of Italy is rather fragmentized, while in the high school books, Italy is broadly described even with economical indications.There are a variety of unexpected news about scientists like Galileo, Torricelli, Avogadro, Volta and Fermi; as well as about philosophers like Campanella and Croce; or about writers as Dante and Macchiavelli; or artists like Leonardo and Michelangelo.

LICEO CLASSICOBarello - I notice that information depends from being, or not, accepted in EU and that it’s very important to know EU and its values and culture and history.It’s also very important that there is so many information on our relationship Turkey - Italy, to find historical and cultural common points (most of them, I noticed, on positive!). Brustia - I am really pleased to see the quantity of information regarding Italy. In particular, as for the Independence War, quoted among the most important events, I’d like to know whether that refers to the Independence Wars in 19 th century or to the Resistance against the Germans in 1943-45. However, like in the other partners’ comments, among the most important events there is no mention of the fall of fascism, the proclamation of Republic and the promulgation of the Constitution.

IV CIRCOLOThe considered Turkish school books give various and wide information about Italy. There is also many information on relationship between Turkey – Italy.


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BACKKIRIKKALE

We think that the information provided in Turkish schoolbooks about Portugal is satisfactory, especially because there are references to all the aspects we have analyzed and the information is correct and updated. We were not expecting much more information, specially when comparing with the other partners, and considering the cultural distance and the fact that Turkey is not a member of the E.U. (of course there is different information in the primary and secondary level – we took that into account).


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KIRIKKALE

On contrary in Romanian school books we have much more information about Turkey, as famous Empire in the medieval age and as an emerging economy in the modern times.


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KIRIKKALE

We find it understandable that there is not much about Sweden in Turkish schoolbooks. It is the same case with our schoolbooks regarding Turkey. We could mention as a matter of curiosity that the Swedish king Charles XII spent five years in exile in Turkey, 1709 – 1714, after having been defeated by the Russians in Poltava, so that is something Swedish schoolchildren at lower school levels read about.


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KIRIKKALE

What INFORMATION about the European partner countries/nations

do our pupils receive from our current school books?


• The exploration of the world in the 15th century• Ferdinand Magellan 1519• Tordesillas Treaty 1494• Philip II of Spain became Philip I of Portugal in1580• Angola and Mozambique became independent in1975

Historical data/events

• The land is the ending part of the Meseta• The Tagus splits the territory into two parts: the northern one is mountainous, while the

south features mostly rolling plains.• The Douro, the Tejo and the Guadiana are the main rivers.• The climate is rainy in the north and Mediterranean in the south.• Woods cover the 35,7% of the landscape.

Geographicaldata

Culture(literature/art/music/customs/traditions)

•Portugal is a Democratic Republic•Administrative structure: 18 districts and 2 autonomous regions (Azores and Madeira)

Political system(monarchy/

republic/democracy)

• A poor and slowly growing economy with a lot of emigrants• Underdeveloped agriculture with wines as the main product• Important resource in fishing• Services, particularly tourism (Algarve) an increasingly important role while the industrial

sector is quite staticEconomy

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… about PORTUGAL

• Province of Roman Empire (Dacia)• World Wars• Overthrow and execution of the dictator Ceausescu


• The Carpathian Mountains • The regions of: Transylvania, Walachia, Moldova• The Danube and its tributaries• Self vegetation with hardwood forests and conifers• Continental climate

Geographicaldata

• Dracula legend• Rumanian, a Neo-Latin language


• Republic• 42 districts


republic/democracy)

• A quite poor nation, with very low cost of labour• Main agricultural products: corn, vine, vegetables • Mineral resources: lignite, iron, bauxite • Old and polluting industrial plants • Small and medium enterprises some of which are run by Italian and German partners • Tourism on the Carpathian Mountains, on the Danube Delta and on the Black Sea

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… about ROMANIA

• The diffusion of the Lutheran Church in the 16th century

• Thirty Years’ War (1618/1648)• Women are granted the right to vote in 1865


• Situaded in Northern Europe, Sweden stretches from the Arctic Circle to the Baltic Sea providing a long coastline.

