1. Context: Six schools from Austria, Bulgaria, France, Germany, Norway and Slovenia have joined together with the aim to examine phenomenon of fake news and include it in media literacy and civic education activities. Fake news is becoming a fashionable term to depict misleading information, deliberately spread over social networks. The teenagers, internet natives, accept internet as the predominantly reality but are often deceived and used by online predators, what often leads to ignite populist ideas. Parents often lack experience and knowledge, schools curricula are falling behind since the development is rapid. 2. Objectives: Our general, underlaying objective is INTERNATIONALIZATION: Pupils and teachers cooperate in the international environment and exchange good practices internationally. Another objective concerns MEDIA LITERACY: We integrate media literacy into classrooms. The project makes pupils and teachers more ICT skilled and enables them to tell truth from fake. We develop sets of teaching materials on Media Education within different subjects. An important objective is related to POPULISM: The project increases awareness among the pupils about populism in the political discourse in digital media, provides pupils with skills for critical thinking about media contents. An important objective is SOCIAL INCLUSION: We include more pupils with fewer chances, poorer economic background and weaker access to digital technologies in our project.3. Participants: In this project, we include vocational and general schools form six countries which educate teenagers from 15-20 years. In the core activities, we will bring at least 80 pupils to short-term pupils’ exchanges, and 20 teachers to short-term joint staff training events. Another 30 teachers will be accompanying their pupils and will also be directly involved in the activities. The pupils will be warily selected (gender, fewer opportunities). Considerable number of teachers and pupils will be also involved in the host school activities. 4. Activities: There will be seven Learning Teaching Training Activities. Three of them are meant for teachers. In the first one, they set the foundation for the development of the project and learn about key points of media literacy; the second one is dedicated to internet safety; the last one, parallel to the pupils’ exchange, talks about teaching media literacy in secondary schools. Four LTT activities are pupils' exchanges. In the first one, they start a national case study on fake news and get familiar with the international institutions from the field, based in Geneva; in the second one, they learn about implications of fake news in the politics and about fighting populism; in the third one, they learn about producing media contents; in the last one, parallel to the joint staff training event, they learn and deliver a TED talk about fake news and related issues. Besides that, there will be numerous local activities and events, from conducting a survey to start a public campaign, some of them with the help of experts, journalists, activists and their organisation, we will seek to include parents more actively. 5. Methodology: Tasks should be equally distributed among the partners. Every school sets up one LTT activity. One is responsible for communication design, one for ICT, one for compilation and publishing, local events are in the responsibility of every single partner. There will be regular video conferences, regular activity checks every six months; the communication should be bundled up and be tracked in order to avoid overload and misunderstanding.6. Results/impact: After the project is over, we expect following results: survey and report on media literacy and citizenship education in six countries, website of the project, round tables and lectures, report on fake news in six countries, public campaign on press freedom day, guidelines with teaching materials pack, caricature exhibition, eBook of case studies, TED talks on fake news, digital magazine. The project will impact mostly pupils and teachers. We expect, they will develop their multicultural awareness and related skills, they will show considerable improvement in their media literacy, and they will become more aware of not always so welcoming media landscape and more skilful in reading news in social media properly. We think we will partly fill the social gap among some of our pupils regarding their access to digital technologies and their use. We will promote our project beyond the school walls, in the local community, in the region and among the fellow teachers. 7. Benefits: In the long term, we expect to start a project with our partners to build on the present one. We will experience changes as teachers – becoming more confident while talking to our pupils on media literacy and populism. We sincerely hope our pupils will benefit most from the project – in becoming smart and virtuous citizens in the social media and elsewhere.

Educating the democratic citizens of tomorrow. Our project is about democracy, its multiple transformations throughout time and the ways this type of government can improve people’s lives. The initial idea was born during a school visit to the National Parliament. The students had previously studied the types of democratic government and the importance of the freedom of speech in modern democracies. Despite the academic knowledge, the project hasn’t changed their view towards the democratic institutions. Since we strongly believe that the systematic rejection of the democratic institutions is one of the major risks modern democracies are facing, as it could pave the way for various authoritarian ideologies, we decided to run this project. We aim to help the pupils have a different approach of the democratic institutions. We took into consideration that school projects should activate even the less advantaged. The activities are based on the principle that every pupil can develop his learning potential in an agreeable and stimulating learning environment, that favors autonomy and creativity. The participants overcome 50% of students and staff in each school. The participants in each mobility are 30 pupils, some coming from less advantaged family environments and 12 teachers sharing the same concerns on children’s needs, early school dropout and personal evolvement. Activities could involve visits to places where democracy was born, like the ancient Agora in Athens, where Athenian citizens discussed in person every issue of city life, the Greek Parliament or the ancient theater of Larissa, where poets and play writers of the 5th century A.C freely expressed their beliefs and accused their leaders, thanks to the democratic freedom of speech.Rhetorical speeches on controversial issues and strategies used to influence the voters could be presented. Role playing could cover a significant part of the activities. The participants could play the roles of legislators, leaders, warriors, women, slaves immigrants to understand the conflict between individual and social interest. All the activities are designed to present the different and often conflicting opinions that flourish in a society and the competence required to use them in favor of the less advantaged.The methodology will be a combination of theoretical research and development of social and interactive skills. The students, teachers and the local community will benefit from the outcome of this project. By participating in different activities the students will improve language and communicating skills, share their knowledge on democratic institutions and understand the political evolution in human societies. The local community will benefit from those future citizens interested in discussing, negotiating, presenting arguments and respecting people’s rights. In the long term, schools and communities situated in the countryside will feel that their needs will be respected and their opinions appreciated and they willingly accept their responsibilities as citizens.