Project 3 Generations: 1. Timetable and Deadlines For The Different Phases

Project 3 Generations
1. Timetable and deadlines for the different phases
Create Weebly (by teacher/ school coordinator) 1 October
Group introduction Part one article 15 October
Video conference round one October / November
Communication in FB group / Whatsapp October - January
Research Report Part two article 15 December
Video conference round two - OPTIONAL January
Report on collaboration Part four article 15 January
Comparison & reflection Part five article 30 January
Self-evaluation by groups 1 February
Teachers nominate groups for Certificates 10 February
Assessment International Jury 10 March
2. Creating the Weebly page
All the virtual Eumind projects use the website-building tool Weebly. It is relatively easy to use and
provides the platform on which all the end products will be shared. You, as a teacher/ school coordinator,
will be responsible for creating a Weebly per class participating in the scenario. For this you need to use
the URL that will be provided by your international coordinator. Go to www.Weebly.com to get started or
visit http://euminddemo.Weebly.com for more information and help on how to create your own Weebly.
3. Group Divide and Choice of Topics

Step 1: Group Divide
Before you can begin with the introduction video, it is important that you divide the students in your class
into at least 5 groups of 3-5 students each.
Step 2: Present topics
Each group will then have to get acquainted with the different research topics. You could have them read
about the different topics, but you could also discuss all the different topics in a short presentation so they
have a clear idea about what they entail. In the end, students should make a top 3 of their preferred
research topics. This will aid the matching up of groups between the two partner schools later on.
On the following pages, you will find an overview of all the possible research topics. Feel free to add sub-
questions to the proposed list below.
NOTE: On the portal, a separate file is available which contains the selection of the information and self-
assessment per topic. This might aid the students’ understanding of the requirements of each topic.
Research Method
One central research method for this project scenario is conducting interviews. Each topic explicitly states
how many and what type of people ought to be interviewed. For the final output, please choose one of the
following options:
- Students can edit one central video in which they include bits and pieces from all the interviews
they conducted (Max 3 minutes)
- Students can write a 300-word summary of each interview. Make sure to add the central
information about who the person is, how old they are and why an interview with them is relevant
for your research.
There is no need to transcribe the interviews or to add raw video footage of all the interviews.
-If the group consists of five group members, four grandparents (or people of the same age as your
grandparents) and four parents (or people of the same age as your parents) will be interviewed.
-If the group consists of three or four group members, three grandparents (or people of the same age
as your grandparents) and three parents (or people of the same age as your parents) will be
interviewed.
Important note: don’t include two members of the same family in your research.
Protocol
Ask permission to mention names and age and to publish the outcomes of the research and to take
pictures of the interview and/or record the interview.
Topics
1. Gender related roles
Main research question: Have the positions of both genders changed with regards to education,
classic gender roles and (career) opportunities?
Subquestions:
· How has the upbringing of boys and girls changed?
· How has the education of boys and girls changed?
· How have the career opportunities between men and women changed?
· How has the household changed?
· How has government policy influenced gender equality?

2. Mass Media
Main research question: How and to what extent have the role and character of mass media
changed?
Subquestions:
· How has the form of mass media changed?
· How has the prize of information from mass media changed?
· How has the time spent on mass media changed?
· Which forms and brands of mass media were most positive through the years?
· How has the internet changed the mass media landscape?
3. School Life
Main research question: To what extent have the expectations towards students and the pressure
they feel changed in the last decades?
Subquestions:
· How has the school system changed?
· How have the subjects changed?
· How has the time schedule changed?
· How have the teachers changed?
· How has the appreciation of school changed?
4. Spare time
Main research question: To what extent has the way that teenagers spend their spare time
changed?
Subquestions:
· How has the amount of spare time changed?
· How does the place you live in influence how you spend your spare time?
· How has the amount of pocket money changed?
· Is there a difference in the amount of people teenagers spend their spare time with?
· Has the usefulness of spare time activities changed?
5. Family life
Main research question: To what extent has the importance and the role of family changed?
Subquestions:
· How have the topics that are freely discussed within the family changed?
· How have the central values in the family changed?
· How has the possible hierarchy and importance of individual family members changed?
· How has the influence of parents on the decisions of their children changed?
6. Healthy life
Main research question: To what extent has the general lifestyle of the family changed to either
more or less healthy?
Subquestions:
· How has the food that is served changed?
· How has the place where the food was bought, changed?
· How has the practice of sports changed?
· How has the role of the school in children’s physical wellbeing changed?
Compare across generations

