Tracing the Old European civilization -Learning material package for upper secondary school
Design and realization: Tiina Kokkoniemi (MA) and Petra Streng (MFA)
Illustration: Petra Streng
For the teacher
The aim of this learning material package is to study the Old European civilization and its cultural features in the light of new research, as well as to develop understanding about humanity, cultures and the roots of Europeanness. It also sparks questions about how history is written and the ways in which different narratives can influence us. How and what kind of information does one acquire? Can historical narratives about good also further the culture of good?
What can we learn from Old Europe? How can we preserve and foster culture?
What does Old European culture mean? Why is it worth learning about?
We are accustomed to reading about Mesopotamian culture as a starting point and emphasize the influence of classical antiquity on the development of Western culture. However, even before the cultures of Mesopotamia and ancient Egypt, the civilization of Old Europe flourished in the Danube River valley in approximately 6000 BCE. Its areas included the modern-day Balkans, Greece, and western parts of Ukraine. Archaeological discoveries and linguistic research have proven that a vigorous, highly developed and prosperous way of life existed in Europe already at that time. The knowledge of this way of life based on agriculture, trade and an equal, peaceful coexistence, long before the period of classical antiquity, gives us an entirely new perspective on our roots and the birth of Western culture. Old Europe was a time of many inventions and innovations, which gives it remarkable significance in the context of historical development.
Old Europe, or the Danube civilization, was discovered by the archaeologist Marija Gimbutas in the 1980s. Since then, this civilization and its culture, influence and meaning, have been comprehensively researched by professor Harald Haarmann, who is also the director of the European branch of the Institute of Archaeomythology (IAM).
The adage ”history repeats itself” sounds ominous; it usually implies that something bad will happen, since it has happened before. Conversely, this saying is also positive in the sense that it encourages one to learn about history, so as to be better prepared and learn from the past. When we learn about Old European civilization and the new research results related to it, this saying can indeed be seen in a positive light.
Peaceful coexistence is possible.
A sense of belonging is possible.
Reciprocity, altruism and an alternative to the exclusive pursuit of self-interest is possible.
Living in harmony with nature can be beneficial for everyone and everything.
Equality is possible.
Good creates more good.
Historical writing is justified by rigorous and multidisciplinary research. What has been written is repeated until proven otherwise. The writing of history is such an old institution that shifting it into a new position by the means of new research takes time. For new ideas to be adopted and brought into practice, we need the perspective of the Old Europeans. They can guide us in trusting our timeliness, cooperation and the increase of good. A growing interest in distant time periods and especially in the history of good can be seen in the recent publication of books such as:
Rutger Bregman’s Humankind: A Hopeful History (2019), and David Graber and David Wengrow’s The
Dawn of Everything: A New History of Humanity (2021).
(Directly on the theme of Old Europe, we recommend)
Harald Haarmann: The Mystery of the Danube Civilisation (2019).
This learning material package deals with issues and values that are important for Old European civilization, e.g. peace and cultural interaction, as well as the significance of equality and cooperation. The aim is to increase westerners’ self-awareness. The themes in this material are as follows:
1. What does environmental protection and a connection to nature mean?
2. What stories from history are told, and what do we believe?
3. Is equality possible?
4. The Goddess and Zeus
5. Is peace possible?
6. The meaning of gift-giving
7. Figurines and the human image
Finally there is a group activity for wrapping up these themes, in which groups plan and make a board game.
How does this learning material support the aims of the National core curriculum?
The aims of the National Core Curriculum for General Upper Secondary Education 2019 are met in this package, including a wide range of skills, transversal competencies and general knowledge.
The learning objectives include the transversal competencies of global and cultural knowledge, as well as multidisciplinary and creative skills. This learning material package is suitable for school subjects such as Finnish language and literature, history, art, ethics and philosophy.
The starting point is a paradigm shift and change in historical narratives, which is based on new information and scientific research. Good questions are e.g.: who am I, who are we, where did we come from and what common values can we strive for?
The material is compatible with the goals and underlying values of an upper secondary education. The general section of chapter 2 in the National core curriculum presents these goals and values. General upper secondary education guides one to e.g. develop general transversal knowledge, as well as critical and independent thinking. High school studies increase awareness of humanity and cultures, skills and agency. Building a relationship with the past while looking towards the future, students develop their understanding of humanity, their worldviews as well as cultivate their own place in the world.
