EHISTO - External Newsletter


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EHISTO - External Newsletter

  1. 1. 1NEWS FROM EHISTOIndexOverview about EHISTOReport about the Kick-off meetingAims and results of the baseline studyEchoes of EHISTO in ChinaEHISTO networkEHISTO next stepsEHISTO: LLP Project 2012-2014Terry Haydn (University of East Anglia) - The rationale for the EHISTO project is toexplore how popular history magazines can be used in history teaching in schools,in history teacher education, and in continuing professional development for tea-chers, in order to develop the critical media literacy of young people. It will fosterthe development in young people of intercultural and media-critical competence indealing with commercial representations of history which they will encounter outsi-de the history classroom, focusing in particular on the phenomenon of popularhistory magazines which have become increasingly popular and available acrossEU countries.The project aims to develop study packages and learning objects based on artic-les from popular magazines, and activities deriving from the study of those maga-zine articles. An emphasis will be placed on aspects of history which are coveredin the history curricula and in popular magazines across the countries involved inthe project, which can be said to represent ‘European History Crossroads’, andwhich will therefore add an element of multiperspectivity, interculturality and dif-fering national perspectives to the materials and study packages which are deve-loped.EHISTO is funded with support from the European Commission.EHISTO Newsletter #1 May 2013The EHISTO project will last fromNovember 2012 until October 2014.During that time this newsletter willprovide an up-date of the projectactivities every six months. This firstedition informs about the kick-off-conference, and the results of thebaseline studies, that were part ofworkpackage 2. Apart from givingan insight of the project work thenewsletter invites you to get ac-quainted with the project membersand the partner schools, that willintroduce themselves in every editi-on of the newsletter. Finally eachissue will present other relevantactivities and events related to theEHISTO project. The EHISTO teamis pleased to launch this first issueof the newsletter. In case you wantto subscribe to the newsletter plea-se refer to the
  2. 2. 2EHISTO: EuropeanHistory crossroads aspathways to intercultur-al and media educationLLP-Comenius-Project,11/2012-10/2014Coordinator: University ofAugsburg, Department forHistory DidacticsConsortium: University ofAugsburg (Germany), Uni-versity of Salamanca(Spain), Academy of Łódź(Poland), Dalarna University(Sweden), University ofEast Anglia (United King-dom), FWU Institute for Filmand Pictures in Science andEducation (Germany)Partner schools: Holbein-Gymnasium, Augsburg(Germany), Wernher-von-Braun-Gymnasium, Fried-berg (Germany), St.-Thomas-Gymnasium, Kammeltal(Germany), IES „CampoGharro“, La Fuente de SanEsteban (Spain), IES„Federico García Bernalt“,Salamanca (Spain), ZespółSzkół Integracyjnych nr 1 wŁodzi, Łodzi (Poland), Bor-gaskolan, Gävle, (Sweden),Östra gymnasiet, Trångsund(Sweden), Hellesdon HighSchool, Norwich (UnitedKingdom).Consultans: Prof. Dr. Susan-ne Kinnebrock, University ofAugsburg (Germany), Dr.Katja Gorbahn, Aarhus Uni-versity (Denmark), Prof. Dr.Meng Zhongjie, East ChinaNormal UniversitySponsors: EU-Lifelong Lear-ning Programme, BavarianResearch AllianceWebsite: www.european-crossroads.euEHISTO consortium — Kick-off meeting, Augsburg (Germany)EHISTO Newsletter #1Outcomes of the EHISTO projectThe outcomes will be in the form of:• Transnational teaching materials and teacher manuals• A project seminar and module guide for use in teacher development courses• A course for teachers and associated handbook which will enable the projectmaterials to be used in schools across the EU• A project website which will facilitate dissemination of the materials andteaching approaches• Dissemination through papers and articles presented at relevant history edu-cation forums, regionally, nationally and internationally• A network of schools and training institutions which will, in conjunction with theproject website and dissemination activities, aid sustainability.EHISTO kick-off meeting,28th-30th November 2012Augsburg, Germany – Researchers from the six European partner-organisationsof the EU-project "European History Crossroads as Pathways to Intercultural andMedia Education" (EHISTO) met for the kick-off meeting from November 28th tillNovember 30th, after being invited by Augsburg’s project coordinator Prof. Dr.Susanne Popp (Department for History Didactics). Along with Augsburg Universi-tys’ Department of History Didactics, experts of the Universidad de Salamanca(Spain), the Darlarna University (Sweden), the University of East Anglia (GreatBritain), the Academy of Management Łódź (Poland) plus the Institute for Film andPicture in Science and Education (FWU) in Grünwald participate in the EHISTO-project.
