Learning the History of Narva (Estonia) through Guided Excursions
General information
Organisation / School
General education schools in cooperation with local guides and cultural heritage organisations in Narva
Duration
One excursion (2–3 hours) or a series of excursions combined with classroom follow-up activities
Target group (age range)
9–18 years (upper primary, basic and secondary education)
Group format
Whole-class or group-based excursions with guided discussion and interactive tasks
Context of the Practice
History, local history, citizenship education, social studies, cultural heritage education
Description of the Practice
This good practice focuses on learning the history of Narva through on-site guided excursions led by local guides. The excursions take place in the historical urban environment of Narva and include key locations such as Narva Castle, the Old Town area, the river promenade, bastions, and memorial sites.
During the excursions, students learn about Narva’s rich and complex past, including medieval history, Swedish and Russian periods, wars, destruction during World War II, Soviet reconstruction, and Narva’s role in modern Estonia. Historical facts are combined with stories, maps, photographs, and personal anecdotes that help bring the past to life.
The guide actively involves students through questions, discussions, and observations, encouraging them to reflect on how historical events have shaped the city’s identity and landscape. Learning takes place directly in the environment where history happened, making abstract historical concepts concrete and memorable.
Link with Uchronia or Alternative Narratives
Does the practice involve rewriting history, alternative scenarios, role play, or speculative narratives?
Yes
Explanation:
The excursions are based on historically accurate information, but they encourage students to reflect on multiple perspectives and historical choices. Students are invited to consider how Narva might have developed differently if certain historical events had taken another course.
Social and Transversal Skills Developed
What are the skills developped?
- Critical thinking
- Empathy
- Communication
- Observation and spatial awareness
- Cultural and civic awareness
- Cooperation
Explanation:
Listening to real stories connected to places develops empathy
Asking and answering questions strengthens communication skills
Analysing the cityscape supports critical and spatial thinking
Group tasks and discussions promote cooperation and active participation
Inclusion and Accessibility
Targeted learners (learning difficulties, diversity, disengagement):
This practice particularly supports:
Learners who benefit from experiential and outdoor learning
Students disengaged from classroom-based history lessons
Visual and kinesthetic learners
Learners with diverse linguistic and cultural backgrounds
Accessibility measures used:
Clear explanations adapted to the age group
Use of visual materials (old photos, maps)
Opportunities to ask questions and clarify understanding
Flexible pacing during the excursion
Impact and Outcomes
Observed impact on pupils:
Teachers observed that students were highly engaged during the excursions and showed increased interest in Narva’s history. Pupils demonstrated better understanding of local historical processes and were able to connect national history with their immediate surroundings.
Feedback from teachers or pupils:
Student feedback highlighted that learning history “on the spot” made it more real and memorable. Many pupils appreciated the storytelling approach and the opportunity to see historical locations firsthand.
Transferability
Can the practice be reused or adapted?
Yes
Conditions for replication:
Yes. This practice can be easily adapted to:
Other Estonian cities and regions
Different age groups
Thematic excursions (medieval Narva, WWII, border city identity)
Successful replication requires cooperation with knowledgeable local guides and integration of excursions with classroom preparation and follow-up activities.
Relevance for Reframe the Story
This practice supports the aims of Reframe the Story by encouraging learners to explore local history through lived spaces and multiple perspectives. It helps students understand how historical narratives are embedded in places, memory, and identity, and how local stories contribute to broader national and European history.