· Compare the answers from parents and grandparents. Is there a development visible with regards
to the sub questions listed above?
· Draw the line further to contemporary society to include your ideas about the current status of men
and women with regards to the different sub questions.
Conclusion
· After each group has shared their findings with their Indian counter parts, they will reach a central
conclusion concerning the development of gender related issues in both countries.
4. Introduction
After your groups have been formed and they have picked their lists of topics, they can make an
introductory video about themselves or make a written introductory document. Overall you are free to use
any which format you please, but do make sure to:
 Add a group photo/camera shot (NO individual pictures)
 Share some personal info concerning hobbies etc. of each member (NO last names)
 Put Eumind in your video title if you post it to Youtube
 Add the Eumind logo to your written document
Keep in mind that all will be shared online, so do not share anything you would not want to be posted.
Also, this is the first thing your partner school will see from you. You only have one chance to make a
good impression, so try to make it count!
For European schools: owing to the new AVG (GDPR = General Data Protection Regulation ) regulations
you might need written permission from parents, so it might be wise to start this process at the start of the
schoolyear. You can also check out the portal for our AVG (GDPR) policy.
When all groups are done, you can upload the introduction to the Weebly so they will be accessible for
your Indian partner school.
TIP: On the Eumind portal you can find the Weebly web pages from groups that participated last year.
You can find their final products as well as examples of their introductions.
5. Group Matches
Eventually it is important to actually start working on the research or product. It is thus important
to get into contact with your partner school. Your international coordinator will help you with this,
but in the end, the teacher-to-teacher contact will proof very important for your own experience
and the success of the product.
With the list of preferences from your own student group and that from your partner teacher,
make teams. Each team will consist of one group of Indian students and one group of European
students. Together they will work on the same topic, but use their own cultural background as
their basis.
As soon as the teams are complete, they should create a communal Whatsapp group (so with
both Indian and European students) to help aid the process of collaboration between the
students from both countries. In the end, students will be asked to share evidence of this
collaboration as part of the final assessment.
They can now start working on creating part 2 of the final product.
6. Part II - The Research/ Product - Deadline end of December

For the next couple of weeks, the students will be working on their research assignment or final
product. It is important that there is communication between both countries. Examples of things
to discuss for them are:
 which interview questions will we use?
 are there questions the Indian students would like to see answered by the European
(grand)parents and vice versa?
All in all, students should be able to explain afterwards, how they worked together with the
students from the other country.
The research report should contain the following sections:

a. What is the main question?
b. Process. Describe in a detailed way which research activities the group members have
conducted. How many people have been interviewed (mention names, age), summary of the
outcomes etc.
c. What are the results of your data gathering?
d. Explain what the tangible outcomes are of the collaboration with the students from the other
country.
e. A clear conclusion and possible answer to the main question.
7. PART III - Collaboration - Report Deadline 30 January

In the section above, we already shortly explain the importance of evidence of the students’
mutual collaboration.
In the end, students are required to write a short report on their experiences regarding the
collaboration with their peers. What went well? How did they stay in touch? Pictures of Zoom
sessions, Skype Calls and screenshots of Whatsapp messages should be added as evidence.
8. PART IV - Comparison & Reflection - Report Deadline 30 January

The final part of the assignment is the comparison of their findings to those of their international
partner group. What are the main similarities and differences between both countries and their
experiences?
Lastly, a short entry should be written in which students reflect on the experience as a whole.
They should discuss both the process of creating a research report/product and on working
together with students from another country.
9. The Weebly Page
After all is said and done, the entire experience and all the products that come with it, ought to
be shared online. As mentioned, we work with the website building software called Weebly. It is
very user friendly and as such, students are able to use it themselves.
Every school will create one central Weebly page. Afterwards, all the different topics that the
students picked can be added as separate pages. Each group will then appoint one editor to
design that page for their group. In the end, the parts that should be present on the Weebly -
possibly in one and the same document - are:
1. Presentation of the group