  3. 3. 3EHISTO Newsletter #1European History CrossroadsThe focal point of this first project meeting was to establishthe two ‚‘European History Crossorads’ (EHC). For the pro-ject, they are topics that are historically relevant for teachingand can be found in all European history magazines and areespecially important in all national curricula for teaching his-tory.Therefore the EHC allow for the comparison of national viewsof history as well as the national magazine-cultures. With thecomparative approach, this project combines the media-critical level with intercultural aims, where similarities anddifferences in European development cultures of mass mediawill be highlighted and explained by using transnational phe-nomena, developments and events, like migration, religion,cultural exchange, conflicts and peace agreements.It was unanimously determined that the following topics arerepresented in all partner countries’ curricula and popularscience history magazines: the Crusades, Reformation, Co-lumbus, French Revolution, Napoleon, First and SecondWorld War, Hitler, Holocaust und Cuban Missile Crisis andthe topics that span vast time periods: Islam, Migration andAnti-Semitism.After a detailed discussion of these EHC, the partners defi-ned the topics „Voyages of discovery/Colonialism/Empire“and „the outbreak of World War One“ as EHC for the EHIS-TO project. Monika Vinterek and Thomas Nygren (Sweden)coordinate the process (WP 3) in which the partners will picktwo magazines for each EHC, translate them and presentthem on the website. This provides the basis for the interacti-ve learning and teaching modules, which will be developedlater on during the project.Close cooperations with schoolsThe cooperation with the partner schools is particularly important for the EHISTO-project. The respective partner schoolswere already included in a preliminary study – curricula and market analysis as well as qualitative interviews with the partnerteachers and quantitative surveys with numerous history teachers. This empirical study is lead by Terry Haydn (England).It is primarily about the survey of the history teachers’ attitude towards the popular science magazines in general, and inparticlular about the history didactical qualities and if they can be used in history lessons. Furthermore we hope for informati-on about media critical aspects and the question, how schools deal with the observed gap between popular history cultureoutside of school and the history lessons at school.Partner school: Holbein-Gymnasium, Augsburg (Germany)
  4. 4. 4EHISTO Newsletter #1Terry Haydn (University of East Anglia)Aims and scopeIn terms of deliverables, the baselinestudy aims to find out teachers’ viewsand practice in terms of the use of histo-ry magazines. ‘What questions areworth asking?’ about popular historymagazines, and what sort of materialsand activities based around popularhistory magazines would be helpful indeveloping the historical, critical andmedia literacy of young people?At the opening EHISTO seminar inAugsburg, it was decided to focus ontwo particular historical topics whichwere felt to be commonly represented inthe history curricula of partner countries(and probably across the EU in general)and which were likely to be also re-presented in popular history magazines.The two topics chosen were a) thecauses/outbreak of World War One, andb) Voyages of Discovery/Colonialism/Empire. These topics could be seen torepresent a European ‘history cross-roads’, in the sense that the topics arewidely encountered, both in historyclassrooms and in ‘public history’ outsi-de the school, through television, theinternet, and in newspapers and maga-zines.Baseline study overviewThrough a combination of question-naires and interviews with history tea-chers in all five of the countries invol-ved, the baseline study aimed to gaininsight into the issues described above,and in particular:• To what extent do history teacherscurrently make use of popular historymagazines in their teaching?• What are their ideas about how po-pular history magazines might be usedto develop students’ critical media lite-racy and intercultural understanding?• History teachers’ views about therole that critical media literacy ought toplay in history education, and if this isconsidered to be a legitimate and im-portant aim of history education, howthis might best be developed throughthe use of popular history magazines,and how to address the gap betweenthe sort of history taught in schools andthe ‘public’ history which young peopleencounter outside school.• What are history teachers’ views onhow courses of initial teacher education,and the continuing professional develo-pment of qualified teachers might beused to improve young people’s criticalmedia literacy through the use of historymagazines?• To what extent are the topics cho-sen at the Augsburg seminar re-presented in current history curriculaand examinations (and in popular histo-ry magazines)?