The second lesson, What Would You Do?, took students deeper into the human dimension of history. Through simulations and historically grounded dilemmas, they considered the difficult decisions people faced under totalitarian and authoritarian regimes. Would they speak out against injustice if doing so put their safety at risk? How would they respond to censorship, persecution or pressure to betray another person? By examining different options and their possible consequences, students learned that historical decisions were often shaped by fear, uncertainty, personal relationships and conflicting responsibilities. The activity encouraged empathy without oversimplifying the past or assuming that there was always one easy answer.
The final lesson, Oxford-Style Debate, brought historical understanding into the present. Students researched examples of young people defending human rights and democratic values, prepared arguments, challenged opposing viewpoints and discussed the responsibilities of citizens in contemporary society. The motion-“ Young people have the power and responsibility to defend freedom and democratic values in the contemporary world”- encouraged learners to move beyond simply expressing opinions. They had to support their claims with evidence, listen critically and respond respectfully to disagreement.
Together, the three lessons created a purposeful learning progression: investigate, reflect, participate. Students first discovered how freedom had been remembered and defended, then explored the complexity of decisions made under pressure, and finally considered how they themselves could contribute to a democratic society. Working within an international project also gave them opportunities to exchange perspectives shaped by Polish and German historical experiences and to recognise the importance of dialogue, mutual understanding and European cooperation.
The activities can be adapted for other international projects or individual classrooms. Teachers can adjust the historical examples, locations, scenarios and debate topics to suit their students ' ages, interests and local contexts. Although the lessons can be delivered independently, their greatest potential lies in combining them into a wider educational project.
Ultimately, these lessons were not simply about teaching students what freedom meant to previous generations. They were about helping young people ask better questions, examine evidence, understand different perspectives and recognise their own agency. The Erasmus + project provided a framework for connecting historical heritage with the future of Europe, reminding participants that democracy depends not only on the rights people possess, but also on their willingness to think critically, challenge injustice and take responsibility for the world they share.
The essential question for educators is therefore not only what students will learn about freedom, but what they will be able to do with that understanding and how they will help protect it for future generations.