2. Research/description of process.
3. Evidence of communication
4. Comparison and reflection
TIP: On the portal you can find the Weebly pages from groups that participated last year.
10. Assessment and Certificates of Excellence - Deadline 10 February

The first step in the assessment process, involves a self-evaluation. For each topic a specific
form can be found in the appendix. The self-evaluation uses the lettered system:
VG – Exceptional
G – Good
S – Satisfactory
A – Acceptable
W – Weak
1. Each student group fills in the self-evaluation for their chosen topic.
a. They tick the relevant boxes in the ‘done’ column
b. They give themselves a score (VG/G/S/A/W) on each criteria
2. Teachers/school coordinators checks the students’ work and self-evaluation
a. They score the students (VG/G/S/A/W) on each criteria
3. The school coordinator/teacher sends the self-evaluation forms of the groups that have
completed the project and deserve a certificate of excellence to Margriet Dijkstra.
Can I nominate my student groups to get a certificate of excellence?

- Has the group completed the project (except in some cases comparison/collaborative
tasks)?
- Has the group received a Good or Exceptional on the majority of the criteria?
- Has the group received maximum one Weak?
Only with a ‘yes’ on all questions, can a group be nominated.
How to nominate the group?

Send the filled in self-assessment checklist as a Word file via mail to Margriet.dijkstra@globi.nl.
If you want to nominate multiple student groups, combine the self-assessment sheets into one
document. Name your document according to the following format:
EUMIND_[schoolyear]_[project scenario]_[school].doc
Globi will make the initial selection and present it before the international jury, who will use the
form to check the assessment against the criteria.
APPENDIX
Self-Assessment Criteria and Worksheets per topic
Topic 1. Gender-related Roles
School
Group leader
Student
Student
Student
Student
Done Our score Teacher score
Checklist Max Criteria Y/N E/G/S/A/W E/G/S/A/W
Attractive 5p Layout: Is the information well-readable and clearly presented?

layout
Were multiple features of the Weebly website used (such as
pictures, videos, scribd etc)?
Part one: Group 10p Did the group provide a clear written or oral introduction?
introduction
Research 5p Was a sufficient number of people interviewed?

Number
interviewees Five group members: four grandparents and four parents.
Three or four group members: three grandparents and three

parents.
Research 25p Content. Are all research questions covered? How good was the
Interviews research?
General questions about the family. Are all questions covered?

(How many people, where did they live, profession parents,
remembrance historical fact?)
Are all subquestions covered?
Research 10p Comparison answers grandparents-parents.
Conclusion Conclusion from the main question.
Research 5p Has the research been documented by pictures/videos?
Pictures, videos Pictures: ask permission to take a picture of the interviewee.

Can you add any scanned pictures of the time your
grandparents/parents were about 14 years old?
Videos: length - not more than 3 min.

APPENDIX
Collaborative 10p Collaborative task. Which outcomes (methods, products,
tasks activities etc.) have been reached together with counterparts?
Evidence of 5p Evidence of communication with counterparts.

communication
Short report with screenshots, pictures of communication, report
of video conferences.
Comparison 10p Compare your outcomes with the research results of your
counterparts.
Answer the question “What are the main similarities and

differences on the topic of gender-related roles?”
Draw a conclusion from the comparison.
Reflection 10p Write a group reflection.
What went well? What would you do differently? Methods,

group work, technical aspects etc.
Total 100
If there was a problem with the comparative aspect, please We could not compare our article because
explain it here.
If there was no possibility to work together with peers in a We could not work together with peers in India/EU because
subcluster, please explain it here.
Do you have any suggestions for a project for EUmind

for next year?
Please explain your idea and some tasks the students

would have to carry out concisely.
APPENDIX
Topic 2. Mass Media
School
Group leader
Student
Student
Student
Student

layout
introduction
Number Five group members: four grandparents and four parents.

interviewees
Three or four group members: three grandparents and three parents.

Pictures, videos Pictures: ask permission to take a picture of the interviewee. Can
you add any scanned pictures of the time your
Collaborative 10p Collaborative task. Which outcomes (methods, products, activities

tasks etc.) have been reached together with counterparts?

communication
APPENDIX
Short report with screenshots, pictures of communication, report of
video conferences.
counterparts.

differences on the topic of mass media?”
What went well? What would you do differently? Methods, group

work, technical aspects etc.
Write at least 10 lines
Total 100
explain it here.

for next year?