• How important is the development ofcritical media literacy through schoolhistory in the history curriculum specifi-cations in the countries involved in theproject (and to what extent do they emb-race the Council of Europe recommen-dations)? What are history teachers’views on the use of school history todevelop students’ critical media literacy?Results of the studyThe result of the baseline study is onthe one hand a collection of documentswhich report the outcomes of question-naire and interview surveys of historyteachers involved in the EHISTO projectin relation to the questions posed above(consisting of aggregated questionnairedata from all five countries and caserecords of all countries, a summary ofthe key findings arising out of the inter-views and case records of the interviewdata from all countries). On the otherhand partners were asked to reportback on the extent to which the two to-pics chosen for the focus of the project(Causes and Outbreak of World WarOne, and Voyages of Discovery-Colonialism-Empire) were part of thecurricula and to which extent criticalmedia literacy and the recommenda-tions of the Council of Europe for historyteaching are explicitly mentioned incurriculum specifications. The projectpartners developed a summary with keypoints arising out of partner responsesto the above questions and a curriculumsynopsis of all participating countries.The newsletter provides on the followingpages extracts from the summaries forboth parts of the baseline study.EHISTO baseline studyEU-LLP-ProgrammeThe European Commissi-on’s Lifelong Learning Pro-gramme enables people atall stages of their lives totake part in stimulating lear-ning experiences, as well ashelping to develop the edu-cation and training sectoracross Europe.The Comenius Sub-Programme focuses on alllevels of school education,from pre-school and primaryto secondary schools. It isrelevant for everyone invol-ved in school education:mainly pupils and teachersbut also local authorities,representatives of parents’associations, non-government organisations,teacher training institutesand universities.
  5. 5. 5EHISTO Newsletter #1Terry Haydn (University of East Anglia) - The curricular sy-nopses revealed several major points of divergence in theofficial arrangements for the teaching of history in highschools across the project partners involved, but perhaps themost reassuring point to emerge was that in terms of thechoices which were made at the Augsburg kick-off meeting,the two topics which were selected for focus and develop-ment proved to be unproblematic in terms of being taught inschools, sometimes at more than one age level, as well asbeing featured in popular history magazines.In terms of the relevance of these arrangements and diffe-rences for the execution of the project, several points areworth noting:In terms of the dissemination of resources and materials ari-sing out of the project, across the countries involved, andacross the EU more generally, it appears that Spain and Ger-many have federal structures for education, with separateregions having autonomy in curriculum arrangements. Swe-den, Poland and England have national systems for educati-on, and curriculum stipulations that apply nationwide. Thispicture is complicated by a recent development in the UK,where although there is still a ‘National Curriculum’ for history(and other subjects), new types of schools – Academies(which now account for more than half of the high schools inEngland) and Free Schools, have autonomy over curriculummatters, and are not required to teach the National Curricu-lum. However, recent surveys by the Historical Associationsuggest that in spite of this autonomy, and the latitude cur-rently afforded to all schools in terms of which particular his-torical topics they choose to focus on, in practice there is stilla considerable degree of conformity in terms of which topicsare taught to students.The baseline study – Curricular synopsis:Points of relevance to the project arising out ofcurricular synopsesEnglandUnder both current and proposed versions of the NationalCurriculum for history in England, the causes and outbreak ofWorld War One are and will be taught in just about every highschool – it would be highly unusual if any high school ofwhatever type did not teach this topic. The situation with re-gard to the second chosen topic (Voyages of Discovery/Colonialism/Empire) is more complicated. Whereas someyears ago, most English schools taught about Columbus, DeGama and Magellan and the opening up of ‘The New World’,the very strong emphasis on British history in more recentyears has meant that the Voyages of Discovery, Columbusetc, are less widely taught than in the past, and colonialismand empire tend to focus more specifically on British explo-rers, and the development of the British Empire. The BritishEmpire is a major topic in both the current and proposed ver-sions of the National Curriculum. Popular history magazinesalso give considerable attention to controversies of interpre-tation about the British Empire. There is also no shortage ofmagazine articles about the causes and outbreak of WorldWar One, and this is likely to continue to be the case, giventhe approaching centenary of the outbreak of this war. As insome of the other countries, this topic could be taught to pu-pils at more than one age level.
