Learning the History of Estonia through Short Films and Archival Video Materials

General information

Organisation / School

General education schools, cultural and educational institutions (e.g. schools, museums, film archives)

Duration

Flexible: from a single lesson (45–90 minutes) to a thematic unit or project lasting several weeks

Target group (age range)

10–18 years (upper primary, basic and secondary education)

Group format

Whole-class viewing combined with pair work, small-group activities, and guided class discussions

Context of the Practice

History, citizenship education, social studies, media education, Estonian language and literature

Description of the Practice

This good practice uses short historical films, documentaries, and archival video materials to support the teaching of Estonian history. The materials are drawn from reliable national sources such as ERR archives, Eesti Mälu Instituut, Vabamu Museum, and the National Archives of Estonia (Filmiarhiiv).
Short films are used to introduce and deepen understanding of key historical periods, including independence, occupations, deportations, everyday life during the Soviet era, and the restoration of independence. Due to their concise format, these videos are especially suitable for classroom use and allow teachers to focus on specific historical events, personal stories, or perspectives within a limited lesson time.
Lessons are structured around pre-viewing questions, focused viewing tasks, and post-viewing discussions. Students analyse archival footage, witness testimonies, and documentary narratives, helping them connect historical facts with real human experiences. This approach makes history more tangible and meaningful while encouraging critical thinking and media literacy.

Link with Uchronia or Alternative Narratives

Does the practice involve rewriting history, alternative scenarios, role play, or speculative narratives?

Yes

Explanation:

The practice does not rewrite history but encourages critical reflection and multiperspectivity. Through archival footage and testimonies, students explore how historical events were experienced by different social groups and individuals.
Teachers may include reflective or creative tasks, such as imagining personal reactions to historical events or discussing “What choices did people have at the time?” These activities help students understand historical complexity without altering factual accuracy.

Social and Transversal Skills Developed

What are the skills developped?

  • Critical thinking
  • Communication
  • Empathy
  • Media literacy
  • Cultural awareness
  • Reflection and argumentation

Explanation:

• Analysing archival footage and testimonies fosters critical thinking
• Discussing personal stories builds empathy and emotional understanding
• Group discussions strengthen communication skills
• Evaluating sources and narratives develops media literacy

Inclusion and Accessibility

Targeted learners (learning difficulties, diversity, disengagement):

This practice particularly supports:
• Learners who struggle with long written texts
• Visual and auditory learners
• Students disengaged from traditional textbook-based learning
• Learners with diverse linguistic backgrounds

Accessibility measures used:

• Short video format suitable for attention span differences
• Subtitles and clear narration
• Possibility to pause, replay, and discuss key moments
• Differentiated tasks (discussion, written reflection, creative response)

Impact and Outcomes

Observed impact on pupils:

Teachers observed increased student engagement and active participation during lessons using short films. Pupils showed improved understanding of historical events and demonstrated greater interest in discussing Estonia’s past.

Feedback from teachers or pupils:

Student feedback highlighted that real archival footage and testimonies made history feel more authentic and emotionally impactful. Many pupils found the lessons more memorable and expressed appreciation for learning history through real voices and images from the past.

Transferability

Can the practice be reused or adapted?

Yes

Conditions for replication:

Yes. This practice is easily adaptable due to the wide availability of short films and archival materials. It can be applied to:
• Different age groups
• Various historical topics
• Cross-curricular teaching (history, language, media studies)
Successful replication requires careful selection of age-appropriate materials and guided discussion to support critical interpretation.

Relevance for Reframe the Story

This practice supports the goals of Reframe the Story by presenting history through multiple authentic voices and perspectives, especially those preserved in archives and memory institutions. It encourages learners to critically engage with historical narratives, understand how history is recorded and remembered, and reflect on whose stories are told.