The underlying values in upper secondary education is learning e.g. skills needed for individuals and communities to find solutions to ethical questions, seeing things from different perspectives and through ideals such as truth, virtue and peace. Reflecting on one’s own values, listening and the ability to act constructively and ethically within a community are all central to these underlying values.
According to chapter 2.2 of the National core curriculum, “Cultural heritages are reinforced by providing, evaluating and regenerating information and competence relate to them.” This learning material aims to do just that.
In keeping with the learning ideals of upper secondary education, students should be able to analyze, interpret and evaluate what they learn, as well as develop their own thinking and problem-solving skills. Chapter 3 of the core curriculum lays out school culture in upper secondary school, the basis of which is engagement with a variety of themes. Central to this learning material are the themes of participation, community, as well as cultural diversity and language awareness. Activity, involvement and influence in collective issues expands knowledge of our older collective culture and roots, which could serve as the basis of our present and future ethos. Creating a culture of discussion and active listening is a path towards the common good and a functioning society.
According to the core curriculum, cultural diversity and language awareness as part of the school culture are necessary for learning to live in a diverse society, and for cultivating respect and dialogue. Language awareness means e.g. multilingual skills, and each school subject has its own particular language register and perspective. An awareness of the Old European civilization brings to our present time and modern world a new depth and perspective, as well as an understanding of a period of peace which upheld diversity.
In relation to school culture (i.e. a school’s values, practices and procedures), the National core curriculum also mentions equality, equity and well-being. These were all core values in Old Europe, even in a radical sense as seen through a contemporary lens.
In addition to this, the transversal competencies presented in chapter 6 of the National core curriculum are also included in this learning material. The transversal competencies as a whole aim to support the ideal of virtuous, balanced and learned individuals. There are six common areas of transversal competencies: well-being, interaction, multidisciplinary and creative competence, societal, ethical and environmental, global and cultural competence. These are interlinked thematically across different school subjects. The material in this package is suitable for thematically interlinking these areas, and can be tailored to suit the needs of different school subjects.
Instructions for teachers:
This learning material will introduce students to the civilization of Old Europe and inspire discussion on the possibilities for change, for a better present and future.
The Institute of Archaeomythology’s webpages contain subject matter on which these activities are based. For starters, one can read the blog posts “Old Europe in the light of new research” and “The development of humanity and early civilizations – from the Stone Age to the Roman Empire”.
We have selected key questions to which research on Old Europe can provide answers. From these we have chosen seven themes and created activities for discussion, writing and artistic tasks.
The teaching material contains several discussion activities. In today’s world, the skills ofdiscussion, listening to others’ opinions, argumentation, and being able to see things from different perspectives is as crucial as ever.
The learning materials can be used in part or as a whole, depending on the needs of the teacher and the group. The materials are suitable for independent study, pair or group work, as well as for ability grouping or teaching an entire group. Each theme can be fitted into a 90-minute lesson.
Tracing the Old European civilization – thematic learning activities
1. What does environmental protection and a connection to nature mean?
Read the blog post ”The principle of living in harmony with Nature – The Old European way of life has teachings for modern environmental protection”.
What kinds of experiences have you had in nature? Write about the topic “In Nature”.
Do you have a picture of a special moment or place in nature? You can present and describe your picture to the group, and share why you chose this particular image.
Choose ideals and values from the blog post that could help humankind to live in harmony with nature. How should we act in the present to achieve this harmony? Make a list of five goals that we should aim for. Examine and evaluate each goal using a SWOT-analysis: Strengths, Weaknesses, Opportunities and Threats. Finally, each group member will write about what they could do themselves, here and now.
2. What stories from history are told, and what do we believe?
Read the blog post: “Old Europe in the spotlight – fact of fiction?”
Study history books: which time periods are mentioned? Which topics are discussed?
Which places, countries and continents are mentioned? Which images do history books include?
Do you remember a particular image from your own school history books?
Which historical topics would you like to read about? Which subjects would be interesting to read about and discuss? Find out whether your dream topic has already been written about.
What sources could a writer use for information retrieval?
How could one study a culture which has no textual sources?
You can read more about the history of humanity in these recent books:
Bregman, Rutger 2019: Humankind: A Hopeful History.
Graeber David & Wengrow David 2021: The Dawn of Everything: A New History of Humanity.
Haarmann, Harald 2019: The Mystery of the Danube Civilisation.