  6. 6. 6EHISTO Newsletter #1In terms of alignment with Council of Europe recommenda-tions, and the aims of the EHISTO project, there is aconsiderable degree of alignment with the stated aims of thecurrent National Curriculum for history in England, with itsstrong emphasis on the development of disciplinary under-standing alongside the development of students’ substantivehistorical knowledge and understanding.However, in terms of links to the present, and to students’everyday lives, unlike the situation in Spain, Sweden andBavaria, the Secretary of State has urged that there shouldbe a move away from trying to make the history curriculum‘relevant’, and wants schools (as in the Netherlands) to placemore emphasis on the classical canon of major events in thenation’s political and constitutional history. It is interesting tonote that in the proposals for the new curriculum, history‘stops’ with the election of Margaret Thatcher in 1979, andthe Fall of the Berlin Wall in 1989. A recent survey by theHistorical Association shows that this goes against the fee-lings of the majority of history teachers in the UK.In terms of the range of resources to be used in the teachingof history, teachers are urged to use a wide range of teachingapproaches, including museums, field trips and the use ofnew technology: popular history magazines are not mentio-ned explicitly, but there is nothing to stop or discourage theiruse, and it is unlikely that their use in the project would occa-sion any problems or complaints.Bavaria/GermanyIn terms of the Bavarian curriculum’s links to EHISTO andthe Council of Europe objectives, both the topics chosen fea-tured in the lower high school curriculum, between 7th and9th grade, although there was some variation in the year inwhich students would encounter these topics, according tothe type of school involved. In terms of what the curriculumhad to say about the use of popular media products andother elements of public history, the curriculum synopsis sug-gested that given the inclusion of ‘historical culture’ in curricu-lum specifications, it was at least implicit that artefacts suchas history magazines should be part of history teaching inhigh schools, ‘moreover the curriculum asks to cover multi-media objects and aims at linking history to the pupil’s life-world (extracurricular involvements with history)’. Moreover,in the history curriculum for the Hauptschule/Mittelschule,there was a stipulation that ‘pupils shall learn to deal withpress products.’ Another element of the curriculum whichaccorded with the Council of Europe principles for theteaching of history was the requirement that students shoulddevelop a knowledge about ‘how “history” is created andwhat we understand as working methods of academic histo-ry’. Another avenue for the use of history magazines was therequirement for interdisciplinary teaching, which might makepossible the use of history magazines in language teaching.(This is an element which might be explored further in theEHISTO project, as this might also be a possible approach inother countries).PolandCompared to England and Sweden in particular, the Polishcurriculum placed more explicit emphasis on detailing thesubstantive historical content to be covered in the historycurriculum, with less emphasis (at least explicitly) on the de-velopment of disciplinary understanding and second orderconcepts. Although the specifications presented in the sum-mary mary of the core curriculum did not explicitly link to theCouncil of Europe recommendations on the teaching of histo-ry as clearly as in some other cases, this did not seem topresent a problem in terms of teachers exploring and develo-ping materials and developing teaching approaches basedon the EHISTO and the Council of Europe aims. There wasalso less direct reference to linking the past to the presentthan in some of the specifications in some of the other count-ries. Although there was no explicit mention of the use ofmedia and popular representations of the past as being anecessary element in teaching approaches, neither did thereappear to be anything to discourage or prohibit the use ofsuch resources. In terms of the chosen topics, these seemedto form part of both the junior high school and secondaryschool curricula, and to be featured in both secondaryschools and vocational secondary schools.They are everywhere: discovered at a kiosk in Brussels