APPENDIX
Topic 3. School Life

School
Group leader
Student
Student
Student
Student

layout
introduction

interviewees


APPENDIX
communication
video conferences.
counterparts.

differences on the topic of school life?”

Total 100
explain it here.

for next year?

APPENDIX
Topic 4. Spare Time
School
Group leader
Student
Student
Student
Student

layout
introduction

interviewees
Three or four group members: three grandparents and three
parents.

Collaborative 10p Collaborative task. Which outcomes (methods, products,

tasks activities etc.) have been reached together with counterparts?

APPENDIX
communication Short report with screenshots, pictures of communication, report
of video conferences.
counterparts.

differences on the topic of spare time?”

Total 100
explain it here.

for next year?

APPENDIX
Topic 5. Family Life
School
Group leader
Student
Student
Student
Student

layout
introduction

interviewees



communication
APPENDIX
video conferences.
counterparts.

differences on the topic of family life?”

Total 100
explain it here.

for next year?

APPENDIX
Topic 6. Healthy Life
Topic School
Group leader
Student
Student
Student
Student

layout
introduction

interviewees



communication
APPENDIX
video conferences.
counterparts.

differences on the topic of healthy life?”

Total 100
explain it here.

for next year?

APPENDIX
Worksheets
1. Interview sheet
List of people to be interviewed
Name /age//M/F Interviewer (s) Pictures, video, When

taking notes (deadlines)
Grandparent 1
Grandparent 2
Grandparent 3
Grandparent 4
Parent 1
Parent 2
Parent 3
Parent 4
APPENDIX
2. Table to compare and contrast answers
1. Answers of grandparents:
Similarities Differences
1 1
2 2
3 3
Conclusion answers grandparents:
2. Answers of parents:
1 1
2 2
3 3
Conclusion answers parents:
3. Compare the answers of the grandparents and the parents

1 1
2 2
3 3
Conclusion answers grandparents – parents:

