Rewriting History: Alternative Choices and the Fate of Estonia in the 20th Century
General information
Organisation / School
Rewriting History: Alternative Choices and the Fate of Estonia in the 20th Century
Duration
4-5 lessons (45 min each)
Target group (age range)
14–16 years old (Grades 8–9)
Group format
Group work and whole-class discussion
Context of the Practice
History of Estonia and World History lessons in lower secondary school
Description of the Practice
This practice is based on the study of key events in 20th-century Estonian history (independence in 1918 and the restoration of independence in 1991) through the method of alternative historical modelling. Students analyse authentic historical sources and examine the positions of different actors while taking on the roles of politicians, citizens, and representatives of various social groups.
After studying the factual material, groups develop alternative historical scenarios by asking what might have happened if different decisions had been made. The work includes analysing cause-and-effect relationships, publicly defending their scenarios, and comparing them with actual historical outcomes.
Special attention is given to working with multiple narratives and interpretations, fostering respectful dialogue, and developing a critical approach to sources. The final stage consists of a collective reflection on why history unfolded as it did and how historical narratives are constructed in textbooks and media.
Link with Uchronia or Alternative Narratives
Does the practice involve rewriting history, alternative scenarios, role play, or speculative narratives?
Yes
Explanation:
The practice includes:
role play (students act as historical figures and social groups);
modelling alternative historical scenarios;
analysing different interpretations of the same event;
creating their own historical narratives based on evidence.
Alternative scenarios are developed strictly on the basis of studied facts and historical context to avoid distortion of historical truth.
Social and Transversal Skills Developed
What are the skills developped?
- Empathy
- Communication
- Cooperation
- Conflict management
Explanation:
Empathy is developed through perspective-taking and analysing the motivations of historical actors.
Communication and cooperation are fostered through group preparation and presentation of projects.
Conflict management skills are strengthened during discussions of controversial historical topics.
Critical thinking and media literacy are developed through comparing sources and analysing textbook and media materials.
Creativity is encouraged through the design of alternative scenarios and presentations.
Inclusion and Accessibility
Targeted learners (learning difficulties, diversity, disengagement):
The practice targets:
Students with different academic ability levels;
Bilingual learners;
Students with low learning motivation;
Students with reading and text-analysis difficulties.
Accessibility measures used:
Adapted texts with highlighted key concepts;
Visual cause-and-effect schemes;
Clear group-work instructions;
The option to choose the format of the final presentation (oral, visual, or digital).
Impact and Outcomes
Observed impact on pupils:
The practice increased student engagement, particularly among those previously less interested in history.
Feedback from teachers or pupils:
Students reported that the format helped them “understand the logic of historical decisions” and “see history from different perspectives.”
Colleagues noted a decrease in tension when discussing sensitive historical topics and an improvement in the culture of reasoned debate.
Transferability
Can the practice be reused or adapted?
Yes
Conditions for replication:
Yes, the practice can be adapted:
for studying the history of other countries;
in civic education courses;
in interdisciplinary projects.
Conditions for successful implementation include:
prior work with factual historical material;
the creation of a safe discussion environment;
clear rules for respectful communication;
teacher preparation for addressing sensitive topics.
Relevance for Reframe the Story
The practice directly aligns with the aims of the “Reframe the Story” project, as it teaches students that history is not only a collection of facts but also a process of interpretation.
It promotes awareness of multiple historical narratives, develops the ability to critically analyse and reinterpret historical events without distorting facts, and supports the development of democratic dialogue in a multicultural Estonian society.