  7. 7. 7EHISTO Newsletter #1SpainThe overview of the Spanish system for history educationshowed that intercultural aims were explicitly mentioned inthe curriculum specifications, Article 4 of the ESO level ob-jectives stating that pupils should learn ‘the fundamental as-pects regarding culture, Geography and History, both fromSpain and the world, to respect the artistic, cultural and lingu-istic heritage; to know about the diversity of cultures andsocieties in order to better and critically value them, develo-ping attitudes of respect both by the own and the others’ cul-tures’. As in the case of Bavaria, there was also explicit refe-rence to students being able to use information coming from‘the social environment, mass media and ICT’. As in Eng-land, the two chosen topics are taught at lower secondarylevel and ‘also reviewed at Upper Secondary level.’ In termsof general methodological principles, teachers were allowedto use ‘autonomous approaches’, and there was an acknow-ledgement that in order to maximise student motivation, ‘it isconvenient to explicitly remark the usefulness of the contentsto be learned’, and that this could be effected by relating con-tent to students’ ‘environment and everyday life’. (This is indirect contrast to the proposed National Curriculum for histo-ry in England).SwedenLike the National Curriculum for England, much of theSwedish history syllabi focused on the development of discip-linary understanding, rather than confining itself primarily to alist of content to be covered. In this respect there was clearconvergence with many of the Council of Europe’s objectivesfor the teaching of history, and on the importance of develo-ping students’ ability to analyse and assess information criti-cally, ‘Understanding how history is manmade and needs tobe critically examined to be of use (and not misuse)’, ‘Know-ledge of time periods, processes of change, events and per-sons on the basis of different interpretations and per-spectives’, and being able to ‘give an account of some histo-rical processes and events that have been used in differentways, and in basic terms explain why they have been useddifferently’. There is also (unlike the proposals for the newNational Curriculum for history in England), a requirement forstudents to develop ‘The ability to use a historical frame ofreference to understand the present and to provide perspecti-ve on the future’. Although core content is not spelled out inthe same detail as in other countries, mention is made of theneed to cover ‘colonialism’, and ‘conflicts’, and EHISTO ex-plorations and enquiries before and at the Augsburg kick-offmeeting suggested that the choice of topics would not beproblematic for Swedish schools, either in terms of what to-pics were taught in schools, or the availability of appropriatemagazine articles on the two topics chosen.Zhongjie Meng (East China Nor-mal University) - The Program ofEHISTO is echoed positively inChina, after associate Prof. Dr.Zhongjie Meng as a participant inthe first conference in Augsburgintroduced a brief message in theChinese Twitter ( November. In his message heexplained the purpose and struc-ture as well as the whole opera-tion of EHISTO. More than 30reviewers, the majority of whomare now history professors in different Chinese universities,have not only transmitted the information but also taken partin a small discussion through twitter as the platform. It wasmost attractive for Chinese academia, to know a lot moreabout the perspective of European historians, to observevarieties of public history. Additionally the research strategyon the interaction between popular history magazines andhistory didactics was discussed.On the one hand, it could be challenging for professionalhistorians to ponder over the fast developing public history inChina since the new century. This growth of interest has ledto the result, that some historians have presented a plan toestablish a committee of public history to the Chinese Histori-an Association at the end of last year and will prepare for thefirst meeting of public history in Beijing this May, as a positiveaction of the boom of public history. Chinas historians hopefor further possibilities to get to know more about the EHIS-TO project. On the other hand the EHISTO conferencebrought interesting issues for considerations in using a com-parative approach: This approach illustrated e.g. the differentideas of the project partners as well as of the history maga-zines on the important eras of European history and on thedifferent barycenters in the narratives of national history. Ac-cording to the minds of Chinese historians it becomes visiblethat the process of “Europeanization” seems to be a moredifficult task on the field of culture than on the fields of politicsor economy.Echoes of EHISTO in ChinaProf Dr. Zhongije Meng