3. Is equality possible?
The division of labor was balanced between the genders in Old Europe (work tasks were divided according to one’s abilities). There was no pressure, as social hierarchy didn’t exist in their society.
How could we make the value of each person more visible in society?
Should we take an individual or community-based approach, and what would that mean?
Read the blog post “An interesting division of labor and cooperation between men and women in Old European society”.
Discuss different examples of the work and co-operation of each gender, and how they are presented. How were work tasks divided? Is this type of division seen in the West today, and in what fields of work?
What does equality mean to you? How does equality show in Finnish society right now? In which ways does it not show? Is perfect equality possible?
How would you divide work tasks in society? What do we have to take into consideration?
4. The Goddess and Zeus
Read the blog post ”Ancient Greek goddesses are the descendants of an earlier goddess cult”.
How is the Great Goddess represented? What about Zeus? Do an image search.
Read the text and write a dating profile or an election campaign poster for either the Great Goddess or Zeus. Attach a picture of your own design to the text. Choose your own technique: you can e.g. draw or create an image using AI.
Have a group discussion about the characteristics of these two deities – which ones would attract dates or supporters, and which ones might entice or frighten them?
5. Is peace possible?
What does peace mean to you? What acts of peace could each person perform in their lives?
What could nations do?
Read the blog text “Peace – contemporary signs of Old Europe’s most lucid value”.
Write a pacifist manifesto, or a poem about peace. Choose a place in your vicinity or somewhere further away where you could read your manifesto or poem.
Write a brief thought, rubric or motto of your own in defense of peace. Where could it be
displayed: on a T-shirt, a tattoo, graffiti, a bookmark or a sticker?
Search for examples of artists’ works in defense of peace and study what kind of societal impact their artwork has had.
6. The meaning of gift-giving
Think about the gifts you have received. In what kinds of situations have you received them? If you could give anything as a gift, what would you give and why? Would you wish for a gift in return?
Read the blog post “A success story of trade in Old Europe – valuable lessons for contemporary economic life”.
Choose one relative or friend to whom you will give a gift at their party. Write a congratulatory speech addressed to them. Include your thoughts on the gift’s symbolism in your speech. End your speech with congratulations and present the gift. Deliver the speech to your classmates and possibly also to the person you wrote it for.
7. Figurines and the human image
Read two blog posts:
”Old European abstract art enchants and inspires modern art”
“Figurines as domestic ritual items and strengtheners of community”
Study the images of figurines in the blog posts. Together with a partner, think about how bodies are represented by the figurines. Do the sculptures express certain feelings or values? Why do you think Constantin Brancusi, the sculptor and pioneer of modernism, was so impressed with the figurines? What might be the similarities and differences between contemporary images of humans and these figurines?
Mold your own statuette from clay or modelling clay.
Take your figurine to a place which holds special meaning for you, e.g. under a tree in your yard, and take a picture. Print out everyone’s photos and put them up on a wall.
Group work: a final activity after working on all the themes (e.g. at the end of a project)
Create a board game together about the Old European civilization and its cultural features.
Materials:
cardboard for the game board
markers, color pencils, paints
paper for task cards
modeling clay (e.g. Darwi) for making player pieces
dice
The idea of the game:
There are different routes on the game board on which the players move by throwing the dice.
There are different tasks and questions along the routes for players to complete/answer.
The first player to reach the finish line wins.
Theme of the game:
The Old European civilization
What have you learned about Old Europe? Make a bullet list, including e.g.:
What things did this culture value? What was their value system like?
What professions were there?
How did peace and equality show?
Home, family?
Religion, art?
Game board:
First, sketch out a route on paper. While sketching, think about how Old Europe will be represented on the game board.
Choose the spots where something special happens. Write out instructions for these spots on cards, in the spirit of Old Europe. For example: “Spot 3. Give a figurine fragment to a merchant who helps you further down the river. Take an extra turn.” Draw the game board onto cardboard. Use markers, color pencils, paint; you can even make a 3D board. You can craft landscapes and buildings from e.g. egg cartons, use tissue paper for bodies of water, plants, etc.
Player pieces:
Mold small figurine-shaped tokens for the players. Paint them different colors, so that they are easily distinguishable from each other.
Rules:
Write out clear instructions, including the game’s goal, setting up and playing the game, the end of the game how to win.
Have fun playing the Old Europe game!