• Three main regions: Norrland (mountainous, densely forested with the great majority of lakes), Svealand (lowland with vast lakes and archipelagos, hills, forests), Götaland (stony highlands and plains).

• Large forests (conifers)• Continental climate

Geographicaldata

• Maria Gripe (1923): a reading “Luna nuova”Culture

(literature/art/music/customs/traditions)

• Constitutional Monarchy• Currently divided into 21 counties


republic/democracy)

• Technologically advanced Country with good infrastructures• Timber, hydropower and iron ore basis of the industrial economy• Telecommunications and electronics industries• Considerable agricultural output in spite of the few cultivable areas• Main agricultural products:grain, sugar beets, potatoes• Hogs, reindeers and cattle rearing• Highly developed social welfare

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… about SWEDEN

• The Crusades against Turkish (11th – 13th century)• The conquest of Constantinople (1453) by the Turkish• The Ottoman Empire and Charles I (15th century)• The decline of the Ottoman Empire (18th century)• The declaration of war by Italy against Turkey (1911)• Participation to the 1st World War (1914)• Kemal Ataturk became President (1923)


• Situated in Middle Orient• Mainly mountainous territories

Geographicaldata


• Ataturk and the process of economic and social modernization

• Religious fights with Armenians, Arabs, Kurds and Greeks • Democratic Republic


republic/democracy)

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… about TURKEY

• Roman conquests - Portugal’s colonies established in America and in other countries - Salazar’s and Caetano’s government.

• Formation of Portuguese colonial empire between 1400 and 1500; navigations, control of spice commerce and slave market

• 1578 extinction of dynasty and successive union with Spain; participation in anti-Bourbon League in Spanish Succession War

• 1755 - earthquake Lisbon; 1807 – Napoleon, after occupying Lisbon, constricted to retire• 1822 – Braganza dynasty recognizes Brazil’s independence; 1926 – military coup • 1928-1968 authoritarian regime of Salazar; 1939 – neutrality during WW II, but pro-fascist• 1949 - NATO membership; 1974 - Tulip revolution and fall of fascism• 1986 – membership EU


• Barello + Focardi: There are predominantly mountains. - Seacoasts very extended (850 kilometres) - Damp-Atlantic climate on the seacoasts. - Continental climate in the inland country.

Geographicaldata

• Brambilla (English): the language, the weather in Lisbon - Lisbon : living in a flat in the old town (A picture) - Food: Portugal (sardines)

• Barello: In the past different populations settled in this region and all contributed to its culture - In the past emigration waves - Portuguese is a new Latin language


• Barello: There is no information about political system.• Welfare in 1980, 11,7% public social spending


republic/democracy)

• Member of Euro group• Barello: Economy is growing and becoming stronger than

in the past.Economy

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?LICEO

CLASSICO

… about PORTUGAL

• Ancient populations: Thracians, Dacians and Macedonians - Roman Empire - Barbaric invasions - Russian’s influence and communist regime - Nicolae Ceausescu dictatorship.

• 1699 – peace of Carlowitz, Turkish control of Danube principalities Moldavia and Walachia• 1861 – formation of Romania through union between Moldavia and Walachia• 1878 – Congress of Berlin recognizes Romania’s independence• 1912-13 Balkan Wars against Turkish Empire• 1914 – WWI – adherence alongside Entente; 1919 – Transylvania becomes part of Romania in Peace Treat• 1938 – para-fascist Regime imposed by king Charles II; 1939 – WWII, alliance with Hitler; 1944 – Russians occupy Romania• 1947 – Peace Treaty of Paris – Romania becomes a satellite of URSS behind the “iron curtain” with socialist regime and plan economy• 1955 - Warsaw Pact; 1965 – Ceaucescou’s dictatorship; 1989 – Riots and end of dictatorship• 2007 – Membership UE


• There are predominantly mountains – economic importance of Danube river - Continental climate - Mediterranean climate on the seacoast.