APPENDIX
3. Interview question per topic
Topic 1. Gender-related Roles
Interview questions: worksheet Gender related roles
Topic: Gender related roles
Main question: have the relations between men and women changed with reference to
education, roles and opportunities?
General questions
Name and age; M/F.
1. How many people were there in your parents’ family?
How many people lived in the same house?
Nuclear or extended family? Explain
2. What was the profession of your father / mother?
3. Where did you live with your parents (please add map -
Google Maps).
4. Do you remember any historical fact / event when you were
a teenager (between 12 and 16 years old) either in India or in
EU or worldwide. Why were you impressed by that event?
Specific questions 1 – 5 are related to the time when the
people interviewed were about 14 years old.
1. Were there differences in upbringing of boys and girls?
 Was the relationship of boys and girls equal in your
family? Yes / No.
 If not, which were the differences?
2. Did boys and girls have the same rights to education at
school?
 Were there differences in the kind of high school that
boys and girls chose? Yes / No.
Which were the differences?
 Were girls considered in a different way from boys at
school? Yes / No.
3. What differences were there between men and women
with reference to work?
 Were there jobs for women and jobs for men? Yes /
No.
 Did women and men have the same opportunities
with reference to work? Yes / No. Why?
 What kinds of jobs did men usually have and were
typically male jobs, and which ones typically female or
didn’t it matter very much?
4.. Did women have the same salary as men?
5. How was household work divided among men and
women?
 Did men help women in the household work? Yes /
No.
 If yes, which were/are the main household chores the
man did?
6. Do you consider women to be completely emancipated
nowadays? Why (not)?
7. Has the position of women in society changed with the
help of the government? Y/N If yes, how is it changed?
Topic 2. Mass Media
APPENDIX
Interview questions: worksheet Mass Media
Topic: Mass media.
Main question: To what extent has the role of mass media, books and the internet changed?
General questions to the people
Name and age; M/F?
Nuclear or extended family? Explain.
Google Maps)?
4. Do you remember any historical fact / event when you were
a teenager (between 12 and 16 years old) either in India or in
EU or worldwide? Why were you impressed by that event?
Specific questions 1 – 5 are related to the time when the
1. Types of mass media available/popular?
 What kind of mass media (newspapers, magazines, radio,
TV) were available in your family?.
 Was the internet available? Explain with examples.
 What kind of mass media were most popular in your family
when you were a teenager?
 Was reading popular?
2. How expensive was it to purchase a radio, a television,
newspapers, magazines, books, a computer?
Was a well-equipped library available?
3. How much time of your daily life did you spend on mass
media when you were a teenager? Explain.
 How much time of your daily life did you spend on reading
books when you were a teenager? Explain.
 How much time of your daily life did you spend at the
computer when you were a teenager? Explain.
4. Favourites
 What was the favourite magazine/programme in your
family?
 What was your favourite magazine/programme? Explain.
 What were your favourite books? Explain.
 Were favourite magazines/programmes discussed in your
family?
5. Can you explain what the positive and negative aspects of
the mass media were in your country when you were a
teenager? Did mass media (newspapers, magazines, radio,
TV) cause bad effects on people when you were a teenager?
Examples?
6. Can you describe briefly how the presence of different types
of mass media and of computers and of the internet in your
household has changed since you were a teenager?
7. What are the positive aspects of these changes? Are
there any negative aspects of these changes? Explain.
APPENDIX
Topic 3. School Life
Interview questions: worksheet School life
Topic: School life
Main question. Do students have to work harder to be successful at school nowadays than at
the time your grandparents/parents were teenagers?
Name and age; M/F?
3. Where did you live with your parents (please add map - Google Maps)?
4. Do you remember any historical fact / event when you were a teenager
(between 12 and 16 years old) either in India or in EU or worldwide? Why
were you impressed by that event?
Specific questions 1 – 5 are related to the time when the people
interviewed were about 14 years old.
1. Types of schools
 What type of school (for students 12-18 years old) did you go to as a
teenager?
 Why did your parents choose this school?
 Were there schools for boys and separate schools for girls?
 Was your school a religious school (hindu, moslim, catholic,
protestant, ...) ?
 Was there a difference between religious schools and non-religious
schools?
 Was religion a compulsory subject?
2. Subjects
 How many lessons did you have per day?
 Were most subjects compulsory?
 Did most students prefer sciences or languages or
history/geography/biology?
 How did you appreciate the quality of the teaching?
 What kinds of extra-curricular activities were organised at your school?
3. Timeschedule
 When did you start and finish school every day? When did you get
home?
 Did you have a lot of homework to make?
 How did you go to school (bus, on foot)?
4. Teachers
 Were teachers esteemed by parents and students? Explain.
 Were you allowed to ask about everything you wanted to know?
 What was the relationship between teachers and students like?
 What about discipline at school? What types of punishment were used?
 Was there any kind of coaching for students with problems?
5. Did you like going to school? Explain.
6. Do you think that most teenagers study harder nowadays than when you
were young?
Topic 4. Spare Time

APPENDIX
Interview questions: worksheet Spare Time

Topic: Spare time
Main question: How has the way that teenagers spend their spare time changed?
Name and age; M/F?
1. How many people were there in your parents’ family
Google Maps)
4. Do you remember any historical fact / event when you
were a teenager (between 12 and 16 years old) either in
India or in EU or worldwide. Why were you impressed by
that event?
Specific questions 1-6 are related to the time when the
1. Spending spare time
 How much spare time did you have when you were a
teenager? During the school week? During the
weekends?
 What did you do in your free time? During the school
week? During the weekend?
 What were your favourite hobbies ? Did you spend most
of your spare time at home or outside?
 Did you have a lot of spare time or did you have to help
your parents a lot?
2. Do you think that you spent your free time in a good
way when you were a teenager?
3. Did your parents live in a city/ the countryside and how
has that influenced the way you spent your spare time
as a teenager? Explain.
4. Pocket money. How did you get your pocket money?
Could you spend your pocket money yourself? How did you
spend it?
5. Groups and spare time.
 When you were young, did you spend your free time
with the children who belonged to your religious and/or
social background?
 Were there special clubs for children of religious groups
or of social groups/castes?
 Did your parents have influence on your spare time?
6. How much spare time did your parents (parents of
the persons interviewed) have when you were a
teenager? Daily after work, during the weekend?
What did they do in their free time? What were their
favourite hobbies when you were young?
7. Do you think that teenagers nowadays spend their spare
time in a better way that when you were teenagers?
Topic 5. Family Time