  8. 8. 8EHISTO Newsletter #1Terry Haydn (University of East Anglia) - The next stepduring the baseline study aimed to find out teachers’ viewsand practice in terms of the use of history magazines througha combination of questionnaires and interviews with historyteachers in all five of the countries involved. In all, there were85 questionnaire responses, and this data was complemen-ted by 12 interviews with teachers from partner schools. Ba-seline data was also obtained about the views of participantsin the Augsburg kick-off meeting about their views of the rolethat history magazines play, and might play, in history educa-tion. The outcomes are presented below in extracts.Some of the reasons why respondentsthought that it would be ‘a good thing’ ifpopular history magazines were moreextensively used in history education:’The Magazine articles often provide more depth of historicalknowledge/information than text books.’’If it led to more students buying history magazines of theirown accord, that would be a good thing – signifies a commit-ment to and engagement with history.’’On the whole, history magazines are a fairly ‘respectable’,trustworthy and to at least some extent scholarly representa-tion of the past compared to some of the history found innewspapers and on the internet.’’It can get students ‘doing history’ outside the confines ofschool and lessons if they are reading magazine articles intheir own time – potentially increases the time that they areengaged with the past.’’If they read more than one article on a historical topic, orarticles which talk about different opinions about a topic orperson, it introduces them to controversies of interpretationand the idea of multiperspectivity.’’Similarly, if they read a range of articles on a particular topicthey are introduced to the idea of history as something that ismediated by a community of practice which collectively givesauthority to findings about the past, and to the idea that histo-ry is contested and not subject to a single and simple ‘rightanswer.’’History magazines contribute to good history teaching evenif it is just at the level of history teachers and history teachertrainers updating their subject knowledge and keeping up todate with recent scholarship.’’Even if students just read history magazines (without neces-sarily engaging with activities, learning objects, worksheetsetc), this is in itself a good thing as it develops their subjectknowledge, and offers them good models of writing.’’High level production values, ‘glossiness’ and topicality andhelp make history attractive and more connected to the outsi-de world compared to text books.’Ideas about the ways in which popularhistory magazines might be used to im-prove history education, particularly inrespect of EHISTO objectives andCouncil of Europe guidance on goodpractice in history education:Many magazines have online features – associated website,podcasts, blogs: it might be good to get students using thesefeatures, especially blogs where students can post com-ments on articles and become actively engaged in debatesand controversies about magazine articles.As discussed at the kick-off meeting and in the interviewsconducted as part of Workpackage 2, popular history maga-The baseline study – Summary and key pointsarising out of EHISTO participants‘ viewsPupils who read popular historymagazines according to the teachers3%0%50%28%19%AlotFewHardly anyNoneDont know
  9. 9. 9EHISTO Newsletter #1zines have some flaws and weaknesses. This is an opportu-nity rather than a problem. As one respondent pointed out,‘Pupils can get familiar with quality standards’ (in historicalsources) only if they deal with products which often neglectthese standards.’‘Issues such as nationalistic bias or the furthering of particu-lar nationalist (or classist, or sexist) agendas can themselvesbe, or become, the subject of scrutiny in classrooms.’‘Articles can be found which explicitly link past events to cur-rent problems and controversies so that students stop thin-king of history as something that is past and gone and notvery important.’‘Find some ‘polemical’ articles that make simple polarisationsand which oversimplify historical problems and issues andthen find other articles which make students realise thatsuch polarisations and oversimplifications are often un-helpful.’‘Useful to find articles which show students how history isoften misused by people in the present for unethical purpo-ses’ (‘I hope students can see the different ways history ispopularized, used and misused’)’.‘Draw attention to the gap between school history, publichistory, and ‘popular history magazine history’. Broaden stu-dents’ understanding of the breadth of history that is ‘outthere’. (‘Examining history magazines, pupils may recognizewhat kind of history is regarded to be important, they will no-tice that history in their schoolbooks is not equal to the histo-ry presented in magazines.’ ‘There will be differences thatstudents can also identify in classrooms – national perspecti-ves primarily, but perhaps (hopefully) also gender, social andcultural.’‘Develop their understanding of history magazines as culturalartefacts, increase their understanding of ‘signifiers’. (‘I thinkthere is a need to work with meta-questions about teachingand learning from texts, before we actually get into the histo-rical magazines themselves’, ‘It will let students being awareof ideological foundations and commercial interests behindpublishing groups. This should be useful for stimulating criti-cal thinking with regard to History and respective narratives,taking into account both ideological differences and uses ofinformation and historical events for political and commercialpurposes’).‘Opportunity to develop students’ understanding of the im-portance of provenance and referencing’ (‘popular maga-zines often do not cite the sources’).‘Opportunity to develop students’ understanding of the tenta-tive, provisional and changing nature of historical know-ledge’ (to what extent do magazines acknowledge doubt anduncertainty about conclusions and findings, or present alter-native possibilities?Discuss and develop understanding of the changing ‘alpha-bet – icon ratio’ of contemporary society. Use of pictures – assources, or mainly ‘decorative’ and ‘glossy’?‘Explore possibilities of use in language teaching’ (‘An obvi-ous possibility for an interdisciplinary teaching combiningHistory and German.’)‘Compare the pros and cons of different history magazines,are some magazines better than others? What makes a his-tory magazine good or bad? Does it depend on ‘audience’?’‘Give students practice in critisising magazine articles forquality and reliability, and get them to think/discuss the com-parative reliability of magazine articles in relation to otherpublic sources about history – history in the newspapers, infilms, on television, on the internet.’‘Important not to lose sight of the motivational potential ofhistory magazines’ (‘And last not least history magazines canmotivate or deepen the interest in history – and this is themost important starting point for acquiring competencies indealing with historical culture that is around the pupils every-where.’).How often teachers use extracts or articles out ofpopular history magazines in their teachings9%70%0%21%Quite oftenFrom time totimeOccasionallyNever
  10. 10. 10EHISTO Newsletter #1EHISTO partner: University of Salamanca, SpainThe University of Salamanca,one of the oldest Universities inEurope, founded in 1218, hastoday become a modern Europe-an University, open to the cultureof practically every branch ofteaching. Currently, the Universi-ty of Salamanca teaches first andsecond cycle undergraduatedegrees to almost 28000 stu-dents, in addition to nearly 3000students of Doctorate and Mas-ter degrees. With more than three thousand researchers, who make up 70 depart-ments, 26 Faculties and Schools, 18 institutes and other research units belongingto the social, biomedical, human, experimental and formal sciences, it stands outas one of the main public research organizations in Spain.The Research GRoup on InterAction and eLearning (GRIAL), directed by Francis-co José García Peñalvo, Computer Science Department Professor, is an officialand stable Research Group at the University of Salamanca, part of IUCE (Institutode Ciencias de la Educación) awarded every year since 2007 as “Excellent Re-search Group” by the Regional Government of Castilla y León, in acknowledgmentof its innovative approach of both ICT and Didactical Research activities. Thegroup is nowadays composed by 55 active researchers (in service UniversityTeachers and Researchers, as well as other collaborators coming from Education,Public Administration and Industries) belonging to different areas, from ComputerScience to Educational Sciences, Philosophy, Social Sciences and Humanities, allof them joined by the common interest of improving the quality of learning andresearching processes by the use of both innovative ICT and methodological ap-proaches.EHISTO partner school: Borgarskolan, SwedenBorgarskolan presents itself asthe oldest business school inSweden. It is today an Upper Se-condary School that offers bothpreparatory and vocational educa-tional programmes. Teaching forinstance media, social scienceand auto-technology Borgarskolancontains a great diversity amongthe 850 students and its teachers.As a participant in the EHISTO project, history teacher Robert Thorp sees a’possibility to use popular history magazines to help pupils develop