Home » Learning Scenarios » The Invisible Enemy: in Times of Crisis (LS-HU-322)
The Invisible Enemy: in Times of Crisis (LS-HU-322)
Eva Toth
May 29, 2020
Digital literacy, English, Formal, Language subjects, Learning Scenarios, Mind map, Online, Physical and emotional well-being, Project-based learning, Upper Secondary Education, VET & Adult Education

This learning scenario is intended to teachers and students of all levels and ages to have a look at the world crisis we are facing right now. What are the most typical representations of fighting? Can it be done only physically?
The idea behind this LS is to help both students and teachers cope with the unexpected situation we are living in now. I have also tried to include social media as well to create a sense of familiarity and belonging if we can be together now only virtually.
Questions raised by this lesson
What are the things that we have taken for granted but we cannot do now? How and why is it like this?
What are the enemies we cannot see? Which ones exist in your head?
How can media alter our feeling of security?
Search for artefacts on Europeana related to the concept of hope. What makes them representatives of hope?

Rijksdagverkiezing in Berlijn – Nederlands Instituut voor Militaire Historie – CC0
Involving social media in a learning scenario
Look for the most popular # keywords on social media encouraging proper behaviour during the time of crisis e.g. #stayathome. If possible, try one. e.g. colour a rainbow and decorate your window with it. Are there any social media events celebrating health care workers? Step into your porch and applaud them at the proper time.

Hope Computer Corporation, 1970-80 – Kulturarvsstyrelsen – CC BY
A message to your future self
What will be the first things you do when the danger is finally gone? Email your future self, date it to 1 July. Give 5 things you would like to do but you cannot now.
Would you like to know more about this learning scenario? You can download it below:
Did you find this learning scenario interesting? You might also like:
The featured image used to illustrate this article has been found on Europeana Collections and belongs to the public domain.
Social Media
4 Responses to "The Invisible Enemy: in Times of Crisis (LS-HU-322)"
mustafaburhanesen says:
June 2, 2020 at 12:14 am
Hi Eva,
I like the idea of sending e-mail to ourselves. We will receive this email when the obstacles disappear. Time will show us that we can overcome crisis. So this LS will make us stronger. Thanks for sharing!
Eva Toth says:
June 2, 2020 at 2:57 pm
Thanks for your kind feedback, I am glad you find my LS useful. What makes emailtoyourself even better is that in most cases you do not remember about it when you receive the scheduled email 🙂
gkouvatsouglykeria says:
January 23, 2021 at 2:04 am
Hello dear Eva!
I have recently applied your scenario in my classroom and I would gladly share my experience with you!
Why did I choose this learning scenario?
The reason for choosing this LS is the creator’s intention to help us cope with the current, unexpected, hard times we have been going through, due to COVID-19, focusing on the powerful influence of social media, as well as the importance of showing appreciation for what we have. It was also seriously considered the fact that the LS has not been implemented in a classroom yet giving the chance to experiment on converting activities designed for a conventional classroom into those for an online (mostly synchronous) one.
Our profile and type of teaching/learning
Your LS was implemented at a senior high school in Athens, Greece with 16-year old students of B1+ CEFR English level.
We used the Webex platform for 2 online 40 min- sessions. There was also needed some time for the Europeana online searching and the “letter to myself” activity, asynchronously. A ppt presentation was created as a supporting material for the synchronous session purposes, which is accessible here: https://docs.google.com/presentation/d/1kILA84cySU4eCKNrD285d1WIfhvzUySBQ_HclNepDVg/edit?usp=sharing
The implementation
The activity “Things we used to take for granted” was applied at the end just before the “Email to your future self” activity, because it was considered to stick together best as an optimistic ending of this learning procedure for my students.
Regarding the activity “Invisible enemies” my students gave great but general answers such as “myself”, “phobias”, “stress”, “my own mind”, “my ambitions” etc so I thought it would be a good idea to tailor things to their needs and interests in order to focus on our current topic, using media: a YouTube video with a sports personality of international fame (coming from their district) urging people to stay safe nowadays. Interaction both orally and in the chat was rewarding for everyone.
Since we had no much time for introducing new tools we used the ones we are most familiar with so for the activity “Effect of media on our feelings” we used a “wall” (note.ly) to post our findings.
For the “Encourage good practice” activity we thought of collecting all the ideas on a jamboard in order to organize actions at a local level.
“Mailing to myself” was a really inspiring and highly motivating activity which urged students to look forward to the future (set for 7th May) when they reflect on their thoughts as a part of self assessment.
Some of the project products can be seen here: https://drive.google.com/file/d/1V4bM1hxk8joh7zc4tbnFjT-QUMyt3ULi/view?usp=sharing
The learning outcomes
Searching the Europeana resources my students were able to link the way media worked in the past and the similarities with the impact they still have today, spotted representations then and now but also developed skills such as searching, filtering and evaluating information in a foreign language as well as using ICT tools to organize and present their thoughts.
Teachers’ remarks
We do thank you for the inspiring LS which, above all, gave us the opportunity to promote the value of gratitude and cultivate a genuine appreciation for what we already have, thus to develop a more positive outlook.
I intend to implement your scenario with a different class audience; this time I will give some more time to guide my students on how to navigate Europeana, since they have no previous experience. I have also thought of combining your LS activities with activities from a similar-topic LS ( Our Invisible Deadly Enemies : Pandemics https://teachwitheuropeana.eun.org/learning-scenarios/our-invisible-deadly-enemies-pandemics-ls-tr-343/​).
Eva Toth says:
February 1, 2021 at 10:53 am
Thank you very much for getting back to me. I am very happy that both you and your students like the LS.
Leave a Reply
How can I contribute to the blog?
The Teaching with Europeana blog is a space for all teachers to share their experience. For this reason, any interested teacher can submit stories of implementation to be published on the blog.
We would be happy to hear more about your suggestions!
Please use our online submission form to suggest a story of implementation.
To guide you through writing your first story of implementation, you can download the guidelines for writing a story of implementation for the Teaching with Europeana blog.
Looking for something specific? Search per category!

Level of Education: 
Early childhood & Primary Education
Lower secondary
Upper secondary
VET and adult education

Language subjects
Diversity and Inclusion


Type of implementation:

Key competences promoted:
STEM skills
Digital literacy
Physical and emotional well-being
Cultural awareness and expression

Methodology and trends:
Flipped classroom
Project-based learning
Cooperative learning
Problem-based learning
Inquiry-based learning
Game Based Learning

Type of education:

Type of Activity/Task:
Role game
Group dynamics
Mind map
Oral presentation
External visit
Coordinated by
The content presented on this site was produced under the Europeana DSI-4 projectwhich is co-financed by the Connecting Europe Facility of the European Union. The content has been developed by the Europeana DSI-4 Teacher Ambassadors, the Europeana Education User Group, the Europeana Foundation and European Schoolnet. This site is the sole responsibility of the organizer and it does not represent the opinion of the European Commission (EC), and the EC is not responsible for any use that might be made of information contained.
About Teaching with Europeana
Teachers from across Europe and beyond are creating learning scenarios in order to use cultural heritage materials from Europeana in their classrooms. They are also implementing the scenarios of other colleagues and sharing their stories of implementation. Join the community and discuss and learn how to integrate cultural heritage materials in your classes!
© 2021 Teaching With Europeana - All texts are CC BY-SA, images and media licensed individually
About Teaching with EuropeanaContact usEuropeana Education Competition 2021Europeana Education Competition 2021 – Promo toolsPrivacy PolicyTeaching with Europeana best practices 2019-2020Terms of service