1) Context/background of project The project idea was inspired by the anniversary of 1st World War which is a common issue in most European countries. All participating countries have a common historical reference and have been suffering in the one or the other way under bad political decisions. In the past hundred years we had two World Wars, faced a lot of critical situations but we are also witnesses of the construction of the European Union which showed us the way into peace and prosperity in many countries. 2) Number and profile of participants Students aged between 15 and 19 years from 5 schools (2 in Austria, 1in Italy, 1 in Poland and 1 in Romania) are involved in this project. By comparing their research results the target groups of each participating school will understand the relatedness of their personal history with the history of their ancestors and the common history of Europe. The target groups will need the project to get aware of the similar problems in each country and therefor will be able to deduce that it is better and easier to dismantle barriers together. So they will identify the upcoming nationalism in the different countries, will learn from history not to repeat the mistakes of the past and head from nationalism to trans-nationality. 3) Description of activities, impact and long term benefits Three main steps will lead to an interactive glass map bringing together a piece of art (the glass map) and the website (by scanning parts of the map with your smartphone and getting more information and a deeper insight) to an interactive educational tool combining different media types to a new experience. Starting inquiring historical aspects (first step) like borders and the concept of nation, imperialism and nationalism we will focus our work on the reasons of separation in Europe in the 20th Century (from WW I to WW II) The second step will be dedicated to bring the idea of one Europe into life. The end of the Cold War, the EGKS, the Roman Treaties and the fall of the "iron curtain" has opened new horizons for the future. The third step assembles the outcomes of the first two chapters in order to develop new models of living together in a unified, peaceful and prosper future in Europe, celebrating diversity. The final activity, the Future search, will help carrying out the results of the whole project to a broader community (parents, local authorities, other students, public) in the participating countries (long term benefit) 4) Common objectives are: - To make pupils understand better the history of Europe and their own country as an integrative part in the European Union. - To encourage students to participate more actively in society, state and European Union (active citizenship), to take part in elections, popular petitions etc.. - To develop a greater understanding to social diversity in a world of converging cultures, teach them tolerance and open them for new positive ideas concerning the common life in Europe. - Students should improve foreign language competence in the European communicative context. - Students should increase the level of media competences and Information and Communication Technology (ICT) literacy. - Students get better understanding and more positive attitude towards the European project and the EU value. 5) Main methods will be: - Research and group work in museums and excursions for example to war museum, border, ghetto - Students will be asked to prepare lessons, videos and role plays to demonstrate the role and significance of the chosen aspect. - Comparison of different points of view on particular events. Using Edward De Bono educational method of "Six thinking hats", for example: each country will work on particular aspect of human life connected with the 2nd World War and its consequences( Six main aspects such as 1) economical; 2) political; 3) educational; 4)social; 5) cultural; and 6) psychological will be appointed to each of the six countries and discussed.) - Interactive games (Alternate Reality Game) - short term exchanges of participants - Visits to significant historic places (for example the fortress of Fortezza / Franzensfeste, Italy) Didactical and pedagogical principles are developed consistently with philosophical and theoretical basics in accordance with the consequences of pedagogy. As result we expect more knowledge about our history in the past, but also the long way of the different participating States to become a member of European Union, to understand risks and benefits being a member state in the EU for our students. Our inputs are ideas of young people, showing up their interest in the EU, being aware of more lessons in school, more work on researches, to interpret, analyse and evaluate their results. To be ready to work on this project, to be willing to host students from all the other countries, to get to know each other and to get in contact with different cultures.