• Also pollution of Danube river due to gold mines

Geographicaldata

• Orthodox religion• Predominant ethnic group: Rumanians• Language is Romanian, a new Latin language.


• No information about political system.Political system

(monarchy/republic/

democracy)

• Low living standards - No healthy economy - High children mortality - Now improvements in economy and in social issues - Transition from socialist economy to free market economy, but still great development problems

• Not part of euro groupEconomy

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?LICEO

CLASSICO

… about ROMANIA

• FIRST LEVEL (14-15y: Barello + Focardi): no historical data• SECOND LEVEL (16-19y: Brustia)• Vikings and Varecs (Normans): incursions and settlements• Adherence to protestant Reformation• Participation in 30year War with Gustav Adolph king of Sweden• Northern Wars for Baltic hegemony and defeat of Charles XII• 1810 – Napoleon makes nominate king of Sweden his general Bernadotte• 1914 – neutrality in WW I; 1919 – extension of vote rights to women; 1939 – neutrality in WW II; 1995 – membership

EU


• Mountains are predominant - Glacial lakes - Conifer woods - Tundra in the far North area

Geographicaldata

• Swedish model of life is famous because it guarantees aid and social rights to all citizens - Protestant religion.

• Christine of Sweden: a sovereign who liked arts and Descartes’ philosophy

• Food: Scandinavia (herrings) - Sweden (IKEA furniture)


• Freedom and autonomy for a long historical time.• Welfare in 1980, 30,4% of social spending


republic/democracy)

• The best level of quality of life• Very high levels in informatics, electronics, telecommunication.• Wood industry.• Not a member of euro group

Economy

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?LICEO

CLASSICO

… about SWEDEN

• FIRST LEVEL (14-15y: Barello): Byzantine empire - Turks arrive in 11th century - Ottoman empire (Lepanto sea battle in 1571) - After WWI, Republic - Wants to be a member EU.

• SECOND LEVEL (16-19Yy: Brustia)• Turkish expansion and defeat of Byzantine Empire; Crusades - Formation of Ottoman Empire, expansion in Balkans -

Conquest of Constantinople and transformation in capital of Turkish empire as Istanbul in 1453• 1571 – sea battle of Lepanto and defeat of Turkish fleet; 1683 – siege of Vienna and stop of Turkish advance; 1699 –

Peace of Karlowitz• 1798 – invasion of Egypt and Syria by Napoleon; 1827 – Turkey recognizes Greece’s independence• 1854 – 54 Crimea War; 1908 – Young Turks’ revolution; 1914 – WW I – alliance with Germany; 1915–16 Armenian

massacre• 1920 – Peace Treaty of Sevres between winners and Turkey; 1922 – Proclamation of Turk Republic by Mustafa Kemal

(Atatürk)• 1939 – neutrality WW II; 1952 – membership NATO


• Anatolian peninsula• Short rivers• Waterless climate in the inland region.• Mediterranean climate on the seacoast.

Geographicaldata

• Various ethnic groups, Turkish people are the most numerous.• Turkey is the geographical and cultural bridge between Asia and

Europe.• Avicenna e Averroes, important medieval philosophers who

spread Aristotle’s thoughts through Europe


• No information about political systemPolitical system

(monarchy/republic/

democracy)

• Economy is growing up - Economic resources are the following:

• Sheep breeding – Fishing – Chrome - Panoply, handicraft - Tourism.

