Learning history of Estonia through the Estonian historical feature films

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)

12–18 years (upper primary, basic and secondary education)

Group format

Whole-class film viewing combined with individual tasks, pair work, and group discussions

Context of the Practice

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

Description of the Practice

This good practice uses historical films about Estonia as a learning tool to support the teaching of national history. Films are used to introduce key historical periods such as medieval Estonia, foreign rule, the War of Independence, the Soviet occupation, deportations, and the restoration of independence.

Through guided viewing, students explore historical events, personalities, and everyday life in different historical periods. The films create an emotional and visual context that helps learners better understand complex historical processes and human experiences behind historical facts. Lessons are structured around pre-viewing questions, focused viewing tasks, and post-viewing discussions or creative assignments.

Students are encouraged to analyse how history is represented in films, to distinguish between historical facts and artistic interpretation, and to compare film narratives with textbook sources and historical documents. This approach supports deeper understanding of Estonian history while developing critical media literacy and reflective thinking.

Link with Uchronia or Alternative Narratives

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

Yes

Explanation:

While films usually present historically grounded narratives, this practice encourages students to reflect on different perspectives and interpretations of history. Learners discuss whose viewpoint is represented, which voices may be missing, and how events could be understood differently by various social groups.

In some activities, students engage in “What if…?” discussions, imagining alternative choices or outcomes based on historical circumstances. Role-play tasks and creative follow-up assignments (e.g. writing diary entries from a character’s perspective) help students explore history empathetically without distorting historical facts

Social and Transversal Skills Developed

What are the skills developped?

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

Explanation:

Analysing characters’ motivations and historical context builds empathy
Group discussions and debates strengthen communication skills
Comparing films with historical sources develops critical thinking
Evaluating film techniques and narrative choices improves media literacy

Inclusion and Accessibility

Targeted learners (learning difficulties, diversity, disengagement):

This practice particularly supports:
Students who struggle with abstract historical texts
Visual and auditory learners
Learners disengaged from traditional textbook-based history lessons
Students from diverse linguistic and cultural backgrounds

Accessibility measures used:

Use of subtitles
Combination of visual, auditory, and written tasks
Differentiated assignments (creative, analytical, reflective)
Possibility to pause, rewatch, and discuss scenes

Impact and Outcomes

Observed impact on pupils:

Teachers reported increased student engagement and motivation during history lessons. Pupils showed better understanding of historical events and greater interest in discussing ethical and social issues related to Estonia’s past.

Feedback from teachers or pupils:

Student feedback indicated that films helped them “feel history,” not just memorize dates. Many pupils appreciated the emotional connection created through film and expressed that history lessons became more meaningful and memorable.

Transferability

Can the practice be reused or adapted?

Yes

Conditions for replication:

This practice can be easily adapted to:
Different age groups
Other national or regional histories
Cross-curricular projects (history + language, history + media studies)
Successful implementation requires careful film selection, clear learning objectives, and guided discussion to ensure historical accuracy and critical reflection.

Relevance for Reframe the Story

This practice demonstrates how narrative and audiovisual storytelling can reframe historical learning by highlighting multiple perspectives, emotional experiences, and underrepresented voices. It supports critical engagement with history while encouraging learners to question dominant narratives and reflect on how history is constructed and represented.

Historical films about the history of Estonia:
Medieval & Early History
„Viimne reliikvia” (The Last Relic, 1969)
Period: 16th century, Livonian War
Why it’s good: Classic Estonian film, adventurous and engaging
Themes: Foreign rule, resistance, religion
Age: 14–18 (selected scenes for younger pupils)
War of Independence (1918–1920)
„Nimed marmortahvlil” (Names in Marble, 2002)
Period: Estonian War of Independence
Why it’s good: Very popular in schools, emotionally powerful
Themes: Patriotism, youth, freedom, sacrifice
Age: 13–18
Interwar Estonia (1918–1940)
„Seltsimees laps” (The Little Comrade, 2018)
Period: Late 1930s–early 1940s (child’s perspective)
Why it’s good: History through a child’s eyes
Themes: Family, fear, political repression
Age: 12–18 (excellent for empathy work)
Soviet Occupation & Deportations
„Risttuules” (In the Crosswind, 2014)
Period: 1941 deportations
Why it’s good: Artistically powerful, based on real letters
Themes: Deportation, trauma, memory
Age: 14–18
„Sügisball” (Autumn Ball, 2007)
Period: Late Soviet period
Why it’s good: Shows everyday life and emotional atmosphere
Themes: Alienation, urban life, Soviet reality
Age: 14–18
Life Behind the Iron Curtain
„Disko ja tuumasõda” (Disco and Atomic War, 2009) – documentary
Period: Cold War, 1970s–1980s
Why it’s good: Funny but insightful, very engaging for students
Themes: Media, propaganda, Western influence
Age: 14–18
Restoration of Independence
„Laulev revolutsioon” (The Singing Revolution, 2006) – documentary
Period: Late 1980s–1991
Why it’s good: Essential for understanding modern Estonia
Themes: Non-violent resistance, national identity
Age: 13–18
WWII & Moral Choices
„1944” (2015)
Period: World War II in Estonia
Why it’s good: Shows both sides of the front, complex history
Themes: Identity, forced choices, war trauma
Age: 14–18