APPENDIX
Interview questions: worksheet Family Life
Topic: Family Life
Main question. Has the role of the family changed?
Name and age; M/F.
1. How many people were there in your parents’ family
How many people lived in the same house
Nuclear or extended family? Explain
Google Maps)

India or in EU or worldwide. Why were you impressed by
that event?
Specific questions 1 -5 are related to the time when the

1. Which family matters did your parents discuss with

the children when you were a teenager?: free time,
studies, holidays, purchases, renovation of the house?
2. What main values were taught by your parents when
you were a teenager?
3. Was there any hierarchy in the family (father-mother-
boys-girls)? Explain.
4. What did you like most in your family? Explain.
5. Can you remember one very special event/occasion

that you really felt the importance of being member of
a family?
6. Do you think that the role of a family has changed
since you were young?
APPENDIX
Topic 6. Heathy Life
Interview questions: worksheet Healthy Life
Topic: Healthy life
Main question: Has the lifestyle of the families become more or less healthy?
Name and age; M/F.
Google Maps).

India or in EU or worldwide. Why were you impressed by that
event?
Specific questions 1 - 5 are related to the time when the

1. According to the standards of the time when you were a

teenager was the food served in your family healthy?
Explain.
2. Where did the family buy the food (market, local shops,
supermarkets, farms)? Did your family produce any food
itself?
3. Did the family members practice some sports/exercise
to stay fit? What kinds of sports/exercise did you do?
4. Where there sufficient facilities to practice
sports/exercises (gymnasiums, yoga, aerobics centres,
walking tracks etc…)? Photograph exercises.
5. What did the school do to make children to stay fit?
6. Do you think that children nowadays have a healthier

life than in your time?

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Project 3 Generations

1. Timetable and deadlines for the different phases

Create Weebly (by teacher/ school coordinator) 1 October

Group introduction Part one article 15 October

Video conference round one October / November

Communication in FB group / Whatsapp October - January

Research Report Part two article 15 December

Video conference round two - OPTIONAL January

Report on collaboration Part four article 15 January

Comparison & reflection Part five article 30 January

Self-evaluation by groups 1 February

Teachers nominate groups for Certificates 10 February

Assessment International Jury 10 March

2. Creating the Weebly page

3. Group Divide and Choice of Topics

Compare across generations

6. Part II - The Research/ Product - Deadline end of December

The research report should contain the following sections:

7. PART III - Collaboration - Report Deadline 30 January

8. PART IV - Comparison & Reflection - Report Deadline 30 January

1. Presentation of the group

10. Assessment and Certificates of Excellence - Deadline 10 February

Can I nominate my student groups to get a certificate of excellence?

How to nominate the group?

Done Our score Teacher score

Checklist Max Criteria Y/N E/G/S/A/W E/G/S/A/W

Attractive 5p Layout: Is the information well-readable and clearly presented?

Research 5p Was a sufficient number of people interviewed?

Three or four group members: three grandparents and three

General questions about the family. Are all questions covered?

Are all subquestions covered?

Research 10p Comparison answers grandparents-parents.

Conclusion Conclusion from the main question.

Research 5p Has the research been documented by pictures/videos?

Pictures, videos Pictures: ask permission to take a picture of the interviewee.

Videos: length - not more than 3 min.

Evidence of 5p Evidence of communication with counterparts.

Answer the question “What are the main similarities and

Draw a conclusion from the comparison.

Reflection 10p Write a group reflection.

What went well? What would you do differently? Methods,

Do you have any suggestions for a project for EUmind

Please explain your idea and some tasks the students

Done Our score Teacher score

Checklist Max Criteria Y/N E/G/S/A/W E/G/S/A/W

Research 5p Was a sufficient number of people interviewed?

Number Five group members: four grandparents and four parents.

General questions about the family. Are all questions covered?

Are all subquestions covered?

Research 10p Comparison answers grandparents-parents.

Conclusion Conclusion from the main question.

Research 5p Has the research been documented by pictures/videos?

Videos: length - not more than 3 min.

Collaborative 10p Collaborative task. Which outcomes (methods, products, activities

Evidence of 5p Evidence of communication with counterparts.

Answer the question “What are the main similarities and

Draw a conclusion from the comparison.

Reflection 10p Write a group reflection.

What went well? What would you do differently? Methods, group