Economy

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?LICEO

CLASSICO

… about TURKEY

• A map that shows the border of the Roman Empire and which modern nations were part of it


Geographicaldata

• A map about the most important religions and their diffusion (Catholic religion)



republic/democracy)

Economy

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?IV CIRCOLO

… about PORTUGAL

• Trajan’s column • Dacia’s conquest by the Romans • A map that shows the border of the Roman Empire and

which modern nations were part of it


Geographicaldata

• A legend about Transylvania• A map about the most important religions and their

diffusion (Ortodox religion)



republic/democracy)

Economy

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?IV CIRCOLO

… about ROMANIA


Geographicaldata

• A map about the most important religions and their diffusion (Protestant religion)

• Santa Lucia’s festival



republic/democracy)

Economy

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?IV CIRCOLO

… about SWEDEN

• The war of Troy and the poem “Iliade”• Greek founded Bisanzio (Istanbul)• East Roman Empire and its capital Bisanzio (then Costantinopoli and

nowadays Istanbul) • Map that shows the border of the Roman Empire and which modern nations

were part of it


Geographicaldata

• A map about the most important religions and their diffusion (Islamic religion)

• Descriptive text about Kurdish culture and traditions ( we know that Kurds are an ethnic and religious minority group in Turkey)



republic/democracy)

Economy

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?IV CIRCOLO

… about TURKEY

• History schb: Roman Empire; Italian Unification; World War I and II; Paris Treaty (Italy loses territories)

• Geography schb: joined the E.U.


• Geography schb: Climate maps of Europe; Topographic maps of Europe; Coast and continental platforms of Italy.

Geographicaldata

• Filosophy schb: Intercultural dialogue: latin cultures ; Environmental policies.• History schb: Universities: (Bolonha and Salerno 12th cent.) Napoli, Roma,

Arezo, Siena, Piacenza, Ferrara (13th cent.), Florença, Perugia, Pavia (14th cent.).

• Renaissence Cultural centers: Roma, Veneza, Napoli…• Romantism and film production (1933-45)• Arts: Conceptual Art; Transvanguard (Sandro Chia, Francesco Clemente…)


• History schb : Liberal democracy (1914); Fascism (Mussolini).


republic/democracy)

• Economics schb : Graphs: Foreign trade, GIP, Income, Productivity, Consumption, Money transfers, Inflation, Unemployment rates;

• Geography schb : EEZ (Exclusive Economic Zone) of Italy and productive structures in the European context; Transport network and accessibilities.

Economy

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?JOAQUIM

CARVALHO

… about ITALY

• History schoolbooks: World War I; Territorial integration by Russia and Bulgaria; Multipartidarism and free elections (1989 and 90); Joined NATO (2003);

• Geography schb: Joined the EU.


• Geography schb: Climate maps of Europe; Topographic maps of Europe.

Geographicaldata

• Filosophy schb: Intercultural dialogue: latin cultures ; Environmental policies

• History schb: Romanians (11.800) living in Portugal (in 2004)


• History schb: Dictatorship (in the 30`s); Popular democracy (1947); Abolition of the Popular Republic (1989)


republic/democracy)

• Economics schb: Graphs: Foreign trade, GIP, Productivity, Consumption, Money transfers, Migration, Inflation; Indicators: unemployment, child death rate, population.

• Geography schb: Marine fish production (farms) in Romania and productive structures in the European context; transport network and accessibilities of Romania in the European context.

Economy

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?JOAQUIM

CARVALHO

… about ROMANIA

• History schb: World War I• Geography schb: joined the E.U.


• Geography schb: Climate maps of Europe; Topographic maps of Europe; Coast and continental platforms of Sweden.

Geographicaldata

• Filosophy schb: Intercultural dialogue: nordic cultures; Environmental policies


• History schb: Liberal democracy (1914)Political system

(monarchy/republic/

democracy)

• Economics schb: Graphs: Foreign trade, GIP, Productivity, Consumption, Income, Money Transfers, Inflation, Unemployment rates.

• Geography schb: EEZ (Exclusive Economic Zone) of Sweden; Transport network and accessibilities.

Economy

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?JOAQUIM

CARVALHO

… about SWEDEN

• History schoolbooks: World War I Historical data/events

• Geography schb: Climate maps of Europe; Topographic maps of Europe.

Geographicaldata

• Filosophy schb: Intercultural dialogue: islamic culture; Environmental policies.

