Ankica Šarić

Helga Kraljik

In this interdisciplinary, project-based learning scenario, advanced secondary school students become historians, media creators, designers, and curators. Working individually and collaboratively, they research King Tomislav and early medieval Croatia, critically evaluate historical sources, compare myths and facts, and create a range of multimedia products for a public interactive exhibition. The final exhibition allows visitors to explore student-created videos, comics, infographics, maps, puzzles, QR-code activities, and a historical bingo challenge. Through inquiry, creativity, digital storytelling, and media literacy, students transform historical content into engaging learning experiences for others.

Nastavnička priprema

Students begin by exploring different representations of King Tomislav. Using textbooks, historical websites, social media posts, blogs, and AI-generated biographies, they investigate how historical figures are portrayed in different contexts. Students compare sources, identify inconsistencies, distinguish facts from myths, and discuss how narratives about national heroes are created. They complete a comparison chart focusing on Tomislav's life, achievements, personality, and historical significance before presenting their findings to classmates.

Working in pairs, students create a 1–3 minute video about King Tomislav or a related aspect of medieval Croatian life. They research their topic, write a script, record narration (using their voice or AI-generated speech), and design a multimedia presentation using Canva. The videos combine images, animations, narration, and historical information to create engaging exhibits that visitors can access through QR codes.

Students create a historical or historically inspired comic strip depicting life during Tomislav's reign. They research clothing, weapons, customs, and settings before writing dialogues and designing visual narratives. The activity encourages creative interpretation while maintaining historical authenticity. Students may choose topics such as Tomislav's coronation, medieval soldiers, diplomatic meetings, or imaginative time-travel scenarios.

Students investigate geographical, political, military, and cultural aspects of early medieval Croatia. Each student or group contributes an interactive element to a large exhibition map, such as lift-the-flap information cards, 3D models, QR codes linking to videos, or visual pathways illustrating trade and migration routes. Short English descriptions accompany each feature, helping visitors explore the kingdom interactively.

Students independently create visually appealing infographics focusing on one aspect of medieval Croatian society. Topics include military life, daily life, geography, religion, literacy, coronation traditions, or Tomislav's cultural legacy. Students synthesize information from multiple sources and present it using concise language, visuals, timelines, maps, and icons.

Students design digital quizzes using platforms such as Genially, Kahoot, Quizizz, or LearningApps. Questions challenge visitors to determine whether statements about King Tomislav are historically accurate or based on myths and popular legends. This activity reinforces source evaluation and critical thinking while creating a fun learning experience.

tudents create and test an exhibition bingo game that encourages visitors to interact with all exhibition stations. Visitors complete challenges such as watching videos, solving puzzles, finding facts, interpreting Glagolitic script, identifying medieval occupations, and participating in a photo challenge. The bingo format transforms the exhibition into an active learning experience where visitors collect information while exploring.

At the end of the exhibition, visitors are invited to reflect on their experience and share their thoughts. Students design a feedback station where visitors leave comments, answer questions, and interact with the exhibition one final time. Visitors choose one or more prompts: “One new fact I learned today was... “ “Something that surprised me was... “ “My favourite exhibit was... because... “ “I still wonder... “ “If I could ask King Tomislav one question, I would ask... “ “One word that describes this exhibition is... “

Creating an Interactive Historical Exhibition - rad s nadarenim učenicima

Creating an Interactive Historical Exhibition - rad s nadarenim učenicima

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