their criticalthinking’. He states that using the material from EHISTO might highlight ’differentuses of history and how that influences the way history is portrayed and inter-preted. I think an awareness of this is crucial for an individual to develop a sourcecritical ability’.Take partin EHISTOThe EHISTO project aims tocreate an ever growing net-work of institutions and indivi-duals interested in EHISTOto be constantly developedduring the whole EHISTOproject. Being involved in theEHISTO network means tobe timely updated about re-search processes.For joining the EHISTO net-work please fill in the onlineforms just write an e-mail toinfo@european-crossroads.euWe would be very glad tocome into contact withyou!EHISTOnetworkThe EHISTO project includes,besides the University of Augs-burg as coordinator, five Euro-pean research centres, which areall experienced in multiperspecti-val and media-critical approachesto history education. The projectalso involves a number of Euro-pean secondary schools, severalassociated partners, and fourinternationally renowned consul-tants. All these different instituti-ons and partners will be workingtogether in order to achieve theproject aims.EHISTO team — University of SalamancaBorgarskolan, Gävle (Sweden)
  11. 11. 11ContactCoordinator:Prof. Dr. Susanne PoppMiriam HannigDepartment ofHistory DidacticsUniversity of AugsburgUniversitätsstraße 1086159 AugsburgGermanyE-mail:info@european-crossroads.euVisit our website:www.european-crossroads.euWorkpackage 3: Developing learning materialand teacher manualsIn this workpackage the results of the baseline study will betransferred into history teaching in close cooperation with thepilot schools by developing Learning Objects that will be lateron presented on the website of the project. For each of thetopics, worksheets will be designed emphasising media edu-cation and content related aspects.This will be done by analyzing and comparing the covers,texts and pictures of the history magazines in order to learnhow popular history magazines adress their audience andhow they shape history for the mass media market. As resultof workpackage 3 the Learning Objects will be presented inOctober at the second meeting.Workpackage 4: Development module and module guidefor initial teacher trainingThe workpackage includes the development of a module forinitial teacher training as well as of study material. A first versi-on of the module concept ist discussed at the moment and willbe complemented by the partners. A final version will bepresented at the next conference. The conference will takeplace in Lodz/Poland from 28thto 30thOctober 2013.NEWSLETTER EDITORS:Terry Haydn, Susanne Friz, Thomas Nygren, Jutta Schu-mann, Miriam Hannig, Oliver SimmetGRAPHIC DESIGN:Susanne Friz, Oliver SimmetProject duration: 01/11/2012-31/10/2014Project coordinator: Prof. Dr. Susanne PoppCoordination organisation: University of AugsburgProjekt No.: 527752-LLP-1-2012-1-DE-COMENIUS-CMPEHISTO Newsletter #1The EHISTO newsletter is published every six months and contains information about project implementation activities and achievements. All partners con-tribute to its contents, reporting also latest news on studies and research. To apply for this newsletter please fill in the form on or just write an e-mail to project has been funded with support from the European Commission. This newsletter reflects the views only of the authors, and the Commission can-not be held responsible for any use which may be made of the information contained therein.May 2013Conference: LINQ2013. Learning Innovationsand Quality. „The future of digital resources“,16th-17thMay 2013, Rome/Italy [LINK]September 2013Conference: Annual conference of the Interna-tional Society of History Didactics (ISHD):Colonialism, decolonization and post-colonialhistorical perspectives – Challenges for Histo-ry Didactics and history teaching in a globali-zing world, 16th-18thSeptember 2013, Tutzing/Germany [LINK]Conference: SINTICE 2013. XV. SimposioInternacional de Tecnologías de la Informa-ción y las Comunicaciones en la Educación,17th-20thSeptember 2013, Madrid/Spain[LINK]Conference: XX. Biennial Conference of Ger-man Society for History Didactics: HistoryLearning In Biographical Perspective.Sustainability - Development - GenerationDifference, 25th-27thSeptember 2013, Göttin-gen/Germany [LINK]November 2013Conference: TEEM. Technological Ecosys-tems for Enhancing Multiculturality, 14th-15thNovember 2013, Salamanca/Spain [LINK]Trade faire: Interpädagogica, Specialist educa-tional trade fair for teaching aids, equipment,culture and sport, 14th-16thNovember 2013,Salzburg/Austria [LINK]EHISTO related forthcoming eventsEHISTO next steps