• English schb: Customs and traditions – integration of immigrants in foreign countries


• History schb: Dictatorship (1923)• Geography schb: The EU joining criteria in what

concerns Turkish intentions and purposes.


republic/democracy)

• Economics schb: Graphs: Foreign trade, GIP, Productivity, Consumption, Money Transfers; Indicators: unemployment, child death rate, population.

Economy

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?JOAQUIM

CARVALHO

… about TURKEY

• 60 pages in gymnasium text books presenting: Birth of Rome; Roman Republic; Roman Empire (from birth to fall); Rome -medieval town; Medieval Italy (Italian states ) ; Republic of Venice

• Italy before and after Vienna Congress (1815 )Revolutionary movements 1820-1821 and 1848; Revolution in Italian states

• Founding of national Italian state second half of XIX century• Colonial interests in Africa; Central Powers Alliance • WW I ; War against Ethiopia; WW II; NATO founding; Founding of Economic Community

(1957)


• “Republica Italiana” located in Meridional Europe, in the Italic Peninsula + 2 Mediteranean Islands:Sicilia and Sardinia; bordered by:West Tyrrenian Sea;East Adriatic Sea;North France,Switzerland,Austria,Slovenia;Climate Mediteranean1st part:

• geographical location, relief conditions, clime, hydrography, vegetation, fauna and soils. Information on natural conditions in the the physical map of Italy; 2nd part: population(density, structure, natural growth, aging process), human settlements and economy. 3rd part: physical and economic maps of Italy, charts, diagrams related to population, photos representative towns in Italy)

Geographicaldata

• Grade IV - Leonardo da Vinci and Mona Lisa ; Umberto Boccioni - “History art”; Renaissance - important artists.

• Italian baroque: Caravaggio, Gian Lorenza Bernini,Francesco Borronini• Giuseppe Verdi (1813-1901) - short biography , contribution to the development of the Italian romantic

opera - Musical education• Edmondo de Amicis (1846-1908 ) “Cuore-Heart of Child; Carlo Collodi (1826-1890 ) “Pinocchio “• Marco Polo explorer travel to China (1497 ) ; Cristofor Columb - first sailor to America (1492 )• Vatican + image of Cathedral “San Pietro”


• Republican parliamentary democracy.• 1948: The constitution established a government- made

up of a president, the Council of Ministers headed by a prime minister, and a Parliament with a Senate and a Chamber of Deputies.


republic/democracy)

• The books present:>industrial processes - emphasizing role Italy plays in the European and global economy>development of the agriculture, transport, trade and tourism

• Italy as member of the EU without insisting on its role in the EU development

Economy

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?ŞCOALA 80

… about ITALY

• Roman origin of Portuguese People Founding of Colonial empire in Middle Age

• Participation in Vienna Congress ( 1815 ) Colonial interests in Africa

• Joining the European Economic Community (1986 )• The information are organized in aprox 1 1/2 page


• Republica Portuguesa country in southern Europe, on the Iberian Peninsula Being the westernmost country of mainland Europe, Portugal is bordered: West and South -Atlantic Ocean, North and East-Spaina The Atlantic archipelagos of the Azores and Madeira are also part of Portugal.

• Mediteranean Climate.

Geographicaldata

• Vasco da Gama -Portuguese explorer ,first sailing to India (1498 )• Fernando Magellan -Portuguese explorer in the service of the

Spanish crown• the first to circumnavigate the Earth (1519-1522 )• in the books of primary level (3rd and 4th years , 8 and 9 years old )


• Parliamentary Republic; Unicameral Parliament “Assembly of the Republic elected every 4 years. President elected every 5 years.

• The Council of State and the Cabinet.


republic/democracy)

• The relationship between natural conditions and resources and the industrial, agricultural and touristic activities.

• It is also specified that Portugal has undergone important changes as regards the industry field (new industrial branches showed up) and that happened especially after its integration in the EU.

Economy

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?ŞCOALA 80

… about PORTUGAL

• Germanic origin of Swedish People Participation in 30 years War

• Participation in Vienna Congress (1815)• Joining the EU ( 1994 ) • Information are organized in about 2 ½ pages


• “Konungariket Sverige”country belongs to Northern Europe the eastern part of the Scandinavian Peninsula.

• Surface, population number, population density, capital, type of government, and country flag – all these can be found in the presentation box.

• Bordered by:West-Norway;North- Finland; East-Gulf of Bothnia; South-Baltic Sea and Denmark

• Climate - temperate in South and Subartic in North

Geographicaldata

• Selma Ottilia lovisa Lagerlof (1859-1940) women writer , Nobel Prize

• “ The Wonderful Adventures of Nils “ in the books of primary level (3rd year 8 years old) and lower secondary level ( 2nd year 1 years old)


• Parliamentary Monarchy :Kingdom of Sweden• Unicameral Parliament- “Riksdag “. Cabinet.• Sweden has four fundamental laws which together make up the

Constitution: the Instrument of Government, the Act of Succession, the Freedom of the Press Act and the Fundamental Law on Freedom of Expression.


republic/democracy)

• Modern and highly industrialized with a skilled labour force• Timber, hydropower, iron ore constitute the resource• Economy oriented toward foreign trade. • Main industries motor vehicles, telecommunications, pharmaceuticals and

forestry. • The Swedish model of economic development

Economy

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?ŞCOALA 80

… about SWEDEN

• Birth of Islam; Birth and rise of Ottoman Empire ; relationships with Europe in Middle Age and modern times; Participation in WW I ; 1924-secular nation

• Balkans' Agreement; Adhesion to NATO ( 1952 ) /information organized in about 3 pages.


• Information in the text or on the map about the location (south Eastern region of Asia-Anatolia and Southeastern Europe; relief, climatic conditions, hydrography and vegetation and the process of socio-human and economic development of Turkey.

• Bordered by: North-Bulgaria and Black Sea; East-Georgia, Armenia, Iran; South-Iraq, Syria, Mediteranean Sea; West-Greece, Aegean Sea

Geographicaldata

• Constantinople- capital of Roman Empire (330-395 ), the Byzantin/Est Roman Empire (395-1204); 1261-1453 ), the Ottoman Empire (1453-1922 )By Attaturk's reforms in 1930 the name was changed in Istanbul.-primary level 3rd and 4th grades


• Republican parliamentary democracy• Unicameral Parliament : Grand National Assembley;• President elected every 5 years. Council of Ministers appointed by

the President, headed by a Prime Minister.


republic/democracy)

• Complex mix of modern industry and commerce along with a traditional agriculture (tobacco, cotton, grain, olives, sugar beets, pulses, citrus, livestock)

• 1996-Customs Union with EUEconomy

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?ŞCOALA 80

… about TURKEY

• The Roman Empire. The commercial cities of Venice and Florence.

• Marco Polo. The Renaissance. Unification of Italy. World Wars I+II

• The period between the World Wars. • The foundation of the European Union.


• International tourism. • Renaissance cities.

Geographicaldata

• Renaissance art. Photos of paintings. • Giovanni Boccaccio, Dante Alighieri, Luigi Pirandelli (Sicily),

Dario Fo• Nobe Prize winner in 1997.


• No information on political system in current school books.

• Our students work with the EU member states in projects searching for information in other printed material and on the Internet.


republic/democracy)

• Graphs and statistics about members of the OECD, EU, Schengen, G8.

• Maps. Economy

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?

… about ITALYGUDLAV

BILDERSKOLAN

• The Great Discoveries – the route to India• Henry The Navigator; East India and the spice trade.• The wars of independence in Latin America.• Colonies in Africa and South East Asia• The revolution against Salazar


• Colonial bordersGeographicaldata

• José Saramango, Nobel Prize winner in 1998.• Ana Maria Machadeo, Brazil, has translated

children’s books into Portuguese.


• No information on the political system in current school books.

• Our students work with partner states in projects supported by other printed material and the Internet.


republic/democracy)

• Graphs and statistics about membership in the EU and the OECD.

• Map of Schengen cooperation. Economy

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… about PORTUGALGUDLAV

BILDERSKOLAN

• The Roman Empire included Tracia and Dacia.• 1856 the foundation of Romania.• WWII• Ceaucesco’s downfall in 1989.


• Sustainable development. Environmental project in Romania.

• Production of H&M fashion.Geographical

data

• Maria Luiza Cristesen• Tristan Tzara (Dadaism)



• Our students work with partner states in projects supported by other printed material and the Internet.


republic/democracy)

• Maps of Eastern Europe• 2007 Membership of the EU Economy

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… about ROMANIAGUDLAV

BILDERSKOLAN

• The Greek Culture in Asia Minor • The Ottoman Empire• The Swedish King Charles XII in Bender• World War I• Kemal Atatürk


• Turkish immigration to Sweden• International tourism

Geographicaldata

• Aziz, Nesnin, Nazim Hikmet, Yasir Kemal, Orhan Pamuk, Nobel Prize winner in 2006.



• Our students work with partner states in projects supported by other printed material plus the Internet.


republic/democracy)

• Graphs and statistics about members in the OECD.

• Applications of membership in the EU.• Maps.

Economy

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?

… about TURKEYGUDLAV

BILDERSKOLAN

• Roman Empire; Independence War• Venice and Genoese; Improvement in medicine in 19th

century• Word Wars; Powerful country in 11th century; Renaissance• Trablusgarp War


• Capital city: Rome; Other cities: Naples, Pompeii• A map of the country; Mediterranean country• Florance, San Remo; Volcano of Vesuvius

Geographicaldata

• Tower of Pisa• Collesium (antique Theatre)• Gallieleo; Pliny; Machiavelli


• Adaption of Turkish Criminal Law from ItalyPolitical system

(monarchy/republic/

democracy)

• Tourism, agriculture and industry are important.

• Third country Turkey tradesEconomy

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… about ITALY

GÜMÜŞHANE

• Geographical Discoveries• One of the leaders of colonialism


• The capital city of the country : Lisbon• A map of the country

Geographicaldata



republic/democracy)

Economy

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… about PORTUGAL

GÜMÜŞHANE

• World Wars • Balkan War II


• The capital city of the country: Bucharest• A map of the country

Geographicaldata



republic/democracy)

Economy

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… about ROMANIA

GÜMÜŞHANE


• The capital city of the country: STOCKHOLM• A map of the country

Geographicaldata



republic/democracy)

Economy

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… about SWEDEN

GÜMÜŞHANE

• Spartakus and the the rebellion of the slaves; Roman Empire; The center of Catholic Church in Medieval Age

• 14-15th cc The relations with Genoeses and Venetians; 16th cc Renaissance• 1870 Unification and beginnings of colonizing• 1911 Trablus War; 1914 World War I ; 1922 Mussolini Period• Independence War; The last Ottoman King died in Italy


• Map; Capital, Rome; Location in Europe; Acreage, Population (1996)

• Mountains (Mount Blanc, The Alps, Mount Etna)• Rivers (Po, Tiber, Arno), Lowlands (Po) • Climate

Geographicaldata

• Edmund Dante; Leonard Da Vinci; Michelangelo• Language (Italian ); Campanella and Civitas Solis • Benedetto Groce Creation Theory ; Evangelistan Toricelli (torr)• Enriqo Fermi (Radioactivity); Amedeo Auogadro (volume, gases) • Religion (Catholic) ; Galileo; Alessandra Volta


• Secularism, Republic 12th Political system

(monarchy/republic/

democracy)

• Currency (Euro)• Well-known cities (Venice, Milano, Genova, Florence)• Major industries (Automobile, chemistry, agriculture, navigation, textile,

transportation vehicles, shoes, furniture etc) ; Agriculture (olive, grape etc.)• Mines (marble-worldwide famous)• 3rd country Turkey trades

Economy

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… about ITALY

KIRIKKALE

• Geographical Discoveries and Leaders of Colonism• Ferdinand Magellan; Vasco Da Gama; Vadil Seyf War (Colonism passed to

Britain)• Sea Wars between Ottoman Empire and Portugal for India• 1538 Preveze Sea War; Struggle between Ottoman Empire and Portugal• 1934 Balkan Entente; 1970 beginnings of democracy; 1986 member of

European Union


• Capital (Lisbon); Location in Europe• Acreage, Population (1996) • Rivers (Minho, Douro, Mondego, Tejo, Sado, Guadiana)• Climate

Geographicaldata

• “Os Lusíadas”• Religion (Christianism)• Language (Portuguese)


• RepublicPolitical system

(monarchy/republic/

democracy)

• Currency (Euro)• Well-known cities (Porto, Coimbra)• Agriculture (oil, grape, fig, cork oak) and fishing • Major industries (olive oil, wine); Mines (wolfram)• Tourism

Economy

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… about PORTUGAL

KIRIKKALE

• Eflak and Bogdan Principality• Under the power of Ottoman Empire between 14th cc and 19th cc• Balkan War II; World War I • 1934 Balkan Entente; 1978 Berlin Treaty• 1990 Multi-party system and democracy


• Map; Capital (Bucharest); Location in Europe• Acreage, Population (in1996)• Mountains (Carpathians, Transylvania Alps, Bihor)• Rivers(Tuna, Prut, Seret, Olt, Tisa); Lowlands (Eflak Bogdan,

Dobruja)• Climate

Geographicaldata

• Language (Romanian)• Religion (Christianism)


• RepublicPolitical system

(monarchy/republic/

democracy)

• Currency (Romanian New Leu)• Well- known cities (Arad, Timişoara, Ploieşti, Craiova)• Agriculture (wheat, crop, rice, beetroot...)• Mines (petroleum, natural gas, coal, iron)• The trade between Turkey (imports textile, agriculture, cotton; exports iron

steel, chemical products)

Economy

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… about ROMANIA

KIRIKKALE

• 1711 the Battle of Poltova• Swedish King Karl XII• Battles btw Ottoman Empire and Russia• 1787 The battles between Russia and Sweden• The first Ottoman Sweden Allience


• Capital (Stockholm); Location in Europe• Acreage, Population(in 1996) • Mountains (Scandinavian Monts, ),• Rivers (Göta, Dal, Ume, Lule, Torne); Lakes (Vanern, Vatter)• Climate

Geographicaldata

• Language (Swedish, Lappish, Finnish)• Anders Celcius (Astronomer)• Albert Einstein (Quantum Theory)• Religion (Christianism)


• Constitutional Monarchy• Not a member of any military entente


republic/democracy)

• Currency (Sek); Well-known cities (Malmö, Göteburg)• Agriculture (wheat, rye, barley, potato, beet) and fishing• Major industries (iron, steel, wooden products, machine,

automobile, shipbuilding, chemical)• Mines (uranium, copper, iron, zink, gold)

Economy

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… about SWEDEN

KIRIKKALE

ParticipantsJUNIOR HIGH SCHOOL “CONTESSA TORNIELLI BELLINI” – NOVARA - ITALYLICEO CLASSICO NOVARA – ITALYPRIMARY SCHOOL – DD IV CIRCOLO – NOVARA – ITALY

JOAQUIM DE CARVALHO SECONDARY SCHOOL – FIGUEIRA DA FOZ – PORTUGAL

ŞCOALA 80 – BUCUREŞTI – ROMANIA

GUDLAV BILDERSKOLAN - SOLLEFTEÅ - SWEDEN

GAZİPAŞA PRIMARY SCHOOL,GÜMÜŞHANE – TURKEYANATOLIAN HIGH SCHOOL - KIRIKKALE - TURKEY

‘This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.’

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